This is lecture 1 of a 10 week Lecture series for Level 6 students Introducing them to Complex Trauma. This module is based on Courtis & Ford (2013) Treatment of Complex Trauma : A sequenced relationship based approach.London. Guildford Press.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Most people do not enter into relationships with the intention of sabotaging it, yet that is exactly what ends up happening. In this presentation, we explore, in depth, certain behaviors that commonly sabotage relationships, how they are actually protective for the "saboteur" and what can be done to address them.
This is lecture 1 of a 10 week Lecture series for Level 6 students Introducing them to Complex Trauma. This module is based on Courtis & Ford (2013) Treatment of Complex Trauma : A sequenced relationship based approach.London. Guildford Press.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Most people do not enter into relationships with the intention of sabotaging it, yet that is exactly what ends up happening. In this presentation, we explore, in depth, certain behaviors that commonly sabotage relationships, how they are actually protective for the "saboteur" and what can be done to address them.
A group program using Compassion Focused Therapy, adapted from the book CFT Made Easy by Russel Kolts, and The Power of Self Compassion by Mary Welford and the Untethered Soul by Michael Singer
EMDR & Mindfulness: Interventions for Trauma, Anxiety, Panic, and Mood Jamie Marich
Course Description (From www.pesi.com):
Attend this seminar and gain a deeper understanding of both Mindfulness and EMDR. Learn how and why they can be powerful tools for healing, and with whom and when it is suitable to use each. Experience various practices of Mindfulness, and leave with skills to teach Mindfulness to your clients. Increase your knowledge of how trauma affects the brain, and how Mindfulness and EMDR can improve patient outcomes. Clinicians not trained in EMDR: gain an overview of EMDR, how and why it works. Clinicians already trained in EMDR: update your skills and enhance your ability to use Mindfulness to deepen your sessions.
Dr. Jamie Marich is not only an EMDR expert, author, speaker and practicing clinician, she is the creator of ‘Dancing Mindfulness’, a powerful community-based practice that teaches people mindfulness principles through creative expression. She is known for her natural way of presenting the “complex” in very relatable terms that translates into your having real-life, effective tools to take back to your offices!
In addition to the seminar, you will take home a manual with dozens of specific strategies along with numerous recent citations from scientific literature attesting to the efficacy of EMDR and Mindfulness.
A group program using Compassion Focused Therapy, adapted from the book CFT Made Easy by Russel Kolts, and The Power of Self Compassion by Mary Welford and the Untethered Soul by Michael Singer
EMDR & Mindfulness: Interventions for Trauma, Anxiety, Panic, and Mood Jamie Marich
Course Description (From www.pesi.com):
Attend this seminar and gain a deeper understanding of both Mindfulness and EMDR. Learn how and why they can be powerful tools for healing, and with whom and when it is suitable to use each. Experience various practices of Mindfulness, and leave with skills to teach Mindfulness to your clients. Increase your knowledge of how trauma affects the brain, and how Mindfulness and EMDR can improve patient outcomes. Clinicians not trained in EMDR: gain an overview of EMDR, how and why it works. Clinicians already trained in EMDR: update your skills and enhance your ability to use Mindfulness to deepen your sessions.
Dr. Jamie Marich is not only an EMDR expert, author, speaker and practicing clinician, she is the creator of ‘Dancing Mindfulness’, a powerful community-based practice that teaches people mindfulness principles through creative expression. She is known for her natural way of presenting the “complex” in very relatable terms that translates into your having real-life, effective tools to take back to your offices!
In addition to the seminar, you will take home a manual with dozens of specific strategies along with numerous recent citations from scientific literature attesting to the efficacy of EMDR and Mindfulness.
Describe the family life cycle
Distinguish the shift from linear to circular thinking.
Describe the influence of Bateson
Describe the core concepts of systemic therapy: phase 1 & 2
Emotions can be both boon or bane. One of the psychotherapies that uses emotions as the basis to manage patients having difficulty in controlling or adapting emotions is EFT (emotion-focused therapy). It is beneficial in improving one's own self and interpersonal relationships by following and guiding their emotional experiences and thus, bringing positive emotional changes and ultimately, a better change in life. The two major conditions where it is employed more commonly are depression and emotional trauma and have been clinically proven to be successful
Read More information about Emotion Focused Therapy: https://www.icliniq.com/articles/emotional-and-mental-health/emotion-focused-therapy
Treating Co-Occurring Mood & Anxiety Disorders with Substance Use DisordersGlenn Duncan
Evidence Based Treatment in the consideration of treating anxiety and depressive disorders in the substance using populations. Introduction into these disorders, DSM-5 preview with changes to substance use disorders, certain anxiety and mood disorders. Cultural and best practices treatment considerations (Mindfulness, DBT, MI, Cognitive Behavioral Therapy are in focus with mentions on other best practices such as EMDR). Issues of duty to warn and protect are covered also.
Psychoanalysis Sigmund Freud’s therapeutic technique. Freud believed the patient’s free associations, resistances, dreams, and transferences—and the therapist’s interpretations of them—released previously repressed feelings, allowing the patient to gain self -insight.
Brief therapy, sometimes also referred to as short term therapy (usually 10 to 20 sessions) , is a generic label for any form of therapy in which time is an explicit element in treatment planning.
Self-maintenance therapy in Alzheimer’s disease Barbara Romero1,.docxtcarolyn
Self-maintenance therapy in Alzheimer’s disease
Barbara Romero1,2 and Michael Wenz1
1Alzheimer Therapiezentrum der Neurologischen Klinik Bad Aibling, Germany
2Klinik und Poliklinik für Psychiatrie und Psychotherapie der Technischen Universität München, Germany
A short-term residential treatment programme designed to prepare patients with dementia and caregivers for life with a progressive disease was evaluated in a one group pretest–posttest design. The multicomponent programme included: (1) intensive rehabilitation for patients, based on the concept of Self-Maintenance Therapy, and (2) an intervention programme for caregivers. The results showed a consistent improvement in patients’ depression and in other psychopathologica l symptoms, which can be seen as directly beneficial for patients. Following treat- ment, caregivers also felt less depressed, less mentally fatigued and restless, and more relaxed. Controlled studies are needed to support the preliminary results presented and to address hypotheses about factors responsible for benefits as well as for treatment resistance. The concept of Self-Maintenance Therapy allowed the prediction that experiences that are in accordance with patients’ self-struc- tures and processes support patients’ well-being, reduce psychopathological symptoms, and facilitate social participation.
INTRODUCTION
Patients with dementia of Alzheimer type (AD) gradually lose their cognitive competence in the course of the disease. The lost and preserved competencies of patients are traditionally described in terms of neuropsychologica l functions and daily activities, such as “spatial orientation” or “naming” abilities. Rehabilitation programmes grounded on this traditional approach aim at facilitation of basic functions, for example, facilitation of memory perfor- mance or attention. However, interventions designed to improve basic
Correspondence should be sent to Barbara Romero, Alzheimer Therapiezentrum der Neurologischen Klinik Bad Aibling, Kolbermoorerstr. 72, D-83043 Bad Aibling, Germany. Email: [email protected] .
The authors would like to thank L. Clare and R.T. Woods for providing helpful comments on a previous draft of this paper.
Ó 2001 Psychology Press Ltd http://www.tandf.co.uk/journals/pp/09602011.html DOI:10.1080/09602010143000040
334 ROMERO AND WENZ
neuropsychological functions have not really proved beneficial for patients with AD. Neuropsychological research has revealed that the relevance of func- tional training for dementia patients has been limited (Bäckman, 1992; Heiss, Kessler, & Mielke, 1994; McKittrick, Camp, & Black, 1992).
We proposed a systemic approach for evaluating patients’ psychosocial resources and for developing rehabilitation programmes (Romero, 1997; Romero & Eder, 1992; Romero & Wenz, 2000). There are two systems that should be stabilised and preserved in a rehabilitation programme for patients with dementia—the self as an intra-individual system, and the social networ.
10 week lecture series on introducing counselling students to basics of research. Lecture series is based on Sanders & Wilkins (2010) First Steps in Practitioner Research PCCS books
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Learning Outcomes
This lecture is based on:
Fosha, D.; Paivio, S.; Gleiser, K.; & Ford, J. (2009) Experiential and
Emotion Focused Therapy found in Courtis, C. & Ford, J. Treating
Complex Traumatic Stress Disorders . London. Guildford Press.
2
3. Learning Outcomes
1. Rationale for experiential approach to the treatment of
complex trauma
2. Accelerated experiential dynamic psychotherapy (ADEP)
3
4. Rationale for experiential approach to the
treatment of complex trauma
1. Living a life of vitality, resilience and
human connectedness in the face of
adversity requires ready access to
emotional experience.
2. access to basic emotions is
necessary to be able to harness
adaptive responses, as well as
relying on others to help bolster
these coping resources
3. experiential psychotherapies are
designed to systematically assist
people in enhancing the ability to
access emotions and the
psychosocial resources linked to
emotions
4
5. Rationale for experiential approach to the
treatment of complex trauma
1. Trauma fundamentally is a threat to self integrity
2. Coping following trauma is characterised by a
preoccupation with avoiding danger at all costs
and is dedicated to avoiding trauma cues
3. This is achieved through the avoidance of people,
places activities as well as thoughts and emotions
4. Also through isolation from others and detachment
from emotions
5. When this traumatically based shift in responses
and emotional engagement occurs repeatedly
during key periods of development, survivors
suffer from recurrent fear and lasting emotional
disconnection from self and others
6. Therapy for complex trauma involves assisting
clients to recover the core capacities for
experiencing emotions and relatedness
5
6. Rationale for experiential approach to the
treatment of complex trauma
1. Although other therapies have recognised the need for
emotional processing through understanding what happened
eg:CBT
2. or the resolution of emotional conflicts underlying the trauma,
e.g. psychodynamic therapy
3. Accelerated experiential – dynamic psychotherapy (AEDP) and
emotion focused therapy for trauma (EFTT) offer a template for
understanding and achieving renewed emotional experience in
the wake of psychological trauma.
4. Both approaches conceptualise emotion and somatically felt
subjective experience as a primary path to both
biopsychosocial development and healing from psychological
trauma
6
7. Rationale for experiential approach to the
treatment of complex trauma
1. Drawing on client centred, existential and Gestalt traditions, as
well as CBT, short-term psychodynamic and relational analytic
traditions, these approaches enhance the client’s abilities to
access and explore emotional experience within an affirming,
empathy based therapeutic relationship.
2. Adaptive processing of intense emotions in the context of a
safe relationship is a foundation for enlarging the trauma
survivors perspective from the preoccupation with danger and
avoidance of feeling to a fuller experiencing of oneself as alive
and relationships that have fundamental worth and meaning
7
8. Accelerated experiential dynamic
psychotherapy (AEDP)
1. AEDP assumes that trauma survivors of possess core
bioaffective resources they can be activated therapeutically
right from the start of treatment
2. They view psychological healing not only as the eventual
outcome of an effective therapy but also the potential that
therapist seek to activate from the beginning of therapy
3. It is based on a metatherapeuticparadigm that includes
relational, experiential and integrative techniques within a
framework informed by the following:
attachment research,
emotion theory
affective neuroscience
transformational studies
8
9. Accelerated experiential dynamic
psychotherapy (AEDP)
It directly addresses emotional dysregulation and social isolation
the two cardinal features of complex trauma by
1. The dyadic affect regulation of intense emotions in the context
of an attachment based therapeutic relationship as the
cornerstone of its experiential work
2. Its primary aim is having the client not to be alone with the
intense emotional experience when it is relived
9
12. Relational interventions in AEDP
1. The aim of the therapeutic
relationship is to be a
secure base from which to
undertake experiential
explorations of the deep
painful emotional
experiences
2. The secure base is built
through Rogerian
principles as well as the
moment – to – moment
tracking of the client’s
receptive affective
experiences
3. The therapist remains
attuned to and respectful
of the client’s need for
protection
12
13. Relational interventions in AEDP
1. The therapist manages the clients fears about
intimacy, while holding the believe that they can
achieve a level of connection it feels good to the client
as well as being healing
2. Inevitable raptures in the working alliance promptly
acknowledged and repaired with the goal of
strengthening faith in the resilience of the imperfect
but real and honest relationship
3. The following of the key hallmark of the relational
stance:
1. Affective engagement: explicit empathy and
affirmation
2. Emotional transparency: willingness to see and to
be deeply seen
3. An explicit willingness to help: active engagement
by the therapist in supporting the client in a
13
14. Experiential Emotion Processing
1. Only once the bedrock of relational connection and validation
of the clients resources and resilience are established (phase
1) can be painful experiential processing of the trauma related
emotions and memories be dealt with
2. The aim is to co-create a new positively experienced
relationship in the here and now of therapy as a foundation for
forming new attachment and emotional templates in the
client’s life outside of therapy
3. Experiential processing of emotions is important, particularly
the trauma related fracture, through experiential interventions
geared toward dyadically down regulating overwhelming
negative affects while focusing and deepening adaptive core
emotional experiences are in the new positive experiences
such as fear, grief and joy
14
15. Experiential Emotion Processing
1. The dyadic regulation of affect occurs via a moment to moment
effective communication involving gaze, tone of voice, rhythm,
touch and other non-verbal processes that promote attuned
and coordinated states in the client and therapist: deep
relational connection similar to parent and child.
2. The therapist track emotional experiences via moment to
moment and dynamic assessment carefully differentiating
between:
1. Secondary, defensive or pathogenic affects which require
regulation and transformation
2. Distinguishing from adaptive emotions and core affective
experiences which hold healing and transformation when
regulated to completion
Emotion processing interventions invite clients into the realm of
effective experiencing through somatic focusing, explicit
relational joining, effective mirroring and deepening portrayals15
16. AEDP metatherapeutic processing
1. AEDP offers a useful model of emotional transformation that
identifies the stages of processing emotional experiences to
completion. This is the first state of transformation.
2. The second state transformation is effected through
metatherapeutic processing which involves focusing on and
exploring the transformation itself
3. The process involves helping the client to alternate
experiential work, in which emotions are experienced, with
reflective observation and meaning making about the
experience of emotional processing itself. (phase 2 trauma
processing)
4. This metatherapeutic processing allows for a cascade of
transformation and breakthroughs particularly in relation to
affect
5. The transformational affects the hallmarks of second state
transformation and markers of the entry into the final stage of
therapeutic processing: core step and the capacity to develop
16
18. Healing Power of Emotion: Affective Neuroscience, Development
and Clinical Practice
Editor : Diana Fosha, Editor : Marion F. Solomon, Editor : Daniel J.
Siegel (2009) at Karnac books £26.00
18
22. Core readings
1. Courtois & Ford (2009) chapter 14. Experiential and Emotion-
Focused Therapy, Diana Fosha, Sandra Paivio, Kari Gleiser,
and Julian D. Ford
2. The Activation of Affective Change Processes in Accelerated
Experiential-Dynamic Psychotherapy by Diana Fosha on NL
3. Fosha (2004) Nothing that feels bad is ever the last step:’ The
Role of Positive Emotions in Experiential Work with Difficult
Emotional experiences
22