[PPT] - How-to AEDP Experiential language, essential AEDP interventions, PowerPoint Presentation

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How-to AEDP

Experiential language, essential AEDP interventions, self-disclosure, and metaprocessing,

f course!

Natasha Prenn, LCSW AEDP Institute, Senior Faculty AEDP Immersion Course, NYC May, 2013

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Can we have a relationship?

How would we all go about that here now? Can we track it together? Why?

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Experience ... deeper experience ...

can we have an experience? Can we deepen the experience? how would we go about that? why?

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“The patient needs to have an experience, a new experience. And that experience should be good. ” (Fosha, 2002) The patient needs a new, good relationship aka CEE (Alexander and French and Fosha)

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stay with it and stay with me

h won’

t you stay just a little bit longer ...

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how to say it? slow down and low down

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how to say it?

say half with conviction seriously like you mean it (Frederick)

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let’ s slow this down... let’ s take a breath here mmm...a lot here can we make some space for this? would it be all right with you if we slowed this down right now?

slowing down

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TURNING Going too fast for myself I missed more than I think I can remember almost everything it seems sometimes and yet there are chances that come back that I did not notice when they stood where I could have reached out and touched them this morning the black shepherd dog still young looking up and saying Are you ready this time

W. S. Merwin

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What to say? some interventions do work better than

thers:

hand-out/cheat sheet

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rient patient to their

internal experience/ relationship and relatedness

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if we move away from events and you check in with yourself inside...what are you aware of?

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That is from your head! What is in your heart?

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what is it like sharing this with me?

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and what is that like ...?

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A. reflect, platform/organize

experience, mirror, reframe Ping Pong

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B. go down, go into it,

explore, deepen, experiential

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four states correspond to four steps

state one - anxiety and defense - track for glimmers of emotion state two - core emotion, core affect - stay with it state three - metaprocess the experience of the affect - what’ s it like state four - core state - LET IT BE! the truth: coherent narrative

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"In order to arrive at a personal style, you have to have a technique to begin with. In other words, when I say that style is a special case of technique, you have to have the technique — you have to have a place to make the choices from. If you don't have a basis on which to make the choice, then you don't have a style at all. You have a series of accidents.” Philip Glass talking to his cousin Ira Glass

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Moment-to-moment tracking

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moment-to-moment tracking is the interpersonal version of mindfulness - just notice (tip: you don’ t have to know what patient is feeling)

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ENTRY POINTS

when and how do we intervene? pick a target and stay with it probe/ experiment/gather data metaprocess

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therapist vagueness and curiosity/patient specificity

patient specificity/details: can you give me an example? therapist vagueness: a lot of feeling ... here/ mmm ... wow ... that is really something

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choose entry point notice and seize moment explore and expand: what’ s it like? circle back to target if and when he moves away work actively at the beginning to help him access core emotion make our relationship explicit i am direct and specific when he is vague ask him to look at me to regulate him anchor it in his body affirm and metaprocess

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“The patient needs an experience, not an explanation. ”

Frieda Fromm-Reichmann

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I second that emotion!

On Self-disclosing and its metaprocessing

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“...attempting to do effective psychotherapy without the benefit

f the resource that is self-

disclosure makes no more sense than attempting to play the piano with

ne hand.

” Wallin, 2007, 185

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AEDP intervention par excellence

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“What is usually the endpoint of the therapeutic road is [a] starting point” in AEDP. Fosha, 2000, p. 72

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“...these are high-risk and intense interventions...if the patient feels burdened, intruded upon, or is disgusted by the therapist’ s disclosure, or if the patient reacts with numbing, blocking, or anxiety, those reactions become the focus of the therapeutic work. ” Fosha (2000)

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“Only new emotional exchanges [can] facilitate the altering of old affective patterns. ”

Maroda, 1998, p. 85

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What’ s it like to know this about me?

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unit of intervention = disclosure and its metaprocessing

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if i do x (self-disclose or remain silent), something will happen

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there are no wrong notes, only what you do next!

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2 kinds of self- disclosure

self-involving: the process, what is happening in the here-and-now, how I feel, etc. self-revealing self-disclosure: the disclosure

f actual shared experience, life experience,

successes, vulnerabilities, etc.

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In thwarting our patients in their quest for an emotional response from us, have we unknowingly been withholding that which could be most therapeutic?” Maroda, Show Some Emotion (1998).

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“I want to end by advocating that self- disclosure take its place as an essential, integral, teachable part of the fabric of every treatment...

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and that we question why we didn’ t disclose as much as we have traditionally examined why we did!”

Prenn, 2009

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stay with it and stay with me

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