Self-Trust and Integrated Resilience (STAIR): A Framework for Synthesizing Therapy Level 2: Empowering Clients to Change Their Experiences Through Memory Reconsolidation

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”.

• 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
  

• 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

• 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
  
  

• 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

• 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

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.

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Continuing Education credits offered:

Psychology: Not offered for this training.

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