Experiential Work Research Articles

The use of homeworkin emotion-focused therapy for depression.

Emotion-focused therapy (EFT) is an empirically supported treatment of depression, and an integrative, transdiagnostic therapy approach focusing on transforming emotions that are the cause of a person's emotional pain and suffering. In-session experiential work and two-chair interventions are consolidated and expanded by between-session homework which is viewed as a natural extension of in-session work. As the focus on emotion in EFT necessitates the provision of a safe, attuned, empathic relationship and a good collaboration on the tasks and goals of therapy the use of homework is very well-suited to this approach. An EFT case example is discussed to illustrate how homework can be an important ingredient to strengthen and facilitate change in treating a depressed client with a core underlying feeling of shame related to unresolved childhood trauma.

Emotional change processes in experiential work with personality pathology.

Emotional change processes in experiential work with personality pathology.

STEAM Matters for Sustainability

Students of art-based higher educational programs use artistic practices and academic methods to explore complex societal topics and produce artistic outcomes that embody new knowledge and insights. Universities have an essential role in helping to shape sustainable futures, and art-based research frequently explores complex and abstract topics, such as sustainability. In this paper, we provide reflections on 33 of the 127 undergraduate student projects we surveyed that concern sustainability over a period of 10 years at a problem-based learning (PBL) university as part of an Art and Technology degree program. Art and Technology is a STEAM education, where STEM (science, technology, engineering, and math) subjects are taught alongside artistic methods. Specifically, we investigate how students formulate sustainability problems within an art-based research framework by identifying the (1) themes within sustainability and art that were of most concern, (2) research aims of these projects within a PBL context, and (3) artistic and academic methods employed as part of the research process. Additionally, we provide select examples of the artistic outcomes of these student projects as evidence for how artistic methods and practices – by virtue of necessarily experiential work – can concretize the often abstract notion of sustainability, making it accessible to diverse student populations and the public.

The interplay between therapeutic relationship and therapeutic technique: "It takes two to tango".

The idea that the therapeutic relationship is at the core of psychotherapy is shared by most therapeutic approaches. Also, an increasing variety of therapeutic approaches, consider experiential techniques as central tools to promote effective therapeutic change. Commonly, it is argued that the creation of a positive, empathic, safe, and solid therapeutic alliance should be a prerequisite for administering these techniques. However, recent evidence is beginning to challenge this cautious stance showing that the introduction of experiential work early in therapy can be safe and effective. So, the quality of the therapeutic relationship may either facilitate or hinder the use of experiential techniques, but the use of these techniques may also strengthen or cause ruptures in the therapeutic alliance. So how do we balance the attention to the therapeutic relationship and the use of active, emotionally arousing techniques? In this paper, we present an issue of the Journal of Clinical Psychology: In Session exploring the complex interplay between therapeutic relationship and experiential practices in light of different psychotherapeutic approaches. We do so by first providing an initial overview of the topic. Next, we introduce the five papers of the issue along with some thoughts on how authors from diverse psychotherapeutic orientations contributed to illustrate and reflect on this multifaceted "dance" between therapeutic relationship and techniques.

Does collaborative and experiential work influence the solution of real-context estimation problems? A study with prospective teachers

Although it is a challenge for primary school teachers, real-context estimation problems can be used as an introduction to mathematical modeling. With this aim, we designed a two-phase activity: in the first phase, 224 prospective teachers developed individual action plans to solve a sequence of real-context estimation problems in the classroom; in the second phase, they completed the solution of the same problems working in groups in the real location where the four problems were contextualized. A comparative study showed that, in the second phase, prospective teachers were able to adapt their solutions to contextual features detected in situ that had not been anticipated in the action plans developed during the first phase. Two-phase modeling activities, which permit a comparison of different perspectives on problems, facilitate the experience of collaborative work. These activities could be incorporated into prospective teachers’ initial training as a useful resource for improving their problem-solving expertise.

The Noncompliant Patient.

This issue's Poet's Pen is an experiential work submitted by Captain Justin C. Cordova, MD, from the Department of Anesthesiology at Walter Reed National Military Medical Center in Bethesda, Maryland. The submission was a response to an invitation for our readers to submit poems for consideration of publication. Captain Cordova's work, "Against Medical Advice," is an engaging and provocative poem that focuses on a disturbing healthcare provider challenge-attempting to deliver "best care" to patients who, for countless reasons, choose a pathway we label as noncompliance or against medical advice.

Un « goûter » en unité protégée : les bruissements autour d’une non-madeleine

ContextThe Protected Unit where the meetings take place responds to the objectives of containment, security, good treatment, occupation, or reminiscence. In addition to these recommendations, unforeseen events, creations and strangeness arise, which are analyzed using the current of institutional psychotherapy. It is from these manifestations that a clinical questioning – around the madeleine which is tasted (entourage's “point of view”); around the “tasting” of the non-event “madeleine” (resident's “point of seeing” – could emerge. ObjectivesThis experiential work proposes a phenomenological description of a collective snack with people suffering from severe dementia syndromes. MethodThe exploratory research was developed with the residents of the unit, through the following questions: what can a snack indicate about what is happening at the edge of the eclipse of language? “We are going to taste madeleines”. Without “we” and without “madeleines”, why is “going to taste” unscathed? ResultsThe analysis of the experiences takes into account philosophical (Bachelard, Austin, Merleau-Ponty) and clinical (Deligny, Oury) insights. ConclusionAlthough a theoretical deepening of aestheticism is necessary, this paper assumes that far from being a neantisation, the flashing of singular linguistic presences is the mark of another existence, of a musicality no longer necessarily based on reciprocity.

A web-based review of global health programs in U.S. allopathic and osteopathic medical schools

Purpose There is no current centralized database of structured global health programs at U.S. medical schools and no published review in the past decade. This study aims to describe the prevalence, characteristics, and requirements of non-degree, longitudinal, structured global health programs in U.S. allopathic and osteopathic medical schools. Materials and methods In July 2021, the authors performed a web-based review of existing structured global health programs for the 154 U.S. allopathic medical schools and 35 U.S. osteopathic medical schools established prior to 2019. Results Of 189 institutions examined, 74 (39%) had online information about a structured global health program. Forty-three (53%) programs reported coursework requirements, 44 (54%) required a global health experience, and one program required demonstration of language or cultural knowledge. More internally administered programs required experiential work, while more externally administered programs required didactic work. There were few differences in program requirements between allopathic and osteopathic medical schools. Conclusions There has been a 75% increase over the past ten years in the number of U.S. allopathic medical schools with websites for structured global health programs. There appeared to be little standardization in their structure and requirements. The findings support the need for a web-based central repository for updated information regarding medical school global health curricula.

A qualitative meta‐analysis of the clients' experiences of emotion‐focused therapy

Client experience of psychotherapy is an important resource for our understanding of psychotherapy and deserves relevant attention in psychotherapy research. Emotion-focused therapy (EFT) is a relatively new adaptation of a humanistic therapy that has a tradition of giving a voice to the clients in therapy. Despite the number of qualitative studies looking at the experience of clients in EFT, there was no formal qualitative meta-analysis conducted synthesizing the existing qualitative research on the clients' experience of EFT. A sample of 11 primary qualitative studies was selected through a systematic search of the literature. Primary studies were critically appraised, and data (findings) from them extracted and meta-analysed. All 11 studies featured experiences of helpful aspects of therapy, with difficult but helpful aspects reported in seven studies and unhelpful aspects reported in six studies. Most studies reported chair and experiential work and intense emotional work in EFT as helpful, with fewer reports and fewer clients finding them difficult but helpful or unhelpful. The multidimensional nature of the therapist and therapeutic relationship in EFT included emotional connection and support, validation and understanding and was commonly experienced as helpful to clients. Other client experiences reported included practical aspects of EFT such as session length, in-session outcomes such as clients' transformative experiences, and internal and external factors which were experienced by clients such as determination or reluctance to commit to therapy. Most clients experience EFT as an intense, challenging, but productive psychotherapy, but it appears a minority of clients experience aspects of EFT as challenging.

Integrating internet CBT into clinical practice: a practical guide for clinicians

ABSTRACT Objective: This paper offers clinical insights and practical guidelines for clinicians about how internet-delivered cognitive behaviour therapy (iCBT) can be safely and effectively integrated into routine psychological therapy practice, in a 'blended' care model. Method: For over a decade, the Clinical Research Unit for Anxiety and Depression (CRUfAD) has developed, tested, and disseminated iCBT programs for anxiety and depression, into routine care settings. This paper outlines examples of the available iCBT options for clinicians and details the advantages of integrating iCBT for anxiety and/or depression into psychological practice. We address common barriers to using iCBT, offer practical solutions based on our research and clinical experience, and present the lived experiences of ‘real-world’ clinicians using iCBT in their private practises and specialist clinics. Considerations associated with risk management, funding arrangements, and flexible models of care (e.g., stepped, blended and adjunct care) are discussed. Results: Flexible and judicious use of iCBT in our outpatient routine care clinic has reduced treatment waitlists and enabled clinicians to dedicate more time to sophisticated therapeutic interventions (e.g., experiential work) and to support clients with complex needs. Conclusion: iCBT can be safely and effectively integrated into routine psychological practice, and enhance client care. KEY POINTS What is already known about this topic: (1) Internet cognitive behavioural therapy (iCBT) is effective for treating anxiety and depression. (2) iCBT includes psychoeducation and core CBT components (e.g., thought challenging) delivered over the internet. (3) To date, most iCBT programs have been used as stand-alone interventions, either as self-help or under guidance from a clinician. What this paper adds: (1) Outlines examples of iCBT options, their advantages and disadvantages, indications and contraindications. (2) Outlines a variety of ways to integrate iCBT into routine clinical practice settings, including prequel to therapy, as an adjunct, and relapse prevention tool. (3) Offers practical solutions to address common barriers and concerns to using iCBT in routine practice.

The Experiential Social Work Educator: Integrating Sociometry into the Classroom Environment

ABSTRACT Social work education fully endorses experiential learning through its field placement component, while experiential teaching methods are only somewhat used in the classroom. This article outlines the utility of action-based mutual aid processes in teaching social work. Three experiential sociometric group tools are presented with their application in various social work education settings and at the beginning, middle, and ending stages of a course. Each of these sociometry processes – spectrograms, floor checks, and step-in sociometry, are depicted with their inherent capacity to cultivate mutual aid, bring the course content to life, and be adapted for any topic or classroom.

Experiential education of deaf and hard of hearing students in the lab with non-signing advisors

ABSTRACT The value of experiential lab work can be measured by its ability to transform a student’s self-identity related to science, technology, engineering and mathematics (STEM). Successful experiences help students shed notions of self-incompatibility with STEM and can often motivate a research career as they develop as a scientist. However, students of diverse and underrepresented populations, such as the d/Deaf and hard-of-hearing (DHH), may or may not reap these same benefits given the potential for isolation in lab settings. We conducted two surveys aimed at capturing the perspectives of students who are DHH who worked in a lab as part of an undergraduate research or internship experience and those of non-signing advisors who oversaw advisees who are DHH. Students and advisors were asked to provide strategies that they used to facilitate communication access and to rank the perceived effectiveness of those strategies. Students placed a strong emphasis on the benefits of sign language and interpreting while advisors valued written communication. For the majority of experiences, both groups indicated that advisors were actively engaged with students’ training and that the experiences themselves were rewarding and productive.

Horses and worthwhile causes: Exploring equine-assisted learning at Dune Lakes Horse Inspired Learning Centre in Aotearoa New Zealand

INTRODUCTION: Equine-assisted therapies and trauma-informed interventions have become increasingly popular with a growing literature suggesting that people can deeply relate to experiential work with horses, where silence, emotional growth, reflection and acceptance are prioritised over talking about problems.APPROACH: This research, undertaken at a rural learning and retreat centre near Auckland in Aotearoa New Zealand, examines how practitioners tailor equine-assisted interventions (EAI) and sheds light into values, theories and frameworks that underpin their work. The study is based on personal and professional experiences of four practitioners who engage in equine- assisted learning.FINDINGS AND APPLICATION: Findings are drawn from the thematic analysis of the transcripts of four semi-structured interviews, highlighting the process of facilitating post- traumatic growth in a professional, supportive and client-centred environment involving a facilitator, a horse, and a person keen to improve the quality of their life. Application of this modality, particularly when working with clients with complex trauma, is explored with a special emphasis on the relevance of involvement of animals in social work practice.

The effectiveness of accelerated experiential dynamic psychotherapy (AEDP) in private practice settings: A transdiagnostic study conducted within the context of a practice-research network.

Accelerated experiential dynamic psychotherapy (AEDP) is an integrative model of psychotherapy that brings together relational and experiential work, with the aim of not only alleviating suffering but also bringing about flourishing. The present study took place within a developing AEDP practice research network and examined outcomes for 62 self-referred adults treated using a 16-session format of AEDP treatment. Participants completed self-report measures before and following treatment. Measures assessed a variety of psychological problems, subjective distress, as well as aspects of positive psychological functioning. Treatment occurred in naturalistic independent practice outpatient settings in the United States, Canada, Israel, Japan, and Sweden. Large effect sizes (d > 0.80) were obtained for clinical problems and subjective distress. The majority of patients evidenced clinically reliable change according to Jacobson, Roberts, Berns, and McGlinchey's (1999) criteria. Effectiveness was further examined by dividing the sample into a clinical group with pervasive and severe problems and a subclinical group with fewer problems and mild severity. Within the clinical group, total and global scores on all measures improved significantly following treatment. Effect sizes were d > 1.00 for all scales. The subclinical group also demonstrated significant improvements, with effect sizes ranging from d = 0.46 to d = 2.07. These results provide initial empirical support for the effectiveness of AEDP as a model of therapy that can effect meaningful and significant improvements across a range of psychological symptoms. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

“It's an emotional roller coaster… But sometimes it's fucking awesome”: Meaning and motivation of work for peers in overdose response environments in British Columbia

BackgroundThe province of British Columbia (BC), Canada is amid dual public health emergencies in which the overdose epidemic declared in 2016 has been exacerbated by restrictions imposed by the Coronavirus Disease of 2019 (COVID-19) pandemic. Experiential workers, commonly known as ‘peers’ (workers with past or present drug use experience) are at the forefront of overdose response initiatives and are essential in creating safe spaces for people who use drugs (PWUD) in harm reduction. Working in overdose response environments can be stressful, with lasting emotional and mental health effects. There is limited knowledge about the personal meaning that experiential workers derive from their work, which serve as motivators for them to take on these often-stressful roles. MethodsThis project used a community-based qualitative research design. The research was based at two organizations in BC. Eight experiential worker-led focus groups were conducted (n = 31) where participants spoke about their roles, positive aspects of their jobs, challenges they face, and support needs in harm reduction work. Transcripts were coded and analyzed using interpretative description to uncover the meaning derived from experiential work. ResultsThree themes emerged from focus group data that describe the meanings which serve as motivators for experiential workers to continue working in overdose response environments: (1) A sense of purpose from helping others; (2) Being an inspiration for others, and; (3) A sense of belonging. ConclusionDespite the frequent hardships and loss that accompany overdose response work, experiential workers identified important aspects that give their work meaning. These aspects of their work may help to protect workers from the emotional harms associated with stressful work as well as the stigma of substance use. Recognizing the importance of experiential work and its role in the lives of PWUD can help inform and strengthen organizational supports.

Emotion‐focused therapy for symptoms of generalised anxiety in a student population: An exploratory study

AbstractAnxiety issues continue to retain the highest prevalence rates within student counselling services (SCS) with generalised anxiety a prominent concern. These issues are associated with poor academic achievement, attrition and self‐injurious behaviours. Cognitive behavioural therapy (CBT) is moderately effective in treating generalised anxiety in students. Initial studies of emotion‐focused therapy (EFT) for GAD are indicating successful outcomes for clients though research investigating a brief format within SCS populations is needed.AimThe present exploratory study represents an early effort to examine the effectiveness of brief EFT for generalised anxiety symptoms within a university SCS and the clients’ experiences of this type of therapy.MethodParticipants (n = 15) presenting to a SCS with worry and generalised anxiety symptoms received an individual EFT for GAD intervention. Outcomes were assessed using two outcome measures pre‐ and post‐therapy and a semi‐structured post‐therapy interview examined the clients’ experiences of therapy and its outcomes.ResultsQuantitative pre–postdata indicated large effect sizes. Qualitative data described experiences of decreased anxiety, increased self‐understanding, resilience, self‐compassion and assertiveness. Experiential work and the therapeutic relationship were experienced as helpful aspects of therapy though experiential work was difficult. Personal difficulty engaging in therapy and some remaining symptoms were unhelpful aspects.ConclusionFindings suggest that brief EFT for generalised anxiety symptoms in students may be an effective SCS intervention and warrants further investigation.

Loss and revival of visual identity: Inner work with clothing

Lockdown during the COVID-19 pandemic meant an adieu to formal wear. ‘Oh no! How to be me?’ – I panicked, facing an identity crisis, as suits that visually defined me were irrelevant. I allowed clothes to lead the way through the crisis and here present a qualitative research, based on self-ethnography of wardrobe and inner, psychological work with clothing as per guidelines of processwork psychology, involving two ways of thinking: logical and experiential. The objects of the research are formal suits (defining pre-pandemic, ‘normal’ visual identity), sweatpants (a threat to the identity) and overalls (the lockdown outfit). Logical work uses interpretation, association, memory, intellectual understanding of individual, cultural and social perception of clothing and body. Experiential work notices body responses, examines posture, movement and sensory experiences, explores visual images, shapes, colours, textures, details and their appeal. The loss is approached as a death of a certain part of self (formal, official, busy), which gives way to a new, emerging way of being, as specific features of clothes provide a hint of continuity and a link to revival. Dissection of judgement (e.g. lazy) gives access to transformative qualities (idle, effortless). Integration of these qualities means making the unknown known and finally my own. The article remarks on changes in dressing practice, e.g. in styling, care, which reflect the transformative lockdown experience and their impact on social interactions.

Work with emotions in remote psychotherapy in the time of Covid-19: a clinical experience

ABSTRACT Objective: Face-to-face experiential work with emotions is effective, but it remains unclear what the feasibility of teletherapeutic work with emotions is. The current Covid-19 worldwide situation represents an opportunity for psychotherapists to test new ways of working with clients, including from an emotion-focused and emotionally focused perspective. Methods: The present brief report describes a clinical experience based on 6 weeks, so far, of telepsychotherapeutic work focused on emotions via online tools, during the Covid-19 partial confinement in Switzerland. Results: We found a certain feasibility of remote work with emotions in psychotherapy, for individual clients, and for couples. Specific challenges represent relationship and contextual factors (clear communication, using tone of voice, regular check ins, setting up a clear frame, technical aspects of communication, the Self of the therapist), accessing and deepening emotions and managing dysregulated experience and interpersonal escalation. Discussion: Based on this initial clinical experience, we propose that integrative experiential practice partially delivered via a computer screen be studied in controlled settings by psychotherapy research in the future.

"뉴미디어 아트 장르 중, 체험형 이머시브 인터랙티브(Immersive Interactive)작품 속에 표현된 인터 랙티브 내러티브(Interactive Narrative) 특성에 관한 연구"

"뉴미디어 아트 장르 중, 체험형 이머시브 인터랙티브(Immersive Interactive)작품 속에 표현된 인터 랙티브 내러티브(Interactive Narrative) 특성에 관한 연구"

Changing Embodied Dialogical Patterns in Metacognitive Interpersonal Therapy

According to proponents of Dialogical Self Theory (DST), the self is made up of a series of I-positions, which continuously interact, negotiating potential courses of action, and attributing meaning to events. Individuals with personality disorders tend to attribute meaning according to stereotyped dialogical relationship patterns which prevent them from achieving social adaptation and fulfillment. Of note, in our perspective, we do not necessarily take dialogical relationship as healthy. We refer to dialogical thinking as a form of thoughts about interpersonal interactions, but the very dialogue may itself be stuck and repetitive as in the case of patients with personality disorders (Dimaggio et al., 2003, 2010; Schacter et al., 2012). These patterns do not just take the form of verbal discourse, but are instead embodied and rooted within internalized processes; which are themselves laden with affect, behavioral dispositions and somatic experiences. Using a case study we demonstrate how Metacognitive Interpersonal Therapy (MIT) provides a platform for changing embodied dialogical patterns, via imagery and body work. These techniques enable revision of the embodied component of the dialogical pattern, promoting the emergence of new I-positions. These new patterns comprise more adaptive aspects and correspondingly impede the enactment of previous maladaptive coping strategies, that were driven by pathological I-positions. Finally, we discuss the implications of experiential work in this context, as a crucial component of dialogical oriented therapies for people experiencing severe interpersonal problems such as personality disorders.