Healing World Trauma with the Therapeutic Spiral Model. Группа авторов

Чтение книги онлайн.

СКАЧАТЬ Safety Action Structure: Circle Similarities

      The final Safety Action Structure is most often done as a warm-up to trauma work on day two of a TSM workshop. The clinical purpose of Circle Similarities is to continue to break the isolation that most trauma survivors feel and to help them see that they are not alone with their experiences. A second, very important, clinical reason is to assess whether group members can tell their stories in words before they are put into action. In this way, both group members and the Team can be assured of people’s readiness to move into action and to know what support is needed, before full psychodramatic action takes place.

      Here the director and AL, with the help of TAEs, and even group members, ask questions of the group about traumatic experiences so that they can speak about them in the group. The procedure starts out with the TL asking everyone to stand outside the circle of safety. S/he then clarifies the purposes and procedure of the structure, as above, and continues to explain that:

      •they will ask questions that apply to themselves and ask others to step in if they share that trauma or healing experience

      •the Team members share their own trauma experiences without shame or blame so the group can see how this is done (sharing is a regular element of classical psychodrama at the end of a drama, but here is it used for role modeling at the warm-up stage to prevent shame and self-blame before going into a psychodrama).

      Questions about trauma are balanced with questions about strengths, supportive persons, and transpersonal connections so that containment is always in place. Below is an example of a progressive set of questions beginning with positives, dipping in and out of traumas, spiraling back up into positives, and finally ending with transformative questions.

      •Who is the oldest child in the family? Who is the baby?

      •Who is married? Who has children?

      These questions are simple and are used just to teach the structure of stepping into the circle if you meet the criteria. They don’t require much conversation and don’t usually carry much emotion.

      The next level of questions begins to bring in trauma-related material.

      •Who still carries around critical voices in their heads? If they are from your teachers, take one step further into the circle. If they are from your parents, take one more step further into the circle.

      •Who has experienced domestic violence?

      •Who has experienced sexual harassment or other sexual abuse?

      Given that these are very difficult issues to talk about, we might ask people to break down into two, threes, or fours to share rather than share with the whole group. Or we might ask them to share with a sound and movement, rather than verbally. Above all, we try to protect the privacy needed depending on the group and culture (Hudgins, In Press).

      Finally, the last questions of Circle Similarities focus on positive areas of support and transformation, such as the following:

      •Please step in if you have one or more people who support your healing. Please speak at least one of their names so that we can feel them standing behind us in the circle.

      •Please step in if you have a self-care activity that you do that helps you heal: yoga, reading, walking—whatever helps you to feel better. Now please demonstrate that activity inside the circle.

      This last question moves the group into action and increases the spontaneity and laughter as people sing, do yoga postures, walk dogs, meditate, talk with friends, eat, and in other ways show healing and fun. This is a very positive ending to the warm-up for a “trauma drama,” providing the structure that TSM requires for safety and containment.

      The full series of Safety Action Structures supports trauma survivors in a step-by-step fashion so that they feel in control, do not fear being overwhelmed by intense emotion or being re-traumatized again. Time and again we have found that these TSM structures promote the needed safety and then allow very deep TSM trauma dramas on day two when we move to conscious re-experiencing of traumas with developmental repair.

      Conclusion

      This overview chapter demonstrates the debt that TSM owes to classical psychodrama in terms of theoretical foundations and basic techniques. It also shows how TSM, based on our clinical experiences, changes psychodrama and thereby correlates with the latest brain research and information on the neurobiology of trauma and violence. No longer can we overwhelm the brain with extreme emotional catharsis or trigger uncontrolled regression to wounded child states. We now know that these old ways of doing psychodrama can cause re-traumatization. Classical psychodrama is exceptional for role training, future projection, and working on interpersonal relationships when the protagonist is well resourced and strong enough internally to stay present during the whole drama. It is not only persons suffering from PTSD, but many other protagonists who first need ego-building, who can benefit from the safety and containment found in TSM.

      References

      American Psychiatric Association (2000) Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, text revision. Washington, DC: American Psychiatric Association.

      Blatner, A. (2000) Foundations of Psychodrama: History, Theory, and Practice. New York, NY: Springer Publishing.

      Buchanan, D.R. (2011) The Cognitive Double. Personal Communication. Available from author.

      Burden, K. and Ciotola, L. (2001) The Body Double. Workshop Handout. Madison, Wisconsin: The Center for Experiential Learning. Available at: www.healing-bridges.com/psychodrama.html, accessed on May 20, 2012.

      Carnabucci, K. and Anderson, R. (2012) Integrating Psychodrama and Systemic Constellation Work: New Directions for Action Methods, Mind-Body Therapies and Energy Healing. London: Jessica Kingsley Publishers.

      Cox, M. (2001) The Six Safety Structures. Workshop Handout. Charlottesville, VA: Therapeutic Spiral International. Available at: www.drkatehudgins.com, accessed on May 20, 2012.

      Elliott, R., Davis, R., and Slatick, P. (1998) “Process-Experiential Therapy for Posttraumatic Stress Difficulties.” In L.S. Greenberg, J.C. Watson, and G. Lietaer (eds) Handbook of Psychotherapy and Behavior Change, Fifth Edition. New York, NY: Wiley.

      Forst, M. (2001) The Therapeutic Spiral Model: A Qualitative Enquiry of its Effectiveness in the Treatment of Trauma and Addictions. Unpublished Master’s Thesis, University of Ottawa, Canada.

      Hudgins, M.K. (1989) “Anorexia Nervosa: Experiencing the Self through Psychodrama and Gestalt Therapy in Anorexia Nervosa.” In L.M. Hornyak and E.K. Baker (eds) Experiential Therapies with Eating Disorders. New York, NY: Guilford Press.

      Hudgins, M.K. (1998) “Experiential Psychodrama with Sexual Abuse.” In L. Greenberg, G. Lietaer, and J. Watson (eds) Handbook of Experiential Psychotherapy. New York, NY: Guilford Press.

      Hudgins, M.K. (2000) “The Therapeutic Spiral Model to Treat PTSD in Action.” In P.F. Kellermann and M.K. Hudgins (eds) Psychodrama with Trauma Survivors: Acting Out Your Pain. London: Jessica Kingsley Publishers.

      Hudgins, M.K. (2002) Experiential Treatment of PTSD: The Therapeutic Spiral Model. New York, NY: Springer Publishing.

      Hudgins, M.K. (2007a) “Building a Container with the Creative Arts: СКАЧАТЬ