Attachment-Focused EMDR: Healing Relational Trauma by Parnell Laurel

Author:Parnell, Laurel [Parnell, Laurel]
Language: eng
Format: epub, azw3, pdf
Publisher: W. W. Norton & Company
Published: 2013-10-07T00:00:00+00:00

Homework

There are many things clients can do between sessions to help with containment or to facilitate the continuation of the processing, depending on what is in their best interest. Journal writing is very useful to help clients continue with the processing and integration of material. Many clients find poetry writing an important outlet for feelings that cannot easily be expressed in prose form.

Clients can also be encouraged to do artwork. Drawing, painting, collage work, and sculpting can all be done to express feelings and images that arise for clients. Artwork is very integrative and empowering. The focus should be on the expression, not the product. Let whatever wants to be expressed come out in whatever form it takes. Creative expression can be spiritual and enlivening, helping clients experience themselves beyond the victim identity.

Clients can be encouraged to take walks in nature, meditate, do yoga or tai chi, or any other activity or form of expression that will help them reduce their stress and connect more with themselves. Attention should be drawn to the need for a healthy diet, regular exercise, and getting enough restful sleep. Some clients may find group work helpful or a course in self-defense or model mugging. As clients experience stress with the EMDR processing of painful memories, they should be reminded not to drink alcohol or take drugs. If it appears that the client is in need of antianxiety or antidepressant medication, a referral to a psychiatrist for a medication evaluation should be made.

STEPS FOR CLOSING INCOMPLETE SESSIONS

1.Ask the client’s permission to stop the session and explain the reason.

“We are almost out of time and we will need to stop soon. How comfortable are you about stopping now?”

If the client is not comfortable stopping, find out how much time he or she needs, and then continue until the client is at a better place to stop. Go overtime if it is in the client’s best interest.

2.Do an interweave.

“What does the child need? Imagine giving her that.”

3.Help the client clarify what was gained in the session, or a positive cognition. (Even if the SUDS is not a 0, look for some kind of positive self-statement. It can be a process positive cognition, e.g., “I am learning to love myself.”)

“What do you want to take away from the hard work you’ve done today?” or “What was the most important thing you learned today?” or “What do you believe about yourself now?” or “What do you understand now?”

5.Install the response with a short set of BLS.

“Think about ‘I’m learning to love myself.’”

6.The nurturers, protectors, or other resources can be brought in.

“Would you like to go to your peaceful place and bring in your resource figures?”

The resources can be installed with a short set of BLS. Don’t use BLS if you are concerned the client will resume processing.

7.Containment exercise: Offer the client the opportunity to leave the distressing material/ feelings in an imaginary container until the next time that the two of you meet to do this work. Acknowledge that the client worked hard in the session and the difficult feelings between sessions.

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