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Psychological and Physiological Trauma Research
Seize Your Journeys
_______________________ Traumatic stress is found in many competent, healthy, strong, good people. No one can completely protect themselves from traumatic experiences. Many people have long-lasting problems following exposure to trauma. Up to 8% of persons will have PTSD at some time in their lives. People who react to traumas are not going crazy. What is happening to them is part of a set of common symptoms and problems that are connected with being in a traumatic situation, and thus, is a normal reaction to abnormal events and experiences. Having symptoms after a traumatic event is NOT a sign of personal weakness. Given exposure to a trauma that is bad enough, probably all people would develop PTSD. By understanding trauma symptoms better, a person can become less fearful of them and better able to manage them. By recognizing the effects of trauma and knowing more about symptoms, a person will be better able to decide about getting treatment. _______________________
Secure Attachments as a Defense Against Trauma “All people mature and thrive in a social context that has profound effects on how they cope with life’s stresses. Particularly early in life, the social context plays a critical role in fuffering an individual against stressful situations, and in building the psychological and biological capacities to deal with further stresses. The primary function of parents can be thought of as helping children modulate their arousal by attuned and well-timed provision of playing, feeding, comforting, touching, looking, cleaning, and resting—in short, by teaching them skills that will gradually help them modulate their own arousal. Secure attachment bonds serve as primary defenses against trauma-induced psychopathology in both children and adults (Finkelhor & Browne, 1984). In children who have been exposed to severe stressors, the quality of the parental bond is probably the single most important determinant of long-term damage (McFarlane, 1988).” van der Kolk, Bessel, Alexander C. McFarlane, and Lars Weisaeth, eds. 1996. Traumatic stress: The effects of overwhelming experience on mind, body, and society. New York and London: Guilford Press. .p. 185
DID-PTSD-EMDR Dissociative Identity Disorder (DID) "The essential feature of Dissociative identity Disorder is the presence of two or more distinct identities or personality states (Criterion A) that recurrently take control of behavior (Criterion B). There is an inability to recall important personal information, the extent of which is too great to be explained by ordinary forgetfulness (Criterion C). The disturbance is not due tot eh direct physiological effects of a substance or a general medical condition (Condition D.). In children, the symptoms cannot be attributed to imaginary playmates or other fantasy play. Dissociative Identity Disorder reflects a failure to integrate various aspects of identity, memory, and consciousness. Each personality state may be experienced as if it has a distinct personal history, self-image, and identity, including a separate name. Usually there is a primary identity that carries the individual's given name and is passive, dependent, guilty, and depressed. The alternate identities frequently have different names and characteristics that contrast with the primary identity (e.g., are hostile, controlling, and self-destructive). Particular identities may emerge in specific circumstances and may differ in reported age and gender, vocabulary, general knowledge, or predominant affect. Alternate identities are experienced as taking control in sequence, ore at the expense of the other, and may deny knowledge of one another, be critical of one another, or appear to be in open conflict. Occasionally, one or more powerful identities allocate time to the others. Aggressive or hostile identities may at times interrupt activities or place the others in uncomfortable situations. Individuals with this disorder experience frequent gaps in memory for personal history, both remote and recent. The amnesia is frequently asymmetrical. The more passive identities tend to have more constricted memories, whereas the more hostile, controlling, or "protector" identities have more complete memories. An identity that is not in control may nonetheless gain access to consciousness by producing auditory or visual hallucinations (e.g., a voice giving instructions). Evidence of amnesia may be uncovered by reports from others who have witnessed behavior that is disavowed by the individual or by the individual's own discoveries (e.g., finding items of clothing at home that the individual cannot remember having bought). There may be loss of memory not only for recurrent periods of time, but also an overall loss of biographical memory for some extended period of childhood, adolescence, or even adulthood. Transitions among identities are often triggered by psychosocial stress. The time required to switch from one identity to another is usually a matter of seconds, but, less frequently, may b gradual. Behavior that may be frequently associated with identity switches include rapid blinking, facial changes, changes in voice or demeanor, or disruption in the individual's train of thoughts. The number of identities reported ranges from 2 to more than 100. Half of reported cases include the individuals with 10 or fewer identities." Diagnostic and Statistical Manual of Mental Disorders. 2000. 4th ed. Washington, D.C.: American Psychiatric Association. PTSD, DID, and EMDR Posttraumatic Stress Disorder "The essential feature of Posttraumatic Stress Disorder us the development of characteristic symptoms following exposure to an extreme traumatic stressor involving direct personal experience of an event that involves actual or threatened death or serious injury, or other threat to one's physical integrity; or witnessing an event that involves death, injury, or a threat to the physical integrity of another person; or learning about unexpected or violent death, serious harm, or threat of death or injury experienced by a family member or other close associate (Criteria A1). The person's response to the event must involve intense fear, helplessness, or horror (or in children, the response must involve disorganized or agitated behavior) (Criterion A2). The characteristic symptoms resulting from the exposure to the extreme trauma include persistent reexperiencing of the traumatic event (Criterion E), and the disturbance must cause clinically significant distress or impairment in social, occupational, or other important areas of functioning (Criterion F). Traumatic events that are experienced directly include, but are not limited to, military combat, violent personal assault (sexual assault, physical attack, robbery, mugging), being kidnapped, being taken hostage, terrorist attack, torture, incarceration as a prisoner of war or in a concentration camp, natural or manmade disasters, severe automobile accidents, or being diagnosed with a life-threatening illness. For children, sexually traumatic events may include developmentally inappropriate sexual experiences without threatened or actual violence or injury. Witnessed events include, but are not limited to, observing the serious injury or unnatural death of another person due to violent assault, accident, war, or disaster or unexpectedly witnessing a dead body or body parts. Events experienced by others that are learned about include, but are not limited to, violent personal assault, serious accident, or serious injury experienced y a family member or a close friend; learning about the sudden, unexpected death of a family member or a close friend; or learning that one's child has a life threatening disease. The disorder may be especially sever or long lasting when the stressor is of human design (e.g., torture, rape). the likelihood of developing this disorder may increase as the intensity of and physical proximity to the stressor increase. The traumatic event can be reexperienced in various ways. Commonly the person has recurrent and intrusive recollections of the event (Criterion B1) or recurrent distressing dreams during which the event can be replayed or otherwise represented (Criterion B2). In rare instances, the person experiences dissociative states that last from a few seconds to several hours, or even days, during which components of the event are relived and the person behaves as though experiencing the event at that moment (Criterion B3). These episodes, often referred to as "flashbacks," are typically brief but can be associated with prolonged distress and heightened arousal. Intense psychological distress (Criterion B4) or physiological reactivity (Criterion B5) often occurs when the person is exposed to triggering events that resemble or symbolize an aspect of the traumatic event (e.g., anniversaries of the traumatic event; cold, snowy weather or uniformed guards for survivors of death camps in cold climates; hot, humid weather for combat veterans of the South Pacific; entering any elevator for an woman who was reaped in an elevator). Stimuli associated with the trauma are persistently avoided. The person commonly makes deliberate efforts to avoid thoughts, feelings, or conversations about the traumatic event (Criterion C1) and to avoid activities, situations, or people who around recollections of it (Criterion C2). This avoidance of reminders may include amnesia for an important aspect of the traumatic event (Criterion C3). Diminished responsiveness to the external work, referred to as "psychic numbing" or "emotional anesthesia," usually begins soon after the traumatic event. The individual may complain of having markedly diminished interest or participation in previously enjoyed activities (Criterion C4), of feeling detached or estranged from other people (Criterion C5), or of having markedly reduced ability to feel emotions (especially those associated with intimacy, tenderness and sexuality) (Criterion C6). The individual may have a sense of a foreshortened future (e.g., not expecting to have a career, marriage, children, or a normal life span) (Criterion C7). The individual has persistent symptoms of anxiety or increased arousal that were not present before the trauma. these symptoms may include difficulty falling or staying asleep that may be to recurrent nightmares during which the traumatic event is relived (Criterion D1), hypervigilance (Criterion D4), and exaggerated startle response (Criterion D5). Some individuals report irritability or outburst of anger (Criterion D2) or difficulty concentrating or completing tasks (Criterion D3)."
EMDR Eye Movement Desensitization and Reprocessing "Eye Movement Desensitization and Reprocessing (EMDR)1 integrates elements of many effective psychotherapies in structured protocols that are designed to maximize treatment effects. These include psychodynamic, cognitive behavioral, interpersonal, experiential, and body-centered therapies2. EMDR is an information processing therapy and uses an eight phase approach. During EMDR1 the client attends to past and present experiences in brief sequential doses while simultaneously focusing on an external stimulus. Then the client is instructed to let new material become the focus of the next set of dual attention. This sequence of dual attention and personal association is repeated many times in the session. Eight Phases of Treatment The first phase is a history taking session during which the therapist assesses the client's readiness for EMDR and develops a treatment plan. Client and therapist identify possible targets for EMDR processing. These include recent distressing events, current situations that elicit emotional disturbance, related historical incidents, and the development of specific skills and behaviors that will be needed by the client in future situations. During the second phase of treatment, the therapist ensures that the client has adequate methods of handling emotional distress and good coping skills, and that the client is in a relatively stable state. If further stabilization is required, or if additional skills are needed, therapy focuses on providing these. The client is then able to use stress reducing techniques whenever necessary, during or between sessions. However, one goal is not to need these techniques once therapy is complete. In phase three through six, a target is identified and processed using EMDR procedures. These involve the client identifying the most vivid visual image related to the memory (if available), a negative belief about self, related emotions and body sensations. The client also identifies a preferred positive belief. The validity of the positive belief is rated, as is the intensity of the negative emotions. After this, the client is instructed to focus on the image, negative thought, and body sensations while simultaneously moving his/her eyes back and forth following the therapist's fingers as they move across his/her field of vision for 20-30 seconds or more, depending upon the need of the client. Athough eye movements are the most commonly used external stimulus, therapists often use auditory tones, tapping, or other types of tactile stimulation. The kind of dual attention and the length of each set is customized to the need of the client. The client is instructed to just notice whatever happens. After this, the clinician instructs the client to let his/her mind go blank and to notice whatever thought, feeling, image, memory, or sensation comes to mind. Depending upon the client's report the clinician will facilitate the next focus of attention. In most cases a client-directed association process is encouraged. This is repeated numerous times throughout the session. If the client becomes distressed or has difficulty with the process, the therapist follows established procedures to help the client resume processing. When the client reports no distress related to the targeted memory, the clinician asks him/her to think of the preferred positive belief that was identified at the beginning of the session, or a better one if it has emerged, and to focus on the incident, while simultaneously engaging in the eye movements. After several sets, clients generally report increased confidence in this positive belief. The therapist checks with the client regarding body sensations. If there are negative sensations, these are processed as above. If there are positive sensations, they are further enhanced. In phase seven, closure, the therapist asks the client to keep a journal during the week to document any related material that may arise and reminds the client of the self-calming activities that were mastered in phase two. The next session begins with phase eight, re-evaluation of the previous work, and of progress since the previous session. EMDR treatment ensures processing of all related historical events, current incidents that elicit distress, and future scenarios that will require different responses. The overall goal is produce the most comprehensive and profound treatment effects in the shortest period of time, while simultaneously maintaining a stable client within a balanced system. After EMDR processing, clients generally report that the emotional distress related to the memory has been eliminated, or greatly decreased, and that they have gained important cognitive insights. Importantly, these emotional and cognitive changes usually result in spontaneous behavioral and personal change, which are further enhanced with standard EMDR procedures." www.emdr.com
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Holistic Health
Forgiveness and Therapy
Record #1. Source: PsycINFO Search Query: kw: forgiveness and therapy
Title: Creating an expanded view: How therapists can help their clients
forgive. Author(s)/Editor(s): Freedman, Suzanne Paper Number: 20000913 Source/Citation: Journal of Family Psychotherapy; Vol 11(1) 2000, US: Haworth Press Inc; 2000, 87-92 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: Discusses the critical components in the forgiveness process in marital counseling--expanding or shifting one's view of the offender and the therapist's role in creating this
shift or expanded view. This often involves gathering more information about the offender, if possible, in order to develop empathy and compassion. As the therapist helps the client shift his or her thoughts about the injurer and why the injury occurred, the injured experiences a decrease in anger, bitterness, and hate. A better understanding of where the injurer was coming from leads eventually to forgiveness.
Record #2. Source: PsycINFO Search Query: kw: forgiveness and therapy (6 of 111)
Title: Forgiveness: Theory, research, and practice. Author(s)/Editor(s): McCullough, Michael E. Pargament, Kenneth I. Thoresen, Carl E. Paper Number: 20000401 Source/Citation: New York, NY, US: The Guilford Press; 2000, (xviii, 334) Description/Edition Info.: Edited Book 140 Abstract/Review/Citation: Discusses the current theory and research in the area of forgiveness. Part I tackles the conceptual and measurement issues. Chapters examine religious, cultural, and situational variables, highlighting the need to develop scientific notions of forgiveness that are responsive to the diversity of human
experience. Also discussed are a variety of methodological problems that must be addressed to create dependable measures of forgiveness constructs. Basic psychological research is presented in Part II. Topics explored include the neurobiological origins of forgiveness, lifespan development of cognitive capacity to forgive, social psychological costs and benefits, and the personality basis of forgiveness. The third section covers applications to counseling, psychotherapy, and interventions to promote health. Curative and spiritual aspects of forgiveness are considered and guidelines are provided for studying and applying forgiveness-based strategies in clinical practice with individuals, couples and groups. Finally, the
concluding chapter consolidates a number of the volume's central themes and identifies promising frontiers for future research.
Michael E. McCullough, Kenneth I. Pargament, and Carl E. Thoresen I. Conceptual and measurement issues Religious perspectives on forgiveness Mark S. Rye, Kenneth I. Pargament, M. Amir Ali, Guy L. Beck, Elliot N.
Dorff, Charles Hallisey, Vasudha Narayanan, and James G. Williams The meaning of forgiveness in a specific situational and cultural context: Persons living with HIV/AIDS in India Lydia R. Temoshok and Prabha S. Chandra What we know (and need to know) about assessing forgiveness constructs Michael E. McCullough, William T. Hoyt, and K. Chris Rachal II. Basic psychological research The neuropsychological correlates of forgiveness Andrew B. Newberg, Eugene G. d'Aquili, Stephanie K. Newberg, and Verushka deMarici Developmental and cognitive points of view on forgiveness Etienne Mullet and Michele Girard Expressing forgiveness and repentance: Benefits and barriers Julie Juola Exline and Roy F. Baumeister Personality and forgiveness Robert A. Emmons III. Applications in counseling, psychotherapy, and health Forgiveness as a process of change in individual psychotherapy Wanda M. Malcom and Leslie S. Greenberg The use of forgiveness in marital therapy Kristina Coop Gordon, Donald H. Baucom, and Douglas K. Snyder Group interventions to promote forgiveness: What researchers and clinicians ought to know Everett L. Worthington, Jr., Steven J. Sandage, and Jack W. Berry Forgiveness and health: An unanswered qustion Carl E. Thoresen, Alex H. S. Harris, and Frederic Luskin Forgiveness in pastoral care and counseling John Patton IV. Conclusion The frontier of forgiveness: Seven directions for psychological study and practice Kenneth I. Pargament, Michael E. McCullough, and Carl E. Thoresen Author index Subject index
Record #3. Source: PsycINFO Search Query: kw: forgiveness and therapy (8 of 111)
Title: Group interventions to promote forgiveness: What researchers and
clinicians ought to know. Author(s)/Editor(s): Worthington, Everett L. Jr. Sandage, Steven J. Berry, Jack W. Paper Number: 20000401 Source/Citation: Forgiveness: Theory, research, and practice., New York, NY, US: The Guilford Press; 2000, (xviii, 334), 228-253 Description/Edition Info.: Chapter 160 Abstract/Review/Citation: Most of the outcome research in the scientific study of forgiveness has involved interventions with ad hoc groups of Ss. People who might or might not have a common problem are brought together with a facilitator, therapist, or group
leader, and an attempt is made to teach them how better to forgive someone who has hurt or offended them. The authors have conducted several such groups, most of which were psychoeducation groups with university students. They have also conducted interventions with community couples. Their intended audience is both intervention researchers and clinicians who might conduct therapeutic, psychoeducation, or preventive groups aimed at promoting forgiveness. This chapter provides practical suggestions for designing and conducting groups in research and clinical situations.
Throughout the discussion, the authors interweave findings from a meta-analytic review of the existing research on group interventions
to promote forgiveness.
Record #4. Source: PsycINFO Search Query: kw: forgiveness and therapy (10 of 111)
Title: Helping clients forgive: An empirical guide for resolving anger
and restoring hope. Author(s)/Editor(s): Enright, Robert D. Fitzgibbons, Richard P. Paper Number: 20000823 Source/Citation: Washington, DC, US: American Psychological Association; 2000, (xiii, 376) Description/Edition Info.: Authored Book 120 Abstract/Review/Citation: Synthesizing over 20 years of research in forgiveness, the authors explain the process of forgiveness in psychotherapy in a way that can be applied by clinicians regardless of their theoretical orientation. The clear, detailed descriptions of the national and international empirical studies of forgiveness and of validated forgiveness measures are excellent resources for those wishing to pursue research in this area. How to recognize when
forgiveness is an appropriate client goal; how to introduce and explain to clients what forgiveness is and is not; and concrete, stepwise ways of working forgiveness into therapy with individuals, couples, and families are among the many topics covered in this comprehensive volume. The roles that anger and forgiveness play in specific emotional disorders and clinical examples of work with individuals suffering from these disorders make this a practical resource and highly documented sourcebook for all mental health practitioners. Notes/Comments: Print (Paper) List of tables, exhibits, and figures Preface Introduction: Why learn about forgiveness and forgiveness therapy? Part I: Forgiveness as a key to healing in psychotherapy Forgiveness in psychotherapy: An overview Deepening the understanding of forgiveness What forgiveness is not The social-cognitive development of forgiveness The process model of forgiveness therapy Empirical validation of the process model of forgiveness Part II: Applying forgiveness within specific disorders and populations Forgiveness in depressive disorders Forgiveness in anxiety disorders Forgiveness in substance abuse disorders Forgiveness in children and adolescents Forgiveness in marital and family relationships Forgiveness in eating disorders Forgiveness in bipolar and other mental disorders Forgiveness in personality disorders Part III. Philosophical foundations and empirical investigations Moral, philosophical, and religious roots of forgiveness Skeptical views of forgiveness Empirical support for the social-cognitive model of forgiveness Other forgiveness interventions Measures of interpersonal forgiveness Epilogue: The future of forgiveness References Author index Subject index About the authors
Record #5. Source: PsycINFO Search Query: kw: forgiveness and therapy (25 of 111)
Title: The function and role of forgiveness in working with couples and
families: Clearing the ground. Author(s)/Editor(s): Walrond-Skinner, Sue Paper Number: 19980401 Source/Citation: Journal of Family Therapy: Special Issue: Forgiveness in families and family therapy.; Vol 20(1) Feb 1998, United Kingdom:
Blackwell Publishers Ltd; 1998, 3-19 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: Discusses the definitions and meanings of forgiveness as well as the function and role of forgiveness in family and couples therapy. The author explores possible dilemmas for the therapist about using forgiveness as a tool in family therapy, including its foundational construct within religion and the problem of the "disappearing victim." This paper outlines different kinds of forgiveness and presents characteristics
of the authentic process of forgiveness. After discussing the components and determinents of forgiveness the author links forgiveness to an understanding of families in terms of their developmental progress as systems through a life cycle.
Record #6. Source: PsycINFO Search Query: kw: forgiveness and therapy (26 of 111)
Title: Forgiveness: A review of the theoretical and empirical literature. Author(s)/Editor(s): Sells, James N. Hargrave, Terry D. Paper Number: 19980401 Source/Citation: Journal of Family Therapy: Special Issue: Forgiveness in families and family therapy.; Vol 20(1) Feb 1998, United Kingdom:
Blackwell Publishers Ltd; 1998, 21-36 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: Reviews the published literature addressing forgiveness as a therapeutic issue. This review seeks to define forgiveness, attempts to delineate models and theoretical frameworks
for practice, and gives reasons for the infrequent publication of articles focusing on forgiveness. The review explored 4 major themes
including diverse attempts in the literature to define forgiveness, the presentation of models of intervention, resistance among theoreticians and therapists to examine forgiveness as a therapeutic
construct, and empirical evidence of forgiveness intervention applied to clinical settings. These theoretical and empirical publications are described and critiqued. An evaluation is made as to the current state of the research, and suggestions for future directions are given.
Record #7. Source: PsycINFO Search Query: kw: forgiveness and therapy (33 of 111)
Title: Defining forgiveness: An empirical exploration of process and role. Author(s)/Editor(s): Denton, Roy T. Martin, Michael W. Paper Number: 19981101 Source/Citation: American Journal of Family Therapy; Vol 26(4) Oct-Dec 1998, US: Brunner/Mazel Inc; 1998, 281-292 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: Assessed a sample of experienced clinicians for their perceptions of the definition of forgiveness, the steps in
its process, the misconceptions surrounding it, and its appropriate therapeutic usage. 101 clinical social workers completed a questionnaire assessing their perceptions in these areas. Results indicate that most of these clinicians found forgiveness to be a useful therapeutic tool. The Ss identified forgiveness as "an inner process, central to psychotherapy, where the injured person without the request of the other releases those negative feelings and no longer seeks to return hurt, and this process has physical, psychological, and emotional benefits." This definition, however, is mainly the product of respondents who were favorable to forgiveness as a therapeutic strategy. The process of forgiveness described by Ss appears to approximate the overall direction indicated by R. D. Enright and The Human Development Study Group (1996). In brief, this involves an uncovering phase of dealing with emotions, a decision phase of reconsidering old strategies, a work phase of learning new processes, and an outcome phase of consolidation. Treatment suggestions and directions for future research are explicated.
Record #8. Source: PsycINFO Search Query: kw: forgiveness and therapy (40 of 111)
Title: Forgiveness therapy with parents of adolescent suicide victims. Author(s)/Editor(s): Al-Mabuk, Radhi H. Downs, William R. Paper Number: 19970101 Source/Citation: Journal of Family Psychotherapy; Vol 7(2) 1996, US: Haworth Press Inc; 1996, 21-39 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: Presents a modified version of the R. D. Enright et al (1991) forgiveness intervention model (FIM) for family
psychotherapists to use with parent survivors of adolescent suicide.
This model consists of 17 units designed to increase survivors' awareness of the injury due to their child's suicide, cope with the injury, and heal the injury. Preliminary studies (e.g., by R. A. Al-Mabuk, 1990; and R. A. Al-Mabuk et al, 1995) on the FIM reported psychological gains including increased self-esteem, lower anger, higher hope, and less depression, anxiety, and guilt compared with control Ss among parentally love-deprived adolescents, incest victims, and neglected older adults. A case example is provided.
Record #9. Source: PsycINFO Search Query: kw: forgiveness and therapy (42 of 111)
Title: Forgiveness. Author(s)/Editor(s): McAllister, Robert J. Paper Number: 19970101 Source/Citation: The Hatherleigh guide to issues in modern therapy., New York, NY, US: Hatherleigh Press; 1996, (xiv, 286), 243-261 The Hatherleigh guides series, Vol. 4. Description/Edition Info.: Chapter 160 Abstract/Review/Citation: examines the ways in which forgiveness can help the client accept his or her own humanity and that of others, acknowledge weaknesses and shortcomings of self and others, and move
on from past traumas; forgiveness in psychiatric literature / response to suffering / world without villains / theological aspects
of forgiveness / psychological dimensions of forgiveness / psychodynamics of forgiveness / forgiveness in therapy / dangers of premature forgiveness / case study
Record #10. Source: PsycINFO Search Query: kw: forgiveness and therapy (65 of 111)
Title: Therapists and the clinical use of forgiveness. Author(s)/Editor(s): DiBlasio, Frederick A. Proctor, Judith H. Paper Number: 19931201 Source/Citation: American Journal of Family Therapy; Vol 21(2) Sum 1993, US: Brunner/Mazel Inc; 1993, 175-184 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: 128 certified clinical members of the American Association of Marital and Family Therapists in the Maryland area rated their level of development of techniques to assist clients in forgiving themselves, forgiving others, and seeking forgiveness for wrongdoing. 55% of the respondents indicated
strong religious beliefs. Therapists' openness to client religiosity
and age of therapists explained approximately 26% of the variance in
the development of therapeutic techniques for using forgiveness. Gender, educational level, and personal religiosity of the therapists showed no significant relationship. Implications for direct family practice and theory development are discussed.
Record #11. Source: PsycINFO Search Query: kw: forgiveness and therapy (70 of 111)
Title: The capacity to forgive: An object relations perspective. Author(s)/Editor(s): Gartner, John Paper Number: 19970101 Source/Citation: Object relations theory and religion: Clinical applications., Westport, CT, US: Praeger Publishers/Greenwood Publishing Group, Inc; 1992, (ix, 198), 21-33 Description/Edition Info.: Chapter 160 Abstract/Review/Citation: Discusses the role of forgiveness in psychoanalytic therapy from a psychoanalytic objects relations theory perspective.
Record #12. Source: PsycINFO Search Query: kw: forgiveness and therapy (90 of 111)
Title: Forgiving-not-forgetting. Author(s)/Editor(s): Parsons, Richard D. Paper Number: 19900301 Source/Citation: Psychotherapy Patient; Vol 5(1-2) 1988, US: Haworth Press Inc; 1988, 259-273 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: Discusses the dysfunctionality of guilt and remorse and presents a theoretical framework of cognitive-behavioral
psychotherapy for the understanding and remediation of the remorseful client's dysfunctional guilt. Theoretical assumptions of cognitive therapy are discussed, and several cognitive intervention strategies are presented: (1) connecting guilty thoughts to guilty feelings; (2) identifying cognitive distortions as guilt's origin; and (3) forgiving, not forgetting, as a refocus for growth.
Record #13. Source: PsycINFO Search Query: kw: forgiveness and therapy (98 of 111)
Title: Forgiveness: A spiritual psychotherapy. Author(s)/Editor(s): Wapnick, Kenneth Paper Number: 19851101 Source/Citation: Psychotherapy Patient: Special Issue: Psychotherapy and the religiously committed patient; Vol 1(3) Spr 1985, US: Haworth Press Inc; 1985, 47-53 Description/Edition Info.: Journal Article 250 Abstract/Review/Citation: Proposes a theoretical model for a spiritual approach to psychotherapy, based on the principles set forth in the 3 books of A Course in Miracles (1975) and their companion pamphlet, Psychotherapy: Purpose, Practice, Process. The theoretical framework of the course rests on the contrast between the 2 thought systems of God and the ego, and the basic principles of the model derived from this framework are outlined. The application of these principles for psychotherapy is discussed from 3 perspectives: how therapists view their patients' presenting problems, therapists' views of themselves in the therapy, and the role of the Holy Spirit in psychotherapy. (1 ref)
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