درمان EMDR و رویکردهای کمکی

Cover Page......Page 2 Title Page......Page 5 Copyright......Page 6 Dedication......Page 8 Contents......Page 9 Contributors......Page 21 Foreword Robbie Dunton......Page 24 Preface......Page 29 Acknowledgments......Page 33 Chapter 1. EMDR Therapy, the Adaptive Information Processing Model, and Complex Trauma......Page 36 Childhood Complex Trauma and the Adaptive Information Processing Model......Page 38 Affective Neuroscience, AIP, and EMDR Therapy......Page 43 Polyvagal Theory, AIP, and EMDR Therapy......Page 46 The Windows of Tolerance and the Arousal Zones......Page 51 IPNB, AIP, and EMDR Therapy......Page 52 Attachment Theory, AIP, and EMDR Therapy......Page 53 Dissociation......Page 56 Liotti’s Etiological Model of Dissociation—Multiplicity of Ego States......Page 60 The Structural Dissociation Theory, EMDR Therapy, and AIP Model......Page 63 EMDR Therapy and the Neurosequential Model of Therapeutics......Page 67 A Typology for EMDR Therapy: Case Conceptualization......Page 68 Type 1 Cases......Page 69 Type 2 Cases......Page 70 Type 3 Cases......Page 71 Summary and Conclusions......Page 73 Chapter 2. Phase One: Client History and Treatment Planning......Page 75 Who Is Appropriate for EMDR Therapy?......Page 76 Level of Expertise of the Clinician......Page 77 Conducting the Intake Interview With the Caregiver......Page 78 The Use of the AAI in EMDR Therapy With Children and Their Parents......Page 88 Assessing the Strengths and Resources......Page 94 Targeting Sequence Treatment Plan Form......Page 95 Conducting the Intake Interview With the Child......Page 96 Creating the Complete Clinical Landscape......Page 99 Appendix: Parent’s Rating Scale......Page 102 Chapter 3. Phase Two: Preparation......Page 108 The Preparation Phase of EMDR Therapy and the Polyvagal Theory......Page 110 Accessing and Stimulating Different Systems During the Preparation Phase......Page 112 Talking to Children About Trauma......Page 115 Talking to Children About EMDR Therapy......Page 119 Explaining the Different Forms of Bilateral Stimulation......Page 120 Emphasizing Present Awareness......Page 121 Creating a Safe Place......Page 123 Calm–Safe–Happy Place Protocol......Page 125 When the Safe Place Does Not Exist......Page 128 Calm–Safe–Happy Activity......Page 129 Creating Containment......Page 133 The Cushion House......Page 134 The Helpers......Page 135 Imaginary Containers......Page 136 Developing Boundaries......Page 137 The Importance of Touch......Page 139 The Helping Luggage and the Trip Analogy......Page 140 The Harvest Analogy and Peritraumatic Resources......Page 142 The Survival Kit and the New Helping Kit......Page 145 Relational Resources......Page 146 Mastery Experiences and Acts of Triumph: Medals, Diplomas, and Trophies......Page 148 Using Nature as a Resource......Page 149 Animal-Assisted Therapy......Page 151 Preparing for the Potential Aftermath of EMDR Therapy Sessions......Page 152 Summary and Conclusions......Page 153 Chapter 4. The Skill-Building Phase and EMDR Games......Page 155 The Importance of Play......Page 156 Developing Cognitive Literacy......Page 160 Negative Cognitions–Positive Cognitions......Page 162 Using Positive Cognition Cubes......Page 164 Using Positive Cognition Cards......Page 165 Using Positive Cognition Balls and Bowling Pins......Page 166 Using Negative Cognition Cubes......Page 167 Using Negative Cognition Balls and Bowling Pins......Page 168 The Feeling Finder......Page 169 Using Feeling Cubes......Page 170 Developing Sensory Literacy......Page 172 Developing the Targeting Sequence With Children......Page 173 Using the Float Back and the Affect Scan With Children......Page 176 Using Drawings to Assist Children in Creating the Targeting Sequence......Page 177 The Memory Wand......Page 182 The “Bag of Mixed-Up Stuff”......Page 184 Time Lines......Page 186 Memory Detectors: Exploring Preverbal Memories......Page 188 The Story of a Hero: Once Upon a Time . . .......Page 190 Medals, Trophies, and Diplomas......Page 191 Things That Make Me Have Mixed-Up Thoughts and Feelings......Page 192 My Buttons......Page 193 Identifying Disturbing Events and Resources While Assessing Readiness for Trauma Processing......Page 194 Exploring Targets Associated With Parent–Child Interactions......Page 195 The “Heart Jar”......Page 198 Summary and Conclusions......Page 201 Chapter 5. Working With Parents and the Family System: The AIP Model and Attachment Theory......Page 202 The Mirror Analogy: Understanding Basic Principles of Attachment Theory and AIP......Page 213 The Thermostat Analogy: Understanding Regulation Theory Principles......Page 215 Teaching Parents How to Parent From the AIP and Attachment Perspective......Page 218 Level II—Self-Regulation......Page 219 Assisting Parents in Developing Attunement......Page 220 Developing Boundaries......Page 224 Boundary Exercises for Parents......Page 225 Developing Resources......Page 228 Level III—Memory Reprocessing and Integration......Page 231 Participation of Caregivers During the Child’s Sessions......Page 239 Summary and Conclusions......Page 242 Chapter 6. Assessing and Diagnosing Dissociation in Children: Beginning the Recovery......Page 244 Theoretical Developments and Conceptualization of Dissociation......Page 246 Assessment Process for Child and Adolescent Dissociation......Page 250 Core Dissociative Indicators and Case Description......Page 251 Amnesia......Page 254 Trance Behavior and Trance States or Self-States......Page 255 Extreme Mood and Behavior Switches......Page 257 Auditory and Visual Hallucinations......Page 258 Depersonalization and Derealization......Page 259 Assessment Tools......Page 260 Differential Diagnoses and Comorbidity......Page 262 Attention Deficit Hyperactive Disorder......Page 263 Bipolar Disorder......Page 264 Hallucinations, Psychosis, or Schizophrenia......Page 265 Components in the Interviewing Process......Page 267 Assessing the Family Environment......Page 268 History Gathering From the Parent Regarding Their Child......Page 269 List of Questions to Ask Parents......Page 270 Interviewing the Child......Page 271 Some Suggestive Questions to Ask the Youth......Page 274 Other Collateral Interviews and Collateral Reports......Page 276 Clinical Summary and Conclusions......Page 278 Chapter 7. Advanced Preparation Strategies for Dissociative Children......Page 280 Talking to Children About Dissociation......Page 281 The Rainbow Analogy......Page 283 The Dissociation Kit for Kids......Page 285 Tools to Explain, Maintain, and Restore Dual Awareness......Page 286 Tools to Assist Children in Exploring and Assessing Present Awareness......Page 287 Enhancing the Brain–Body Connection: Sensory-Focused EMDR Strategies......Page 293 Enhancing the Child’s Present Interoceptive Awareness......Page 294 Enhancing Kinesthetic Awareness: Muscle Talk......Page 296 Breathing and Grounding Exercises for Children......Page 297 Helping Children Reclaim Their Bodies......Page 298 Strategies With Young Children......Page 299 Strategies for School-Age Children......Page 300 When the Body Is Nonexistent......Page 303 Meeting the Body for the First Time......Page 304 Games to Develop and Stimulate Affect Regulation......Page 308 The “Memory-Visiting Muscle”......Page 309 Installation of Present Resolution (IPR)......Page 311 State-Change Installation......Page 314 State-Change Installation With Caregiver......Page 317 Constant Installation of Present Orientation and Safety......Page 318 Using the Dissociation Kit for Kids With the CIPOS Protocol......Page 319 Summary and Conclusions......Page 320 Chapter 8. Phase Three: Assessment......Page 322 Working With Children With Sensitized Sympathetic Systems......Page 325 Working With Children With Sensitized Parasympathetic Dorsal Vagal Systems......Page 326 Target Selection......Page 327 Accessing Preverbal Memories Through Current Triggers Using Time Lines, Memory Detectors, Life Stories, Internal Satellites, and Antennas......Page 329 Targeting Attachment Behaviors......Page 332 Working With Children With Avoidant Strategies......Page 333 Working With Children With Ambivalent Strategies......Page 335 Children With Disorganized Strategies......Page 337 Targeting Developmental Stages......Page 338 Diagramming and Outlining the Memory: Finding the Lost Treasure......Page 340 Layering the Memory......Page 342 The EMDR Kit for Kids......Page 343 The EMDR Team......Page 345 Using EMDR Therapy and Sandtray Therapy......Page 347 Assessment Phase Script......Page 352 Summary and Conclusions......Page 355 Chapter 9. Phase Four: Desensitization......Page 357 The Interweave......Page 359 Promoting Horizontal Integration: When We Can See the Parts and the Whole......Page 361 Promoting Vertical Integration......Page 364 Responsibility......Page 367 Safety......Page 370 Control/Power......Page 371 Child-Friendly Interweaves......Page 372 The Throw-Up Interweave......Page 373 The EMDR Advisors......Page 374 Using Illustrations......Page 376 Stimulating Mindfulness During Reprocessing......Page 379 Using Images and Stories Inspired From Nature: Animal and Plant Totems......Page 381 Putting It All Together: Creating the Child’s “Tools and Advisors”......Page 388 Inner-Self Helpers......Page 391 Using Objects and Devices to Promote Playfulness and Containment......Page 392 The Shy Blanket and the Invisible Hats......Page 393 Interweaves Using Storytelling......Page 396 Stimulating the Use of Nonverbal Communication Through the Use of Interweaves......Page 397 Using Drawings and Art......Page 398 Working With the Attachment System: Reparative Interweaves......Page 400 Reparative Interweaves With the Younger Self......Page 405 Cultural Issues......Page 409 Using Sandtray Therapy Strategies......Page 412 Standard Procedural Steps for the Desensitization Phase With Children......Page 414 Summary and Conclusions......Page 416 Chapter 10. Installation, Body Scan, Closure, Reevaluation, and the Future Template......Page 417 Phase Five: Installation......Page 418 Phase Seven: Closure......Page 422 Phase Eight: Reevaluation......Page 426 Resuming Reprocessing of an Unfinished Target......Page 430 Future Template......Page 431 Summary and Conclusions......Page 434 Chapter 11. EMDR Therapy and Sensorimotor Psychotherapy With Children......Page 435 Dysregulated Arousal, Animal Defenses, and the Brain......Page 437 Brief Introduction to Sensorimotor Psychotherapy......Page 442 The Adaptive Information Processing Model and Sensorimotor Psychotherapy......Page 443 Phase One: Client History and Treatment Planning......Page 447 Psychoeducation: The Triune Brain and the Alarm System......Page 449 Safe Place......Page 454 Developing Sensorimotor Awareness and Literacy......Page 456 Tracking......Page 457 Contact Statements......Page 459 Translating the Language of the Body......Page 460 Oscillation Techniques......Page 462 Boundaries......Page 463 Using Music......Page 466 Desensitization Phase......Page 468 Using Touch......Page 469 Creating Experiments......Page 471 Sensorimotor Sequencing......Page 473 Installation Phase......Page 474 Summary and Conclusions......Page 475 Chapter 12. Using EMDR Therapy and Theraplay......Page 477 What Is Theraplay?......Page 479 Theraplay Theory and Basic Principles......Page 480 Structure......Page 481 Engagement......Page 482 Nurture......Page 484 Challenge......Page 485 Core Concepts: Theraplay in Action......Page 486 Adaptations to Complex Trauma......Page 489 The AIP Model and Theraplay Principles......Page 491 EMDR Therapy and Theraplay: When and How......Page 494 Phase One: Client History and Treatment Planning......Page 495 Phase Two: Preparation......Page 497 EMDR Preparation Phase: Theraplay Sessions......Page 498 EMDR Preparation Phase: Theraplay Strategies With Parents......Page 499 Using Theraplay Activities as State Change Strategies......Page 503 Using Theraplay Activities as Interweaves to Heal the Attachment System......Page 504 Phase Five: Installation......Page 507 Phase Six: Body Scan......Page 508 Phase Seven: Closure......Page 509 Phase One: Client History and Treatment Planning......Page 510 Phase Two: Preparation......Page 512 Phases Three, Four, Five, and Six: Assessment, Desensitization, Installation, and Body Scan......Page 516 Summary and Conclusions......Page 517 Chapter 13. EMDR Therapy and the Use of Internal Family Systems Strategies With Children......Page 519 Overview of IFS: Basic Principles......Page 520 Second Assumption......Page 521 Third Assumption......Page 522 Step One: Create a Trusting Relationship Between the Client’s Self and Part......Page 525 Step Three: Retrieval......Page 528 Step Five: Invitation......Page 529 Step Six: Integration......Page 530 Incorporating Parents or Caregivers Into the Therapy......Page 531 The Adaptive Information Processing (AIP) Model and IFS Principles......Page 532 EMDR Therapy and IFS Psychotherapy With Children: Why, When, and How......Page 535 Accessing the Family System: Creative Strategies With Children......Page 537 Phase Three: Assessment......Page 541 Phase Four: Desensitization......Page 544 Phase Five: Installation......Page 547 Phase Six: Body Scan......Page 548 Phase Eight: Reevaluation......Page 549 Summary and Conclusions......Page 551 References......Page 553 Index......Page 576