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Let’s Play EMDR Detailed Schedule

Program Modules (90 minutes each)


Day 1, Friday June 11


9:00 am – Play therapy as the setting for trauma work

  • Emotional safety in the playroom
  • AIP and the therapeutic power of play
  • 8 essentials for integration of EMDR and play therapy
  • Understanding the meaning of the child’s behaviors using a self -guided case consultation format. This format will be referred to throughout the presentation
  • Demonstration of a play therapy approach to gathering trauma history from a child

10:30 – Break

10:45 – Play in the preparation phase

  • Using movement in resource development
  • Preparing EMDR tools through play
  • Options for BLS in the playroom
  • Games for soothing and grounding “state change”
  • Somatic resources and “bottom up” repair

12:15 pm – Lunch

1:15 – Post traumatic play and bridges to assessment and processing

  • Video/transcript examples of building the bridge to EMDR processing
  • Using play for emotional distancing in child sensitive standard protocol
  • Involving parents
  • Parents in the Closure and Re-evaluation phase, “Popcorn night”

2:45 – Break

3:00 – Recognizing and repairing attachment wounds

  • Attachment theory and tools for assessment
  • Attachment repair in preparation phase

4:30 – Close

Day 2, Saturday June 12


9:00 am – Complex trauma and dissociation

  • Attachment wounds as the origin of dissociative symptoms
  • Signs and symptoms of dissociation in children
  • Using dissociative lens to understand behavior and help parents increase safety
  • Dissociation

10:30 – Break

10:45 – Guided experience of applying expressive techniques and play to identify the dissociated parts of the self which is especially applicable for older children and adolescents

  • Dissociation doll demo
  • Using drawing/art as the medium
  • EMDR interweaves using parts

12:15 pm – Lunch

1:15 – The problem of hostile introjects and how to recognize and manage

  • Extended case presentation on child DID case –
  • Understanding the formation of hostile internal parts
  • Differentiating between angry and “monster” parts, etc.
  • Experiential exercise to revisit the guided art project from above to attend to those internal parts experientially

2:45 – Break

3:00 – In depth exploration of using sandtray prompts and miniatures for the playroom process for exploring parts of the self

  • Resourcing the parts
  • Cooperation between parts
  • Acceptance of parts
  • Last 45 min – case presentation and consultation using case consultation format we have been using throughout

4:30 – Close