Filetype PDF | Posted on 15 Sep 2022 | 4 years ago
Authentication
digital resources
246x Filetype PDF File size 0.86 MB Source: connect.springerpub.com
Appendix C
EMDR Therapy Scripts
RESOURCE DEVELOPMENT STEPS—AFFECT MANAGEMENT
AND BEHAVIOR CHANGE
(Shapiro, 2013, pp. 70–71)
1. Resource
Client identifies the needed resource or affect management skill.
Examples: calm place, container, breathing technique, courage, focus,
and so on.
2. Image
Client images a time, activity, or place (real or imagined) when that
resource had been successfully used.
3. Emotions and sensations
Client focuses on image and feelings and identifies location of positive
sensations associated with the resource.
4. Enhancement
Clinician verbally enhances the resource with guided imagery stressing
its positive behavior, feelings, and sensations.
5. Bilateral stimulation
Once enhanced, add several brief sets of bilateral stimulation (BLS 6–8
slow passes).
“Bring up your resource and those pleasant feelings.” (BLS 6–8 slow
passes.)
383
Copyright Springer Publishing Company. All Rights Reserved.
From: An EMDR Therapy Primer, Second Edition
DOI: 10.1891/9780826194558.ap03
384 Appendix C
Repeat several times if process has enhanced client’s positive feelings
and sensations. If not positive, consider returning to step 1 and identify
another resource.
6. Cue word
Have client identify a word or phrase that represents the resource. Use
that word/phrase to verbally enhance the pleasant feelings and sensa-
tions. Once fully accessed, further enhance by using a short set (BLS 6–8
slow passes). If positive, repeat several times. If negative, return to step 1
and consider an alternative coping skill.
7. In order to avoid premature linkage with trauma material, no BLS is
used from this point on.
8. Self-cuing
Instruct client to repeat procedure on her own, bringing up the image of
the resource and its positive emotions and sensations.
9. Cuing with disturbance
Have the client think of a recent, mild disturbance then instruct her to
imagine how using her resource would have helped in managing the
situation. Guide client through the process until she is able to experi-
ence positive emotions and sensations.
10. Self-cuing with disturbance
Without any help from the clinician, have the client think of another
mild, recent disturbing event, imagining using the resource and experi-
encing positive emotions and sensations.
11. Keep a TICES Log
A TICES log is used to evaluate the effectiveness of the calm (safe) place
or any other stress management strategy being used by the client.
CONTAINER EXERCISE
At the end of an incomplete session, the client is encouraged to “contain”
whatever aspects of their trauma that still linger. This entails the client plac-
ing their residual trauma in a container of their choice.
Containers may be as simple as a box, a jar, or vase or as complex as a safe
that is thrown into the bottom of the ocean, key box buried in their backyard,
or having it bound by bubble wrap and duct tape and placed in the closet.
Some clients may wish to place a sign on the container stating, “Do
not open until next session” to lessen their contact with the thoughts of
the trauma between sessions. Others, who are unable to visualize with any
success, may wish to write whatever they are upset about on a piece of
paper and place it in a box or put it into a drawer. And still others may wish
Appendix C 385
to leave residue of the nearly reprocessed trauma in the therapist’s office.
The container visualization may be reinforced and strengthened with slow,
short sets of BLS. For a more comprehensive example of this container exer-
cise see Murray (2011).
Dr. Shapiro (2001) suggests using vertical eye movements when closing
an incomplete session because of the calming effect they appear to produce.
BREATHING SHIFT
(Shapiro, 2006a, p. 46; 2013a, pp. 72–73)
Here is a scripted version of the breathing shift:
Clinician: Bring up a positive memory . . . a memory that is a good or happy
memory.
Client: Okay.
Clinician: Just notice where your breath starts and then place your hands
over it.
Client: Okay.
Clinician: (Pause) Just notice how it feels. Good. (Pause) Bring up a memory
with a low level of disturbance. (Pause) Notice how your breath changes.
(Pause) Place your hand over the location where you feel the change.
(Pause) Now place your hand where you had it before and deliberately
change your breathing pattern accordingly.
If this technique does not cause the disturbance to dissipate, try some-
thing else (e.g., spiral technique).
SPIRAL TECHNIQUE
(Shapiro, 2006a, p. 46; 2013, p. 73)
A scripted version of the spiral technique follows:
Clinician: Bring up a disturbing memory and concentrate on body sen-
sations that emerge. This is an imaginal exercise, so there are no right or
wrong responses.
Client: Okay.
Clinician: When you think of the original event (or incident), on a scale from
0 to 10, where 0 is neutral or no disturbance and 10 is the worst disturbance
you can imagine, how disturbing is the event (or incident) to you now?
Client: Nine.
386 Appendix C
Clinician: Where do you feel it in your body?
Client: In my stomach.
Clinician: Concentrate on what you are feeling in your body. Imagine that
the feelings are energy. If the energy is going in a spiral, what direction is it
going? Clockwise? Or counterclockwise?
Client: Clockwise.
Clinician: Good. Focus on the feelings and change the direction of the spiral
to counterclockwise. Just notice what happens as you do.
Client: Okay.
Clinician: What happens?
Client: The sensations seem to be lessening.
If this technique is working, the client’s sensations may dissipate and
the Subjective Units of Disturbance (SUD) level may drop. If it does not
work, try something else (e.g., breathing shift).
LIGHTSTREAM TECHNIQUE
(Shapiro, 2013, p. 72)
A stress management strategy the clinician can use with the client is the
Lightstream Technique. Utilizing this technique, the clinician asks the client
to concentrate on an upsetting body sensation and helps the client identify
the shape, size, color, temperature, texture, and sound, by asking, “If it had
_____ (fill in the blank), what would it be?
Example: Sam is talking about his mother and is getting more and more
upset. He keeps getting cramps in his chest as he continues to talk. The
therapist instructs Sam to focus on the cramps in his stomach. The clini-
cian says, “If it had a shape, what would it be? (Pause) If it had a size, what
would it be? (Pause) If it had a color, what would it be? (Pause) If it had
a temperature, what would it be? (Pause) If it had a texture, what would
it be? [Pause] If it had a sound, what would it be?” (Pause) What is your
favorite color you associate with healing?” (Shapiro, 2012)
The clinician then says, “Imagine that this favorite colored light is com-
ing in through the top of your head and directing itself at the shape identi-
fied above in your body. Let’s pretend that the source of this light is the
cosmos, so the more you use, the more you have available. The light directs
itself at the shape and resonates, vibrates in and around it. And, as it does,
what happens to the shape, size, or color?”
If the client reports that the shape is changing in any way, the clinician
will repeat a version of the underlined portion below of this technique and
no reviews yet
Please Login to review.
