Frank Ochberg on Treating PTSD

Defining Trauma

Rebecca Aponte: You have obviously had a very long and fascinating career. I’d like to touch on some of the moments of insight that you have had that inform us about how to understand traumatized clients and how to help them heal.

To start, trauma is a word that is thrown around a lot these days. What does it mean when we say someone is traumatized?

Frank Ochberg: I was part of the team that wrestled with that definition, and I think it is still an interesting challenge because the word is in general use. I think most of us consider something traumatic as usually something frightening, difficult, that could have relatively minor or huge life shattering consequences. Let’s compare it to stress. We get stressed by minor things that get us upset, sometimes mobilized with a lot of energy. But those of us who were part of a new generation that defined Post-Traumatic Stress Disorder really wanted trauma to be way beyond the usual stress.

In the beginning we said a traumatic event is something that is beyond the realm of usual human experience. But then we discovered it isn’t—not in terms of living our whole lifetime. You live long enough and something happens that is terrible, unless you are very, very fortunate. And some people are having terrible things happen with great frequency.

So to try to define this, we said at the time that you have to have been very scared, or horrified, or feeling helpless. And it had to have the characteristic of the kind of thing that could kill you, or kill somebody else, or radically change you in a biological way. We walk through life with the wonderful myth of invulnerability and we think our humanity is something special, sacred and precious. And then all of a sudden you are treated like a piece of meat, like you are prey to another human being or to a devastating natural event: you are just a bunch of muscle and bone. And when you visualize that transformation in yourself or in a loved one, it is traumatic.

That is the meaning of trauma to those of us who were in the field of traumatic stress studies and are doing therapy with people who have been traumatized.

RA: How would a therapist assess trauma? How do you know when you are seeing trauma in another person?

FO: Well, by the time somebody comes to see us, they have made a decision and we know something—there’s been a telephone call, there’s been some form of referral—unless we are in a very, very different circumstance, like being a Red Cross worker or an emergency worker, and then you are exposed to the traumatic event at the same time that the traumatized person is.

But that is relatively unusual for those of us who are in the fields of psychiatry, psychology, psychiatric social work, psychiatric nursing. We usually come on afterward. So our introduction is through a person who is going to become our client—I’m a medical doctor so I still use the word patient, and some of my patients prefer that. They don’t think of themselves as clients. But I know that terms matter and people have different attitudes about those terms.

So, early on we’re told, “I want to see you because of something that happened.” Now, I find that it is usually best for me to delay hearing the trauma story with all of its emotion until the person has a certain sense of comfort and trust.

RA: Is that because you are worried about re-traumatizing them?

FO: It’s not so much a worry about re-traumatizing. I want to show respect for the trauma that happened. I want the person who is coming to see me to experience a certain amount of comfort. And some of these people, bless them, they really don’t want to traumatize the therapist.

RA: Right.

FO: Now there is a little bit of a back and forth, like a dance that goes on. I know that I am quite senior in the field; I usually get to it explicitly and say, “You know, I’ve heard a lot—nothing that is exactly like your story—but you don’t need to worry about my mental health.”

Let me come back to your original question: how I think about the trauma in this person that is coming to see me. And it is usually a mystery to me. I don’t know the details. I may have a general sense, but I am looking for important details and distinctions. I’m looking for symptoms. I’m looking to get to know their person and to understand their resilience, their family as a resource. A lot of trauma takes place in the family, so we therapists can’t assume that there are loved ones who make things better.

We are always trying to get a sense of who is out there who is going to help my client, my patient, who is going to help me. I take delight in finding a family member who is a great asset. And ultimately it is going to take a village, so I’m thinking about who else is there in this person’s life who helps them feel good about themselves, who helps them overcome the obstacles that they are bringing to me.

RA: So I presume that you would ask your patient about the people in their lives and who does this for them. Is there a way, by talking about experiences from before the traumatic event, you can kind of get a sense of what is different in the person now? Because obviously that is a challenge if they are coming in once the traumatic event has already happened and you don’t know who they were before.

FO: Oh, absolutely. It is terribly important. All of us who are therapists have had various kinds of training, and some of our training placed a very, very high importance on formative years—who was there and the roles that they played.

It’s early in our conversation now, but let me bring up something that I have formulated and written about the person’s “board of directors.” I think of this as my patient’s conscience. It is the same as a superego.

Even though these events happened when we were very young, I have had patients in their seventies and they still visualize their mother or their grandmother who judges them. It is like a board of directors that holds meetings in your head, somewhere in the frontal lobe. They sit around a table and they say, “Bad girl,” even though the girl is a former Circuit Court judge and she is 65 years old. She still can remember, “You put that stitch in wrong; you will never amount to anything.”

As I get to know the board of directors, I try to say, “You don’t really need to have that grandmother in the director’s chair. I don’t think you can get her out of the room, but why does she have to be the chief judge of your virtue?” This is not our ego—this is the superego. These are the folks who will keep telling us we are good or we are bad—we amount to something or we don’t.

Now, trauma and trauma work are not specifically about self-esteem. But that is always lurking in the background. Trauma survivors who have very good, solid self-esteem are going to deal with flashbacks and nightmares and anxiety and a somewhat diminished capacity for feeling joy and love—they are going to deal with that so much better than those whose self-esteem is marginalized. So, I find that, even though I am a trauma specialist, I have to pay a lot of attention to those ghosts who live in our heads and judge us all the time.

RA: That obviously has a lot to do with resiliency—whether they have a good board of directors or have taken the chairperson’s seat themselves.

FO: Well, all of these members of the board are ourselves. Once we have incorporated them, they are us. But I find it helps a lot to have this conversation and then to help trauma clients improve their own board of directors.

I remember Maya, who had been raped several times by a sadistic psychopath who inserted himself into her life. She was my patient in the early ’90s. We talked about the board of directors and she said, “I know. I’m going to put Arlo, my gay brother, in the chair. He likes me.” I remember the name, I remember the way she referred to him. And she did it and it helped. It was a breakthrough.

RA: Is that the client who is in The Counting Method?

FO: Yes, it is.

RA: I was fascinated watching your session with her, because the technique is so similar to EMDR, which I have a little bit of exposure to. One of the things that I liked so much about it is that by counting out loud you filled the verbal space—it felt like there wasn’t the pressure on the client to be talking.

FO: I think it is a very useful method. Hadar Lubin and David Johnson in New Haven are the people who have the most experience in doing research with this method, and in training others. They have written the handbook. At Yale a couple of decades ago they trained a group of residents in how to use EMDR, prolonged exposure, and the counting method, and randomly applied these methods over a period of time to a patient pool. It turned out that the counting was the easiest to learn—it was favored by the user. It was really no better in reaching a good outcome, but it was no worse. So it is probably the most efficient and equally effective way of dealing with what I believe is the core element of PTSD.

I think what really harms the person who qualifies for the PTSD diagnosis is this inability to escape the trauma memory. There is fascinating research now by Apostolos Georgopoulos that suggests that this core symptom of PTSD—the inescapable episodic memory that sometimes feels like it is in the present—originates in a disturbance in the discharge of neurons originating in the right temporal lobe. He needs the money to replicate and expand his research, but it suggests that even though PTSD involves several different things, the feature of this inescapable memory, which only occurs in PTSD and not in adjustment disorders or dissociative states or anxiety or depression, is caused by an extreme of perception at the time of traumatization, if you will. It is analogous to being blinded by light that is too intense, like looking at the sun in an eclipse or being deafened by noise that bursts your eardrums.

RA: Is that the moment when the survival instinct takes over?

FO: Well, yes, that could be at the same time. But the symptoms of PTSD are, first, having this trauma memory that won’t quit; second, having numbing and avoidance; and, third, having anxiety that isn’t necessarily caused by reminders of the trauma—your anxiety mechanism is too easily triggered. EMDR may be better than counting at helping a person control his or her anxiety. I don’t think EMDR does much for numbing, but it is a good aid to diminishing anxiety and experiencing a sense of control over it. Prolonged exposure is a way of desensitizing to a number of the features of PTSD.

And counting, I think, is primarily for the flashbacks, the nightmares, the imagery of the trauma itself. But one element of PTSD feeds into the other. As you reach a tipping point and you feel a sense of mastery and control and self-understanding and self-regard, then recovery follows.

A Comprehensive Approach to Trauma Work

RA: It seems like there are some common threads to a lot of these approaches to working with trauma, whether it is EMDR or the counting method. We haven’t really touched on cognitive behavioral therapy or psychodynamic approaches. What are the common threads? What matters the most regardless of the approach?

FO: I have a certain reluctance to support what is called evidence-based therapy because the evidence-based issues have to do with elements of therapy rather than the whole of therapy. Back at Johns Hopkins Medical School, we were told by the surgeons, “We can teach you to take a lung out in seven days, but it is going to take you seven years to know when to take it out.”

There is a lot of judgment that goes into the timing of opening up certain doors for exploration with someone who has been badly traumatized. And most of our clients have been traumatized more than once. They are vulnerable because of things that happened in childhood. They may be part of a group or a gender that receives way more than a fair share of abuse, and then they become our clients. It is not a simple thing of dealing with one symptom at one point in time. A lot of these evidence-based therapies are elements that work—we don’t want to encourage a whole group of amateurs to be flying by the seat of their pants. They should be well trained. They should have a good sense of what makes a human being tick and then know how to deal with all of the parts that are affected in a way that makes sense.

In my paper on Post-Traumatic Therapy, the therapist is advised to have an overall philosophy that is as normalizing as possible, as collegial as possible, but also attends to individual differences, and then to have an outline and to cover a number of elements of the traumatized person, and to teach your traumatized client about PTSD and related conditions.

Just having a conversation of what this syndrome is is empowering. And it is a good place to start. Years ago, in 1980/1981, I had a patient in Lansing. I took out the DSM-III, and I showed her the PTSD diagnosis. She had been raped in South Lansing. I remember she looked at it printed up and she said, “Oh my god, that’s me in that book.”

It was so important for her to see her symptoms in a book. It took away the mystery. It let her know doctors know something about this. As I am talking to you now I am getting a little chill running up the back of my spine; it was so moving for me. We were talking about something that was over 30 years ago, and she was sitting in this office and looking at the diagnosis in this book, and she smiled probably for the first time since she had been raped. What a gift for her and for me. So sharing something about just the definitions was extremely useful.

Then I think therapy has to include attention to physical situations. When you are traumatized you don’t eat right. You don’t always get agoraphobic, but agoraphobia is literally a fear of the marketplace—people don’t shop where they used to. They don’t necessarily wear the clothes that they used to wear. So you help a person analyze and recover good eating habits, good exercise and health habits. You look into sleep hygiene. And then you can deal with other issues like spirituality, sense of humor. All of these are important elements to consider prior to the counting method or EMDR. Some of these methods feel a little gimmicky, and to suggest that you wave a finger and someone is better—to me that needs to be timed right and introduced right.

And these other parts of a comprehensive approach—analyzing somebody’s circle of friends and the strength or the threats in their family—are terribly important. Sometimes we actually end up creating a new family through introduction to a therapy group. We have a Michigan Victim Alliance. People who participate in that are working together and helping others together—creating a network if the natural network is insufficient is part of therapy.

RA: It sounds like the overarching thing that is most important is to have this full, comprehensive approach where you are really understanding the person as a full person and their experience and all of the different ways that it affects them, rather than focusing on one or another specific technique for attacking one specific symptom or problem.

FO: Exactly. That is what I am advocating now.

RA: Sometimes you hear about vets suffering from PTSD for years or even decades. Is it really that intractable of a condition? Or if not, is it that treatment isn’t going well? What is going on in those cases, in your sense?

FO: Well, there is a lot of research into how long the condition lasts, and it is a little bit like depression. If it lasts a month, the odds are it will last for three. If it lasts for three, the odds are that it will last for a year. If it lasts for a year, the odds are it will last for more than that.

It is very, very misleading to think about the average length of PTSD. Look at how different it is to be called in the middle of the night and told that your child has been murdered, and to go through a trial, and then you deal with the imagery of how your child was murdered. And there may be a period of time where the murderer is at large.

I know these people. These have become my friends. I have spent hours and hours with groups of parents of murdered children. That is not the same as being raped. A predatory rape and a confidence rape are very different. Being drugged and raped so that you didn’t know what was happening when it happened and then you wake up and you learn about it—that’s different. Being raped by a family member is different. Being in a bus that crashes and you are alive but someone else is dead. So we are talking about vastly different trauma scenes.

And we think of Japan now. Most of us who are senior therapists in this line of work end up being called one way or another when a top news story happens. So you identify with those people and your heart goes out to them. And thinking about kids who are drinking milk and the mothers in Japan don’t know if this milk is safe or not—a very special kind of threat. The mothers may or may not qualify for the PTSD diagnosis, but that is trauma. So it is all different kinds.

And with the veterans, there are a lot of special circumstances. I now have a lot of friends who are veterans. Some are my age, which means that they fought in Korea or in Vietnam. And some are younger—they are coming back from Iraq. There is a culture in the military of not exaggerating your wounds. Even though there are people who think that soldiers and marines and sailors with PTSD are exaggerators, it is very few who are.

From a therapist point of view, you deal mainly with people who keep it in. One of the diagnosis criteria is a reluctance to talk about it. So of course there are many people who get no help, who keep it all in, who suffer in silence, and every once in awhile they suffer deeply.

The worst kind of suffering is the survivor guilt. On April 1, 1970, my client Terry had his best friend die in his arms. Terry feels that his best friend wouldn’t have been on that mission with him had Terry not decided to go back to the front—he had been wounded, he didn’t have to return. He decided to do it, and he knows that that decision has something to do with that strange adolescent thought that he could get himself killed and his father would be proud of him.

We finally got to that memory after a considerable amount of time working on a trauma problem. Terry feels terrible that he brought his best friend into that adolescent and mythical kind of wish. He is doing better with it, and some of it is through the counting method. But a lot of it is through reframing and working with some of his spiritual beliefs, things that are not ordinarily talked about from therapist to therapist.

Terry is very religious. I asked him if he felt that he determined the length of someone’s life. He said, “Oh my god, no. It is a much higher power that determines that.” And as he realized that, he shifted his whole way of looking at this episode that occurred 40 years ago. And he started to realize that it wasn’t up to him, but he was there for Billy when God called Billy. What a different belief.

RA: That changes the experience in so many ways if that is the way he is looking at it: “I was there,” rather than, “It was my fault.”

FO: Absolutely. And that doesn’t mean that you can somehow turn this into a therapy technique, but through paying a lot of attention to your client’s spirituality, religious belief, sense of self, sense of honor and dishonor, it can be possible to help a man in his sixties rethink and re-experience an event that happened in his twenties. That is part of the privilege and the joy of this kind of work.

Advocating for Veterans

RA: Of course, the more that society understands the way that humans respond to trauma, the less stigma there is for victims of traumatic stress. But there is always the risk that people coming back from war with PTSD are only going to face the betrayal of bureaucratic resistance from those who are supposed to help them heal. You have mentioned filling the role of victim advocate as well as psychiatrist. What does that mean?

FO: Very specifically it means to me this year working with Tom Mahany and Tom’s group, Honor for All. Tom has gotten a permit for a gathering on June 25, 2011. It is roughly a year after the US Senate passed a resolution, thanks to Senator Conrad from North Dakota, of National PTSD Awareness Day. But nobody was aware of it last year.

So Tom wants to have a celebration, and not just for veterans with PTSD. It is for any veteran. It is honor for all. But there will be no discrimination against those veterans whose wounds are invisible. PTSD is an invisible wound; traumatic brain injury is an invisible wound. These wounds deserve as much honor as any other wound. We are going to have speakers and music, and I’m the medical advisor for this particular initiative.

If you go through the World Wide Web, there are hundreds of groups that are all doing special things for veterans with various obstacles. We are all in this together. I don’t think any one group is any more important than another. We are going to do something to make sure that no one is left out. There is a military mantra: No one left behind. You don’t leave anybody on the battlefield dead or alive. That is terribly important. And somehow, symbolically, we have left out the service men and women with PTSD.

There is a fair amount of attention now, and it is the attention that comes from realizing that we didn’t do the right job. We didn’t do it after Vietnam. We missed it in World War II, also. This condition has been around forever. And I think it is biological, it is physical. As I mentioned earlier, I am beginning to think it actually involves a recognizable condition in the right temporal lobe, but we don’t have enough proof of that yet.

It is going to help for PTSD to be understood as a medical injury. I think when it is a medical injury the stigma will be reduced. But there is stigma for breast cancer, so we need to learn from the women who have created a breast cancer awareness campaign so that the NFL is playing in pink sneakers and gloves. You get that to happen, you have really started to revolutionize things. I’m going to see what I can do to get the architects of that campaign to help us with de-stigmatizing PTSD.

RA: Still, it is outside the realm of what many therapists would consider doing. Do you think their roles should be more active when dealing with clients who are facing PTSD?

FO: No, I don’t. I don’t want to suggest that therapists who are very comfortable and who are talented and compassionate and like working in their own setting need to get out of that setting. But I will tell you this: I do teach the psychiatry residents at Michigan State University this particular subject. I do encourage them to write letters on behalf of their patients.

Don’t think of it as an onerous task if you have a patient who needs a disability determination, who needs a letter to her employer. You are a doctor. And this is true of other mental health professionals who are not MDs—you have a degree. You have a certain power in your community and you do need to use it for your client. I don’t think you can practice in this area without advocating effectively as a therapist.When you are asked by your client, “Can you document something for me? Can I have a note for my employer?” we have laws in which employers have to give certain accommodations to people with handicaps. You don’t have someone who is going to be so startled that they will have to dive under a desk, returning to work in a setting where those particular noises are going off.

So, yes, I do think, at the individual level, to be a trauma therapist is to be a client advocate. But when it comes to participating at the local, national, and international level and trying to change conditions, there are some of us who accept political roles. I have been a cabinet officer in the state of Michigan and I was fairly high up in the hierarchy in the National Institute of Mental Health. In those respects I have experience in public policy and in legal advocacy. I had to testify before Congress on behalf of the constituency that the National Institute of Mental Health stands for.

So I think that is different. There are some of us who work in those two worlds—the clinical world and the political world.

RA: You described getting involved initially in trauma research following the assassinations of Bobby Kennedy, Martin Luther King and President Kennedy. Right now we are watching the aftermath of the earthquake and tsunami in Japan. How do events like these portrayed through the media affect the mental well-being of individuals?

FO: In my case and in the case of my colleagues at Stanford, they affected our mental health by lighting our fuses. We were so shocked and stunned, I think traumatized, if you will—in a good way. We were living through an epoch in history and our collective response was to say, “Let’s do something. Now, what can we do?”

So we formed a committee on violence. We read everything we could get our hands on. We wrote a book together—Violence and the Struggle for Existence. Our department chair, David Hamburg, a wonderful leader, was away on sabbatical. He came back and his residents had accomplished what he could have never assigned us. We were moved by events that touched us deeply and we did something. And we are proud together that we were able to do that.

I would certainly encourage anyone who hasn’t had the opportunity as a clinical professional to join the Red Cross, or something that takes you to another part of the world—the other part of the world may be another state. If you have never been part of an emergency response and you have something to offer, it is fulfilling. It can change your life.

I think when you asked the question, you were thinking, “But what do these world events do in a negative way, as well?” They do have a particular upsetting impact on a lot of my patients. And I am sure general therapists have noticed that certain world events upset their patients.

A lot of their patients are sensitive. I try to interpret sensitivity as a blessing and a curse. It means that a stimulus causes a greater reaction. And that means, in a way, you are going to get more out of life—the subtle things are going to affect you deeply. You are like a Maserati—a car that is better but hard to drive. You are like a fine violin—it’s out of tune, takes a master to play it—a wonderful, fine instrument, but from time to time you will suffer. It is a special burden to have that sensitivity. And indeed, my sensitive patients perhaps empathize more, identify more, and hurt more than the average person when the world news brings us tragic events.

Vicarious Trauma and Burnout

RA: Now, when that highly sensitive people are the therapists, they especially have to take care of themselves.

FO: That is a very interesting point. I work with journalists nowadays. I have been specializing in helping journalists see all that there is to be seen in a trauma story, and to develop a great appreciation and almost joy in doing it well. This is called the “Dart Center” and the “Dart Society,” and Dart is the name of the philanthropist—we have been doing some interesting things over the last 10, 20 years. Well, journalists are sensitive. They don’t like to think of themselves that way, but yes, they have their own PTSD, and we therapists can have it, too. It is sometimes called Secondary Traumatic Stress Disorder or Vicarious Traumatization. We aren’t there for the actual trauma, but we listen deeply to others, and eventually, through accumulation, we start to have symptoms.

These are not technical, recognized medical terms, but Secondary Traumatic Stress, which can become a disorder, is a disorder of identification with a client or loved one. And to a certain degree it happened in 9-11—people just surfeited with images of New Yorkers jumping to their deaths, or identifying with a widow who had to watch a building crumble and know that her husband was inside.

So secondary trauma exists. Vicarious trauma exists. But burnout is something else. Burnout usually means you have had relentless responsibility, and it just was too much. In the course of this on the job, you become embittered—you lack your elasticity, your sense of humor is gone. And I think if it goes too far we’ll have to consider a job change. And maybe it is a matter of definition. But if the damage extends to the point where you can’t bounce back, you really are doing a disservice by staying in that job.

These are the police officers who use excessive force. These are the managers who create a hostile work place because they become so embittered. Burnout is bad for everyone around you.

RA: Definitely. Are there warning signs of it? Are there things that people can do if they feel themselves starting to get sucked towards that—is it just a matter of cutting back their responsibilities that have grown to be too much?

FO: Well, there are books written about this. My colleague Joyce Boaz produced a film, When Helping Hurts. It is a good one and it’s in its second edition. The message is, yes, you can see it coming.

In the beginning it is compassion fatigue, or it is vicarious trauma. And if you pay attention to just what you are advising your clients and patients to do, you take a break, you get exercise. You may need to go into therapy. You pay attention to these things.

Part of what I have been doing in journalism is talking to the leaders of the BBC and the New York Times and NPR and places like that, so that it can start at the top. When there is sensitivity to the burden that the reporter carries, that the editor carries, even someone who is part of the technical operation of, let’s say, NPR—they listen to a lot that doesn’t go on the air. They take that home. Somebody has to care about them.

RA: Do you feel like the media is in a particular position where they have to be especially careful since they are funneling the story to the rest of the world?

FO: Absolutely. And I guess those people who are media critics—and everybody, it seems, is a media critic—often express discomfort or distaste with something that has been put on the air or pictured in the newspaper. But I find it is often a matter of telling more rather than less. Telling the context. Portraying someone who has lived through a horrible newsworthy event with their own humanity.

And the best of the journalists rally to this. There is a DART award for the best media portraits of victims of violence. These are not sanitized, antiseptic or censored accounts. These are full accounts where you can identify with the strength of the character and the personality of a survivor who tells a story. It is often a tragic story, but tragedy is ultimately uplifting. It gives us the world as we experience it, and we see elements of nobility and sacrifice. We see mistakes that cause downfall. And we are enlightened.

My point is good trauma journalism is like good literature. It does a terribly important job. It does it by telling the truth in a digestible, sensitive and accurate way.

Stockholm Syndrome

RA: I wanted to talk a little bit about your work in the 1970s that led you to Europe where you helped define Stockholm Syndrome. I was especially surprised to learn that in a hostage situation this is something that is encouraged. Can you briefly define Stockholm Syndrome?

FO: In the mid-’70s I was part of the National Task Force on Terrorism and Disorder that reported through channels to the Attorney General of the United States, and it happened at a time after the Munich massacre in the Olympics of 1972. After a spate of hostage holding conducted by terrorists, we needed to examine hostage negotiation, SWAT practices. This was an emerging and terrible technique to extort concessions from governments by holding hostages, by executing hostages, by torturing people, and a group of us were commissioned to study this. I was the representative of the NIMH and of mental health—I was the only mental health professional. There were a number of lawyers and police officers, people who had diplomatic experiences.

We held hearings all around America and one thing led to another. I ended up having something a bit like a Rhodes scholarship that was available to public health employees. I spent a year with Scotland Yard and with the psychiatry program at the University of London, and I worked on these issues. I debriefed many people who were held hostage. I had a lot of consultation with the FBI. I helped teach detectives at Scotland Yard and at the FBI hostage negotiation techniques.

Along the way, in Stockholm there had been a bank robbery and people were held hostage, and one of the hostages appeared to fall in love with one of her captors. Several people came up with the name “Stockholm Syndrome.” What I did was I wrote a memo to the FBI, defining Stockholm Syndrome from the perspective of us who were engaged in negotiation and rescue.

The syndrome begins with one or more hostages experiencing terror. Then there’s infantilization—I heard a lot of intimate stories about the meaning of not being able to use a toilet without permission or having to defecate in a bucket in front of these people who were holding them hostage. This was part of the experience. But then, little by little, the hostage who survived was allowed to speak, or—I will use the terms that they used—allowed to have a pot to piss in.

And these became part of the negotiation strategies. But these little gifts of life were creating something paradoxical, ironic, astounding. I met with the senior magistrate of Rome who was held hostage by the Red Brigades. I met with the editor of the largest paper in the North of Holland, who was held hostage by Moluccan terrorists. I met with an older woman who was held in the Spaghetti House siege. And what they were telling me was, “I didn’t realize it at the time, but I felt a growing attachment, affection.” Sometimes, depending on the age and the gender, it was sexualized. That happened in the original Stockholm case—Kristin had sex in the vault with her assailant. That is somewhat disputed, and after the fact some of the stories changed. Patty Hearst’s story has various explanations one way or another. But this is not a result of brainwashing. This is something fundamental.

RA: I’ve read in your work that it goes way beyond this idea of identification with the captors.

FO: Anna Freud described something that she believed occurred in the concentration camp in which there was identification. I distinguished the Stockholm Syndrome from identification with the aggressor because these people don’t necessarily become aggressive. They become bonded. There is a bond, and it is ironic. They have a certain affection for their captor during captivity and afterwards.

So first, there is the bond that the hostage feels to the hostage taker. That bond is a result of terror, infantilization, and then small gifts of life, which are interpreted as gratitude, but gratitude that few adults have experienced. So it has got to be like the gratitude that an infant can’t express but feels towards the mother who provides all of these elements of life.

The second part of the Stockholm Syndrome is it is reciprocated. And that’s why at one point when I was in the command center when the Moluccan terrorists were holding hostages at a school and on a train, I was advising on something that could promote the Stockholm Syndrome. One of the hostages had a panic attack that looked like a heart attack. I wanted the hostage taker to be telling us through our transmitter what the pulse and the respirations were—in other words, I wanted the hostage taker to play doctor, because I thought that would promote the Stockholm Syndrome. But a medical student played doctor. We had no way of telling her, “Back off, we want to do something here.” So we lost that chance.

The last part of the Stockholm Syndrome is that both the hostage and the hostage taker are allied against us. Here we are, we are doing everything we can to rescue them, to help with a safe resolution, but we are suspect and we have to know it. And that does affect the tactics and the choices that are made when you are involved in hostage negotiation. Now, decades later, we look around and we say, could the Stockholm Syndrome play a part in why people stay with a batterer?
RA: That is what I wanted to ask you next. Is Stockholm Syndrome analogous to the special bond between a child and an incestuous parent or battered spouse and their abuser?

FO: I think it is. I think we have to be careful if we want to be precise about Stockholm Syndrome as a part of the analysis in a hostage situation or a kidnap situation. For example, in Singapore people are wondering, is the tolerance for a regime that appears to be autocratic or abusive to some—is that tolerance like Stockholm Syndrome? I think sometimes these are valid conversations but the analogy can be taken a little bit too far. There are lots of reasons why people accommodate brutality. They may not have known anything else. They may feel that through that kind of identification their psychological status is improved. Why do people still support royalty? There is something deep within us that affects some of us more than others—the order that comes with tyranny. And Erich Fromm had a whole thesis on escape from freedom. There are countries, there are epochs, in which people sacrifice freedom for the certainty that comes with despotic rule. I don’t want to say that is all Stockholm Syndrome. To me Stockholm Syndrome explains when an adult is forced into an infant-like circumstance and emerges from that circumstance with ironic attachment.

RA: How is that bond unwound? Is that possible?

FO: It seems to go away with time, and when it goes away there may be depression. I have dealt face to face with people who told me, “How could I have done this? I actually admired the person. I felt affection. Now I don’t anymore.”

I have heard from people who through time overcame the Stockholm Syndrome and felt a certain amount of loss. I think you would experience some grief whenever you lose an object of love, and this was a love bond for survival. It was artificial, it was created in a hostile, deadly environment, then it goes away and you feel the loss. But then, I think, after that comes understanding and appreciation of what a person went through.

I was asked, what is the cure for Stockholm Syndrome? This was in the dialogue with some people in Singapore. And I said the cure is rescue. So if you are subject to any form of tyranny, what you really need is to overthrow the tyrant that is dangerous. Then, when the tyrant is no longer there, you can begin to experience the psychological recovery. But this is so commonplace with seriously abused women, children, and there are some men who are seriously abused, too. But primarily the battering problem is the battered spouse. And she needs safety, rescue. The psychological recovery happens afterward.

RA: Rescue is a complicated concept. How can therapists use that if they are seeing someone who is a battered spouse or who was a sexually abused child? How does the concept of rescue come in?

FO: Sometimes it comes in quite literally. I helped create a residential treatment program for victims through the Sisters of Mercy in the Lansing area, and we had meetings with a group that called themselves Mercy Pilots. They weren’t part of the Sisters of Mercy, but they were in the business of providing medical aid through their own private airplanes as needed. They did what was like a witness relocation program, helping to take a woman who was sleeping with the enemy away to another location by private plane and help her get to a new life.

Now, that is not easy to do, and it is dangerous. I remember talking with these pilots about the dangers that might be involved. There are at least two different kinds of battering situations. In roughly two-thirds of the cases, the batterer gets drunk or gets enraged, and then sobers up or calms down and is very apologetic and forgiving. And that is a different situation. That one I think is a little bit more like Stockholm Syndrome, where you go through the capture and then the release, and you can have positive feelings that come from having the threat removed.

But the outcome of a study that was done in Seattle shows that there is another kind of batterer who is relentless and terribly controlling. This one sniffs his wife’s underwear looking for the smell of another man. He may have a delusion, and he will track this woman down and kill her if she attempts to escape him. It is a very, very dangerous situation.

When I first became aware of those differences I called my local shelters to see if they were aware of it, and they weren’t. It is very important that the professionals who deal with the battered women distinguish between the more common variety and this relentless, obsessive, deadly form. We don’t have a witness protection program for the women who unfortunately have been captured by these highly controlling and dangerous men.

But safety is very important for them. If they do choose to leave, it is beyond the experience and the expertise of most therapists, but I think a therapist who has someone like that in his or her practice needs to be aware of what we are talking about now, and does need to educate himself or herself and try to find competent safety resources that can be afforded to those victims.

Now, there is a book by Gavin de Becker called Gift of Fear. He is a very sophisticated security consultant, and writes about the importance of having your fear, which can keep you alive. As therapists we sometimes have a job of helping the person who has been raised in a terribly hostile environment to learn how to trust trustworthy people and maintain fear of dangerous people. This is not easy. But as therapists gain experience with all of these different circumstances, they get better and better at helping their clients reinforce coping mechanisms, good choices, having in their own human environment reliable and kind people.

It’s obviously very, very difficult if you have been raised in a part of a city, in a family, in a situation where the only people who kept you alive were criminals or really disturbed people.

RA: Right—that environment looks normal to you.

FO: And this is not too different from the challenge of helping a veteran become a civilian.

RA: Say more about that.

FO: You are moving from a circumstance in which you had a certain set of instincts and the enemy was there to kill you. The job was to kill the enemy, and you had a team that you could trust. And you had others in your life who may have been interested in you but hadn’t a clue of what you were going through and how all of your psychological and biological instincts return to deal with combat.

So to help a combat veteran, particularly a young combat veteran, face an entirely different set of challenges—marriage, fatherhood, school, job, going to school with people who don’t appreciate the military—it’s enough to make some military so enraged that they have to get into a fight. A therapist has to respect these clients and know where they are coming from, and gradually help them learn to master a different set of skills.

I don’t want to say that that is similar to a person who comes from a youth and adolescence of crime family. I’m just saying that the job of therapy can be very complicated when you are not dealing with a single trauma and a set of symptoms, but with an adjustment to a certain lifestyle that was necessary for survival and how the rules have changed.

RA: Looking into the future of this field, what makes you feel hopeful?

FO: I just had a conversation with my old boss, Bert Brown, who is over 80 now—I’m in my 70s. Burt was the director of the National Institute of Mental Health for seven years and I helped him with deinstitutionalization and trying to build a community mental health system. We have to admit that we failed in many ways to deliver for America a mental health system that we could be proud of.

But many of my colleagues from that time have moved into the trauma field. There is something about the trauma field that is calling on the best and the brightest, or at least bright enough to deal with these issues. These are the issues of human cruelty, of war, of crime, of trying to be decent in the face of outrageous provocation, which in most normal people calls forth feelings of hatred and disgust and disrespect. In the face of that kind of provocation, how do you help people be humane and to cope and call forth love?

This has been the challenge of all the great nations and religions and movements of all time. So it is exciting—our tools are increasing. We now have journalists as colleagues. It is a wonderful field, the trauma field. Lots of rewards, and still a lot of progress to be made.

RA: Thank you so much for such an interesting and inspiring conversation. I have really enjoyed it.

FO: I have, too. Thank you.

Peter Levine on Somatic Experiencing

An Unconscious Image

Victor Yalom: So Peter, you’ve spent most of your life working with trauma and traumatized patients, and have developed an approach called Somatic Experiencing® that focuses on including, and putting emphasis, on the physiological aspects of trauma. You believe that working with the trauma through the body is necessary to any trauma resolution and a required step before addressing emotional and cognitive issues. We’ll get into this in more detail, but let’s first start with: What got you there? How did you get interested in trauma in the first place?
Peter Levine: My career began somewhat accidentally. In the 1960s I started a practice in the fledgling field of mind-body healing. Around that time it was completely in its infancy. I had been developing a protocol to use body awareness as a tool for stress reduction. I would teach people how to relax different parts of their body and they would have a very deep relaxation that was much deeper than I had expected. And so I was referred a patient—I’ll use the name Nancy—by a psychiatrist, and she had been suffering from a host of physical symptoms including migraines, severe PMS, what would now be called fibromyalgia and chronic fatigue, pain in most of her body. And the psychiatrist reasoned that if I could help her with some of my relaxation techniques, it could help with her anxiety or at least with her pain.
VY: Now, were you a psychologist at that point, Peter?
PL: At that time I was finishing a degree in medical biophysics. And again, there was not a field of bodywork at that time, but I had met some influential people including Ida Rolf and Fritz Perls, and I was hanging out at Esalen—I took a leave of absence—and that’s where I really got exposed to these different mind-body approaches.
VY: And this was a heyday where all sorts of things and discoveries were happening?
PL: Crazy stuff. Yeah, exactly. It was both exciting and a chaotic free-for-all in some ways. So anyhow, this psychiatrist sent this woman, Nancy, to see me, and she was extremely anxious. And she was with her husband because she couldn’t go out of the house alone. She had, again what would be called now, severe agoraphobia. So anyhow, she came into my office and I noticed her heart rate was really quite high—it was probably about 90, 100 beats per minute. So I did some work with her breathing and then with the tension in her neck. And her heart rate started to go down. And I thought, “Oh, okay, this is great.” And it went down and then all of a sudden, it shot up to, I don’t know, 140-150 beats per minute. I could see this from her carotid pulse.
VY: Not what you were going after.
PL: Not exactly. I had gone from success to abject failure and, really, fear of putting her into extreme panic attack. So I said something, probably the most stupid thing anybody could say. I said something like, “Nancy, just relax. You need to relax.” And her heart rate started going down. And it went down and down and down. And it went to a very low level, probably in the mid-50s. And she looked at me. She turned white, and she looked at me, and she said, “I’m dying, I’m dying. Doctor, don’t let me die. Help me, help me, help me.” And at that moment of stress, I kind of was prompted by an unconscious image, a vision of a tiger crouching at the other side of the room and getting ready to spring. And I said, “Nancy, Nancy, there’s a tiger, a tiger’s chasing you. Run, climb those rocks, and escape.”
VY: And this was just a spontaneous kind of image that came from your imagination or unconscious?
PL: This was a spontaneous image. My unconscious. Yeah, because I had really, truly no idea what to do. I was in a state of, well, near panic myself. So to my amazement, to both of our amazement, her legs started moving as though she were running. And her whole body started to shake and to tremble. And this occurred in waves. And she went from being very very hot to extremely cold. Her fingers turned almost blue. And the shaking and the trembling and the waves of coldness and heat went on for almost 30-40 minutes, maybe. And after that, her breathing was free and spontaneous. She opened her eyes and she looked at me and she said, “Do you want to know what happened, Doctor? Do you want to know what happened to me?” And I said, “Yes, please.”This was one of the first patients. This was certainly the first one where something like this had happened. I worked with a lot of people in getting them to relax, and there were some kinds of things like that, but never anything nearly as dramatic. So anyhow, she reported how during the session she remembered a long forgotten event: as a four year old child, she was given ether for a tonsillectomy—at that time, ether was routinely used for tonsillectomies—and she remembered feeling suffocated and completely overpowered by the doctors and nurses who were holding her down to put on the ether mask while she was trying to scream and get away. As I discovered later, many people who had anxiety disorders had also had tonsillectomies as children with ether. So anyhow, that was the last panic attack that she had. And many of her symptoms abated. Others disappeared completely. We did a few sessions after that where I was actually able to do different relaxation procedures with different muscles and different parts of her body. So of course I was curious about the image—where did that come from?

Marie-Helene Yalom: The tiger image?

The Polyvagal Theory

Peter Levine: Yes, the tiger image. At that time, I was taking a graduate seminar, and some brief mention was made of a phenomenon called tonic immobility. If animals were physically restrained and frightened, they would go into a profoundly altered state of consciousness where they were frozen and immobilized, unable to move. And it turns out that this is one of the key survival features that animals use to protect themselves from threat—in this case from extreme threat. Actually there are three basic neural energy subsystems. These three systems underpin the overall state of the nervous system as well as the correlative behaviors and emotions, leading to three defensive strategies to threat.
MY: That’s the polyvagal theory developed by Stephen Porges?
PL: Yes. These systems are orchestrated by the primitive structures in our brainstem—the upper part of the brainstem. They’re instinctive and they’re almost reflexive. The tonic immobility is the most primitive system, and it spans probably over 500 million years. It is a combination of freezing and collapsing—the muscles go limp, the person is left without any energy. The next in evolutionary development is the sympathetic nervous system, the fight-or-flight response. And this system evolved from the reptilian period which was about 300 million years ago. And its function is enhanced action, and, as I said, fight-or-flight. Finally the third and most recent system is the social engagement system, and this occurs only in mammals. Its purpose is to drive social engagement—making friends—in order to defuse the aggression or tension.
VY: So this is when we’re feeling threatened or stressed we want to talk to our friends and family?
PL: Yeah, exactly. Or if somebody’s really angry at us, we want to explain what happened so they don’t strike out at us. Obviously most people won’t strike out, but we’re still hardwired for those kinds of expectations.
VY: Most people have a general sense of the fight-or-flight, but would you just say a few words on it?
PL: Basically, in the fight-or-flight response, the objective is to get away from the source of threat. All of our muscles prepare for this escape by increasing their tension level, our heart rate and respiration increase, and our whole basic metabolic system is flooded with adrenaline. Blood is diverted to the muscles, away from the viscera. The goal is to run away, or if we feel that we can’t escape or if we perceive that the individual that’s trying to attack us is less strong than we are, to attack them. Or if we’re cornered by a predator—in other words, if there’s no way to escape—then we’ll fight back. Now, if none of those procedures are effective, and it looks like we’re going to be killed, we go into the shock state, the tonic immobility. Now the key is that when people get into this immobility state, they do it in a state of fear. And as they come out of the immobility state, they also enter a state of fear, and actually a state in which they are prepared for what sometimes is called rage counterattack.
MY: Can you say more about that?
PL: For example, you see a cat chasing a mouse. The cat catches the mouse and has it in its paws, and the mouse goes into this immobility response. And sometimes you’ll actually see the cat bat the mouse around a little bit until it comes out of the immobility, because it wants the chase to go on. Now, what can happen is that the mouse, when it comes out of the immobility state, goes into what is called nondirective flight. It doesn’t even look for where it can run. It just runs as fast as it can in any direction. Sometimes that’s right into the cat. Other times, it will actually attack, in a counterattack of rage. I’ve actually seen a mouse who was captured by a cat come out of the immobility and attack the cat’s nose. The cat was so startled it remained there in that state while the mouse scurried away. When people come out of this immobility response, their potential for rage is so strong and the associated sensations are so intense that they are afraid of their own impulse to strike out and to defend themselves by killing the predator. Again, this all goes back to our animal heritage.So the key I found was in helping people come out of this immobility response without fear. Now, with Nancy, I was lucky. If it were not for that image, I could just as easily have retraumatized her. As a matter of fact, some of the therapies that were being developed around that time frequently retraumatized people. I think particularly of Arthur Janov’s Primal Therapy, where people would be yelling and screaming out, supposedly getting out all of their locked-in emotions, but a lot of times they were actually terrorizing themselves with the rage and then they would go back into a shutdown, and then be encouraged to “relive” another memory, and then this cycle would continue.

MY: It becomes addictive sometimes, right?
PL: That’s correct. It literally becomes addictive. And one of the reasons is that when you do these kinds of relivings, there’s a tremendous release of adrenaline. There’s also a release of endorphins, which is the brain’s internal opiate system. In animals, these endorphins allow the prey to go into a state of shock-analgesia and not feel the pain of being torn apart. When people relive the trauma, they recreate a similar neurochemical system that occurred at the time of the trauma, the release of adrenaline and endorphins. Now, adrenaline is addictive, it is like getting a speed high. And they get addicted not only to the adrenaline but to the endorphins; it’s like having a drug cocktail of amphetamines and morphine. So when I was at Esalen I actually noticed that people would come to these groups, they would yell and scream, tear a pillow apart that was their mother or their father, and they would feel high. They would feel really great. But then when they would come back a few weeks later, they would go through exactly the same thing again. And that’s what gave me a clue to the fact that this might be addictive.

Releasing Trauma from the Body

VY: So getting back to Nancy, from what you observed and what you learned from the animals’ various responses, what was your understanding of what happened with Nancy and what you did that was actually helpful?
PL: What was helpful is that her body learned that in that time of overwhelming threat she could not defend herself. She lost all of her power. Her muscles were all tight. She was struggling to get away—this was the flight response—to get out of that, to get away from those people who were holding her down and to run out of the room and back to her parents. I mean, that’s what her body wanted to do, her body needed to do—to get out of there and get back to where she could be protected. So what happened is all of this activation, this “energy” that was locked into her body when she was trying to escape and then was overwhelmed, was still there in a latent form. When we’re overwhelmed like that, the energy just doesn’t go away—it gets locked very deeply in the body. That’s the key. It gets locked in the muscles.
MY: And that’s the foundation of your understanding of trauma—this locking of energy?
PL: That’s right, exactly. How the energy, how this activation gets locked in the body and in the nervous system.
MY: And so your objective is to help the person release that energy?
PL: Yes, to release that energy, but also to re-channel that energy into an active response, so then the body has a response of power, of its own capacity to regulate, and the person comes out of this shutdown state into a process in which they re-own their own vital energy—we use the term “life energy.” It’s not generally used in psychology but I think it’s a term that is profound in people’s health, that people feel that they have the energy to live their life fully, and that they have the capacity to direct this energy in powerful and productive ways.
VY: Now obviously you’re just giving a snapshot of the case and we can’t capture the depth and the nuances of it. But someone who doesn’t know about this could think it sounds a little simplistic. This woman had a tonsillectomy decades ago, and you’re having this one session with her and somehow you’re freeing up some energy that was trapped back then. How would you respond to that?
PL: Well, it was simplistic, and of course I was to learn that one-time cures were not always the case. However, over the years I started to develop a systematic approach where the person could gradually access these energies and these body sensations—not all at once, but one little bit at a time. It’s a process that I call titration. I borrowed that term from chemistry. The image that I use is that of mixing an acid and a base together. If you put them together, there can be an explosion. But if you take it one drop at a time, there is a little fizzle and eventually the system neutralizes. Not only does it neutralize but after you do this titration a certain number of times, you get an end result of salt and water. So instead of having these toxic substances, you have the basic building blocks of life, I use this analogy to describe one of the techniques I use in my work with trauma patients.
You’re not actually exposing the person to a trauma—you’re restoring the responses that were overwhelmed, which is what led to the trauma in the first place.
VY: And you’re doing it very slowly, one little step at a time.
PL: Very slowly.
VY: Would you say that is the key?
PL: That’s the key. So you get a little bit of discharge, you get a little bit of a person’s body, like their hands and arms, feeling like they want to hold something away from them, that they want to push something away. So they feel that energy, that power into the muscles in their arms. If they want to run they feel the energy, the aliveness in their legs. The ideas are extremely simple, but the execution of them is much more complex. Actually we have a training program and the training program is a three-year program.

Working with an Iraq Vet

VY: I think this is really nicely demonstrated in the video that we’re just releasing at the time of this interview, where you demonstrate five sessions with Ray, who’s an Iraq vet, who was in an IED explosion. And when he first presents, his body is visibly twitching every few seconds, and you came up with an explanation that he’s actually trying to reorient himself to the original trauma, that he was never able to face the trauma.
PL: Yes, well, exactly. This was a young Marine. While he was on patrol two explosive devices blew up right near him and he was thrown into the air, and woke up two weeks later in Landstuhl, at the military hospital in Germany. Afterwards he was diagnosed with traumatic brain injury and PTSD and also Tourette syndrome, and this was, I think, because of this extreme twitching. You saw this kind of twitching, these neurological presentations in the World War I soldiers. Some of them could barely walk, and they were twitching and in near convulsion. And I think these people who are exposed to these bombs actually have similar presentations. But let’s go back to the day when he’s on patrol. The bomb blows up. Now what happens whenever there’s a loud sound is that it startles us, right? And we arrest what we’re doing and we try to localize that sound because that sound could be a threat. That’s something that’s hard-wired in our bodies. These responses were actually discovered by Pavlov in the 1920s. So there’s an explosion and what we do is we turn toward the source of the explosion.
VY: That’s how we know where it’s coming form.
PL: Exactly. And so what we do is we start to turn our eyes, our neck and head, turn towards that source to try to localize it. In Ray’s case, as soon as his eyes and head began to orient, in milliseconds, he was thrown up into the air and this defensive response, this orienting response became completely disorganized and kept repeating itself. It’s what many psychologists see in people who are perseverating. They’ll go over something…
VY: So your understanding of his constant visible twitching which presented in the first few sessions was that he was still trying to orient himself to the trauma. He’d never been able to complete that orienting response.
PL: Exactly. Because as soon as he began to orient, as soon there was that pre-motor impulse and before that orientation could be felt—much less executed—he was thrown into the air, and in the air his whole body was trying to say, “What can I do?” And so all of his muscles contracted together. Again, this is an archaic response that we’ve inherited from monkeys. For example, if a monkey falls out of a tree, its whole body flexes. And it does that to protect the vital organs. So in a situation like this, if we’re thrown into the air, or even with extreme startle, all the muscles in the front part of our body, the abdomen and the leg flexors and so forth, go into this protective response. So that also contributed to Ray’s symptoms, to his chronic pain, because his whole body was locked to protect himself from falling. And of course there were also many emotional issues, such as a tremendous amount of loss and survivor’s guilt—he saw many of his best friends killed—that grafted themselves onto the physical trauma.
VY: So in terms of titration that you were talking about, your goal initially in therapy, in the treatment, is to do what?
PL: The goal is to very gradually help him get in touch with the sensations that precede the twitching and that will eventually enable him to complete the orienting responses that were interrupted. It wouldn’t have worked if I had said: “We’re going to work on controlling the tics.” If you tell somebody with Tourette, for example, to not twitch, they may be able to control it for a while, and they do it generally, because in social situations they don’t want it to happen. But then the more they try to control it the more explosive it becomes. It is similar to glowing embers—if you blow on the embers, it ignites into a flame. So the key is to cool the embers before they ignite into flame. The flame is this convulsive response.This is a concept that exists in migraines or epilepsy. Before a seizure, a person experiences prodromal symptoms. So for example, before they get the migraine attack, they may see flickering lights or they may have a particular smell or a body sensation. And they know when they experience those symptoms that they will go into a seizure or a migraine or even an anxiety attack. I focus on something I call the pre-prodromal, because once the person experiences the prodromal, then they go into the attack, the paroxysm. So if you are able to get them to just feel before that—in the pre-prodomal stage, they can redirect that energy, and as they do so they begin to complete the orienting responses that were overwhelmed by the trauma. And in the video, you see Ray little by little begin to reestablish his orienting responses, and this triggers very profound sensations of cold and heat, coolness and warmth, tingling and relaxation.

MY: And that’s the energy being released.
PL: Yes, that’s the energy being released that’s shifting from one system to another.
VY: And you gradually help him to spread that energy, rather than just being in the neck or head, so he experiences it going through the rest of his body.
PL: Exactly, exactly. At first these sensations are only local, mostly in the head or the neck. Then as we do this repeated times, and you’ll see this is done several times in each of the first four sessions, gradually the convulsive reaction attenuates and then almost disappears. And in its place he feels pleasure in his body. I was able to invite him to Esalen at one of the workshops I give once a year titled “Awakening the Ordinary Miracle of Healing.” By then he had been able to resolve the physiological aspect of the trauma, he was able there to address the emotional aspects of it. Two things happened in that workshop. First of all, he dealt with the different emotions—his loss, his anger, and his guilt that he survived and that many of his comrades did not. But he was also able to reenter and engage with a group of people around feelings of goodness and of social engagement, of hunger for being able to relate to people in a non-aroused….
MY: In a nonviolent way.
PL: In a nonviolent way, exactly. And you see so many vets now—when they come back, they go into maybe not complete convulsions like he did, but into an exaggerated fight-flight-freeze response which can lead to attacks on their children or their spouses. And they do it in an involuntary way, and are helpless to change that. And unfortunately there’s little help available for these soldiers to resolve their trauma reactions and be able to reintegrate….

Emotional Processing with Trauma Survivors

MY: Peter, you talked about how it’s only in session five that Ray started expressing his emotions. You approach trauma in a very different way than most traditional psychotherapists would, where they would focus probably sooner on dealing with emotions.
PL: Yes.
MY: And you have strong feelings about that.
PL: Actually, what you are alluding to is the whole idea of bottom-up processing. So maybe let’s get back to that, okay? In top-down processing, which is normally what we do in psychotherapy, we talk about our problems, our symptoms, or our relationships. And then the therapist often tries to get the client to feel what they’re feeling when they talk about those kinds of things. Or they try to work with them to become more aware of their thoughts so that they can change their thoughts. In this model the language that you’re talking with the client is in the realm of symbols, of thoughts, of perceptions. The language of the emotions is the language of the emotional brain—the limbic system. And in order to change emotions, people have to be able to touch into the emotions, to express the emotions.In the case of trauma patients, we have a person who is locked in the fight-or-flight response and as I explained earlier in the Polyvagal theory, a person who is functioning primarily in the brainstem, and the language of the brainstem is the language of sensations. So if you are trying to help the person work with the core of the trauma response, you have to talk to that level of the nervous system.

MY: So what you’re saying is a person who has been traumatized cannot really process emotions if they are in the early stages after the trauma until they have dealt with their physiological traumatization.
PL: Right, until the person has dealt with and sufficiently resolved the physiological shock, they really can’t deal with the emotions because the emotions actually will throw them further back into the shock, if the emotions occur at all. Many of these people are so shut down that it’s very difficult to get at any emotion. But if some kind of therapy forces them into the emotions, that can have a deleterious effect. That can cause them to further withdraw into the immobility, into the shock reaction. So you have to dissolve the shock first.
VY: What you’re saying, though, flies in the face of most of conventional therapy, which goes straight for the emotions. Do you think that most therapies are actually not helpful, or is something else happening during that time?
PL: Many therapists are doing something different from what they think they’re doing. And if you’re working with emotions in a very titrated way, then you can actually go from the emotions to the sensation, and begin to resolve things at a sensation level. But therapies that really work to provoke emotions or the exposure therapies… I know that they do get some results, but I think that they can easily lead to retraumatization.
VY: How so?
PL: One of the things that Bessel van der Kolk showed when he first started to do trauma research with functional MRIs is that when people are in the trauma state, they actually shut down the frontal parts of their brain and particularly the area on the left cortex called Broca’s area, which is responsible for speech. When the person is in the traumatic state, those brain regions are literally shut down, they’re taken offline. When the therapist encourages the client to talk about their trauma, asking questions such as, “Okay, so this is what happened to you. Now, let’s talk about it,” or, “What are you feeling about that?” The client tries to talk about it. And if they try to talk about it, they become more activated. Their brainstem and limbic system go into a hyperaroused state, which in turns shuts down Broca’s area, so they really can’t express in words what’s going on. They feel more frustrated. Sometimes the therapist is pushing them more and more into the frustration. Eventually the person may have some kind of catharsis, but that kind of catharsis is due frequently to being overloaded and not being able to talk about it, being extremely frustrated. So in a sense, trauma precludes rationality.
MY: So what do you think is the hardest thing for traditional talk therapists to learn when dealing with trauma patients?

Experiencing the Body

PL: I think the most alien is to be able to work with body sensations. And again, because the overwhelm and the fight-or-flight are things that happen in the body, what I would say is the golden route is to be able to help people have experiences in the body that contradict those of the overwhelming helplessness. And my method is not the only way to do that. It’s certainly one of the most significant. But many therapists, for example, will recommend that their clients do things like yoga or martial arts.
MY: Or meditation?
PL: The thing about meditation, though…. With some kinds of trauma, meditation is helpful. But the problem is when people go into their inner landscape and they’re not prepared and they’re not guided, sooner or later they encounter the trauma, and then what do they do? They could be overwhelmed with it, or they find a way to go away from the trauma.
And they go sometimes into something that resembles a bliss state. But it’s really an ungrounded bliss state. I call that the bliss bypass. It’s a way of avoiding the trauma. It was very common in the ‘60s when people were taking all of these drugs, and a lot of these people were traumatized from their childhood. And what they would do is they would go into these kinds of dissociated states of bliss and different hallucinatory imageries, but in a way it was avoiding the trauma. So in a way the trauma became even a greater effect, and then often people would then wind up having bad trips in which they would go into the trauma but without the resources to work them through.
MY: I guess that’s what I find inspiring about your approach. Ultimately you really want to enable the traumatized person to regain their autonomy, not just find palliative methods of dealing with their trauma.
PL: Yes. One thing therapists are really good at, I think, is they’re good at helping people calm. We set up our offices so they’re conducive, so they’re friendly, they’re cheerful, there are things in the room that would evoke interest and curiosity. And many therapists can actually help calm the traumatized person. This is something that’s a necessary first step, but if it’s the only thing that happens, the clients become more and more dependent on the therapist to give them some sense of refuge, some sense of okayness. But when therapists are helping the clients get mastery of their sensations, of their power in their body, than they are truly helping them develop an authentic autonomy. And from the very beginning, the client is beginning to separate.So this is a gradual process, where the client really becomes authentically autonomous, authentically self-empowered. And if we don’t do this, the client tends to become more and more dependent on the therapist, and this is when you see these transferences where all of a sudden the client depends on the therapist for everything. At this point the therapist can go from being the god or the goddess up on this pedestal to being thrown down and the client having rage about the therapist for not helping them enough. So the key out of these conundrums is through self-empowerment, and I know of no more direct and effective way of doing this than through the body.

A Personal Experience of Trauma

MY: You use an accident that happened to you—you were hit by a car—and your own experience of trauma as a way to demonstrate some of the principles of Somatic Experiencing®. You describe how some people were helpful to you and some were not. It seems like a good example to illustrate what to pay attention to when interacting with a traumatized person. Would you say more about that?
PL: Actually I got a good dose of my own medicine. Thankfully. I was walking a crosswalk five or six years ago, and a teenage driver went through the stop sign. I didn’t see her because there was a large truck parked waiting at the stop sign and she didn’t see the stop sign and she was passing the truck. So she hit me at about 25 miles an hour, and I was splatted out on the pavement. And in shock, disoriented, I didn’t know what had happened. And at that moment, or probably shortly thereafter, an off-duty paramedic came and he sat by my side and said, “Don’t move.” Now remember how previously I was talking about Ray, and his orientation to the explosion when he heard the blast. Well, similarly my survival response is to orient towards where that command came from. But then he’s telling me, “Don’t move.”
MY: So it’s a contradiction.
PL: Exactly, it’s a complete contradiction. So I go into a freeze, into a panic. And at that moment, I dissociate from my body—it’s like I’m out of my body and I’m looking down and seeing this man kneeling by my side and seeing me in this frozen state. Of course, somebody called on their cell phone for an ambulance. But then after a little while, he kept asking me questions, and I was able to get enough orientation to say, “Please just give me time, I won’t move my neck,” and I didn’t want to answer questions about what my name was, where I was going, what the day was. I needed to collect myself, and all of those things were making things much worse. So I was able to set enough of a boundary to have him back off. Then miraculously, serendipitously, a woman came, much calmer, sat by my side, and she said, “I’m a doctor. I’m a pediatrician. Can I do anything?” And I said, “Please just sit here by my side.” And she touched my hand with her hand, and we folded our hands together.
VY: She worked with kids so she probably knew how to calm children down.
PL: Exactly. And that’s what we need when we’re traumatized. We need that kind of direct contact where we know somebody is protecting us. Because when we’re in trauma, we go back to a pretty infantile state of feeling completely unprotected. So it was really, really important, and I know I couldn’t have done what I did without her being there. I could have done some of it, but her presence really was very important. And then what I was able to do was recollect myself. I was actually able to experience being hit by the car, being thrown in the air, how my arms and hands went out to protect myself first from the window of the car, and then protect my head from getting smashed on the road.
MY: When you say experience, do you mean mentally, or do you mean literally by moving your arms?
PL: I literally experienced my arms as though they were moving. I mean, you could barely see it. These are what are called micro-movements. But as I felt that, I felt that instead of my body becoming limp, I started to get more strength in my body. As I started to get more strength in my body, my physiological systems started normalizing. When the guy first took my blood pressure it was about 170, and my heart rate was 100 beats per minute. When I was in the ambulance, by re-experiencing those movements and letting my body shake and tremble and feel the different emotions—one was the rage at this woman, the desire to kill this girl—I was again able to ground these feelings in my body. That was the key. I could ground them in my body. And by doing this, my heart rate and blood pressure went to a normal level when I was in the ambulance—it dropped to 120/72.
MY: And you said to the paramedic “Thank God, I won’t be getting PTSD.”
PL: There was actually some research done in Israel with people who went into the emergency room. Of course, everybody’s heart rate and blood pressure is recorded. And people who had a normal heart rate and blood pressure when they left had a very low likelihood of developing PTSD. Those who left with a high heart rate and blood pressure were very likely to develop PTSD.
MY: So what caused some of them to leave with a lower heart rate versus high?
PL: Well, that’s hard to know, and unfortunately this wasn’t studied. It could have been that somebody there actually helped them calm down, saying things like, “It’s okay, I’m here to help you, we’re going to take care of you, we’re going to help you.” I mean, I don’t know that. That’s a guess. These people may have been more resilient; the other people may have had more trauma. These variables weren’t controlled for. But the basic idea is that if we’re able to reset our physiological system, able to reset our nervous system, then we don’t develop the symptoms of trauma. That’s a little bit of oversimplification, because some people, instead of going into the sympathetic response, go into the shutdown state more directly. That’s a little bit more complicated. But in my case, by being able to reestablish that my body knew what to do—to protect itself—I&allowed my body to come back into present time, to re-orient and to get through this unscarred. And I’m sure if I hadn’t been able to do that, I would have been highly traumatized from that event. I have no question about that.
VY: You mention in the ambulance trembling and shaking. What’s the significance of that?
PL: That was similar to what I described with Nancy, my first client. The shaking and trembling has to do with the resetting of the autonomic nervous system. I was so curious about this that I interviewed a number of people who work with capturing animals and releasing them into the wild. And they described to me very much the kinds of shaking and trembling that I see with my clients and that happened to me. A number of these folks said that they knew that if the animals didn’t go through this kind of shaking and trembling when they were captured and put in cages, they were less likely to survive when released into the wild. So it appears to be a way in which the physiological autonomic nervous system resets itself. Very often this shaking and trembling can be so minute that you barely perceive it from the outside. And the client or the person experiencing it, experiences it in a very subtle, nonthreatening way. As a matter of fact, after a short period of time, they often experience it as being pleasurable. Exactly what it is, we don’t know, but again, I’ve talked to Stephen Porges, who is probably the preeminent psychophysiologist working with these kinds of nervous system states, and it does appear that this occurs as the autonomic nervous system shifts, particularly out of the shutdown states into the mobilization states and then into the social engagement states. So it’s something that goes on as the nervous system comes out of shock.

PTSD & Medication

MY: Peter, you mentioned PTSD earlier. You’ve worked with numerous clients who had PTSD. Many of them heavily medicated. Has there been any research done about the impact of somatic therapies versus medication, and what is your experience of the effect of medication in cases of PTSD?
PL: Well, first of all, I’m not against medication.
MY: Sure. And actually, Ray is taking quite a lot.
PL: He was. But he felt like he was just completely blotted out. He was put on an antipsychotic medication and antidepressant medication. Medications that help stabilize clients enough so that you can begin to access and work with them can be important. For example, the SSRIs are sometimes helpful in that regard. However, with many of these people, most of the SSRIs are so activating that it actually makes things worse. But if it works, if it helps a person even a small percentage, that can be of real value.Benzodiazepines, which are often prescribed, in my experience, interfere with the healing process. Some psychiatrists have prescribed very small doses of the atypical antipsychotic Seroquel to help PTSD people sleep. And that seems to be helpful, —because if the person can get some restorative sleep, then they can begin to process the trauma. But just drugs by themselves—the person will very often have to take the drug basically forever. There’s a saying: meds without skills don’t do the trick. So the key is for the person to be self-regulating.

Comparison to EMDR

VY: How would you compare Somatic Experiencing® from EMDR?
PL: Well, EMDR basically works with one technique. And actually, many of the people who have studied EMDR have trained with us, and vice versa as well. The key here, and nowadays I think EMDR is doing this more, is to reference things as sensations in the body. Again, I think without the body things are limited. It’s really, really key to work with the body, or to reference in the body. I do some work with the eyes, but I do it in a different way from the EMDR movement—it’s actually quite different. And EMDR has had research, and they have often had good results. We haven’t had the same kind of extensive research that EMDR has. My approach is a much older approach—I developed that in the late ‘60s and early ‘70s—but we haven’t had the extensive research.
VY: We’ve covered a wide span of your fascinating career. What’s exciting you now? What are you working on now?

Current Work

PL: I just completed two books on preventing trauma in kids—one for therapists and medical workers and teachers, and the other for parents. The one for parents is called Trauma-Proofing Your Kids: A Parents’ Guide to Instilling Confidence, Joy, and Resilience. And the book for therapists, teachers and medical people is called Trauma Through a Child’s Eyes. And then I am just in the process of completing my main work, really. It will be released in September. It’s called In an Unspoken Voice: How the Body Releases Trauma and Restores Goodness. So those are my big projects right now, and I’m actually kind of under piles of chapters right now doing the final completion on that book.
MY: Do you still have time for patients?
PL: Not really. Most of my time is with teaching. I do see people… Occasionally people will come from out of town or out of the country and then I work with them for a few days, I do intensive work with them. But I don’t have any kind of a regular practice anymore.
MY: I have one more question for you, Peter. You were telling us before this interview that you are coming back from Esalen where you were teaching a group of therapists who were primarily talk therapists with little somatic therapy experience. And you said they were like kids. What was so exciting for them?
PL: Actually this is a class I teach with Bessel van der Kolk, and Bessel is one of the leading researchers in the field of trauma research. He’s done some of the main core studies in the neuroscience of trauma. He and I teach a workshop together every year. I think we’ve done it for ten years. In the group we had this time, there were about 60 to 65 people, and almost all of them were talk therapists of one kind or another. And it was really tremendously exciting and gratifying for both of us, for Bessel and me, and also of course for the students, for them to realize, “Oh my gosh, there’s a whole other universe beyond just using talk.” And I think we also gave them some simple tools that they could begin to incorporate into their conventional psychotherapy practice. And that’s another thing that we’re doing with my institute— programs for different kinds therapists where they don’t have to have full training for working with trauma, but they begin to get some simple tools that they can incorporate into whatever kind of therapy they do, whether it’s cognitive therapy, psychodynamic therapy…
MY: You think it works with most therapies?
PL: Yes. There’s no therapy that can’t be made better by referencing the body. Actually Eugene Gendlin, who coined the term “the felt sense” in his seminal book, Focusing, did his PhD thesis on what therapies worked best. And he found that there was very little correlation between whether a patient improved and what kind of therapy he had. So he said, “Well, maybe it’s the experience of the therapist.” Well, there was a small correlation. “Well, maybe it’s the relationship between the therapist and the client.” And again, there was a small correlation, but really nothing that explained why some clients really got well in therapy and others didn’t. And what he discovered was that the single variable that was the most robust was whether clients were able to reference different changes, different experiences they had in their bodies. So any kind of tools that therapists have to be able to help clients reference their body, and particularly to find the ways that their body experiences power and mastery, are going to dramatically inform the type of therapy they’re doing.

VY: Well, I understand that talk alone cannot heal all, but certainly our talk has been tremendously informative to us and hopefully to those who have a chance to read this. So thank you very much for taking the time to explain this all to us.
PL: Gladly. I hope it was of value.

Mardi Horowitz on Psychotherapy Research and Happiness

The Interview

Victor Yalom: You had the audacity to write a book entitled A Course in Happiness. I guess this begs the question: as a psychiatrist and therapist, do you really know something about happiness that’s teachable?
Mardi Horowitz: I think so. And it took me a few decades to feel that that was the case.
VY: Say more.
MH: Well, I have always had a philosophical bent; I studied Zen Buddhism in my early 20's.
VY: Before it was fashionable.
MH: Well, I think that was the start of the fashion–not with me, but with my teachers.
VY: I guess it’s been fashionable for thousands of years, but before it was fashionable in mainstream psychology.
MH: Then Suzuki and Erich Fromm wrote a book on psychoanalysis and Zen. I was also reading Freud at the time—I was reading Freud in high school—so my professors really directed me to the big questions of the human predicament. I'd also always been struck by the line in the Declaration of Independence: "the pursuit of happiness." I'd seen an earlier copy in Washington, D.C., and it said "the right to happiness." There's a little insertion there—probably it was Thomas Jefferson—"the pursuit of happiness." And I sort of pondered that: Well, how do you pursue it? That is, you can't have it—that was the idea. It was the journey, rather than the arrival, that might give you contentment.

That notion persists in my use of the word "course" in A Course in Happiness. It means two things. One: navigating. I'm a sailor, and the practice of sailing teaches you very quickly that you can't sail into the wind, even if that's where you want to go. So if you want to go to San Francisco from Sausalito, you have to hit the winds coming from San Francisco, which, fortunately, it rarely does. You can't just point to the Trans-America Pyramid to get there. You have to go back and forth. But you need to chart your course so you get there with the most economical and speedy means.

The second meaning of "course" is a course that's full of lesson plans and teaching points. My years professing and being a bit of a pedant, I think, have a practical payoff in that I know how psychotherapy trainees learn. And I think those lessons for psychotherapy clinicians, and those lessons learned by psychotherapy patients over a period of time, can be translated so that people can use them on their own if they have the motivation—hence A Course in Happiness.

VY: You’re a psychiatrist by training as well as a researcher, but also a therapist. We therapists tend to think we know techniques to help people explore things and understand themselves better, but I’m not sure we’re all on board with the idea that we actually have content to teach them.
MH: Yes. I'd say that's been the topic of my clinical research for my career—content can be determined using empirical research. For instance, my 1976 book, Stress Response Syndromes, laid out the information-processing model that then defined the symptoms that became the criteria for PTSD. It wasn't that people didn't know about those symptoms, but there were a variety of conflicting theories of what caused the symptoms. And by doing clinical, field and experimental studies, we could nail it down enough to settle the controversies.

So I think, by using empirical work, we can find that working clinicians agree on how contents change—that's the critical thing. How does the mind's narrative about self and others, for example, change in therapy so the person's able to make more reasonable plans?

That's not how psychotherapists are taught, however, and it took a few decades for me to learn how people learn to be psychotherapists. For example, a young teacher who's really bright and a good clinician will come in and tend to teach theory. Then the trainees will complain because they're not emotionally ready for the theory of how things work. They want to know, how do they even survive with their cases? They want to know how to do it right away. So I think we have to go with what people are motivated to learn. The first thing we teach people so they're less frightened when they're doing therapy—which is scary at first, as you know—is, "Borrow from me these techniques, these rules of thumb. Later on, I'll tell you why you don't always use this rule of thumb, and when this technique can be harmful, or at least not helpful." Then, after a year or two, when they feel comfortable, you can start teaching them how people change.

There tends to be a Y in the road because some therapists feel so confident in themselves, once they're able to establish a trusting, calm relationship with disturbed people, that they just go and do it by intuition. And their patients get better, so they have feedback that they're doing a good job. But they don't understand what's possible for the person.

That's where the content comes in: what are change processes? For example, grieving is a change process that occurs on both conscious and unconscious levels, to change the narrative of life so the person can accept a loss and move on.

Defining Happiness

Rebecca Aponte: Getting back to happiness, how do you define this? What is your definition of happiness as something we could train people toward?
Mardi Horowitz: Very often, the really big concepts that have been around since words were first written on tablets are very hard to define. Justice, truth, happiness are those kinds of words. So it has to be kind of broken down into its components. The components that I deal with in A Course in Happiness are pretty long-range components like contentment, satisfaction with yourself articulated in your life—rather than joy, which might be when you open a birthday present and it's what you wanted.
VY: So that’s shorter term.
MH: That's pretty short term. You can say, "My dog is happy if I give him a bone," but it's a state of mind rather than an enduring life skill.
RA: I see.
VY: Martin Seligman takes the stance that, as therapists and psychologists and psychiatrists, we’ve tended to focus over the years on psychopathology, on the negative emotions—stress, anxiety, depression, and the like—and the assumption was that if you get rid of the negative emotions, what you’re left with is happiness. He’s taken the stand that that’s actually not the case—that’s really more like neutrality—and happiness, as he’s researched in positive psychology, is a whole other set of things. I’m wondering what your stance is on that.
MH: Well, A Course in Happiness is, in a way, taking that stance and going pretty well beyond it. I think the stance is correct as far as it goes, like Norman Vincent Peale's The Power of Positive Thinking. There is the power of positive thinking, and I think the positive psychology theory, like evolutionary psychology and self-psychology, are all really excellent additions to theory. But it's very hard for people to inhibit attention to negative topics. That's the essence of the critical symptoms for PTSD that we have studied experimentally as well as in clinical subjects, which is that they have intrusive thoughts. So you can say, "Don't have intrusive thoughts." And, as you know from other research, that tends to increase them rather than decrease them. So a big message in A Course in Happiness is to pay attention to where you're paying attention, and that there's a lot of work in addition to focusing on having more positive experiences—for example, developing more reflective self-consciousness and reducing harsh self-criticism, a source of negative feelings.
But you don't get into positive emotions by telling yourself that you're just a grand, creative wonderful person who's always compassionate, when that isn't true.
But you don't get into positive emotions by telling yourself that you're just a grand, creative wonderful person who's always compassionate, when that isn't true.
RA: Right.
MH: Reality is the enemy of an enduringly positive frame of mind. The Dalai Lama's Art of Happiness, Seligman's research in positive psychology, or Daniel Gilbert's book Stumbling on Happiness—I think it's really good research, and it's really good philosophy, and it's really good spirituality. But along with being positive and doing all the things that are in those writings, people also have to review memories of traumatic experiences. They have to recover from losses. They have to encounter grievances that have endured since childhood and given them a chip on the shoulder. They can, in a realistic way, focus their attention on positive things. That's good. But they have to have times when they focus their attention on the negative things in the right state of mind—calm, often alone, maybe with a trusted confidante—and then review these memories so as to bring their life narratives into more harmony with what's approaching in the near future, so they have plans. So A Course in Happiness deals with a systematic approach to that, derived from our studies of change processes in psychotherapy.

An Integrative Approach to Case Formulation

VY:
MH: One of the things in psychotherapy that our group has done is we've developed an empirical basis of case formulation, which allows an integration across different brand names in psychotherapy.
VY: Now, case formulation is an old concept, but I think you have a particular way of approaching that.
MH: Yes—standing on the shoulders of not only the old psychoanalytic and psychodynamic concepts, but also of people like Aaron Beck and Albert Ellis and Bugental, who were taking out of the 1960's psychoanalytic mode of formulation those things that were changeable. I don't think they disrespected the idea of unconscious dynamics, but they were saying, "Well, what can change?" If we really clarify it, change is going to take place through the use of consciousness as a tool.

We know from psychotherapy research that the relationship is the most important factor, but in our research studies we examined some additional variables.
The reason that specific techniques didn't seem to come out in many different psychotherapy studies is that it's different strokes for different folks
The reason that specific techniques didn't seem to come out in many different psychotherapy studies is that it's different strokes for different folks–a technique that's focusing on deeper emotional values may be good for some people, but actually may be even harmful and disorganizing for other people. If you don't get into the dispositional variables, then you get a washout.
VY: It seems like you always hear those questions in research: what techniques are good for what clients in what circumstances? But you never really hear the answers to that. You always hear, “It would be good if we could tailor treatment to people, but…” You hear things like, “CBT is good for depression.” But then you look at studies that say it’s no better than anything else.
MH: That doesn't mean it's not effective.
VY: Sure.
MH: And there's a huge fallacy out in the field that people don't even acknowledge. Once I say what it is, everyone will say, "No, no, no, no, no, of course we don't believe that." But there still seems to be a prevailing fallacy, which is that more studies of effectiveness means the therapy is more effective. It's simply not true. I mean, everyone knows that's not true. Psychotherapy has been very well established to be effective in general. But that doesn't mean it's effective for every case, and certainly we see negative therapeutic outcomes in some people. Some people start psychotherapy and you end up having to hospitalize them. So there's a lot to the technique; it's not that they have a toxic therapist.

A Case Study: Clone One and Clone Two

VY: Can you give an example of how a case formulation for a specific client may give an indication of certain techniques or approaches for them?
MH: Actually, right now I'm writing a paper for the American Journal of Psychiatry on exactly this topic.
VY: Okay, great. Good timing.
MH: So I'll give you the case example. It's a young woman whose mother has recently died. But the patient is in her 20's—she's been very dependent on her mother for guidance. She would probably diagnostically fit into a category of major depressive disorder a year after her mother's death, along with dependent personality disorder. So let's say she's put into therapy. It would be a focal therapy aimed at her in relation to her mother's death, and why she was not depressed beforehand, and why she's now depressed. Let's say she goes into therapy with a female therapist of an older, warm, trustworthy nature. So she sort of has a replacement, and her symptoms get a little better right away. But she comes in and starts expecting guidance from the therapist on what her decisions should be. And let's just leave out the issue of antidepressants and overmedication, which tends to occur with the simple cases.

Now, the therapy techniques that would be optimum for this patient will focus on helping her stabilize her states of mind, develop new relationships, modify her sense of identity, and develop better plans for the near future. This is kind of simple and obvious. That's what the patient would say she wanted, if she could articulate it.

Now, in the condensed, teaching form of this article, I start with Clone One and then go on to Clone Two of this exact story.
VY: What do you mean?
MH: Clone One is the person who, before the death of the mother, had a relatively coherent and well-developed sense of identity, but had role relationship models requiring guidance from her mother. She'd grown up in that container, but now the death has occurred and the container is broken. She feels more fragile, has a regression, and hasn't replaced those functions either by her own growth or in relationship to another person.

Now, let's say the techniques in Clone One's case are successful: they involve just being clear that that's her life story in a way; that she has, for the time being, the safety of a container with a good therapist; that in this container she's going to work through any sense that she's been shattered or abandoned; and that she's going to be helped to develop near-future plans in being more assertive, going out and forming relationships, and not being so frightened, hopeless and helpless. She gets better and lives happily ever after, because those techniques were very helpful and just what she needed, from just the right person, at just the right age milestone for that kind of development. So she's gone through a maturational path. And those techniques tend to be pretty interpersonal in discussion; we're looking at the repetitive, maladaptive interpersonal patterns, like excessively needing guidance from another person, being exploited by another person because she's seen as a sucker, and so on.
RA: Right, she’s sort of handing over control.
MH: She's handing over control and someone says, "Okay, you do this and this and this and this for me, and I'll tell you what to eat for dinner."

On to Clone Two: this patient has not had a chance in her previous development to develop a coherent self-organization, so she has dissociative fragments of identity—not only in conflict, but segregated in terms of memories. She may even have different memories of a relationship with her mother in different states of mind. So when the therapist is interpreting something in one state of mind, the patient may shift to another state of mind and be misinterpreting the interpretations.

States of Mind

VY: You refer to this idea of states of mind a lot. Can you briefly state what you mean by that?
MH: States of mind is one of the big concepts I refer to in formulation. And the reason for it has to do, again with the training of psychotherapists, which in the last 25 years has emphasized diagnosis.
Diagnosis is an actuarial thing: it's good for accountants and insurance companies, and for questions like, "How many cases of schizophrenia did we have in Africa in the last decade, and how does that compare with China
Diagnosis is an actuarial thing: it's good for accountants and insurance companies, and for questions like, "How many cases of schizophrenia did we have in Africa in the last decade, and how does that compare with China, and what does that indicate about…"

Also, diagnosis stemmed out of research: the DSM in 1980 was a drastic revision saying, "Okay, we don't have a theory of mental disorder and what causes symptoms, so let's just describe it."
VY: “Let’s just categorize the symptoms.”
MH: "Let's categorize by what we can find out in maybe a half-hour interview." So that's all that is, but of course the students think it's something real. I was on the committee for PTSD , anxiety disorders, and borderline, narcissistic, and histrionic personality disorders. And I'm the world expert on at least two of those things. They're my criteria—they're the best I could do at the time—but they're not etiological entities, and they're treated as if they were.

And the worst thing about the use of our product in making DSM III and then IV, and now V—the same arguments, by the way, are taking place—is that they're committee judgments. The committee knew there was a dilemma. Ultimately it came down on static descriptions, in part for some forensic reasons. So now you have to have five of these eight depressive symptoms for three months in order to qualify for major depressive disorder—something like that.

But if you have the passionate aim of teaching therapists, then after you say, "Here are the diagnoses, here are the rules of thumb," you have to say, "Now let's go back to the symptoms. What causes each symptom? Where do those different causes converge? And of those causes, where can we change things?"

So the states-of-mind concept was a way of dislodging the rigidity of static memorization of the diagnostic criteria. The idea is that
people aren't always despairing if they have despair. Or if they have a phobic symptom, they may not always be phobic.
people aren't always despairing if they have despair. Or if they have a phobic symptom, they may not always be phobic.
VY: Or dysthymia says you’re kind of blue most of the time, more days than not—so you can be quite depressive, but not blue all day long.
MH: Right. What are your other states of mind? And then the critical issue around states of mind is: how much in control are they?

The Dissociative Patient

RA: Right—which goes back to your second subject, the dissociative woman.
MH: Right. She was not in conscious control of where she was focusing her attention, nor was the therapist of the second woman able to draw her attention and keep it in a state of mind. She was flip-flopping in different states of mind.
RA: Was the therapist able to see it, at least?
MH: Well, with my fictional therapist and for the journal article, of course! But she uses a different technique from the first case. She observes that there are shifts in states of mind, and that this person is a very dysregulatory one, and begins to say, "Now, what's happening here?" Then the technique shifts more to helping the patient focus attention on her sense of self, her bodily self, her sense of self in the room with the other person, her sense of what was happening, and learning a kind of reflectiveness on these things that the person had not acquired before. And developing that skill helped the patient get a sense of pride that they were able to do that. So it's a different set of techniques.
VY: So in the second case, it’s much less focused on the disruption from the death of her mother. You deal primarily with the organization of her self that was a problem beforehand, but was exacerbated when her mother left the picture.
MH: Exactly right. So instead of coming back relatively swiftly from her regression to where she'd been in terms of her identity structure, in Clone Two it's going to be a longer therapy and a larger growth, ending up maybe five years later, where Clone One and Clone Two can sort of converge—they both have the capacity for intimacy, for interdependence rather than dependence, and they have integrity as well as control over their states of mind to a larger extent. But it may take longer and require different techniques—not totally different, because they overlap to some extent.

Configurational Analysis

VY: How do you teach your method of case formulation to psychotherapy trainees?
MH: For some reason, early trainees often come in with a kind of pseudo-psychoanalytic, excessively deep idea of what formulation is, and it's all based on projecting theory into whatever clinical material comes into the room. And it's often whatever theory they read that they thought applied to themselves. So they say, "Oh, this is what it all is," and then they just see this everywhere. Like spots in the visual field, they're illusions about patients. In fact, even seeing experienced therapists on videotapes with different cases, you sometimes see what I would frankly call errors, because they're applying the same segment of theory to every case.

So I developed a system called configurational analysis—which is based on four formal categories or levels of formulation—in part to help both students and colleagues think about cases. Here are the categories. One: Just describe what you observe, and select the phenomena you're trying to explain. Not everything—it could be one, two, or three symptoms, for example.
VY: So depression, anxiety, or disorganization, something like that.
MH: Right, exactly. So if the phenomenon one's trying to explain is depression, the second category is: what are the states of mind? What do you mean by depression? You're saying the person has the same prevailing mood that, if you were to generalize, is "depressed for weeks." What are the person's states of mind? The person may have the state of mind of piercing sorrow with pangs of yearning, and illusions that a divorced person is now coming back into the door.
VY: Much more specific descriptors of how the client experiences depression in that moment.
MH: Right. So that might be a state. It would probably be only a minute or two. And it might uncontrolled, too; it might be undergoverned. Then the person might have a state of kind of apathetic boredom with some tinge of restlessness and aimlessness, and feeling just kind of gray. And they might be able to rouse themselves from that, so it's a little bit more in control. Then they might have a state of agitated, restless urgency in which they engage in frenetic and fruitless activities. They might also have a state of irritation and anger. And then they might have a state of relative repose.
VY: And they might have several hours a day where they’re at their job and be very competent and feeling good about themselves.
MH: Right. And then you say, How do they shift in cycles of these states?

What triggers each state? "Well, when I get absorbed in my work, I get into a state of relative less-depression." What triggers the pining and yearning? And so on. So it's only one level down, but it's still observational.

What's more, you can share this language with the patient, so the patient can begin to examine their states of mind and look for the triggers, just like in positive psychology. You can say, "Well, how can I feel a little bit better right now? Maybe instead of criticizing myself for being lazy and having screwed up all my relationships, I should look at my achievements: I've done the architectural plans for three new buildings. I've made a living somehow. I've not gotten in car accidents. I'm taking care of my parents"—or whatever the person might say. So that's states of mind.

And even at the states level, you get a psychodynamic configuration right away with the patients. "What states are you frightened of entering that you can't prevent yourself from? What states would you like to enter and can't get into? And what states are you using to avoid the dilemma of trying to get into a good state but then you're afraid of a bad state?" So, you might hear, "I don't ask people out for coffee because they might reject me." You're then getting into the next level of formulation, which is: what are the themes that are related to these state transitions? And the themes are certain topics like, "Do people like me?"
VY: Fear of rejection.
MH: Yeah, and so forth and so on. So the topic might be impoverished relationships. And when they're on this topic, does that trigger them getting into the sorrowful state when they're thinking about a lost relationship, and a hopeless state when they're thinking about the possibility of avoiding rejection because they've been repeatedly rejected? Then, also, when you're talking about these topics, that's where you get into content: What are the topics of concern? What's unresolved? People may have big events but they've sort of reached resolution on them, so you don't talk necessarily about the biggest event. You may be talking about some little, trivial insult.
VY: Okay, so just clarify the third box again, it’s…
MH: It's the topics of concern. And it's what operations the person's deploying in order not to progress adaptively to a resolution on a topic. What are the obstacles to actually thinking that through in a realistic way and making good plans for the near future? So it's looking at what, in psychodynamics, would ordinarily be called defenses. But all therapy models recognize obstacles. A person paradoxically wants to inhibit, avoid or distort the very topic they're there to discuss. Once you recognize how are they doing that, then that's where a therapy technique will be deployed.

But the question will be, what will happen if you counteract their inattention and focus attention?
What therapists do, mostly, is tell patients where to pay attention.
What therapists do, mostly, is tell patients where to pay attention. And part of that is paying attention to their own attention, so this system of formulation helps. Really, micromoments of therapy decide what to do next, once the person has learned it.

But the fourth level is often what beginning therapists plunge down to with their theory prematurely, which is the self-and-other configurations. That's why this system of formulation is called configurational analysis: it gets down to the level of the self-and-other attitudes and beliefs, but then organizes state of mind. So when you have a patient who's flip-flopping to different states of mind, even in the relationship with you as the therapist, you often can then see, once you're looking at it, the difference of states, the different topics, the obstacles. You often can say, "Ah, here is a recurrent attitude—the patient's flip-flopping. Either they're the aggressor and I'm the victim, or I'm the aggressor and they're the victim." Once you see these role relationship models and each person as having a repertoire of role relationship models, of different self-images, then you can see a recurrent pattern.

On each of these levels, we've shown that you can get empirical, reliable, and valid predictive agreement between clinicians if you define the labels—so configurational analysis is an empirically based system of case formulation. It is psychodynamic in that it deals with wish, fear, defense, unconscious processes and stuff, but it's integrative in that you could take a cognitive behavior therapy clinician and see if they formulate their cases this way (we just published a paper on this; they do), if you enable them with a system. They're making the same observations. And the systems of cognitive behavioral formulation and configurational analysis and psychodynamic—they're all containable under the circus tent of these formal properties. But the stories they focus on tend to be different.

Focusing on Now

RA: How has all your research influenced or informed the way you think about happiness and about how happiness can be attained?
MH: Over my lifetime as a psychoanalytic psychotherapist, I shifted from what I was taught to focus on—which was mostly the developmental past and how it led to the character of a person, including character distortions and layers of the onion and that sort of thing—to seeing that as being important only if it's related to the near future. So my time frame as a therapist is: What's going to happen in the next minute with me? What's going to happen in 10 minutes? What's going to happen in two or three weeks with this patient? And what's going to happen to this patient over the next year or two? That's why the focus is on what can change. The questions in my mind, using the states of mind and other concepts, is: what's happening right now?

So the patient's telling me some story about some grievance that they have or a stressor event that's coming up that they're trying to prepare for, and I'm listening for how they're processing it in their mind.
I'm paying attention to the transactional music between us: are we getting closer, or are we in union of some sort, or are we getting further away?
I'm paying attention to the transactional music between us: are we getting closer, or are we in union of some sort, or are we getting further away? What's the state of mind of us as a pair? What's the state of mind of the patient? What's my state of mind? Am I getting bored? Why am I getting bored? Am I getting scared? Why am I getting scared? If I'm getting eager to make an interpretation, why am I so eager? Should I keep my mouth shut? Should I open it up? Should I be intuitive? Should I not? So I'm thinking about those things. But I'm also going to the past if it's going to help us understand why the patient's about to make the same mistake again.
VY: If you think that’s going to be helpful to them.
MH: If I think that's going to be helpful. Because I'm thinking, how can this patient change?

A Calm, Rational Approach

VY: Some patients who come into outpatient therapy are already very intellectualized and use intellectualization as a defense. I notice your work tends to take a fairly intellectual approach to analyzing everything. In the Course in Happiness, for instance, you advise a lot to people kind of step back a bit and take a look at their life and make some rational decisions. But I’m wondering, with some patients who are already trapped by their own overrationalization, whether…
MH: Yes, but often you find with the kind of patient you're talking about—it really is a very common obstacle—the person says, "Life is so full of predicaments," or, "How does this relate to what Nietzsche said in Fundamentals?" And of course, that's getting away from the heart of the matter. So with different patients, I might say different things. To one patient, I might say, "What do you think's happening between us?" Or to another patient I might say, "Seems to me this isn't the heart of the matter. We're talking about your decision whether to quit school or stick with your very delayed graduate thesis, which I know makes you feel either ashamed or scared and confused. And here you're talking about… What do you think's happening here?" And the patient would say, You know, it is a little scary," or "I'm a little confused." And I may say, "I am too, on your behalf!" That's what I mean by focusing attention.

Also, there's a difference between what I'm encouraging the reader to learn to do in A Course in Happiness and what the reader's going to do. I'm calm about the reader's pain. And I'm trying to say, "Try and be as calm as you can, which doesn't mean go write a philosophical essay on your predicament. Try and be as calm as you can, and allow yourself, in a safe moment, to consider your emotional distress." That's the difference between A Course in Happiness, which takes on a stress mastery approach, and a book on happiness that says, "Don't worry, just be happy"—like the Bobby McFerrin song.

I say worry, but have productive worry, and learn to stop worrying when it's not productive.
I say worry, but have productive worry, and learn to stop worrying when it's not productive. That would mean paying attention to states of mind. Is your state of worrying like going through the rosary beads of your worries? Are you repeating it and repeating it and repeating it, which is only etching in a source of negative feelings? Or can you get into a different state of mind where you're able to look at this catastrophic view of your life, and you're able to look at your excessive feelings of entitlement and expectation that life will shower you with an ever-expanding stock market? And can you get in a state of mind where you can begin to realistically look at it between these two extremes? I'm saying, "Don't avoid these things, but have tolerance for the negative feelings. Feel your feelings." But you don't get through mourning by crying ten thousand tears.
VY: But if you don’t shed any tears, that’s usually a problem.
MH: And you're going to cry, or feel like crying, when you examine some of the aspects of what you lost that got you into this stressful thing. But you have to tolerate it. The point is not only to feel anger or sorrow or shame or guilt or fear or all the negative feelings. Your aim is not to be so frightened of them, so that you can use consciousness for what it's really best at: it's a special tool for resolving problems. If it ain't a problem, we don't have to be too conscious of it. It's like driving a familiar route—you sort of find you got there and you didn't remember, "Turn left and turn right and turn left. Watch out for cars." That's automatic after you learn to drive.
VY: But if you spent hours driving circles getting lost, that’s the time to pull over and look at the map or GPS and chart a new course.
MH: Right. And sometimes you have to note when the GPS is wrong and you have to pay attention, yourself.

Research on Stress and Trauma

VY: I want to shift gears a bit. You’ve spent a great deal of your career researching stress and trauma. What got you interested in that?
MH: Well, I had my own traumatic experiences, which I remembered more and more as I began to study trauma. But what really got me started was dissatisfaction with the theory I was taught as a psychiatric resident. I kept asking my teachers, "What's the evidence for that?" I didn't want randomized clinical trials. What I wanted was to have them tell me a case where they saw that to be true, and what they observed, and what made them think that was what was going on.
VY: What were you taught that didn’t make sense to you?
MH: I was taught standard ego psychology and psychoanalysis, and the emphasis was on people who were repeating aspects of an Oedipus complex. Now, I had cases and I saw them pretty frequently, and I listened very carefully, I think. It's not that I didn't see any cases with triadic conflicts—it's that I saw a lot of other stuff too. I said, "Well, what about this, what about that?" And they kept saying, "Pay attention to the Oedipus complex. Interpret defense, interpret defense, interpret defense." It wasn't wrong; it just wasn't complete. It seemed to be applied by my supervisors to some cases where, in retrospect, I would say, for example, they had borderline personality disorder, and that caused fundamental distrust in the transference—not necessarily competitive rivalry.
VY: So when you were taught, psychoanalysis was still the dominant model.
MH: Back in the ‘60's.
VY: Right. And it was before the pendulum swung in psychiatry to be all about the brain and medication.
MH: Right.
Now we're in the decade of the brain, which seems to have gone on for 30 years!
Now we're in the decade of the brain, which seems to have gone on for 30 years!

One of my colleagues calls me an in-betweener: I don't seem to accept the biological approach and I don't accept the psychological approach. Well, I'm a scientist. I'm a scientist, physician, clinician, psychiatrist—I want to understand how it works. And it doesn't work just biologically, and it doesn't work just psychologically, and it doesn't work just socially. It's an interaction of complex patterns, and we need research methods that focus on complex patterns. That means an uphill fight with study sections that give grants, because they want homogeneous groups by diagnoses. And since I contribute to the diagnoses, I'm entitled to say they're too static. I'm trying to work to redefine post-traumatic stress disorder, even though the criteria are right out of my book on stress response syndromes. And I'm at work to see us go beyond brand names in psychotherapy towards an integrative approach, which I've tried to simplify in my books States of Mind, Understanding Psychotherapy Change, and Cognitive Psychodynamics. But economics is what drives a lot of the field. So it's big pharma; it's simplified randomized clinical trials with very simple, cheap, inexpensive treatments that can be done by people who don't have much training.
VY: This is good to hear from an insider, from a psychiatrist who’s done a lot of research.
RA: Yes, it is.
MH: Yeah. Psychiatry is a complex field. And there was that big hope for a single gene for every major mental disorder.
VY: It’s always on the first page when they find it, and then six or nine months later there’s a little article on page 20 that says that the gene for schizophrenia or alcoholism wasn’t confirmed. “The Norwegians weren’t able to replicate the study….”
MH: Right. And negative studies, even those little paragraphs, are usually rejected. It's very hard to get a negative study published. Everyone likes positive studies. It's understandable because everyone wants solutions to really big problems. But the big problems are complex, so we probably need a methodology that deals with the interplay of five or six variables, not the correlation between two variables. But if you want your PhD, you'd better correlate two variables, because you'll get it done.
VY: It already takes long enough to get a PhD. We obviously don’t have time to even scratch the surface on all your research, but what are a few of your findings on stress and trauma over the years that have really stood out?
MH: Well, I think the information-processing model really holds up for stress and trauma, which is that the catastrophic event, in a way, shatters expectations. If we were all like good boy scouts, truly prepared, we would just enjoy stressors like a rough and tumble game, because we knew what to do. When we're tackled in football, or a fly ball is coming to us in baseball, we know how to handle that. We may lose, but we aren't traumatized by the loss. But an unexpected event, or even an expected event—to the extent that any expected event still has unexpected aspects—leaves an active memory in mind that is stored and has to be processed, and will come back intrusively, even if we don't want it to be processed.

The interesting thing in starting to focus on intrusive thinking is: when does it occur? I would get calls from mental health professionals who'd say, "You're an expert on trauma. I was just in an automobile accident and a passenger was injured, and it's three days later. I'm not upset. Is that okay?"
VY: And what would you say to them?
MH: I'd say, "Too bad you asked, because the fact that you're troubling to call me up and ask means you have an intuitive sense it's not processed yet. Just wait. But don't then be frightened that you're going crazy when all of a sudden, three months from now, you have a bad dream. Very often, paradoxically, you start processing a difficult experience you've had only when you feel safe. You're too close to the accident to feel safe, so you are restoring your equilibrium by waiting. But it's still there, it's in your mind, it's unconscious, and it will come back to you when you're ready. And if you have trouble with it, call me again. But, in other words, it's not abnormal to know you're in denial and numbing, which is why you're calling. If you were really okay, you wouldn't call."
VY: So your advice might be, “Wait, and when it’s a problem, that’s the time to deal with it”—not to rush in with the critical incident stress debriefing and have everyone talk about something they experienced, whether they want to or not.
MH: Right. Well, critical incident stress debriefing was really oversold, as are certain other techniques. And the word I want to emphasize is "sold." It's the economic driver that makes people want to stay within their brand names of psychotherapy, because that's how they think they're going to attract patients—because they've got the gold dealie that says, "I trained in, you-name-it, ear-twitching therapy." And probably almost anything can be helpful. In fact, therapists wouldn't do it if they didn't know it was helpful.
VY: For some people, sometimes.
MH: For some people sometimes. But they don't want to leave their economic niche until there are no patients for it.
VY: Right! Who does?
MH: Exactly.
VY: You’ve done research for decades on this topic. Were there any findings that surprised you or were counterintuitive, or that therapists, don’t know or get about stress and trauma?
MH: I think clinicians tend to underemphasize the patient's potential for growth. And the growth is going to be in terms of identity coherence and harmony. So when a person is coming out of a loss—the loss of a job or home, for example—they have to work through the meaning of that loss to themselves and their loved ones. That's top priority. They have to sustain the negative feelings. And there are sources of positive feeling that they can get, like pride and the respect of others, for handling a loss with courage and stamina—and that, itself, can change negative attitudes about identity. So instead of the person feeling, "This happened to me because I'm so worthless, or I'm so incompetent, or because I can't cope, or because I'm dependent," they can now feel, "I'm a human being. I got through this dark passage. This is a sign of real, authentic strength. I made some poor decisions, but then, who am I to predict the future? If I made a poor decision, it doesn't mean that what Uncle Charlie said about me being so stupid is how I need to see myself."
VY: So one thing is to see stress or trauma as a potential for growth; the goal is not just to return to baseline.
MH: Right.

Where Therapists Get Stuck

VY: You run a second-opinion clinic for psychotherapists, where therapists bring cases that they are feeling stuck with. Obviously every case is different, but in terms of dealing with stress or trauma, are there ways that you see clinicians get stuck or make mistakes, other than not seeing the potential for growth?
MH: Clinicians get stuck in their own attitudes.
VY: For example?
MH: For example, they've made an initial formulation of the case. They've been treating the case. And they didn't reformulate. At our second-opinion clinic, we give them a written report, sometimes a dozen single-spaced pages long. We go through the phenomenon, we go all the way through states, and then we end with technique, and we buttress this with the empirical literature where we can. So there are concrete suggestions like, "Why don't you say this?" Then we get the response from the patients and clinicians. It's extraordinarily successful.
VY: How do you know it’s successful?
MH: Well, they say so. But how we really know is that the clinician then sends another case.
VY: Could you give an example of some of the types of suggestions? Therapy is so complex and so personal that I’d think a lot of therapists would be skeptical that you can get enough accurate information. How do you really know what’s going on in the room so that you, as an outsider, could be helpful?
MH: We do two-hour interviews with the patient—you can do quite a different interview when you're a consultant than you can as a therapist. Where we have permission to, we record the interview and go over it again afterward. Then we discuss it with five senior faculty and a bunch of presidents, and then we boil it down. The patient's not paying for all that—they're paying for about 90 minutes of it, and we're spending six or seven hours as an intellectual and teaching enterprise. Then we give the written report to the therapist.

When we interview the therapists afterward, They say, "I kind of knew that—but I didn't know I knew it." They say, Yeah, now I see it!" So they had bits of it, but they didn't see how it fit together, and they didn't see where to go with it as a practical suggestion.
VY: So one way they get stuck, you’d say, is they don’t reformulate the case. How else?
RA: It sounds like what you were just speaking to is that they’re not taking that little blip of intuition seriously enough to truly consider it and to use that as a starting point to reformulate their original opinion.
MH: Right. One example (I'm fictionalizing, of course) is a case who was chronically suicidal to the point where they would get hospitalized—just from suicidality, not for psychosis. And yet the patient in therapy sessions was rational, presenting emotional topics. And the therapist, by the therapist's report and by the patient's independent report, was sort of hammering away at structuring current time, because the therapist felt that was disorganizing for the patient…
VY: Helping them structure the time in their life.
MH: Right. "What are you going to do this week? What did you do last week? Did you do your homework? Didn't you do your homework?" Giving them homework to do. Having phone calls: "If you don't call me by five o' clock, I'm calling the police," and that kind of thing. The patient definitely felt the therapist was very caring, no question. (In our second opinions, by the way, we're not referring the patient to another therapist.) But they were feeling stalemated, because while that was a little stabilizing for the patient—
VY: They weren’t getting better. They were still chronically suicidal.
MH: Right. So in our formulation, we put together a number of pieces of evidence and said, "Look: This patient has two forms of confusional states. Even though they're not manifesting their confusional states in the therapy hour, we can infer that they are having confusional states when they're not with you. And here's what's happening in those confusional states." We were specific about it, but I'll be general: They're confusing thought and action, so they're weighing, in terms of their deeply held emotional values, certain things critical to the self, when they were thoughts, not actions, and they're treating the thoughts as if they were actions. And they're confusing self and other—so they don't always know whether you said something or they said something, or you think this about them or they think this about themselves.

And those are two things that you can tell the patient about in a sympathetic way, that they do this. Then the focus of the therapy becomes: "What's the difference between thought and action, and what's the difference between you and not-you?" And, You have some vulnerabilities here, and we need to address them, very patiently, very slowly, very repeatedly."

Then the patient would say, "This is terrible"—there would be obstacles to hearing that. But once the patient realizes that you're really sticking with them like you have stuck with them, and that you are examining this together, then when they're having these confusional states outside the therapy, they can say, "Oh, I'm going to talk about this with Dr. So-and-so. I don't have to do anything about it right now."
RA: And they can know what it is, at least.
MH: Yeah. And we said, "Well, this is going to be scary for you because you think maybe if you talk about confusional states, they'll get more confused. But states are unlikely to get worse. So this is an experiment; see if they get better."

The Near Future: Research Directions in PTSD

VY: We’ve covered a wide range of topics because you’ve had a wide-ranging career with many accomplishments and contributions. What’s of interest to you now? What are you working on these days?
MH: Well, I'm trying to deal with what you might call personalized or individualized choices of psychotherapy techniques in PTSD. I don't think PTSD is treated as optimally as we can do it. And I don't think some of the manualized treatments, while they're effective, are effective enough.
VY: Say a little more—what do you mean by personalized?
MH: Decision trees. We're trying to write up a fifth edition of Stress Response Syndromes. Everything has held up pretty well in that book and successive editions, but the fifth edition will have more on how you make decisions at critical moments in therapy—like when to use exposure techniques, and when not to use exposure techniques because they're likely to retraumatize the person rather than desensitize them. So I hope that will be helpful, because a lot of people are just taught, "In Session One, give them education for 20 minutes. Then get the story of the stress event for 20 minutes. Then assign homework. In the next session, review the homework for 10 minutes, then do a gradated exposure treatment, then assign more homework, then give more education. Then in the third session…"
VY: That sounds like bad therapy.
RA: Listening to that, it’s very easy to see how so many therapists would end up underestimating the potential of their clients.
MH: Yeah. But if you want to hire somebody with one year of training and pay them a little less than you'd pay an experienced clinician, and have them be helpful to people, that will be helpful. It's just that it won't be as helpful as that patient might need. So you could start with that, and if the patient has a remission of their disorder, fine. "Come back if you have trouble." But if they don't have remission or if they've dropped out, then you have to make some new decisions. Or if you have an experienced clinician, you can make decisions all along and decide when to do what.
VY: Well, I think this has been a great discussion. Thank you so much for coming and talking with us.
MH: You're welcome. It was a pleasure.

Emotional Flashback Management in the Treatment of Complex PTSD

Early in my career I worked with David,* a handsome, intelligent client who was a professional actor. One day David came to see me after an unsuccessful audition. Beside himself, he burst out: "I never let on to anyone, but I know that I'm really very ugly; it's so stupid that I'm trying to be an actor when I'm so painful to look at."

David's childhood was characterized by emotional abuse, neglect and abandonment. The last and unwanted child of a large family, his alcoholic father repeatedly terrorized him. To make matters worse, his family frequently humiliated him by reacting to him with exaggerated looks of disgust. His older brother's favorite gibe, accompanied by a nauseated grimace, was, "I can't stand looking at you. The sight of you makes me sick!"
“David was so traumatized by the contempt with which his family had treated him that he was easily triggered by anything but the most benign expression on my face.” If he came into session already triggered, he would often project disgust onto me, no matter how much genuine goodwill and regard I felt for him at the time.

I have come to call these reactions, typical of David and of many other clients over the years, emotional flashbacks—sudden and often prolonged regressions ("amygdala hijackings") to the frightening and abandoned feeling-states of childhood. They are accompanied by inappropriate and intense arousal of the fight/flight instinct and the sympathetic nervous system. Typically, they manifest as intense and confusing episodes of fear, toxic shame, and/or despair, which often beget angry reactions against the self or others. When fear is the dominant emotion in an emotional flashback, the individual feels overwhelmed, panicky or even suicidal. When despair predominates, it creates a sense of profound numbness, paralysis, and an urgent need to hide. Feeling small, young, fragile, powerless and helpless is also common in emotional flashbacks. Such experiences are typically overlaid with toxic shame, which, as described in John Bradshaw's Healing The Shame That Binds, obliterates an individual's self-esteem with an overpowering sense that she is as worthless, stupid, contemptible or fatally flawed, as she was viewed by her original caregivers. Toxic shame inhibits the individual from seeking comfort and support, and in a reenactment of the childhood abandonment she is flashing back to, isolates her in an overwhelming and humiliating sense of defectiveness. Clients who view themselves as worthless, defective, ugly, or despicable are showing signs of being lost in an emotional flashback. When stuck in this state, they often polarize affectively into intense self-hate and self-disgust, and cognitively into extreme and virulent self-criticism.

Numerous clients tell me that the concept of an emotional flashback brings them a great sense of relief. They report that for the first time they are able to make some sense of their extremely troubled lives. Some get that their addictions are misguided attempts to self-medicate. Some understand the inefficacy of the myriad psychological and spiritual answers they pursued, and are in turn feel liberated from a shaming plethora of misdiagnoses. Some can now frame their extreme episodes of risk taking and self-destructiveness as desperate attempts to distract themselves from their pain. Many experience hope that they can rid themselves of the habit of amassing evidence of defectiveness or craziness. Many report a budding recognition that they can challenge the self-hate and self-disgust that typically thwarts their progress in therapy.

Emotional Neglect: A Primary Cause of Complex PTSD?

Early on in working with this model, I was surprised that a number of clients with moderate and sometimes minimal sexual or physical childhood abuse were plagued by emotional flashbacks. Over time, however, I realized that these individuals had suffered extreme emotional neglect: the kind of neglect where no caretaker was ever available for support, comfort or protection. No one liked them, welcomed them, or listened to them. No one had empathy for them, showed them warmth, or invited closeness. No one cared about what they thought, felt, did, wanted, or dreamed of. Such trauma victims learned early in life that no matter how hurt, alienated, or terrified they were, turning to a parent would actually exacerbate their experience of rejection.

The child who is abandoned in this way experiences the world as a terrifying place. I think about how humans were hunter-gatherers for most of our time on this planet—the child's survival and safety from predators during the first six years of life during these times depended on being in very close proximity to an adult. Children are wired to feel scared when left alone, and to cry and protest to alert their caretakers when they are. But when the caretakers turn their backs on such cries for help, the child is left to cope with a nightmarish inner world—the stuff of which emotional flashbacks are made.

Because of this, “emotional flashbacks can best be understood as the key symptom of Complex Post-Traumatic Stress Disorder, a syndrome afflicting many adults who experienced ongoing abuse or neglect in childhood.” As described by leading trauma theorist Judith Herman (Trauma and Recovery) and renowned PTSD researcher Bessel van der Kolk, Complex PTSD is caused by "prolonged, repeated trauma" and "a history of subjection to totalitarian control" such as happens in extremely dysfunctional families. It is distinguished from the more familiar type of PTSD in which the trauma is specific and defined; because of the prolonged nature of the trauma, Complex PTSD can be even more virulent and pervasively damaging in its effects. (Complex PTSD has not yet been included in the DSM.)

Ongoing experience convinces me that some children respond to pervasive emotional neglect and abandonment by over-identifying or even merging their identity with the inner critic and adopting an intense form of perfectionism that triggers them into painful abandonment flashbacks every time they are less than perfect or perfectly pleasing. When I encourage such clients to free-associate during their emotional flashbacks, I frequently hear a version of this toxic shame spiral: "If only I were perfect. If only I were an ‘A' student . . . a baseball hero . . . a beauty queen . . . a saint. If only I weren't so stupid and selfish, then maybe they'd love me. But who am I kidding? I'll never be anywhere near that, because I'm just a piece of shit. Who in the world could ever care about someone so pathetic?"

Responding Functionally to Emotional Flashbacks

Emotional flashbacks strand clients in the cognitions and feelings of danger, helplessness and hopelessness that characterized their original abandonment, when there was no safe parental figure to go to for comfort and support. Hence, Complex PTSD is now accurately being identified by some traumatologists as an attachment disorder. Emotional flashback management, therefore, needs to be taught in the context of a safe relationship. Clients need to feel safe enough with the therapist to describe their humiliation and overwhelm, and the therapist needs to feel comfortable enough to provide the empathy and calm support that was missing in the client's early experience.

Because most emotional flashbacks do not have a visual or memory component to them, the triggered individual rarely realizes that she is re-experiencing a traumatic time from childhood. Psychoeducation is therefore a fundamental first step in the process of helping clients understand and manage their flashbacks. Most of my clients experience noticeable relief when I explain Complex PTSD to them. The diagnosis resonates deeply with their intuitive understanding of their suffering. When they recognize that their sense of overwhelm initially arose as a normal instinctual response to their traumatic circumstances, they begin to shed the belief that they are crazy, hopelessly oversensitive, and/or incurably defective.

Without help in the midst of an emotional flashback, clients typically find no recourse but their own particular array of primitive, self-injuring defenses to their unmanageable feelings. These dysfunctional responses generally manifest in four ways: [1] fighting or over-asserting oneself in narcissistic ways such as misusing power or promoting excessive self-interest; [2] fleeing obsessive-compulsively into activities such as work addiction, sex and love addiction, or substance abuse ("uppers"); [3] freezing in numbing, dissociative ways such as sleeping excessively, over-fantasizing, or tuning out with TV or medications ("downers"); [4] fawning codependently in self-abandoning ways such as putting up with narcissistic bosses or abusive partners.

I find that most clients can be guided to see the harmfulness of their previously necessary, but now outmoded, defenses as a misfiring of their fight, flight, freeze, or fawn responses. In the context of a secure therapeutic alliance, they can begin to replace these defenses with healthy, stress-ameliorating responses. I introduce this phase of the work by giving the client the list of 13 cognitive, affective, somatic and behavioral techniques (listed at the end of this article) to utilize outside of the session. I elaborate on these techniques in our sessions as well.

As clients begin to respond more functionally to being triggered, opportunities arise more frequently for working with flashbacks in session. In fact, it often seems that their unconscious desire for mastery "schedules" their flashbacks to occur just prior to or during sessions. I recently experienced this with a client who rushed into my office five minutes late, visibly flushed and anxious. She opened the session by exclaiming, "I'm such a loser. I can't do anything right. You must be sick of working with me." This was someone who had, on previous occasions, accepted and even been moved by my validation of her ongoing accomplishments in our work. Based on what she had uncovered about her mother's punitive perfectionism in previous sessions, I was certain that her being late had triggered an emotional flashback. In this moment, she was most likely experiencing what Susan Vaughan's MRI research (The Talking Cure) describes as a gross over-firing of right-brain emotional processing with a decrease in cognitive processing in the left brain. Vaughan interprets this as a temporary loss of access to left-brain knowledge and understanding. This appears to be a mechanism of dissociation, and in this instance, it rendered my client amnesiac of my high regard for our work together.

I believe this type of dissociation also accounts for the recurring disappearance of previously established trust that commonly occurs with emotional flashbacks. This phenomenon makes it imperative that we psychoeducate clients that flashbacks can cause them to forget that proven allies are in fact still reliable, and that they are flashing back to their childhoods when no one was trustworthy. Trust repair is an essential process in healing the attachment disorders created by pervasive childhood trauma. PTSD clients do not have a volitional "on" switch for trust, even though their "off" switch is frequently automatically triggered during flashbacks. “The therapist therefore needs to be prepared to work on reassurance and trust restoration over and over again. I have heard too many client stories about past therapists who got angry at them because they would not simply choose to trust them.”

Retuning to the above vignette, I wondered out loud to my client, "Do you think you might be in a flashback?" Because of the numerous times we had previously identified and named her current type of experience as an emotional flashback, she immediately recognized this and let go into deep sobbing. She dropped into profound grieving that allowed her to release the flashback—a type of grieving the restorative power of which I have witnessed innumerable times. It is a crying that combines tears of relief with tears of grief: relief at being able to take in another's empathy and make sense of confusing, overwhelming pain; and grief over the childhood abandonment that created this sense of abject alienation in the first place.

My client released some of the pain of her original trauma and of the times she had previously been stuck in the unrelenting pain of flashing back to her original abandonment. “As her tears subsided, she recalled to me a time as a small child when she had literally received a single lump of coal in her Christmas stocking as punishment for being 10 minutes late to dinner.” Her tears morphed into healthy anger about this abuse, and she felt herself returning to an empowered sense of self. Grieving brought her back into the present and broke the amnesia of the flashback. She could then remember to invoke the self-protective resources we had gradually been building in her therapy with role-plays, assertiveness training and psychoeducation about her parents' destruction of her healthy instinct to defend herself against abuse and unfairness. The ubiquitous childhood phrase of "That's not fair!" had been severely punished and extinguished by her parents. She reconnected with her right and need to have boundaries, to judge her parents' actions unconscionable, and to fiercely say "no" to her critics' subsequent habit of judging her harshly for every peccadillo. Finally, I reminded her to reinvoke her sense of safety by recognizing that she now inhabited an adult body, free of parental control, and that she had many resources to draw on: intelligence, strength, resilience, and a growing sense of community. She lived in a safe home; she had the support of her therapist and two friends who were her allies and who readily saw her essential worth. I also observed that she was making ongoing progress in managing her flashbacks—that they were occurring less often and less intensely.

Managing the Inner Critic

In guiding clients to develop their ability to manage emotional flashbacks, my most common intervention involves helping them to deconstruct the alarmist tendencies of the inner critic. This is essential, as Donald Kalshed explains in The Inner World of Trauma, because the inner critic grows rampantly in traumatized children, and because the inner critic not only exacerbates flashbacks, but eventually grows into a psychic agency that initiates them. Continuous abuse and neglect force the child's inner critic (superego) to overdevelop perfectionism and hypervigilance. The perfectionism of Complex PTSD puts the child's every thought, word or action on trial and judges her as fatally flawed if any of them are not 100-percent faultless. Perfectionism then devolves into the child's obsessive attempt to root out real or imagined defects and to achieve unsurpassable excellence in an effort to win a modicum of safety and comforting attachment.

The hypervigilance of Complex PTSD is an overaroused sympathetic nervous system fixation on endangerment that comes from long-term childhood exposure to real danger. In an effort to recognize, predict and avoid danger, hypervigilance develops in a traumatized child as an incessant, on-guard scanning of both the real environment and, most especially, the imagined upcoming environment. Hypervigilance typically devolves into intense performance anxiety on every level of self-expression, and perfectionism festers into a virulent inner voice that manifests as self-hate, self-disgust and self-abandonment at every turn.

When the child with Complex PTSD eventually comes of age and launches from the traumatizing family, she is so dominated by feelings of danger, shame and abandonment that she is often unaware that adulthood now offers many new resources for achieving internal and external safety and healthy connection with others. She is unaware that a huge part of her identity is subsumed in the inner critic—the proxy of her dysfunctional caregivers—and that she has had scarce room to develop a healthy self with an accompanying healthy ego.

This scenario arises frequently in my practice: A client, in the midst of reporting some inconsequential miscue of the previous week, suddenly launches into a catastrophizing tale of her life deteriorating into a cascading series of disasters. She is flashing back to the danger-ridden times of her childhood, and her distress sounds something like this: "My boss looked at me funny when I came back from my bathroom break this morning and I know he thinks I'm stupid and lazy and is going to fire me. I just know I won't be able to get another job. My boyfriend will think I'm a loser and leave me. I'll get sick from the stress, and with no money to pay my medical insurance and rent, I'll soon be a bag lady on the street." “It's disturbing how many catastrophizing inner critic rants end with the bag lady on the street. What a symbol of abandonment!”

Teaching such clients to recognize when they have polarized into inner-critic catastrophizing, and modeling to them how to resist it with thought stopping and thought substitution, are essential steps in managing flashbacks. In this case I reminded my client of the many times we had previously caught the inner critic laundry-listing every conceivable way a difficult situation could spiral into disaster, and I invited her to use thought stopping to refuse to indulge this process. I suggested that she visualize a stop sign and say "no" to the critic each time it tried to scare or demean her. I reminded her that she had learned to catastrophize from her parents, who noticed her in such a predominantly negative and intimidating way. I also reinvoked the thought substitution process we had practiced on numerous occasions, encouraging her to remember and focus on all the positive things she knew about herself. Finally, I reminded her of all the positive experiences she had actually had with her boss, and I listed the essential qualities and accomplishments we were working to integrate into her self-image: her intelligence, integrity, resilience, kindness, and many successes at work and school.

Rescuing the Wounded Child

Over the course of a therapy, I often reframe emotional flashbacks as messages from the wounded inner child designed to challenge denial or minimization about childhood trauma. It is as if the inner child is clamoring for validation of past parental abuse and neglect: "See this is how bad it was—how overwhelmed, terrified, ashamed and abandoned I felt so much of the time."

When seen in this light, “emotional flashbacks are also signals from the wounded child that many of her developmental needs have not been met. Most important among these are the needs for safety and for Winnicottian good-enough attachment.” There are no needs more important than those of a parent's protection and empathy, without which a child cannot own and develop her instincts for self-protection and self-compassion—the cornerstones of a healthy ego. Without awakening to the need for this kind of primal self-advocacy, clients remain stuck in learned self-abandonment and rarely develop effective resistance to internal or external abuse, and seldom gain the motivation to consistently use the 13 tools for managing emotional flashbacks at the end of this article.

When clients recognize that their emotional storms are messages from an inner child who is still pining for a healthy inner attachment figure, and when they are able to internalize the therapist's acceptance and support, they gradually become more self-accepting and less ashamed of their flashbacks, their imperfections and their dysphoric affective experience. When the therapist repeatedly models feeling-based indignation at the fact that the client was taught to hate himself, the client eventually feels incensed enough about this experience to begin standing up to the inner critic and of investing in the extensive work of building healthy self-advocacy. When the therapist consistently responds compassionately to the client's suffering, the client's capacity for self-empathy and self-forgiveness begins to awaken. He gradually begins to desire to comfort and soothe himself in times of cognitive confusion, emotional pain, physical distress, or real-life disappointment, rather than surrender to an inner torture of self-hate, self-disappointment, and self-abandonment.

Around this time in therapy, the client also solidifies her understanding that the lion's share of the energy contained in her intense emotional flashbacks are actually appropriate but delayed reactions to various themes of her childhood abuse and neglect. Gradually—often at the rate of two steps forward and one back–-she is able to metabolize these feelings in a way that not only resolves her trauma, but builds new, healthy, self-empowering psychic structure as well. This, in turn, leads to an ongoing reduction of the unresolved psychic pain that fuels her emotional flashbacks, which subsequently become less frequent, intense and enduring. Eventually, a person experiencing an emotional flashback begins to invoke a sense of self-protection as soon as she realizes she is triggered, or even immediately upon being triggered. As flashbacks decrease and become more manageable, the defensive structures built around them (narcissistic, obsessive-compulsive, dissociative and/or codependent) can be more readily deconstructed.

Moving through Abandonment into Intimacy: A Case Study

A sweet, middle-aged male client of mine from an upper-middle-class family had suffered severe emotional abandonment in childhood. Both parents were workaholics and therefore unavailable; as the youngest of five children, my client was hamstrung in the sibling competition for scarce parental resources. His adulthood reenacted the relational impoverishment of childhood. He was hair-triggered for retreat and isolation. He had never experienced an enduring relationship. As a result of our long-term work, however, he became more motivated to seek a relationship, and successfully dated a healthy and available partner. For the first six months of their relationship, her kind nature, along with my coaching, enabled him to show her more and more of himself, and he was rewarded by increasing feelings of comfort and love while relating with her.

When he accepted her request to move in together, however, it became harder to hide his recurring emotional flashbacks to the overwhelming anxiety and emptiness of his childhood. He was more convinced than ever that the abandonment melange of fear, shame and depression at the core of his flashbacks was the most despicable of his many fatal flaws. As we worked with this belief in therapy, he remembered many times when even the mildest dip in his mood triggered his psychotherapist mother to turn her back on him and flee to the inviolability of her locked room. He saw that the occasional utility his mother found in him depended on his keeping her buoyant and lifting her spirits. He was traumatized into a staunch conviction that social inclusion depended on his manifesting a bravura of love, listening and entertainment. A codependent defense of fawning and performing had been instilled in him. Now he could not shake off the fear that if he ever deviated from being loving, funny and bright, his new partner would be disgusted and abandon him. He reported that, in fact, his flashbacks at home had increased, provoking a desperate need to isolate and hide. His freeze response was activated and he increasingly disappeared from her into silence, the computer, excessive sleeping, and marathon TV sports viewing. “During his most intense flashbacks, his fear and self-disgust became so intense that his flight response took over and he invented any excuse to get out of the house. He was besieged by thoughts and fantasies of being single again.” His inner critic was winning the battle; he was sure his partner was as disgusted with his affect as his mother had been. He was on the verge of a full-fledged flight response into the old habit of precipitously ending relationships, as he always had in the past when the brief infatuation stages of his few previous relationships came to an end.

We spent many subsequent sessions managing these emotional flashbacks to his original abandonment. He understood more deeply that his silent withdrawals were evidence that he was flashing back, and he committed to rereading and using the 13 steps of flashback management at such times. With my encouragement and gentle nudging, he grieved over his original abandonment more deeply and more self-compassionately than ever before in our work together. Over and over, he confronted the critic's projection of his mother onto his partner. He practiced grounding himself in the present, and at home began talking to his girlfriend about his experiences of flashing back into the abandonment melange. A crowning achievement occurred when he was finally able to disclose to her that talking vulnerably made him feel even more afraid and ashamed—and deserving of abandonment.

To his great relief, he was rewarded not only by her empathic response but also by her gratitude for his vulnerability, and she began to share an even deeper level of her own vulnerability. For the first time, he began talking to her while he was actually depressed. Their love then began to expand into those special depths of intimacy that are only achieved when people feel safe enough to communicate about all of their cognitive, emotional and behavioral experiences—the good and the bad, the gratifying and the disappointing, the loving and the mad. (One of the great rewards of this kind of recovery work is that the individual achieves a depth and richness of communication and contact that many non-traumatized people miss out on because wider social forces have scared and shamed them out of ever sharing anything truly vulnerable.) As my client became more skilled at being vulnerable, he was rewarded with the irreplaceable intimacy that comes from commiseration—another gift that many less-traumatized members of our culture never get to discover. The degree to which two individuals mutually share all aspects of their experience is the degree to which they have real love and intimacy.

“As clients learn to identify flashbacks as normal responses to abnormally stressful childhood conditions, they become free of the fear and shame that have made them isolate, overreact, or push others away at such times.” Most clients experience tremendous relief when they learn to interpret their overwhelming or excessively numbing experiences as emotional flashbacks, rather then as proof that they are bad, defective, worthless or crazy. Such realizations—as rapidly evaporating as they can be in early recovery—heal the fear and shame so central to emotional flashbacks. As clients learn to stay in contact and communicate functionally from their pain, they begin to heal their core abandonment depression; they gradually discover that they are not detestable but lovable and acceptable in their deepest vulnerability. This begins to heal their attachment disorders, the most deleterious part of Complex PTSD. It allows them to evolve toward what some traumatologists call an earned secure attachment. For many people this first secure attachment is achieved with the therapist, which in turn allows the client to know that such an invaluable experience is possible. With ongoing psychoeducation and coaching from the therapist, this first safe-enough relationship can become the launching pad for seeking such a relationship outside of therapy. The ending phase of therapy is typically characterized by the client building at least one good-enough, earned secure attachment outside of therapy—one relationship where she has learned to manage her flashbacks without excessively acting out against others or herself.

Challenges and Rewards for the Therapist

What I find most difficult about this work is that it is often excruciatingly slow and gradual. Nowhere is this truer than in the work of shrinking the toxic inner critic. Progress is often beyond the perception of the client, especially during a flashback, and flashbacks are unfortunately never completely arrested.

“The hardest thing of all is getting the client to see that emotional flashbacks, a bit like diabetes, are a lifetime condition that will always need a modicum of management.” Good-enough management creates a good-enough life—one where flashbacks markedly and continually decrease but inevitably recur from time to time. Failure to accept this reality typically causes the client to reinvoke her old reactions to flashbacks, which in turn cause her to get lost in the self-abandonment of blaming and shaming herself.

What I love most about this kind of trauma work is seeing clients with a long history of developmental arrest, as well as feelings of helplessness and hopelessness, begin to become empowered. I am delighted every time a client responds to her own suffering with kindness or reports an action of self-protectiveness in the world at large. I love witnessing the gradual growth of self-confidence and self-expression in my clients. This inevitably seems to grow out of their recovered ability to get angry about what happened to them in childhood and to use that anger to empower and motivate themselves to face the fear of trying on new, more assertive behavior. I am also especially moved when a client learns to cry for himself in that fully functional, unabashed way where tears release fear and shame. In my experience, nothing catharsizes fear and catastrophizing obsessiveness like egosyntonic tears. I have, on thousands of occasions, witnessed clients grieving in a way that resurrects them from a flashback, back into their growing self-esteem and resourcefulness.

Another highlight of this work for me comes in the early and middle stages of therapy. I like to call it rescuing the client from the hegemony of the critic. I believe there is an unmet childhood need for rescue that I help meet when I "save" my client from the critic—unlike Mom who didn't save him from his abusive dad, or unlike the neighborhood that didn't rescue him from his alcoholic family. Decades of trauma work have taken me to a place where my heart no longer allows me to be silent, and hence tacitly approving, when clients verbally and emotionally abuse themselves in a gross overidentification with the inner critic. I am additionally motivated to do this because of the failure of my own first long-term experience of psychoanalytic therapy, where my "blank screen" therapist let me flounder and perseverate in endless iterations of my PTSD-acquired self-hate and self-disgust. Never once was it pointed out that I could and should challenge this anti-self behavior. UCSF trauma expert Harvey Peskin would call this a failure to bear witness to the traumatization of the child. I have learned to take this a step further by not only vocally witnessing the client's flashback into the helplessness of his original abandonment, but also giving him a hand to climb out of that abyss of fear and shame.

The term rescuing and what it represents has become a taboo in the 12-Step Movement (e.g. Alcoholics Anonymous, Adult Children of Alcoholics, Incest Survivors Anonymous, etc.) and many psychotherapy circles. The word is often used in such an all-or-none way that any type of active helping is pathologized. However, I think helping clients out of the abyss of emotional flashbacks is a necessary form of active helping, or rescuing. The rescuing I refer to is different from the kind that many therapists correctly view as disempowering and unhealthy for the client. One example of this type of countertherapeutic rescuing is inappropriate or excessive advocacy. Colluding with or encouraging personal irresponsibility, such as exonerating a client's regressed or infantile acting out without steering him towards learning to interact more responsibly and salubriously with himself and the world is also a common type of problematic rescuing.

A final great reward I experience in helping clients manage their emotional flashbacks is witnessing the development of their emotional and relational intelligence. At the risk of sounding Pollyannaish, I believe Complex PTSD actually has a silver lining: the potential to reconnect with these intelligences at much deeper levels than those who are not traumatized in the family, but who suffer a truncation of their emotional self-expression and relational capacity. Wider social forces can strand individuals in the loneliness of superficial relating and can cause them to hide significant aspects of their emotional experience. A number of my clients in the later stages of recovery work have built and earned relationships that exhibit a depth of intimacy I rarely see in the general population.

*All names and identifying information have been changed to protect client confidentiality.

Managing Emotional Flashbacks: A Handout for Clients

1. Say to yourself: "I am having a flashback." Flashbacks take us into a timeless part of the psyche that feels as helpless, hopeless and surrounded by danger as we were in childhood. The feelings and sensations you are experiencing are past memories that cannot hurt you now.
2. Remind yourself: "I feel afraid but I am not in danger! I am safe now, here in the present." Remember you are now in the safety of the present, far from the danger of the past.
3. Own your right/need to have boundaries. Remind yourself that you do not have to allow anyone to mistreat you; you are free to leave dangerous situations and protest unfair behavior.
4. Speak reassuringly to your Inner Child. The child needs to know that you love her unconditionally—that she can come to you for comfort and protection when she feels lost and scared.
5. Deconstruct eternity thinking. In childhood, fear and abandonment felt endless—a safer future was unimaginable. Remember the flashback will pass as it has many times before.
6. Remind yourself that you are in an adult body with allies, skills and resources to protect you that you never had as a child. (Feeling small and little is a sure sign of a flashback.)
7. Ease back into your body. Fear launches us into "heady" worrying, or numbing and spacing out.

  • Gently ask your body to relax. Feel each of your major muscle groups and softly encourage them to relax. (Tightened musculature sends unnecessary danger signals to the brain.)
  • Breathe deeply and slowly. (Holding the breath also signals danger.)
  • Slow down. Rushing presses the psyche's panic button.
  • Find a safe place to unwind and soothe yourself: wrap yourself in a blanket, hold a stuffed animal, lie down in a closet or a bath, take a nap.
  • Feel the fear in your body without reacting to it. Fear is just an energy in your body that cannot hurt you if you do not run from it or react self-destructively to it.

8. Resist the Inner Critic's catastrophizing.

(a) Use thought-stopping to halt its exaggeration of danger and need to control the uncontrollable. Refuse to shame, hate or abandon yourself. Channel the anger of self-attack into saying no to unfair self-criticism.
(b) Use thought-substitution to replace negative thinking with a memorized list of your qualities and accomplishments.

9. Allow yourself to grieve. Flashbacks are opportunities to release old, unexpressed feelings of fear, hurt, and abandonment, and to validate—and then soothe—the child's past experience of helplessness and hopelessness. Healthy grieving can turn our tears into self-compassion and our anger into self-protection.
10. Cultivate safe relationships and seek support. Take time alone when you need it, but don't let shame isolate you. Feeling shame doesn't mean you are shameful. Educate those close to you about flashbacks and ask them to help you talk and feel your way through them.
11. Learn to identify the types of triggers that lead to flashbacks. Avoid unsafe people, places, activities and triggering mental processes. Practice preventive maintenance with these steps when triggering situations are unavoidable.
12. Figure out what you are flashing back to. Flashbacks are opportunities to discover, validate and heal our wounds from past abuse and abandonment. They also point to our still-unmet developmental needs and can provide motivation to get them met.
13. Be patient with a slow recovery process. It takes time in the present to become un-adrenalized, and considerable time in the future to gradually decrease the intensity, duration and frequency of flashbacks. Real recovery is a gradual process—often two steps forward, one step back. Don't beat yourself up for having a flashback.

Healing Trauma Through the Body: The Way In is the Way Out

Suzanne: A Case Study

Suzanne* arrives in my office due to a long history of anxiety, mild depression, problems sleeping, and relationship issues. She is 43, successful in her marketing career, and divorced, with a child in high school. She is a tall woman, but something about the way she carries herself makes her seem smaller than she is. She is wearing loose, dark clothing that doesn’t reveal much of her body. As she walks into my office for our first session, I am struck by the animation in her upper body, but I notice that she moves awkwardly because of the tightness in her shoulders, neck and upper spine. As I invite her to sit down, I notice that her eyes shift back and forth as if she’s looking for something. She seems uncomfortable meeting my gaze and looks quickly down at the floor each time our eyes meet. I can see by the way her shirt lies that her solar plexus area is very tight. It is clear that this tightness prevents her from taking a full, deep breath. She seems to be fighting upward against gravity, as if attempting to levitate. At the same time, I see and sense very little connection to her lower body. Her legs are almost completely still; they appear lifeless and detached. This gives her a weak and tenuous connection to the earth. “It’s as if everything from above the waist is surging wildly upward, like a thousand bees swarming skyward, out of a hive, centered above her navel.”
 
She complains of rapid heart rate, shallow breathing, food sensitivities, digestion problems, and difficulty staying asleep. As she talks, I can hear her mouth is dry. It makes sense to me that she is experiencing anxiety—my understanding of how the nervous system works lets me know that her system is stuck in a constant state of fear and readiness. As a Somatic Experiencing® (SE) practitioner, I can tell that Suzanne is in a common feedback loop that occurs in people who are attempting to manage their internal nervous system dysregulation. Shallow breathing and tightness in her chest keep her body in a constant state of oxygen deprivation. This escalates the anxiety, so she tightens the muscles in her chest even more. I take a mental note—I’ll need to address this pattern.
 
Suzanne begins to tell me about a recent conflict she experienced at work with a male co-worker. As she describes the situation, she cries easily but not comfortably, trying to hold back the tears. When she does begin to cry, she holds her breath and squints her eyes tightly, as if trying to squeeze the tears back into her eyes. She swallows repeatedly and her shoulders tighten even more. She’s working hard to keep the emotions in check. At one point in her description, she chastises herself for being so reactive. “I should be able to handle these types of situations,” she says. “Instead, when there’s conflict, I get totally emotional. Even though my mind is racing with thoughts, I can’t do or say anything. I feel paralyzed. I don’t act like a competent professional. I just sit there and cry like a little girl.”
 
She looks down, rounds her shoulders, and holds her breath. I listen to her words and make a note of how she describes her experience, but I am especially paying attention to what her body is telling me. “As I listen to her, I’m receiving a lot of information about her by paying attention to my own bodily experience.” I feel a little breathless and pulled upward in my own body—I need to keep reminding myself to breathe, soften my belly, and feel my feet and pelvis.
 

Approach

It is obvious from the above description that my attention is heavily focused on the physical presentation of the client.  Of course, I am not ignoring the content of her narrative, but I am especially attuned to the story her body is telling. My approach is guided by the principles of Somatic Experiencing, developed by Peter Levine from his research into the stress responses of animals in the wild. Physiological responses to stressful situations arise from what is classically called the sympathetic or “fight-or-flight response.” Levine noticed that once an animal was out of danger, its body automatically shifted to “parasympathetic” rest and recovery with gentle trembling, shaking, deep breaths, sweating, and sometimes more aggressive fight-reenacting behaviors—a process called discharge. These behaviors reset the nervous system to a pre-threat level of functioning. This discharge cycle appeared to be essential to recovery: experts repeatedly told Levine that if animals were unable to complete the discharge process, they would die.
 
Given that humans should be equipped with the same restorative capacities, Levine pondered, what makes us different? What gets in the way of our recovery? 
 
Through hundreds of hours of client sessions, Levine began to witness how clients’ bodies told their stories of trauma, even if the clients had no specific memories. Once Levine guided them into the sensate experience of trauma, the body then took over and finished what was unprocessed, or incomplete, much like the animals he’d observed. Clients receive the added gifts of increased body awareness, a stronger connection to self, a shift in deep-seated patterns, a more regulated nervous system, and a sense of mastery.
 
Why do humans need to be guided at all? The biggest obstacle is how inattentive and unfamiliar we are with our physical sensations. Our big, sophisticated brains constantly out-think and override our bodily needs. We are trained to ignore signs of hunger, pain, discomfort, injury, danger, as well as pleasure, saturation, and fulfillment. What’s astonishing is how forgiving and responsive the body is. As soon as we tune into it, shifts begin to happen.
 

Getting Unstuck

Within my framework as an SE practitioner, Suzanne’s symptoms imply something in her system is stuck, unfinished. I can assume that during some traumatic experience in her past, she froze or was overpowered by someone or something bigger, stronger, or faster. 
 
Suzanne’s array of emotional and physical complaints is typical of autonomic dysregulation. Dysregulation shows up in basically two extremes: stuck “on” and stuck “off.” The former can manifest as anxiety, panic, mania, hypervigilance, sleeplessness, dissociation, attention deficit, OCD, emotional flooding, chronic pain, hostility/rage, etc. This is the sympathetic branch of the nervous system, responsible for moving us out of danger. When traumatic material is unprocessed, the residual activation keeps a person locked in a constant state of readiness and reactivity. The client has an ongoing sense that “something bad can happen at any moment.”
 
Being stuck off shows up as depression, flat affect, lethargy, exhaustion, low impulse/motivation, chronic fatigue, dissociation, many of the complex syndromes, low blood pressure. This is the parasympathetic branch of the autonomic nervous system. In a healthy state of functioning, it is designed to bring the body back to rest and recovery after surges of sympathetic activity. When it goes awry, the system slows or shuts down too much, or “depresses” itself at the slightest trigger.
 
Clients may present with one extreme or oscillate between the two. At first glance, Suzanne presents more on the sympathetic scale, excepting her legs. I’ll want to guide her inward so we can begin to sense more deeply into her pattern.The goal of SE is to work through traumatizing events in non-traumatizing ways. If I can ease her through whatever defenses or strategies her body has taken on to manage the dysregulation, her body will take over and complete the necessary response that was not able to occur when she was initially traumatized. It will be part of my treatment plan with her to assist her body in feeling all possible impulses. She may want to cower self-protectively, defend herself, or run from the danger.
 
“SE therapists have to learn to watch, not just listen; to know when to slow down, when to point out and explore a physical response.” We must learn how to ask open-ended questions that invite curiosity about one’s experience in the moment. Our job is to support the client in accessing what is happening inside at the physiological level, and then to assist in the return to self-regulation. We are restoring the client’s system back to an organic level of functioning. The client grows in self-mastery, and the therapist is merely the guide.
 
SE uses a variety of techniques that are presented at a pace that helps the client to stay with every moment of the event without flooding, compensating or dissociating. Slowing everything down and keeping Suzanne focused on her bodily sensations will help us do this. It’s a bit like watching the event on a video, pausing at every single frame, and allowing each detail, emotion, sensation, bodily reaction, impulse, and defensive reaction to be felt and processed. Connecting to the physiological responses also prevents her mind from coming in and doubting or worrying.
 
In this sense, we can see that, for a traumatized person, going into the body and coming into contact with their physiological experience is the way out of their distressing symptoms. The way in is the way out. Many models of treatment focus on eliminating symptoms and behaviors, but SE takes the client into the symptoms knowing that the symptoms are the key to healing trauma. With Suzanne – as with all of my clients – I will begin my work with her wherever she is and with whatever her body is displaying in the moment. By focusing on one aspect of her physical sensations, we will be led into her body’s memory of the trauma. By moving slowly, and utilizing various techniques that prevent re-traumatization, her body will guide her through her own natural set of experiences, and gradually release the stuck pattern.
 

The Work: Careful Amplification, Attentiveness

To begin my work with Suzanne, I will want to take her into a direct experience of the physical sensations in her body. I first want to be sure that Suzanne has the capacity to work somatically with the material she is presenting. I will be able to assess Suzanne’s overall nervous system stabilization when I see how her body reacts initially as we begin to explore bodily sensations. I will also be able to get clear information on how she attempts to manage the sensations by watching her response to them. As she begins to feel her body, does she brace, collapse, tighten all over, hold her breath, dissociate, shut down, get angry or become judgemental?
 
As she is finishing her description of the conflict with the co-worker, she begins to tell me again of her general anxiety, in part, she says, because she can’t trust herself to respond in situations where she needs to. I feel as if this is a good time in the session to begin to tune into her sensations, so I ask her permission to explore her experience a little.
 
She agrees, a bit hesitantly, and I ask her to notice where in her body at this moment she is sensing the anxiety. She looks down and then says, “In my belly.” As she focuses her awareness on the sensations in her belly, she escalates quickly—her shoulders tighten, she holds her breath. She looks frightened. I remain calm and unalarmed because I have seen this many times. “Can you give me some words to describe the sensations?” I ask her. She puts her hand on her belly, and says, “It’s churning, hot, and it’s moving really quickly.”
 
At this point, “I know that I need to broaden her awareness and to help her know that she can touch into the intensity of her experience without becoming overwhelmed by it”, as well as to help her move her attention to areas of less intensity. To do this, I ask Suzanne if she can also notice the chair supporting her thighs, and the floor beneath her feet. My goal here is to build resilience and confidence, and dispel any belief Suzanne may have that she can’t handle this experience.
 
Secondly, by asking her to feel outside of an energetic hot zone, her body recognizes that there is more square footage for the intensity to inhabit. This naturally makes a little more space for the concentration of the sensations; they spread out. Thirdly, by contacting the periphery of her body, it helps Suzanne feel solid, reliable areas, which provide the sense of a container.
 
Suzanne closes her eyes and I see her body visibly settle into the chair. Her shoulders drop slightly, the muscles in her face soften and she is breathing more deeply. She seems to allow the chair to hold her a bit more, rather than holding herself up and off it. This is a very important moment and I want to grab it.
 
Suzanne looks up at me, surprised. I smile at her. “Tell me what you’re experiencing now.”
 
“Things are relaxing,” she says, her voice is softer and her words come out more slowly.
 
“What does relaxing feel like in your body?” I ask her. 

“My stomach has softened," she tells me. "I feel more air in my belly and I don’t feel as afraid.”
 
Another important moment. This is the first shift in Suzanne’s breathing pattern—a crucial element in the stuck anxiety pattern in her body. Remember, when breathing is rapid, tight and fast, it actually triggers the body’s fight-or-flight reaction. As the body goes into this reaction, the breathing becomes constricted, fast and shallow—a frustrating chicken-or-egg phenomenon. I want to expand on Suzanne’s feeling of being able to breathe. So I ask her to sense into her belly, noticing how it feels to have more air.
 

Relating to Anxiety

This experience lays the groundwork for Suzanne to be able to enter into intense sensations and then find a way to regulate them. I want her to really have a felt sense of this, so I decide to guide her into it a few times as practice. I ask her to consciously bring up something that triggers her feeling of anxiety, like her co-worker. As she thinks of him, the anxiety begins to rise again and I guide her into the sensations in her belly, then down to her feet. As we do this repeatedly, Suzanne discovers that if she moves into noticing her feet whenever the sensations of anxiety get too intense, she can stay longer and longer with the anxiety and the intensity subsides drastically.
 
I feel that we have done enough work in this area and I want to check in with Suzanne to see how she is handling this. Her face appears to be shining a bit; there is more blood flow and a pinker color to her cheeks and for the first time in the session. She smiles. I ask her about this. She looks a little sheepish, averting her gaze for a moment. Then she looks back at me and says, “This is cool. I feel so much more in charge.”
 
I want to anchor her bodily sense of being “in charge” so that she can access this when her anxiety arises. “I am hoping to help change her relationship to this anxiety—to become curious about it.” I want her to recognize that when she actually pays attention to it, at the sensation rather than emotional level, it usually subsides, rather than increases as most people fear.
 
This process of touching into her sensations of the anxiety, then shifting her awareness to the rest of her body, helping her notice any moments of settling or any shift that occurs naturally, is one of the many ways that SE supports the nervous system to re-establish its natural, inherent rhythm—one that flows seamlessly between excitation and relaxation, between contraction and expansion. This is the first step Suzanne and I have taken to restoring regulation in her system.
 

Unfinished Business

The second step we’ll need to take is to access what’s unfinished. Many traditional therapies focus on feeling, reliving, and ultimately putting behind many of the bad things that occur in childhood. While this can be an important part of the therapeutic process, and is definitely something I am concerned with, my SE orientation leads me to seek to explore this experience with Suzanne somatically. “By following the body’s wisdom, we are led to what didn’t get to happen in a client’s past.” We provide clients with the opportunity of re-doing the event—finding in the present the way that the body would naturally, organically respond if it was left to its own devices. This renegotiation is done almost entirely through visualization, and slow, intentional movements, deeply connected to sensations and procedural movement patterns. This allows the discharge process to complete, and the trauma symptoms are moved out of the body, while the nervous system is allowed to return to pre-trauma functioning.
 
To get to what is unfinished in Suzanne, I want to access the brainstem and the survival responses. The way in is via sensations, noticing physiological shifts, and sensing impulses. My work with Suzanne so far has tapped into a little (but not too much) of the activation, or the charge of the anxiety. Now it’s time to check in to the rest of her body—in particular her extremities. The extremities naturally spring into readiness and action when we feel threatened. When a person is unable to carry through with the impulse to flee or fight, these thwarted impulses interrupt hard-wired sensorimotor patterns. This is often the place where the system gets stuck.
 
Capitalizing on Suzanne’s feeling of excitement and mastery, I ask her if she’s willing to explore a bit further. This time, when she gives her assent, she doesn’t hesitate. I ask her to sense into the rest of her body to notice what else is going on.
 
She immediately reports, “I feel tightness in my legs and shoulders.”
 
Deciding to bring awareness to the less accessible lower body, I ask her to tell me where she feels the tightness in her legs. She reports feeling tension and tingling in her ankles and thighs. Suzanne’s lifeless legs indicate a parasympathetic orientation in her lower body—a common pattern in clients with a history of physical or sexual abuse, bullying, early surgical procedures, or any events that involve being restrained. Earlier she had described herself as “feeling paralyzed” and “crying like a little girl” in response to the conflict and perceived threat of her co-worker. It’s clear to me that at least some of this sense of paralysis originates in her legs. I encourage her to stay with the sensations and see what happens next as she does that.
 
“It’s getting tighter,” she says.
 
Wanting to gently encourage her, I murmur, “Stay with it, if that’s okay.” I see her legs jump and tense slightly and then become very still.
 
“I’m scared,” Suzanne says. “I want to move my legs, but I can’t.”
 
This is a very important moment in SE work—an experience that Levine describes as the brake and accelerator both floored at the same time—the core of the freeze response. It is high-level sympathetic mobilization, coupled with parasympathetic shutdown, similar to what happens when a circuit breaker blows when there’s too much charge going through a line. It will be necessary to separate the two impulses so that Suzanne’s defensive response can be completed.
 

Follow the Impulse

Before I can say anything else, Suzanne says again, “I’m scared. I know this feeling. This is like when my uncle would do things to me in the attic.”
 
While I am certain that we will need to explore the content that is beginning to naturally arise as a result of feeling into Suzanne’s sensations, at this point I want to stay grounded in her physiological experience. In my experience, if I chose to explore this reference to her uncle by asking her to tell me more about what happened in the attic, Suzanne would likely shift into an intellectual telling of the story. This would take us away from her body and what her body wants to do. In fact, her body has been telling this story from the beginning, now showing us the connection between her anxiety and paralysis in her conflict with her co-worker and her past experience of trauma.
 
I ask Suzanne if it’s okay to sense the energy in her legs.
 
She says yes, a little uncertainly. She pauses for a moment and then responds, “It feels very intense, like a strong humming feeling.” My initial impression of her “wild bee” energy seems accurate. I ask her to feel the energy and sense where it wants to go. I also ask if she can feel how she is holding it back. I encourage her to very slowly move her awareness back and forth between the wanting to move and the holding back. This technique helps to separate the conflicting impulses. 
 
Suzanne is alert and somewhat alarmed, but not overwhelmed, mostly because we have done good preliminary work earlier, where she learned to trust her body somewhat, and learned to trust her ability to handle intensity. As Suzanne tunes into the energy wanting to move, the holding begins to ease, and the impulse to move increases. I see her upper body relax slightly, while her legs begin to twitch. I point out the twitching in her legs and invite her to slowly feel that and follow what wants to happen. Her body wants to move in reaction to a threat (her uncle), but it can’t because the threat is larger, stronger and familiar. Several intense, involuntary impulses are happening at the same time: anxiety because of the danger, hormones racing through her system preparing for action, tightness and bracing in many parts of her body, feelings of helplessness, hopelessness and shame, to name a few.
 
I can see underneath Suzanne’s clothes that her thighs are contracting slightly; her feet jerk almost imperceptibly upward. I also feel the readiness in my own body, which I experience as tension in my legs; my heart rate increases. I am feeling a sense of excitement in my  body—these impulses are contagious, and many-less experienced practitioners initially make the mistake of getting swept up in the sensations, unintentionally pressuring the client and causing resistance. Not wanting her to feel pushed, I sit back, settle into the chair, and move my attention back slightly, to allow her to experience her own impulses uninfluenced by mine.
 
I ask her to feel into the tightness of her thighs, and to sense her calves and ankles. They very slowly begin to move on their own, and I encourage her to notice that.
 
““My legs feel powerful and strong, like they could leap over any mountain,” she says, her voice sounding stronger and more commanding than I’ve heard it yet in this session.”
 
“Stay with those sensations of strength and power,” I suggest to her. I can see that she is enjoying the strength she feels. She pushes her feet down into the floor, her thigh muscles contracting visibly. I see that her feet and legs continue to move very slightly, this time with larger movements. I stay alert for signs of dissociation, bracing, breath-holding—anything that would indicate that too much is happening too fast.
 
As Suzanne continues to experience the movement of her legs and feet, she says, “It feels great to move them.” Her legs pump slightly beneath her seat. “ I don’t think I’ve felt my legs for years. Its like I’m coming into them.”
 
I ask her to tell me a little bit more about what she is sensing. “Heat. Waves of heat coursing through my legs.” Her feet and ankles continue to move as she describes this. I know that the release of heat is a sign that her nervous system is coming into a greater degree of equilibrium. To continue to expand on Suzanne’s experience of becoming unfrozen, I ask her, ”What does it feel like your feet are doing?”
 
“I can walk away. I know I can walk away. I can run away if I need to.”
 
Her legs begin to tremble very slightly. Her face is flushed, radiating pleasure. I know we have done plenty for one session.
 
At this point, it's time to process some of what we’ve done. We talk about her experience and I educate her a bit on the SE model I’ve been using, explaining the fight-or-flight process of the nervous system and what happens when those natural reactions are unable to be completed. She shares some memory flashes that arose during the running, and we talk about ways she can play with the process of checking into her belly when she feels anxious—moving between the sensations in her belly and the sensations in her legs.
 

The Next Step

Future sessions with Suzanne would focus on fine-tuning the newfound skill of sensing the anxiety somatically,  and learning how to recognize it, and settle it before it overtakes her. We would look at other situations in which anxiety shows up, such as in the work place or during  moments of conflict, and see if we can generalize the skill in other settings. We would explore the abuse by her uncle, concentrating on what is unprocessed physiologically and emotionally, especially incomplete defensive responses. SE therapists learn to trust the body, more than the memory or recall of events. We know not to assign meaning or assume causality to what arises in the therapy session. Details of events change as they are worked out at the somatic level. Memory is unreliable at best, but the body holds the key to what is unfinished and needing to heal. We focus on allowing those physiological responses to unfold, which makes room for the body to organically return to homeostasis.
 
In the SE model, we consider our work to focus on resolving the strategies for coping with nervous system dysregulation. This dysregulation can occur as the result of trauma, but may occur even in the absence of specific traumatic events—early attachment issues, for example. What is primary to us is to restore the nervous system to a natural state of regulation. To this end, SE is well integrated with many modalities of therapy, adding richness and depth to other methods that may have a more primary focus on the emotional or cognitive aspects of experience. What is most important about the SE way of working with a client is our focus on the physiological, the sensations, the body.
 
A wealth of information can be found at the Foundation for Human Enrichment web site. A comprehensive SE Training program is available for those seeking to learn how to apply this method in their work. A vivid demonstration of SE is seen in Resolving Trauma in Psychotherapy: A Somatic Approach.

Shades of Gray: When a therapist and her client are survivors of child abuse

Not a case to wow you with

This story is about humanness, grayness, and uncertainty in practicing psychotherapy. It's not about the times I've wowed a client with my perceptiveness and incisive interpretations. Neither will I focus on times when I've made a clear misstep, like mixing up two clients' stories. This is about intentionally making an imperfect decision to accept a college student as a client who was suffering from the effects of severe childhood sexual and physical abuse, while I at the same time was dealing with my own similar past. In the case I will present, it later became clear that Callie was living with significant dissociation and identity confusion.

My decision to work with her was based partly on the difficulty of finding a better alternative. But I can now say, in retrospect, that underlying this decision was my own difficulty in acknowledging the power of my past and the strength of my defenses. In the end, did I make the right decision? I must admit the results were mixed. Like a swirling mixture of white paint with distinct flecks of black, a picture emerges for me that now, from the distance of time, reads as gray.

I've seen many times over (on both sides of the couch) this insidious grayness seeping into therapeutic relationships. My first therapist took a position that suddenly put him in frequent contact with all my peers in my graduate program—the very people I had been talking to him about. His decisions and handling of the matter brought about multiple problems involving boundaries, trust and our alliance which were painful for me and ultimately interfered in our relationship and the work.

I, too, have found that in my current position, working at a counseling center in a small, rural university, unavoidable boundary questions pop up regularly. “Do I allow a client to join a student project I'm running at the university? Do I attempt to prevent a former client from later working as a graduate assistant at our center?” When I present to a class, will clients be in the audience? I imagine most therapists unwittingly find themselves in uncertain ethical waters from time to time and that guidelines for dealing with such matters offer no off-the-shelf solutions. Instead, they must be worked through taking into account the people involved and the risks and benefits of the available options.

In this article I will examine just one type of ethical dilemma, but one that any therapist with a traumatic past must face: “When are we far enough down the path of our own healing that we can safely go back and help someone else along?” To what extent are we actually in a better position to help our fellow survivors because we can relate to their pain and have a burning desire to help them? Or are we so familiar with the client's pain that it triggers our own pain and the ensuing defenses? Or is it a little of both, and if so, what then?

Tragic life story

Callie1 first became known to me through Ella, an experienced counselor I was supervising during her doctoral internship at our center. Callie was a plucky woman in her early twenties who was referred by one of her professors. His class was working on a project that had sexual abuse as its theme, and the professor sensed from Callie's reaction that it was raising some emotional issues for her. At first, Callie denied any emotional difficulty with the project. But this stoicism proved to be a thin veneer covering a deeply wounded individual. Her life story, as she related it over the course of one and a half years of treatment with Ella and me, was the most tragic I have heard.

Callie was bounced from caretaker to caretaker from the time she was six months old until she was eight years old. At four years old, she was repeatedly sexually abused by her mother's boyfriend, causing permanent damage to her uterus. The perpetrator went to jail. Her mother, who knew about the abuse and didn't prevent it, also abused her both physically and emotionally. Indeed, Callie recalled how on her fifth birthday her mother had taken away an unopened present she had bought for her because Callie had let child protective workers into the house. Callie recalled other punishments, such as being burned with cigarettes and being locked in a room for a week.

One of the most horrific abuses occurred after a teacher told her mother that Callie preferred to write with her left hand, but should be encouraged to use her right hand. “Her mother brought Callie outside and told her to hold her left hand behind the tire of their car while she drove over it, crushing the bones.” Verbal abuse included her mother calling her vulgar names and telling her that she had never wanted Callie, and in fact hated her.

Callie was also abused by another of her mother's boyfriends. Over the years, he broke approximately eight of her bones. Once he dropped her head-first off a balcony. After the injuries, she was driven to far-away hospitals so that no one would suspect abuse.

In therapy with Ella, Callie reported that she experienced recurring depression with occasional suicidal thoughts. She had been cutting herself off and on for about seven years. Significantly, she also stated she felt different than others. This hint at identity problems would prove to be a huge understatement.

Introducing Stacie

Callie let Ella know that she trusted her, and opened up to her about these very painful past and present difficulties. “In her tenth session, Callie arrived in fancier clothes and, to Ella's surprise, referred to herself as "Stacie."” Rather than question it, Ella decided to "go with it." Realizing this as an opportunity to understand a normally hidden part of Callie, Ella asked Stacie questions about herself. Stacie, she said, protects Callie. Stacie saw herself as different from Callie. For instance, Callie didn't like her live-in boyfriend, but Stacie did and worked to keep him around. Stacie showed up again the next session. She stated that she first appeared on the scene when Callie had been sexually abused at age four. In Stacie's mind, Stacie herself was never abused. In fact, she didn't even have the same mother or last name as Callie. Stacie asked Ella not to mention her existence to Callie because Callie would "freak" if she knew about her.

Ella agreed to this request, but disclosed in supervision that she was not sure if this was the right decision or not. We discussed Callie's ultimate need to know about Stacie, but decided not to push the issue at that time. We wanted to give Stacie a chance to express herself without fear of overwhelming Callie.

It was Callie who showed up for the following session. Although she talked of forgetfulness, she didn't see it as a real problem. “If she saw books around her apartment that she didn't recognize, she would simply think to herself, "I must have bought them."”

Ella's internship was coming to an end, and the termination with Callie was not a smooth one. Two months before Ella's departure, Callie called her in crisis. Walking to her off-campus apartment the night before, Callie had been raped by a stranger. For many subsequent weeks, Callie naturally felt terrified, and would sometimes even hide in her closet at night. Although she continued to present herself as Callie during these sessions, during one session she said she felt like a child, and during another she described feeling like she was in a dollhouse with others controlling her. Her depression and cutting behaviors increased, and she hinted at feeling suicidal. Ella spent the last sessions continuing to help Callie cope with the rape, and processing her sadness about friends graduating and their therapeutic relationship ending.

Unspeakable, unthinkable and unknowable

The decision about where Callie should be seen next for therapy was not taken lightly. Ella suggested the possibility that I take her on as my client. This option made sense for several reasons: I had supervised Ella over the previous six months, so I was familiar with the case; Callie did not have transportation, money or insurance, so a workable off-campus referral would have been difficult to arrange; and, with Callie's permission, I would be able to continue consulting with Ella while working with Callie. While a referral to another therapist in our center would normally be a possibility, our center only employs one other psychologist. Callie had expressed fear of the other psychologist because she looks similar to her mother. The reasons for me to see Callie were stacking up, but the idea made me anxious.

This is where my own past enters in. Like Callie, I was sexually abused as a young child on multiple occasions. For me, it was by my father. Here, the "un" words best describe my reaction: The terror was unspeakable. The sinking feeling I felt upon realizing that my own father was capable of hurting me in that way was unthinkable. In fact, the whole experience was unknowable. It was too much to take in, too much to remember. A severing process began taking place in my brain. I now believe I would actually forget the abuse between episodes. But when the circumstances that led to abuse would recur, I would remember. In my child mind I would plan how to keep myself safe. Unfortunately, my army of stuffed toys, oversized nightgown, and tucked-in pajama shirt were surprisingly poor defenses. This thing that was too much to know would happen again. By middle school, I feared I was becoming insane because I spent so much time out of my body and things felt unreal. For instance, I would be engaged with others at school and then suddenly feel as if my connection to both myself (my identity, body and past) and my surroundings had been severed. I felt more like a consciousness than a person. I would try to behave as normally as possible until the episode passed, but it was hard.

Today, I function well. I have come a long way through my own psychotherapy. In fact, it's easy to be lulled into a sense of having made it, having survived and moved on. Occasionally, something will trigger my memories, and my defenses will rush to the rescue, warping my sense of time, place, and self. It's hard to process information at those times, which I suppose is the point of dissociation. But that state is transient and I understand it. That said, I do sometimes wonder if what seems normal to me, like episodes of dissociation, may be more abnormal than I can appreciate.

At first, I declined to take on Callie as a client, but offered to meet with her temporarily while we worked out a more appropriate referral. Soon after termination with Ella, Callie cut herself deeply enough to require hospitalization. She did not remember making the cuts. I realized that, ideally, Callie should receive treatment from an agency that had emergency back-up and a specialist in Dissociative Identity Disorder (DID). I referred her to a crime victim's center in the nearest town that specializes in trauma treatment. However, I was surprised to find that the therapist assigned to Callie was less qualified to take her on than I was. In fact, I learned that no one at the agency had experience working with DID. Although the nearest city had appropriate referrals, it was an hour and a half away.

Soon after her release from the hospital, Callie cut herself again, and was again hospitalized. Like the last time, she did not remember making the cuts. As the only therapist currently connected with her, and with an obligation to manage our students' mental health crises, I continued seeing her for crisis management.

Entering the grayness

Over these sessions, I started gaining confidence in my ability to meet with Callie. I felt like my interventions were helpful. I revisited the idea of taking her on myself. I considered the facts: By default and necessity, I had already established a therapeutic alliance with Callie; I had an understanding of her past and current difficulties; I was knowledgeable about the psychological effects of childhood trauma; and I wanted to help her. I decided to take the plunge. I offered Callie regular psychotherapy sessions and she agreed. I looked into the possibility of consulting with a DID specialist for supervision over the phone and was able to set this up. I assured myself that if I ran into personal problems doing this work, I would process them with this DID supervisor or with my informal peer supervision group. I would like to announce that I opened up and worked through my past fully in this case, but in reality, I never found the courage to do this. Although I discussed my work with Callie, along with my less-private reactions toward her, I avoided anything that had to do with my own abuse. The anxiety that would get triggered when I contemplated bringing up my past felt insurmountable.

Callie was open and disclosing with me but also seemed a bit distant. I wondered if she was reacting to my own sense of uneasiness. I was aware of an internal sensation of steeling myself when she talked. I wanted to be receptive to her, but I could feel that I was also being self-protective. I was slightly unnatural with Callie, always trying to work against my instincts to defend myself.

Nonetheless, we were making progress. “At the suggestion of my supervisor, I began to talk to Callie about her alters.” She was resistant, so I proceeded cautiously. She admitted that her boyfriend would tell her that she was other people sometimes. He told her that she would occasionally drink from a baby bottle. When he would report on her strange behaviors, she would cover her ears and start humming. She also disclosed that she stopped reading her journal because she would read things she didn't remember writing, such as entries about her mother, but from a younger perspective. At times, she would get fuzzy in session and dissociate. She would say that she did not feel she was fully in her body. We would stop and do grounding work.

One evening I received a crisis call from Callie. Her boyfriend told her she had just pulled a knife on him in a threatening manner. Despite her objections, I called an ambulance to pick her up so she could be evaluated at a hospital. She did not remember this incident either, and I suspected involvement of the alters. In fact, there was accumulating evidence that the alters were "out" quite a bit of the time.
 


A gift to the therapist from Stacie upon termination of therapy.
This painting depicts Callie and the alters in front of the house in which they live.

A turning point in our sessions came when, again at the suggestion of my supervisor, I asked Callie, "Is there a Stacie there?" She paused. She said that she would find things with the name Stacie around her apartment. Also, her foster mother had given her a red-haired doll named Stacy, and she had always liked that name. I explained she had presented herself as Stacie to Ella.

The next session, Callie showed up looking differently. She wore make-up, fancier clothes and smiled a lot. I asked if she was Callie. She said, "No, I'm Stacie." For the rest of the school year, until Callie graduated, I would see Stacie often. Stacie knew all about the others.

“In all, Stacie told me about all 11 different parts or alters, including herself and Callie, ranging in age from 4 to 22” (Callie's age). In Stacie's mind, they all lived in a house where they each had their own room. In addition to Stacie, I also saw the four-year-old, Tracy, who missed her "mother" (actually, Callie's elderly relative who took care of her for several years). Jenna, who was sad, angry, and wanted to die, presented herself as well. Jenna called one day to tell me that her ribs hurt and she didn't understand why no one would take her to the hospital.

By the time of graduation, evidence of improvement came when Stacie started whispering things to Callie. Callie was apprehensive, but also intrigued at the prospect of getting in touch with another part of herself.

The silver lining

As we came to the end of the school year and were facing termination due to Callie's graduation, we talked about our relationship. She told me that she liked me and that I was one of only five people she trusted. However, she also disclosed her initial reactions to me that confirmed some of my fears. “She said that in our early sessions she felt I didn't like her because I tend to sit back in my chair and talk in the lower range of my natural voice.” She initially reacted to this, she said, by not liking me either, so she wouldn't get hurt. Also, she said that she did not find me as warm and open as Ella. However, she reported that her feelings changed over time and she grew to like and trust me. Because this feedback was different than any of the feedback I've received over the years, I assume that I was, indeed, somehow different with Callie.

Those words were hard to hear, but they also gave me a great opportunity. Callie had some borderline tendencies, and not surprisingly, in her relationships with others, she tended to split. I pointed out that she seemed to put people into two camps: perfect people who she saw as her saviors, and others who she viewed as "all bad." She immediately accepted this observation, and added that saviors who fail her fall right down into the "all bad" category. I told her that I hoped that our relationship helped her to see that there's actually gray in the world. I had my imperfections, but she had found that she could still like me, trust me, and connect to me overall.

And so, out of the gray imperfect mismatching of a wounded therapist with a wounded client, came a lesson that I hope has staying power for Callie. Sometimes gray is what we get, and sometimes gray is enough.

I will never know if I made the right decision in accepting Callie as a client. Healing from early trauma is a process with no definite end point. I do know that the timing was not ideal. I had not fully appreciated the power of my past, and was too ashamed and avoidant to seek out more intensive supervision when I suspected it was interfering. Indeed, based on my experience in working with Callie, I have become even more convinced of the value for therapists who are survivors to explore their past in supervision when working with client survivors. When ready to do this, I believe he or she will be in a more powerful position to help his or her fellow survivors.

Perhaps most therapists are never fully trained or completely ready to work with such overwhelming stories of child abuse, but certainly getting extra support for myself would have eased the burden. Perhaps if I had disclosed to my supervisor my concerns about taking on Callie due to my own past, she could have helped me talk through the pros and cons and we could have made a decision together. If we decided that I should go ahead and work with Callie, which I suspect would have been the case, I would have felt supported and therefore more confident in my decision. I believe this would have made me more confident in sessions with Callie.

Mostly though, I simply needed to express to someone the emotional hurt I felt—for the both of us—when Callie talked about the abuse and her longing for a loving parent. Her therapy was emotionally difficult for me, as well as for her. With more support, I believe I could have been less self-protective and more open to her pain.

It's been a year since Callie graduated from college. She has contacted me sporadically over the course of the year. After graduating, she moved away to live and work in the post-academic world—a heroic but ultimately shaky endeavor. She had searched for a therapist in her new city, but no one would take her on due to liability concerns. At her new job, coworkers began telling her that she seemed like different people at different times. Her thoughts turned to suicide. She moved back to her college town and was taken in by a middle-aged couple who had helped her through her college years.

By coincidence, after not hearing from Callie in months, I ran into Stacie last week. Smiling and radiant, she gave me a big hug. Her hair color had changed since I last saw her; she had added a reddish hue. She said she had dyed it on impulse the night before. I thought of her beloved Stacy doll. I wondered what Callie would think of it.

Thunderclouds, weapons and armor

Gray is the color of thunderclouds, weapons, and armor. We often use the word gray to describe situations of uncertainty. A blending of black and white, it represents a mixture of good and bad, right and wrong, danger and safety. It's harder to take a stand on gray areas. It's often not clear if we should turn back or soldier on. Ironically, gray is also a red flag. It warns us that if we decide to soldier on, we must go forward with humility and support, things which could have helped me to face myself more fully as a person and as a therapist. Whereas the basic supervision and consultation I received was quite invaluable, I was often left adrift and rudderless without the support and resources that I wish I would have engaged.

Just as Callie struggled to understand the gray areas in life, so did I. Gray is not something we choose, but so often something we get anyway. Gray was what I gave to Callie. I hope it was enough.

In such moments of hope paired with self-doubt, I remind myself what I told Callie: Sometimes we must accept a level of disappointment in order to take in the positives. We are called to accept our limitations, and do what we can do, even with the messiness and inherent contradictions life offers us. On one hand, my own childhood trauma offered me a way to understand and connect to Callie and her house full of alters; on the other, it kept me from being fully present with myself and Callie.

“Grayness is real, so running from it does little for those like Callie or for our own growth as therapists and human beings.” Perhaps in the meeting of my grayness with hers, some meaningful realness was forged that can sustain her in the roughest of times. Remembering that gray truth helps to sustain me, as well.

Notes

1 Names are changed to pseudonyms throughout the article, including the author.

9/11 One Year Later: A Psychotherapist Reflects on His Experiences at Ground Zero

As we pass the one year anniversary of the terrorist attacks of September 11, 2001, Americans are reflecting on the toll this event has taken on our collective consciousness. Due in large part to the power of the media to magnify this spectacle to epic proportions, it is arguably the most traumatizing event in post-modern times. As mental health professionals, we can witness the reverberations of 9/11 from a unique vantage point. Although clients in my private practice have rarely cited the terrorist attacks as a presenting problem, there was clearly a great deal of thought and energy devoted to reassessing priorities and choices. In the first month following the attacks, it was impossible for me to conduct a psychotherapy session without acknowledging the tragedy. My clients and I had a rare opportunity to share moments of mutual empathy that deviated from the usual limits of the therapeutic relationship.
 
Despite this, my professional activities felt inadequate in addressing my own need to do something more in response to 9/11. When a colleague told me of her positive experience as a Red Cross disaster mental health volunteer, and the need for assistance with the relief effort in New York City, I felt drawn, compelled, to join. After completing the orientation and training classes provided by the Red Cross, I found myself reconnecting with the idealism and passion that first attracted me to human service.
 

Arriving in Manhattan

I arrived in New York on 12/19/01 ready to do my part. I completed the necessary in-processing at headquarters and took a cab to the hotel room provided by the Red Cross in midtown Manhattan. Negotiating subways, cabs, and crosswalks was challenging at first, but I was soon able to pick up a bagel and coffee and make it to the downtown A-train without being late to my destination.
 
Getting to know the city firsthand helped me appreciate the changes that had occurred since 9/11. I was told that in the aftermath of the disaster, New Yorkers became more open than usual, with some people actually talking to strangers on the subway. Those I encountered were genuinely appreciative of the volunteers from out of town, expressing an uncharacteristic sense of their vulnerability, and need for assistance. The 9/11 attacks made us all painfully aware of the limits of our technological infrastructure, and the fragility of our human bonds.
 
I was assigned to a huge tent next to the 16-acre pit at Ground Zero, which served as a respite center for the firefighters, police officers, and other workers. This site was staffed round the clock, and I worked the 4pm to midnight shift in the dining area where the recovery workers took their breaks. Our duties at Ground Zero consisted of circulating around the tent, striking up conversations, and offering support and information. Interactions with the workers ran the gamut, from chitchat about upcoming football games, to personal discussions of the search for missing friends. About half of the contacts were interested in talking about the recovery work, but far fewer were willing and able to express feelings about the disaster.
 

How Ground Zero Stretched the Therapeutic Role

It became clear early on that the workers were making a great effort to suppress their emotions in order to carry out their difficult tasks. Almost all of the workers had lost at least one friend or colleague in the World Trade Center. In this intensely chaotic yet controlled environment, the appropriate role of mental health volunteers was to engage Ground Zero workers in a delicate dance between small talk and existential validation. It felt as if we were there primarily to bear witness to the experiences of the Ground Zero workers, as they endured 12-hour shifts recovering human remains, struggling to keep their exhaustion and grief from interfering with the mission.
 
Balancing this unconventional therapeutic role, alternating between schmoozing and debriefing, proved to be terribly fatiguing at first. It was a stretch from the more evocative style of my mental health practice. At times, I felt as if I was carrying the unexpressed grief of the recovery workers back to my hotel room every night as I searched myself for the empathic response to their ordeal. Processing my experiences on a daily basis with other disaster mental health volunteers rewarded me with the awareness that our mere presence at Ground Zero was our greatest contribution to the workers there. “We weren't expected to have any words of wisdom… and nobody did.”
 
Some of my disaster mental health colleagues in New York worked with family members of victims who were openly grieving and verbalizing their experiences. My assignment at Ground Zero was quite the opposite; in fact, it may have been the location in Manhattan where one was least likely to witness the venting of feelings.
 

Herculean Efforts and Unexpressed Sorrow

Being present in this hallowed ground, with the sound of heavy equipment, and the smell of combustion and decomposition ever present, was a trying task for everyone there. The Herculean effort of the recovery workers, to postpone their natural emotional response, was both impressive and poignant. A group of firefighters sat at a table, laughing and joking about some trivial issue, after hours of raking through the piles of debris in search of missing colleagues. One police officer, who led his cadaver dog into the pit to assist in the locating of bodies, told me of the difficulty of suppressing the horrible images he encountered when he returned home to his wife and children. A fire captain solemnly acknowledged to me that, even after three months, the recovery workers were driven by the desperate hope that, somewhere in the six-acre pit, a living soul was waiting to be rescued.
 
Among the recovery workers there was a continuum of emotional expressiveness which appeared inversely proportional to the individual's proximity to the disaster. That is, the closer the worker was to Ground Zero, the less emotional expression was evident. In general, the firefighters were the most guarded and difficult to approach. I am not sure why, but they did suffer the largest overall loss in their ranks (close to 10%). The various police officers were more receptive to interactions with the disaster mental health workers. Perhaps the most approachable and, ironically, underserved group of workers at Ground Zero were the ironworkers, welders, heavy equipment operators, drivers, engineers, and other construction workers who were contracted to clear the site. Unlike the police and firefighters, these workers had no professional preparation for working around human remains. Add to this the reality that many of these men and women had worked nearly every day since 9/11, without break either by their own choice, or by virtue of the critical nature of their skills, and it is becomes clear that they represent a segment of victims of the WTC disaster that warrant closer attention.
 
I had never felt such a heaviness of unexpressed sorrow, though it resonated deeply with my own personal family losses prior to 9/11. My evocative skills were not useful at Ground Zero… I felt burdened, at times, with the violence and trauma that was ever-present yet still mostly unprocessed. Over my two weeks in lower Manhattan, my PTSD response took the form of sleeplessness and fatigue. Yet, too, I was surprised at the absence of nightmares that I had expected would occur. Perhaps the daytime witnessing of horrors made such nightmares superfluous.
 

Leaving Manhattan… Returning Home

The practical function of the disaster mental health professional at Ground Zero was as a vessel, or conduit of pain to facilitate the recovery work; I knew that I would have to carry my share of it home with me.
 
The Red Cross cautioned the volunteers that when we returned home people would ask about our experiences. They suggested that we would find it difficult or impossible to convey our true feelings and experiences to those who had not been there. That was indeed an understatement! Even here, in writing this account, do I find it so hard, so inexplicably difficult to express my experiences fully.
 
As the days and weeks passed, I felt more and more as if I had walked away from a battleground—with all the grief, psychic numbing, and survivor guilt that goes with such trauma. Indeed, I had walked away from a battleground—it was not "just a feeling." I had crossed the line between observer and participant, and no professional objectivity would suffice. My mental health colleagues and anyone else who ventured close to the unprecedented injury and destruction of the 9/11 attacks knows of what I speak. “This ineffable experience is captured best, not in any words, no matter how well expressed, but in the silent glances between workers, the hugs of those that care, the hope of those who courageously carry on in spite of loss and despair.”
 
Despite the routine debriefings provided by the Red Cross, I left New York with more than a lifetime's worth of intense images and sensations. I intuitively knew that my disaster mental health experience would be life-changing, but I did not know exactly how.
 
At first my clinical practice felt boring in contrast to what I had witnessed in New York.I felt different, as if I had expanded, or gained access to parts of my own life that I had not seen before. At first my clinical practice felt boring in contrast to what I had witnessed in New York. I found myself reaching to find the relevance in the complaints of the worried well, which suddenly felt terribly trivial. My style shifted, temporarily, to a less patient, more emphatic "let's get on with it" tempo. I soon became aware that I was unwittingly projecting my need for catharsis onto my clients. This awareness was the first step in beginning to understand what all this meant to me. I too, needed to know and understand my feelings, to express and share my fears and sorrows, and take the risk at experiencing catharsis in my own life.
 
Opportunities to share my disaster mental health experience, both publicly and privately, have given perspective to my images of Ground Zero, and grounding to my emotions. I feel more vitally connected to my soul and less attached to old assumptions. My work has settled into a serenely energized stance. Now, when I am sitting with my clients, I feel that we are more in touch with each other's humanity than before-or rather, more than I had previously allowed.
 
At Ground Zero, my instincts were all I had to work with; they have since become my most valuable therapeutic resource.

Edna Foa on Prolonged Exposure Therapy

Exposure Therapy Explained

Keith Sutton: Welcome, Dr. Foa. To get started, why don’t you tell us a little bit about what exposure therapy is. Many of our readers may be unfamiliar with, or may not remember much about, this type of therapy.
Edna Foa: Exposure therapy is used mostly with anxiety disorder. The idea is that people who suffer from anxiety disorders—who get anxious when they confront safe situations or objects—are taught through exposure therapy to become less afraid, or not afraid at all, of the things they’re fearful of. So if the fear is a normal fear—like the fear of driving on the track when you see the train whipping by very fast—you don’t want to teach people to get over it. You don’t want to change people’s fear of driving over the track just in front of the train, because normal fears protect people from doing things that will harm them. The idea behind exposure therapy is that the therapist helps patients to confront or approach what they’re afraid of, because the things they’re afraid of are intrinsically not dangerous. Through exposure to these situations, they learn that there is no reason to be afraid of these situations. The disaster they expected does not occur. Originally, exposure therapy was derived from animal studies. In these experiments, scientists condition a mouse to become afraid of a red light by pairing the light with electrical shock. And after a certain numbers of pairings, the mouse will start showing fear responses when the red light is presented, even when it’s not paired anymore with shock. We call this response a conditioned fear. Then if we want to eliminate the mouse’s fear of red light, we present it with a red light without the shock. After repeated presentation of the light without shock, the animal stops showing the fear reaction to the light. That’s called extinction. In the ’60s and the ’70s, several experts, in England and the United States, translated the animal results to human beings and said, "Let’s suppose that the anxiety disorders—such as claustrophobia or fear of heights—are like a response that was conditioned. The person was conditioned to be afraid of elevators even though being in an elevator is not dangerous. So how do we eliminate the fear of elevators? We instruct the person to ride on an elevator many times until the fear is extinguished."

KS: Is that what’s called the flooding of the anxiety?
EF: Well, it’s called flooding if the therapist conducts the exposure very abruptly. And it’s called systematic desensitization if the therapist is doing the exposure very slowly in small increments, and if he pairs the exposure with relaxation. There were big debates in the '60s and the '70s about what works better, and whether flooding is dangerous. Some experts, like Wolpe, thought it was dangerous to do flooding because the person will actually become more rather than less fearful.
KS: Yeah, common sense would make you think that, wouldn’t it?
EF: No, not really. According to some theories, flooding should make the patient feel worse. But according to other theories, abrupt exposure should extinguish the patient’s fear more quickly, so it is actually more efficient.
KS: One of the central ideas around the exposure is that the anxiety peaks within a reasonable amount of time and decreases. Is that right?
EF: Well, it depends. Not necessarily. Let’s say that somebody is afraid of going to the supermarket. People with panic disorder, you know, are afraid of going to places where they cannot escape quickly, like sitting in the first row at the movies. It takes longer to get out from the first row than from last row. Experts did abrupt exposure, getting patients to sit in the front seat from the start of the therapy, and other experts said, "Let’s do it incrementally—let them sit in the last row first, and then in the row before the last, and then two rows before the last, and then five rows before the last."
KS: Is that the exposure hierarchy?
EF: Exactly. Gradual exposure gets patients used to each one of those stages, and eventually the patient will sit in the first row. Now, studies have found that doing abrupt exposure is as effective as doing gradual exposure, except that the patients in the gradual exposure suffer less. But flooding doesn’t really make them worse, as Wolpe thought. So we know now that we can do flooding, or we can do systematic desensitization. Both work. Today, experts don’t quarrel about this issue anymore; all therapists use more or less a gradual exposure, but not as gradual as systematic desensitization, because that takes too long and is unnecessary.So that’s what exposure is. Now, how does exposure work? It works because of a mechanism that we call extinction. Extinction is not unlearning what you learned, but rather it’s learning something new—it’s learning that what you were afraid of is not dangerous. Some experts say that the mechanism is the reduction of the anxiety—that gradually you’re less and less fearful. This is called habituation. But habituation is not an explanation for why patients get less fearful with exposure therapy.My theory is that exposure reduces fear and anxiety because the patient learns that the bad thing he thought would happen to him does not happen. Therefore, it’s very important to plan in a way which will ensure that the thing the patient is afraid of will not happen during the exposure. Let’s say after being raped a woman starts to be afraid of going anywhere by herself after dark. The therapist then plans exposures to places that are not safe after dark, and she is attacked again. That’s not a good exposure, because it doesn’t teach the patient that what she was afraid of does not happen.I always give the example of a person that is afraid of big dogs, but not of small dogs. The therapist decides to treat him by exposure to dogs, and brings to the session a small dog. Well, because the patient is not afraid of small dogs, this exposure will not work. Exposure needs to include the things that the patient is afraid of. The therapist then brings a big dog to the therapy session to do exposure. The patient enters the room, sees the dog, and gets very fearful. With the encouragement of the therapist, the patient slowly approaches the dog, which the therapist holds on a leash. When the patient gets close to the dog, the dog jumps on him and bites him. This is again not a successful exposure, because what does the person learn from it? He learns that he was right all along, that big dogs are dangerous.
KS: It reinforces that belief.
EF: Exactly, it reinforces rather than extinguishes the fear. So that’s the way exposure works. In order to implement therapeutic exposure, the therapist has to find out what the person is afraid of, then make a list of these things and organize this list from the not-so-fearful situation to most fearful situation, in a kind of hierarchy. In order to create a good hierarchy, the therapist teaches the patient to assign a number, on a zero-to-one-hundred scale, to each situation. This number signifies how much fear the patient would have if he would be confronted with this situation. It is important that the therapist makes sure that the situations on the list are not really dangerous.The therapist chooses a situation by saying to the patient, "Let’s choose a situation that is about forty on the scale. Which of these situations do you think you are able to do for homework next week or in the session with me?" The patient selects a situation and begins to practice approaching it, staying in the situation until he feels that the anxiety goes down and realizes that the fear is not realistic.So exposure works through two mechanisms. The first is that the situation elicits the patient’s fear—there is a match between the situation that the therapist is presenting to the patient and the patient’s own internal fear. The second mechanism is that the exposure situation contains information that is incompatible with the information that the patient has in his mind. In the example I gave you about the dog-phobic, if the patient is afraid that large dogs will bite him and the therapist presents him with a large dog that, over several instances, does not bite, the patient will cease to be afraid of big dogs. Patients don’t really need to be in the situation a long time—they don’t need to wait until the anxiety dissipates completely. They just need to be in the situation long enough to realize that what they feared would happen does not happen.