When the perpetrator is the client’s own body, the Illness and Somatic Disorders Protocol can be used. It is important to note that this protocol addresses both psychological and physical factors related to somatic complaints. For many, addressing the psychological dimensions will cause partial or complete remission of the physical symptoms. When primarily organic processes are involved, the psychological issues may be exacerbating the physical conditions. While physical symptoms may not remit, the clinical emphasis is on improving the person’s quality of life. Eye Movement Desensitization and Reprocessing (EMDR) has also been used in the hospital to assist clients who are suffering from intractable pain to let go of the guilt they feel about wanting to die and be released from the pain. There are many ways to bolster the immune system in order to facilitate the healing process, however, death may be inevitable for some clients.

Protocol for excessive grief is to be used when there is a high level of suffering, self-denigration, and lack of remediation over time concerning the loss of a loved one. Eye Movement Desensitization and Reprocessing (EMDR) does not eliminate healthy appropriate emotions, including grief. The protocol is similar to the Standard EMDR Protocol for trauma. The goal of this work is to have clinicians’ client accept the loss and think back on aspects of life with the loved one with a wide range of feelings, including an appreciation for the positive experiences they shared. Francine Shapiro often brings up the issue: How long does one have to grieve? She asks us to not place our limitations on our clients as this would be antithetical to the notion of the ecological validity of the client’s self-healing process.

This chapter serves as a one-stop resource where therapists can access a wide range of word-for-word scripted protocols for Eye Movement Desensitization and Reprocessing (EMDR) practice, including the past, present, and future templates. These scripts are conveniently outlined in an easy-to-use, manual style template for therapists, allowing them to have a reliable, consistent form and procedure when using EMDR with clients. The idea of the safe place has been a staple in practices of Clinical Hypnosis practitioners. The first known use of the Safe Place with EMDR was when Dr. Neal Daniels, an EMDR practitioner working at the Veterans Administration Hospital in Philadelphia, adopted this resource to assist the veterans with whom he worked to ground themselves and contain their affect before doing trauma work. Dr. Francine Shapiro saw the merit of this intervention and by 1995 included a formalized version into the first EMDR text.

This chapter presents a summary of the Single Traumatic Event Protocol. For single traumatic events, the Standard Eye Movement Desensitization and Reprocessing (EMDR) Protocol should be applied to the certain targets, including the past, present, and future templates. The chapter serves as a one-stop resource where therapists can access a wide range of word-for-word scripted protocols for EMDR practice. These scripts are conveniently outlined in an easy-to-use, manual style template for therapists, allowing them to have a reliable, consistent form and procedure when using EMDR with clients. Encourage clients to imagine themselves coping effectively in the face of specific challenges, triggers, or snafus. Therapists can make some suggestions of things in order to help inoculate them with future problems. It is helpful to use imaginal rehearsing type of future template after clients have received needed education concerning social skills and customs, assertiveness, and any other newly learned skills.

This chapter presents a summary of the Current Anxiety and Behavior Protocol. For current anxiety and behavior problems, the Standard Eye Movement Desensitization and Reprocessing (EMDR) Protocol should be applied to the certain targets, including the past, present, and future templates. The chapter serves as a one-stop resource where therapists can access a wide range of word-for-word scripted protocols for EMDR practice. These scripts are outlined in an easy-to-use, manual style template for therapists, allowing them to have a reliable, consistent form and procedure when using EMDR with clients. After clients have processed their issue(s), they might want to work on positive templates for the future in other areas of their lives using the future templates. If new material comes ups during the Reevaluation Phase after the current anxiety and behavior were processed, target this material as soon as possible to make sure that the whole event have been reprocessed.

This chapter presents a summary of the Recent Traumatic Events Protocol. For single traumatic events, the Standard Eye Movement Desensitization and Reprocessing (EMDR) Protocol should be applied to the certain targets, including the past, present, and future templates. The chapter serves as a one-stop resource where therapists can access a wide range of word-for-word scripted protocols for EMDR practice. These scripts are conveniently outlined in an easy-to-use, manual style template for therapists, allowing them to have a reliable, consistent form and procedure when using EMDR with clients. The client should have a full association with the material as it is being reprocessed. If there is disturbance, the client should stop and inform the clinician. Then, the EMDR Procedure including the negative cognition (NC) and positive cognition (PC) is implemented. Repeat until the entire event can be visualized from start to finish without emotional, cognitive, or somatic distress.

This chapter introduces the field of school social work, exploring the history of public education in the United States as well as the development of school social work as a field of practice. It provides a description of the school environment as a host setting, which requires a clarity of roles, an ability to describe one’s roles and function to others in the school, and collaboration across disciplines. The chapter introduces how school social workers operate across multiple system levels, including direct practice with students and their families, work with small groups or entire classrooms, consultation or collaboration with teachers and other school staff, participation in district and schoolwide matters, and connecting the school with community resources. The chapter also presents information on school social work models. Finally, it introduces both the Council on Social Work Education’s competencies for practice, growing out of its Educational Policy and Accreditation Standards (EPAS) as well as the Grand Challenges for Social Work.

This chapter begins with a review of constitutional amendments that pertain to student rights and demonstrates how public schools operate as governmental agencies. The authors also provide an overview of policy practice in social work before reviewing specific policies related to education, such as the Individuals with Disability Education Act, the Every Student Succeeds Act, the Child Abuse Prevention and Treatment Act, Erin’s law, McKinney-Vento, and policy related to immigration and undocumented status of students, and give attention to the topic of bullying and LGBTQ+ students and policy.