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Foreword | |
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Preface | |
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Acknowledgments | |
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Theoretical Underpinnings and Research on EMDR with Children | |
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Basic Training in EMDR | |
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Adaptive Information Processing and EMDR in Child Psychotherapy | |
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Assessing the Literature on EMDR With Children | |
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Research on EMDR | |
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Research on EMDR in Psychotherapy With Children | |
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EMDR Individual Studies With Children | |
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EMDR Group Studies With Children | |
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Our First Research Study | |
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Summary | |
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Getting Started With EMDR | |
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Getting Started With EMDR | |
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Books on EMDR | |
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Research on EMDR | |
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The Eight Phases of EMDR | |
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Client History and Treatment Planning Phase | |
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Preparation Phase | |
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Assessment Phase | |
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Desensitization Phase | |
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Installation Phase | |
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Body Scan Phase | |
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Closure Phase | |
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Reevaluation Phase | |
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First Client Considerations | |
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The Therapist's Role in EMDR | |
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Setting Up the Office for EMDR, and Especially for Working With Children | |
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Integrating Play Therapy Into the EMDR Protocol | |
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EMDR Progress Notes | |
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Cognitive Interweaves | |
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Additional Tools for Getting Started With EMDR | |
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Study Groups | |
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Listservs | |
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Summary | |
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EMDR Phase 1: Client History and Treatment Planning | |
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Client History | |
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Interviewing Parents and Children | |
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Procedural Considerations | |
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Listening for Targets | |
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Presenting Problem | |
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Psychosocial History | |
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Parent-Child Attachment/Attunement | |
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Educational History | |
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Religious Affiliations/Cultural Dynamics | |
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Developmental History | |
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Medical History | |
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Assessment of Current Stability | |
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Affect Tolerance | |
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Trauma History | |
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Current Resources, Innerpersonal, and Interpersonal Skills | |
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Potential Targets | |
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Listening for Negative Cognitions | |
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Treatment Planning | |
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Therapist Script for Client History and Treatment Planning | |
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Informed Consent | |
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Establishing the Therapeutic Relationship and Engaging the Client in Therapy | |
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Assessment Tools for Evaluating Children | |
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Ethical and Legal Issues | |
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Cognitive/Intellectual Assessment | |
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Academic/Achievement Assessment | |
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Developmental Assessment | |
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Behavioral Assessment | |
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Emotional Assessment | |
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Assessing Children's Readiness for Therapy/Selection Criteria | |
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Monitoring Child Symptoms | |
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Providing Psychoeducational Information | |
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Summary | |
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Initial EMDR Session Protocol | |
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EMDR Phase 2: Preparation Phase | |
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Explaining EMDR and Informed Consent for Treatment | |
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Explaining EMDR to Parents | |
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Explaining EMDR to Children | |
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Assessing the Child's Resources | |
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Assessing the Child's Internal Resources and Skills | |
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Assessing the Child's External Resources | |
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Teaching the Mechanics of EMDR | |
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Bilateral Stimulation (BLS) | |
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Clinical Decision Making With BLS | |
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Differences Between Adults and Children Regarding BLS | |
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Speed and Number of Saccades | |
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Demonstrating BLS to Clients | |
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Safe/Calm Place | |
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Safe/Calm Place Protocol for Children | |
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Stop Signal | |
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Metaphor for EMDR | |
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Procedural Considerations | |
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Techniques for Distancing and Titrating Intense Affect | |
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Containers and Types of Containers | |
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Organizing the Office for Treating Children With EMDR | |
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Resourcing and Mastery Skills | |
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Skills for Dealing With Between Sessions and Incomplete Sessions | |
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Summary | |
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Preparation Phase Session Protocol | |
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EMDR Phase 3: Assessment Phase | |
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Procedural Steps of the Assessment Phase of EMDR | |
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Target Identification | |
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Clinical Implications | |
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Tools for Target Identification With Child Clients | |
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Touchstone Event | |
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Interviewing Children and Parents to Identify Targets | |
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Floatback Technique | |
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Creative Techniques for Identifying Targets for Reprocessing With EMDR | |
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Mapping Targets for EMDR Processing | |
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Graphing EMDR Mastery Experiences, Targets, and Symptoms | |
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Additional Techniques for Target Identification of Children | |
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Negative (NC) and Positive Cognitions (PC) | |
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Identifying NCs and PCs With Children | |
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Cognitive Themes: Responsibility/Safety/Choices | |
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NCs and PCs and Cognitive Interweaves | |
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Assessing the Validity of Cognition (VoC) | |
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Procedural Considerations for Measurements in EMDR | |
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Measuring the VoC | |
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Identifying Emotions or Feelings and Body Sensations | |
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Measuring the Subjective Units of Disturbance | |
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Procedural Considerations for Body Sensations | |
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Summary | |
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Procedural Steps of the Assessment Phase | |
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EMDR Phase 4: Desensitization | |
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The Goal of the Desensitization Phase | |
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Procedural Considerations | |
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Evidence of Reprocessing During Desensitization With Children | |
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Children Process Quickly | |
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Affective and Behavioral Indicators of Reprocessing With Children | |
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Implication of Developmental Milestones on Reprocessing | |
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Use of Bilateral Stimulation (BLS) With Children During Reprocessing | |
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Sets of BLS | |
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Need to Change Type of BLS or Play or Focus | |
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Eye Movements | |
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Issues Unique to Desensitization With Children | |
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Children May Display Hesitancy and Avoidance Behavior | |
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Fluctuations in SUD Ratings | |
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Children May Process in Fantasy Before Processing in Reality | |
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Therapists' Role | |
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Therapists' Skills, Tools, and Use of Self in Therapy With Children | |
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Strategies for Regulating the Speed of Reprocessing | |
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Flooding | |
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Techniques for Distancing and Titrating Intensity of Memory Reprocessing With Children | |
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Containers | |
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Incomplete Accessing | |
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Cognitive Interweaves | |
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Procedural Considerations | |
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Themes for Cognitive Interweaves: Responsibility/Safety/Choices | |
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End of a Channel | |
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Checking the Target | |
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Incomplete Sessions | |
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Procedure for Closing Incomplete Sessions | |
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Summary | |
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Instructions to the Client and Therapist's Script for Desensitization Phase | |
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Case Presentation: EMDR Session With a 3-Year-Old Child | |
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Transcript of a Therapy Session | |
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EMDR Phases 5, 6, and 7: Installation, Body Scan, and Closure | |
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Phase 5: Installation Phase | |
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Script for Installation of Positive Cognition (PC) | |
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Challenges to Installing the PC With Children | |
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Procedural Considerations | |
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Phase 6: Body Scan | |
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Script for Body Scan | |
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Procedural Considerations | |
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Future Template | |
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Future Template Script | |
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Phase 7: Closure | |
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Choosing an Ending Point for the Session | |
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Tools for Assisting a Child to Debrief and Regroup at the End of a Session | |
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Tools for Between Sessions, Including Coping Strategies if Additional Information Arises Between Sessions | |
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Script for Closure/Debriefing the Experience | |
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Summary | |
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EMDR Phase 8: Reevaluation | |
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Reevaluation Phase | |
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Review What Is Currently Happening in the Child's Environment | |
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Clinical Implications | |
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Review the Child's Response to Previous Sessions | |
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Reevaluate the Specific Target | |
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Procedural Considerations | |
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Reevaluation at the End of Treatment | |
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Treatment Reevaluation With Single-Incident Traumas | |
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Treatment Reevaluation With Chronic Trauma | |
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Summary | |
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Emotional Resources, Coping Skills, and Strengthening Mastery Experiences for Children | |
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Goals of Resourcing, Coping, and Mastery | |
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Emotional Resources, Coping, and Mastery Skills | |
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Relaxation Skills | |
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Breathing Techniques | |
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Guided Imagery | |
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Containers | |
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Get a Grip | |
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Techniques for Discharging Intense Emotions | |
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Calming and Soothing Skills and Techniques | |
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Mastery Skills for Children | |
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Procedural Considerations for Mastery Skills | |
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Resource Development and Installation (RDI) Skills for Children | |
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Procedural Considerations for RDI With Child Clients | |
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Scripts for RDI | |
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Procedural Considerations for RDI Protocols With Children | |
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Summary | |
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Abbreviated RDI Protocol for Children | |
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Tools for Blocked Processing and Cognitive Interweaves | |
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Blocked Processing | |
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Editing | |
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Looping | |
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Numbing | |
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Avoidance/Reluctance | |
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Dissociation | |
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Abreactions | |
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Intense Emotional Reactions | |
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Clinical Implications for Therapists Working With Blocked Processing | |
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Cognitive Interweaves | |
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Motor Interweaves | |
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Sensory Interweaves | |
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Educational Interweaves | |
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Narrative Interweaves | |
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Cognitive Interweaves With Children | |
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Examples of Cognitive Interweaves to Restart Processing With Children | |
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Cognitive Interweaves for Current or Future Issues | |
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Summary | |
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Specialty Topics on Using EMDR With Children | |
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Parents, Parenting Skills, and Active Parenting | |
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General Categories of Childhood Concerns | |
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Clinical Diagnoses of Childhood | |
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Clinical and Behavioral Issues | |
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Behavioral/Developmental Issues of Childhood | |
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Situational Issues Unique to Children | |
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Testifying in Court | |
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Dealing With Divorce | |
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Motor Vehicle Accidents | |
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Child Abuse | |
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Educational Issues | |
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Summary | |
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The Future of EMDR With Children | |
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Adaptive Information Processing and EMDR in Child Psychotherapy | |
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How Therapists Conceptualize Treatment With Children | |
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How Children Construct Reality | |
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How Children Learn | |
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The Relationship Between the Child and Therapist | |
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The Therapist's Role in Psychotherapy With Children | |
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Theoretical Orientations of Psychotherapy | |
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Theoretical Orientations and Psychotherapy Approaches With Children | |
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Play Therapy | |
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Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) | |
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The EMDR Treatment Model as a Template for a Comprehensive Approach to Child Psychotherapy | |
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EMDR With Children as Evidence-Based Practice | |
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What Really Matters: The Children's Stories | |
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The End Is Just the Beginning | |
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Consent/Assent for Treatment Form | |
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EMDR Client History/Treatment Planning Form | |
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Child/Adolescent Symptom Monitoring Form | |
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Safe/Calm Place Protocol for Children Worksheet | |
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Mapping Targets for EMDR Processing | |
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Graphing EMDR Targets or Symptoms | |
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Recent Event Protocol for Children | |
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Scripts for Assessment, Desensitization, Installation, Body Scan, Closure, and Reevaluation | |
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Kids' List of Cognitions | |
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EMDR Fidelity Questionnaire | |
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References | |
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Index | |