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. It discusses phobia protocol script notes. The fear is generated by the sight of the object and is independent of further participation. When targeting a process phobia, the clinician must address all the pertinent aspects of the experience, including the decision-making and anticipatory anxiety. Although the procedures for the simple phobia may eliminate the client’s self-perceived fear, they may not overcome the evolutionary biases challenged by a Behavioral Avoidance Test (BAT). Although the Simple Phobia Protocol may be sufficient in many instances, some phobia researchers believe that the division is not useful and that the Process Phobia Protocol should be used exclusively. Eye movement desensitization and reprocessing EMDR, simple phobia protocol, process phobia protocol, decision-making, anticipatory anxiety, self-perceived fear, and behavioral avoidance test BAT.
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A Guide to the Standard EMDR Therapy Protocols for Clinicians, Supervisors, and Consultants, 2nd Edition
The book describes updated information on mechanisms of action of eye movement desensitization and reprocessing (
EMDR) therapy. It delivers clear, concise treatment guidelines for students, practicing clinicians, supervisors, clinic directors, and hospital administrators involved in the treatment of those with posttraumatic stress disorder (PTSD), Specific Phobias, and Panic Disorder. In EMDR therapy, various strategies can be employed to support the goals of stabilization and symptom reduction. Some stabilization strategies commonly used in EMDR therapy were developed in other traditions such as progressive relaxation, self-hypnosis, biofeedback, and meditation. The book provides an overview of the standard eight-phase model of EMDR therapy and the general three-pronged protocol that provides the framework for the specific treatment protocols for diagnostic groups. It briefly touches on clinical situations where the general principle of treatment planning based on the three-pronged protocol must give way to an initially inverted protocol for treatment planning that starts with reprocessing targets in the future, then on the present, and addresses past targets only after significant treatment gains have been achieved. The book explores the theoretical and practical aspects of the EMDR therapy approach to case formulation, treatment planning, and selecting and preparing patients with PTSD and other post-traumatic syndromes for EMDR reprocessing. Screening for a possible dissociative disorder is essential before offering EMDR reprocessing on either traumatic targets or resource installation. Case studies with transcripts illustrate the different protocols and further guide practitioners of EMDR therapy in informed decision-making.
This chapter focuses on career counseling courses. In this course, students learn how career development theory can be applied to the practice of career counseling. There are three course objectives that are essential to this course: students will be able to identify career development theories and decision-making models; students will understand the roles, functions, and settings of contemporary career counselors; and students will practically demonstrate career and educational planning, placement, follow-up, and evaluation using mock clients or case study examples. The salient career counseling theories that should be touched on in this course are: Super’s life-space, life span theory; Roe’s personality theory of career choice; Gottfredson’s theory of circumscription, compromise, and self-creation; Holland’s theory of types and person–environment interactions; Krumboltz’s learning theory of career counseling; Lent, Brown, and Hackett’s social cognitive career theory; and Savickas’s career construction theory.
Clients are vulnerable. They seek counseling and put their trust in clinicians to provide effective treatment. Without intentionality and adherence to this profession’s ethical guidelines, clinicians may harm clients. Ethics courses focus on the codes of ethics for professional counselors, marriage and family therapists, and school counselors. Students will also discuss ethical dilemmas they may face that may not be specifically addressed in an ethical code. When faced with these dilemmas, students will be taught to use an ethical decision-making model.
This chapter describes the in-class activities of each chapter. The in-class activities for orientation to professional counseling courses is on counseling and setting up office space. The in-class activity for ethics courses involves ethical decision-making. The in-class activity for diversity courses simulates the immigrant experience of entering a new culture. The in-class activity for life-span development courses is photo activity, where students form pairs and are assigned an Erikson psychosocial stage of development and have 30 to 45 minutes to take a photo that represents each side of a developmental stage. The in-class activity for counseling techniques courses —fishbowl activity—involves students sitting in a circle in the middle of a room with two chairs. Students take turns sitting in each chair. It provides students an opportunity to experience being the therapist and the client. The chapter also describes in-class activities for counseling theories courses; career development courses; group counseling courses; research courses; diagnosis, assessment, and treatment planning courses; practicum and internship courses; marriage, couple, and family counseling courses; and school counseling courses.
Cases in this chapter pertain to both counselor education and supervision throughout practice. At its core, counseling requires adherence to the basics of the scientist practitioner model both during training and after. The world of academia can be complex in its efforts to meet the needs of students, faculty, and the public, but practicing clinicians are also expected to stay informed of the science that drives their profession. The chapter includes seven cases related to a section of the American Counseling Association Code of Ethics examined carefully using the Hill, Glaser, and Harden’s (1998) Feminist model. The chapter highlights the ethics of supervision, training, and teaching, including, but not limited to, relationships with superiors, values in education and training, the use of case examples, and confidentiality in supervision.
Surprisingly, a section devoted to technology was not added to the American Counseling Association (
ACA) Code of Ethics until its most recent revision in 2014. The benefits and detriments of increased utility of technology are unavoidable in all professions, and counseling is no exception. The chapter includes seven cases related to a section of the ACACode of Ethics examined carefully using the Kocet and Herlihy’s counselor’s value-based conflict model. This chapter is a new addition to the Code of Ethics during its most recent revision in 2014. It highlights the ways in which technological advancements have made counseling both easier and more complicated, including, but not limited to, the use of video conferencing, public and private social media presence, and the importance of safeguarding confidentiality.
Counselors’ relationships with other professionals are almost as important as their relationships with their clients. Though these associations can at times be complex, managing them is critical to the profession’s continued existence. Relationships with peers can be surprisingly complicated, but the survival of the profession is predicated on our ability to work collaboratively. The chapter includes seven cases related to a section of the American Counseling Association Code of Ethics examined carefully using the Corey, Corey, Corey, and Callanan (2015) model. This chapter highlights the complexities of these relationships, including, but not limited to, differences of opinion in client management, staffing concerns, behavior in public, and resolving ethical concerns collaboratively.
Though the American Counseling Association Code of Ethics for professional counselors provides subsections for each area of practice related to clinical work and research, Section I engages in the more meta task of exploring how ethical dilemmas are actually resolved. In determining actions related to ethical dilemmas in their work with clients, the public, or other clinicians, counselors work to resolve these dilemmas with direct and open communication with all involved stakeholders. The chapter includes cases, assessed using the Corey, Corey, Corey, and Callanan (2015), Cottone (2001), and Forester-Miller and Davis (2016) models. This chapter highlights the resolving ethical issues including, protecting clients from harm, unacceptable business practices, deceased clients, interdisciplinary teamwork, and policies that are potentially harmful to clients.
Confidentiality is critical in counseling. The public’s trust in the profession to keep what is discussed with their counselor private is in many ways the cornerstone of the profession. This chapter includes seven cases related to a section of the American Counseling Association Code of Ethics examined carefully using a Cottone’s (2001) Social Constructivist model. While other models emphasize a linear, intrapsychic, counselor-focused approach to ethical decision-making (e.g., Forester-Miller & Davis, 2016), Cottone’s social constructivism model posits a more interpersonal approach. The chapter deals with cases more specifically with maintaining the confidence and trust of the general public. It highlights some of the unique presenting problems related to confidentiality and privacy, including, but not limited to, seeing clients in public, accidental lapses in confidentiality, requests for information from third parties, and state law pertaining to age and consent.