As everyone knows, true creativity comes from simple formulas and the memorization of data. This chapter focuses on divergent thinking tests, which are still the most common way that creativity is measured. Guilford derived the core ideas behind divergent thinking as well as many popular measures. The people who score the Torrance Tests are specifically trained to distinguish responses that are truly original from those that are just bizarre. There are other tests that measure creativity, but most are either a variation on divergent thinking or use some type of raters. For example, the Evaluation of Potential Creativity (EPOC) has begun to be used in some studies and may be promising, but is still largely rooted in a mix of divergent thinking scoring and raters. Another test is the Finke Creative Invention Task, which is clever but also requires raters for scoring.

The Big Five, which this chapter discusses in more detail, are extraversion, neuroticism, agreeableness, conscientiousness, and openness to experience. Each of these five factors represents a continuum of behavior, traits, and inclinations. There are some popular personality measures that use different theories, such as Eysenck’s Personality Questionnaire, which looks at extraversion and neuroticism as well as psychoticism. The personality factor most associated with creativity is openness to experience. Indeed, one way that researchers study creativity is by giving creative personality tests. Being open to new experiences may also help creative people be more productive. King found that people who were creative and high on openness to experience were more likely to report creative accomplishments. DeYoung and S. B. Kaufman, of course, are not the only people to blend or split different factors of personality to present new models. Fürst, Ghisletta, and Lubart suggest three factors: plasticity, divergence, and convergence.

This chapter explores three ’classic’ studies of creativity and mental illness. The first is Jamison whose focus is on the connection between bipolar disorder and creativity. The second is Andreasen, who used structured interviews to analyze 30 creative writers, 30 matched controls, and first-degree relatives of each group. The writers had a higher rate of mental illness, with a particular tendency toward bipolar and other affective disorders. The third major work is Ludwig, who utilized the historiometric technique. All three studies have come under serious criticism. Many of the studies of Big-C creators are historiometric, akin to Ludwig’s work. Some such studies claim that eminent creators show higher rates of mental illness. A much more common approach is to look at everyday people and give them measures of creativity and mental health. Typically, researchers look at what are called subclinical disorders—in other words, they’re not clinically significant.

One school admissions area that already uses creativity is gifted admissions—which students are chosen to enter gifted classes, programs, or after-school activities. Both education and business play great lip service to creativity. Puccio and Cabra review the literature on creativity and organizations and do a nice job of highlighting how every couple of years, a new report from industry emphasizes the importance of creativity. It is important to note that there is a large inconsistency between gender differences on creativity tests and actual creative accomplishment. Although gender differences on creativity tests are minor or nonexistent, differences in real-world creative accomplishment are large and significant. This chapter shows how creativity can play a role in admissions and hiring. Hiring measures tend to have better validity, even the general mental ability (GMA) measures; even if minorities score lower, the accuracy of prediction is consistent by ethnicity.

Creative people are also often seen as being outsiders and eccentric. Sen and Sharma’s examination of creativity beliefs in India tested beliefs about the Four P’s and found that creativity was more likely to be described as a holistic essence of an individual, and less likely to be focused on the product or process. Romo and Alfonso studied Spanish painters and found that one of the implicit theories that the painters held about creativity involved the role of psychological disorders. Plucker and Dana found that past histories of alcohol, marijuana, and tobacco usage were not correlated with creative achievements; familial drug and alcohol use also was not significantly associated with creative accomplishments or creative personality attributes. Humphrey, McKay, Primi, and Kaufman did find that illegal drug use predicted self-reported creative behaviors even when openness to experience was controlled.

One of the best known psychologists of the 20th century was Jean Piaget. The memory he described was from when he was about 2 years old, a kidnapping attempt in which his nurse tried to protect him. According to the storehouse metaphor, memory is kind of a warehouse. When one remembers an event from one’s life, one looks through this warehouse. Remembering a past event is also a kind of simulation, a simulation of what happened in the past, rather than a veridical reproduction of the past. In fact, our best understanding is that brains are massively parallel simulation devices. Constructive theories deal with filling in gaps at encoding as the event transpires, whereas reconstructive theories deal with filling in gaps at retrieval as one tries to remember the event. When thinking about memory illusions it is important to make a similar distinction.

This chapter focuses on an area that has been at the center of the debate between the approaches: processing ambiguous words and sentences. Interestingly, an important factor for ambiguity resolution appears to be the frequency of the different meanings of the ambiguous words. Subordinate- bias effect is as follows: in a neutral, nonbiasing context, words that are balanced cause longer reading times than words that are either unbalanced or unambiguous. Different languages impose different rules about how grammatical categories may be combined. In the garden path model, sentence processing happens in two stages: an initial structure building stage in which the only information that is used is syntactic, and then a second stage in which the structure is checked against semantic and pragmatic information. Constraint-based models take a very different approach to how sentences are initially parsed and how mistakes are sometimes made.

This chapter shows the importance, for older persons, of support groups. In spite of the changes that have occurred in the American family, and all the negative things that fill the popular press concerning family relationships, the family is still the backbone of support for most older people. To some extent, the type of family support older people obtain depends on whether they are living in the community or in an institutional setting such as a group home, retirement village, or nursing facility. Whether a person is married, has great impact on that person’s support within a family setting including emotional, financial, and physical support, particularly in times of illness or infirmity. The success of a second marriage depends to a considerable extent on the reaction of the adult children of the elderly couple. Older grandparents, no matter how motivated, can find caring for grandchildren to be very tiring.

This chapter shows how the United States and the world are experiencing an aging evolution we are growing older. America is going through a revolution. As a whole, Americans are becoming older, and there are many more older people among people than ever before in our history. Obviously all cohorts of the population youth, young adults, middle-aged, young-old, oldest-old are heterogeneous. When some people think about the elderly as a whole, they picture frail, weak, dependent persons, some in nursing homes and many confined to their homes. The chapter demonstrates the differences the various age categories have in relation to selected chronic health conditions that cause limitations of activity. Widowhood is much more common for elderly American women than for older men. The aging of Baby Boomers will solidify the shift America is experiencing with the aging of its population. Centenarians make up a small percentage of the total U.S. population.

The researchers were specifically interested in whether they would get more incorrect responses depending on the type of sentence. From a certain perspective, passive sentences are more complicated than active sentences and so perhaps it is the case that passives are more difficult simply because they are more complicated. It appears that the important difference between subject cleft and actives on one hand, and passives on the other, is that the order of the roles is reversed between them: in active sentences, the agent comes first. Indeed, there is a growing body of evidence that languages allow English speakers to structure their utterances in a way that can flag certain parts of the sentence as particularly important or worthy of special attention. Recently, psycholinguists have been interested, too, in how information structure influences language processing.

The study of the properties of language can be divided up into roughly five, somewhat overlapping categories: sound system, word structure, sentence structure, meaning, and real-world use. In spoken languages, segments are sounds—each language has a set of sounds that are produced by changing the positions of various parts of the vocal tract. The sound system of language is actually studied in two main parts: phonetics, phonology. Phonemes can be combined to make words, and words themselves have an internal structure and can even be ambiguous based on this structure. Syntax is the study of how sentences are formed. There are two noun phrases (NPs) in the sentence—the artist and a paintbrush. The field of semantics is concerned with meaning in language and can be divided into two major parts: lexical and propositional.

The idea of the mad genius persisted all the way to modern times and was even promulgated in scientific circles. Not only was genius mad, but it was associated with criminality and genetic degeneration. The empirical research relevant to the mad-genius issue uses three major methods: the historiometric, the psychometric and the psychiatric. The historical record is replete with putative exemplars of mad genius. The mental illness adopts a more subtle but still pernicious guise-alcoholism. In fact, it sometimes appears that alcoholism is one of the necessities of literary genius. Psychopathology can be found in other forms of genius besides creative genius. Of the available pathologies, depression seems to be the most frequent, along with its correlates of suicide and alcoholism or drug abuse. Family lineages that have higher than average rates of psychopathology will also feature higher than average rates of genius.

This chapter talks about questions related to how speakers and hearers influence each other. It looks at research on dialogue, and especially how a dialogue context influences speakers. Speakers have an impact on their listeners. The goal of a dialogue is successful communication and so it would make sense that a speaker would pay careful attention to the needs of a listener and do things like avoid ambiguity and package information in a way that flags particular information as important or new to the listener. Ambiguity may be avoided depending on the speaker’s choice of words and so a natural question is whether, and when, speakers appear to avoid ambiguous language. In terms of pronunciation, speakers reduce articulation and intelligibility over the course of a dialogue. There are some constraints and preferences on how to interpret pronouns and other coreferring expressions that appear to be structural or syntactic in nature.

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 shows an overview of the techniques that are used to measure language processing. It shows at the things psycholinguists do when designing experiments in order to ensure that their results are valid. Online measures include any measure considered to give information about language processing as it happens. The prototypical off-line measure is the questionnaire—literally asking people for their judgments about what they’ve just encountered. In fact, all kinds of data can be collected from questionnaire studies. The button press task is perhaps the most versatile of all the things that people can do to collect data involving response times. The conscious responses discussed about here are vocal response. Like eye-tracking, event-related brain potentials (ERPs) help to understand the technique if people know a bit about the response measured—in this case, the brain. In many ways, functional magnetic resonance imaging (FMRI) can be considered the complement to ERPs.

So here the authors are, caught between two worldviews. In one camp, they have educators and academics, attempting to overthrow the “old guard”—those of them who define giftedness through the narrow lens of IQ tests. They are hoping to establish a raison d’etre for gifted education—a field with a wobbly foundation. In the other camp, the authors have parents and the psychologists who specialize in working with the gifted, railing against the externalizing of giftedness. They want the inner world of the gifted to be recognized and appreciated. Controversy has dogged the study of giftedness since its inception, and is likely to continue into the foreseeable future. Multiple views will somehow have to learn to coexist. The psychology of giftedness is a fledgling. An impressive number of people think they know more about the gifted than one does and they are delighted to share their opinions.

Psycholinguist is someone who studies phenomena in the intersection of linguistics and psychology. The whole endeavor of psycholinguistics often finds a home in the broader research field of cognitive science—an interdisciplinary field that addresses the difficult question of how animals, people, and even computers think. The centrality of language in the daily lives means that any disruption to the ability to use it may be keenly felt—the worse the disruption, the more devastating the impact. From the beginning of psychology, there has been an interest in language. In psychology, behaviorism was a movement in which the study of mental states was more or less rejected, and the idea that one could account for human behavior in terms of mental states or representation was discounted. This book covers a number of topics that are very much relevant in current psycholinguistics, including child language acquisition, sign language, language perception, and grammatical structure.

To truly understand how important and central memory is to us, it is important to understand what life is like for people who experience memory loss, or amnesia. This chapter examines the amnestic syndrome, which has been widely studied and the knowledge of which has significantly influenced theories of memory. The abilities and nonabilities of those with amnestic syndrome demonstrate that there are multiple independent systems of memory. The chapter also examines two controversial diagnoses, the main feature of which is memory loss dissociative identity disorder (DID) and psychogenic or dissociative amnesia. It discusses a form of memory loss that does not fit the technical definition of amnesia because it eventually affects not just memory but all cognition: Alzheimer’s disease (AD). AD is common among older adults and demonstrates how a worsening loss of memory and cognition can lead to a complete disruption of everyday life.

In our success-oriented culture, optimal development of giftedness often is construed as fulfilling one’s potential for greatness. In humanistic psychology, optimal development has been conceptualized differently. Self-realization can be understood in terms of Maslow’s self-actualization, Dabrowski’s secondary integration, Jung’s individuation, or other theoretical perspectives of human development. The goals of inner development involve deepening the personality, overcoming conflicts, and actualizing one’s potential for becoming one’s best self. Many parents of the gifted complain that their children are the ones exerting the pressure. Their speed of learning and quest for knowledge often exceed their parents’ comfort level. The purpose of parent guidance is to foster “optimal development” through early intervention and prevention of social and emotional problems. Assessment can act as a prelude to family therapy. Family therapy usually involves a commitment to several successive sessions to deal with family interactions.

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.

In theory, the construction of an autobiographical memory begins with a retrieval model being generated in the brain. This retrieval model activates general knowledge about the self, which is used to retrieve episodic memory details consistent with the desired memory. Autobiographical memory is a complicated skill that results from the union of episodic memory and an abstract concept of self laid out over time. This transformation of episodic into autobiographical memories results in forgetting of some incidents, and mashups the details from two or more separate incidents into a single memory that feels like it happened to the self at a particular point in time. Autobiographical memory is said to serve at least three important functions: identity, directive, and social. Autobiographical memories also serve as guides for future behavior. A function of autobiographical memory is to create and strengthen bonds between people.

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.

This chapter talks about the representation of language in the brain— including what parts of the brain are known to be involved in language. It talks about how multiple languages are represented and interact in bilingual speakers. The most important lobes for language are the temporal lobe and the frontal lobe. In terms of language, in right-handed people it is the left hemisphere that supports the majority of language function. There are two areas in particular that appear to be especially important for language: an area toward the front of the brain in the frontal lobe that includes Broca’s area and an area more or less beneath and behind the ear toward the back of the temporal lobe called Wernicke’s area. Broca’s aphasia is characterized by difficulty with language production—with effortful, slow speech, and the striking absence of function words like prepositions, determiners, conjunctions, and grammatical inflections.

Research on both sign language and how it is processed has been growing quickly over the last decade, with researchers from a number of different fields increasingly interested in it. This chapter addresses two common misconceptions about sign language to understand exactly what sign language is. French sign language is just a version of spoken French, British Sign Language (BSL) is just a version of English, and so on. Variations in hand shape and other differences can differentiate dialects of sign language. Sound symbolism shows that there are cases in spoken language when sounds are linked in a nonarbitrary way to meaning. Further, there are phonotactic rules that differ from language to language about how signs may be formed. Speech errors are mistakes that speakers make when they intend to say one thing but something else comes out instead.

The term genius is peculiar. It can be applied to a diversity of phenomena or confined to just one or two. The tremendous range in usage reflects the fact that genius is both a humanistic concept with a long history and a scientific concept with a much shorter history. The word genius goes way, way back to the time of the ancient Romans. Roman mythology included the idea of a guardian spirit or tutelary deity. This spiritual entity was assigned to a particular person or place. Expressed differently, geniuses exert influence over others. They have an impact on both contemporaries and posterity. The exemplars of intelligence have a feature in common: They are called as exceptional creators. The favored definition is that creativity satisfies few separate requirements. First, to be creative is to be original. In main, genius in the leadership domain of achievement appears to fall into several groups.

Creativity and intelligence, like bacon and eggs, certainly seem like they should go together. But exactly how they do, or whether intelligence is part of creativity or creativity is part of intelligence, is still debated. At one point in time, a ‘threshold’ theory was popular, which argued that creativity and intelligence are positively related up until an IQ of approximately 120. Some studies have found that although creativity does predict GPA, other variables do it better or more directly, such as cognitive style, mental speed and short-term memory, or reasoning ability. An additional way of considering how creativity relates to intellectual abilities is to consider how creativity is connected to learning disabilities (LD). Another learning disability with a relationship to creativity is Williams syndrome. Healey and Rucklidge found that although 40” of a creative group showed symptoms of attention deficit hyperactivity disorder (ADHD), none met the level for actual diagnosis.

Throughout history, creators have used their skills in ways that have led to tremendous negative impact. Clark and James describe ’negative creativity’ as something that ends with a bad outcome even without a bad intention. If negative creativity is someone taking office supplies without wanting to hurt the company, then malevolent creativity is someone stealing essential company secrets to sell to its competitors with the specific desire to do harm. Malevolent creativity can be seen in terrorism and criminal behavior. Creativity is a tool that can be used for good or bad purposes. The flip side of the coin is that there are arrays of studies that show the healing powers of expressive forms of creativity. Indeed, if there is a genuine connection between creative genius and mental illness, it could easily be the creativity in their lives that kept some of the geniuses afloat and as healthy as possible.

This chapter addresses how creativity operates on individual and social/environmental levels, and the effects and outcomes of the creative mind. Within creativity, however, there are four P’s, person, process, product, press or place, that are used to help shape how we conceptualize this broad concept. Another way of conceptualizing how to approach creativity is the idea of C’s. A core distinction is made between little-c and Big-C. Big-C is the kind of creativity that will last for generations; it may be remembered, used, or enjoyed a hundred years. In contrast, little-c is everyday creativity. Beghetto and Kaufman proposed mini-c and Pro-c. In mini-c, the initial spark of creativity does not have to be held up to the same standards that we use for typical everyday creativity. An interesting aside is that an implication of the model is that a Pro-c creator should be able to make money with his/her creativity.

One way of thinking about the question of creativity and domains is to ponder the lack of renaissance men and women—people who are truly creative in multiple arenas. It is important to note that both a domain-general and domain-specific point of view would allow for polymaths—a domain-generalist would say that these polymaths are using the same creative processes to paint and sculpt and be an accountant, whereas a domain-specificist would argue that they use different processes. Within creativity research, many studies have categorized creative domains. One key work is that of Carson, Peterson, and Higgins, who devised the creativity achievement questionnaire (CAQ) to assess 10 domains. They broke the domains down into two larger factors: the Arts and Science. A recent study by S. B. Kaufman did find cognitive differences by domain; general cognitive ability was a stronger predictor of creative achievement in the sciences than in the arts.

This chapter focuses on a key issue, intrinsic versus extrinsic motivation and their relationship to creativity. Learning goals are associated with intrinsic motivation. Performance goals are associated with extrinsic motivation. One way to think about the link between intrinsic motivation and creativity is in Csikszentmihalyi’s conception of Flow, or optimal experience. Flow represents the sensations and feelings that come when someone is actively engaged in an intense, favorite pursuit. Controlling evaluation emphasizes the specific task performance, triggering extrinsic motivation. Informational evaluation is more concerned with feedback and the chance to learn, and thus increases intrinsic motivation. It is found that informational evaluation led to more creative ideas than did controlling evaluation. The two self-oriented motivations are in essence intrinsic and extrinsic; growth is the personal enjoyment of the creative process, and gain is being driven by traditional rewards.

Most creativity researchers consistently focus on two key determinants. First, creativity must represent something different, new, or innovative. It is not enough to just be different-creativity must also be appropriate to the task at hand. Kharkhurin’s Four-Criterion Construct of Creativity attempts to integrate both Western and Eastern conceptions of creativity. In addition to the basic two constructs, novelty and utility, Kharkhurin proposes the more Eastern-related ideas of aesthetics and authenticity as being part of the creativity equation. The word innovation is sometimes used interchangeably with creativity, but usually conveys a greater emphasis on application and is more associated with the worlds of business, management, engineering, and industrial/organizational psychology. One distinction between creativity and innovation that has been proposed is that creativity is thinking of new ideas and deciding on which ones are best, whereas innovation also entails implementing these ideas.

At a very basic level, communication involves passing an information-containing signal from a sender to a receiver. Though we tend to think of communication as a sophisticated, highly complex process, a great deal of human and nonhuman communication occurs without a hint of cognitive effort. This chapter revolves around these kinds of honest signals—ones that provide true information—being communicated between or within species. It opens with a few of favorite examples of how animals use communication to deceive one another. There are two major communication features (referential signaling and syntax) that are indicative of higher cognitive abilities rather than simply physiology, reflexes, or basic conditioning. Referential signaling is extremely important when studying complex communication systems. Once referential abilities are established, some species are able to use syntax to change the meaning of a message by manipulating the order of the vocalizations or gestures in the signal they are communicating.

For centuries, philosophers, neuroscientists, psychologists, and many others have attempted to define consciousness in humans. Depending upon who you are, what your agenda is, and how you were trained, definitions for consciousness will vary. This chapter jumps right into the hotly debated area of animal consciousness. It takes an in-depth look at how philosophers and scientists have defined consciousness, specific cognitive abilities that might signal consciousness, and which animals can be said to have them, or a version of them. The main topics covered include theory of mind, self-awareness, and emotions. Happy, the first elephant documented to behave as if she recognized herself in a mirror, as well as the important implications of this finding, is the subject of the animal spotlight. The human application section walks through how theory of mind develops in children and the ways developmental psychologists can determine whether a child has mastered it.

This chapter addresses the overall flexibility of the animal mind. It discusses about instincts; planning and forethought. The cognitive processes necessary to project into the future epitomize a highly flexible mind. Nonetheless, evolutionarily speaking, mental time travel may not be useful for all animals. Following this, the chapter discusses problem solving; play behavior; and innovation. For centuries, there have been those who believe animals are mindless behaving machines. One probably does not think that, or one would not be reading, but where is the line between instinct and cognitive behavior? Do animals plan out their actions in advance, play, and create? One creative crow, and her remarkable ability to problem solve and use tools, are featured in the animal spotlight. In human application, it discusses the difficult question of how to measure creativity in humans and tips for how can find and increase creativity and innovation in one’s own life.

While animal cognition researchers may look strange at playing parrot vocalizations on loud speakers in the jungle or presenting gorillas with trays of colored shapes, there very much is a method to our madness. That method is the scientific method whose steps are to develop a research question, design appropriate methodologies, collect and analyze data, then share the findings with the scientific community. This chapter presents some considerations and methods for studying animal cognition with the hope that, the reader will use some of them in their future observations of animal behavior—both human and nonhuman. Animal cognition is a branch of psychology, the scientific study of behavior and mental processes. Some of the most famous and informative studies of animal cognition have been through the case study method. Most animal cognition research is conducted by scientists who are affiliated with colleges and universities.

Within the animal kingdom, sociality is on a giant continuum, with a large degree of diversity in how social, with whom, and how complex those interactions are among conspecifics. This chapter explores in greater depth some of the advanced ways that animals engage with one another. As reader sees, there appears to be a correlation between sociality and cognition. Knowing something about the depth (or lack thereof) of a species’ social behavior allows researchers to contextualize and better understand cognitive abilities such as theory of mind, problem solving, and referential signaling in communication. By learning from others, one can effectively and efficiently interact with the environment. One very special way humans and animals also use social cues are called social referencing, which involves learning from others’ emotional responses. These responses, like a grimace after the first bite of a disgusting meal, act as signals that communicate information to social partners.

Resource Wand is an intervention that is designed to give added support to a child during the reprocessing of a memory that has the potential for overwhelming or flooding. It is used to manage levels of arousal and affect in Phase 4 of eye movement desensitization and reprocessing (EMDR): Desensitization. A resource wand is a play-based item such as a magic wand or stick that has a picture (real or drawn) of a support person, animal, or object on it. During eye movements, the child follows the wand with the picture while processing the target. During history taking and the preparation phase, the therapist and child should identify the supports that exist in the child's life. Resource Wand is an intervention that is playful to make and use during the reprocessing of a memory. It offers any child an opportunity to feel safe during the desensitization phase.

Finding ways to complete Phase 1 of the eye movement desensitization and reprocessing protocol, history and treatment planning, presents unique challenges when working with children. The therapist often has many other sources of information about the child's trauma history; still, developing a shared understanding of the trauma and the impact of trauma is just as important in child therapy as it is in the adult protocol. This chapter presents an option for using storytelling, props, and metaphor to elicit trauma history from a child in a way that is sensitive to their age and their window of tolerance for distress. Gathering trauma history from the child early on in treatment in a play-based and developmentally informed way creates an opportunity to obtain some of the painful information while keeping the child feeling emotionally grounded and safe.

TraumaPlay is a flexible, sequential, play therapy model designed for treating traumatized and attachment-disturbed children and teens. An integration of TraumaPlay and eye movement desensitization and reprocessing (EMDR) functions as a one–two power punch combination as the power of play is recognized as the child's most natural form of adaptive information processing and encourages the full-body somatic experiencing of new neurophysiological states while desensitizing and reprocessing hard things. The overarching goals of TraumaPlay include leaching the emotional toxicity out of clients' traumatic experiences, creating a more coherent narrative of these life events, and deepening relational resources. Getting through the child client's layers of protection requires developmental sensitivity, titration, and creativity. Unlocking a traumatized child's healing may take more than one key, so pairing TraumaPlay and EMDR together can maximize the effectiveness of each. TraumaPlay therapists enhance safety and security through both nondirective play therapy methods and directive play therapy interventions.

The utilization of eye movement desensitization and reprocessing (EMDR) therapy alone, as Francine Shapiro has discussed, presents challenges when working with children, particularly with complex relational trauma. Limits for the effectiveness of EMDR include the developmental immaturity of the child and missing adaptive information, the impact of trauma on skill development, and lack of trust due to the impact of relational trauma. This chapter explores how creative arts therapy holds the potential as a special form of mentalization therapy that can support and strengthen the skills required for success in EMDR in Phase 4 processing. This approach emphasizes how the expressive arts, when used strategically, can extend the reach of EMDR by utilizing the indirect dyadic process of art making within a therapeutic relationship increasing trust, building metacognitive functioning, elevating concrete thinking through experiential learning, and taking a curious, open, and playful stance that helps grow self-reflective capacity.

In the three decades since Francine Shapiro introduced the model, adaptive information processing (AIP) and eye movement desensitization and reprocessing (EMDR) have provided mental health clinicians with a method for conceptualizing clients' responses to traumas as adaptive and protective without diminishing the pain that comes from holding stored trauma. For those working with child clients, the goal of healing emotional and relational wounds becomes substantially more attainable when caregivers also come to view children's trauma responses as adaptive and protective, all the while developing increasing capacity for being with their children's woundedness. EMDR therapists who provide family-based play therapy need ways to establish and monitor safety within family systems in order for the integration of these modalities to offer their full power. This chapter aims to offer sandtray as a modality that allows for this integration. Sandtray offers a common language for all who engage.

When children are exposed to toxic environments for many years of their childhood, they may have a difficult time even imagining a calm or safe place. Fort Tent has been adapted from Francine Shapiro's Calm Place exercise. This adaptation is designed to better suit children's needs. Abused and neglected children have very few internal and external resources to enhance the original Calm Place. The initial goal of this intervention is to create a specific experience of a Calm Place. The Fort Tent Calm/Safe Place (Fort Tent) is an intervention designed to help create safety within the constructs of the therapy office. This creative intervention heightens present moment experience of safety in real time. The Fort Tent allows clients who need a more concrete, kinesthetic intervention to be involved in the development of the safe place, thus empowering them to have a level of control in their own sense of safety.

A journey into learning about dissociation usually begins with a therapist being unsuccessful in the treatment of traumatized children. An eye movement and desensitization and reprocessing (EMDR) clinician starts to seek information on how to help their clients by attending training, reading books, or engaging in “What am I missing?” discussions while in supervision. Therapists have an “aha moment” when they look through the lens of dissociation at the child's symptoms and behaviors. The gift of dissociation brings relief to many children in harmful situations. This chapter provides an understanding of the internal world of self-states and what that might look like in the child's external world and in the playroom. Recognizing and knowing the guiding principles of how to access self-states provide therapists the tools for effective treatment for the child and all of their caregivers.

This chapter demonstrates how the gains acquired through Theraplay® can be leveraged for healing by infusing eye movement desensitization and reprocessing (EMDR) into Theraplay treatment. Infusion in the preparation phase will be the primary focus; however, considerations for infusing EMDR and Theraplay are offered for application within the assessment, desensitization, installation, and body scan phases of the EMDR protocol. Treatment with Theraplay yields reparative experiences that can be used for adaptive information processing during the trauma-resolution phases of treatment. Infusing EMDR into this process allows these experiences and subsequent positive feeling states to be harnessed as resources through EMDR-specific strategies. The chapter provides steps that demonstrate how these strategies can be used for resource gathering and installation, and the considerations section explains how to infuse EMDR into Theraplay for target gathering or assessment (Phase 3) and reprocessing (Phases 4–6).

Popcorn Night is a term that was coined to assist caregivers in providing a calm and comfortable night for their child following a desensitization session. Following the reprocessing of a memory, the therapist works with the caregivers to manage the possible emerging behaviors and assist with a log to track any changes in symptomology. Engaging caregivers and other outside support in eye movement desensitization and reprocessing (EMDR) therapy with kids leads to better outcomes as it provides additional support and additional information about the child's functioning. Popcorn Night is an instructional handout and log that helps guide caregivers in structuring a carefree and supportive evening after desensitization and track emerging symptoms or behaviors in the time between sessions. It is important to be transparent, flexible, and hopeful with this intervention as it can both inform treatment and encourage commitment to continued growth through EMDR.