Argosy University
COURSE SYLLABUS
Fall, 2009
PP8653, C1
Eye Movement Desensitization and Reprocessing (EMDR)
“Memory has its 'own special kind' of truth. “It selects, eliminates, alters, exaggerates, minimizes, glorifies and vilifies also, but in the end it creates its own reality, its heterogeneous but usually coherent version of events; and no sane human being ever trusts someone else's version more than his own.”
-Salman Rushdie, Midnight's Children
Faculty Information
Faculty Name: Judith Flaxman, Ph.D.
Campus: Chicago
Contact Information: Campus Phone: 312-777-7685
Evanston Office: 847-864-2723
Email:
Office Hours: Tuesday, 12-4 PM, Thursday, 12-4 PM
Assistant Instructor
Name: Luda Smikun, Psy.D.
Contact Information: Phone: 847-404-1384
Email:
Teaching Assistant
Name: Elizabeth Ward
Contact Information: Phone: 785-845-2058
Email:
Course description: EMDR is a treatment technique that has been empirically shown to be effective for trauma. It has been successfully applied to other problems as well. This class will cover the theoretical foundations of EMDR, the empirical research on it, how to use EMDR as a therapeutic modality, how to integrate EMDR with other approaches to therapy, EMDR techniques for Resource Installation and the application of EMDR to various client populations. The class will involve extensive supervised practice with the method of treatment and consultation on a case conducted by the student. Students who complete this class successfully will have received the equivalent of Level I and Level II training or basic training.
Course Prerequisites:
None.
Cognitive-Behavior Therapy recommended.
Required Textbooks:
Shapiro, Francine (2001). Eye movement desensitization and reprocessing: Basic principles, protocols and procedures (2nd Ed.). New York: Guilford Press. ISBN 1-57230-672-6
Rothschild, Babette (2000). The Body Remembers. New York: W.W. Norton & Co. ISBN 0-393-70327-4
Luber, Marilyn (Ed.). (2009). Eye movement desensitization and reprocessing(EMDR) Scripted Protocols: Basics and Special Situations. New York: Springer Publishing Company. ISBN 978-082612237-7
From the EMDR HAP Store:
http://www.emdrhap.org/osCommerce/index.php?cPath=24&osCsid=450d864a286a7034cb3e7f54c117b10b
· Rubin, Allen A. (1998). Empirically Evaluating EMDR with Single-Case Designs: A Step-by-Step Guide for EMDR Therapists.
· Spierings, J.J. Multi-Cultural EMDR.
Technology: On-line syllabus, audiotapes and videotapes.
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Course Goals and Objectives: Through lectures, reading, demonstrations, supervised practice and consultation, students will:
· Learn how to work with people with PTSD (Goal 2—Intervention)
· Understand the theoretical models proposed for EMDR Goal 5—Scholarship)
· Become familiar with current research on EMDR (Goal5—Scholarship)
· Experience aspects of EMDR as a client (Goal 2—Intervention; Goal 3—Diversity)
· Receive supervision and consultation on their work as an EMDR clinician (Goal 2—Intervention)
· Master the basic EMDR protocol and be able to serve as an EMDR clinician (Goal 2—Intervention)
· Learn to use EMDR Resource Installation techniques with clients (Goal 2—Intervention)
· Become familiar with the more advanced EMDR skill of cognitive interweave and be able to use it with clients (Goal 2—Intervention)
· Become familiar with EMDR protocols for different presenting problems (Goal 2—Intervention; Goal 3—Diversity)
Course Requirements:
You are expected to attend all classes and to arrive on time for all classes. If it is unavoidable that you miss a class please let me know as far in advance as possible and we will decide what you need to do to make up for the absence.
Weight
1. In-Class Exams 30%, 30%
2. Personal Reaction Paper Pass/Fail
2. Term Paper 30%
3. Supervised practice, consultation
5%
4. Participation in class discussion 5%
Total: 100%
Personal Reaction Paper
Length: Between 2 and 3 pages.
Due Date: December 11, 2009, 11:59 PM
Many experienced EMDR clinicians report that the greatest influence on how they conduct EMDR is the personal experiences they have had in the client role. In this paper, I would like you to discuss what you have learned from your experiences in class as an EMDR client. You should consider your reactions to any of the following: creating a container for yourself, finding a relaxing place, using other resource installation techniques and, especially, experiencing the desensitization phase of EMDR.
I recommend that you keep a journal of your experiences during the semester to draw on in writing this paper.
Please note that the focus of the paper is on how your experience as a client has contributed to your growth as an EMDR clinician. You do not have to share specific, personal details of your experiences unless they are relevant to your professional growth and you wish to do so.
Case Presentation
Description of client due:
October 1, 2009.
Paper due: December 17, 2009, 11:59 PM.
Submissions can be via hard copy, email or fax to 847-869-6028.
If you submit a fax, please include your email address so that I can confirm receipt.
Length: Approximately 10-13 pages
Find a "client" who is interested in receiving 1 or 2 assessment and preparation sessions, and 3 or 4 sessions of treatment with EMDR. This can be an actual client, if your job or practicum site permits, or a volunteer. The client should be someone with no history of dissociation. To be sure of this, administer the Dissociative Experiences Scale (DES) to the client before accepting the individual for treatment.
Treatment Contract—Discuss the Consent Form (to be handed out in class) with the client. Have client sign it and submit it to me before you begin treatment. Give the client a copy of the consent form to keep.
Discuss with the client how you will measure progress. Determine the outcome measures (see below) you will use with the client. Make clear to the client that you will help them find an EMDR clinician if more work is needed at the end of the 3-4 EMDR sessions. (I will be able to help you with this.)
Outcome Measures—Decide how you will measure treatment outcome. See article listed in syllabus by Alan Rubin for ideas. Possible methods: client self-report (informal report and pre- and post-treatment questionnaire results), client self-monitoring of behavioral changes (daily, weekly or pre- and post-treatment), observations made by other people, therapist observations. Possible questionnaires: Beck Depression Inventory, Beck Anxiety Inventory, Impact of the Event Scale. See Measures for Clinical Practice by Joel Fisher, Kevin J. Corcoran and David H. Barlow for additional ideas.
The Case Presentation should be organized as follows:
Assessment of the Client—use a fictitious first name for the client and change irrelevant details in order to protect confidentiality. Be sure to indicate the client's ethnic/racial/religious/life style background. You can use a BASIC ID to organize the assessment.
Treatment Goals—and how you measured them, with references. Try to use a behavioral outcome measure as well as one or more self-report measures.
Treatment—a session-by-session description of treatment, including the targets worked on and methods used to deal with client resistance.
Results—treatment outcome based on quantitative measures you employed and qualitative observations made by the client and the therapist.
Discussion—this section should thoughtfully consider the impact of EMDR and any other treatment approaches you used, on the client. In this section you should critique your own work. In this section you should discuss your thoughts about how your case relates to Shapiro's or other writers' conceptualizations of EMDR.
You will be graded on:
· Your ability to competently use EMDR.
· Your use of good clinical judgment in adapting EMDR to your client’s particular needs. This includes your sensitivity to the demographic group/groups to which your client belongs and adaptations you make in your use of the EMDR protocol based on this.
· Your ability to integrate EMDR with other approaches to treatment, as needed.
· Your ability to develop useful outcome measures for your work.
Your ability to discuss the case and critique your own work in a thoughtful way. Grading Criteria for Case Presentation
Name—
· Assessment of Client—
· Identification of Treatment Goals/Choice of Outcome Measures—
· Development of Rapport with Client—
· Treatment—
I. Resource Development—
II. Choice of Target(s)—
III. Desensitization—
IV. Ability to keep processing going—
V. Phases V-VIII—
· Clinical Judgment—
· Results Section—
· Discussion—
· Self-Evaluation—
· Writing—
· General Comments—
Grade—
Class Schedule and Assigned Readings
Each class meeting will include didactic material, case material, discussion, demonstrations and supervised practice. Please bring the Shapiro book and class hand-outs to class with you each week. Also, please be prepared to serve as an EMDR “therapist” or “client” and to discuss your work with the client you are seeing outside of class.
9/10/09 Week 1 Shapiro, Chapters 1-3
Rothschild, Chapter 1
9/17/09 Week 2 Shapiro, Chapters 4
Luber, pps. 3-29 (skim); pps. 49-61 (read)
Rothschild, Chapter 2
Rubin, Allen A. (1998). Empirically Evaluating EMDR with Single-Case Designs: A Step-by-Step Guide for EMDR Therapists. (Skim.)
9/24/09 Week 3 Shapiro, Chapter 5
Luber, pps. 67-69; 73-79;121-132
Rothschild, Chapter 3
10/1/09 Week 4 Shapiro, Chapter 6
Luber, pps. 121-132
Rothschild, Chapter 3
Description of client due. Turn in as much
information as you have—see description of Case Presentation for details.
10/8/09 Week 5 Shapiro, Chapter 7
Luber, pps. 399-408
Rothschild, Chapter 4
10/15/09 Week 6 Shapiro, Chapter 8
Spierings, J.J. Multi-Cultural EMDR.
10/22/09 Week 7 Exam #1—Covers the following:
Shapiro, chapts. 1-6; Rothschild, chapts. 1-4;
Lubar pages noted above;
Rubin; Spierings
10/29/09 Week 8 Shapiro, Chapter 10
Luber, pps. 175-187 (skim)
Video: EMDR: Working with Grief
Please bring a copy of the transcript of the video to
class. You can obtain it at: http://www.zeigtucker.com/pdf/angerbtii.pdf
11/5/09 Week 9 Shapiro, Chapter 9
Luber, pps. 377-396
11/12/09 Week 10 Shapiro, Chapter 11
11/19/09 Week 11 Shapiro, Chapter 12
11/26/09 Week 12 No Class—Happy Thanksgiving!
12/3/09 Week 13 Articles:
Maxfield, Louise. (2007). Current Status and Future Directions for EMDR Research, Journal of EMDR Practice and Research, 1(1), 6-14.
Stickgold, Robert. (2002). EMDR: A Putative Neurobiological Mechanism of Action, Journal of Clinical Psychology. 58(1), 61-75. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=5938327&site=ehost-live
Rothbaum, B.O. Astin, M.C. & Marsteller, F. (2005). Prolonged Exposure Versus Eye Movement Desensitization and Reprocessing (EMDR) for PTSD Rape Victims. Journal of Traumatic Stress, 18(6), 607-616.
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=19301820&site=ehost-live
12/10/09 Week 14 Exam #2
12/17/09 Week 15 No Class—Finals Week
Personal Reaction Paper and Term Paper due
by midnight.
Library Resources:
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.