This chapter includes information related to the clinical evaluation of a concussion that a child might receive in a medical setting. It discusses guidelines for appropriate use of smartphone concussion evaluation apps. This chapter examines a brief section on the future of concussion assessment. The Acute Concussion Evaluation (ACE) can help the school concussion team obtain information regarding the injury, including the cause, severity, any amnesia, loss of consciousness (LOC), and any early signs. The computerized neurocognitive assessment typically measures player symptoms, verbal/visual memory, attention span, working memory, processing speed, response variability, nonverbal problem solving, and reaction time. Neurocognitive tests, sideline assessments, and smartphone apps can help district staff and parents determine the severity of a student’s symptoms. A neuropsychological assessment to assess cognitive functioning, memory, speed, and processing time may also be administered.

Depression is sometimes referred to as the common cold of psy-chopathology. Consistent with this aphorism, epidemiological studies demonstrate that depressive disorders are indeed rather common across the life span. Given the importance of the social relationships and context to understanding depression, it seems likely that culturally informed and diverse research will yield important findings about those critical components of human cognition, emotion, and social relationships that underlie risk for depression, as well as those that serve to aid in recovery from these disorders. Most researchers believe it is unlikely there is a direct effect of hormones on depression, but rather that they indirectly increase risk via any one of several mechanisms, including: the effects of hormones on brain development, the development of secondary gender characteristics that are generated by these hormones, or the hormonal changes that occur during the pubertal transition may interact with life events and the social context.

This chapter provides some integrative perspectives to some of the enduring conceptual challenges in the area, such as place dimension while we age; what available theories in the ecology of aging are telling us; and what kind of new impulses refinement in this area are needed. It argues that the current trend toward intensive measurement designs in the daily ecology and the related increasing use of ambulatory assessment, taking into account short-term, interindividual variability in areas such as cognitive and emotional functioning, and daily stress experiences, may benefit from environmental gerontology perspectives. As we see it, environmental gerontology rests on three main principles two more related to the concept level and one more related to research strategy: importance of person-environmental (P-E) transaction and developmental co-construction; importance of explicitly considering the environment, with a focus on the physical-spatial dimension; and importance of optimizing ecological validity in research.

Delirium, also known as acute confusional state, organic brain syndrome, brain failure, and encephalopathy, is a common occurrence among medical and surgical patients and causes extensive morbidity and mortality. This chapter provides an updated review of delirium, including pathophysiological correlates, clinical features, diagnostic considerations, and contemporary treatment options. The defining features of delirium include an acute change in mental status characterized by altered consciousness, cognition, and fluctuations. The chapter explores the risk factors for delirium. These can be divided into two categories: predisposing factors and precipitating factors. Imbalances in the synthesis, release, and degradation in gamma-aminobutyric acid (GABA), glutamate, acetylcholine, and the monoamines have also been hypothesized to have roles in delirium. GABA is the primary inhibitory neurotransmitter in the central nervous system (CNS) and medications such as benzodiazepines and propofol have known actions at GABA receptors and have been associated with delirium.

This chapter presents a case study on performance dysfunction in the case of a 21-year-old African American female basketball player entering her senior year at a major Division I-level university. She described regret about not working out harder during the off-season, which she blamed for a poor start to her current season. In addition, she also reported feeling a great deal of worry over the possibility that she may have a poor season and ruin her chance to be drafted in the first round of the WNBA entry draft. According to the case formulation model, there are 10 elements that are necessary to consider prior to making an intervention decision contextual performance demands; skill level; situational demands; transitional and developmental issues; psychological characteristics/performance and nonperformance schemas; attentional focus; cognitive responses; affective responses; behavioral responses; and readiness for change and level of reactance.

The concept of Mild cognitive impairment (MCI) makes a lot of sense in that individuals are typically not “normal” one day and “demented” the next. In theory, especially for progressive neurodegenerative conditions, such as Alzheimer’s disease (AD), frontotemporal dementia (FTD), the development of dementia may take months or years. The clinical syndrome of MCI due to AD can be identified via a neuropsychological evaluation or less-sensitive cognitive screening measures. Much of what we are learning about MCI, and therefore refining its diagnostic criteria, is coming from two large-scale studies of cognition and aging: Alzheimer’s Disease Neuroimaging Initiative (ADNI) and Australian Imaging, Biomarkers and Lifestyle (AIBL). According to the most recent research diagnostic criteria for MCI due to AD, evidence of beta-amyloid deposition, neuronal injury, and/or other biochemical changes needs to be seen to increase confidence of the etiology of MCI. Cholinesterase inhibitors remain the primary pharmacological treatment for AD.

This chapter and the intervention protocol that follows seek to better understand and ultimately influence human performance through understanding how internal processes interact with external demands. Many factors determine the effectiveness of human performance. The myriad of factors contributing to functional as well as dysfunctional human performance can be summarized as follows: instrumental competencies, environmental stimuli and performance demands, dispositional characteristics, and behavioral self-regulation. The chapter presents the model of functional and dysfunctional human performance that involves three broad yet interactive phases, namely performance phase, postperformance response, and competitive performance. The professional literature in both clinical and cognitive psychology suggests that individuals develop an interactive pattern of self and other mental schemas. The accumulated empirical evidence has led to similar findings in studies across many forms of human performance. Chronic performance dysfunction is much more likely to be associated with an avoidant coping style.

This chapter differentiates intelligence and related constructs such as creativity and intellectual giftedness, which helps people to better understand each construct. Sternberg proposed a way to classify the various approaches to studying the intelligence-creativity relationship. Guilford’s Structure of the Intellect (SOI) model is probably the most explicit, with divergent thinking specifically identified as one of his five cognitive operations. The relationship between intelligence and giftedness has also received substantial attention. Every gifted education program has a formal assessment procedure to identify potential participants, and creativity assessments are often included in the battery of measures in these identification systems. The Marland Definition suggests that giftedness and talent are manifest in six areas: general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability. It has been extremely influential and is still used by many school districts in their identification of talented students.

This chapter focuses on the assessment phase and importance of negative cognitions (NCs) drawing heavily on illustrative case vignettes. Janoff-Bulman introduced the notion of an “Assumptive World Theory” to describe how individuals make assumptions about themselves and the world they live in. According to McCann and Pearlman’s Constructionist Self-Development Theory (CSDT), people give meaning to traumatic events depending on how, as individuals, they interpret them. Person-centered counseling refers to “self-concept” describing the individual’s self-image largely based on life experience and attitudes expressed by significant others, such as family, teachers, and friends. Therapists should familiarize the client at an early stage with the mechanics of DAS and allow them some control in choosing the technique to be used. In choosing the target memory, the therapist and client need to determine the touchstone event, that is, the earliest memory linked to the current pathology.

In the therapeutic community (TC) perspective, changing the whole person unfolds in the continual interaction between the individual and the community. This chapter provides the multidimensional picture of social and psychological change in terms of behaviors, cognitions, and emotions. Four major dimensions reflect the community’s objective view of individual change. The dimensions of community member and socialization refer to the social development of the individual specifically as a member of the TC community and generally as a prosocial participant in the larger society. The developmental and psychological dimensions refer to the evolution of the individual as a unique person, in terms of personal growth, personality, and psychological function. Each illustrates typical indicators of individual change in terms of objective behaviors, cognitions, and emotions. Changing the “whole person”, however, includes how individuals perceive and experience the program, the treatment, and themselves in the process.

This chapter focuses on the desensitization phase during which the therapist processes the dysfunctional material. It explores a range of issues that are frequently raised in this phase, including therapist anxiety and abreactions and explores challenges during the desensitization phase, such as blocked processing and the use of cognitive interweaves. It is not only the client who gets anxious about the desensitization phase. It can be very daunting to the new EMDR practitioner. Performance anxiety can be a block for the therapist as well as for the client. The therapists’ role is distinct in this phase and involves supporting the client verbally with minimum intervention unless the client is stuck. They should help the client to focus on the flow of feelings, thoughts, and body sensations as they unfold. The therapist will observe the nonverbal signs, troughs and peaks of sensations, and will monitor the changes.

The study of human development, broad in scope and diverse in nature, has been the focus of research by psychologists, sociologists, educators, human ecologists, and many others since the early to mid-20th century. This chapter provides an overview of identity development in young adults. Initial theories across multiple domains of development (e.g., cognitive, psychological) have focused primarily on child and adolescent changes based on the assumption that most development slowed considerably or crystallized and stopped completely after late adolescence. As a result, developmental issues in young adulthood (approximately ages 18–24 years) received greater scrutiny, and theoretical frameworks for understanding these aspects emerged. The chapter examines some of the issues and theories that impact identity development during this period in life. Psychosocial developmental theories offer frameworks for conceptualizing the issues individuals encounter at various points across the life span and have provided structure for more recent research as well.

The incorporation of a skill-building phase and eye movement desensitization reprocessing (EMDR) games can greatly enhance and facilitate the utilization of EMDR therapy with children who have a history of complex trauma. Some EMDR games work with cognitive skills, others work with emotional skills, while others work with the body and the language of sensation. The use of positive cognition cards offers a great opportunity to play and use a wide range of card games. This chapter exemplifies how to use negative cognition games. Feeling cubes contain different basic emotions appropriate for children. Clinicians can purchase plain wooden cubes and write different feelings on the cube. A wide range of card games can be used with the feeling cards. The memory wand offers another playful approach to the process of identifying traumatic events with children. The chapter shows a playful way of exploring and identifying parent-child interactions.

This chapter reviews the disturbances in self-referential processing and social cognition in posttraumatic stress disorder (PTSD) related to early-life trauma. It talks about the neural underpinnings of self-referential processing and examines how they may relate the integrity of the default mode network (DMN). The chapter describes the deficits in social cognition, with a particular focus on theory of mind in PTSD and the neural circuitry underlying direct versus avert eye contact. It then addresses the implications for assessment and treatment. Johnson demonstrated that self-referential processing is associated with the activation of cortical midline structures and therefore overlaps with key areas of the DMN in healthy individuals. Healthy individuals exhibited faster responses to the self-relevance of personal characteristics than to the accuracy of general facts. Less activation of the medial prefrontal cortex (PFC) was observed for the contrast of self-relevance of personal characteristics relative to general facts as compared to controls.

Sociocultural theories situate learning and development as embedded within cultural, institutional, and historical contexts. Within these contexts, the focus is on how individual learning and development is mediated by social interactions and culturally organized activities. The goal within a sociocultural approach is to understand the relationship among cultural, institutional, and historical situations and their influences on human cognition. This chapter provides an overview of the history and development of sociocultural theories. It discusses two specific sociocultural theories: Cultural-Historical Activity Theory (CHAT) and communities of practice. Communities of practice, the central component of another sociocultural theory, developed out of the work of Jean Lave and Etienne Wenger on situated learning that focused on the role of participation in a community and social learning. The chapter concludes with a discussion of the application of sociocultural theories and closing vignettes.

This chapter offers a brief and focused review of human development, with specific emphasis on cognition and emotion. It is essential that the reader distinguishes between cognitive development, cognitive psychology, and cognitive therapy. Both short-term and long-term memory improve, partly as a result of other cognitive developments such as learning strategies. Adolescents have the cognitive ability to develop hypotheses, or guesses, about how to solve problems. The pattern of cognitive decline varies widely and the differences can be related to environmental factors, lifestyle factors, and heredity. Wisdom is a hypothesized cognitive characteristic of older adults that includes accumulated knowledge and the ability to apply that knowledge to practical problems of living. Cognitive style and format make the mysterious understandable for the individual. Equally, an understanding of an individual’s cognitive style and content help the clinician better understand the client and structure therapeutic experiences that have the greatest likelihood of success.

Intelligence is a hypothesized quality whose ontology, etiology, and scale must be inferred through indirect means. Personal definitions of intelligence are not the same as constructs of intelligence. Psychological constructs are highly technical, painstakingly crafted, and subjected to rigorous theoretical examination and empirical testing. Intellectual abilities are organized at a general level into two general intelligences, viz., fluid intelligence and crystallized intelligence. Intelligence is the sum total of all cognitive processes. It entails planning, coding of information and attention, as well as arousal. Given his personal history and society’s attitudes toward heredity, that Galton concluded that the development of genius, must be understood in terms of hereditary processes. The chapter concludes with two tables presenting definitions of intelligence provided by several prominent historical and living intelligence theorists. They convince readers that human intelligence is a fascinating and complex subject, and to provide a foreshadowing of many of the essential issues.

Perry’s theory of development has had a significant impact on the field of psychology and is essential to understanding the cognitive development of college students. This chapter provides an overview of Perry’s theory and describes the ways in which it still applies to college students on a diverse, pluralistic college campus. The chapter discusses how Perry’s theory continues to apply to the diversified college student population common in modern American institutions of higher education. It outlines the ways in which Perry’s scheme applies to Fatima, the contextual and pluralistic challenges faced at each position, and future development, should Fatima continue to courageously accept responsibility for her moral development and overcome the ambiguities of relativism. The chapter describes utilizing Perry’s scheme as a lens through which to view Fatima’s development, anticipate deflections from growth, and identify strategies and campus and community resources to foster inclusivity, personal exploration, and continued development.

This chapter focuses on case studies of installation, body scan, closure, and reevaluation of eye movement desensitization and reprocessing (EMDR). The installation phase is concerned with integrating the positive cognition (PC) with the targeted memory. The PC should be checked for ecological validity and rated on the validity of cognition (VOC) scale. Closure is important at the end of any therapy, and particularly so after EMDR desensitization. As such, it is important to allow sufficient time for closure, debriefing, safety assessment, and homework. As with any therapy, clients will sometimes find that something occurs that disrupts the therapeutic plan. Modeling, education on social skills, and testing out new behaviors will now be the focus of therapy. This may be an unexpected crisis, such as a relationship breakdown or being diagnosed with cancer, and clients will need support in making adjustments in their present life.

Over the years, cognitive behavior therapy (CBT) has been applied to a variety of client populations in a range of treatment settings and to the range of clinical problems. This chapter provides a general overview of the cognitive behavior history, model, and techniques and their application to clinical social work practice. It begins with a brief history and description, provides a basic conceptual framework for the approach, highlights the empirical base of the model, and then discusses the use of cognitive, behavior, and emotive/affective interventions. Cognitive behavior therapy is based on several principles namely cognitions affect behavior and emotion; certain experiences can evoke cognitions, explanation, and attributions about that situation; cognitions may be made aware, monitored, and altered; desired emotional and behavioral change can be achieved through cognitive change. CBT employs a number of distinct and unique therapeutic strategies in its practice.

Vascular dementia (VaD) is an umbrella term representing a clinical grouping with inherent heterogeneity in its clinical manifestations reflecting a variability in its underlying etiology. This chapter discusses specific presentations that can fall under the VaD heading. It includes discussion of multi-infarct dementia (MID) and dementia associated with lacunar states (LSs), as well as Binswanger’s disease (BD), which remains embroiled in controversy. The chapter discusses cerebral autosomal dominant arteriopathy with subcortical infarcts and leukoencephalopathy (CADASIL) and moyomoya disease due to their clinical overlap. The etiology of MID is in many ways the same as the etiology of cerebrovascular disease (CVD) in general and even late-life dementia. The term MID itself is used to describe a disorder characterized by a stepwise deterioration of cognitive functioning associated with strokes or accumulated transient ischemic attacks (TIAs).

Student developmental models that can be used to understand various students in groups and their development include identity models, such as Chickering and Reisser’s model, as well as Levinson’s model; psychosocial models, such as Erikson’s model; intellectual and ethical developmental models, such as Perry’s model; moral developmental models, such as Kohlberg’s model; cognitive models, such as Piaget’s and Vygotsky’s models; and experiential models, such as Kolb’s model. For a broad and universal understanding, these and other student developmental theories are integrated into the group theory. This chapter provides a discussion of group theory in relation to various salient student development theories. It addresses a brief introduction about the need for inclusion and multicultural awareness for students and student groups. The chapter discusses aspects for understanding successful student group development regarding group types, group leader guidelines, group processes, and learning reflection of student groups through a multicultural lens.

The ideas of Aristotle, Socrates, and Plato all contribute to the foundation of our understanding of the nature of human intelligence. Their ideas on topics as diverse as the origin of ability, the mind-body relationship, and general inquiry methods continued to inspire thinkers centuries later and influenced those who shaped modern psychology and intelligence theory. This chapter provides an overview of recent research on how people’s beliefs about intelligence impact their behaviors, a body of research that has significant implications for education. The emergence of reliable genetic and neurological research methodologies is creating a new area of study in which environmental, biological, and psychological facets of intelligence are studied simultaneously. Structure of Intellect (SOI) model represents a very different approach to theories of intelligence. Recent technological advances have encouraged explorations into the relationship between brain function and specific types of cognitive functioning.

As with all structured psychological interventions, particularly those developed out of the cognitive-behavioral tradition, the first session of the mindfulness-acceptance-commitment (MAC) intervention is psychoeducational in nature. This chapter outlines the components of Module 1. It discusses the common obstacles faced during this critical module and addresses considerations for working with clients experiencing performance dysfunction. Performance is improved by learning to practice and train more efficiently and consistently and from the enhancement of psychological skills such as task-focused attention and poise. It is important to stress that a fundamental goal of MAC is to remove the effects of excessive cognitive activity from performance. Some clients may have been overtly or subtly coerced by family, coach, management, staff, or teammates/coworkers to seek out sport or performance psychology as a means of enhancing their performance. There are many possible psychological barriers to performance that do not reach clinical levels.

This chapter includes scripts for Eye Movement Desensitization and Reprocessing (EMDR) treatment of clients with cancer, eating disorders, headaches, somatic disorders, sexual disorders, and more. It also includes summary sheets for each protocol to facilitate gathering information, client documentation, and quick retrieval of salient information while formulating a treatment plan. The treatment of chronic pain is a new and growing application of EMDR. The suitability of EMDR for chronic pain stems from a number of sources. There are similarities and overlaps between traumatic stress and physical pain that would suggest EMDR as an appropriate addition to working with chronic pain. Negative Cognition (NC) is optional when the pain is not related to trauma. If possible, the NC will elicit clients’ attitudes or beliefs about themselves around their pain. Positive Cognition (PC) is about how clients would like to feel about themselves in relation to their pain.

This chapter focuses on self-care for Eye Movement Desensitization and Reprocessing (EMDR) practitioners. The protocol was derived from the notes of Neal Daniels, a clinical psychologist who was the director of the posttraumatic stress disorder (PTSD) Clinical Team at the Veterans Affairs Medical Center. In Dr. Daniels’s words, the procedure is short, simple, effective. Right after the session or later on in the day when it is possible, bring up the image of the patient, do 10–15 eye movements (EMs); generate a positive cognition (PC) and install it with the patient’s image, and do 10–15 EMs. Once the negative affects have been reduced, realistic formulations about the patient’s future therapy are much easier to develop. Residual feelings of anger, frustration, regret, or hopelessness have been replaced by clearer thoughts about what can or cannot be done. Positive, creative mulling can proceed without the background feelings of unease, weariness, and ineffectiveness.

David Blore, the author, has now been providing Eye Movement Desensitization and Reprocessing (EMDR) to traumatized miners since 1993. As with other specialized client groups, the Single Trauma (STP) and Recent Trauma Protocol (RTP) have required modifications. David has collated the modifications made, and presented them here as the Underground Trauma Protocol (UTP). The UTP is intended to provide a rapid and effective method of conducting EMDR with traumatized miners and other similar, very specific, client groups. David Blore recommends that the treatment of this client group only be undertaken by fully trained EMDR clinicians who have experience with modifying protocols and existing clinical experience of using cognitive interweave. Important information to ask for during history taking is to be clear how much of the underground environment was involved in the incident. If the integrity of the underground environment is affected, in essence, the whole underground world is affected.

This chapter presents sets of questionnaires are helpful in working with fertility treatment. Infertility clients often carry within them a strong sense of blame and misplaced personal responsibility. The two primary negative cognitions that appear most often are: “There’s something wrong with me”, and “I must have done something wrong”. The chapter also presents a construction of a Time Line. Each Time Line corresponds to only one theme: responsibility, trust or control. It is important that the client have general information about the Adaptive Information Processing (AIP) Model in order to ensure optimum participation in treatment. The client is informed about what to expect relative to the process and effects of Eye Movement Desensitization and Reprocessing (EMDR). Based on client needs, risk considerations may include: poor self-care and nutrition, side effects of hormone or drug therapy consistent with fertility treatment, marital strain, or weakness in support system.

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. Esly Regina Carvalho is a very visual and artistic person and she used drawings in her psychodrama practice. Carvalho began to ask her adult clients to draw a picture that would illustrate the negative cognition. Sometimes, they would have feelings about themselves or self-perceptions that would also turn into drawings, and from these drawings, the Standard EMDR Protocol ensued. Carvalho usually ask for drawings when people come in with generalities and we need to pin down a specific target to work on. The Drawing Protocol for Adults can be helpful in narrowing down a target, using a metaphor or picture which has a strong gen-eralizable effect instead of a concrete scene from the past.

This chapter describes the procedural steps of the Assessment Phase and Desensitization Phase of the Eye Movement Desensitization and Reprocessing (EMDR) Standard Protocol with detailed scripts for steering a child through each phase. It includes summary sheets to facilitate gathering information, client documentation, and quick retrieval of salient information while formulating a treatment plan. Assessment phase note section starts with Target Identification; this is a continuation of what began during the Client History and Treatment Planning Phase. The therapist should already have some idea of what the child may choose given previous target identification procedures such as Mapping and Graphing or other procedures for eliciting targets with children. Once the target has been selected, the therapist continues with Image, negative cognition (NC), positive cognition (PC), validity of cognition (VOC), emotion, subjective units of disturbance (SUD), and body sensation to move on to the desensitization phase.

This protocol was developed to help clients with childhood-onset complex post-traumatic stress disorder (PTSD) who have difficulty moving from the negative cognition (NC) to the positive cognition (PC) and instead, experience persistent looping. Packed dilemmas usually require and respond to a protocol comprising a particular sequence of Socratic cognitive interweaves (CI), which disentangles two clusters of confusion in turn: first, responsibility and entitlement, and then responsibility and loyalty. Ordinarily, as eye movement desensitization and reprocessing (EMDR) therapists, the authors attempt to stay out of the way of the client’s processing, and since CIs can influence processing, they use them sparingly. In a packed dilemma, however, they may need to influence the processing because the family attachment patterns are woven into issues of responsibility, which contribute to the embedded immobility of the NC.

The Resource Connection for Children is a search to support children in finding their own unique ways to feel the safety, confidence, and relief of making a solid connection with their therapists in the here and now of the therapeutic session. These are their principle supports as they enter and go through the eye movement desensitization and reprocessing (EMDR) processing. The term Resource Connection, as well as the idea of a continuation of resources threaded through the EMDR Standard Protocol, was first used by Brurit Laub in her work with adults. Instead of asking the child to remember an event as people do with adults, the therapist’s task is to be aware of the child’s resources throughout the protocol. The therapist then focuses and installs sensory, emotional, and cognitive aspects of this resource immediately with bilateral stimulation (BLS).

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. As part of the author, Sheila Sidney Bender, discussion with her patients about their mind and the adaptive information processing (AIP) system, she find that patients are sometimes unable to find responses when asked about a picture representing the worst part of the event. It is her opinion that it is advantageous for the clinician to attempt to get all the pieces to the protocol and she recommend the scripts, such as Negative Cognition (NC), Positive Cognition (PC), and Validity of Cognition (VoC) as possible ways to do so.

This chapter describes the eye movement desensitization and reprocessing (EMDR) protocol for dissociative identity disorder (DID). It help readers to understand how aspects of the Standard EMDR Protocol need to be adapted to work well with DID clients during the Assessment, Desensitization, and Installation Phases, in particular how to set up the Standard Protocol, establish the subjective units of disturbance (SUD) level, and acquire the negative cognition (NC), positive cognition (PC), and validity of cognition (VoC). An amnestic trauma is by definition a trauma that, when activated, is experienced as happening now. In other words, an amnestic trauma is not over but continues in the present when recalled. The chapter presents an explanation of EMDR and an explanation of three issues critical for successful EMDR processing: not reliving trauma, remaining aware of the present while processing the past, and going through a trauma from start to finish.

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 rationale for creating the Resource Map consists of a structured format and record of the resources that have been identified and installed that can be collected and used again in the future. It also consists of multiple resources that empower the client and Level of Connection (LoC) scale, which is designed to overcome the limitations of trying to guess if the installation is working from qualitative signals. It is inspired by the validity of cognition (VoC) and attempts to better gauge progress in nonverbal domains.

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 explores the connection between cognition and happiness and describes the cognitive characteristics of happy people. It examines each of three stages of cognition such as attention, interpretation, and memory in turn, and discusses how they relate to happiness. It follows this discussion with research on affective forecasting, and how inaccurately forecasting our emotional future might inhibit our happiness. Research also suggests that happiness might help us get out of the shackles of self-preoccupation so that we can see beyond ourselves. Moreover, the relationship between negative emotion and self-preoccupation appears to be reciprocal: When we are in a negative mood we tend to be more self-preoccupied; but when we are focused on yourself this tends to promote negative moods. Finally, the chapter explores how affective forecasting errors can impact our happiness.

This chapter describes Piaget’s formal operational stage, thinking in context, and educating adolescents. According to Piaget, during the formal operations stage adolescents advance in their ability to assess questions in scientific ways. Engaging in hypothetico-deductive reasoning does not just occur when adolescents are trying to solve complex questions about math and science. Adolescents have the ability to manipulate and talk about concepts such as love, the future, and God in very tangible ways. Adolescents develop perspective taking, which is the ability to understand the thoughts, emotions, and behaviors of others. In order for adolescents to be successful at social interactions, in which they will be engaged quite often, they need to understand other people. Adolescents value the ability to make independent decisions and consider this to be an integral part of the transition into adulthood.

This chapter addresses the key principles of sport, exercise, and performance psychology. It reflects the broadening of sport psychology studies to encompass more widespread human performance research. It addresses additional biases that impact decision making and possible ways to combat future decision-making errors. Another decision-making bias is termed the status quo trap. As such, when making decisions that allow for more thorough contemplation, people should: identify current behaviors, create a list of possible actions or inaction, write down all possible regrets that could accompany each of the actions or inaction, and identify their main purpose. Most of the decision-making research addresses issues of cognition that underlie the decisions people make; however, there are others who have addressed their feelings about an event. In sports, they hear about questionable decision making, such as taking performance-enhancing drugs (PEDs) or hazing fellow teammates.

This chapter discusses prominent theoretical models that link age-related changes in emotional processes with changes in cognition. It also discusses the dynamic integration theory (DIT), which outline how older adults may optimize emotional experience to compensate for reduced affective complexity resulting from declines in fluid cognitive processing. The chapter evaluates the current evidence for and the potential contributions of these theories. It introduces neuroscientific perspectives and reviews how these perspectives interpret age-associated changes in the brain in terms of cognitive-emotional processing. Aging Brain model (ABM) and DIT, therefore, provide more neurologically based explanations for age-related changes in emotional processing, whereas socioemotional selectivity theory (SST) postulates motivation as the cause of such changes. Another theory that might be relevant to the aging literature is the arousal competition biased theory, which posits that the affective state of the perceiver may also play a role in the salience of information.

This chapter describes the assessment phase of the standard eye movement desensitization and reprocessing (EMDR) protocol for treating posttraumatic stress disorder (PTSD). The two main purposes of the Assessment Phase are to access key aspects of the maladaptive memory network and to establish baseline measures for the level of disturbance in the target, rated with the subjective units of disturbance (SUD) scale, and the felt confidence in a positive self-appraisal, rated with the Validity of Cognition (VoC) scale. In the Assessment Phase, one identifies the image or other sensory memory, negative cognition (NC), positive cognition (PC), specific emotion, and body location of the felt disturbance. The focus of the therapeutic work in EMDR reprocessing sessions is on the reorganization of the memory network. The last step in the standard assessment phase of the selected target is identifying the location of physical sensations associated with the maladaptive memory network.

This chapter describes the Installation, Body Scan, and Closure Phases-Phases 5, 6, and 7-of the standard eye movement desensitization and reprocessing (EMDR) protocol for treating posttraumatic stress disorder (PTSD). The aim of the Installation Phase is to extend reprocessing and ensure generalization of treatment effects with a complete integration of a new perspective on the target memory network. The first step in the Installation Phase is to check to see if there is a better, more appropriate positive cognition (PC). Tension in the neck and shoulders that emerged during the Installation Phase and was reported in the Body Scan Phase is likely to be linked to the targeted material. If this tension were not cleared in the Body Scan Phase, the session would be classified as incomplete. The Closure Phase serves several purposes. It provides a structured sense of completion to each EMDR reprocessing session.

A Cognitive Interweave (CI) is the elicitation of an adaptive perspective by the therapist that is offered when reprocessing is stuck. A therapist can use a CI when the child/teen is looping, when time is running out, or when it is necessary to expedite the session so that the client does not remain in a highly activated state. The therapist introduces new material without relying on the child/teen to provide it. It is a ‘light touch’ to elicit certain information from the child/teen’s Neuronetworks. It is important for the therapist to be familiar with the child/teen’s culture and the current genre of that child/teen’s reality. The therapist uses one or more questions to guide the client to find an answer drawn from the child/teen’s own internal wisdom. The therapist may use Socratic questioning to access the child/teen’s own logic and to resume the child/teen’s own natural processing.

The goal for the Installation Phase of the Eye movement desensitization and reprocessing (EMDR) Therapy is to check the original Positive Cognition (PC) to see if it still fits or if another one fits better and then to install the PC until the client reports a Validity of Cognition (VoC). The therapist has the child/teen hold the original memory together with the PC and asks the child/teen to measure the VoC. If the VoC is not 7, the therapist strengthens the VoC by adding a set of bilateral stimulation (BLS). The Installation Phase occurs during the session immediately following the Desensitization Phase, when the client has reprocessed the maladaptively stored memory and the Subjective Units of Disturbance (SUD) is a 0. During the Installation Phase, the therapist continues to use the same type of BLS as used during Desensitization Phase because it is important that any unresolved data emerge.

The goal of the Body Scan Phase is to guide the child/teen through the steps to achieve a clear body scan. The therapist asks the child/teen to scan his or her body using the script. A set of bilateral stimulations (BLS) is done, if any sensation is reported. The discomfort is reprocessed fully until it subsides, if a discomfort is reported. Then the body scan is done again to see if there are still any negative sensations. BLS is done to strengthen the positive feeling, if a positive or comfortable sensation is reported. The Body Scan Phase often occurs during the session immediately following the Installation Phase, when the client has achieved a Validity of Cognition (VoC) of 7. Typically a session would not begin with Body Scan Phase unless the previous session ended at the conclusion of the Installation Phase.

This chapter describes the third of the eight phases, the Assessment Phase of Eye Movement Desensitization and Reprocessing (EMDR) therapy that is related to the developmental stages of children from infant to adolescent. It explains the procedural steps with detailed explanations of the techniques and skills necessary for successfully steering a child or teenager. It is essential for the therapist to recognize that eliciting the procedural steps for the phase is impacted by the child/teen’s level of development, and scripts for the procedural steps need to be adjusted into child/teen language. The chapter provides instructions to the therapist with scripts for each of the procedural steps. The assessment phase starts with Target Identification and Organization, which is a continuation of Phase 1 and the therapist continues with image, Negative Cognition (NC) and Positive Cognition (PC), Validity of Cognition (VoC), emotion, Subjective Units of Disturbance (SUD), and body sensation.