PE

This video demonstrates a short rationale for hot spots, selection of hot spot portions of the memory, and implementation of the first hot spot. After a break, processing focuses on cognitions related to guilt and responsibility for the trauma. Processing in this clip is informal, and the therapist is not at this point challenging the client’s cognitions directly, but frequently restates and emphasizes details and cognitions that lay the groundwork for processing in future sessions.

This video demonstrates the rationale for imaginal exposure, instruction and set-up for the first imaginal exposure, and implementation of imaginal exposure. The client is well engaged even though this is the first exposure and the therapist responses and prompts are accordingly minimal, though she maintains occasional supportive statements and calm, solicitous voice tone to maintain connection with the client. After a break, processing at the end of the clip focuses on validating the client’s efforts and normalizing distress reactions to the memory. The therapist also discusses using the imaginal recording for homework.​

This video demonstrates the rationale for In vivo exposure, construction and refinement of the In Vivo hierarchy, development of the Subjective Units of Distress (SUDs) scale, and collaborative selection and assignment of initial In Vivo activities that the client will complete for homework. In Vivo exposure is generally introduced in session 2 or 2b of Prolonged Exposure therapy.

This video demonstrates a discussion of the common reactions to trauma. The therapist begins by focusing on the presenting problem and proceeds through some of the symptoms mentioned initially by the client, eventually covering most of the reactions listed in the protocol though not in the order listed in the protocol. This discussion provides information and validation for the client while also encouraging additional and more specific disclosure about the client’s PTSD symptoms.

This video demonstrates the rationale for Prolonged Exposure as presented in session 1, followed by identification of the index trauma during the trauma discussion. In this case the therapist must help the client identify an index trauma from among many events which seem similar and equally distressing. Additionally, the client presents with anger as a predominant emotion.

This video demonstrates imaginal exposure when the client presentation is predominantly numb or anhedonic. To help the client increase engagement, the therapist increases verbal prompts and focuses the client’s attention on important details, emotions and cognitions that are present in the memory of the event.

This video demonstrates the rationale for imaginal exposure to the trauma memory. Following the rationale, the therapist provides specific instructions and set-up prior to implementing imaginal exposure. One iteration of the trauma narrative is shown followed by a break in the dialogue. The video resumes at the end of imaginal exposure and is followed by brief emotional processing.​

This video demonstrates the rationale for In vivo exposure, construction and refinement of the In Vivo hierarchy, development of the Subjective Units of Distress (SUDs) scale, and collaborative selection and assignment of initial In Vivo activities that the client will complete for homework. In Vivo exposure is generally introduced in session 2 or 2b of Prolonged Exposure therapy.​

This video demonstrates a brief discussion of the common reactions to trauma as presented in session 2, or 2a, of Prolonged Exposure Therapy. Despite the brevity of the discussion, the therapist is able to engage the client in a discussion about her own symptoms, and to facilitate additional disclosure rather than simply presenting the reactions as a didactic lecture.