Show a work system to focus on treating people with high level of EGO fragmentation, treatment of defensive parts and parts reminiscent of emotional trauma.
At the closing session of the 1st International Brainspotting Conference, David Grand, creator and developer of Brainspotting and Cristiane Ramos, president of the Brazilian Association of Brainspotting, gave the last words. Grand thanked all the staff who worked at...
Video of a Brainspotting session discussed 18 months later
Session 24 | Heal in the space between the words; exploring the intersection of Brainspotting, neurobiology, and quantum physics
Brainspotting, Ericksonian Hypnosis, NLP and Social Psychology teach us the impor- tance of meta-communication and the power of tone, tempo, and numerous other para-verbal elements.
Increase therapist skills for creating attunement through modern sci- ence findings.
The goal will be to present Brainspotting as a tool for a personal mythology workshop that deals with the theme “The Sacred Sex”.
In this presentation I will: share the work that I have been doing with Brainspotting and Theraplay; share the Theraplay theory and how it works with Brainspotting; show how to work with attachment and Brainspotting.
Participants will: learn how towork with clients having religious/spiritual convictions, especially when the client’s beliefs differ from those of the therapist.
Session 17 | Mindfulness – Based emotional processing (MBEP) – An essential tool in the practice of Brainspotting
The three pillars (essential components in the functional structure of BSP) are: 1. Felt sense attention of the somatic experience of emotional activation, 2. The attuned supportive, empathic relationship between therapist and client, and 3. The location and maintenance of an eye position (Brainspot).
Session 16 | How to direct and identify processing focuses in Brainspotting in parenting and caregiver work
The goal will be to present the Neurolinguistic Programming Hierarchy (NLP) model as the driver of the parent and caregiver orientation process to facilitate and direct the identification of Brainspotting processing needs, focusing on improving the child or adolescent’s treatment.
Participants will gain knowledge regarding how and why nightmares are stored in the brain and body and be taught how Brainspotting can be used to eliminate the recurring nightmare, thus enhancing the healing of the trauma incident.
Session 14 | Brainspotting with osteopathic cranial sutural work to integrate the midbrain with the proprioceptive nervous system
The objectives are to explore and teach the integration of the brainspots of the mid-brain with the proprioadaptive reflexes contained in the sutures of the skull.
We are designing / implementing a longitudinal, qualitative and theoretical research project to articulate the present day impact of Historical Trauma on AI/AN youth, and the capacity of IBSP to reconcile the constellation of survival symptoms, guided by maternal epigenetic memory pathways and attachments to homelands / ancestors.
This activity offers a brief review on the concepts of dissociation in the field of trauma and its relation with posttraumatic disorders.
I teach tools that complement the mindfulness of Brainspotting and help clients to trust the nonverbal (subcortical) wisdom of their bodies. As they learn these exercises, they are empowered to support, calm and resource themselves outside of sessions.
Session 10 | Integrating Brainspotting with imago relationship therapy: creating conscious connection with couples
Participants will have a clear understanding of the three key components of integrating Brainspotting and Imago Relationship Therapy: Brainspotting’s Dual Attunement frame, and Imago Dialogue process while couple and therapist are attuned; using sentence stems while couple is facing each other, both are using bilateral stimulation that leads to “sender” or “receiver”(Imago terms) going into subcortical processing.
Session 9 | Staying in the tail of the comet: the uncertainty principle from particle physics to neurobiology to brainspotting practice
Participants will: learn the scientific theories from physics and neurobiology that support Brainspotting’s “Uncertainty Principle”; observe and reflect on the application of the Uncertainty Principle in clinical practice.
The objective will be to provide guidance on different ways of practicing Brainspotting in an adult group, in order to turn to institutional realities, and others where professionals have to attend a larger audience in a shorter interval, and individual clinical practice is not feasible.
The objectives will be to provide participants with: the definition of grounding; points used during Brainspotting; experiential methods of grounding starting from sitting to more active movements and processes to do in and out of session.
Participants will study the use of imagery to heighten activation and, conversely, to provide a calming focal point.
Participants will: explore how Brainspotting with children and adolescents is similar to and different from Brainspotting with adults.