Self-Trust and Integrated Resilience (STAIR):
A Framework for Synthesizing Therapy
Level 2: Empowering Clients to Change Their
Experiences Through Memory Reconsolidation
Led by Juliane Taylor Shore, LMFT-S, LPC-S, SEP
This program has limited approval for DISTANCE LEARNING CEs. PLEASE CLICK ON THE SPECIFIC CE INFORMATION LINK BELOW FOR FULL PROFESSION/STATE DETAILS.
Juliane Taylor Shore, LPC, LMFT, SEP holds an MA from St. Edward’s University in Counseling and is the founder and clinical director of IPNB Psychotherapy of Austin, where she trains and supervises therapists. She specializes in applying Interpersonal Neurobiology to the healing of trauma and the creation of relational health with clients she sees. She uses her knowledge of the brain and the implicit mind to go decisively to the root of the issue with gentleness and depth.
Jules has given workshops on a variety of subjects, including the ongoing training of integration of Polyvagal Theory Memory Reconsolidation and Interpersonal Neurobiology for counselors, educators, and supervisors. She has been a specialist in trauma recovery and couples counseling for over 13 years and loves to work experientially because that is how to meet and invite shifts in the implicit mind. She wants to help people find the love, connection, and grace they have always longed for, both in themselves and with each other.
In addition to seeing therapists for consultation and teaching, Jules offers intensives for couples and individuals who come from all over to do in-depth work in a brief format.
The STAIR Method teaches clinicians to create integrative therapy spaces. The focus of this integration method is to create therapeutic spaces that support clients’ discovering self-trust and natural resiliency through increasing flexible integration capacity in the brain. It does so by helping the clinician to create an integrative toolbox and treatment planning strategy that is rooted in a neurobiologically based theory of mind and theory of change. This toolbox is filled with a carefully curated assortment of experiential techniques and strategies. These techniques and strategies emphasize the client’s relationship with the experiences they are having in real-time. The clinician can help a client make shifts in their historical emotional learnings, in processing grief and adding skills that help them navigate challenges in their life and context now.
In STAIR Level Two, a clinician is adding more depth to their work with implicit memory systems and learning how to use experiential work to access different brain regions, support reconsolidation experiences, and help clients address difficult attachment learnings. They will deepen their understanding of the STAIR framework and further explore their relationship with power, themselves, not knowing, and “of-coarseness”.
Self-Trust and Integrated Resilience:
A Framework for Synthesizing Therapy
Level 2: Empowering Clients to Change Their
Experiences Through Memory Reconsolidation
Pre-recorded Content
Agenda
Module 1: Memory and Memory Reconsolidation - 4.5 Hours
Module One provides an overview of memory and memory reconsolidation, a natural phenomenon that can be supported therapeutically. The student will learn what implicit memory and explicit memory is, discover that the implicit memory system drives much of your client's real-time experience, that it is organized into categories of interconnected emotional knowings, and that these emotional knowings are flexible if they are subjectively not true or no longer true. Module one will explore unlocking and unlearning through the therapeutic support of natural memory reconsolidation experiences. When the student leaves module one, they will know the basic elements of reconsolidation and understand the skills they will need to practice in order to support the phenomenon in a therapeutic space.
- Session 1: Implicit Memory System- How does memory work, and why does that matter in therapy? - 43 mins
- Session 2: How Does Implicit Memory Change: Reconsolidation Basics - 1 hr 12 mins
- Session 3: Finding the Emotional Knowing You’re Looking For: Symptom Deprivation - 47 mins
- Session 4: Finding the Emotional Knowing You’re Looking For: Parts Work - 39 mins
- Session 5: Finding the Emotional Knowing You’re looking for: Body Tracking - 1 hr 5 mins
Module 2: Memory Reconsolidation Throughout the Brain - 4.5 Hours
Module Two guides the clinician through understanding Memory Reconsolidation using the brain’s language of BASIC (Behavior, Affect, Sensation, Image, and Cognition). First providing overview and context surrounding subjective mismatch in the language of BASIC, and then diving into specifications of utilizing MR therapeutically with clients as it pertains to each brain language- Behavior, Affect, Sensation, Image, and Cognition as it appears in a clinical setting.
- Session 1: Your Brain in Layers - 17 mins
- Session 2: Behavior - 1 hr 13 mins
- Session 3: Affect - 43 mins
- Session 4: Sensation - 42 mins
- Session 5: Image -1 hr 10 mins
- Session 6: Cognition - 30 mins
Module 3: Memory Reconsolidation in Attachment & Pre-verbal Learning - 3 hrs 38 mins
In Module Three, students will explore attachment from a perspective of memory reconsolidation- a predictive understanding of what occurs within a relationship in stressful moments. Students will learn about different ways of seeing attachment categories in the current field of attachment research and understand attachment adaptations within a neurobiological framework. They will also develop an understanding of how pre-verbal emotional knowings, such as attachment emotional knowings can be reconsolidated. Clinicians will be able to see an example of using attachment elements of memory reconsolidation within a clinical context.
- Session 1: Attachment Overview - 35 mins
- Session 2: Attachment and Neurobiology - 35 mins
- Session 3: Common Predictions & Emotional Knowings - 54 mins
- Session 4: Differentiating Emotional Knowings from Behavioral Adaptations - 13 mins
- Session 5: Attachment Healing through Memory Reconsolidation - 1 hr 21 mins
Module 4: Deepening your Parts Work - 3 hrs 32 mins
In Module Four, clinicians will engage in a deeper exploration of Parts Work beyond the basics, as well as the implications of memory reconsolidation in parts work. In this module, clinicians will gain understanding around slowing down & asking questions, identifying levels of kindness toward parts, understand why assessing kindness toward parts is important, and what to do when there isn’t kindness toward a part. Clinicians will learn how to hold two parts, more than two parts, and how to keep the hippocampus alive through spatial play.
- Session 1: Slowing Down & Asking Enough Questions - 38 mins
- Session 2: When There is not Kindness Toward a Part - 47 mins
- Session 3: Holding 2 Parts - 35 mins
- Session 4: Holding More Than 2 Parts - 29 mins
- Session 5: Keeping The Hippocampus Energized Through Spatial Play - 1 hr 3 mins
Module 5: Undoing Aloneness -3 hrs 55 mins
In Module Five, clinicians will review the focus of the therapeutic stance within a STAIR Method framework through the four core relationships- PONS (the clinicians’ relationships with power, “of-courseness”, not-knowing and self). Clinicians will review their soothing plan, implement practice, and learn how to integrate the use of containing boundary into the use of containing boundary in their clinical role in supporting memory reconsolidation. Clinicians will explore their inner emotional knowings in relation to PONS, and be prepared to practice in session.
- Session 1: Review of PONS and Your Being with Self Plan - 36 mins
- Session 2: Containing Boundary Work - 43 mins
- Session 3: Containing Boundary to Support Memory Reconsolidation Work - 48 mins
- Session 4: Inner Emotional Knowings & Power - 17 mins
- Session 5: Inner Emotional Knowings & Of Course-ness - 11 mins
- Session 6: Inner Emotional Knowings & Not Knowing - 36 mins
- Session 7: Inner Emotional Knowings & Kindness Toward Self - 8 mins
- Session 8: Containing Boundary & Soothing Plan: Discoveries From Your Parts Map Practice - 29 mins
- Session 9: Conclusion & Goodbye - 7 mins
Self-Trust and Integrated Resilience:
A Framework for Synthesizing Therapy
Level 2: Empowering Clients to Change Their
Experiences Through Memory Reconsolidation
Learning Objectives
- Name and clearly distinguish two differences between implicit and explicit memory by providing accurate definitions and examples of each.
- Name the one significant extent to which implicit memory drives real-time thinking and current-time experience.
- Identify that the implicit memory system is organized into categories that hold knowings about how the world works and what to expect.
- Identify and distinguish between memory consolidation and reconsolidation by providing accurate definitions of each process.
- Name the four essential elements required for memory reconsolidation to occur.
- Define symptom deprivation by providing one clear and concise explanation of the therapeutic technique.
- Describe one specific clinical scenario in which symptom deprivation is an appropriate experiential tool and identify two conditions or client presentations where it is contraindicated.
- Identify that internal "parts" within a client hold emotional knowings.
- Name that two different parts can hold two distinct emotional knowings, which can provide an opportunity for subjective disconfirmation.
- Name at least two systems in the brain that hold emotional knowings accessible through body sensations.
- Identify at least five different open-ended questions that could be asked to facilitate a deepening relationship with a felt body sensation or movement being tracked.
- Identify and explain the meaning of each component of the acronym FREE (Focus, Reflect, Direct empathy towards, Engage witnessing mind) in the context of body tracking.
- Carry out a series of questions with a simulated client to discover the potential underlying emotional knowing associated with a sensation or movement.
- Identify the basic layers of the brain (e.g., brainstem, limbic system, cortex) as they pertain to information processing.
- Identify that subjective mismatch can be held in the five brain languages represented by the acronym BASIC (Body sensations, Affect, Somatic, Imagery, Cognition).
- Identify and apply the BASIC framework to recognize how subjective mismatch can be held and to support the "repeat once" lability occurred in five different languages of the brain.
- Support the clinical exploration of subjective mismatches by attending to five BASIC language sets and facilitating connections across these languages.
- Define one clinical meaning of the "repeat" in therapy and identify its importance in supporting memory reconsolidation.
- Identify 2 forms of client behavior that holds emotional knowings in the form of an answer to predictive material.
- Apply the skill of creating a shared language with the client around 2 identified behaviors that hold subjective mismatched material.
- Apply the technique of repetition with 2 identified behaviors after a moment of lability occurs.
- Distinguish that emotion is a meaning system and describe at least two ways in which emotions can be accessed to support memory reconsolidation.
- Describe emotion, and its origins (briefly), and provide one explanation of why it is considered a meaning system.
- Compare and contrast two distinct emotions in a way that can potentially create a subjective mismatch and facilitate a "repeat."
- Identify how 2 body sensations often hold emotional knowings related to the anticipated impact of what is about to happen, based on past experiences.
- Distinguish that one sensation reflects the impact (emotional knowing of what's happening), while a behavior reflects the adaptive response, and provide one explanation how both are connected to the underlying emotional knowing.
- Identify 2 historical images, 2 metaphorical images, and illicit 2 image descriptions presented by clients.
- Apply the technique of comparing and contrasting images back and forth with a client to facilitate 1 subjective disconfirmation and 1 "repeat".
- Explain why identifying the cognition that directly reflects the underlying meaning system is the most important in the context of memory reconsolidation.
- Apply the skill of double-checking client cognitions to ensure they are identifying the core emotional meaning system being explored.
- Identify and describe the concept of attachment from the perspective of implicit memory and memory reconsolidation.
- Name and identify how attachment knowings are organized into categories within attachment theory (e.g., secure, anxious-ambivalent, avoidant, disorganized).
- Name at least two substructures of the midbrain that hold attachment-related emotional knowings.
- Distinguish between the physiological experience of shock and the subsequent emotional response to a shocking event.
- Identify at least three common predictive emotional knowings that are often central to attachment learnings.
- Distinguish between a cognitive prediction and a client's embodied felt experience.
- Describe 4 key elements needed for an attachment-related subjective mismatch to occur in therapy.
- Identify one moment of subjective disconfirmation related to attachment patterns within a client's narrative or experience.
- Identify both the original attachment-related emotional knowing and the contrasting subjective mismatch that emerges in therapy.
- Utilize the languages preferred by the preverbal system (one of five possible languages) (e.g., body sensations, affect, imagery) when supporting clients in attachment-related therapeutic work.
- Explain why the two skills cultivating kindness and curiosity within the client toward their own parts, in addition to the differentiation of the witnessing mind, is supportive in the context of facilitating healing brain states.
- Identify 2 clinical cues that indicate when there is a lack of kindness or compassion within the client toward a specific part.
- Utilize at least three practical skills or interventions to use when there is a noticeable lack of kindness in the client's internal dialogue toward a part.
- Determine the clinical importance and application of keeping the hippocampus "alive" and engaged through the use of spatial play or embodied exploration in therapy.
- Identify the significance of 4 parts of PONS: Presence, Openness, Non-Judgment, and Self-Regulation (PONS) in the therapeutic relationship and describe their role in fostering a safe and effective therapeutic stance.
- Describe at least two systems in the brain that are supported and engaged in the process of establishing and maintaining healthy boundaries.
- Define a containing boundary and distinguish its one specific clinical role in the process of Memory Reconsolidation.
- Distinguish between Power With thinking and Power Over/Power Under thinking, and to describe how each framework views difference, the experience of fear, relationship to discomfort, and beliefs about the origins of wisdom.
- Identify and explain at least two personal "knowings" or beliefs that might make embodying Power With ways of enacting the clinician role challenging.
- Identify and articulate the importance of cultivating and maintaining a state of "Not-Knowing" in the therapeutic process.
Intermediate mental health care practitioners.
To receive the 20 Distance Learning/Home Study continuing education credit, applicants must complete all course materials, purchase the CEs, submit an evaluation form, and pass a post-test with a score of 80% or greater. It is the responsibility of the attendee to determine if the CE credit offered by Academy of Therapy Wisdom meets the regulations of their state licensing/certification board.
Cost
There is a CE Processing Fee of $60 for 20 Distance Learning CEs, which will be available for purchase after the entire course has been completed.
Continuing Education credits offered:
Psychology: Not offered for this training.
Counseling:
Academy of Therapy Wisdom has been approved by NBCC as an Approved
Continuing Education Provider, ACEP No. 7370. Programs that do not qualify for NBCC credit are clearly identified. Academy of Therapy Wisdom is solely responsible for all aspects of the programs. This program is approved for 20 CE Credit hours.
NY State Mental Health Counselors:
Academy of Therapy Wisdom is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0285.
Social Work:
This program has been approved for 20 Distance Learning Social Work Continuing Education hours for relicensure, in accordance with 258 CMR. NASW-MA Chapter CE Approving Program, Authorization Number D-10264.
NY State Social Workers
Academy of Therapy Wisdom is recognized by the New York State Education Department's State Board for Social Workers as an approved provider of continuing education for licensed social workers. #SW-0814.
Marriage and Family Therapists:
California Professionals:
Academy of Therapy Wisdom, Provider #1032323, is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFTs, LCSWs, and LPCCs. Academy of Therapy Wisdom maintains responsibility for this program/course and its content. This course meets the qualifications for 20 hours of continuing education credit for LMFTs, LCSWs, LPCCs, as required by the California Board of Behavioral Sciences.
This course is $1497 or 5 monthly payments of $327. You can purchase it here.
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