Beyond reliving in PTSD treatment: Advanced skills for ... · Challenges in trauma-focused CBT...
Transcript of Beyond reliving in PTSD treatment: Advanced skills for ... · Challenges in trauma-focused CBT...
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D R H A N N A H M U R R A Y
O X F O R D C E N T R E F O R A N X I E T Y D I S O R D E R S A N D T R A U M A U N I V E R S I T Y O F O X F O R D
D R S H A R I F E L - L E I T H Y
T R A U M A T I C S T R E S S S E R V I C ES O U T H - W E S T L O N D O N & S T G E O R G E ’ S N H S T R U S T
U K P T S B E L F A S T , M A R C H 2 0 1 7
Beyond reliving in PTSD treatment: Advanced skills for overcoming
common obstacles in memory work
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Challenges in trauma-focused CBT
Reluctance to engage in trauma memories
Poor imagery ability
Excessive shame, guilt, anger
Numbing and dissociation
Over-engagement with memories and images
Slow rates of “extinction”
Ineffective with multiple/sustained/early traumas
Take too long
Move patients too quickly
Otto, M. W., & Hofmann, S. G. (2010). Avoiding treatment failures in the anxiety disorders. New York: Springer.
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1(1) Over-engaged with
memories
1(2) Under-engaged with
memories
2. Multiple trauma
memories
3. Head-heart lag
Cases
TheoryTechniques
Practice
1(3) Dissociation
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Cognitive processing
during trauma
Appraisals of trauma
and/or its sequelae
Nature of traumatic
memory
Sense of current
threat
Intrusions
Arousal
Strong emotions
Dysfunctional
behaviours/cognitive
strategies
Characteristics of
trauma/sequelae
Prior experiences/
beliefs/coping
TriggersElaborateIdentify and
modify
Give up
Discriminate
Ehlers, A., & Clark, D. M. (2000). A cognitive model of posttraumatic stress disorder. Behaviour research and therapy, 38(4), 319-345.
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S-Reps
Raw sensory data
C-Reps
Representations of sensory data
Brewin, C. R., Gregory, J. D., Lipton, M., & Burgess, N. (2010). Intrusive images in psychological disorders: characteristics, neural mechanisms, and treatment implications. Psychological review, 117(1), 210.
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“Raw” sensations
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CAUTIONNO DATA AHEAD
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Necessity is the mother of invention
Don’t reinvent the wheel – start with what works
Apply basic principles to understanding individual presentations and obstacles
Develop and test solutions with rigorous creativity
Whittington, A., & Grey, N. (Eds.). (2014). How to become a more effective CBT therapist: Mastering metacompetence in clinical practice. John Wiley & Sons.
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SOME BASIC THEORY
Problem 1: Over or under-engagement with the memory
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Therapeutic window
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Optimising the volume level
Too quiet – can’t make out details
Too loud–overwhelming and can’t think straight
Optimal – all the details, can still think
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S-reps lacking c-reps: uninhibited sensory fragments
Contextual information…………………
Higher order meanings…………..…….
Understanding of events……………...
Representation of sensations……...
Thoughts…………………………………....
Images…………………………………..…..
Emotions………………………………..…..
Physical Sensations…………………..…
Proprioception………………………..……
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Contextual information…………………
Higher order meanings…………..…….
Understanding of events……………...
Representation of sensations……...
Thoughts…………………………………....
Images…………………………………..…..
Emotions………………………………..…..
Physical Sensations…………………..…
Proprioception………………………..……
S-reps with partial c-reps, lack context and/or distorted meanings
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PART 1: UNDER-ENGAGED
Problem 1: Over or under-engagement with the memory
(cont.)
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Case 1: Jane
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Distress/arousal too high to allow processing
Distress/arousal too low to allow processing
THERAPEUTIC WINDOW
Dis
tres
s/a
rou
sal
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THERAPEUTIC WINDOW
Dis
tres
s/a
rou
sal
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I’ll be judged negatively
I’ll be overwhelmed
The trauma means I’m
bad
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“Soldiers don’t cry”
Google Images – 10,200,000
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Turning up the volume
• Intensify reliving• Focus on affect and
sensations• Introduce triggers• Site visit/in vivo
reliving
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PART 2: OVER-ENGAGED
Problem 1: Over or under-engagement with the memory
(cont.)
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Case 2: Sarah
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THERAPEUTIC WINDOW
Dis
tres
s/a
rou
sal
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Meaning of trauma e.g.
“I’m a killer”
Meaning of memory e.g. “I’m going
mad”
Comorbid panic
disorder
High imagery capability
Alexithymic
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Turning down the heat
• Reduce intensity of reliving• Focus on cognitions• Written narratives• Imagery exercises for
distancing• Birds eye view/board game
reliving
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PART 3: DISSOCIATION
Problem 1: Over or under-engagement with the memory
(cont.)
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Case 3: Amy
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THERAPEUTIC WINDOW
Dis
tres
s/a
rou
sal
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Schauer, M., & Elbert, T. (2015). Dissociation following traumatic stress. Zeitschrift für Psychologie/Journal of Psychology.
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DSM-5 dissociative disorders ICD 10 dissociative disorders
Dissociative amnesia Dissociative amnesia
Depersonalisation/derealisation disorder Dissociative convulsions
Dissociative identity disorder Dissociative stupor
Dissociative disorder, other specified Dissociative fugue
Dissociative disorder, unspecified Dissociative loss of movement or sensations
Dissociative motor disorders
Dissociative anaesthesia
Dissociative trance and possession
Mixed dissociative disorders
Other dissociative disorders
Dissociative disorders, unspecified
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DISSOCIATION
Compartmentalisation Detachment ‘Tuning out’ –
general
Normal dissociation e.g
daydreaming
Dissociative amnesia/fugue
PTSD DDNOSDissociative
identity disorder
Braun, 1988
Depersonalisation Derealisation‘Tuning in’
e.g. flashbacks
‘Tuning out’Dissociative amnesiaConversion disorders
Holmes et al. (2005). Are there two qualitatively distinct forms of dissociation? A review and some clinical implications. Clinical psychology review, 25(1), 1-23
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Dissociating ‘in’ – flashback?
Re-experiencing peri-traumatic dissociation?
General dissociation?
Learnt dissociation?
Turn down heat Create
visual code
Turn up heat
See emotional numbing!
Kennerly, H. (2009). Cognitive therapy for post-traumatic dissociation. In Grey, N. (Ed.) A casebook of cognitive therapy for traumatic stress reactions. Routledge, pp 93-110.
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Managing dissociation
• Psychoeducation• Detective work• Use all ‘turning down
the heat’ options• Plus practiced grounding• And stimulus
discrimination
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I am
safe
I am in…
I can see…
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Trigger Intrusion Intensity (0-100)
Grounding method
Intensity (0-100)
Man who
looks like
ex
Him holding
me down on
floor
100 Looked
around
90
Smell of
aftershave
‘Christmas
incident’
90 Smelling salts 50
Anthony
giving me
a hug
Being held
down on bed
100 Looked at
Anthony
Moved
around
40
Headache Being
punched in
head
70 Smelling salts
Stroked hair
30
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Stimulus discrimination
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Then – Screams in prison Now – someone shouting on street
Shouting Shouting
In Inside Outside
In a prison cell In a cell On street
Someone in fear/pain Shouting to a friend
Couldn’t escape Can walk away
Musty smell Fresh smell
Screams in French Shouts in English
Can’t see who is screaming Can see who is shouting
Wearing rags Wearing jeans, trainers, coat
Temperature is hot Temperature is cool, raining
Am in danger Not in danger
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Adapted reliving in 3D
Kaur, M., Murphy, D., & Smith, K. V. (2016). An adapted imaginal exposure approach to traditional methods used within trauma-focused cognitive behavioural therapy, trialled with a veteran population. The Cognitive Behaviour Therapist, 9
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Similarities and differences to standard TF-CBT
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3D Reliving - Methods and Benefits
“Walking through the narrative”
“Manipulating the perspectives”
“Restructuring the narrative”
Additional grounding elements and stimuli
Freedom of movements to create a rich reconstruction
Facilitate allocentricprocessing and contextualisation through changing perspectives
Using the scene to facilitate updating and rescripting
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Fear
Helplessness
Horror/Disgust
Guilt
Shame
Anger
Sadness
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Problem 2: Multiple traumas
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Case 1: Marilyn
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Case 2: Moses
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Case 3: John
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“Montage” memories
Hard to place triggered reactivity
Strongly held beliefs
Long-held avoidant coping
strategies
Marilyn
JohnMoses
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Multiple trauma – multiple memories
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The problem of multiple memories – Foxy
http://www.theguardian.com/commentisfree/2015/dec/01/ptsd-special-forces-post-traumatic-stress-disorder
“When it comes to treatment you instantly know what’s not working for you.
I tried Cognitive Behavioural Therapy … my therapist asked me to pinpoint the exact moment that triggered my PTSD.
When you’ve been in the situations I’ve
been in, serving in some of the most intense,
high-pressured missions there are, it’s
impossible to focus on one exact moment.
In a life of split-second decisions based
entirely on survival, how can you specify a single moment?
Instead of helping me to reprocess, it left me feeling constantly frustrated with the lack of progress I was making.”
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Some theory (1): Multiple traumas and memory
Ford, J. D. (2005). Treatment Implications of Altered Affect Regulation and Information Processing Following Child Maltreatment. Psychiatric Annals; Martina Mueller workshop material
Multiple, especially early, trauma leads to survival focus
In the longer-term this leads to:
Emotional dysregulation
Poor information processing
Quicker and quicker movement towards
perceptual rather than conceptual processing
0
50
100
Trauma 1 2 3 4
Conceptual
Perceptual
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AKA ‘schema congruence/incongruence’ - Lee, D. A., Scragg, P., & Turner, S. (2001). The role of shame and guilt in traumatic events: A clinical model of shame‐based and guilt‐based PTSD.British Journal of Medical Psychology, 74(4), 451-466.
Some theory (2):Confirmation vs shattering of assumptions
I am good
The world is safe
People are decent
I am not good The world is
unsafe
People are bad
I am good enough
The world is usually safe People are
mostly good
PRE-EXISTING BELIEFSTRAUMA-RELATED
BELIEFSGOAL OF THERAPY
I am not good
The world is unsafe
People hurt me
I am not good
The world is unsafe
People will continue to
hurt me
It happened again…
Because I am not good
The world is unsafe
People are bad
I am good enough
The world is usually safe People are
mostly good
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Fear
Helplessness
Horror/Disgust
Guilt
Shame
Anger
Sadness
Some theory (3): Coping with multiple traumas
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Cognitive processing
during trauma
Appraisals of trauma
and/or its sequelae
Nature of traumatic
memory
Sense of current
threat
Intrusions
Arousal
Strong emotions
Dysfunctional
behaviours/cognitive
strategies
Characteristics of
trauma/sequelae
Prior experiences/
beliefs/coping
Triggers
ElaborateIdentify and
modify
Give up
Discriminate
Multiple, merged, S-reps
Pre-existing vulnerability Highly
perceptual
Confirm core
beliefs
Long-standing, ingrained
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Adapting treatment (1): Phased approach
Judith Herman: Complex PTSD
Stabilisation
& symptom
management
ReintegrationTrauma-
focused
therapy
Herman, J. L. (1997). Trauma and recovery (Vol. 551). Basic books.
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Stabilisation: Never work
without a net
If you are removing the safety net of (unhelpful) coping, build up some healthy strategies first
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STABILISATION
Practical
Financial
Housing
Legal Risk
From others
To others
To self
Medical
MedicationPain
Comorbidity
Depression
Psychosis
Personality disorder
Drugs/ alcohol
Symptom management
Distress tolerance
Sleep
Flashbacks/ nightmares
Mood
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TF-CBT: Phased approach
Judith Herman: Complex PTSD
Stabilisation
& symptom
management
ReintegrationTrauma-
focused
therapy
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Memory work:Deciding where
to start (1)
Overall timelining
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Narrative Exposure Therapy
(Schauer, M., Neuner, F., & Elbert, T., 2005)
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Time of Day Situation/Trigger What were the
intrusions of
How much did it feel
like it was happening
again NOW (0-100)
Distress
(0-100)
Morning
Afternoon
Evening
Night
Please use this diary to record intrusive memories of your traumatic event. By ‘intrusions’ we mean
memories of the trauma that spontaneously pop into your mind not times when you deliberately think or
mull over what happened. Please note down where you were when the intrusions occurred and any
triggers. Record what the intrusions were of, and then rate the extent to which it felt as though the
trauma were happening again now, and how distressing it was.
Day 1 __________ Date ___________
Deciding where to start (2):Intrusion diaries
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Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Initiation ✓✓ ✓ ✓✓ ✓✓✓ ✓✓ ✓✓✓
Helicopter
attack
✓ ✓✓ ✓
Burning
village
✓✓ ✓ ✓✓ ✓ ✓ ✓
Prison ✓
Please tick if you had a sudden memory or nightmare:
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Deciding where to start (3):Ranking and pros/cons
• Chronological• Start with the worst• Start with a less distressing memory and graduate to worst• Choose an ‘easy win’ memory• Choose a representational memory and hope for a domino
effect• A small number of clear memories – relive/update each• A lot of unclear memories – choose a representational
memory, narrative + hotspot work, consider rescripting
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Encourage the
domino effect
Highlight cross-over meanings
Encourage generalisation
to other memories
Teach skills to apply to other
memories
Encourage
the domino
effect
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Start simple…
Guided discovery, thought challenging, psychoeducation, thinking errors…
Not shifting yet?
Surveys, responsibility pies, behavioural experiments…
Head-heart lag?
See next section… imagery, different modalities…
Core belief?
Schema work, feeder memories, undisclosed memories
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TF-CBT: Phased approach
Judith Herman: Complex PTSD
Stabilisation
& symptom
management
ReintegrationTrauma-
focused
therapy
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Reintegration/ (re-)claiming(Re)claiming
• Social• Occupational• Relationships• Interests• Identity
Adaptations• Disability• Pain• Life changes e.g.
country, role
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Perpetrators can be predators
PTSD can interfere with help-seeking
Poorer at setting boundaries
Engaging in riskier
behaviours
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Problem 3: Head-heart lag
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Case example - Terri
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When head and heart don’t agree (Stott 2007)
“I know it but I don’t feel it”
Holding two ideas at once that don’t agree
Stott, R. (2007). When head and heart do not agree: A theoretical and clinical analysis of rational-emotional dissociation (RED) in cognitive therapy. Journal of Cognitive Psychotherapy, 21(1), 37-50.
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Updating in Reliving –Stitching the past and present together
Grey, N., Young, K., & Holmes, E. (2002). Cognitive restructuring within reliving: A treatment for peritraumatic emotional “hotspots” in posttraumatic stress disorder. Behavioural and cognitive psychotherapy, 30(01), 37-56.
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Simple:Hotspot: “I’m lying on the ground and they are stamping on me”
Key Emotion: Terror
Key Meaning: “I’m going to be killed”
Update: “I don’t die here, I’m injured but I survive to tell the tale. This is old stuff.”
Complex:Hotspot: “I am lying on the ground unable to move and he is on top of me”
Key Emotion(s): Helplessness, disgust, shame,
Key Meaning(s): I’m not fighting back because I’m weak,
His sweaty body is all over me.
(People will think)I’m letting him do this to me and this means I’m disgusting.
Updates: “I’m frozen because my body has gone into freeze mode, this is normal when you can’t run or fight, I was frozen then but I’m not frozen now. There’s not an atom of him on me any more. I don’t want this at all, that’s why he’s had to force me. He is the disgusting one for what he’s doing, not me. Others agree when surveyed that he is the disgusting one.”
“Standard” verbal updating
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Understanding the lag between head-heart-gut
1. Unaware of / unable to articulate meanings and emotions
2. Struggle to connect old and new
3. Meanings and affect may be situation/mood/memory dependent
4. Meanings may reflect endurance of core beliefs or pre-existing schema
5. Uncontextualised memories and images driving distress- source monitoring failure
6. Lack of compassion – self-attack trumps rationality
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Basic methods – acknowledge the split
Avoid simple “belief” ratings
Elicit, validate, contrast and reflect on the rational vs the emotional
Use “joining-up” questions
Consider 2D monitoring charts (Stott, 2007)
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1. Unaware/unable to articulate meanings and emotions
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Contextual information…………………
Higher order meanings…………..…….
Understanding of events……………...
Representation of sensations……...
Thoughts…………………………………....
Images…………………………………..…..
Emotions………………………………..…..
Physical Sensations…………………..…
Proprioception………………………..……
S-reps with no c-reps –lacking many of the layers
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2. Struggle to connect the old with the new
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Amp up your updates!
Brewin, C. R. (2006). Understanding cognitive behaviour therapy: A retrieval competition account. Behaviour research and therapy, 44(6), 765-784.
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At that moment then…What am I thinking?What am I feeling?What images or memories are in my mind?What is happening?What can I see, hear, taste, smell?What sensations are in my body?What is my body position?What am I doing?What do I want to do?What do I need? When I remember it now…
What do I think now about it?What do I know about what really happened?
What do I feel now when I think of it?What can I hear, see, feel, taste now?What sensations are in my body now?
What body positions/actions can I do now?How are my needs met now?
What sense have I made of it sinceWhat does it say about me as a person
Where does it fit into my life story
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And that now, how does that change what you
SeeingHearingKnowingFeelingDoingImaginingRememberingTouching
FeelThinkKnowUnderstandThink about yourselfSense you make of it
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Hotspot: Lying behind the wall with gunfire all around
Key Emotion: Terror
Key Meaning: “I’m not getting out of this - I’m going to be killed”
Update: “I don’t die here, I survive this.”
A simple update not connecting
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Imagery rescripting to enhance updating
Arntz, A. (2012). Imagery rescripting as a therapeutic technique: Review of clinical trials, basic studies, and research agenda. Journal of Experimental Psychopathology, 3(2), 189-208.
“What (else) do you need to happen in the image, to no longer feel that way?”
“Try to imagine that, tell me how it looks. How does it feel now?”
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I’m safe now…it’s old
stuff
FearMeaning: I’m in danger, he’s going to really hurt meUpdate: He’s in prison now, I’m safe, this is a feeling from the pastRescript: Putting him in a comedy jail house
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أنا في إنجلترا وليس في العراق وأنا آمنة ، وهذا هو الذاكرة القديمة
I am in England not in Iraq. I am safe, this is an old memory.
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I’m not helpless any
more!
HelplessnessMeaning: I’m powerless and frozen, this means I’m weakUpdate: I was 6 years old, I’m an adult now. I’m not helpless any
more (to control this memory)Rescript: I become Gogo Yubari from Kill Bill and take bloody
revenge
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Disgust/contamination + shameMeaning: He is all over me and, like him, I am disgusting for this happeningUpdate: Not an atom of him is left on me now. He is the disgusting one, not one
atom of him is left on memeRescript: Mr Shiny the lion comforts and rescues me, he takes me to wash in the
magic waterfall and then reminds me who the disgusting one is
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3. Meanings and affect are situation dependent
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4. Meanings reflect endurance of core beliefs or pre-existing
schema
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5. Uncontextualised images driving distress
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Lack of visual code – imagined horrors
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Reconstructed c-reps, s-reps
Contextual information…………………
Higher order meanings…………..…….
Understanding of events……………...
Representation of sensations……...
Thoughts…………………………………....
Images…………………………………..…..
Emotions………………………………..…..
Physical Sensations…………………..…
Proprioception………………………..……
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https://www.youtube.com/watch?v=K5kNwYqueUE
Developing a new visual code
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6. Self attack trumps rationality
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Perfect nurturer and compassionate imagery
Lee, D. A. (2005). The perfect nurturer: A model to develop a compassionate mind within the context of cognitive therapy.
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Cueing compassionate responses
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Some final thoughts
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Elaborate the memory
Poor attendance
Dissociation
Therapeutic window
Scores not decreasing
C-Reps/ S-Reps
Beliefs about
trauma
Therapist beliefs
Unwillingness to disclose
Beliefs about
feelings
Low affect
Drinking/ drugs
Lack of coping
strategies
Imagery ability
Therapeutic relationship
PR
OB
LE
MP
RO
CE
SS
ST
RA
TE
GY
Self-harm
Imagery rescripting
Cognitive restructuring
Adapted reliving
Stimulus discrimination
Amp your updatesSite visit
High affect
Behavioural experiments
Grounding
Timelining
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In summary… if the basics aren’t working, revisit your
formulation, adapt as minimally as possible
and don’t give up…
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