Part 1, Day 1
Learning Objectives:

• Identify 3 or more clinically treatable diagnoses with EMDR therapy.

• Discuss 3 significant research studies on EMDR.

• Discuss 2 or more strategies that enhance resources.

• Describe the goals and procedures of Phases 1 and 2.

• Explain the mechanism of EMDR therapy.

• Explain the model of EMDR therapy.

• Discuss 2 or more methods used in EMDR therapy.​

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Part 1, Day 2

Learning Objectives:

• Describe the 8 Phases of the EMDR protocol.

• List the components of memory accessed in Phase 3.

• Describe the 3-pronged protocol of EMDR therapy.

• Explain how to measure Validity of Cognition (VoC).

• Explain how to measure Subjective Units of Disturbance (SUD).

• Identify and discuss 2 or more strategies for managing the Desensitization Phase.

• Identify the 7 questions of the Assessment Phase.

• Name 2 blocking beliefs resulting in blocked processing.​

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Part 1, Day 3

Learning Objectives:

• Develop a future template.

• Describe the application of future templates.

• Describe the re-evaluation in Phase 8.

• Identify appropriate interweaves for 2 or more clinical issues.

• Explain treatment planning in EMDR.

• Identify and discuss EMD.

• Identify and discuss the Recent Event Protocol.​

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Part 2, Day 1

Learning Objectives:
● Apply the Information Processing System Theory to Adaptive States in conceptualizing complex trauma cases.
● Describe a method of assessing dissociation in complex clients.
● Describe 2 protocol modifications for complex trauma and dissociation.
● Identify and describe 3 or more clinical signs of dissociation.
● Describe 3 resources used in Phase 2 of EMDR Preparation for more complex clients.
● Describe 2 tools used when clients have abreactions.

 

Part 2, Day 2

Learning Objectives:
● Describe 3 types of cognitive interweaves.
● Describe one or more reasons why interweaves are needed and when they are needed.
● Identify and describe 2 strategies for treating dissociative symptoms.
● Describe how to apply the Adaptive Information Processing System to treating compulsive disorders.
● Identify 2 resources for use with resistant clients.
 

Part 2, Day 3

Learning Objectives:
● Discuss 2 variations of the protocol for phobias.
● Describe 2 variations of the protocol for use with clients with chronic illnesses.
● Describe 2 variations of the protocol for grief.
● Identify a modification of EMDR therapy as illustrated in the case with a minor client.
● Explain a group approach to EMDR.
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Cancellations

Registration fee is refundable up to 14 days before the training start date, less a $50 administrative fee. Registration is non-refundable within 14 days prior to the training start date. Requests for withdrawal within 14 days prior to the training start date will allow for the option to transfer to the next scheduled training, depending on calendar availability. No refunds will be issued for those unable to complete their training within the specified time period.

 

Complaints

All complaints must be submitted in writing to cmiles@tulane.edu and will be responded to within 5 to 10 business days.

 

ADA Attendance

This workshop is conducted in facilities compliant with the Americans with Disabilities Act. Please contact Cheryl Rogers if special accommodations are required.

 

Conflicts of Interest

No conflicts of interest are known for this workshop.

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How to Obtain Certificates

Certificates are awarded online after completing the training. Participants print their own certificate after registering on CE-Classes.com, entering a key code, and completing an evaluation form. Licensed professionals should contact their regulatory board to determine course approval.

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References

• Adler-Tapia, R., & Settle, C. (2017). EMDR and the art of psychotherapy with children: Infants to adolescents treatment manual. New York, NY: Sringer Publishing company, LLC.

• EMDR International Association. (Fall 2020). EMDR and racial trauma. Go With That, 25(3), 1–40.

• Grommet, J., & Galvin, M. D. (2015). Clinician experiences with EMDR: Factors influencing continued use. Journal of EMDR Practice and Research, 9(1), 3–16. https://doi.org/10.1891/1933-3196.9.1.3

• Lee, C.W., & Cuijpers, P. (2013). A meta-analysis of the contribution of eye movements in processing emotional memories. Journal of Behavior Therapy & Experimental Psychiatry, 44, 231-239.

• Knipe, J. (2018). EMDR toolbox: Theory and treatment of complex PTSD and dissociation. 2nd edition, Springer Pub.

• Moreno-Alcázar A., Treen D., Valiente-Gómez A., Sio-Eroles A., Pérez V., Amann B. L., et al. (2017). Efficacy of eye movement desensitization and reprocessing in children and adolescents with post-traumatic stress disorder: a meta-analysis of randomized controlled trials. Front. Psychol. 8:1750. 10.3389/fpsyg.2017.01750

• Shapiro, F. (2018). Eye Movement Desensitization and Reprocessing (EMDR) Therapy: Basic Principles, Protocols, and Procedures. Guilford Press.

• Watts, B.V. et al. (2013) Meta-analysis of the efficacy of treatments for posttraumatic stress disorder. Journal of Clinical Psychiatry, 74, e541-550. doi: 10.4088/JCP.12r08225

• Wheeler, K. (2022).Eye Movement Desensitization and Reprocessing Therapy, chapter 7, pp 329-359 in Psychotherapy for the Advanced Practice Psychiatric Nurse: A how-to for evidence-based practice. 3rd edition. Springer Pub.