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Section 15
Identifying Resources for Maladaptive Schemas

Question 15 | Test | Table of Contents

In the last section, we discussed how your client can identify nurturing and protective figures to use as an inner resource before beginning the EMDR process.

In this section, we will discuss a strategy for your client to come up with resources that focus on helping him or her with their life difficulties, blocking beliefs, and maladaptive schemas.

I have found that there are some clients who do not currently have the ego strength to participate in the EDMR process yet. EMDR might evoke too much distress and emotion for the process to be effective. Developing these resources can also be helpful for clients that do have good ego strength to enhance their performance. The following is a modification of the protocol developed by Leeds and Korn that I have used with PTSD clients that I have found helpful.

Resource Identification Protocol:
The process is called the resource identification protocol because the qualities that the client identifies in the protocol become resources that the client can use whenever he or she is facing his or her difficult situation.

1. Begin by asking your client to focus on a life situation he or she is currently facing that is difficult, a blocking belief, or a life issue. As you know, a blocking belief is a belief that keeps "blocking" your client from reaching the point of accepting that his or her past is truly "over." Next, you can ask your client the qualities he or she would need to better deal with the situation, belief, or issue that he or she identified.

When the client identified the qualities they would need, help him or her explore times when he or she had those qualities. For client’s that can’t seem to find a time when he or she had those qualities, help them think of someone else dealing effectively with this type of situation. This person can be real or fictional or even a symbolic representation.

I used this process with Andrew, a 34 year old who served in the army. Andrew spent 6 years in the army and went on two full combat tours. Andrew was having issues processing his experience in the military and he was dealing with PTSD from his 6 years. Andrew shared with me, after gaining his trust through a few sessions, "It was a routine day in the field when an IED [improvised explosive device] blew up our convoy. It happened that quickly… just like that. I survived the IED… but my best friend and commander did not." That was all Andrew was able to articulate. It was clear that Andrew was not prepared at that point to begin the EMDR process.

Beginning the resource identification protocol, Andrew identified the trouble he was having at work because of his PTSD as his difficult situation. His boss and his way of managing reminded Andrew of his commander which brought back memories of his years on tour.

I began this part of the process by asking Andrew, "When you think of your situation with your boss, what picture is most disturbing to you?" Andrew responded, "It is when he is standing over me at my desk and looking down at me that I am reminded most of my commander." I then asked, "What emotions do you feel when you bring up this image?" And Andrew replied, "Fear."

I then continued on by asking, "What qualities would you need to handle the situation in the way that you would like?" After thinking, Andrew responded, "Strength and power probably." I then followed up with, "Can you think of a time when you had strength and power?" Andrew then described a situation that happened last week when he called his daughter’s principal when his daughter got humiliated by her teacher in front of her class. Andrew explained that he had remained calmed and he met up with the teacher and principal and the teacher ended up apologizing to him and his daughter.

2. Once that step is complete, aid the client in identifying more details about the images or memories he or she has chosen. Aid your client in providing sensory details by asking questions such as: What do you see? What do you hear? What do you feel? What do you smell? What do you taste? What emotions do you feel in your body? What do you feel in your body?

Andrew and I then continued on discussing the image of him talking with his daughter’s principal and teacher. I asked him, "When you think of that situation of strength and power, what image comes to mind that you feel represents that moment?" Andrew responded, "I see the teacher and principal and I am facing them in a classroom. I felt strong." I asked him how that image felt in his body. When Andrew had this in his head, I began tapping on his knees back and forth, left and right. Andrew responded, "I feel strength in my arms and legs."

3. The strengthening of the positive resource begins by asking the client to focus on the image he or she has identified, feeling surrounding the image, and the signal word or phrase. As the therapist you can add BLS, usually 6 to 10 passes or taps to begin with. If your client looks distressed, stop the process. If the client is ok, discuss with them what comes up for him or her. If the positive feelings have gotten stronger for your client, you may continue for 2 or 3 sets of BLS.

You can stop the BLS once your client feels that the resource has strengthened. At any time the process becomes negative, stop the process.

I then continued with the conversation with Andrew by asking, "When you bring up the image of your boss at work, what comes up for you now?" Andrew answered, "I feel bigger, more like my adult self."

4. If your client has other qualities that your client wants to strengthen and develop they can focus on them. Once your client is comfortable with the process, you can add on having your client using the resource in different situations.

Andrew identified self-confidence and another quality he might need in his situation at work. I then repeated the above steps with Andrew focusing on self-confidence as his quality.

5. You can then ask you client to identify a signal word or phrase with the resources they have identified. During this step, the use of bilateral stimulus (BLS) may enhance the client’s sense of the resource.

Andrew and I then talked about a signal word he could use to return to his positive images whenever he was facing his issue at work. Andrew decided that he would use the word "strength" as his signal word. I explained that Andrew could use BLS while he had the signal word in his head to strengthen his positive image of strength and power.

In this section, we discussed a strategy for your client to come up with resources that focus on helping clients with their life difficulties, blocking beliefs, and maladaptive schemas. The steps for the resource identification protocol are focus on a life situation he or she is currently facing that is difficult; identify more details about the images or memories; strengthen the positive resource; discuss other qualities that your client wants to add; and identify a signal word or phrase.

In order to illicit more details from your client about the image or memory he or she has, you can ask your client the following questions: What do you see? What do you hear? What do you feel? What do you smell? What do you taste? What emotions do you feel in your body? What do you feel in your body?

In the next section, we will discuss how you can aid your client in identifying a focus point from a current issue or problem he or she is facing.

Parnell 106-110
Reviewed 2023

Update
Adolescent maladaptive schemas and childhood abuse and neglect:
A systematic review and meta-analysis

May, T., Younan, R., & Pilkington, P. D. (2022). Adolescent maladaptive schemas and childhood abuse and neglect: A systematic review and meta-analysis. Clinical psychology & psychotherapy, 29(4), 1159–1171. https://doi.org/10.1002/cpp.2712


Peer-Reviewed Journal Article References:
Bédard, M.-M., Simard, V., & Laverdière, O. (2021). Attachment representations and early maladaptive schemas in children’s and adolescents’ dreams: A pilot study. Dreaming, 31(2), 140–163.

Barr, N., Davis, J. P., Diguiseppi, G., Keeling, M., & Castro, C. (2019). Direct and indirect effects of mindfulness, PTSD, and depression on self-stigma of mental illness in OEF/OIF veterans. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication.

Dimaggio, G. (2015). Awareness of maladaptive interpersonal schemas as a core element of change in psychotherapy for personality disorders. Journal of Psychotherapy Integration, 25(1), 39–44. 

Jacobs, I., Lenz, L., Dörner, S., & Wegener, B. (2019). How do schema modes and mode factors align with defense styles and personality disorder symptoms? Personality Disorders: Theory, Research, and Treatment, 10(5), 427–437.

Thimm, J. C., & Holland, J. M. (2017). Early maladaptive schemas, meaning making, and complicated grief symptoms after bereavement. International Journal of Stress Management, 24(4), 347–367. 

QUESTION 15
What are the five steps of the resource identification protocol? To select and enter your answer go to Test.


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