Understanding Life Backward but Living It Forward:

Analyzing to Understand but Envisioning Possibilities to Incentivize Action

Presented by Martha Stark, MD

Friday, June 24^th, 2022

5-7:30PM PT / 7-9:30PM CT / 8-10:30PM ET

When attended in full, this program offers 2.5 CEs for Psychologists, and 2.5 BBS California CEUs for Counselors, Social Workers, and LMFTs.

This event is free and open to all. Space may be limited.

Workshop Description:

Martha Stark, MD, will be presenting an action-based, solution-focused, future-oriented psychodynamic model that conceives of the mind as holding infinite potential and of memory as dynamic and continuously updating itself on the basis of new experience (whether real or simply envisioned). A constructivist perspective at heart, this freshly minted Model 5 of her Psychodynamic Synergy Paradigm is a quantum-neuroscientific approach to healing “analysis paralysis” – when “understanding alone is simply not enough.”

Model 5 – an innovative and exciting approach to effecting deep, enduring, characterological change – is informed by the groundbreaking neuroscientific discovery that when implicitly held traumatic memories are reactivated in an embodied fashion, the network of neural synapses encoding these procedurally organized memories will become deconsolidated for a time-limited period. This unlocking will create opportunity for both rewiring the brain and reprogramming the mind by way of therapeutic memory reconsolidation.

Capitalizing upon the brain’s remarkable neuroplasticity, Martha’s quantum-neuroscientific Model 5 features co-created (by therapist and patient) quantum disentanglement statements designed to release the patient from her past as she envisions new possibilities for her future, takes ownership of her need therefore to change how she positions herself in her life, and then commits to acting in alignment with that imperative going forward.

Learning Objectives:

After attending this intermediate-level program, participants will be able to:

1. Demonstrate the relationship between therapeutic memory reconsolidation and the dynamic nature of memory
2. Explain the rationale for the jolting and repeated juxtaposition of old bad learned expectations with new good envisioned possibilities
3. Discuss the significance of the 4- to 6-hour “reconsolidation window”
4. Elaborate upon the impact of replacing outdated and disempowering narratives with updated and more empowering ones
5. Describe what remains intact and what actually changes when a traumatic memory is updated by way of therapeutic memory reconsolidation
6. Develop a quantum disentanglement statement that juxtaposes old bad learned expectation with new good envisioned possibility

Program Standards and Goals:

This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.

This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.

References:

Dudai, Y., Karni, A., & Born, J. (2015). The Consolidation and Transformation of Memory. Neuron, 88(1), 20–32. https://doi.org/10.1016/j.neuron.2015.09.004

Ecker, B., Ticic, R., & Hulley, L. (2013). A Primer on Memory Reconsolidation and its psychotherapeutic use as a core process of profound change.

Feinstein D. (2019). Energy psychology: Efficacy, speed, mechanisms. Explore (New York, N.Y.), 15(5), 340–351. https://doi.org/10.1016/j.explore.2018.11.003

Fonagy, P., Rost, F., Carlyle, J. A., McPherson, S., Thomas, R., Pasco Fearon, R. M., Goldberg, D., & Taylor, D. (2015). Pragmatic randomized controlled trial of long-term psychoanalytic psychotherapy for treatment-resistant depression: the Tavistock Adult Depression Study (TADS). World psychiatry : official journal of the World Psychiatric Association (WPA), 14(3), 312–321.

Leichsenring, F., Abbass, A., Gottdiener, W., Hilsenroth, M., Keefe, J. R., Luyten, P., Rabung, S., & Steinert, C. (2016). Psychodynamic therapy: a well-defined concept with increasing evidence. Evidence-based mental health, 19(2), 64. https://doi.org/10.1136/eb-2016-102372

Leichsenring, F., Leweke, F., Klein, S., & Steinert, C. (2015). The empirical status of psychodynamic psychotherapy – an update: Bambi’s alive and kicking. Psychotherapy and psychosomatics, 84(3), 129–148. https://doi.org/10.1159/000376584

Leichsenring, F., Luyten, P., Hilsenroth, M. J., Abbass, A., Barber, J. P., Keefe, J. R., Leweke, F., Rabung, S., & Steinert, C. (2015). Psychodynamic therapy meets evidence-based medicine: a systematic review using updated criteria. The lancet. Psychiatry, 2(7), 648–660. https://doi.org/10.1016/S2215-0366(15)00155-8

Schmidt, F.L., Oh, I. (2016). The crisis of confidence in research findings in psychology: is lack of replication the real problem? Or is it something else?  Archives of Scientific Psychology, 4, pp. 32-37.

Stark M. (2021). Understanding Life Backward but Living It Forward (International Psychotherapy Institute eBook). www.FreePsychotherapyBooks.org

Steinert, C., Munder, T., Rabung, S., Hoyer, J., & Leichsenring, F. (2017). Psychodynamic Therapy: As Efficacious as Other Empirically Supported Treatments? A Meta-Analysis Testing Equivalence of Outcomes. The American journal of psychiatry, 174(10), 943–953.

CONTINUING EDUCATION:

Target Audience: Healthcare and Mental healthcare professionals, University faculty and students. Members of ACSSW and the TCSPP community.

Psychologists. This program, when attended in its entirety, is available for 2.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to Danielle Bohrer at 312-467-2364. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 2.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.

Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.