Appreciation of implicit memory and subcortical influences on emotional, attitudinal, interpersonal, and behavioral functioning and the importance of bottom-up interventions in psychotherapy are rapidly increasing. Implicit, non-conscious memory has a pervasive influence on states of consciousness, self-regard, emotions, and trauma-related disorders.

This workshop will review themultiple categories of  automatic, incidental, nonconscious, and continuous learning that comprise the domain of implicit memory. The role of implicit memory in the development of trauma related and interpersonal disorders will be reviewed. Hypnotic techniques for generating mental/emotional states that can constructively modify implicit memory will be outlined. Participants will learn to cultivate individualized reparative mental/emotional states that modify nonconscious subcortical memory. The application of hypnotic strategies for creating neuroception of safety and positive self-regard via ego strengthening will be delineated.

This workshop will help clinicians move away from using generic scripts. Instead, participants will learn how to co-create individualized, emotionally corrective mental and somatic states that foster client empowerment fundamental to treating various disorders.

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

1. Identify three forms of implicit cognitive learning.

2. Apply the frame for therapeutic suggestions.

3. Utilize communication and elicit clients’ descriptions of their unfolding experiences.

4. Discuss and appropriately elaborate desired individualized mental/emotional states

This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.

This program meets APA’s continuing education goal 1: Program is relevant to psychological practice, education, and/or science.

Louis F. Damis, Ph.D., ABPP; FASCH Diplomate; American Board of Professional Psychology Fellow; American Academy of Clinical Health Psychology Fellow; American Society of Clinical Hypnosis Fellow; Florida Society of Clinical Hypnosis Sr. Fellow; Biofeedback Certification International Alliance Assistant Professor, University of Central Florida, College of Medicine Licensed Psychologist

Dr. Damis is a Diplomate with the American Board of Professional Psychology, a Fellow of the American Academy of Clinical Health Psychology, the Biofeedback Certification International Alliance, and the American Society of Clinical Hypnosis. He is an Assistant Professor at the UCF College of Medicine and an ESTI-accredited Ego State Therapist. Dr. Damis is a licensed psychologist with ASCH Consultant Status and Certification in Clinical Hypnosis. He is a Past President of the Florida and Washington DC Societies of Clinical Hypnosis and is the current President of the ASCH. He has taught hypnosis for over 25 years for the American Society of Clinical Hypnosis, the Florida Society of Clinical Hypnosis, and the Society of Clinical and Experimental Hypnosis. Dr. Damis maintains a private practice and is an instructor, author, and consultant.

General Admission: $65.00

SCEH Members: $55.00

Students: $15.00*

(*Please email [email protected] for coupon code)

Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the live program, and at any time in Homestudy format, tuition is nonrefundable.

Brown, D. P., & Elliott, D. S. (2016). Attachment Disturbances in Adults: Treatment for Comprehensive Repair. W. W. Norton & Company. 

Bryant, R.A., Datta, S. (2019). Reconsolidating Intrusive Distressing Memories by Thinking of Attachment Figures. Clin. Psychol. Sci., 7, 1249–1256. https://doi.org/10.1177/2167702619866387. 

Bryant, R.A., Foord, R. (2016). Activating Attachments Reduces Memories of Traumatic Images. PLoS ONE, 11, e0162550. https://doi.org/10.1371/journal.pone.0162550.

Bryant, R.A., Hutanamon, T. (2018). Activating attachments enhances heart rate variability. PLoS ONE, 13, e0151747. https://doi.org/10.1371/journal.pone.0151747. 

Damis, L. F. (2022). “The Role of Implicit Memory in the Development and Recovery from Trauma-Related Disorders.” NeuroSci 3(1), 63–88. https://doi.org/10.3390/neurosci3010005. 

Elliott, David S. (2021) “Co-Creating Secure Attachment Imagery to Enhance Relational Healing.” Attachment 15(1), 36–55. 

Gillath, O., Karantzas, G. (2019). Attachment security priming: A systematic review. Curr. Opin. Psychol., 25, 86–95. https://doi.org/10.1016/j.copsyc.2018.03.001.

 Gobel, E.W., Blomeke, K., Zadikoff, C., Simuni, T., Weintraub, S., Reber, P.J. (2013). Implicit perceptual-motor skill learning in mild cognitive impairment and Parkinson’s disease. Neuropsychology, 27, 314–321. https://doi.org/10.1037/a0032305 

McGuire, A., Gillath, O., Jackson, Y., Ingram, R. (2018). Attachment Security Priming as a Potential Intervention for Depressive Symptoms. J. Soc. Clin. Psychol. 37, 44–68. https://doi.org/10.1521/jscp.2018.37.1.44. 

Mikulincer, M., Shaver, P.R. (2017). Attachment in Adulthood, Second Edition: Structure, Dynamics, and Change, 2nd ed., The Guilford Press, ISBN 978-1-4625-3381-7. 

Norman, L., Lawrence, N., Iles, A., Benattayallah, A., Karl, A. (2015). Attachment-security priming attenuates amygdala activation to social and linguistic threat. Soc. Cogn. Affect. Neurosci., 10, 832–839. https://doi.org/10.1093/scan/nsu127.

 Parra, Federico, George, Carol, Kalalou, Khalid, and Januel, Dominique. (2017). “Ideal Parent Figure Method in the Treatment of Complex Posttraumatic Stress Disorder Related to Childhood Trauma: A Pilot Study.” European Journal of Psychotraumatology 8(1), https://doi.org/10.1080/20008198.2017.1400879. 

Porges, Stephen W. (2021). Polyvagal Safety: Attachment, Communication, Self-Regulation. New York: W. W. Norton & Company. 

Reber, Paul J. (2013). “The Neural Basis of Implicit Learning and Memory: A Review of Neuropsychological and Neuroimaging Research.” Neuropsychologia 51(10), 2026–42. https://doi.org/10.1016/j.neuropsychologia.2013.06.019.

 Rowe, A.C., Gold, E.R., Carnelley, K.B. (2020).The Effectiveness of Attachment Security Priming in Improving Positive Affect and Reducing Negative Affect: A Systematic Review. Int. J. Environ. Res. Public Health, 17, 968. https://doi.org/10.3390/ijerph17030968. 

Siegel, Daniel J., Schore, Allan N., and Cozolino, Louis. (2021). Interpersonal Neurobiology and Clinical Practice (Norton Series on Interpersonal Neurobiology). W. W. Norton & Company. 

Stark, E. A., C. E. Parsons, T. J. Van Hartevelt, M. Charquero-Ballester, H. McManners, A. Ehlers, A. Stein, and M. L. Kringelbach. (2015). “Post-Traumatic Stress Influences the Brain Even in the Absence of Symptoms: A Systematic, Quantitative Meta-Analysis of Neuroimaging Studies.” Neuroscience & Biobehavioral Reviews 56, 207–21. https://doi.org/10.1016/j.neubiorev.2015.07.007. 

Toumbelekis, M., Liddell, B.J., Bryant, R.A. (2021). Secure attachment primes reduce fear consolidation. Depress. Anxiety, 38, 1078–1086. https://doi.org/10.1002/da.23166. 

Weinberger, Joel, and Valentina Stoycheva. (2019). The Unconscious: Theory, Research, and Clinical Implications. Guilford Publications.

Target Audience: Psychotherapists, hypnosis practitioners, mental health professionals, health professionals, academic faculty and researchers, students.

Psychologists. This program, when attended in its entirety, is available for 1.5 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. 

Counselors/Clinical Counselors. This program, when attended in its entirety, is available 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159

Social Workers. This program, when attended in its entirety, is available for 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 1.5 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.

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.

If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. 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.