ABSTRACT Positive behaviour support is an evidence‐based framework for people displaying behaviours that challenge, which is widely used within the United Kingdom. Few studies have investigated the experiences of people with intellectual disability, their family members, and paid staff members who receive positive behaviour support‐based interventions from intensive support teams. Individual, semi‐structured interviews were conducted with 10 adults with intellectual disability, 10 family members and 10 paid staff members who received an intervention based on a Positive Behaviour Support framework from an intensive support team in England. Participants were aged 18–74 years. Semi‐structured interviews took place within 4 months of discharge from the service. They were recorded and transcribed. Data was analysed using an Inductive/Deductive Hybrid approach. Initially inductive data analysis was conducted using Thematic Analysis. Subsequent deductive analysis mapped themes onto an existing framework of Positive Behaviour Support. Four overarching themes were created from the data, ‘Developing a therapeutic working relationship’, ‘Access to resources’, ‘Building knowledge, skills and confidence in the present’, and ‘Instilling hope and resilience for the future’. Results were compared with the Positive Behaviour Support framework and areas of convergence and discrepancy were identified. Gathering multi‐perspectival data was a strength of this study. Results from interviews largely mapped onto key components of a Positive Behaviour Support framework. Some additional relational factors were identified around developing therapeutic relationships across the system and the importance of instilling hope for change and the future. These factors may have implications for theoretical mechanisms of change and be helpful for clinicians to consider in their practise.

ABSTRACT Artificial intelligence (AI) has the potential to reshape the therapeutic landscape of the future, offering new possibilities for access, efficiency and insight, while simultaneously challenging foundational principles of human connection, ethics and professional identity. This editorial introduces the growing interface between AI and therapy, highlighting how conversational agents, analytic tools and generative systems are beginning to influence assessment, supervision and clinical decision‐making. It also emphasises the need for critical, ethically informed engagement, integrating AI within ecosystems of support and learning that respect the relational and contextual nature of therapeutic work. The editorial introduces a collection of papers in Counselling and Psychotherapy Research exploring these developments. Together, the articles address the integration of AI into training, ethics and multicultural practice; examine novel uses of AI for outcome monitoring and process analysis; and offer both advocacy and critique of AI's emerging role in mental health. Collectively, they reflect a profession in dialogue, one that is curious, cautious, and committed to ensuring that technology serves, rather than shapes, the values of therapy.

Family of origin factors have a major impact on individuals and the way they experience emotions and relationships in adulthood. In a study of 396 participants, who completed the “Family of Origin Scale” (FOS) and the “Difficulties in Emotion Regulation Scale” (DERS), we investigated the relationship between difficulties in emotion regulation in adulthood and the degree of autonomy and intimacy in the family of origin. The results show that higher levels of both traits in the family of origin were statistically significantly associated with better emotion regulation in adults. The results for each of the family of origin categories suggest, that clarity of expression, respect for others, and responsibility in the family of origin are the factors most strongly associated with better emotion regulation in participants. The study confirms the importance of promoting autonomy and intimacy in the family of origin for the emotional development of individuals and offers important starting points for therapeutic work with couples and families and for preventive activities in the field of pastoral work and mental health.

In this paper, the authors explore the challenges and the opportunities for therapists to help their clients bridge the divide between their religious and spiritual beliefs and their sexual practices and identities. The therapeutic work experiences of both authors are primarily with clients who identify with some expression of the Christian faith, hence the focus of this article. The article emphasizes the importance of therapists collaborating holistically with clients who identify as spiritual/religious, and while therapists having prior knowledge of spirituality/religion is helpful, it is not necessary. The article concludes that, in order to work effectively with clients who identify as spiritual or religious, therapists must include spirituality/religion in the healing process.

Through a series of reflections I will attempt to highlight certain aspects of Eric Brenman’s thinking that I have found particularly compelling, and which appear to me as a significant elaboration of some of Melanie Klein’s theoretical concepts. In particular, I will focus on the theme of the perpetuation of the vicious cycle of cruelty, which has proven to be one of the most intellectually and clinically fascinating areas of inquiry for me.Subsequently, I will offer some thoughts on how Brenman’s insights may serve as a useful lens through which to view clinical material that emerged during an intensive psychotherapy with a young patient, excerpts of which I will present.Finally, I will turn to some elements of Melanie Klein’s theory of the depressive position, with a particular focus on the theme of reparation. Through a brief presentation of selected clinical material, I will attempt to reflect on how the impulse to repair strikes me as an area of considerable importance in therapeutic work with children.

ABSTRACT Conventional trauma recovery models rooted in Euro‐American clinical paradigms often emphasize individualism, verbal disclosure, and cognitive insight, overlooking the unconscious, relational, and embodied dimensions of trauma within collectivist, honor‐based societies. This paper introduces the SHARE Model of Trauma Recovery, a culturally situated psychoanalytic framework grounded in five interlinked domains: Silence, Honor, Attachment, Relational Trauma, and Embodied Memory. Drawing on object relations theory, relational psychoanalysis, feminist postcolonial critique, and somatic psychoanalytic approaches, the SHARE Model repositions trauma as a culturally encoded, intergenerational phenomenon sustained through familial dynamics, shame‐bound silence, and collective repression. In settings where speaking is dangerous and honor is socially constitutive, silence may function as both defense and survival. The model proposes culturally attuned psychoanalytic interventions that engage somatic memory, non‐verbal communication, and transgenerational transmission of trauma. With clinical implications for therapeutic work in Pakistan and comparable sociocultural contexts, the SHARE Model offers an innovative contribution to contemporary psychoanalytic thought reframing trauma recovery as a relational and culturally mediated process.

Background In an era of scientific uncertainty and philosophical skepticism, the question of life’s meaning has renewed psychological and cultural importance. Although the cosmos lacks intrinsic purpose, humans continue to seek and sustain meaning amid existential ambiguity. This integrative review examines whether durable frameworks of meaning can be developed without cosmic teleology. Methods Using an integrative conceptual review, this study synthesizes insights from existential philosophy and meaning-centered psychology with recent developments in cosmology. Core sources include Sartre and Frankl, therapeutic models, such as Logotherapy and Acceptance and Commitment Therapy (ACT), and scientific perspectives from multiverse theory and contemporary cosmological narratives. This study proposes a four-phase model of existential meaning-making embedded in a recursive adaptive process. Results The model comprises four interrelated components: (1) value-driven goal setting, (2) reflective self-awareness, (3) purposeful engagement, and (4) responsible decision-making operating within cycles of disruption, integration, and renewal that cultivate resilience and existential growth. Discussion While the universe may be purposeless, reflective consciousness, ethical deliberation, and intentional action enable subjective meaning. Bridging existential philosophy with clinical practice and cosmology, the model highlights meaning-making across suffering, uncertainty, and scientific disenchantment. Conclusion Even in a purposeless cosmos, individuals can construct meaningful lives through value-oriented consciousness and ethical engagement. The model offers a transdisciplinary foundation for therapeutic work, philosophical reflection, and education, and invites empirical validation and implementation.

ABSTRACT Lived experience (peer) workers are increasingly employed across health and human service settings. Social workers often hold reservations and assumptions about peer workers, potentially contributing to peer worker harm, restricting opportunities for systemic transformation, and sitting in tension with social work’s remit of social justice. This article describes and presents an evaluation of a workshop provided for social work students mid placement which aimed to increase social work solidarity with peer work. Evaluation was completed using reflexive thematic analysis of qualitative survey data completed by twenty social work students. Findings established the value of the workshop, with students reporting a deeper understanding of peer work and that they were more likely to engage with, and advocate for, peer workers. However, there was also evidence of ongoing conceptualizations of peer workers as risky or at risk, with evidence of professional paternalism and an inability to imagine peer work beyond supporting a therapeutic social work function. We argue ongoing development of a social work curriculum that draws on lived expertise and critical theorizing is vital to unsettle entrenched beliefs about individuals who have had interactions with human service systems and the value of peer workers.

Purpose This study aims to address this gap by exploring how patients and therapists in long-term psychodynamic therapy perceive and understand the role of aggression in the therapeutic process. Design/methodology/approach The study was conducted within a qualitative-phenomenological framework, using a purposeful sample of therapist-patient dyads including 17 patients and 14 therapists (total 31 participants). The patients were all men, hospitalized in several psychiatric hospitals after having committed murder while in a psychotic state. Findings The research findings revealed five themes: fear of the patients’ aggression; the danger of inviting aggression; presence of aggression in therapy; “Sobering up”: the process of recognizing and becoming aware of aggression and strategies for dealing with the patient’s aggression. Despite the context of aggression (murder) prior to therapy, it was striking that the subject of aggression remained largely unspoken. Research limitations/implications Findings suggest that the fulfillment of aggressive fantasies in reality can lead to a limiting of the therapeutic space such that discourse on aggression often remains unspoken. Originality/value Many patients who commit murder during psychosis receive psychotherapeutic treatment during hospitalization. However, despite the clinical challenges, this therapeutic work remains under-researched, with no established framework for understanding how aggression emerges and is experienced within the therapeutic relationship.

Culturally Informed and Flexible Family Based Treatment for Adolescents (CIFFTA) is a manualized treatment that has been shown to reduce youth substance misuse and a variety of behavior problems but it has not been used to treat self-harm behavior in youth. The purpose of this manuscript is to describe enhancements that can address the treatment needs of diverse youth reporting suicide risk, cutting, and other self-harming behavior. We describe the enhancements to psychoeducational, individual therapy and family therapy content and processes as well as technological enhancements to improve access to treatment and to engage the adolescent in therapeutic work between therapy sessions. We believe that to help reduce barriers to service utilization in diverse populations, the treatment must also be ecologically valid. We present the case of a 15 year old Latine female who received treatment for cutting behavior and demonstrate CIFFTA's components in action. As we have reported separately, the acceptability of this enhanced intervention is supported by data showing that 93% of the youth and families attended at least 8 sessions and that on average they received over 23 sessions of treatment. This treatment enhancement effort resulted in new tools that were integrated into the manualized CIFFTA making it easier to engage families and deliver interventions. These enhancements culminated in an adaptive, replicable, and culturally informed treatment for diverse youth reporting self-harm and their families.

The article explores the psychological aspects of the impact of traumatic experience on an individual's mental health. It analyzes the mechanisms underlying the development of post-traumatic reactions, including anxiety, depression, adaptation disorders, and somatic symptoms. The role of individual resources, social environment, and psychological support in overcoming the consequences of psychological trauma is defined. Emphasis is placed on the importance of early diagnosis and psychocorrectional interventions to preserve mental well-being under prolonged stress. The research findings can be applied in crisis psychology, psychotherapy, and mental health education programs. The article also investigates the impact of war-related traumatic experience on the mental health of university students under conditions of chronic stress. The sample includes students from two higher education institutions in Vinnytsia region, ensuring an interdisciplinary approach to analyzing psychosomatic manifestations. Based on survey results and medical consultations, two groups were formed: psychosomatically healthy students and those with psychosomatic complaints. The use of psychodiagnostic tools (SCL-90-R, HADS, GHQ-28) revealed high levels of anxiety, depression, somatization, and emotional instability among students prone to psychosomatic disorders, as well as latent stress responses in the conditionally healthy group. Based on the obtained data, a matrix of targeted psychocorrectional strategies was developed, covering key symptoms and corresponding directions of psychological assistance. The matrix is adaptive and suitable for both therapeutic and preventive work within the educational environment. The article also substantiates current trends in psychological support programs in higher education institutions, including the shift toward systemic support, integration of psychoeducation, digitalization of assistance, and trauma-focused approaches. The research results confirm the need for a comprehensive response to the challenges of student mental health during periods of social instability.

Background/Objectives: Gestalt therapy traditionally opposes categorical diagnostic labelling due to its fundamental inconsistency with phenomenological and process-oriented ontology. However, this epistemological rigour can limit integration with structured evidence-based interventions for complex personality organizations such as Borderline Personality Disorder (BPD). Despite the evidence base for DBT and Schema Therapy in treating BPD, these approaches may inadvertently minimize the lived phenomenological experience and organismic wisdom central to recovery. Meanwhile, Gestalt therapy’s anti-diagnostic stance limits its integration with structured evidence-based protocols. This paper proposes a hybrid theoretical model that addresses this gap by integrating the clinical epistemology of Gestalt therapy with Linehan’s biosocial theory of Dialectical Behaviour Therapy (DBT) and schema-focused interventions, while preserving the core principles of Gestalt. Methods: we present a model of theoretical integration that draws on Gestalt contact theory, the four modules of DBT (mindfulness, distress tolerance, emotional regulation, interpersonal effectiveness) and the experiential techniques of Schema Therapy. The integration focuses on the dialectic of acceptance and change, which mirrors Gestalt’s paradoxical theory of change. The proposed framework preserves the non-protocol dimension of Gestalt therapy while incorporating the pragmatic utility of DBT and Schema Therapy. Results: key conceptual contributions we propose include: (1) theorizing the “Draft Self” as the object and subject of therapeutic work, (2) integrating mindfulness and grounding as embodied processes within live Gestalt experiments, (3) activation techniques to explore the identity fragmentation endemic to BPD. Conclusions:his integration offers a coherent, embodied, and process-oriented framework for understanding and treating BPD that validates patients’ lived experience, mobilizes evidence-based interventions, and opens up meaningful intertheoretical dialogue.

abstract Objective: Reflective practice is vital to high-quality therapeutic work, enabling clinicians to critically examine their professional practices. Increasing opportunities to engage in reflective processes stands to increase clinician wellbeing and thereby improve quality of care. Generative Artificial Intelligence (GAI), specifically large language models, provide new ways for clinicians to gain insight into their work. This study explores a unique unintended consequence of GAI clinical notetaking platforms, the support of reflective practice among mental health clinicians. Method: Semi structured interviews were conducted with clinicians (n = 17) to learn about their experience using GAI clinical note-taking platforms. Interviews were recorded and analyzed using a grounded theory approach to identify themes. Results: Respondents described how AI platforms functioned as a reflective partner by offering alternative clinical interpretations, lending clarity to their existing practice approach, and creating space to be more present during sessions. Conclusions: AI note-taking platforms are a feasible and scalable way to support reflective practice. Implications for clinical training and ongoing professional development are discussed, and opportunities for future research on the use of AI tools to enhance reflective practice are identified.

Perfectionism among young people has risen markedly recently. This paper examines perfectionism as a defense against existential vulnerability, analyzing its emergence at the intersection of personal history, sociocultural forces, and fundamental existential concerns about meaning, mortality, and authentic connection. Drawing on Erich Fromm's social character theory, existential-intersubjective approaches, and critiques of neoliberal achievement society by Han, Strenger, and Rosa, it explores how perfectionism develops as both a shield against vulnerabilities and a mode of existence affecting relationships with self, others, and the world. Contemporary society's emphasis on competitive individualism, meritocracy, and self-optimization creates contexts where young people perceive external perfection demands while experiencing social disconnection. Through a case study of an economics student, the paper illustrates perfectionism's multiple psychological functions: protecting against shame and inadequacy while reinforcing the anxieties it attempts to resolve. The case reveals these themes in transference patterns and gradual movement from Fromm's “having mode” of defensive accumulation toward “being mode” characterized by authentic engagement. This demonstrates how addressing perfectionism requires multilevel therapeutic work: acknowledging existential vulnerabilities, fostering genuine relational experiences, and developing wisdom to navigate between excellence and authenticity. These insights suggest clinical approaches that help young people resist self-exploitative imperatives of accelerated modernity while cultivating meaningful connections and value-aligned action in achievement-oriented culture.

Farina and Schimmenti’s (2025) model of Attachment Trauma (AT) reframes early relational adversity as a transdiagnostic, developmentally rooted process that disrupts emotional regulation, identity formation, and relational functioning. Rather than viewing trauma as a single catastrophic event, their model emphasizes chronic, inescapable relational disruptions, particularly in protection, attunement, and repair as core pathogenic mechanisms. This relationally situated view positions AT as a primary etiological force behind a range of clinical conditions, including complex PTSD, borderline personality disorder, and dissociative disorders.To strengthen this compelling framework, the current paper proposes the integration of somatosensory processing models, which offer neurobiologically grounded mechanisms for how AT becomes embedded neurobiologically. Dysregulation in vestibular and somatosensory systems, critical to bodily orientation, interoception, affect regulation, and social connection, may underlie the fragmentation and dissociation central to AT. A hierarchical neurobiological model is proposed, mapping disruptions from brainstem sensory circuits through limbic and cortical systems.A key implication of this model is the need to prioritize physiological regulation before initiating higher-order cognitive or relational interventions. Bottom-up approaches, including sensorimotor psychotherapy, somatic experiencing, and Deep Brain Reorienting (DBR) target shock, autonomic dysregulation and sensory fragmentation that can compromise traditional talk-based therapy. By stabilizing the nervous system and restoring sensorimotor integration, these methods prepare clients for deeper therapeutic work and support the reorganization of disrupted self and relational patterns inherent in attachment trauma.

The article is devoted to the coverage of the peculiarities of the application of cognitive behavioral therapy in work with children and adolescents, in particular, the theoretical and practical aspects of this therapeutic approach are considered, namely, it was analyzed that cognitive behavioral therapy is an effective and empirically confirmed psychotherapeutic approach for the treatment of anxiety disorders, behavioral disorders, depressive disorders, post-traumatic stress disorder (PTSD), obsessive-compulsive disorder (OCD), and other psychological problems in children and adolescents. It was discovered that cognitive behavioral therapy in work with children and adolescents contributes to the formation of skills that help them effectively cope with various life situations that cause negative thoughts and emotions, and can also lead to maladaptive behavior. It was found that cognitive behavioral therapy uses a variety of psychotherapeutic methods and techniques to cognitively restructure and modify maladaptive behavior in children and adolescents, with the therapeutic alliance providing a safe environment conducive to learning and implementing new adaptive behavior patterns. It was revealed the main components of therapeutic work with children and adolescents, including: psychoeducation, development of skills in recognizing and correcting maladaptive thoughts, use of self-regulation strategies, behavioral activation, and exposure exercises. It was considered peculiarities of the use of therapeutic programs for anxiety disorders, namely the cognitive behavioral programs «Coping Cat» and «Cool Kids», which are scientifically based, structured and effective tools for psychotherapeutic assistance to children and adolescents with anxiety disorders. Both programs are based on key principles of cognitive behavioral therapy and are adapted to the age characteristics of children. These programs involve active parental participation, a combination of individual and group work, interactive teaching methods, and gradual overcoming of anxiety situations in a safe environment. The use of these programs contributes not only to reducing anxiety, but also to increasing confidence, developing emotional competence, and improving the child's overall functioning in daily life. And it was also considered a therapeutic program for behavioral disorders for children and adolescents, namely the «Coping Power Program», which is one of the most commonly used cognitive behavioral therapy programs for school-age children with behavioral disorders. The program consists of two interrelated components – separate approaches for school-age children and for their parents, implemented in parallel within a single cognitive-behavioral protocol. «Coping Power Child Program» is a group or individual program for school-age children aimed at developing self-control, social skills, emotional regulation, problem solving; «Coping Power Parent Program» is a parallel program for parents that teaches positive practices for regulating a child's behavior, consistency in parenting, improving relationships with the child, and effectively responding to problem behavior. It was established, that «Coping Power» is an effective cognitive-behavioral program aimed at reducing behavioral disorders in school-age children through a combination of intensive work with the child and his parents. It covers the development of self-regulation, social skills, anger management, social problem solving and strengthening family interaction. Thanks to a clear structure, interactive methods, step-by-step learning, and systematic involvement of parents, the program creates conditions for lasting changes in the child's behavior, improving their emotional functioning, and enhancing the quality of family life. Therefore, cognitive behavioral therapy is a comprehensive approach that helps overcome emotional and behavioral difficulties in children and adolescents by developing self-regulation skills, cognitive flexibility, and adaptive behavior, which improves their emotional resilience, academic achievement, and social adaptation effectiveness.

Introduction. Modern medical and psychological practice shows an increase in the number of patients with rare (orphan) and chronic diseases, accompanied not only by physical limitations, but also by significant psychological difficulties. Systemic psychotherapeutic support for such patients remains underdeveloped, especially in the context of group work. The study highlights the issue of the psychoemotional state of this category of patients and proves the need to integrate group psychotherapy into a comprehensive care system. Methods. The study used qualitative methods of analysis: clinical observation, analysis of cases from group therapy practice, interpretation of psychodynamic processes in a small group. The participants of the therapeutic work were patients with orphan and chronic diagnoses who underwent outpatient treatment. Psychotherapeutic work was carried out in the format of closed groups with a focus on support, expression of emotions and improvement of the internal image of oneself. Results. During the group work, a gradual decrease in the level of anxiety, an increase in self-esteem, an increase in openness and the ability to make emotional contact were observed. Participants acquired self-reflection skills, better understood the mechanisms of their own experiences and behavioral reactions. The group became a source of support, normalized experiences, and increased the sense of belonging to the community, which is especially valuable for patients isolated due to illness. Discussion. The authors emphasize the need to combine psychotherapeutic sensitivity to medical limitations with the flexibility of psychotherapeutic tools. The presence of a diagnosis should not reduce the patient only to a medical object - psychotherapy should consider the personality in its entirety. At the same time, it is emphasized that group work with such patients requires thorough preparation, support from medical specialists, and consideration of the psychophysical resources of each participant. Conclusion. Group psychotherapy is an effective means of support for patients with orphan and chronic diseases. It contributes to improving the quality of life, psychological stabilization, and social reintegration. Successful implementation of such programs is possible only under the condition of multidisciplinary cooperation, clinical awareness of the psychotherapist and adherence to the principle of unconditional acceptance of the participant as an individual. Keywords: facial defects, group psychotherapy, external defects, orphan patients, psychotherapeutic practice.

The circumstances of the Covid-19 pandemic raised concerns about their impact on people who were bereaved in this period. Numerous studies have attempted to quantify this impact. However, they have often adopted a pathologizing perspective on grief, with little attention being paid to the mediating processes and to the diversity of experiences, and their results have appeared contradictory. This study takes a comprehensive approach to understand these experiences in their uniqueness, without pathologizing them. Interviews with 12 bereaved people were analyzed using an interpretative phenomenological analysis and drawing on the theoretical framework of meaning-making, to explore the meanings that they gave to their loss and grief in a context of social and funeral restrictions. In our findings, the context of the pandemic appeared to be completely incompatible with the field of dying and mourning, creating paradoxical injunctions for some participants. While this led to feelings of guilt, powerlessness and loss of meaning for some, others were able to experience meaningful moments and to find solace in the farewell. All experiences were far from what had been expected, for better or for worse, and participants had to find their own ways to make sense of these unexpected experiences. The meanings they gave were complex, combining different levels of meaning – personal, moral, societal, or existential – and evolved over time, as did their emotional experiences. The results highlight the notions of paradoxical injunctions and grieving for an ideal goodbye as relevant for understanding and supporting the bereaved, drawing avenues for therapeutic work (e.g., restoring agency by providing a secure space to create a meaningful rite). They also have implications for research, highlighting the need to broaden the understanding of “impact”, to include mediators assessing subjectivity, and to privilege person-centered qualitative and quantitative methods.

Dreams have been used in psychotherapy since the early days of psychoanalysis, and the effectiveness of therapeutic work with dreams is now well documented. However, there is still no empirically based model for contemporary therapeutic dream work that integrates the findings of empirical and clinical dream research. Structural Dream Analysis (SDA) developed for this purpose is summarized with its research methodology and the results to date. The central assumption is that the agency of the dream ego (the figure in the dream that the dreamer experiences as the ego) to cope with and solve problems in the dream—as opposed to feeling threatened, being anxious and passive and having no solution—can be equated with ego strength in the psychodynamic sense, and that the improvement in the course of therapy is reflected in an increase in dream ego agency. A typology of six dream patterns has been developed that can be used to identify over 90% of dreams in clinical practice. The dream patterns are related to the patient’s specific problems, the themes of psychotherapy and progress in therapy in terms of improvement. The model has been confirmed in a number of empirical studies. The results support Jung’s theory of the dream as a self‐representation of the psyche and his concept of interpretation at the subjective level.

Transgerational transmitted trauma is the transmission ofpsychological injuries between generations. This article uses two case vignettes to explore selected schema therapy approaches that help clients process transgenerationally transmitted trauma from their ancestors. Specific methods of imagery rescripting and chair work enable clients to transform maladaptive patterns ofexperiencing into healthier coping strategies, support better stress management, improve emotional regulation and communication in relationships, and encourage more profound relationships with themselves and others. Two case studies illustrate imagery rescripting and chair work, in which the client takes the role of their traumatised ancestor. The first case shows a schema therapy of a young woman struggling with repressed emotions related to her family history and the suicide of her grandfather. The second case demonstrates therapeutic work with a client struggling with emotional outbursts and self-harm that are a reflection of transgenerational traumatisation passed down from her mother and grandparents. Both clients experienced a significant reduction in borderline symptoms during the therapeutic work. At the same time, these clients progressed in understanding the inherited transgenerational family patterns and improved their behaviour towards themselves and others. Two case examples have shown that experiential interventions such as imagery rescripting and chairwork can help clients process transferred patterns of traumatic experience and behaviour and bring adaptive changes into their lives. Imagery rescripting as atherapeutic tool can bridge the emotional and physical aspects of transferred learned experiences and help clients integrate a new perspective on themselves and others. Imagery rescripting and chairwork can be effective therapeutic tools for addressing transgenerational trauma.