EMDR is a structured therapy where the client focuses on a trauma memory (or distressing material) while simultaneously experiencing bilateral stimulation. The bilateral stimulation activates both hemispheres of the brain that allows for information of past experiences to be processed and organized in a way that can be helpful in the future. Bilateral stimulation can occur by using repetitive eye movements, listening to alternating tones, or tapping. 

EMDR was initially developed to treat trauma and PTSD and has been found to be helpful with reducing emotional distress when addressing other challenges related to anxiety, depression, grief and loss, and substance use.

The 8 Phases of EMDR:

Phase 1: History and Treatment Planning

Phase 2: Preparation

Phase 3: Assessment

Phase 4: Desensitization

Phase 5: Installation

Phase 6: Body Scan

Phase 7: Closure

Phase 8: Reevaluation

For more information on EMDR therapy follow the link to EMDR International Association's website: https://www.emdria.org/about-emdr-therapy/experiencing-emdr-therapy/ 

"Dialectical" refers to how we consider opposite or contrasting ideas to be true at the same time. In DBT, we acknowledge the complexity of emotions, and we work toward balancing change and acceptance in our lives. DBT focuses on providing clients with therapeutic skills in four areas: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness.

• Mindfulness helps clients to be present with all experiences and emotions regardless of how intense they may be. Mindfulness can increase our ability to experience joy and relaxation while also increasing our ability to tolerate painful emotions.

• Distress Tolerance focuses on tolerating negative emotions through coping skills, instead of avoiding or escaping them through behaviors that create more issues.

• Emotion Regulation focuses on understanding and gaining control over the emotions that cause problems in our life.

• Interpersonal Effectiveness helps with strengthening relationships by teaching strategies that improve communication, assertiveness, boundary-setting, and expressing wants and needs, while maintaining respect for self and others.

CBT focuses on changing maladaptive thought and behavioral patterns. The client and therapist collaborate to identify and understand the connections between the client’s thoughts, emotions, and behaviors; and work together to learn skills related to coping, communication, or problem solving, to create healthier thought and behavioral patterns. The therapist typically provides homework to build awareness and practice skills in between sessions.

PCIT is a treatment program that focuses on promoting positive parent-child relationships. PCIT is appropriate for children in developmental ages 2-7, who present with behavioral challenges, like aggression, tantrums, or “defiance”, due to a variety of reasons, including trauma. Caregivers who participate in PCIT can be a biological parent, adoptive parent, foster parent, or any family member who directly cares for the child.  

PCIT is made up of two components:

• Relationship Enhancement: caregivers are taught and coached on how to improve positive communication and interactions with their child

• Strategies for Compliance: caregivers are taught and coached on elements of effective discipline to manage child behaviors

PCIT can be adapted for families that have experienced violence, receive child welfare services, or have a child on the autism spectrum. The length of treatment can average between 14-25 sessions depending on the family’s needs.

Art interventions are sometimes integrated to help a client verbalize or process emotions, especially in children who may not have the vocabulary to adequately express their emotions, experiences, or meaning around their experiences.

Play is used with children to understand their inner world. Play can help a child process or make sense of difficult transitions and traumatic events. Through play, a child can learn to express their thoughts and emotions, learn about the emotions of others, and develop empathy, learn to problem-solve, learn healthier ways to cope with difficult emotions and control their behaviors, learn to socialize better with others, and build healthy self-esteem.

Virtual play therapy can be just as effective as in-person play therapy, as the child is at home, in a familiar environment. Play that is child-directed can create a therapeutic environment where the child feels accepted and safe, creating trust in their relationship with the therapist.

Somatic interventions are integrated with talk therapy to attune to the mind-body connection, and can be helpful for those who intellectualize their emotions or are “too aware”. Somatic therapy interventions can include deep breathing, relaxation exercises, mindfulness, and meditation. These interventions allow the client to process emotions through experiencing and regulation. Emotions and traumatic memory live in the body, so when addressing traumatic experiences, there is a focus on the physical responses (sensations) that come through when an emotion or memory is accessed. These interventions can help the client learn how to move out of their survival responses.

Motivational Interviewing is a collaborative and non-judgmental approach to help clients with behavior change. Motivational Interviewing is a strengths-based approach that draws on the client’s values, priorities, and wisdom and knowledge to explore motivation for change, and highlights the client’s skills and resources to promote and maintain change.

Harm-reduction is an approach typically used for substance use problems, that can also be used when addressing self-harming behaviors and risky or impulsive behaviors. This approach recognizes that people use substances or engage in certain behaviors to cope with difficulties. The therapist works with the client to develop healthier coping strategies and values any steps taken toward reducing harmful behavior. Harm-reduction does not require abstinence, but it can become a goal the client can choose to work toward.  This approach acknowledges that relapse is part of the process of behavioral change, and a time of relapse can be an opportunity for learning to prevent future relapse.