LIFESPAN INTEGRATION THERAPY WITH TRAUMA-EXPOSED CHILDREN: A HERMENEUTIC SINGLE CASE EFFICACY STUDY by CHRISTIAN RENSCH A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES Master of Arts in Counselling Psychology We accept this thesis as conforming to the required standard …………………………………………………….. Dr. Janelle Kwee, PsyD; Thesis Supervisor …………………………………………………….. Dr. Marvin McDonald, PhD; Second Reader …………………………………………………….. Ms. Susan Stephen, External Examiner TRINITY WESTERN UNIVERSITY December 2015 © CHRISTIAN RENSCH LI THERAPY WITH CHILDREN ii ABSTRACT Trauma in children is a devastating reality with immense psychological impact on the child. Numbers indicate that millions of children experience trauma every year. Outcome research therapy with trauma-exposed children is scarce and mostly focuses on cognitive and behavioural changes. Anecdotal evidence suggests that Lifespan Integration (LI) therapy integrates traumatic experiences into other life experiences leaving them feeling more congruent and renewed. In this research study, we investigate the efficacy of Lifespan Integration with children by means of careful examination of one participant. We applied Robert Elliott’s Hermeneutic Single Case Efficacy Research Design (2002, 2014), which uses quantitative and qualitative data to argue for and against therapy efficacy. The 12-year-old research participant received 8 sessions of LI over three months, and data was collected before, throughout, and after therapy. The extent of the client’s change over the course of therapy was investigated, as well as LI’s contribution to the change, and what parts of LI were most helpful in bringing about change. Findings indicate that the client changed substantially over the course of therapy with lasting effects at follow-up, LI was substantially responsible for this change, and the timeline as an LI specific modality helped to bring this change. Details about trauma-exposed children, the theoretical underpinnings of LI, a detailed description of the HSCED procedure, as well as further directions of LI and HSCED are discussed. Keywords: Lifespan Integration, HSCED, Psychotherapy Outcome Research, EvidenceBased Treatment, Trauma-Exposed Children, Case Study LI THERAPY WITH CHILDREN iii TABLE OF CONTENTS ABSTRACT........................................................................................................................ ii   TABLE OF CONTENTS................................................................................................... iii   CHAPTER 1: INTRODUCTION ....................................................................................... 1   CHAPTER 2: LITERATURE REVIEW ............................................................................ 5   Trauma-Exposed Children .............................................................................................. 5   Definition of trauma .................................................................................................... 5   Kinds of trauma........................................................................................................... 7   Prevalence ................................................................................................................... 8   Psychological impact of trauma ................................................................................ 10   Evidence-based Therapies for Trauma-Exposed Children ........................................... 12   Trauma-Focused Cognitive Behavioural Therapy (TF-CBT) .................................. 14   Developmentally adapted CPT (D-CPT) .................................................................. 15   Prolonged Exposure Therapy for Adolescents (PE-A) ............................................. 17   Expressive/Play therapy ............................................................................................ 18   Eye Movement Desensitization Reprocessing (EMDR)........................................... 19   Observed & Experiential Integration (OEI). ............................................................. 20   Conclusion ................................................................................................................ 20   Lifespan Integration Therapy ........................................................................................ 20   Timeline .................................................................................................................... 22   Ego states .................................................................................................................. 24   Affect bridge / Body-mind integration ..................................................................... 24   Internal dialogue. ...................................................................................................... 25   LI THERAPY WITH CHILDREN iv Protocols ................................................................................................................... 26   Standard protocol .................................................................................................. 26   Birth to Present Protocol ....................................................................................... 27   PTSD protocol ...................................................................................................... 28   LI with children..................................................................................................... 28   Hybrid Protocol..................................................................................................... 30   Conceptual Underpinnings of Lifespan Integration Therapy ....................................... 30   Attachment ................................................................................................................ 31   Attunement............................................................................................................ 33   Secure base............................................................................................................ 33   Internal attachment................................................................................................ 34   Interpersonal Neurobiology ...................................................................................... 35   Neuroplasticity ...................................................................................................... 35   Neurons that fire together, wire together. ............................................................. 36   Integration ............................................................................................................. 36   Current State of LI Research......................................................................................... 38   Purpose and Rationale of Study .................................................................................... 39   CHAPTER 3: METHOD .................................................................................................. 41   Research Design............................................................................................................ 41   HSCED compared to RCTs ...................................................................................... 43   Research Design Rationale ........................................................................................... 44   Participants.................................................................................................................... 45   Research participant. ................................................................................................. 45   LI THERAPY WITH CHILDREN v Participant recruitment. ............................................................................................. 46   Researcher. ................................................................................................................ 47   Research teams.......................................................................................................... 47   Therapist ................................................................................................................... 48   Judges........................................................................................................................ 48   Materials and Procedure ............................................................................................... 49   Rich case record ........................................................................................................ 52   Behavioral Assessment System for Children (BASC-2). ..................................... 52   Parenting Relationship Questionnaire (PRQ) ....................................................... 53   Trauma Symptom Checklist for Children (TSCC) ............................................... 53   Family Adaptability and Cohesion Scales (FACES-IV) ...................................... 53   Simplified Personal Questionnaire (PQ) ............................................................... 53   Helpful Aspects of Therapy form (HAT) ............................................................. 54   Change Interview. ................................................................................................. 54   Therapy notes and video observations .................................................................. 55   HSCED analysis procedure....................................................................................... 55   Affirmative case .................................................................................................... 55   Skeptic case........................................................................................................... 56   Adjudication procedure ......................................................................................... 57   Rigour and Quality.................................................................................................... 59   CHAPTER 4: OUTCOMES ............................................................................................. 60   Rich Case Record .......................................................................................................... 60   Contextual factors ..................................................................................................... 60   LI THERAPY WITH CHILDREN vi Trauma Exposure .................................................................................................. 61   Quantitative outcome data ........................................................................................ 61   Qualitative outcome data .......................................................................................... 63   Adjudication Process .................................................................................................... 65   Affirmative Brief ...................................................................................................... 65   Skeptic Brief ............................................................................................................. 66   Affirmative Rebuttal ................................................................................................. 67   Skeptic Rebuttal ........................................................................................................ 67   Adjudication.............................................................................................................. 67   Summary of opinions about change over course of therapy ................................. 68   Summary of opinions about whether change was due to therapy ......................... 68   Mediator factors .................................................................................................... 69   Moderator factors .................................................................................................. 69   CHAPTER 5: DISCUSSION............................................................................................ 71   Client Change................................................................................................................ 71   Therapeutic Processes ................................................................................................... 73   Timeline .................................................................................................................... 73   Common factors ........................................................................................................ 74   Therapeutic Considerations and Future Directions of LI and Children ........................ 74   Future LI Research Directions ...................................................................................... 76   HSCED Implementation and Enhancement.................................................................. 77   Child friendly. ........................................................................................................... 77   HAT Adaptations .................................................................................................. 78   LI THERAPY WITH CHILDREN vii PQ Adaptations ..................................................................................................... 78   Change Interview Adaptation ............................................................................... 79   Research team and judges ......................................................................................... 80   Limitations and future directions proposals for HSCED .......................................... 81   Implications for Counselling Trauma-Exposed Children ............................................. 83   Conclusion .................................................................................................................... 84   REFERENCES ................................................................................................................. 86   APPENDIX A ................................................................................................................... 95   APPENDIX B ................................................................................................................... 96   APPENDIX C ................................................................................................................. 132   APPENDIX D ................................................................................................................. 136   APPENDIX E ................................................................................................................. 137   APPENDIX F ................................................................................................................. 139   APPENDIX G ................................................................................................................. 145   APPENDIX H ................................................................................................................. 150   APPENDIX I .................................................................................................................. 151   APPENDIX J .................................................................................................................. 153   APPENDIX K ................................................................................................................. 156   APPENDIX L ................................................................................................................. 159   APPENDIX M ................................................................................................................ 162   APPENDIX N ................................................................................................................. 163   APPENDIX O ................................................................................................................. 165   APPENDIX P ................................................................................................................. 168   LI THERAPY WITH CHILDREN CHAPTER 1: INTRODUCTION I've heard there are troubles of more than one kind; some come from ahead, and some come from behind. But I've brought a big bat. I'm all ready, you see; now my troubles are going to have troubles with me! ~ Dr. Seuss (2015a, para. 1)   Children worldwide (Diehle, Opmeer, Boer, Mannarino, &Lindauer, 2014; Pereda, Guilera, Forns, & Gómez-Benito, 2009; Rosner, König, Neuner, Schmidt, & Steil, 2014) are plagued by all kinds of human made and nature-caused disasters and traumas from the devastating effects of things such as hurricanes, shootings in schools, incest, relational trauma from caregivers, and bullying. In the U.S. alone, more than half a million reports were made of children affected by maltreatment (and the dark figures are much higher; U.S. Department of Health and Human Services, 2013). The psychological consequences of these traumas are devastating: victims are at risk for negative events such as future substance abuse, mental health problems, emotional dysregulation, re-victimization, and parenting difficulties Rosner et al., 2014; Gilbert et al., 2009; Hendricks, 2009). There are a few psychological interventions for children exposed to trauma; however, only within the last few decades have some of them received more empirical attention (Mash, 2006). Therapies such as Trauma-Focused Cognitive Behaviour Therapy (TF-CBT), Prolonged Exposure Therapy (PE), and Developmentally Adapted Cognitive Processing Therapy (D-CPT) have been increasingly researched and have gained credibility. Unfortunately, these therapies focus mainly on cognitive aspects of trauma and some might also re-traumatize the child by 1 LI THERAPY WITH CHILDREN 2 revisiting traumatic experiences without sufficient buffering. Interventions that are less cognitively focused have not yet received the same kind of research-attention. Lifespan Integration (LI), one intervention that focuses less on the cognitive parts and uses a gentle approach to trauma recovery, still needs substantial empirical evidence. LI is a relatively new approach to psychotherapy, developed in 2002 by Peggy Pace. Pace developed it mainly because she saw other interventions lacking the gentleness to revisit the trauma without the need for an emotional intense experience, as well as a whole-brain perspective. Using a variety of treatment protocols, LI aims to heal trauma and build self-structure by facilitating neural integration (Thorpe, 2012). The primary therapeutic mechanism of LI is a timeline with memories of the client’s life. By repeatedly and sequentially going through these memories, the client would experience a coherent whole of her or his life story by integrating different states of mind across time (Thorpe, 2012). The movement through the timeline is quick in order to avoid intense emotions to rise up from these memories. Anecdotal evidence from clients and parents of clients speak for LI’s efficacy without the need for protection against retraumatization (Thorpe, 2012). These clients also report that they experienced change in other behaviours that were not specifically targeted by LI. Unfortunately, there is a lack of empirical research to support LI’s efficacy with children, and thus LI is not yet established as an evidence-based psychotherapy. This, appropriately, precludes it from being utilized in many treatment contexts. However, anecdotal evidence from over ten years of clinical practice and with over 1,000 therapists (Thorpe, 2012) supports the promise of LI and warrants systematic research into the efficacy and mechanisms of LI. This research project aims to contribute to the empirical evidence regarding LI efficacy; with the help of a thorough mixed method case study research design, this study sheds light on LI THERAPY WITH CHILDREN 3 the potential for LI to help trauma-exposed children. For this, Robert Elliott’s (2009, 2014) Hermeneutic Single Case Efficacy Design (HSCED) is used. This method uses a series of qualitative and quantitative data to argue for and against the efficacy of a therapy. It is based on the assumption that, just as in US law and in day-to-day situations, decisions are often based on arguments supporting the case and arguments against it. As the name implies, HSCED is an in-depth study of one client’s experience of change and therapy. The type of data the HSCED includes but is not limited to the client’s view on whether therapy helped, which aspects of therapy were most helpful, as well as results from any kind of qualitative or quantitative assessments that might be relevant to the topic of research. This information, combined with therapist notes and researcher observation notes, is handed to a research team as a “rich case record”. The research team, divided into two groups, scours the rich case record for evidence pointing to therapy efficacy as well as evidence pointing to other factors that might have influenced change in the client. Both teams debate their sides, and outside judges are given their summaries, together with the rich case record, in order to come to an overall conclusion about the therapy’s efficacy. These judges are professionals and specialists from the field. HSCED has some distinct advantages over other single case designs because the design demands a thorough investigation of evidence from two different perspectives and input from multiple experts – strengthening arguments for ruling out alternative explanations. It also holds advantages over randomized clinical trials (RCT), the standard in therapy outcome research. For example, RCTs are “limited in their ability to capture the idiographic complexity inherent in the therapy process” (Wall, Rensch, Hu, McDonald, & Kwee, 2015). With this systematic case study, the hope is that Lifespan Integration can be shown to be LI THERAPY WITH CHILDREN 4 efficacious with one trauma-exposed child. More globally, the hope is that with this research LI receives more efficacy evidence so that eventually LI can reach the status of evidence-based therapy for children and adults. Also, this research project might shed light on the usage of HSCED with children. (For a conceptual overview of this project, see Figure 1.) Figure 1 Overview of HSCED Research Project LI THERAPY WITH CHILDREN 5 CHAPTER 2: LITERATURE REVIEW According to the Convention on the Rights of the Child and other human rights documents (as cited in United Nations Children’s Fund [UNICEF], 2014), children have the right to be protected from all forms of violence. Yet, all too often children are denied these fundamental human rights, and they experience a huge array of atrocities. Children who were exposed to traumatic events often suffer from delayed development, learning difficulties, low self-esteem, and depression, which can lead to risky and self-harming behaviour (UNICEF, 2014). This chapter will review some of the pertinent literature in regards to childhood trauma, its prevalence, its psychological impact, and it will give an overview of evidence-based therapies for trauma-exposed children, as well as an overview of Lifespan Integration therapy. It will conclude with a rationale for pursuing this study. Trauma-Exposed Children The term trauma-exposed children is used in this paper to refer to children who have either experienced trauma themselves or witnessed trauma in somebody close to them. This section will focus and discuss possible ways to define trauma and give a rough overview on the various traumas children can be exposed to, including their prevalence and some impacts traumas can have. Definition of trauma. Trauma has been defined in many different ways and by many different authorities. In the field of counselling psychology the most commonly used clinical definition of trauma in North America can be found in the Diagnostic and Statistical Manual (4th ed., text rev.; American Psychiatric Association [APA], 2000). Though now replaced by its successor the DSM 5 (APA, 2013), the DSM-IV definition is still in use, and because of its LI THERAPY WITH CHILDREN 6 historical importance, the definition and a brief discussion are included here. The DSM-IV defines an extreme traumatic stressor as an event that involves actual or threatened death or serious injury, or other threat to one’s physical integrity; or witnessing an event that involves death, injury, or a threat to the physical integrity of another person; or learning about unexpected or violent death, serious harm, or threat of death or injury experienced by a family member or other close associate . . . The person’s response to the event must involve intense fear, helplessness, or horror (or in children, the response to the event must involve disorganized or agitated behavior). (p. 463) The recently released DSM 5 (APA, 2013) defines traumatic stressor in a similar way to its predecessor: “Any event (or events) that may cause or threaten death, serious injury, or sexual violence to an individual, a close family member, or a close friend” (p. 830). Authors Briere and Scott (2012) argue that this definition of trauma is too narrow since it does not allow for situations to be traumatic but not life-threatening. They list extreme emotional abuse, major losses or separations, degradation or humiliation, and coerced (but not physically threatened or forced) sexual experiences as situations that are not immediately lifethreatening but could yet be traumatic. Hence, they classify an event as traumatic “if it is extremely upsetting, at least temporarily overwhelms the individual’s internal resources, and produces lasting psychological symptoms” (p. 14). Similar to Briere and Scott, Bessel van der Kolk (2006) argues that in psychiatric circles trauma is often simply referred to as an accumulation of physiological symptoms. He emphasizes that “trauma is not simply a physiological response. The essence of trauma is utter helplessness combined with abandonment by potentially protective caregivers” (italics added, p. LI THERAPY WITH CHILDREN 7 xxi). For purposes of this study, these two definitions by Briere and Scott and van der Kolk seem to capture the essence of children’s traumatic experiences: extremely upsetting, overwhelms internal resources, produces lasting psychological symptoms, marked by utter helplessness, and a possible abandonment by protective caregivers. Kinds of trauma. Trauma-exposed children are exposed a multitude of experiences, which can have negative impacts on a child’s psyche. The National Child Traumatic Stress Network (NCTSN; 2014) gives examples of what kind of trauma children can be exposed to. For example: (a) Domestic violence, which includes actual or threatened physical, sexual, or emotional abuse and violence between adults; (b) medical trauma, which refers to “reactions that children and their family may have to pain, injury, and serious illness . . . [which] can affect the mind as well as the body” (Medical Trauma, para. 5); (c) neglect, which occurs when a caregiver does not provide age appropriate care for their child; (d) physical abuse, which is defined as causing or attempting to cause physical pain or injury, such as punching, beating, kicking, burning, etc.; (e) school violence, which includes disruptive and violent behaviour against persons or property; (f) sexual abuse, which includes a wide range of sexual behaviours between an adult or older child and a child, including fondling of genitals, flashing, touching, exploitation for pornography, etc; and (g) childhood traumatic grief, which is marked by an inability of the child to go through the typical process of bereavement. Neither the DSM-IV nor the DSM-5 offer a category for multiple or complex trauma, which describes the experience of most trauma-exposed children. Multiple authors (Briere & Spinazzola, 2009; Herman, 1992a, 1992b; van der Kolk, Roth, Pelcovitz, Sunday, & Spinazzola, 2005) advocate for the addition of complex Post Traumatic Stress Disorder and complex stress LI THERAPY WITH CHILDREN 8 (Briere & Scott, 2013). They assert that “complex stress effects are thought to arise from severe, prolonged, and repeated trauma, almost always of an interpersonal nature, often beginning early in life” (p. 56). That is to say that children often experience not only one single incidence of trauma, but often experience complex situations in which there are multiple traumas intertwined with interpersonal trauma. Prevalence. It is impossible to know the exact numbers of trauma-exposed children since not every trauma is reported to authorities. Issues such as shame, safety, amnesia, etc. affect the gap between reported and estimated numbers (Gilbert et al., 2009). The NCTSN (2014), for example, estimates that 3-10 million children in the United States are exposed to domestic violence. Assuming a population of 73.9 million children in the US (Federal Interagency Forum on Child and Family Statistics, 2015), these numbers correlate to 4-14% of all children in the United States. Reported numbers, however, are only a fraction of this estimation. The U.S. Department of Health and Human Services (HHS; 2013) writes that in 2012 about 679,000 children (about 1% of all children) in the United States were reported victims of at least one maltreatment; the NCTSN predicts at least 5-15 times as much. This goes to show that the gap between reported and estimated numbers is quite substantial. About 45% of reported victims in the US were younger than six years old, the vast majority of all victims experienced neglect (78.3%), while 18.3% were physically abused, and 9.3% were sexually abused (HSS, 2013). In Canada, Sinha (2012) asserts that in 2010, about 74,000 reports were made of criminal violence against children. With the population of children in Canada at 7.8 million in 2011 (Statistics Canada, 2011), this accounts for 0.9% of all children. Girls were 1.5 times more likely than boys to be victims of family violence and four times more likely to be victim of LI THERAPY WITH CHILDREN 9 sexual abuse. As in the United States, these numbers, only show a fraction of actual incidences. In addition to the above mentioned reasons for the gap between reported and estimated numbers, Sinha (2012) asserts that in Canada there is no system of collecting data about crimes towards children; data about children are lumped in with data about family violence. Thus, the reported numbers in Canada may be proportionally smaller than other countries. Experts and studies in this field estimate that, in Western Countries, between 14% and 67% of children experience at least one kind of trauma, and nearly 20% of women and 8% of men experience sexual abuse as children (Diehle, Opmeer, Boer, Mannarino, & Lindauer, 2014; Pereda, Guilera, Forns, & Gómez-Benito, 2009; Rosner, König, Neuner, Schmidt, & Steil, 2014). For an overview of estimated and reported prevalence of trauma in children, see Table 1. Table 1. Prevalence of select traumas in children Kind of trauma Estimated Prevalence Reports Any kind, at least one 14-67% of children in US 1% of children in US (678,810 reports)b and Europea 1% of children in Canada (73,883 reports)c Domestic Violence/ 4%-14% in USd 0.2% of children in US (124,544 reports)b Physical Abuse 3.6% - 16.3% in Western 0.5% of children in Canada (39,046 countriese reports)c Neglect   0.7% of children in US (531,241)b CSA of girls 20% of girls in Western 0.15% of children in Canada (11,772 countriesef reports)c 8% of boys in Western 0.05% of children in Canada (2,736 CSA of boys countries a ef reports)c Diehle, Opmeer, Boer, Mannarino, & Lindauer (2014). bHSS (2013). cSinha (2012). dNCTSN (2014). eRosner, König, Neuner, Schmidt, & Steil (2014). fPereda, Guilera, Forns, & GómezBenito (2009). LI THERAPY WITH CHILDREN 10 Psychological impact of trauma. Whether or not the above-mentioned estimations about prevalence are accurate, the psychological impact on those who have experienced trauma can be devastating (Diehle et al., 2014). Noting the possible impacts of childhood trauma, the NCTSN Core Curriculum on Childhood Trauma Task Force (2012) asserts that “trauma exposure and its aftermath can lead to developmental disruptions in the form of regressive behavior, reluctance, or inability to participate in developmentally appropriate activities, and developmental accelerations such as leaving home at an early age and engagement in precocious sexual behavior” (p. 5). Neuropsychologist Allan Schore (2003) emphasizes that relational trauma— that is to say, trauma that involves a disruption of interpersonal relationships—will especially negatively impact a child’s mental health on many levels, including neurological, relational, attachmentrelated, and affective. He states that “in line with the established general principle that childhood abuse is a major threat to children’s mental health ... a context of very early relational trauma serves as a matrix for maladaptive infant (and later adult) mental health” (p. 181). He adds that “there is extensive evidence that trauma in early life impairs the development of the capacities of maintaining interpersonal relationships, coping with stressful stimuli, and regulating emotion” (p. 185). This shows that trauma, especially early relational trauma, can have detrimental effects on a child’s mental health. Other authors add to the list of potential psychological impacts. John Bowlby (1988) acknowledges that trauma-exposed children are more likely to develop amnesia and personality disorders, especially if they receive mixed messages from their parents about the validity of these events. Ogden, Minton, and Pain (2006) add that trauma can also affect the body and might impair its alarm systems. They write that “past and present have become somatically, LI THERAPY WITH CHILDREN 11 emotionally, and cognitively confused: reactivated traumatic memories in the form of intrusive affects and body sensations signal danger even in peaceful moments” (p. 206). This, in turn, results in constant hyperactivation and exhaustion. The list of trauma consequences is long. Among them are psychological disorders, such as major depression, anxiety, PTSD, successful or attempted suicide, substance abuse, selfharming behaviour (Rosner et al., 2014), as well as physiological diseases, such as heart disease, cancer, obesity, chronic pain, and sexually transmitted illnesses. Social problems can emerge as well, such as homelessness, overt and intrusive sexualized behaviour, prostitution, teenage pregnancy, criminal behaviour, family violence, and intergenerational transmission of abuse (Gilbert et al., 2009; Hendricks, 2009). Children who are maltreated are also more likely to have long-term deficits in educational achievements and have menial and semi-skilled occupations in the future (Rosner et al., 2014). Childhood sexual abuse (CSA) specific impacts on children include “a 2.4 heightened risk for the development of psychopathology compared to those without such experiences [and] a particularly high probability for the development of post-traumatic stress disorders (PTSD) exposure to CSA leads to an increased PTSD risk of 5.6 compared to non-CSA exposure” (pp. 12). Some children, however, show less intense reactions to traumas than others. Some resilience factors include secure attachment to primary caregiver, emotional regulation, social network, and psychological makeup (Siegel, 2012), which might influence the impact trauma has on an individual child. The NCTSN Core Curriculum on Childhood Trauma Task Force (2012) differentiates between child-intrinsic resilience factors—such as high self-esteem, self-efficacy, and possessing a repertoire of adaptive coping skills—and child-extrinsic factors—such as LI THERAPY WITH CHILDREN 12 secure attachment with caregiver, strong social support network, presence of reliable adult mentors, and a supportive school and community environment. These factors help traumaexposed children to ‘bounce back’ quicker than children who do not have these factors in their lives. Unfortunately, most children who are brought to counselling do not necessarily have these resilience factors in place. Evidence-based Therapies for Trauma-Exposed Children Given the need for healing in trauma-exposed children as evidenced by the statistical occurrences and displayed consequences of trauma, clinicians can choose from among a plethora of treatment modalities. Kazdin (2000, as cited in Weisz, Yi Ng, Rutt, Lau, & Masland (2013) found at least 551 different therapies being used with children and adolescents; however, only a few have systematic evidence of their efficacy and effectiveness in forms of randomized clinical trials (RCTs) and other outcome research (Azar & Wolfe, 2006; Rosner et al., 2014; Weisz, Yi Ng, Rutt, Lau, & Masland, 2013). Authors Azar and Wolfe (2006) correctly assert, “further work needs to be directed toward gathering information on how best to deal with a maltreated child's problem” (p. 631). Currently only Trauma-Focused Behavioral Therapy (TF-CBT) has the evidence-based label of 'well-established therapy' to be used with trauma-exposed children (Weisz, Yi Ng, Rutt, Lau, & Masland, 2013). Generally speaking, trauma therapy can be divided into three phases: (1) establishing safety and stability, (2) trauma processing, including remembrance and mourning, and (3) cognitive-affective integration with focus on reconnecting with ordinary life (Herman, 1997). Among the most prominent trauma treatments for children are Trauma-Focused Cognitive Behavioural Therapy (TF-CBT), Developmentally Adjusted Cognitive Processing Therapy (DCPT), Prolonged Exposure Therapy, and Expressive Therapy. Less researched modalities LI THERAPY WITH CHILDREN 13 include Lifespan Integration therapy (LI), eye movement desensitization and reprocessing (EMDR), and Observed Experiential Integration (OEI). While these therapies have no known RCTs with child subjects, all of them have anecdotal evidence to support their effectiveness and positive impact on children. In the following pages I will provide an overview of these therapies. For an overview of trauma therapies with their level of intervention and how they fit with the trauma therapy phases, see Table 2. Table 2. Overview of Interventions for Trauma-Exposed Children Intervention Age Research Evidence TF-CBT 3-17 Multiple RCTs Level of Intervention (cognitive, affective, somatic, neurological, relational, meaning/spiritual) mainly cog., some Trauma Therapy Phase. 1: Safety, 2: Trauma processing, 3: Cog/aff integration All, focus on 1 and 2 aff. and rela. D-CPT 14-21 PE-A 13+ Expressive/ 1+ 1 RCT for D-CPT, mainly cog., some 1 and some 2 multiple for CPT aff. regulation   cog. 2 aff., rela., meaning 1, 2, and 3 2 and 3 Play Therapy LI at least No research for cog., aff. , som., verbal children, 1 RCT for neuro. adults OEI 18 mo + No RCTs for children, cog., aff., neuro. 2 and 3 cog., aff., and neuro. 2 and 3 some for adults EMDR ? Some RCTs for children; no evidence based status, yet LI THERAPY WITH CHILDREN 14 Trauma-Focused Cognitive Behavioural Therapy (TF-CBT). Trauma-Focused Cognitive Behavioural Therapy, developed by Cohen and Mannarino (2008), has received the most research attention among trauma therapies for children and has been shown to be effective with a variety of different age ranges and traumas (Diehle et al., 2014; Little & Akin-Little, 2008; Matulis, Resick, Rosner, & Steil, 2014). Its efficacy is well established and has been shown to reduce trauma symptoms in 80% of participants (Diehle et al. 2014). TF-CBT treats the parents/caregivers as well as the child and has been shown to work with effects of sexual abuse, domestic violence, traumatic grief, terrorism, disasters, and multiple traumas (Cohen & Mannarino, 2008; Little & Akin-Little, 2008). TF-CBT’s target population are children and adolescents from 3 to 17 years of age. In terms of treatment content, TF-CBT follows the PPRACTICE model, which stands for Psychoeducation, Parenting skills training, Relaxation, Affective modulation skills training, Cognitive coping skills, Trauma narrative and processing, In vivo exposure, Conjoint childparent sessions, and Enhancing safety and future developmental trajectory (Cohen & Mannarino, 2008). It is usually administered in 12 sessions but can be easily adjusted if clients need more time to process (Diehle et al., 2014). Cohen, Mannarino, and Knudsen (2005) investigated whether TF-CBT could produce lasting improvements in sexually abused children over a 12 months period. They randomly assigned 82 sexually abused children (age 8-15 years; 56 girls, 26 boys) to either TF-CBT or a non-directive supportive therapy (NST) and assessed their symptomatology pre-therapy, posttherapy, at 6 months follow-up, and at 12 months follow-up. Measures included the Children’s Depression Inventory, the Trauma Symptom Checklist for Children, the State-Trait Anxiety Inventory for Children, the Child Sexual Behavior Inventory, and the Child Behavior Checklist. LI THERAPY WITH CHILDREN 15 Results seem to indicate that TF-CBT was superior to NST in producing lasting improvements at 12-months follow-up in depression, anxiety and sexual concern symptoms, as well as improvement in PTSD and dissociation symptoms. Diehle et al. (2014) compared TF-CBT to EMDR in children who experienced posttraumatic stress symptoms (PTSS) in a Dutch outpatient facility. In their randomized open label blinded endpoint study design, forty-eight children were screened for PTSS and randomly assigned to either EMDR (n=25) or TF-CBT (n=23). The Clinician Administered PTSD scale for Children and Adolescents and the Children’s Revised Impact of Event Scale were used at pre-treatment and post-treatment to assess PTSS. Results seem to indicate that TF-CBT and EMDR significantly reduce PTSS within children in outpatient settings. However, there was no significant difference between EMDR and TF-CBT in effectiveness. Developmentally adapted CPT (D-CPT). One rather recent development in therapies for physically and sexually abused children is Developmentally-Adapted Cognitive Processing Therapy (D-CPT). The original version of CPT was developed to improve Post Traumatic Stress Disorder (PTSD) symptoms in adult survivors of CSA (Matulis et al. 2014). It is based on the cognitive assumptions that PTSD is not a self-recovery disease and that stuck beliefs need to be challenged with Socratic dialogue to overcome PTSD (Matulis et al. 2014). Rosner and all (2014), as well as Matulis et al. (2014) use an adapted version of CPT for adolescents and young adults with PTSD symptoms after CSA and childhood physical abuse (CPA). They describe four phases of D-CPT: (1) Planning-and-Preparation Phase, which involves 5 sessions in 4 weeks to develop a therapy contract, therapy goals, a safety plan, and therapeutic alliance; (2) Emotion Regulation Training, which includes 6 sessions in 4 weeks to monitor and identify dysfunctional behaviour and its long term consequences, education about emotions, as well as learning to LI THERAPY WITH CHILDREN 16 tolerate intense emotions; (3) Intensive CPT, which involves 15 session in 4 weeks to identify maladaptive beliefs, remembering the traumatic event through written accounts, and focusing on themes such as safety, trust, control, and esteem; (4) Developmental tasks (DT), which involves 4 sessions in 4 weeks and includes minimization of re-victimization by means of education about potentially abusive partners, education focused help, inclusion of social network, as well as a therapy review. Compared to the original version, D-CPT has 4 main adaptations (Matulis et al., 2014; Rosner et al., 2014). First, the treatment frequency is increased especially in the emotion regulation training (phase 2) in order to increase the youth’s therapy motivation; second, the commitment phase (phase 1) is added to enhance motivation; third, Dialectical Behaviour Therapy for PTSD (DBT-PTSD) is integrated to address behaviour and emotion management difficulties; and fourth, developmental tasks, such as career choice, individuation, and romantic relationships are given special consideration. Researchers Narimani, Basharpoor, Gamarigive, and Abolgasemi (2013) conducted a randomized controlled trial in Urmia, Iran to assess efficacy of CPT compared to holographic reprocessing. From a random sample of N=1000 high school students, 129 showed symptoms of PTSD according to results on the Traumatic Events Screening Inventory and the Symptom Checklist-Revised. Sixty participants were randomly selected and assigned to either CPT, holographic reprocessing, or a control group. Results seem to indicate that CPT is more effective in treating trauma related depression, while holographic reprocessing is a better fit for treating trauma related anxiety and dissociative symptoms. Matulis et al. (2014) conducted research on the efficacy of D-CPT on adolescents who experienced CSA and/or CPA. Their design was a pre-test/post-test/follow-up design with no LI THERAPY WITH CHILDREN 17 control group or randomization. The twelve participants were diagnosed with PTSD secondary to CSA and/or CPA and were given the Structured Clinical Interview for DSM-IV Axis I and Axis II, the Diagnostic Interview for Mental Disorders in Childhood and Adolescence, the Interview for Traumatic Events in Childhood, the Culture-Fair Intelligence Test, the UCLA PTSD Reaction Index, the Depression Inventory for Children and Adolescents, the Adolescent Dissociative Experience Scale, and the Borderline Symptom List. Results seem to indicate that after administering D-CPT in 30 sessions there was a significant drop in PTSD symptoms as well as improvement of depressive symptoms, dissociative symptoms, and emotion regulation deficits at post-treatment and 6 weeks follow-up. Prolonged Exposure Therapy for Adolescents (PE-A). PE-A is another often used treatment for children and adolescents who experience trauma. It is based on the assumption that people avoid situations, feelings, and thoughts associated with a traumatic incident in order to avoid anxiety; yet, avoidance only temporarily decreases the discomfort level (Foa, Chrestman, & Gilboa-Schechtman, 2009). With PE-A, clinicians help clients stop their avoidance of thoughts and situations that remind them of the trauma and help them develop better coping skills to confront these anxiety provoking situations. In their PE-A with PTSD handbook, authors Foa, Chrestman, and Gilboa-Schechtman (2009) offer tools to fulfill this goal by using in-vivo exposures called real life experiments. Clients are first educated in how habituation helps decrease anxiety and are then asked to draft a hierarchy of ‘scary things’. The therapist and client then conduct a few experiments in session, which involves facing these scary things in an increasing intensity before the client will be given homework to conduct carefully planned experiments throughout the week that relate to the hierarchy of scary things. Efficacy studies seem to indicate that PE-A is superior to other, non-trauma focused LI THERAPY WITH CHILDREN 18 therapies. In their outcome study, authors Gilboa-Schechtman et al. (2010) compared PE-A to Time Limited Dynamic Therapy (TDLP-A) by randomly assigning 38 adolescents (age 12-18, 24 female and 14 male) to either therapy. At post-treatment, 6 months follow-up, and 17 months follow-up the following measures were assessed: Schedule of Affective Disorders and Schizophrenia for School-Aged Children, Children’s Global Assessment Scale, Child PTSD Symptom Scale, and the Beck Depression Inventory. Results seem to indicate that both interventions reduced distress and increased functioning at both follow-ups; yet PE-A was more efficacious in reducing symptoms of PTSD and depression. Expressive/Play therapy. Even though expressive therapy has not received as much research attention and is usually not used as a primary trauma-treatment, it is included in this list based on a rationale by Klorer (2005). She describes in her paper that trauma memories are stored mainly in the right brain hemisphere. The right hemisphere’s function is predominantly based on sensations and images, and mainly responsible for creativity (Siegel, 2012), “which would make verbal declarative memory of the trauma more difficult” (Klorer, 2005, p. 216). Klorer goes on to say that “it makes sense to help the child make use of right-brain functions where the trauma memories are stored to express and work through issues of severe maltreatment in a way that supports the child’s cognitive, developmental, and emotional levels” (p. 217). By means of a case study, Klorer gives an example in which expressive therapy was used to process trauma without using words. Tammy, a 4-year-old with history of severe abuse and neglect, was not able to talk about the trauma her biological mother caused because Tammy saw talking about it as a betrayal of the mother. In therapy, Tammy built a life-size doll of a sister. She used this sister to express feelings towards her foster mother without betraying her biological mother. Tammy used this art to overcome a barrier of attachment trauma and was able to form a LI THERAPY WITH CHILDREN 19 bond with her foster family without the need of talking about the trauma itself. This example indicates that expressive therapy can help children to overcome their trauma without the need to verbalize it. Lyshak-Stelzer, Singer, St. John, and Chemtob (2007) compared Trauma-focused art therapy (TF-ART) with a treatment as usual (TAU) to assess its efficacy in reducing PTSD symptoms in youth in an inpatient psychiatric facility. TF-ART followed a 16 session group protocol of art and discussion topics, while TAU was an art group with no trauma-focus. Both therapies were administered in group settings. Twentynine participants were randomly assigned to either condition and were given the UCLA PTSD Reaction Index to assess PTSD levels preand post-therapy. Results seem to indicate that TF-ART reduced PTSD symptoms significantly compared to TAU and pre-therapy scores. Eye Movement Desensitization Reprocessing (EMDR). Authors Tinker and Wilson (1999) were interested in using eye movement desensitization reprocessing (EMDR) with children. They assert that, according to anecdotal evidence, EMDR works with children. Depending on the age of the child it needs a few changes from the standard EMDR protocol for adults. For example, in EMDR, clients are asked to think of an upsetting thought and a positive thought from the presenting problem and then to rate them on a 1-10 scale. Children might have problems coming up with these thoughts and might not know how to rate these feelings. Other steps in the protocol are to follow the finger of the therapist and to check for somatic problems after the EMDR. The authors mention that this might be problematic for some children. Additionally, while EMDR is considered an evidence based treatment for adults, EMDR for children has not yet achieved this status (Diehle, Opmeer, Boer, Mannarino, & Lindauer, 2014). LI THERAPY WITH CHILDREN 20 Observed & Experiential Integration (OEI). Observed & Experiential Integration (OEI) is another intervention that, so far, has only received anecdotal evidence to support its efficacy with children. Bradshaw and Cook developed this method to help clients integrate their traumatic experiences neurologically. OEI itself is still considered an experimental therapy and OEI-work with children is still in the process of being documented. Cook (2014) gives examples of approaches to work with trauma-exposed children as early as 18 months, yet there has been no formal research study on this. Conclusion. As can be seen, the availability of evidence-based treatments for traumaexposed children is slim; the choice seems to be either cognitive focused therapy, which might circumvent trauma that is stored in the right brain hemisphere, or exposure therapy, which might re-traumatize children. Azar and Wolfe (2006) emphasize this by stating that “the limited childfocused treatment outcome research continues to be striking” (p. 631), which leads to a limited availability of evidence for other, non CBT-based therapies. Additionally, most of these interventions are geared towards older children (eight years and older), which leaves younger children without proof for effective trauma therapy. Schore (2003) asserts that “developmental models suggest that psychotherapeutic treatment for severe attachment disorders should begin as early in the life span as possible” (p. 231). Though Schore explicitly mentions attachment disorders, elsewhere he argues that traumatic stress is most often a relational issue. Lifespan Integration Therapy As shown above, the availability of evidence-based trauma therapies for children is limited, while the prevalence of trauma-exposed children indicates that more efficacy research needs to be conducted, especially with therapies that focus on involving both brain hemispheres LI THERAPY WITH CHILDREN 21 and do not re-traumatize clients. Anecdotal evidence seems to suggest that Lifespan Integration Therapy (LI) can facilitate neural integration, without prolonged exposure or re-traumatization, as well as long-term success even if the client only participated in a few sessions. LI is based on the assumption that traumatic events in a client’s life are not fully integrated with other life events and therefore leave a residue feeling that the event is not over yet. The therapist helps the client to integrate these traumatic events with the use of a client specific timeline of life events. After briefly addressing the traumatic experience, the therapist reads the timeline to the client so that the client can briefly visualize other life events in order to help integrate the traumatic event. After repeating this timeline up to 8 times per session, adult clients report a sense of integration, being able to experience oneself more fully, exhaustion, and relief (Pace, 2012; Thorpe, 2012). LI is a relatively new therapy and thus incorporates parts from other therapies, which have shown to be effective. LI was developed in 2002 by Peggy Pace who realized that she used one approach over and over with most of her clients because it seemed to bring quick and lasting changes in her clients. She used an internal dialogue between the client’s current self and their child self in order to convince the child self that the traumatic event is over by going through the timeline over and over again. The first therapist Pace trained was Cathy Thorpe who then, together with Pace, refined the therapy and also started using LI with children (Thorpe, 2012). LI makes use of several proven therapeutic techniques and assumptions, such as attunement of the therapist to the client, neurological integration through repetition, internal attachment between ego states, and healing through habituation. However, LI is different than other therapies in several ways: First, it uses a client-created timeline of their life. This timeline is repeatedly read to the client so that the client can imagine these events briefly in order to LI THERAPY WITH CHILDREN 22 briefly activate the neural patterns associated with these memories and eventually, through repetition, achieve stronger neural integration between these memories. Second, LI is not a talk therapy, per se; rather than talking about a traumatic topic to work through with the timeline, it uses a body-mind affect bridge, which uses somatic markers to find traumatic events that are not integrated. Third, it helps clients without the need of re-traumatization (Thorpe, 2012). In her book The Success and Strategies of Lifespan Integration, Thorpe (2012) describes three outcomes from LI, which she sees consistently in her clients: First, repetition of the timeline reduces distress from any remembered event; second, repetition of the timeline can resolve unconscious, body-based memories; and third, clients change their way they relate to others. Based on integration taking place within LI, the following three categories of change can be observed: “1) The presenting problem resolves ... 2) Clients increase their emotional and cognitive awareness [and] 3) Positive results begin to appear in areas that seem unrelated to the presenting issue” (p. 14-5). According to Thorpe (2012), the foundational hypothesis of LI is twofold: “1) Earlier memories influence how the brain processes current events, and 2) A client who is stuck in troubling thoughts, feelings, and behaviors can solve current situations by resolving earlier memories” (p. 27). LI achieves this resolve by using timeline repetitions. Timeline. The timeline is at the heart of Lifespan Integration. It is “the unique, therapeutic change agent of Lifespan Integration and is the main component of LI therapy” (Thorpe, 2012, p. 18). Clients are asked to prepare a list of events for their entire lifespan. In adult clients, one event per year from the earliest memory on is usually the standard. For child clients, about 2-3 events per year are considered to be enough. These events do not necessarily have to be traumatic or of utmost importance in any way. It is important that the client actually LI THERAPY WITH CHILDREN 23 remembers these events, as opposed to stories or photographs about these events, and can include anything from “the house I lived in when I was 4” or “The green bicycle” or “When my boyfriend broke up with me” (See APPENDIX A for instructions how to create a timeline). The idea behind this timeline is that through repetition of these life events, a coherence and integration can be established. When the timeline is read, the client is asked to imagine each cue only briefly to bring up some emotional connection but not long enough for these emotions to get overwhelming. If the client gets overly emotional while imagining the events, integration is not as effective (Pace, 2012). The problem that the timeline addresses is the lack of integration of various memories and states of mind across time. As Siegel (2009) explains: “certain suboptimal attachment experiences produce multiple, incoherent working models of attachment and engrained and inflexible states of mind that remain unintegrated across time within specialized and potentially dysfunctional self-states” (p. 306, as cited in Pace, 2012). Siegel (2012) also emphasized the need for the idea of a timeline in another work. He asserts that “as we accumulate lived moments across time, we are capable of recalling not as one self, but as the many types of selves that have existed in the past. Narrative recollection, then, is the opportunity for those varied states to be created anew in the present” (p. 89). He goes on to say that if people have difficulties connecting their inner selves because of conflict or maladaptation, “then the development of a specific process that integrates the selves across time may become important” (p. 211). It seems that the LI timeline could offer such an opportunity to integrate ego states through time. LI THERAPY WITH CHILDREN 24 Another reason why repetitions of a timeline is important, especially when working with trauma victims, is that trauma is stored in the brain in isolation and without time reference. Ogden, Minton, and Pain (2006) emphasize that “important components of traumatic events are encoded and processed at a subcortical level. Past, present, and future are not differentiated, and aspects of previous traumatic experience are confused with current reality” (p. 165). LI’s timeline helps to prove to the body that the traumatic event is over by repeating life events from after the trauma over and over again. Ego states. The term ego states is used in many theoretical approaches. In LI, ego states are like snapshots of a person at a specific moment in time. Thorpe (2012) explains it this way: “in Lifespan Integration ego states are thought of as self-states that hold emotional, mental, and sometimes physical,[sic] experiences” (p. 19). For example, as adults we can often ‘go back in time’ and remember a specific event, such as a birthday party when we were young. We might even remember sounds, smells, emotions, what we thought, and maybe even sensations. This would be considered an ego state. Each ego state is considered part of the whole person, yet some states might be less integrated in the whole as others. Siegel (2012) describes these states the following way: “A person’s mental life as a whole functions as a system that exists across time and is composed of many relatively distinct but interdependent states” (p. 210). Affect bridge / Body-mind integration. Lifespan Integration is not a talking therapy, per se; clients do not talk about their problem in order to find relief. LI assumes that the body and mind are able to point the client and the therapist to problems from the past that are related to the current presenting problem. Thorpe (2012) defines the affect bridge this way: “The process in which a client identifies a current problem and its associated body feelings, and then LI THERAPY WITH CHILDREN 25 follows the mind-body system to the appropriate neural networks associated with the problem” (p. 21). Often these feelings are experienced in the body core. LI’s assumption that the body and mind are able to find problems this way is based on the idea that the mind and the body are one interconnected entity. Thorpe (2012) asserts that “the brain and body are one interrelated system considered the mind” (p. 31-2). Siegel (2014) adds similar thoughts: “Embodied means that the mind is more than simply what happens in your head—it extends to at least the whole of the body in which ‘you’ live” (para. 3). He argues elsewhere (2012) that from a neurological point of view, the mind, brain, and the body are inseparable. The mind is more than just an output of the brain; and even the brain is not only restricted to the skull. He asserts that the body proper is intimately integrated with skull-based neural tissue. … When we use the term ‘brain’, we can now see that it makes no sense in our conceptualization to separate this skull-based structure from the body as a whole. (p. 17) Authors Lanius, Lanius, Fisher, and Ogden (2006) add to this by stating that body-mind integration in therapy “may facilitate the integration of traumatic material sequestered in subcortical or right brain areas by working bottom-up [emotion first, then cognitive], deepening mindfulness (which may increase cortical activity), evoking and studying trauma-related fixed action tendencies, and then experimenting with the practice of new actions” (p. 161) Internal dialogue. Another important technique in LI is the internal dialogue between the various ego states. The therapist coaches the client to have a conversation between the current ego state and the younger self (Thorpe, 2012). Depending on the protocol used, the therapist asks the adult client to imagine her current self to help her younger self with the traumatic experience. The therapist will coach the client to do and say helpful things to her LI THERAPY WITH CHILDREN 26 younger self. This internal dialogue is used to strengthen internal attachment between various selves, increase integration of the selves, and to prove to the younger self, by means of the timeline, that the traumatic event is over. Protocols. LI uses a variety of different protocols, which give clinicians the opportunity to address various presenting issues. Most protocols were developed for adult clients, though Thorpe (2012) developed a child specific protocol and adapted others, which will be described below. The standard protocol is often used to help clients overcome a situation that they are currently stuck in. The Birth-to-Present protocol helps clients who have experienced attachment problems or more complex issues that cannot be narrowed down to one single incident. It also helps client with insecure attachments to improve affect regulation. The PTSD protocol is used with clients who have a single traumatic incident, such as a car accident. The following information is taken from Pace’s (2012) Lifespan Integration and is mainly focused on work with adults; a section on LI with children is presented afterwards. Standard protocol. The standard protocol (SP) consists of 9 steps. Steps 1 and 2 are done only once, steps 3 to 7 are the timeline repetitions, and steps 8 to 9 is to close the session. In step 1 the client is asked to focus on bodily sensations when discussion the presenting problem to explore what past memories come up with these sensations. In step 2 this so-called source memory is then briefly discussed. If the client comes to session with a problem from the past, the therapist will start there. Step 3 involves the client to close her eyes, go back to this memory scene, be the self of that memory, and point to where she feels this sensation in her body. The therapist then guides the client to imagine that her current self enters the memory scene to tell her younger self that she has grown up and that the current self is here to help the younger self. In step 4 the therapist coaches the client to take her younger self away from the memory scene to LI THERAPY WITH CHILDREN 27 a peaceful place. This place can be imagined or real but should be in the past or time-less. Often clients imagine a beach or a peaceful forest. In step 5, the therapist coaches the client to speak to her younger self to make her feel safe and that the event she was rescued from happened a long time ago. It is crucial that the therapist stays attuned to the client and the younger self and anticipates what they need in order to coach the client through this exercise and to make the younger self feel safe. In step 6 the therapist asks the client to show her younger self the life that she will have. The therapist reads the cues from the client’s timeline out loud and the client is asked to imagine the events together with the younger self. This is often compared to watching a picture slide show or a movie together. Step 7: When the client reaches the current age, she is asked to bring her younger self into her current home and show her around. The therapist coaches the client to tell the younger self that she is safe and to ask whether she has any questions about what she saw. After a brief break and checking in with the client, the protocol starts again at step 3, in which the client imagines the source memory. The amount of repetitions depends on the intensity of the somatic feelings expressed in step 3. Once the feeling is gone, this indicates that the memory is integrated and the protocol can continue with step 8, checking with the client about the source memory, and step 9, checking with the client about the presenting problem. Birth to Present Protocol. The birth to present protocol (BP) is used with clients who have experienced attachment ruptures, have difficulty with affect regulation, or have experienced birth trauma. The BP starts with the therapist holding an infant doll and asking the client to close her eyes and imagining going back in time to her own birth. The therapist at this point narrates a birth as it would have happened around the time when the client was born, starting with the last LI THERAPY WITH CHILDREN 28 contractions of her mother. The therapist is in the room with the client and is given the baby once it is born, holds her safely, and asks the client to imagine that the therapist cares for the baby as she bathes and dresses her. Then the client, the therapist, and the baby go to a safe place and the therapist narrates a normal development to the client up onto where the client’s earliest memories from the timeline starts. Once at the end of the timeline, client and therapist take a little break to check in and eventually repeat this protocol several times. The main difference to SP is that in BP there is no memory scene the client floats back to but rather her own birth. Thorpe calls this imagining of a normal development ‘putting good stuff in’. Rather than trying to convince that this was actually what happened, by taking the client through a normal development, she can experience an attachment with herself that she could not have before. PTSD protocol. This protocol is another variation of LI. The timeline for this protocol is more detailed and the focus is only on the trauma. Each memory cue is only visited briefly to not flood the client with emotions. The cues start just before the traumatic event and then goes moment by moment. The therapist creates the timeline together with the client by asking, “and then?”. For the days and weeks after the trauma, one cue per day is sufficient. If it has been several years since the incident, the cue list goes day by day and week by week for the first months, and then month by month for the first year or so. The PTSD protocol is different in that there is no internal dialogue between ego states and no coaching by the therapist. LI with children. Lifespan Integration therapy seems to be especially suitable for children. They seem to engage easily in the process of LI with its timeline and imagining their life events. Pace (2012) mentions three advantages children and youth have over adults in regards to responsiveness to LI: First, their brains are still more malleable; second, they have not LI THERAPY WITH CHILDREN 29 built up as many defenses; third, they enjoy the imagination required by the timeline and that they can help their younger selves. In terms of practicalities of LI with children, there are a few differences compared to the adult protocols. Firstly, according to Thorpe (2012), children under the age of 12 are not being asked to enter with their current self the trauma scene to help the younger self. Rather, a safe adult is being imagined to come into the scene to rescue the child and take her to the peaceful place. Secondly, the timeline needs to contain more cues per year, since it will be substantially shorter to adults. Thorpe (2012), who focused on refining LI for children suggests 2 cues per year in approximately 6 months interval; Pace (2012) suggest 3-4 cues per year. LI has been used with several kinds of presenting issues, including children who have anxiety, ADHD, have experienced birth trauma, early surgeries, sexual abuse, car accidents, adoption issues, and other concerns. When attempting to heal trauma-exposed children with LI, it is important to keep a two-step process in mind (Thorpe, 2012): First, the actual trauma memory needs to be addressed and healed with repetitions of the timeline, mainly to prove to younger states that the trauma is over. Once the child has less somatic expressions about the trauma memory, the second step is to coping mechanisms that the child developed as a result of the trauma. In order for a child to deal with the conflicting and intense emotions from a trauma, the child often comes up with ways to avoid the memory of the trauma in order to build resources to function in spite of it (Thorpe, 2012). There are also a few practical differences in using the PTSD protocol with children. First of all, the child sits in the lap of her caregiver throughout the whole session. This is also true for the other protocols. Next, instead of having the child visualize the memories of the traumatic event, in especially traumatic situation it can help to use projective play; the therapist can use LI THERAPY WITH CHILDREN 30 stuffed animals and dolls to act out the memory cues. The child chooses the animals and dolls that best represent the real person. In addition to these characters, a police figure can be introduced to punish the perpetrator and create a sense of retribution and safety. To underline the efficacy of Lifespan Integration Therapy with children, Thorpe (2012) asserts this: Treating a child’s trauma with Lifespan Integration is almost miraculous. Within a few sessions, most trauma symptoms completely disappear when targeted with LI. Unlike other therapies, with LI, children do not have to share very much about their trauma in order to heal it. They are remarkably capable of finding younger states within themselves that need healing, and integrating those states through the timeline. (p. 234) Hybrid Protocol. Thorpe (2015) created a special protocol to be used with children who have difficulties coming up with a source memory. She calls this protocol the hybrid model since it combines elements of the Birth-to-Present Protocol with focus on a presenting feeling. The client is asked to focus on the presenting feeling while the therapist does a BP. If the client has difficulties or is too young to engage in finding source memories for a standard protocol (SP), the client can also bring up a particular feeling that is negatively affecting her, while the therapist does a BP. .Thorpe’s rationale is that while the child might not be able to remember a specific situation of an upsetting feeling, the child might connect with a certain memory while holding on to the presenting feeling and going through the whole timeline, including birth, the feeling will most likely be ‘picked up’ Conceptual Underpinnings of Lifespan Integration Therapy When Pace first developed Lifespan Integration therapy, she was influenced by contemporary research findings from attachment theory, interpersonal neurobiology including LI THERAPY WITH CHILDREN 31 neural integration and neuroplasticity, as well as ego-state therapy, body-mind integration, and imagery guidance (Thorpe, 2012). Pace (2012) states that “Lifespan Integration ... is a new therapy which integrates neural structures and firing patterns throughout the body-mind, and across the lifespan [and] is based on the hypothesis that much psychological dysfunction results from insufficient neural organization” (p. 15-25). In the following pages the above mentioned theories will be explained and analyzed in more details in regards to their influence on LI. Attachment. LI draws on attachment theory in three regards: First, the therapist needs to be attuned to the client’s state of mind at every moment of the protocols; second, the therapist needs to create a secure base for the client to explore her life from; and third, the client builds secure attachments to her younger selves. This part will first briefly provide an overview of attachment theory and then describe the specific constructs mentioned above. Attachment is part of our human nature and necessary for mental health. Bowlby (1988), the pioneer of attachment research, asserts that “the capacity to make intimate emotional bonds with other individuals is regarded as a principal feature of effective personality functioning and mental health” (p. 121). Siegel (2001) adds to this by stating that “though the attachment system is ‘hard-wired’ in the brain, the experiences that an infant has will directly shape the organization of that system” (Siegel, 2001, p. 69). There are three principal patterns of attachment: Secure attachment, anxious resistant attachment, and anxious avoidant attachment. Secure attachment can develop when a child knows that her parents are “available, responsive, and helpful should she encounter adverse or frightening situations” (Bowlby, 1988, p. 124). In the anxious resistant attachment children are uncertain whether they can rely on their caregivers to be available, responsive, or helpful to them in times of needs and are thus more prone to separation anxiety. In the anxious avoidant LI THERAPY WITH CHILDREN 32 attachment children know that their caregiver will not be available, responsive, or helpful. On top of that they can expect to be treated adversely in times of needs. Bowlby adds a 4th category for children who were difficult to classify as one of the three above mentioned styles. Since relationships in this 4th category are marked by chaotic, disorganized, and unpredictable behaviour from the child towards her caregiver, this category was called disorganized (p. 127). Siegel (2012) asserts that “[r]epeated experiences become encoded in implicit memory as expectations and then as mental models or schemata of attachment” (p. 91). These models serve as the foundation of all of our subsequent relationships as well as our internal pattern of relating to the self. Siegel lists the following domains as being influenced by attachment styles: “overt behavior, interpersonal communication, emotional regulation, autobiographical memory, and narrative processes” (p. 96). Bowlby (1988) asserts that attachment theory emphasizes: (a) the primary status of biological function of intimate emotional bonds between individuals, the making and maintaining of which are postulated to be controlled by a cybernetic system situated within the central nervous system, utilizing working models of self and attachment figure in relationship with each other. (b) the powerful influence on a child’s development of the ways he is treated by his parents, especially his mother-figure. (p. 120) Even in the 1980s and earlier, Bowlby was aware that there are neurological underpinnings to attachment theory and it was only after the decade of the brain between 1990 and 2000 that researchers such as Siegel, Schore and others were able to explain attachment theory’s underpinnings neurologically. LI THERAPY WITH CHILDREN 33 Attunement. The term attunement is usually used in regards to an attachment relationship between a child and a caregiver; however, the relationship between a therapist and a client can be seen in a similar way. The therapist needs to be emotionally attuned to her client’s needs at every moment in order to be able to provide the help the client and the younger self needs. Pace (2013) asserts that in LI, “the therapist’s attunement with the client is very much like the attunement between a parent and an infant” (p. 4). Siegel (2007) explains attunement this way: When relationships between parent and child are attuned, a child is able to feel felt by a caregiver and has a sense of stability in the present moment. During that here-and-now interaction, the child feels good, connected, and loved. The child’s internal world is seen with clarity by the parent, and the parent comes to resonate with the child’s state. (p. 27) Along the same lines, psychologist Cozolino (2010) describes attunement this way: The combined sense of safety, freedom from anxiety, and excitement generated via attunement provides the affective background for the experience of vitality and spontaneous expression. … This safe emotional background created by proper attunement, reciprocity, and loving kindness parallels an optimal educational and psychotherapeutic relationship. (p. 181-2) When the therapist stays attuned to her clients needs on a moment to moment basis, the client will be able to experience a sense of safety and feeling of security. Secure base. In the standard protocol and birth to present protocol, before the actual timeline-works can begin, the therapist needs to create a secure base (also known as safe holding environment) for the client. By going back to a traumatic event, the client might re-experience and show behaviour patterns that seem discomforting. Thus, it is of utmost importance that the LI THERAPY WITH CHILDREN 34 therapist acts as a safe and secure place for the client to explore these memories. Ogden, Minton, and Pain (2006) describe the holding environment in terms of an infant/mother relationship. They assert that by containing the child and providing a holding environment, the mother is able to hold the child both literally and in her mind in such a way that demonstrates her recognition of the child’s physiological and affective states and also her ability to deal with them effectively. She can tolerate and ‘stay with’ the child through his or her dysregulated states. (italics from source, p. 40) In terms of LI, it is the therapist’s role to provide such a holding environment by being attuned to the needs of the client on a moment by moment basis and be able to tolerate various emotional states. Similarly, Bowlby (1988) asserts that the role of a caregiver in providing a secure base is “one of being available, ready to respond when called upon to encourage and perhaps assist, but to intervene actively only when clearly necessary” (p. 11). He goes on to say that one of the therapist’s tasks is “to provide the patient with a secure base from which he can explore the various unhappy and painful aspects of his life, past and present, many of which he finds it difficult or perhaps impossible to think about and reconsider without a trusted companion to provide support, encouragement, sympathy, and, on occasion, guidance” (p. 138). Internal attachment. One of the steps in the standard protocol is to revisit a traumatic scene as the younger self and the to enter it as the current self to help and support the younger self. This step, the coming for rescue, seems to be in and of itself healing and restorative. Bowlby (1988) seems to think similarly: “Whilst attachment behaviour is at its most obvious in early childhood, it can be observed throughout the life cycle, especially in emergencies. … To LI THERAPY WITH CHILDREN 35 remain within easy access of a familiar individual known to be ready and willing to come to our aid in an emergency is clearly a good insurance policy - what ever our age” (p. 27). While he was not specifically talking about internal attachment, even this imagined attachment between the two selves seems to be helpful. Interpersonal Neurobiology. Interpersonal Neurobiology (IPNB) is a term coined by Daniel J. Siegel to denote his research efforts into the study of the mind and brain by drawing from various scientific fields, such as neurobiology, genetics, memory, attachment, complex systems, anthropology, and evolutionary psychology (Siegel, 2001). Siegel (2012) explains that IPNB seeks to create an understanding of the interconnections among the brain, the mind, and our interpersonal relationships ... To put simply, human connections shape neural connections, and each contributes to mind. Relationships and neural linkages together shape the mind. It is more than the sum of its parts; this is the essence of emergence. (p. 3) Lifespan Integration draws on three principles from IPNB: (a) neuroplasticity; (b) neurons that fire together, wire together; and (c) neural integration. In the following paragraphs each of these principles will be briefly addressed. Neuroplasticity. Neuroplasticity describes the concept that the brain is able to continuously develop and change through experience. This understanding is rather new; up until a few decades ago, scientists believed that the brain, after its full development in childhood, would not be able to change afterwards. Neuroplasticity explains that our brains are not static; it is possible for new neurons to develop and for existing brain regions to take on a new role. Siegel (2012) describes it this way: LI THERAPY WITH CHILDREN 36 The vast numbers of neural connections are not static; the brain continually changes its synaptic interconnections in response to experience. This means that the number of firing patterns possible across a lifespan is virtually infinite. The number of ‘on-off’ patterns of neuronal firing even in a given moment of time is immense, estimated as a staggering ten times ten one million times. (p. 16) He also asserts that it is “experience [that] shapes the function of neural activity in the moment, and can potentially shape the continually changing structure of the brain throughout the lifespan (Siegel, 2001, p. 70). Neurons that fire together, wire together. This principle basically asserts that when two independent neural circuits are activated together on a repeated basis, they will start to associate with each other and activate at the same time. Neurologist Donald Hebb was one of the leading scientists to first observe this pattern. He states that “any two cells or systems of cells that are repeatedly active at the same time will tend to become ‘associated’ so that activity in one facilitates activity in the other” (as cited in Siegel, 2012, p. 49). Lifespan Integration therapy repeatedly pairs memory cues with each other that might not have been activated together before. Thus, by repeating the timeline over and over again, the memories integrate on a neurological level. Despite of the lack of neuro-imaging of LI therapy, “the lasting emotional improvement reported by clients, in addition to the scientific research available on brain change, implies that their brain has changed [because of LI]” (Thorpe, 2012, p. 40). Integration. Integration is at the crux of mental health and is needed to create a coherent and cohesive state of mind. Siegel (2012) explains that the brain is a complex and selforganizing system; it always wants to make sense of the data that it receives and integrate it into information that is already available. He argues that “coherence [of states of mind] emerges with LI THERAPY WITH CHILDREN 37 increasing complexity - an outcome of integration and mental health” (p. 187). Additionally, Ogden, Minton, and Pain (2006) assert that “without this integration, the flow of our minds moves towards rigidity and chaos. In this way, trauma can be seen to fundamentally impair integration within an individual, dyad, family, or community” (p. xiv). In her effort to find a therapy approach that would be able to foster such integration, Pace (2012) posed these questions: “When working with adults who were traumatized during developmental stages, how can we best help them to repair neural systems that were damaged? How can we help them to integrate neural networks that remain isolated from each other?” (p. 20). Siegel (2012) seems to be offering her a direct answer. He asserts that “regulation results from integration … When the brain links its differentiated circuits to each other, the nervous system achieves homeostasis and develops new levels of intricacy in its functions” (p. 36). Siegel (2014) asserts that “In Interpersonal Neurobiology we say that integration is the basis of health. Integration is defined quite simply as ‘the linkage of differentiated parts.’ With integration emerges coherence and harmony; when integration is impaired, chaos or rigidity ensues” (para. 7). He goes on to say that how we learn to focus attention can activate specific [neural] circuits. Where attention goes, neural firing occurs. And where neural firing happens, neural structure can be strengthened. When that firing is integrative, then we can see how using our attention in integrative ways can actually reinforce coherent integrative functioning in the moment and grow integrative fibers for future functioning to be more balanced, coherent, and harmonious. (para. 7) Lifespan Integration uses these concepts to form its foundation. Attachment theory and Interpersonal Neurobiology are established theories and therapeutic approaches; they possess LI THERAPY WITH CHILDREN 38 evidence for their efficacy. While LI is still in need for empirical evidence, the foundational design features are based on empirically informed rationales. Current State of LI Research As mentioned above, current evidence to support LI’s efficacy is scant and exists almost exclusively in anecdotal form. To my knowledge, there has been one unpublished clinical trial in the US by Balkus (2012), a HSCED outcome study with three participants by Hu (2014), which is in process of publishing, a research project in Sweden on the efficacy of LI compared to treatment as usual with rape victims by Rajan (personal communication, May 22, 2014), and a research study on LI with Münchhausen disorder (Binet, E., & Tarquinio, C., 2015) that is also in process of being published. Anecdotal evidence consists in form of published books by the authors and two books from clients about their experience with LI (Sprout, 2015; Whitacre, 2014); as well as discussions on LI’s electronic mailing list and in conversations with locally established therapists. In her research, Balkus (2012) investigated the effectiveness of treating traumatized women with LI and hypothesized that LI treatment will decrease avoidance and intrusion and that it will persist for at least a month period. Balkus recruited 22 women from a rehabilitation centre for women and children in Seattle, out of which 17 completed the study. Participants’ level of trauma was assessed three times (prior to session 1, prior to session 2, and 1-month follow-up) by means of the Impact Events Scale (IES), which were administered by three certified LI counsellors. The treatment consisted of 2 sessions each one hour to one and a half long. Data analysis was completed with repeated measures analyses of variance to compare participants’ avoidance and intrusion responses over time. Results indicate that there was significant decrease in avoidance and intrusion scores after two sessions and at the follow-up. LI THERAPY WITH CHILDREN 39 Hu (2014) researched the efficacy of LI on basis of three individual HSCED studies with participants who experienced sub-optimal attachment patterns. The three participants, age approximately 20, 40, and 60, were treated by three different experienced LI therapists. Presenting issues in the participants were linked to chronic issues stemming from childhood abuse and trauma. To inform the Rich Case Records, Hu used the CORE-OM, the Personal Questionnaire, the Adult Attachment Interview, the Helpful Aspects of Therapy form, and the Change Interview. Results from the adjudication process suggest that all three clients experienced clinically significant improvement over the course of therapy. With this therapy we have a promising clinical innovation because of its conceptual integration of empirically based principles, in combination with clinical evidence from therapists and clients. Lifespan Integration is based on evidence based principles, which still need to be researched in this constellation. With Hu’s and Balkus’ research the first step was made towards finding empirical evidence for LI’s efficacy. This current research project will add to this base of evidence to support LI’s conceptual integration. Purpose and Rationale of Study There are two main reasons that led me to decide to research Lifespan Integration Therapy with trauma-exposed children. First and foremost, I have a strong commitment to pursuing and promoting researching effective trauma therapies for children on a professional and personal level. I work with trauma-exposed children and as an evidence-based practitioner, I want to ensure that the treatments I use are empirically supported. I use LI as one of many treatment modalities and have seen improvements in my clients that suggest LI to be efficacious. On a more personal level, I experienced complex trauma in my life as a young child and its effects are still showing today. Which makes me wonder, if I would have had the option to LI THERAPY WITH CHILDREN 40 receive an evidence based, trauma-focused therapy, whether I would have been experiencing the same intensely negative emotions. While this question is a futile one, since there is no sense in discussing ‘what ifs’, the desire to find a therapy that works for other children is deeply engraved on my heart. My passion is with the many children who have been exposed to events that are beyond their control and impact their emotional, behavioural, and other kinds of well-being in a detrimental way. As a clinician I want to provide these children with the best tools available that have a strong evidence base for their efficacy. Secondly, Lifespan Integration Therapy promises to offer distinctively effective approaches for treatment of trauma-exposed children, at least according to clients’ stories. Combined with the fact that there is extremely little research on this therapy and none on LI with children, I felt the urge to provide empirical evidence that will help to distinguish whether LI works and what it is that makes it work. As elaborated on above, LI is a gentle and non-intrusive way without the need to revisit traumatic memories in an emotionally intense manner; however, the mechanisms of therapy have only been examined in two studies (Balkus, 2012; Hu, 2014). With the above in mind, I decided to utilize a thorough single case research method that would help shed light into LI’s early beginnings of research. Based on the design, I pose the following research questions: (1) Did the client change substantially over the course of therapy?; (2) Is this change substantially due to the effect of therapy?; and (3) What factors may be responsible for the change? To put it in Siegel’s (2001) words: “If we can find a way to facilitate neural integration within the minds of individuals across the lifespan, we may be able to promote a more compassionate world of human connections” (p. 90). LI THERAPY WITH CHILDREN 41 CHAPTER 3: METHOD Thorpe (2012) asserts that Lifespan Integration has an extremely high efficacy in clinical practice. She explains that it works fast, with a wide variety of presenting problems, helps solve problems, which were not directly addressed in session, that clients do not have to work through emotions to find relief, and that there is no retraumatization. She also mentions that in her experience as LI therapist, she did not have one client with whom LI did not work. These are strong claims and so far anecdotal evidence is the main kind of evidence supporting such claims. For LI to gain acceptance among other therapies, a different kind of evidence is needed in addition to the anecdotal evidence. In order to gain some more systematic evidence, this present research study was conducted as a Hermeneutic Single Case Efficacy Design study (HSCED) with one 12-year-old client. Through intense study of affirming and contradicting evidence from LI sessions with the child client, it was my aim to shed light on whether the client changed, whether the change was due to therapy, and which aspects of therapy were most helpful. Research Design This research study used Robert Elliott’s Hermeneutic Single Case Efficacy Design (HSCED; 2002, 2012, 2014), an adjudicated, mixed-method case study research method. Based on a rich case record of quantitative and qualitative data from the therapist and the client, an outside jury of research and therapy specialists argued for and against LI’s efficacy. Additionally, HSCED shed light on which aspects of LI worked in this case and which were hindering. As indicated by its title, HSCED uses an hermeneutic approach to discover knowledge; by interpretive and in-depth readings of the outcomes, an approximation of knowledge about the client’s change can be gleaned. HSCED is a comprehensive design, which gives the researcher enough systematic LI THERAPY WITH CHILDREN 42 structure to produce evidence for and against therapy outcome, while at the same time being flexible enough to allow for individual differences in research scopes (Elliott, 2002; Elliott, 2012; Partyka, 2010). While the adjudication process is prescribed by the design, the kinds of assessments that are being used are up to the discretion of the researchers. Elliott (2002) suggests several measures to use; yet even in his own research he changed some of the assessments to individual client needs. Nonetheless, the Helpful Aspects of Therapy form (HAT), the Personal Questionnaire (PQ), as well as the Change Interview are typically employed in HSCED studies (Elliott, 2002; Elliott, Partyka, Alperin, Dobrenski, Wagner, Messer, et al., 2009; MacLeod, Elliott, & Rodgers, 2012; McLeod & Elliott, 2011). HSCED aims to answer three research questions: (1) Did the client change substantially over the course of therapy? (2) Is this change substantially due to the effect of therapy? and (3) What factors (including mediator and moderator variables) may be responsible for the change? (Partyka, 2010; Stephen, Elliott, & Macleod, 2011). These questions lend themselves well “for making initial claims of causal status for new therapies or the application of existing therapies to new client populations” (Elliott et al., 2009). One of the reasons for developing HSCED are the shortcomings of randomized clinical trials (RCT), in particular its causal emptiness, as well as the shortcomings of traditional N=1 case studies, such as reliance on anecdotal evidence, confirmatory bias, and narrative smoothing (Stephen & Elliott, 2011; Stephen, Elliott, & Macleod, 2011). Elliott’s concern from the beginning was to build a research design that could easily be used in a naturalistic setting (i.e. counselling practice) while providing solid and replicable evidence for therapy outcome (Partyka, 2010). HSCED gives the flexibility from being a method that one researcher/practitioner could conduct alone to a design that involves two research teams and LI THERAPY WITH CHILDREN 43 external judges. The first can easily be used in an informal research setting, in which the therapist is interested in the efficacy of her therapy approach. The latter, also known as adjudicated HSCED, removes the possibility of researcher bias by using two teams of researchers that argue for and against client change due to therapy, as well as outside judges. HSCED compared to RCTs. Traditionally, the modus operandi for outcome research has been and still is the randomized controlled trial design (RCT). As briefly alluded to above, RCTs come with inherent problems, which make it more difficult to conduct outcome research with new therapies or new clientele. Elliott (2002) lists several difficulties with many RCT studies, such as poor statistical power, differential attrition, and poor generalizability due to restricted samples. Elsewhere Elliott (2012) argues that RCTs are not sufficient to establish evidence-based practice because of causal emptiness. He asserts that “[RCTs] focus narrowly on establishing the existence of a causal relationship between a mental health intervention and client change, but do not specify the nature of that relationship” (emphasis is original, pp. 78-9). RCTs do not lend themselves to explore the complexity and subtleties of an individual client and the therapy process, “making it impossible to explain the causal relationship between the client, therapy and any change that may have occurred” (Stephen, Elliott, & Macleod, 2011, p. 57). Even when RCTs show efficacy on a general term, out-of therapy influences are usually not paid attention to (Elliott, 2002). Another shortcoming of RCT is its reliance on laboratory settings and focus on randomization. In natural clinical settings, both of these characteristics are usually not found; clients usually do not pick their therapists and/or therapeutic orientation by random, nor are the sessions conducted in laboratories. RCTs need to control for many variables, which creates the need to conduct the research in settings that allows researchers to control variables such as LI THERAPY WITH CHILDREN 44 adherence to treatment protocol, characteristics of the clients, and the same setting for each session. Unfortunately, in order to control these variable, the research settings can become quite different to a typical therapy setting a client is likely to encounter. This, then, seems to beg the question of external validity of RCTs if the settings are different to therapy offices. (Carvalho, Faustino, Nascimento, & Sales, 2008; Westen, Stirman, & DeRubeis, 2006). Weisz, Yi Ng, Rutt, Lau, and Masland (2013) emphasize this point by stating that only 1% of RCTs "included clinically referred youths, at least one practicing clinician, and some treatment in a service setting" (p. 564). The authors go on to say that when comparing evidence based psychotherapies (EBP; i.e. those with established efficacy outcome from RCTs) to usual care, EBP did not significantly outperform usual care. Often researchers propose case studies as an alternative to RCTs in order to gain insight into clinical details of the therapy process. McLeod and Elliott (2011) list the following characteristics as strengths of case studies: Complexity, longitudinal sensitivity, appreciation of context, and narrative knowing. They go on to argue that while RCTs are the gold standard for research studies, there needs to be a balance of different kinds of evidence to support the conclusive efficacy of a treatment. They assert that in addition to RCT evidence, [a methodologically pluralistic approach to accumulating knowledge about the processes and outcomes of therapy] would make use of practicebased evidence, qualitative research, critical conceptual analysis, consumer satisfaction studies, and systematic case studies to provide a more secure platform for therapy policy and practice. (p. 1) Research Design Rationale Several reasons guided my decision to use the adjudicated version of HSCED: First, to LI THERAPY WITH CHILDREN 45 my knowledge, this study will be the first to conduct therapy outcome research with Lifespan Integration for children. Thus, I wanted to use an in-depth design, which sheds light on whether LI works and what mechanisms seem to be the helpful to create client change. Second, the systematic approach in HSCED involves effort to find evidence against the therapy efficacy, thus building a strong case for its decision outcome. Third, HSCED is a practical and applied design rather than one that is removed from the ‘front line’ that is the therapy offices. My personal preference aligns with this practical approach; I favour information that is highly geared towards application. Fourth, and most importantly, HSCED seems to be able to shed more light on the above questions (i.e. Does LI work, and what works) than traditional case studies or RCTs as a first means of research. Eventually, the evidence found through multiple HSCED studies will help to focus RCT studies to supply the quantitative and other evidence needed for LI to become an evidence based practice. Participants In this section, an overview will be given about the people involved in the HSCED process. First, I will introduce the research participant, then the researcher, the therapist, the research teams, and lastly the judges. Research participant. Since HSCED is a single case design, we recruited one child participant. Additionally, since HSCED is flexible in terms of which measures will be used, I was able to gather data from the participant’s caregivers and teachers, as well. Criteria for case selection included (1) the parent was not the perpetrator, (2) the child was considered trauma-exposed and are currently experiencing related symptoms, (3) the child had not received LI in the past, (4) the child was not receiving any other counselling at the same LI THERAPY WITH CHILDREN 46 time, (5) the child and caregiver were available and willing to participate for the length of the study (nine sessions over the course of three months), (6) they were willing to complete the measures, (7) they did not come to session intoxicated with alcohol and have used recreational drugs for at least 6 weeks prior to treatment, (8) and they were not on benzodiazepines. Inclusion characteristics were (1) proficiency of English and (2) being 3 years or older and verbal. The research participant, Kelly (all names have been changed to protect privacy), was 12 years old at the time of research and attended Grade 6 for the time of therapy and Grade 7 at the time of follow-up. Kelly’s mother reported at intake that Kelly carried guilt and responsibilities that were not hers, had trouble expressing her emotions in time (rather than bottling them up until they explode), and had trouble with conceptual thinking. Mother said that Kelly’s brother has had and still had medical emergencies, which in the past could have been traumatic for Kelly. She lived with her mother and her brother, while her father lived four hours away for work reasons and whom she would see usually every weekend. When staying at her father’s place, the maternal grandmother became a parenting figure, too. This living arrangement was largely to accommodate for Kelly’s brother’s academic needs, since he has been diagnosed with Autism Spectrum Disorder (ASD). Kelly had been exposed to situations that could have been a setback for Kelly or objectively could be called trauma. Most of them happened from age 9 onwards and centred around Ben’s health and medical emergencies. (For more information about Kelly including a summary of Kelly’s trauma history, see APPENDIX B). Participant recruitment. Recruitment for this project was set out to be representing a naturalistic situation. The identified research therapist for this project offered new clients and clients on her waitlist the opportunity to be part of this research project. Kelly’s brother was LI THERAPY WITH CHILDREN 47 already a client of the therapist and Kelly’s mother was open to have her daughter participate in this research project. Additionally, Kelly’s mom decided to receive therapy, too, which resulted in two parallel studies: one for Kelly and one for her mother. Researcher. The principal investigator for Kelly’s project was me, Christian Rensch, a Master’s student in counselling psychology at Trinity Western University. The thesis supervisor, Janelle Kwee, was instrumental in providing help in this process as well as guiding the overall LI research project with Kelly and her mother. Also instrumental was the supervisor’s research assistant, Elizabeth Chan, who conducted weekly outcome measures, and ensured a smooth intersection between research and therapy. In terms of characteristics for the researchers, Elliott (2012) suggests that researchers take a person-centred approach in interaction with the client. He asserts that in order to increase the research alliance between researcher and client, the researcher needs to use principles such as empathy, unconditional positive regard, genuineness, and flexibility (p. 72). Research teams. The research teams who analyzed the rich case records were a combination of Master’s level graduate students, professors of counselling psychology, as well as practitioners in counselling psychology with experience in Lifespan Integration, other trauma therapy, and/or child therapy. Prior knowledge of LI was not necessary for participation, since there was a brief introduction of the research project and the therapy before the analyzing process. This variety also controlled for possible bias towards an affirmative stance. Members of the research teams were assigned to either skeptical or affirmative based on their experience to have two balanced teams. The researcher was not part of either team, while the thesis supervisor was part of the skeptic team and the research assistant part of the affirmative team. The decision LI THERAPY WITH CHILDREN 48 to use the supervisor and research assistant was to provide more information to the teams if needed and in order to control for biases, they were part of opposing teams. Therapist. A local therapist agreed to be the therapist for this study. She has a Master’s degree in Applied Behavioural Science – Systems Counselling, is a Level 2 trained LI-therapist, has received additional training in LI with children, is highly experienced in other kinds of trauma therapies with children, has an understanding of neurological processes in trauma and LI, and was willing to provide extensive quantitative and qualitative data of the sessions. Additionally, the therapist consulted several times about the cases with Cathy Thorpe, who has adapted LI to be used with children. Judges. In HSCED, the judges, who make the final decision, are asked to come to an answer in regards to two main questions: ‘To what degree did the client change?’ and ‘To what degree was therapy responsible?’ (Elliott, 2012; for more details, see section HSCED analysis procedure). Stephen and Elliott (2011) propose to include “judges of roughly the same professional status as the researchers or therapists, thus beginning to approximate the traditional concept of a jury of one’s peers” (p. 239). In their own study, Elliott et al. (2009) chose three distinguished psychotherapy researchers with each different theoretical approaches as their judges. Thurston, McLeod, and Thurston (2013) used 4 independent judges to evaluate efficacy of counselling for people with sight loss. All of them were chosen based on their individual expertise: one was a university professor with expertise in case-study methodology, the other was expert in field of sight loss, another was a counselling practitioner, and one was a researcher, not a counsellor. For this research project, judges were selected based on the following criteria: Judges had either or a combination of (1) a doctorate in counselling psychology or a similar field, (2) LI THERAPY WITH CHILDREN 49 extensive experience (at least 5-10 years) in trauma therapy with children, (3) extensive knowledge of Lifespan Integration, and/or (4) have teaching experience in counselling psychology. Candidates were recruited based on existing professional relationships with the researchers; however, none of them had any pre-existing relationship with the LI research programme. The three judges who agreed to be part of this project had the following relevant characteristics: Judge A held a Doctorate degree in Educational Leadership with more than 20 years of experience in counselling trauma-exposed children. Judge B held a Master’s degree in Counselling Psychology, has training in LI, and had extensive knowledge in trauma therapy with adults. Judge C held a Master’s degree in Counselling Psychology, worked with children for more than 14 years, and had extensive LI training. Materials and Procedure Kelly’s mother was asked to provide informed consent (see APPENDIX C) and verbal assent from Kelly to be part of this research study. After that, the researcher conducted an intake interview with the mother collecting data about developmental and trauma history. During Kelly’s first session, the therapist and her created a list of 12 items that Kelly wanted to address in counselling. These items became the basis for her Personal Questionnaire (PQ). Kelly received 9 session of Lifespan Integration and was asked to rate her PQ items before each session and complete a Helpful Aspect of Therapy (HAT) form at the end of each session. After the last session, there was a semi-structured change interview with the mother and an adapted version with Kelly. At pre-therapy, post-therapy, and follow-up the following quantitative assessments were given, as well: (1) Behavioral Assessment System for Children (BASC-2) including the Structured Development History, (2) Parenting Relationship Questionnaire, (3) Family Adaptability and Cohesion Scales (FACES-IV), and (4) Trauma Symptom Checklist for LI THERAPY WITH CHILDREN 50 Children. The therapist kept thorough counselling notes and completed a Therapy Session Notes Questionnaire (TSNQ) for each session. Additionally, the researcher provided weekly data on Session Observation Notes, from watching the taped sessions after the fact. For a detailed overview of the process of client data collection, see Figure 2. LI THERAPY WITH CHILDREN Figure 2. Overview of Client Data Collection 51 LI THERAPY WITH CHILDREN 52 Rich case record. The rich case record is at the heart of HSCED; it incorporates all the necessary information about the client, the client’s process and experience, and the therapy sessions. It serves as the basis for the research team and then the judges to come to their conclusion about therapy efficacy. In this research, the rich case record describes basic information about the client and includes data from the BASC-2, PQ, Change Interview, therapy notes, and session video observation notes. Following are descriptions of each of the measures. Behavioral Assessment System for Children (BASC-2). The Behavior Assessment System for Children, Second Edition (BASC-2; Reynolds & Kamphaus, 2004) was used as the main tool to assess Kelly’s behaviour systematically across various environments. The BASC-2 provides a comprehensive and multidimensional picture of the child’s behaviours in areas such as externalizing problems, internalizing problems, school problems, and personal adjustment. Both parents and the grandmother filled out the caregiver reports (Parent Rating Scale; PRS), Kelly used the self report of personality (SRP), and three teachers were asked to provide their observations on the Teacher Rating Scale (TRS). Additionally, Structured Developmental History (SDH) was used as a guide when conducting the intake interview with Kelly’s mother. These assessments provided a developmentally sensitive picture of the Kelly’s functioning, and assessed for changes in specific symptom areas (Reynolds & Kamphaus, 2004). The BASC-2 offers different levels depending on the age of the child. Since Kelly was 12 at the age of this research, the most appropriate level was the adolescent level for ages 12 through 21. All items on the TRS and PRS are based on a 4-point rating scale (from never to almost always) and consisted of 139 and 160 items respectively. The SRP consists of 176 items, some of which required a True or False response, while others also had a 4-point rating scale. research, the BASC-2 was administered pre-therapy, post-therapy, and at follow-up. For our LI THERAPY WITH CHILDREN 53 Parenting Relationship Questionnaire (PRQ). The Parenting Relationship Questionnaire (PRQ) provides information on the parental relationship from the perspective of the caregiver. It assesses attachment and parent-involvement, as well as provides information about parenting style, parenting confidence, stress, and satisfaction with the child’s school (Kamphaus & Reynolds, 2006). The PRQ is offered in two different levels; for ages 2-5 and ages 6-18. The latter one, which was used in this research study, consists of 71 items which are on a 4 level rating scale (from never to almost always). This assessment was administered at pre-therapy, post-therapy, and follow-up Trauma Symptom Checklist for Children (TSCC). The TSCC is used to assess children age 8-16 for posttraumatic stress and related symptomatology. For this research project, we administered the full version at pre-therapy and when it became clear that Kelly omitted all questions in regards to sexuality, we administered the adapted version at post-therapy. However, the results were not valid since too many other items were omitted, as well. We decided to not administer the TSCC again and rely on information about trauma from the unstructured trauma history instead. Family Adaptability and Cohesion Scales (FACES-IV). The FACES IV is a tool to assess family functioning in terms of family cohesion and flexibility. It uses six different scales; two to assess balanced functioning, including family cohesion and family flexibility, as well as four scales to assess unbalanced functioning, including disengaged and enmeshed cohesion, as well as rigid and chaotic flexibility (Olson, 2010). In addition, the FACES IV also assess family communication and family satisfaction. Simplified Personal Questionnaire (PQ). The PQ is an instrument developed by Elliott, Mack, and Shapiro (1999), which captures the idiographic presenting problems of each client LI THERAPY WITH CHILDREN 54 and turns it into a weekly rating scale from which change in presenting problems can be observed. (For a blank PQ see APPENDIX D.) Kelly’s PQ was created during the first session and consists of problems Kelly was facing then. From that, a weekly document was created, which Kelly was asked to fill out before session to indicate how much these issues have bugged her in the last week. Items included instances of bullying, fear for her father’s health, annoyance because of her brother’s ASD, and so on. For a complete, see the rich case record in APPENDIX B. Helpful Aspects of Therapy form (HAT). The Helpful Aspects of Therapy form (HAT) is an assessment developed by Llewelyn et al. (as cited in Elliott, 2012), which focuses on significantly helpful events in therapy instead of a global influence of therapy on change. The HAT is filled out by the client within a week from the respective session. It consists of open ended questions, in which the client is asked to list the helpful events, explain why it was helpful, rate how helpful it was, and give other information on where in the session the event occured, length of event, and whether there were other helpful events or hindering events. For the researcher, this information gives insight into which aspects of the therapeutic approach actually were seen as helpful to the client. Elliott (2012) asserts that while it takes about 5-10 minutes to complete and might be seen as a hassle, many clients find it helpful to review the session. For a blank sample of the HAT, see APPENDIX E. Change Interview. The semi-structured Change Interview was developed by Elliott, Slatick, and Urman (2001, as cited in Elliott in 2012) to assess the client’s view of therapy process at various points throughout therapy and/or at post-therapy and follow-up. While it is geared to assess the client’s understanding of what kind of change occurred and to what they attribute the change, the Change Interview also assesses factors that might have been hindering LI THERAPY WITH CHILDREN 55 to the client and asks the client about other non-therapy factors (Elliott, 2012). For this research study, the Change Interview was conducted by the researcher with the mother (see APPENDIX F, and a language adapted, more casual version was conducted with Kelly (see APPENDIX G). With the Change Interview, the researcher elicits the client’s experience about the whole therapy, rather than one singular session. It is structured with nine topics/questions, which include (1) General experience of therapy, (2) changes, (3) change ratings, (4) attributions, (5) resources, (6) limitations, (7) helpful aspects, (8) problematic aspects, and (9) research aspects (Elliott, 2012). Even though these topics are prescribed, the researcher is asked to keep an open mind and curious stance while interviewing to follow the client’s answers (Elliott, 2012). In terms of analysis of the HAT and the Change Interview, the HSCED does not call for a specialized data analysis. The information gained from these measures were analyzed by the researcher for themes and helpful/hindering aspects in therapy Therapy notes and video observations. In addition to the therapist’s usual session notes, the therapist completed the Therapist Session Notes Questionnaire (TSNQ) to systematically collect helpful and hindering aspects from the therapist perspective. It closely resembles the HAT form (see APPENDIX H for a blank TSNQ). In order to describe the video observations, the same form was used. HSCED analysis procedure. As mentioned above, HSCED is a structured, adjudicated case study resembling similarities from daily decision making processes and courtroom decisions. This section briefly delineates the step by step procedure to carry out the HSCED. Affirmative case. Just as in US case law, the affirmative team carries the burden of proof and its purpose is to convince the judges that the client changed substantially because of therapy (Stephen, Elliott, & Macleod, 2011). The affirmative team rests its case predominantly on direct LI THERAPY WITH CHILDREN 56 evidence from the rich case record that change occurred through therapy. Elliott (2014) proposes four direct evidence methods to prove therapy efficacy and adds that at least two of them are needed to prove change. The direct evidence methods are as follows: (1) Change in longstanding problems: Therapy efficacy can be inferred when the client experiences steady change in longstanding problems over the course of therapy by assessing the PQ scores over time; (2) Attribution of post-therapy change to therapy: these come mainly from the client’s ‘likelihood without therapy’ ratings in the Change Interview, as well as in session comments about the helpfulness of therapy; (3) Helpful Aspects: describe a link between therapy specific processes and post-therapy change; (4) Covariation between week to week changes in the client’s life and specific therapeutic interventions/events. Skeptic case. The task of the skeptic team is to find indirect evidence in the RCR that change either did not occur or could be attributed to factors other than therapy. They actively and “systematically evaluate and support alternative interpretations of the rich case record” (Stephen, Elliott, & Macleod, 2011, p. 59), through application of a “good-faith effort to find nontherapy processes that could account for an observed or reported client change” (Elliot, 2002, p. 7). To do this, the team uses eight methods of indirect evidence as proposed by Elliott (2002): (1) Nonimprovement: this can be due to trivial change, which suggests that change was only minor, or negative change as evident on their PQ/HAT and/or quantitative data; (2) Statistical artifacts: these include measurement errors, regression to the mean by using extreme values from measurements with less-than perfect reliability, and experimentwise error by using multiple significance tests on change measures; (3) Relational Artifacts: this includes the client’s attempts to please the therapist (i.e. appear extremely distressed at the beginning of therapy and much better at the end); (4) Expectancy Artifacts: these include personal or cultural expectancies and LI THERAPY WITH CHILDREN 57 scripts (for example, at the end of therapy, a client might overemphasize the value of therapy, since it is culturally expected to be doing better after therapy); (5) Self-correction: this includes situations, which resolve themselves after a while with or without therapy, as well as developmental trend in form of maturation of the client; (6) Extratherapy events: these events include changes in relationships, such as death, divorce, dating, marriage, etc., as well as any changes in jobs, recreational activities, and so on; (7) Psychobiological causes: these causes can lead to measurable changes in the client’s PQ; however, they might be caused due to medication, hormones, and other psychophysiological processes; (8) Reactive effects of research: these effects refer to all the possible ways that the client improves because of the influence of the research itself. Some client’s might be annoyed by taking many assessments, while others might build a relationship with the research staff. Generally speaking, “the standard [with skeptic evidence] is that no nontherapy explanation can, by itself or in combination with other nontherapy explanations fully explain the client’s change, although nontherapy explanations can and usually do play some role in accounting for change” (Elliott, 2002, p. 16). Adjudication procedure. The following steps are part of the adjudicated version of HSCED (Elliott, 2014; Elliott et al., 2009; Stephen & Elliott, 2011). The affirmative team presents their side first since they carry the burden of proof. Next, the skeptic team gives a brief followed by rebuttals from both sides. A summary of each team’s brief and rebuttals is then given to the judges who take into account the rich case record, the briefs, rebuttals, and the summaries when making their decision. (For an in depth explanation about standard of proof, see Stephen & Elliott, 2011.) The judges are then asked to rate on a 0-100% scale their perception of client change, therapy’s involvement in this change, and how certain they are about LI THERAPY WITH CHILDREN 58 their ratings. Additionally, judges are asked to give qualifying comments to support their rating (see APPENDIX H for a blank form). In regards to standard of proof, Elliott et al. (2009) decided to use an 80% probability as cut-off to be ‘beyond reasonable doubt’. For an overview of the HSCED process, see Figure 3. Figure 3. HSCED Analysis Procedure LI THERAPY WITH CHILDREN 59 Rigour and Quality In order to assess the rigour and quality of this mixed-methods design, Mertens (2010) suggests to assess each component from its own paradigm. That is to say, to judge the quantitative aspects from a more post-positivist approach, while judging the qualitative part from a constructivist or transformative lens. However, she adds that mixed-methods are more than the sum of its parts when it comes to paradigmatic discussions. In other words, mixed methods are not simply the combination of quantitative and qualitative measures but also create a different kind of research paradigm. To my knowledge, Elliott and colleagues have not published data on the rigour or quality of the design, per se. However, they have pointed out the rigorous approach in regards to adjudication, the effort in finding evidences against the efficacy, and that the method itself has been enhanced several times in order to address possible shortcomings (Elliott, 2002; Elliott et al., 2009; Partyka, 2010; Stephen & Elliott, 2011; Stephen, Elliott, & Macleod 2011). LI THERAPY WITH CHILDREN 60 CHAPTER 4: OUTCOMES So be sure when you step, step with care and great tact. And remember that life’s a great balancing act. And will you succeed? Yes! You will indeed! (98 and ¾ percent guaranteed) Kid, you’ll move mountains! ~ Dr. Seuss (2015b, para. 1) In this chapter I will describe the results of this study; to what degree the client has changed, to what extent therapy was a factor in this change, and what other factors might have been helpful or hindering. These outcomes are based on information from the rich case record, the research team briefs and rebuttals, as well as the judges’ opinions. Rich Case Record The following is a summary of the rich case record and highlights key features. For the full record, see APPENDIX B. Contextual factors. This information is summarized from the SDH and the trauma interview. At the time of research, Kelly was 12 years old and in Grade 6. Kelly’s mother reported that Kelly carried guilt and responsibilities that are were not hers, had trouble expressing her emotions in time (rather than bottling them up until they explode), and had trouble with conceptual thinking. Relevant family health concerns were: ADHD (father), dyslexia, (father), anxiety (mother and father), ASD and ticks (brother), as well as borderline and bipolar (father’s mother). At intake, Kelly’s mother reported that Kelly had a short attention span, a lack of self-control, seemed unhappy most of the time, and overreacted when faced with LI THERAPY WITH CHILDREN 61 a problem. Additionally, from observing Kelly in therapy, it seemed that her brother’s ticks and her dad’s accident in which he broke his back were most influential on Kelly’s emotional life. Trauma Exposure. Most events that could have been a setback for Kelly or objectively could be called trauma, happened from age 9 onwards. Exceptions include Kelly’s birth, which was induced and both she and mom had to stay in the hospital for three days, as well as her brother’s birth when Kelly was 18 months. Other events included her dad’s accident, her parents’ health situations, as well a ongoing, intermitted separation from dad. Quantitative outcome data. Two notes need to be mentioned before presenting the results: (1) Kelly’s father's ADHD and dyslexia made it difficult for him to fill out the many rating scales on the various assessments and he needed support from Kelly’s mother throughout; (2) Kelly’s mother reported that Kelly might have misunderstood the rating on the FACES-IV questionnaire at follow-up and scored them in reverse order. The BASC-2 self reports (SRP) indicate a reduction in Social Stress and Interpersonal Relations from ‘At Risk’ at pre-therapy to ‘Similar to others’ at post-therapy and follow-up. Her results on Self-Esteem changed from ‘Similar to others’ at pre-therapy and post-therapy to ‘At risk’ at follow-up. The BASC-2 parent reports (PRS) results indicate an overall reduction from ‘At risk’ to ‘Similar to others’ in depression, anxiety, atypicality, attention problem, activities of daily living, as well as functional communication. Results for withdrawal indicate that Kelly changed from ‘Similar to others’ at pre-therapy and post-therapy to ‘At risk’. The BASC-2 teacher reports (TRS) indicate an improvement in study skills and a decline in hyperactivity, attention problem, and adaptability. Unfortunately, not all teachers provided post-therapy results and/or follow-up results, making a pre-, post, and follow-up comparison less reliable. At followup two different teachers filled out the TRS; both of them saw Kelly on daily basis and one of LI THERAPY WITH CHILDREN 62 them knew Kelly for 12 months or more. Results from their assessments indicate no elevated subscales; they scored Kelly as 'similar to others' in all categories. Results from the PRQ indicate low parenting confidence in Kelly’s mother at pre-therapy and follow-up but not at post-therapy, and above average discipline practices in father at pretherapy and follow-up but not at post-therapy. All other items were rated as average. Results from the FACES-IV seem to indicate a balanced family system, with only a few areas out of the ordinary: (1) Kelly’s father’s rating for Rigidity was ‘High’ at pre-therapy, ‘Low’ at posttherapy, and ‘High' at follow-up. (2) Kelly’s mother’s rating for Family Satisfaction was ‘Low’ at pre-therapy and ‘High’ at post-therapy and follow-up. (3) Kelly’s rating for Family Communication was ‘Low’ at pre-therapy and ‘Very Low’ at post-therapy and follow-up. (4) Kelly’s rating for Family Satisfaction was ‘Very Low’ at pre-therapy, ‘Moderate’ at posttherapy, and ‘Very Low’ at follow-up. In regards to her weekly PQ, results indicate an overall drop the mean score of 2 points from pre-therapy to post-therapy (unfortunately there is no data from follow-up). Two points decrease is considered a significant shift by the authors (Elliott, Wagner, Sales, Rodgers, Alves, & Café, 2015). Kelly’s PQ items were as follows: (1) Being bullied on my birthday; (2) Being bullied for a whole year about a boy; (3) Being bullied about my body; (4) Being scared about Dad’s safety; (5) Being bugged by an email from the teacher; (6) Being bugged by her brother’s noise; (7) Being bugged at school about my brother; (8) Being bit by a dog; (9) Being separated from Dad; (10) Being bugged that family members go to the hospital; (11) Being bugged by having to move; and (12) Being bugged about going to people’s houses when Ben had/has to go to the hospital. Seven PQ items shifted at least 2 points, one stayed the same (number 11), and 2 shifted 1 point to the worse (numbers 6 and 9), and 1 item shifted 3 points to the worse (number LI THERAPY WITH CHILDREN 63 10). See figure 4 for the progression of the mean PQ score. Figure 4 Progression of PQ mean Qualitative outcome data. At the outset of the study, we offered Kelly a journal, in which she could express her feelings and thoughts about therapy. Unfortunately, we did not receive any information through this avenue; the therapist, however, said that Kelly showed her some pictures she drew in their last session that indicated an increase in self-acceptance. Results from the HAT forms were seemingly not informative about the process of therapy; Kelly’s answers seemed to indicate that she did not like to fill out these forms or that she did not understand what was asked of her. Her mother mentioned at post-therapy, that Kelly did not take these forms seriously in the beginning and more so towards the end. Information from the HAT forms indicated that Kelly was very happy that her parents let her have a room away from her brother’s room so that she could have more privacy. In terms of helpfulness of therapeutic modality there was not much information other than that talking to the therapist helped. LI THERAPY WITH CHILDREN 64 In the adapted Change Interview with Kelly, she mentioned that she saw changes in her life since therapy started, such as being bugged less about being bullied, being less scared for her father’s health, remodelling of the house to comply with her need for privacy and physical distance from her brother, as well as being worried less about having to move schools again. She attributed these changes mainly to ‘it just happened’, rather than to therapy. Kelly said that it helped to talk about her feelings and that sometimes the timeline was difficult for her. Kelly’s mother reported in her Change Interview about Kelly that she saw seven areas in which daughter’s life changed since the beginning of therapy. All of these changes were reported to be a surprise, most of them unlikely to have happened without therapy, and most of them were extremely important to Rachelle. See table 3 for an overview of the seven changes. Table 3 Changes observed in Kelly by her mother with attributions Change Change was: 1 - expected 3 - either 5 - surprised by Importance: 1 - not at all 2 - slightly 3 - moderately 4 - very 5 - extremely 5 1. Discovered her backbone 5 1 2. Gained Maturity 5 1 5 3. Communicates better 5 2 5 4. Taking downtime 5 1 5 5. Improved sleeping pattern 5 3 3 6. Increased self-confidence 4 1 5 7. Emotional awareness/expression 4 1 5     Without therapy: 1 - unlikely 3 - neither 5 - likely   LI THERAPY WITH CHILDREN   65 Over the course of the research project, several informal qualitative sources were identified. Kelly’s therapist offered insights into the possible reasons why Kelly’s experience of trauma was not easily identifiable through the quantitative measures. She said that some of the assessments would have needed some adjustments, since Kelly seemed to be overwhelmed with some of the questions. Also, she adds, that Kelly shows signs of a learning disability, which could have influenced her understanding of bigger concepts. Other informal data include an email from the mother to the therapist at about mid-therapy indicating that she saw change in Kelly already and a letter at the end of therapy, in which she delineated several facets in which Kelly has changed. Adjudication Process For the case development period of the research, two teams argued for and against change in the client and therapy’s role in change. Below are summaries of each team’s briefs and rebuttals. Affirmative Brief. Generally speaking, the affirmative team found three out of four evidences for change and therapy’s involvement in that change. For change in long-standing problems, the team pointed towards Change Interview with the mother, the improvements seen on the teacher, parents, and self reports, as well as evidences from the mother’s email and letter. In terms of attributing change to therapy, the team argued that the mother’s Change Interview indicated several changes that would not have happened without therapy. They also pointed to the mid-therapy email and post-therapy letters, which commented on the fact that Kelly sleeps more and has more tolerance for her brother that was not there when she was not in therapy. In regards to helpful aspects of therapy, the team pointed to comments made in the client’s HAT forms, the therapist notes, and the video observation notes that identified helpful aspects, such as LI THERAPY WITH CHILDREN 66 talking about feelings, Kelly getting her own room, Kelly talking about her bullying experiences, and Kelly’s involvement in some of the timeline repetitions. In terms of covariation evidence, the team was not able to find a session-by-session link; however an overall improvement could be seen in seven out of twelve PQ items. For the full brief, see APPENDIX J. Skeptic Brief. The skeptic team argued that there were some evidences pointing towards non-improvement, including that Kelly’s score on anxiety and self-esteem in the BASC-2 got worse. The team also pointed out that many of the apparent improvements on the BASC-2 were in fact not improvements if the standard error of measure was taken into account. (Note: After this was brought to the attention of the researcher, the data was carefully re-evaluated and changed accordingly. In order not to confuse readers, any data presented in this paper and arguments based on this data reflect these changes. Arguments from the affirmative side that were initially based on inaccurate data were omitted from this paper.) The skeptic team also pointed out that in a large dataset like the BASC-2, some of the improvements could also represent a fluke in the data. In terms of relationship artefacts and expectancy, the team pointed out that the mother’s previous relationship with the therapist through her son’s therapy could have influenced her perception on Kelly’s changes. They continued by stating that there could have been a selfgenerated return to the baseline since there had not been many crises for one and a half years. Also, extra-therapy events, such as that the bullies moved away, that her father’s health had been stable, and that she saw her father more often could have caused a return to baseline without therapy. In terms of psychobiological changes, it was pointed out that Kelly was most likely undergoing hormonal changes, which could have affected and improved her sleeping patterns. Similarly to the relational artefacts, the team pointed out that Kelly might have wanted to please LI THERAPY WITH CHILDREN 67 the researchers since this was the first research study of its kind. For the full brief, see APPENDIX K. Affirmative Rebuttal. The affirmative team pointed out that there was a substantial amount of evidence through the BASC-2, FACES-IV, and the qualitative measure to indicate that change occurred. They also argued that Kelly’s mother was unlikely to have wanted to please the researchers or therapist. This was based on the therapist’s description of the mother as a strong advocate for her children. Also, contrary to what the skeptic team pointed out, there had been a few minor crises in the last years, which could have prevented a self-generated return to baseline. Additionally, the team pointed out that since the bullying had been going on for years and at two different schools, it could be expected that Kelly’s fear of being bullied would have stayed even though those particular bullies left. In terms of reactive effects of research, the team pointed to a few results, which indicate the opposite, such as Kelly’s willingness to inform the researcher about parts of therapy that she did not like. For the full rebuttal, see APPENDIX L. Skeptic Rebuttal. In the skeptics’ rebuttal, the team mainly offered alternative explanations for some of the affirmative team’s arguments, such as that Kelly’s calmness and patience towards her could also be due to Kelly’s increased need to sleep. For the full rebuttal, see APPENDIX M. Adjudication. While the case development with its briefs and rebuttals took place in one 3-hour session, the judges received the write-ups independently and apart from this meeting. An overview of their responses is given in table 4, in addition the mean and the median score of their results. Stephen, Elliott, and MacLeod (2011) propose to use the median to represent majority with three judges. Their full reports can be found in APPENDIX N (Judge A), APPENDIX O (Judge B), and APPENDIX P (Judge C). LI THERAPY WITH CHILDREN 68 Table 4. Judges’ rulings Judge A 80% Judge B 20% Judge C 80% Mean 60% Median 80% 1b. How certain are you? 95% 60% 80% 78% 80% 2a. To what extent is this 60% 80% 80% 73% 80% 80% 80% 80% 80% 80% 1a. To what extent did the client change over the course of therapy? due to therapy? 2b. How certain are you? Note. Anchors for questions 1a and 2a: 0%: no change, 20%: slightly, 40%: moderately, 60%: considerably, 80%: substantially, 100%: completely. Summary of opinions about change over course of therapy. Judge A mentioned that most of the qualitative reports of change were substantiated by assessment outcomes. Judge B mentioned that while they agreed that change occurred, they also agreed with the skeptical side that change was just slightly. Judge B relied mainly on the skeptic arguments about statistical insignificance of change and the lack of a self-reported change from Kelly. Judge C mentioned that they saw change from multiple perspectives, such as a shift in PQ scores, Kelly’s mother’s Change Interview, email and letter, as well as therapist notes. Judge C added that they did not consider Kelly’s father’s results on the quantitative measures because of possible confounding results. As a point for the skeptical side the point out that one PQ item increased towards the end of therapy after an initial decline at the beginning of therapy. Summary of opinions about whether change was due to therapy. Judge A agreed with the skeptical team that most of the change that occurred was due to common factors of therapy, rather than specific LI modalities. Judge A adds, that LI has some influence on the change since the therapeutic alliance seemed not as strong as usual. Judge B mentioned that because Kelly’s LI THERAPY WITH CHILDREN 69 mother attributed most changes to therapy and because all of the changes occurred within a short period of time, the change that did happen was fairly likely due to therapy. Judge B adds that LI seems to meet the same expectations in regards to common factors as other therapies. Judge C asserts that there were numerous reports that change happened and that they would have been unlikely to have happened without therapy. Additionally, the LI specific Timeline can be seen in three different places to have been crucial in bringing about change; however, most of the change that happened was most likely due to common factors. Mediator factors. Judge A mentioned that the mother-child bond and the two doing therapy as a project together was helpful to the client. They add that LI must have been directly addressing the trauma, since something besides environmental changes, parental bonding, hope factor, and maturation had an impact. Judge B asserts that common factors, such as being the central figure and experiencing a supportive person were helpful to the client, as well as being offered some coping tools by the therapist, and neural processing due to LI. Judge C adds by pointing out that talking helped, as well as expressing her feelings, having her timeline read to her, spending more time with her mother and having a shared experience, and solving problems. Moderator factors. Judge A mentioned that the mother-daughter bonding were factors that enabled Kelly to make best use of therapy. Judge B mentioned Kelly’s supportive parents, ability to cope with crises, her people-pleasing tendencies, and her explosive tendencies to be personal resources that helped the client with therapy. Judge C added Kelly’s willingness to come to therapy and her perseverance despite uncomfortable readings of her timeline. To sum it all up, the judges agreed that Kelly’s experience in therapy resulted in change in her presenting issues. Results from the assessments brought varying degrees of evidence for and against client change, as well as for and against LI’s involvement in the change. After LI THERAPY WITH CHILDREN 70 analyzing the data in affirmative arguing and skeptic arguing research teams, three experts came to the conclusion that Kelly changed significantly and that change was due to LI. LI THERAPY WITH CHILDREN 71 CHAPTER 5: DISCUSSION As can be seen by the results from the various assessments, as well as the research teams’ arguments, and the judges’ rulings, Lifespan Integration appears to have been helpful in causing change in our participant’s presenting problems. Overall, the judges concluded that the client changed substantially (80%) over the course of therapy with 80% certainty. They also concluded that therapy played a substantial part (80%) in the change and were unanimously 80% certain. It was evident that all judges based their decisions on their readings of the rich case record and the case development document with briefs and rebuttals and made use of both skeptical and affirmative arguments. All judges showed proof of an in-depth analysis of the available assessments and seemingly answered the questions in alignment with their area of expertise. Stephen and Elliott (2011) discuss different standard of proof approaches in several parts of the world. They assert that in some legal systems >50% probability is considered acceptable proof, while in psychology often a 95% probability is used. Thus, they propose an 80% probability as a standard of proof to indicate ‘clear and convincing evidence’. In this research study, the judges’ summary conclusions passed this standard of proof in terms of the extent the client changed, as well as the extent that this change was due to LI. Through the use of HSCED, helpful insights could be gleaned into Kelly’s process of change as well as the working mechanisms of LI. Client Change Every judge based their decisions on different kinds of evidence. One judge relied mainly on the qualitative data from Kelly’s mother and asserted that it is quite normal for a 12-year-old not to see change in herself. Another judge focused on the quantitative data and the actual data patterns left too many areas as ‘similar to others’. Still, another judge pointed out a variety of LI THERAPY WITH CHILDREN 72 qualitative evidences that supported the decision for substantial change. In particular, this judge drew from the PQ improvements, change interviews, emails, and therapist notes, as well as the positive changes visible in the BASC-2 SRP and PRS. It needs to be taken into consideration that Kelly presented with some information processing issues. This may have influenced Kelly’s answers on her BASC-2 SRP, PQs, HATs, and Change Interviews. According to the teachers and her mother, Kelly experienced some challenges at school in terms of understanding concepts. Additionally, Kelly’s therapist observed that Kelly sometimes did not understand concepts and what was asked of her during therapy. It is a consideration in any kind of therapy where there is conversation and insightorientation to be mindful of information processing and learning deficits. Having this challenge in mind is crucial to reading the data holistically, particularly in relation to the non-improvement hypothesis. Developmental considerations were also taken into account by the judges during their interpretation of the case development and rich case record. Since Kelly was in the beginning stages of adolescence, she might have experienced developmentally normal challenges, such as social expectations, self-image, looking at other people’s points of view, entering into formal operations (cognitive development), entering conventional moral development (Kohlberg), coping with withdrawal through aggression, humour, or diversion tactics, and the need for more sleep. It was noted in the case development that it is developmentally atypical for 12-year-old girls to “gain their voice” and increase confidence; they usually temporarily lose it. There are also at least two environmental factors that need to be considered. First, Kelly’s inattentiveness, hypervigilance, and hair-trigger annoyance could be symptoms of ADHD or coping mechanisms. The DSM 5 (APA, 2013) lists many of the same symptoms in LI THERAPY WITH CHILDREN 73 the ADHD classifications as well as the trauma for children category. Second, the teachers who rated Kelly with more ‘At Risk’ items were those teachers who had Kelly in a sit-still classroom, as opposed to the teachers who could give their students more opportunity for movement. Which means that teachers of sit-still classrooms would more likely see restlessness in Kelly than those teachers who see Kelly in physically active classes. Therapeutic Processes Overall, the judges concluded that most of the change in Kelly is attributable to Lifespan Integration. The judges pointed out several therapy processes that were helpful to the client. Some of these can be attributed to specific LI modalities, such as the use of the timeline and being ‘pulled in’ to the therapist’s narrative about Kelly’s birth. Other helpful processes belonged to the benefits that can be seen to be common factor in many therapies, such as being the central figure, talking about feelings, experiencing a supportive person, doing a project together with mom, and problem solving. Timeline. All of the judges, even those with little or no experience with LI, attributed Kelly’s change to LI specific modalities. One judge pointed out that there was possible neural processing because of the repetition of timelines, which could explain why there was no conscious awareness of change in Kelly or little self-reported initiative in her changed behaviour. Another judge added that the process of repeating the timeline helped Kelly to facilitate an emotional conversation about being bullied in the past, and created an integration of memories that allowed Kelly to more fluently move from earlier memories to newer memories and increased her recall of other memories. This judge also pointed out that the therapist’s recounting of Kelly’s birth was particularly captivating for Kelly and that it allowed her to show more emotions towards her infant-self compared to her older selves. LI THERAPY WITH CHILDREN 74 Judge A commented that it seemed that Kelly did not have a great connection to the therapist, leaving the therapeutic alliance less impactful. Judge A also noted that because of this smaller impact on therapeutic alliance on therapy efficacy, LI’s impact must, therefore, have been more effective. Common factors. As alluded to above, all judges agreed with the skeptical team that common factors of therapy were partly responsible for the change. This was to be expected and confirms that LI is, at the very least, just as helpful as other therapies because of shared common factors. From common factor research it becomes clear that there are few distinguishable differences between different therapies (Asay & Lambert, 1999; Wampold, 2010). LI incorporates common factors such as attunement to the client, building a strong therapeutic alliance, reliance on the client as an agent of change, reliance on the character of the therapist as a means to bring change, and an adherence to theoretical assumptions of the therapist’s theoretical orientation. This indicates that the bounds of LI have not yet been tested to the fullest extent; LI is still in the beginning stages of efficacy research and results that support LI exhibiting traits of common factors is a step in the right direction. Therapeutic Considerations and Future Directions of LI and Children In Kelly we have a case that is not dissimilar to cases that would present in a natural counselling setting. She has experienced multiple smaller setbacks in her life, is struggling with onset of adolescence, has problems in school, and is annoyed by her brother. The therapist treated her in a naturalistic way by using LI in a similar way as she would have with nonresearch clients. The therapist spent time with the mother and the client separately to find out their goals for counselling and then asked them to create Kelly’s timeline. Several times throughout the course of therapy, the therapist consulted with Cathy Thorpe about the case, in LI THERAPY WITH CHILDREN 75 order to ensure treatment fidelity, since Ms. Thorpe teaches the LI for children and adolescent workshops and is considered to be the main influence on LI with children, as well as her input on the case. In one of these consultations, Thorpe mentioned that it is common for youth to not attribute change to LI and rather to ‘it just happened’. She said that she observes this behaviour often in her own practice. From the therapist notes and the TSNQs, as well as the video observation notes, we can glean a few insights into what effective LI with children can look like. The therapist mainly used the hybrid protocol because it became clear that Kelly was easily distracted and/or was not able to understand what was asked of her, to participate in a SP. The therapist usually started the sessions with discussions of either topics that were recent or topics she knew that impacted Kelly. The therapist usually briefly discussed the topic and tried to elicit a corresponding feeling. Sometimes it was easy for Kelly to connect to a feeling and sometimes the therapist did a hybrid protocol without a strong and explicit feeling. In terms of future directions for LI research with children, several areas of improvement need to be mentioned. For example, an incorporation of visual cues into the reading of the timeline might improve focus. Upon reflection after therapy, the therapist mentioned that it might have been helpful to incorporate different kinds of cues, such as visual, to the verbal cue. She mentioned that Kelly had trouble focusing on the cues on her timeline and sometimes seemed disconnected and impartial to the process. Also, Kelly often interrupted the session with seemingly unrelated comments; it might have helped Kelly to stay more on track if the therapist could have shown Kelly visual cues. Secondly, LI therapy could perhaps include more activities to keep the client focused. It is common for children to have difficulties paying attention to LI THERAPY WITH CHILDREN 76 spoken words for a long period of time. In addition to visual cues, therapists could incorporate expressive therapy between repetitions of the timelines to reconnect with the child’s feelings Future LI Research Directions As mentioned in the beginning, within the wider field of psychotherapy efficacy research, LI has received only limited attention. Many sources indicate anecdotal evidence of LI efficacy, such as discussions on LI’s electronic mailing list, books written by clients who received LI (Sprout, 2015; Whitacre, 2014), books written by the developers (Pace, 2012, 2013; Thorpe, 2012, 2015), and conversations with local established therapists who use LI in their work with trauma-exposed adults and children. At this point, publicly available formal research has only been conducted by Balkus (2012), Hu (2014), and Binet and Tarquinio (2015). Balkus (2012) concluded that LI was effective in reducing intrusive symptoms in women who have experienced abuse, while Hu (2014) concluded that LI was efficacious in facilitating clinically significant change in three participants with sub-optimal attachment patterns. With the results from this current study, evidence seems to converge that LI is efficacious to bring about significant change over a period of 7-10 sessions, while offering a gentle and non-intrusive approach to trauma therapy. This current research project was part of a bigger research programme looking at LI efficacy. Other projects that have been conducted and still need to be analyzed are: (1) another HSCED project with Kelly’s mother, as well as (2) analysis of QEEG data that was collected throughout Kelly’s and her mother’s research (Kwee, 2014). Results from the first research will solidify LI’s efficacy through a thorough, single case design, and results from the second research will correlate brain wave activities with LI sessions. Future LI research with adults could come in various forms, since this is still the LI THERAPY WITH CHILDREN 77 beginning of LI research. HSCED research into LI with different demographics and different presenting issues could widen the evidence base and give insights into LI’s efficacy with a variety of presenting issues. Additionally, research into deepening our understanding of the working mechanisms of LI is warranted. In this way, further LI improvements could be implemented with empirical support HSCED Implementation and Enhancement Child friendly. To our knowledge, there has been no other published research on using HSCED with children. An online post (Widdowson, 2015, September 7) indicated that an Italian team of researchers is in the process of publishing an HSCED study with adolescents. Since this study was one of the first of its kind, attempts were made to communicate with the developer about his view on whether HSCED can easily be used with children and, if so, what kinds of changes should be made. Elliott was unable to comment. Stephen (personal communication, July 4, 2014), however, reiterated that it should be straightforward to use HSCED with children because it is a framework to analyze data rather than a prescription of measures. She adds that “there are no specific measures that you must use for your investigation to be an HSCED. Rather, it is important that you choose measures that fit your client group and also the aspects of your therapy that you want to investigate” (personal communication, July 4, 2014). This confirmed our decision to use HSCED, despite its lack of evidence that it had been used successfully with children. From our study we can confirm and reiterate Stephen’s comments: HSCED was easily adapted to incorporate the multitude of child specific assessments that were used. Integration of the BASC-2 assessments with the parent, teacher, and self reports, as well as the PRQ, FACES-IV and the trauma measure were seamless. It came to light that the intake measurements, particularly those referring to possible influence of trauma, did not capture the full picture of Kelly’s experience. Attempts were made LI THERAPY WITH CHILDREN 78 to add more child friendly qualitative measures, such as journaling. Although Kelly’s mother reported that Kelly did not make use of the journal, Kelly excitedly shared computer based drawings about her experience of and feelings about therapy during a home visit with the therapist. This is consistent with observations that Kelly is visually oriented and artistic, and it may reflect a preferred processing style. When it comes to the assessments that are usually applied in research with HSCED, the usefulness to our 12-year-old client was more limited. Adaptations were made to the creation of the PQ items and the Change Interview, while the HAT and the weekly PQ forms stayed the same version as the regular forms. HAT Adaptations. We anticipated the 12-year-old to have enough cognitive capacities to be able to answer the questions on the HAT. In retrospect, an adaptation to the HAT would have been more helpful in receiving feedback from Kelly. It appeared that Kelly had difficulty answering the questions in a way that would have been useful for the research. In a future study, an adaptation of the HAT would be advisable. This could be done in several ways: first, the original HAT could be adapted by using child appropriate language and smiley faces Likertscales; second, the HAT could be used as guide for a brief weekly interview of the child by the researchers; or third, another already established outcome form, such as the Child Session Rating Scale (Duncan, Miller, Sparks, & Johnson, 2003), could be used as a different way of getting session information from the child client. PQ Adaptations. The recommended methods of administering the PQ would have worked if the participant would have been younger and the mother would have been involved in the goal setting process. However, based on Kelly’s age, PQ items were decided with Kelly, rather than her mother, in order to give Kelly autonomy. The goals were set in the first session in LI THERAPY WITH CHILDREN 79 conjunction with the therapist. Kelly was asked to imagine what it must be like for other girls to live with a brother who has health issues and to guess what kinds of things would ‘bug’ this girl. Both the therapist and Kelly got to guess what issues that 12-year-old girl could have, and Kelly got to rate those on a scale of 0-10. By the end of this exercise, the therapist had a list of twelve items that Kelly wanted to work on with an initial rating included. This list with its rating became the basis for the weekly PQ forms and the pre-therapy rating of the PQ. The weekly PQ forms were not adapted for this research and was used as proposed by the authors. To increase child-friendliness, future studies could make adaptations in form of a smiley face Likert scale, instead of a numbers rating scale. Also, the instructions on the sheet could be simplified and adapted with child appropriate language. With young children, a consideration could be made to include a caregiver rating of the PQ. Change Interview Adaptation. The Change interview was considerably altered, which included age appropriate adaptation for the interview with the child in addition to an inclusion of an interview with the mother about her perceived changes in her child (see APPENDIX F and APPENDIX G). Changes made to the interview with the mother were, to a large degree, rewording of the questions to focus on the changes in the child, rather than the caregiver. For example, in the question ‘What changes, if any, have you noticed in yourself since therapy started?’ the word ‘yourself’ was substituted with ‘your child’. With changes like this, the meaning of the questions stayed the same, while the focus shifted from the interviewee to the child of the interviewee. Adaptations made to the child interview were more involved. Some sections of the interview were omitted, such as the change ratings where the interviewee is asked to rate how likely changes would have occurred without therapy, and how important and surprising that LI THERAPY WITH CHILDREN 80 change was. Additionally, the language of the questions was slightly adapted to fit the vocabulary of a 12 year old to ensure questions were understood. In this research, the interview was conducted in a playroom to make the child more comfortable, and casual conversation was used while playing with the rice in the rice tray to reduce ADHD symptoms through tactile stimulation. Efforts were made to establish a rapport with the participant to provide more comfort. The language of the questions was adapted again in session to fit Kelly’s mode of interaction and language; more casual words were used and emphasis was given that it is OK for her to give negative feedback, too. (See the rich case record in APPENDIX B for a summary of her answers to the Change Interview.) Research team and judges. Research teams and judges were carefully and according to several criteria. Each team was to comprise one post-secondary student with child counselling experience, one experienced registered counsellor with experience in trauma counselling and/or Lifespan Integration, and one Ph.D. level counsellor with academic and counselling experience in either child counselling, trauma counselling, Lifespan Integration, or family systems counselling, as well as experience in academic research. Knowledge of LI or HSCED was not a prerequisite, though both teams had at least one member with LI experience and one member with HSCED experience. MacLeod, Elliott, and Rodgers (2011) suggested in their research project to use judges who meet the legal definition of a reasonable person. In their case, three first-year post-graduate students with training in the approach under investigation, a general understanding of psychology and research methods, as well as non-involvement in the project. For our project we used a slightly different approach in selecting the judges; we established a panel of experts from various related fields. Following is a list of our criteria for this research project, and each of LI THERAPY WITH CHILDREN 81 these needed to be represented in at least one judge: (1) doctoral level education, (2) significant experience (5+ years) with trauma counselling, (3) significant experience with either child or family counselling, and (4) training and experience in LI. With these criteria, it was hoped that experience was spread wide enough to not exclude possible skeptic stances to LI, and narrow enough to ensure expertise in specific fields. While this is a modification of the research done by the authors of HSCED, it was discovered that the expert panel was able to make judgements about the efficacy, as well as provide input on subtle nuances of therapy processes. Two of the three judges made inferences based on the evidence and their respective experiences that shed light into the possible influences of LI specific modalities. A panel of non-expert judges might not have easily spotted these nuances. Limitations and future directions proposals for HSCED. While using and implementing HSCED, a few situations presented themselves that would warrant further investigation for a possibility of improvement. First, the adjudicators seemed to have worked with different definitions of the scope of client change; a formal definition was not provided and thus every judge used their own definition. This difference became evident in the sections of the adjudication form that asked the judges to provide comments about their decisions. On a similar note, Hu (2014) mentioned that the term ‘completely’ for 100% change would warrant revisiting and clarification. Saying that somebody ‘changed completely’ depends on a subjective view of the areas in which the client changed. For future studies, a literature review of client change could be conducted in order to come to a clear definition. This definition then could be better operationalized in the adjudication forms to avoid varying definitions. Second, there seemed to have been a slight misunderstanding in regards to the second LI THERAPY WITH CHILDREN 82 question on the adjudication form. Judges were asked to answer to what degree therapy was responsible for the change, and at least two of the three judges seemed to have made their decision on an assumption that they were to look for LI specific traits as solely responsible for the change. These judges pointed out it was less LI and more common factors that were responsible for the change. As mentioned above, LI as a therapy is expected to use common factors just as other therapies. Thus a division between LI specific traits and common factors is misleading to consider when answering this question. To avoid similar confusions in the future, more specific instructions for this question might be of benefit. These instructions would need to include common factors of therapy as part of the therapy in question. Third, as mentioned above, the PQ, HAT, and Change Interview seemed to have left gaps in the full assessment of Kelly’s experience in therapy. For future studies, different kinds of expressive measures could be applied to inform the rich case record better about the child’s experience. This could be done with adaptations to the assessments as discussed above, or it could include different kinds of expressive material, such as pictures for younger children, song lyrics for older children, etc. This would need to be incorporated on an individual basis to fit the client’s way of expression. Another limitation to this study was the data from the BASC-2 measures. As discussed in more details above, the automated results on the assessment reports did not take into account any Standard Error of Measure. Especially when comparing results longitudinally, what seemed like improvements were in fact not statistically significant improvements. Fortunately, these errors came to the attention of the researchers in the process of the case development and the judges could be presented with the proper results. Another limitation is in regards to the lack of mapping specific LI mechanisms to the LI THERAPY WITH CHILDREN 83 outcome. In previous HSCED studies (e.g. Elliott et al., 2009; Hu, 2014; MacLeod, Elliott, & Rodgers, 2012; Wall, 2012), researchers were able to map information from the HAT and therapist forms to the weekly PQ score. They were able to compare changes in the PQ rating to specific session content and therapeutic modalities based on comments made by the client and observations by the therapist. Unfortunately, because of the lack of helpful and reliable information from the HAT, this mapping was not easily done. Implications for Counselling Trauma-Exposed Children In addition to the results’ usefulness for further research, benefits can also be found for practical application in counselling trauma-exposed children. The judges concluded with 80% certainty that the therapeutic experience as a whole had a substantial influence on the changes in the client. This result is encouraging in that counsellors can be more certain that LI has the potential to help a child client. While this research focused on only one case, Kelly’s presentation to counselling is not dissimilar to other clients that present to counsellors. Kelly had an idiographic history and experience of anxiety and hypervigilance; however, many children experience anxiety and hypervigilance as symptoms of exposure to trauma. The alignment of the results from this study with the results from previous LI research provides a modest convergence with LI rationales and thus strengthens clinically based observations. In Kelly’s case, she has experienced substantial change of her trauma symptoms over the course of therapy. People close to Kelly attribute this change to therapy, while Kelly did not make this attribution. This seems to indicate that Kelly’s symptoms got better without Kelly realizing that she underwent trauma-therapy. In other words, she experienced relief of her symptoms from trauma without the need of an emotionally intense exposure or discussion of this trauma. By inference, one can conclude that Lifespan Integration is an effective and gentle LI THERAPY WITH CHILDREN 84 technique for trauma-therapists to use. Conclusion Trauma in children can have devastating effects and may influence their life well into adulthood if left untreated. Unfortunately, trauma therapy for children that omits the need for the client to re-experience the trauma has received little empirical research attention.” Lifespan Integration claims to be an effective trauma therapy without the need for a child to re-experience the trauma. The results from this research study seem to support this statement; the client’s presenting issues seemed to have changed substantially because of the client’s experience in Lifespan Integration and was not re-traumatized. This project will most likely be beneficial for future research into efficacy of LI in general and efficacy of LI with children in particular. It seems to provide a basis of indications that supports LI as an efficacious therapy in treating trauma-exposed children and the use of the timeline as one of the mechanisms that seems to bring about this change. This study also might benefit future improvement and adaptation of the Hermeneutic Single-Case Efficacy design for work with children. With this information, LI might be one step closer to being accepted as an evidence based practice, in which the timeline plays a crucial part of its therapy. Results of this project may also have impact on counselling psychology as a profession; with more tools available to help trauma-exposed children, counsellors will have more tools to use in their endeavour to help overcome trauma challenges. While we have not tested the bounds of Lifespan Integration with all its intricacies and working mechanisms, the results of this research study seems to provide indications that Lifespan Integration is helpful in providing gentle relief from trauma. To conclude with Siegel’s (2001) words: “If we can find a way to facilitate neural integration within the minds of LI THERAPY WITH CHILDREN individuals across the lifespan, we may be able to promote a more compassionate world of human connections” (p. 90). With Lifespan Integration we might have found a way to help promote this more compassionate world. 85 LI THERAPY WITH CHILDREN 86 REFERENCES American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: American Psychiatric Press, Inc. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Press, Inc.. Asay, T., & Lambert, M. (1999). The empirical case for the common factors in therapy: Quantitative findings. In Hubble, M., Duncan, B., & Miller, S. (Eds), The heart & soul of change: What works in therapy. Washington, DC: American Psychological Association. Azar, S. 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Poster session presented at the meeting of APA, Toronto. Wampold, B. (2010). The research evidence for the common factors models: A historically situated perspective. In B. Duncan, S. Miller, B. Wampold, & M. Hubble (Eds.), The LI THERAPY WITH CHILDREN 94 heart and soul of change: Delivering what works in therapy (2nd ed.) (pp. 49-81). Washington, DC: American Psychological Association. doi:10.1037/12075-002 Weisz, J., Yi Ng, M., Rutt, C., Lau, N., & Masland, S. (2013). Psychotherapy for children and adolescents. In M. Lambert (Ed.), Handbook of Psychotherapy and behavior change (6th ed.) (pp. 541 -586). Hoboken, NJ: John Wiley & Sons. Westen, D. I., Stirman, S. W., & DeRubeis, R. J. (2006). Are Research Patients and Clinical Trials Representative of Clinical Practice? In J. C. Norcross, L. E. Beutler, R. F. Levant, J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health: Debate and dialogue on the fundamental questions (pp. 161-189). Washington, DC, US: American Psychological Association. doi:10.1037/11265-004 Whitacre, S. (2014). My father's prostitute: Story of a stolen childhood [Kindle Edition]. Retrieved from http://www.amazon.com Widdowson, M. (2015, September 7). Reply to: Has anyone used Hermeneutic Single Case Efficacy Design (HSCED) in research with children? [Online forum comment]. Retrieved from https://www.researchgate.net/post/Has_anyone_used_Hermeneutic_Single_Case_Efficac y_Design_HSCED_in_research_with_children2#55edf1c660614b437a8b4602 LI THERAPY WITH CHILDREN 95 APPENDIX A Memory Cue Instructions by Peggy Pace Preparing a memory cue list: When first beginning to do Lifespan Integration therapy, many people are unable to get a spontaneous flow of memories during the Time Line step of the LI protocol. This is the step when the adult self proves to his or her inner child self that time has passed, and the child has grown up. Even people who have fluid memory recall for most years of their lives may have some gaps or stretches of years where memories are much harder to access. The memory cue list will allow you to recall visual and other sensory aspects of each memory from the right brain hemisphere; and this will improve your ability to recall more of your life. The goal for integration is to move you toward a more free association of memories as you go from year to year visually. You will notice as you experience a Lifespan Integration session, that when a memory cue is read to you, other memories from that same time frame will spontaneously begin to enter your mind.   To prepare the memory cue list, begin with your earliest memory. For most people the earliest memory will be of age 2 or 3. Try to remember at least one memory for each year of your life. For each cue, write down the calendar year, the age you were at the time of the memory, and a word or phrase that will remind you of the memory when your therapist reads the word or phrase to you. Your therapist doesn’t have to understand what the cues stand for, however it is important for the therapist to be aware of any cues which will remind you of traumatic events. You will need only one cue for each year, however for variation it is helpful to have 2 or 3 cues for each year. Be sure to separate your cues with a * or / mark. Your therapist will read only one cue per year, but she may alternate cues used on different repetitions. The dates and ages will help you to organize the cues chronologically, but during LI your therapist will read only the cues.   Try to think of one memory for each year of your life, from your earliest memory all the way to the present. Cues which can evoke the memory of smells, tastes, sounds, and tactile sensations work best to promote integration. For example the cue: “learning to swim” could bring back the smell of the water or chlorine, the feel of the water, the sounds of splashing, etc. Memories used for cues should be specific to one year only. For example, “working at Microsoft” would be a confusing memory cue for someone who worked there for several years. In this case the cue would need to be more specific, as: “fender bender in Microsoft parking lot”. Record your memory cues chronologically. Write legibly or type your memory cues on your computer. The cues should be events that you actually remember as opposed to a scene which you have seen in a photograph but when you look at the photo you don’t recall having been in the scene. The cues can also be the name of a friend you spent time with at a certain age, or a place from the past which you remember.   The memories do not need to be significant in any way. Even remembering what a house or school building looked like is enough detail if that is all you remember. Be sure to include significant events which impacted your life such as deaths of people important to you, other traumatic events which affected you, marriages, divorces, births, etc. The memory cues should cover your entire life, from your earliest memory all the way to the present year. Sample cues for ages 10 –13. 1989 Age 10 – best friend Gus 1990 Age 11 – moved to Chicago / started middle school 1991 Age 12 – summer camp with Will 1992 Age 13 – skiing with Jen / 8th grade graduation LI THERAPY WITH CHILDREN 96 APPENDIX B       Rich Case Record - Kelly for Hermeneutic Single Case Efficacy Design Research Study on Efficacy of Lifespan Integration with a Child by Chris Rensch Trinity Western University in October 2015     LI THERAPY WITH CHILDREN   Content   Content Introduction  and  Summary Assessment  Results Structured  Developmental  History Unstructured  Trauma  History  Interview BASC-­2:  Self  Reports BASC-­2:  Parent  Reports Overview PRS  Mother PRS  Father PRS  Grandma BASC-­2:  Teacher  Reports Overview Clinical  Summary  -­  Mr.  G Clinical  Summary  -­  Ms.  C Clinical  Summary  -­  Ms.  D Parenting  Relationship  Questionnaire  (PRQ) PRQ  Results  Overview PRQ  Mother PRQ  Father PRQ  Grandma FACES  IV  (The  Family  Adaptability  and  Cohesion  Scales) Change  Interviews Kelly’s  Change  Interview Rachelle’s  Interview  about  Kelly’s  Changes PQ  Overview Links  to  therapy  assessments Other  Input Final  Case  reflections  regarding  Kelly  by  Therapist: Interview  with  Therapist  About  Systematic  Changes 97 LI THERAPY WITH CHILDREN 98 Email  from  Mom  July  5th Post-­Therapy  Letter  From  Mom  About  Kelly’s  Changes   Introduction and Summary In  this  summary  you  will  find  a  brief  description  of  the  client  including  developmental   considerations  and  family  environment  as  well  as  results  from  the  pre-­therapy,  post-­therapy,   and  follow-­up  assessments.    Assessments  and  results  thereof  are  briefly  explained  as  well.   At  the  time  of  research,  Kelly  was  12  years  old  and  in  Grade  6  (Follow-­up  assessments   were  done  in  her  3rd  week  of  Grade  7).  She  lives  with  her  mom,  Rachelle,  and  her  brother,  Ben,   in  Kamloops,  while  her  dad,  Mitch,  lives  at  the  Coast  for  work  reasons.    Dad  usually  comes   home  every  other  weekend  and  Kelly,  Ben,  and  Rachelle  travel  to  the  Coast,  too,  to  see  dad   and  take  care  of  medical  appointments.    When  at  the  coast,  the  maternal  grandmother  becomes   a  parenting  figure,  too.    This  living  arrangement  is  largely  to  accommodate  Ben’s  academic   needs,  since  he  has  been  diagnosed  with  Autism  Spectrum  Disorder  (ASD)  and  for  Mitch  to   look  after  the  family  business  at  the  Coast. Kelly’s  mom  became  aware  of  this  research  project  through  her  son’s  therapist,  Gillian,   who  then  also  became  the  therapist  for  this  project.    Kelly’s  mom  reports  that  Kelly  carries  guilt   and  responsibilities  that  are  not  hers,  has  trouble  expressing  her  emotions  in  time  (rather  than   bottling  them  up  until  they  explode),  and  has  trouble  with  conceptual  thinking.    Mom  says  that   Ben  had  and  still  has  medical  emergencies,  which  in  the  past  could  have  been  traumatic  for   Kelly,  too.   Kelly’s  birth  was  induced  and  both  her  and  mom  had  to  stay  in  the  hospital  for  3  days   because  of  feeding  and  respiratory  issues.    In  terms  of  developmental  history,  Kelly  hit  the   milestones  in  a  ‘normal’  time  frame,  with  some  minor  difficulties  in  balancing  her  body.    Her   health  is  overall  in  good  condition,  with  some  minor  respiratory  problems.    Relevant  family   health  concerns  are:  ADHD  (dad),  dyslexia,  (dad),  anxiety  (mom  and  dad),  ASD  and  ticks  (Ben),   as  well  as  borderline  and  bipolar  (dad’s  mom).  At  intake,  mom  reports  Kelly  to  have  a  short   attention  span,  have  lack  of  self-­control,  seems  unhappy  most  of  the  time,  and  overreacts  when   faced  with  a  problem.   Most  events  that  could  have  been  a  setback  for  Kelly  or  objectively  could  be  called   trauma,  happened  from  age  9  onwards.    Most  of  them  centred  around  Ben’s  health  and  medical   emergencies.    From  observing  Kelly  in  therapy  it  seems  that  Ben’s  ticks  and  her  dad’s  accident   in  which  he  broke  his  back  were  most  influential  on  Kelly’s  emotional  life.   LI THERAPY WITH CHILDREN 99 The  following  assessments  were  used  at  various  points  throughout  the  research  project:   (1)  Behavioural  Assessment  System  for  Children,  second  edition  (BASC-­2)  to  assess   behavioural  issues  and  levels  of  functioning  through  teacher  reports,  parent  reports,  and  self   reports;;  (2)  the  Parenting  Relationship  Questionnaire  (PRQ)  to  assess  relationship  between   parents  and  Kelly;;  (3)  the  Family  Adaptability  and  Cohesion  Scale,  fourth  edition  (FACES  IV)  to   assess  family  functioning  and  cohesion;;  (4)  Personal  Questionnaire  (PQ)  to  assess  Kelly’s   problems  that  bugged  her  on  a  weekly  basis  throughout  therapy;;  (5)  Helpful  Aspects  of  Therapy   form  (HAT),  to  assess  client  experiences  in  therapy  sessions;;  as  well  as  (6)  Change  Interview,  a   one  time,  post-­therapy  interview  to  assess  change  and  attribution  to  therapy.   Two  notes  before  the  results  will  be  presented:  (1)  Dad’s  ADHD  and  dyslexia  made  it   difficult  for  him  to  fill  out  the  many  rating  scales  and  he  needed  support  from  Rachelle   throughout;;  (2)  Rachelle  reported  that  Kelly  might  have  misunderstood  the  rating  on  the  FACES   questionnaire  and  scored  them  in  reverse  order. The  BASC-­2  self  reports  (SRP)  indicate  an  overall  reduction  in  internalizing  problems   and  inattention/hyperactivity.    In  terms  of  emotional  symptom  index  and  personal  adjustment,   the  results  are  not  conclusive.    The  BASC-­2  teacher  reports  (TRS)  show  an  overall  reduction  in   internalizing  problems,  school  problems,  as  well  as  behavioural  problems.    In  terms  of  adaptive   skills,  the  results  are  not  conclusive.    The  BASC-­2  parent  reports  (PRS)  results  seem  to  indicate   an  overall  reduction  in  internalizing  problems.    Results  from  behavioural  problems  and  adaptive   skills  are  less  conclusive.   Results  from  the  PRQ  indicate  low  parenting  confidence  in  mom  and  above  average   discipline  practices  in  dad.    All  other  items  are  average.  Results  from  the  FACES  are   inconclusive  and  warrant  a  more  in  depth  study  than  this  summary  allows  for.   In  terms  of  Change  Interviews,  Kelly  saw  changes  in  her  life  since  therapy  started,  such   as  being  bugged  less  about  being  bullied,  being  less  scared  for  her  father’s  health,  remodelling   of  the  house  to  comply  with  her  need  for  privacy  and  physical  distance  from  her  brother,  as  well   as  being  worried  less  about  having  to  move  schools  again.    She  attributed  these  changes   mainly  to  ‘it  just  happened’,  rather  than  to  therapy.    Kelly  said  that  it  helped  to  talk  about  her   feelings  and  that  sometimes  the  timeline  was  difficult  for  her.    Rachelle  reported  7  changes  in   her  daughter’s  life  since  therapy  started  and  attribute  most  of  them  highly  to  therapy.   In  regards  to  her  weekly  PQ,  results  seem  to  indicate  a  drop  of  her  mean  score  of  at   least  2  points,  which  is  considered  significant  by  the  authors. LI THERAPY WITH CHILDREN 100   Assessment Results Structured Developmental History This  is  a  summary  with  only  the  pertinent  information  about  Kelly’s  development.    For  the  full   report,  click  here.    At  the  time  of  interviewing  the  mother,  Kelly  was  12  years  old  and  in  Grade  6.     All  the  information  in  this  section  comes  from  this  interview.   Referral  Information Mom  (Rachelle)  reports  that  Kelly  carries  guilt  that  is  not  hers.    Especially  at  school,  she   takes  on  responsibilities  in  regards  to  her  autistic  brother,  Ben,  that  are  not  hers  to  carry.     Because  mom  cannot  be  there  all  the  time,  Kelly  feels  responsible  for  and  to  her  brother  (see   Trauma  Interview  for  more  details  on  the  possible  origins  of  this).    Her  mother  describes  Kelly   as  a  fixer  and  a  mother  hen  and  also  exhibiting  some  comprehension  difficulties;;  she  is  not  able   to  grasp  bigger  concepts,  which,  according  to  mom,  might  be  because  she  cannot  ground   herself  and  has  difficulties  focusing  on  tasks. Parents  and  Primary  Caregivers/Living  Arrangements Currently,  Mitch  (dad)  lives  and  works  (heavy  metal  construction)  on  the  Coast,  while   Rachelle  and  the  children  live  fulltime  in  Kamloops.    This  arrangement  is  to  accommodate  for   Ben  to  go  to  a  school  that  fits  his  academic  and  developmental  needs  better.    Usually,  during   the  week  Rachelle  is  alone  with  the  children  and  Mitch  comes  home  every  other  weekend.     Rachelle  describes  this  time  as  “Hurricane  Dad”  because  he  spends  all  his  time  intensely  with   the  children  and  takes  them  on  lots  of  outings.    Sometimes,  Rachelle  and  the  children  also  drive   to  visit  Mitch.    While  on  the  Coast,  Mitch  stays  on  the  same  property  as  Rachelle’s  parents.   Family  History/Relations Kelly  is  not  necessarily  closer  to  one  parent  than  the  other,  mother  reports.    When  she  is   in  physical  discomfort  she  seeks  more  mom’s  comfort,  while  when  she  wants  to  talk  she  usually   would  talk  to  her  father.    Her  brother  is  10  years  old  and  they  have  a  typical  brother-­sister   relationship,  which  entails  ‘poking  the  bear’  from  both  sides.  Mom  says  that  Kelly  usually  sees   her  grandparents  (Rachelle's  parents)  once  a  week  and  that  grandma  plays  a  big  role  in  Kelly’s   life.   Rachelle  says  that  Kelly  is  nurturing,  has  a  good  heart,  has  not  a  mean  bone  in  her,  and   is  other-­focused.    When  asked  what  she  found  most  difficult  raising  Kelly,  she  said  teaching  her   to  put  up  boundaries  to  not  get  taken  advantage  off  by  other  children.    Kelly  internalizes   LI THERAPY WITH CHILDREN 101 everything  and  ‘blows  up’  when  it  gets  too  much.    Parents  used  to  do  time-­outs  while  standing  in   the  corner  but  it  is  not  necessary  anymore;;  now  they  use  loss  of  screen-­time Pregnancy/Birth Kelly  was  not  a  planned  pregnancy  mainly  because  Rachelle  was  told  that  she  could  not   conceive  children.    Rachelle’s  first  reaction  was  shock  and  both  Rachelle  and  Mitch  decided  to   move  out  for  a  while  to  figure  out  whether  or  not  they  should  stay  together.      Even  though   physically  separated,  their  relationship  continued  on  and  they  eventually  decided  to  get  married.     During  this  period,  Rachelle  went  through  emotional  ups  and  downs.     Kelly  was  born  in  a  hospital  after  18  hours  of  induced  labour,  with  a  birth  weight  of  8  lbs   and  11  oz.    Mom  and  baby  stayed  in  hospital  for  3  days  because  Kelly  had  initial  breathing  and   feeding  problems.    Kelly  was  given  formula  for  the  first  four  days  until  mother’s  breastmilk  set  in.     She  was  breastfed  until  she  was  4-­5  months  old.     Development In  terms  of  early  childhood  development,  mother  reports  that  Kelly  hit  all  of  them  on  a   normal  timeframe.    She  had  some  difficulty  learning  to  ride  her  bike  and  appeared  a  bit  clumsy.     Mom  describes  Kelly  as  a  generally  ‘easy  kid’  with  no  extra  ordinary  problems  or  setbacks,   especially  compared  to  her  brother.  Kelly  experienced  her  first  separation  at  20  months,  when   her  brother  was  born  (see  Trauma  History  Interview).     Medical  History Kelly  has  some  respiratory  problems  (hay  fever  and  sinus  infections),    some   gastrointestinal  problems  (‘rotten  gut’  and  she  does  not  use  the  bathroom  for  bowel  movements   anywhere  but  at  home),  some  musculoskeletal  problems  (a  bit  clumsy,  not  the  best   coordinations,  and  some  spine  issues),  some  neurological  problems  (a  bit  accident  prone,   started  biting  nails  with  3  years,  and  grinds  teeth  a  little  bit),  some  allergies  (hay  fever,  gluten,   and  dairy),  minor  speech  problems  (she  sometimes  runs  words  together).   According  to  mom,  Kelly  has  never  been  physically  or  sexually  abused. Family  Health The  following  health  concerns  have  been  observed  in  the  family:  migraine  headaches   (Rachelle’s  mother),  alcohol/drug  abuse  (Rachelle’s  father),  ADHD  (Mitch),  bipolar  disorder  and   borderline  personality  disorder  (Mitch’s  mother),  anxiety  (Mitch  and  some  Rachelle),  dyslexia   (Mitch),  speech  and  language  problems  (Ben),  autism  spectrum  disorder  (Ben),  and  ticks  (Ben). According  to  Rachelle,  Mitch’s  overall  present  health  is  good,  though  he  could  lose  some   weight.    Rachelle  struggles  with  fibromyalgia,  degenerative  calcification  of  joints,  and  had  a   hysterectomy  a  few  years  ago.  Mitch  has  been  in  special  education  for  his  dyslexia  and  Ben  for   LI THERAPY WITH CHILDREN 102 his  struggles  with  ASD.   Friendships/Recreation  and  Interests She  says  that  Kelly  makes  friends  easy  and  values  friendship.    With  younger  children,   she  usually  takes  on  a  leadership  role,  while  she  can  be  leader  and  follower  with  same  aged   children.    She  enjoys  sports  such  as  horseback  riding  and  swimming,  though  her  interest  in   horses  declined  a  few  years  ago.    She  likes  drawing  and  make-­up. Behaviour/Temperament Mom  reports  the  following  behavioural  observations:  Kelly  has  a  short  attention  span,   especially  with  school  work,  lacks  self-­control  with  food,  seems  unhappy  most  of  the  time,   sometimes  withholds  affection,  has  fears  of  disappointing  others,  especially  dad,  does  not  seem   overly  energetic  in  play,  overreacts  when  faced  with  a  problem,  and  cannot  calm  down,  once   she  bursts  with  emotion.    When  asked  what  makes  Kelly  angry,  mom  replied  with  mean  people   and  Ben. Educational  History She  attended  part  time  daycare  and  Kindergarten  with  no  problems.    During  elementary   school  she  had  to  change  schools  because  of  her  brother’s  health.  She  has  some  difficulty  with   math,  and  was  on  the  honour  roll  last  year;;  this  year  her  academic  performance  is  declining.   LI THERAPY WITH CHILDREN 103   Unstructured Trauma History Interview The  following  list  of  events  is  a  selection  of  what  was  given  to  me  during  a  phone  interview  with   Rachelle,  in  which  she  was  asked  what  kinds  of  events  might  have  been  traumatic  or  a  setback   for  Kelly.    The  list  was  afterwards  chronologically  ordered.  The  full  interview  can  be  found  here. Birth  (2003) Kelly’s  birth  had  to  be  induced  and  when  she  was  born  she  had  respiratory  issues,  threw   up  a  lot,  and  did  not  want  to  breastfeed.    (See  developmental  section  of  SDH).    Mom  and  child   stayed  in  the  hospital  for  5  days  but  they  were  never  separated.   Age  18  months  (June  2004)  -­  Traumatic  Birth  of  Brother Kelly  had  first  separation  from  mom.    Mom  had  to  go  to  the  hospital  when  Ben  was  born.     There  had  been  lots  of  chaos,  mom  was  in  the  hospital,  dad  was  leaving  in  the  mornings  and   coming  back  at  night,  and  Kelly  lived  with  grandma  in  the  meantime.    Kelly  went  to  the  hospital   once  and  saw  mom  attached  to  all  the  tubes.    Stress  continued  when  her  brother  came  home.     Mom  mentioned  “life  was  never  the  same  again”.  Her  brother  was  in  and  out  of  the  hospital   often  and  eventually  diagnosed  with  ASD.   Age  20  months  (January  2005)  Hospitalization  of  Ben Kelly  was  separated  from  Mitch,  Rachelle  and  Ben  for  1  week  while  Ben  was  in  isolation   in  the  hospital  due  to  respiratory  issues.    Mitch  and  Rachelle  only  spent  1  night  at  home  with   Kelly  that  week.    Kelly  stayed  with  Grandma.    Kelly  never  came  to  the  hospital  due  to  limited   visitors  allowed  in  isolation.  Once  Ben  came  home  he  required  a  lot  of  care  for  medical   treatments  and  sometime  multiple  emergency  room  visits  a  week.    It  became  “normal”  for  Kelly   to  wake  to  everyone  gone  but  Mitch  or  Grandma  home  to  take  care  of  her.    Sometimes  Kelly   was  loaded  up  in  car  as  well  to  be  dropped  off  at  grandma’s  place  enroute  to  hospital  during  the   night. Age  9  (End  of  2012)  -­  Apple  Incident  at  School Her  brother  got  triggered  in  school  and  threw  an  apple  through  the  classroom.    His   teacher  evacuated  the  classroom  and  Kelly  had  to  observe  that  from  her  classroom  across  the   hall.    Her  teacher  then  had  a  classroom  discussion  about  Autism  with  her  in  the  room.    For  the   parents,  this  incident  was  the  final  and  critical  incident,  which  led  them  to  decide  to  move  to   Kamloops  in  order  for  Ben  to  attend  a  school  that  is  more  capable  to  cater  to  his  needs.    This   ended  up  being  Kelly’s  and  Ben’s  last  day  at  that  school. Age  9  (Christmas  2012)  -­  Sudden  Move  to  Kamloops LI THERAPY WITH CHILDREN 104 The  next  few  days  after  the  school  incident  were  chaotic:  the  children  stayed  with   grandma  while  the  parents  drove  to  Kamloops  to  buy  a  new  house,  come  back  and  sold  their   old  family  house.    The  movers  came  two  days  before  Christmas  to  pack  up  their  old  house  and   the  family  lived  in  the  new  house  within  a  week.    Even  though  Kelly  never  expressed  it  verbatim,   Rachelle  said  that  she  had  to  give  up  the  life  she  knew  for  her  brother.    Kelly  is  now  extremely   concerned  and  worried  about  her  brother’s  behaviour  at  school  because  that  could  mean  that   they  would  have  to  move  again. Age  9  or  10  (Grade  3)  -­  Nana’s  Negative  Bodyshape  Comment Mitch’s  mother,  Nana,  was  not  around  the  children  a  lot  and  around  Grade  3  offered  to   do  some  baking  and  cooking  with  Kelly  after  school.    At  one  of  those  cooking  sessions,  Nana   told  Kelly  that  she  needs  to  lose  some  weight  and  that  she  should  only  cook  the  food  and  not   eat  it.      Kelly  did  not  seem  to  have  been  impacted  immediately  but  Rachelle  saw  changes  in  her   behaviour  in  school  and  she  says  things  like  “I  don’t  wanna  be  the  chubby  one  at  school”.    Kelly   is  now  more  concerned  about  her  weight  than  before  Nana’s  comment. Age  9  or  10  (Early  2013)  -­  Dog’s  Surgery When  her  favourite  dog  Trixie  was  just  six  months  old  she  had  to  have  an  invasive   surgery.    On  day  three  Kelly  saw  her  ‘baby’  sitting  at  the  treatment  table  with  all  the  tubes   hanging  off  her;;  Kelly  was  terrified.    Trixie  ended  up  living,  but  this  experience  was  traumatic  for   Kelly. Age  9  or  10  (Grade  3)  -­  Ben’s  911  Attack During  her  Grade  3  year,  Kelly  and  mom  witnessed  how  her  brother  had  a  sudden   respiratory  attack.    Rachelle  had  to  call  911  and  prepared  to  go  to  the  hospital  with  Ben.     Rachelle  wanted  to  get  Kelly  out  of  the  house  so  that  she  did  not  have  to  witness  the  chaos  and   how  her  brother  was  going  to  be  hauled  away  with  the  ambulance.    Rachelle  did  not  know  any   of  the  neighbours,  yet,  and  nobody  from  the  family  was  close  enough  to  look  after  Kelly.    So  she   walked  up  to  a  neighbour’s  door,  to  ask  whether  they  could  look  after  Kelly  until  grandma  could   come  to  pick  her  up.    Kelly  was  left  with  the  neighbours  for  at  least  two  and  a  half  hours.    When   she  was  picked  up,  she  seemed  ‘pretty  bubbly’.  Ever  since  this  911  attack,  Kelly  seems  to  have   to  be  in  the  know  about  what  is  going  on  at  all  times. Age  10  (July/August  2013)  -­  Portugal  Vacation  With  Consequences During  the  summer  break  2013,  Kelly  and  her  dad  attended  a  wedding  in  Portugal  and   had  a  great  time  together.    Everything  was  fine  with  Ben  before  they  left;;  however,  when  they   returned,  Ben  had  developed  extreme  ticks,  about  100/30sec.    These  ticks  seemed  to  have   LI THERAPY WITH CHILDREN 105 been  triggered  by  his  increased  anxiety  when  Kelly  left  for  Portugal.    Up  until  then,  they  were   never  separated  and  she  was  his  safe  place  at  school  and,  to  as  certain  degree,  at  home.     Rachelle  assumes  that  Kelly  had  been  thinking  “Did  I  cause  it?    Was  it  my  fault?    I  should  have   stayed  home” Age  10  (September  2013)  -­  Dad’s  Accident Three  weeks  after  their  return  from  Portugal,  Mitch  had  a  bad  accident  at  work  where  he   broke  his  back.    At  this  time  Mitch  was  not  with  the  family  in  K,  so  Kelly  was  woken  up  by  her   mom  frantically  packing  a  suitcase  to  fly  to  him.    There  was  chaos  and  panic  because  the   information  was  limited  about  dad’s  situation  and  it  also  triggered  Rachelle  because  she  grew   up  with  a  quadriplegic  grandmother  and  experienced  the  impact  that  can  have  on  a  family.     Kelly  and  Ben  had  to  come  along  to  the  airport  in  K  and  saw  their  mom  panic  and  on  the  phone   with  people  that  were  with  Mitch.   For  about  a  week,  Kelly  and  Ben  had  to  stay  at  home  with  grandma,  without  really   knowing  how  dad  was  going  to  be.    Eventually,  dad  was  allowed  to  come  to  home  but  the  house   had  to  be  altered  to  accommodate  his  spinal  injury.    Kelly  was  extremely  worried  about  her  dad   throughout  this  time,  especially  when  she  saw  him  for  the  first  time  after  the  accident  because   he  looked  so  fragile.    This  was  a  huge  family  adjustment. Age  10  (Fall  2013)  -­  Mom’s  Diagnosis  of  Fibromyalgia While  this  new  adjustment  phase  was  going  on,  Rachelle  got  diagnosed  with   fibromyalgia.    She  said  she  had  a  hemorrhage,  was  in  a  general  bad  shape,  and  needed  to   have  a  hysterectomy.    Because  of  Mitch’s  situation,  Rachelle  decided  to  wait  with  the  surgery   and  stay  in  ‘survival  mode’  until  everything  was  a  bit  less  chaotic. Age  10  (Christmas  2013)  -­  Uncertainty  About  Parent’s  Health Christmas  2013  was  tainted  for  Kelly  and  the  family  with  uncertainty  about  Mitch’s  back   and  Rachelle’s  health.    Mitch  was  not  healing  as  fast  as  anticipated,  had  to  stay  in  bed  all   Christmas  and  could  not  move  with  the  possibility  of  Mitch  having  spinal  surgery  early  January.   January  came  and  Mitch  had  healed,  no  surgery  was  needed. Age  10  (February  2014)  -­  Mom’s  Hysterectomy Rachelle  had  her  hysterectomy  with  complications.    Her  pain  medication  did  not  work   well  and  so  Kelly  saw  her  mom  in  lots  of  pain  with  all  the  tubes.    Additionally,  Kelly  had  to  take   on  more  responsibilities  at  home  while  mom  was  gone  and  when  she  came  home  to  heal. Ongoing  since  Christmas  2012  -­  Separation  From  Dad To  accommodate  dad’s  work,  the  family  has  two  homes  and  during  the  week,  Kelly  is   LI THERAPY WITH CHILDREN 106 usually  separated  from  her  dad.    Additionally,  when  Mitch  had  to  go  to  physio  after  his  accident,   it  was  usually  Kelly,  Rachelle,  and  Ben  who  commuted  hours  to  see  their  dad.    This  also  meant   that  Kelly  could  not  spend  any  time  with  her  friends  in  Kamloops  on  weekends.    Now  he   commutes  every  other  week  to  stay  in  Kamloops.    In  Rachelle’s  estimation,  Kelly  hates  being   separated  from  her  dad  and  probably  thought  several  times  that  it  was  because  of  Ben  that  they   had  to  leave  and  move. LI THERAPY WITH CHILDREN 107   BASC-2: Self Reports1 Link  to  Kelly’s  full  pre-­therapy  self-­report Link  to  Kelly’s  full  post-­therapy  self-­report Link  to  Kelly’s  full  follow-­up  self  report   See  diagram  below  to  find  visual  representation  for  pre-­therapy,  post-­therapy,  and  follow-­up 1  All  data  from  the  BASC-­2  SRP  were  valid  in  terms  of  F  Index,  Response  Pattern,  Consistency,  L,  and  V. LI THERAPY WITH CHILDREN 108     Pre Post Follow-­up School  Problems Similar  to  oth. Similar  to  oth. Similar  to  oth. Attitude  to  School Similar  to  oth. Similar  to  oth. Similar  to  oth. Attitude  to  Teachers Similar  to  oth. Similar  to  oth. Similar  to  oth. Sensation  Seeking Similar  to  oth. Similar  to  oth. Similar  to  oth. Internalizing  Problems Similar  to  oth.  * Similar  to  oth. Similar  to  oth. Atypicality Similar  to  oth. Similar  to  oth. Similar  to  oth. Locus  of  Control Similar  to  oth.  * Similar  to  oth. Similar  to  oth. Social  Stress At  Risk Similar  to  oth. Similar  to  oth. Anxiety Similar  to  oth. Similar  to  oth. Similar  to  oth. Depression Similar  to  oth. Similar  to  oth. Similar  to  oth. Sense  of  Inadequacy Similar  to  oth.  * Similar  to  oth. Similar  to  oth. Somatization Similar  to  oth. Similar  to  oth. Similar  to  oth.  * Inattention/Hyperactivity Similar  to  oth.  * Similar  to  oth. Similar  to  oth. Attention  Problems At  Risk At  Risk At  Risk  ** Hyperactivity Similar  to  oth. Similar  to  oth. Similar  to  oth. Emotional  Symptom   Similar  to  oth.  * Similar  to  oth. Similar  to  oth.  * Index Personal  Adjustment Similar  to  oth.  * Similar  to  oth. Similar  to  oth.  * Relations  with  Parents At  Risk At  Risk At  Risk Interpersonal  Relations At  Risk Similar  to  oth. Similar  to  oth. Self-­Esteem Similar  to  oth. Similar  to  oth. At  Risk Self-­Reliance Similar  to  oth.  * Similar  to  oth.  * Similar  to  oth. *  Changed  from  “At  Risk”  to  “Similar  to  others”  after  case  development  meeting  because  of   misleading  automatic  categorization  in  the  report  despite  statistical  insignificance.   **  Changed  from  “Similar  to  others”  to  “At  Risk”  after  case  development  meeting  because  of   misleading  automatic  categorization  in  the  report  despite  statistical  insignificance.   At  pre-­therapy,  Kelly's  BASC-­2  profile  was  also  characterized  by  an  elevated  Social   Stress  scale,  which  suggests  that  her  social  interactions  may  be  characterized  by  tension,   pressure,  and  a  lack  of  social  coping  resources,  which  are  common  issues  in  individuals  with   internalizing  problems.  At  post-­therapy  and  follow-­up,  she  exhibited  levels  similar  to  other   children  her  age. At  pre-­therapy,  post-­therapy,  and  follow-­up,  the  BASC-­2  items  endorsed  by  Kelly   resulted  in  an  at-­risk  elevation  on  the  Attention  Problems  scale.    Individuals  with  elevations  on   this  scale  likely  struggle  to  remain  focused  and  on-­task  for  sustained  periods  of  time.  They  may   be  easily  distractible,  forgetful,  and  disorganized. At  pre-­therapy,  Kelly's  pattern  of  endorsements  on  the  BASC-­2  resulted  in  an  at-­risk   Interpersonal  Relations  scale.  Low  scores  on  this  scale  may  indicate  difficulties  with  social  skills.   Individuals  who  endorse  problems  in  this  area  are  typically  interested  in  developing   LI THERAPY WITH CHILDREN 109 relationships,  but  they  are  unsuccessful  and  they  may  blame  themselves  for  these  failures.  At   post-­therapy  and  follow-­up,  she  exhibited  levels  similar  to  other  children  her  age.   At  pre-­therapy,  post-­therapy,  and  follow-­up,  Kelly's  score  on  Relations  with  Parents   fell  in  the  At-­Risk  classification  range.  Kelly  reports  having  a  strained  relationship  with  her   parents.  She  may  report  having  little  trust  in  her  parents,  and  she  may  feel  incidental  to  family   life  and  decision  making. At  follow-­up  only,  Kelly's  score  on  Self-­Esteem  fell  in  the  At-­Risk  classification  range,   and  follow-­up  may  be  necessary.  Kelly  reports  a  lower  self-­image  than  others  her  age.     LI THERAPY WITH CHILDREN 110 BASC-2: Parent Reports2 Overview   Mom Pre Mom Post Externalizing     Hyperactivity S.t.O. S.t.O. Aggression S.t.O. S.t.O. Conduct   S.t.O. S.t.O. Prob. Internalizing     Anxiety At  Risk* S.t.O.** Depression S.t.O. S.t.O. Somatization S.t.O. S.t.O. Behavioural     Atypicality S.t.O. S.t.O. Withdrawal S.t.O. S.t.O. Attention   At  Risk S.t.O. Prob. Adaptive       Skills Adaptability S.t.O. S.t.O. Social  skills S.t.O. S.t.O. Leadership S.t.O. S.t.O. Activities  of   At  Risk S.t.O. Daily  Living Functional   At  Risk S.t.O. Comm. S.t.O=  Similar  to  others Mom   F/U Dad Pre Dad Post Dad  F/U Grand ma  Pre Grand ma   Post Grandm a  F/U               S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. At  Risk S.t.O. S.t.O. S.t.O. At  Risk S.t.O. At  Risk At  Risk S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O.               S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. At  Risk At  Risk S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O.               S.t.O. S.t.O. S.t.O.** At  Risk S.t.O. At  Risk S.t.O. S.t.O. S.t.O. At  Risk S.t.O. At  Risk At  Risk S.t.O. At  Risk S.t.O. S.t.O. S.t.O. S.t.O. At  Risk S.t.O.               S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. At  Risk S.t.O. S.t.O. S.t.O. S.t.O. At  Risk S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. At  Risk S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. At  Risk At  Risk At  Risk S.t.O. S.t.O. *  Changed  from  “Clinically  Significant”  to  “At  Risk”  after  case  development  meeting  because  of   misleading  automatic  categorization  in  the  report  despite  statistical  insignificance.   **  Changed  from  “At  Risk”  to  “Similar  to  others”  after  case  development  meeting  because  of   misleading  automatic  categorization  in  the  report  despite  statistical  insignificance.   PRS Mother Link  to  full  pre-­therapy  report Link  to  full  post-­therapy  report Link  to  full  follow-­up  report 2    All  data  from  the  BASC-­2  PRS  were  valid  in  terms  of  F  Index,  Response  Pattern,  Consistency,  L,  and   V. LI THERAPY WITH CHILDREN 111 At  pre-­therapy,  Kelly's  score  on  Anxiety  fell  in  the  At-­Risk  classification  range,  and   follow-­up  may  be  necessary.  Kelly's  mother  reports  that  Kelly  sometimes  displays  behaviors   stemming  from  worry,  nervousness,  and/or  fear.    At  post-­therapy  and  follow-­up,  Kelly's   mother  reports  that  Kelly  displays  anxiety-­based  behaviors  no  more  often  than  others  her  age. At  pre-­therapy,  Kelly's  profile  was  characterized  by  an  at-­risk  Attention  Problems  scale   score  in  addition  to  an  average  or  below  average  Hyperactivity  scale  score.  In  making   diagnostic  considerations  regarding  the  possibility  of  ADHD,  such  a  profile  is  probably  more   consistent  with  a  diagnosis  of  ADHD  -­  inattentive  type,  as  opposed  to  primary   hyperactive/impulsive  or  combined  type.    At  post-­therapy  and  follow-­up,  Kelly’s  Attention   Problem  scale  was  similar  to  other  children  her  age.   At  pre-­therapy,  Kelly's  score  on  Activities  of  Daily  Living  fell  in  the  At-­Risk  classification   range,  and  follow-­up  may  be  necessary.  Kelly's  mother  reports  that  Kelly  has  difficulty   performing  simple  daily  tasks  in  a  safe  and  efficient  manner.    At  post-­therapy  as  well  as   follow-­up,  Kelly's  mother  reports  that  Kelly  is  able  to  adequately  perform  simple  daily  tasks,  in  a   safe  and  efficient  manner. At  pre-­therapy,  Kelly's  score  on  Functional  Communication  fell  in  the  At-­Risk   classification  range.  Kelly's  mother  reports  that  Kelly  demonstrates  poor  expressive  and   receptive  communication  skills,  and  that  Kelly  has  difficulty  seeking  out  and  finding  information   on  her  own.    At  post-­therapy  and  follow-­up,  Kelly's  mother  reports  that  Kelly  generally  exhibits   adequate  expressive  and  receptive  communication  skills,  and  that  Kelly  is  usually  able  to  seek   out  and  find  new  information  when  needed. PRS Father Follow  this  link  to  the  full  pre-­therapy  report Follow  this  link  to  the  full  post-­therapy  report Follow  this  link  to  the  full  follow-­up  report At  follow-­up  only,  Kelly's  score  on  Hyperactivity  fell  in  the  At-­Risk  classification  range.   Kelly's  father  reports  that  Kelly  displays  a  moderately  high  number  of  disruptive,  impulsive,  and   uncontrolled  behaviors. At  pre-­therapy  and  follow-­up,  the  BASC-­2  items  endorsed  by  Kelly's  father  resulted  in   an  at-­risk  Attention  Problems  scale.    Children  with  elevations  on  this  scale  likely  struggle  to   remain  focused  and  on-­task  for  sustained  periods  of  time.  They  may  be  easily  distractible,   forgetful,  and  disorganized.  At  post-­therapy,  Kelly's  father  reports  that  Kelly  maintains  an   attention  level  similar  to  that  of  others  her  age.   At  pre-­therapy  and  follow-­up,  the  BASC-­2  items  endorsed  by  Kelly's  father  resulted  in   LI THERAPY WITH CHILDREN 112 an  elevation  on  the  Conduct  Problems  scale.  At  post-­therapy,  Kelly's  father  reports  that  Kelly   demonstrates  rule-­breaking  behavior  no  more  often  than  others  her  age.   At  pre-­therapy,  Kelly'  score  on  Activities  of  Daily  Living  fell  in  the  At-­Risk  classification   range.  Kelly's  father  reports  that  Kelly  has  difficulty  performing  simple  daily  tasks  in  a  safe  and   efficient  manner.    At  post-­therapy  and  follow-­up,  Kelly's  father  reports  that  Kelly  is  able  to   adequately  perform  simple  daily  tasks,  in  a  safe  and  efficient  manner. At  pre-­therapy,  Kelly's  father  reports  that  Kelly  generally  exhibits  adequate  expressive   and  receptive  communication  skills,  and  that  Kelly  is  usually  able  to  seek  out  and  find  new   information  when  needed.    At  post-­therapy  and  follow-­up,  Kelly's  score  on  Functional   Communication  falls  in  the  At-­Risk  classification  range,  and  follow-­up  may  be  necessary.  Kelly's   father  reports  that  Kelly  demonstrates  poor  expressive  and  receptive  communication  skills,  and   that  Kelly  has  difficulty  seeking  out  and  finding  information  on  her  own.     At  follow-­up  only,  Kelly's  score  on  Adaptability  fell  in  the  At-­Risk  classification  range.   Kelly's  father  reports  that  Kelly  has  difficulty  adapting  to  changing  situations,  and  that  Kelly   takes  longer  to  recover  from  difficult  situations  than  most  others  her  age. PRS Grandma Follow  this  link  for  the  full  pre-­therapy  report Follow  this  link  for  the  full  post-­therapy  report Follow  this  link  for  the  full  follow-­up  report At  pre-­therapy,  the  BASC-­2  items  endorsed  by  Kelly's  grandma  resulted  in  a  clinically   significant  Anxiety  scale,  a  pattern  that  occurred  in  4.4%  of  the  standardization  sample.  This   profile  typically  indicates  high  levels  of  internal  distress  such  as  excessive  worry  and   nervousness,  intrusive  or  obsessive  thoughts,  and  negative  self-­appraisal.    At  post-­therapy   and  follow-­up,  Kelly’s  grandma  reports  that  Kelly  displays  anxiety-­based  behaviors  no  more   often  than  others  her  age. At  pre-­therapy,  Kelly's  BASC-­2  profile  is  also  characterized  by  an  at-­risk  Depression   scale.  This  suggests  that  in  addition  to  anxiety,  Kelly  is  also  exhibiting  depressed  mood,  and   that  depressive  disorders  such  as  major  depression  and  bipolar  disorder  may  be  additional   diagnostic  considerations.  At  post-­therapy  and  follow-­up,  Kelly’s  grandma  reports  that  Kelly   displays  depressive  behaviors  no  more  often  than  others  her  age At  pre-­therapy,  Kelly  also  exhibited  elevations  on  the  BASC-­2  externalizing  scales  of   Hyperactivity  and  Attention  Problems,  a  pattern  that  occurred  in  29.1%  of  the  BASC-­2   standardization  sample  with  a  clinically  significant  Anxiety  scale.  This  suggests  that  she  is   exhibiting  significant  behavioral  difficulties  in  conjunction  with  her  emotional  distress  and   LI THERAPY WITH CHILDREN 113 indicates  that  additional  diagnostic  considerations  might  include  attention-­deficit/hyperactivity   disorder  (ADHD).  Children  with  these  problems  may  exhibit  inattention  and  restlessness,  which   may  appear  behaviorally  similar  to  ADHD.  Furthermore,  it  may  be  the  case  that  emotional   distress  is  causing  Kelly  to  act  out,  or  that  negative  feedback  related  to  her  behavioral  issues  is   resulting  in  anxious  mood  or  low  self-­esteem.   At  post-­therapy  and  follow-­up,  Kelly’s  grandma  reports  that  Kelly  displays  these   behaviors  no  more  often  than  others  her  age.   At  pre-­therapy,  Kelly's  profile  is  characterized  by  an  at-­risk  Attention  Problems  scale   score  in  addition  to  an  at-­risk  Hyperactivity  scale  score.  At  post-­therapy  and  follow-­up,  Kelly’s   grandma  reports  that  Kelly  maintains  an  attention  level  similar  to  that  of  others  her  age. Several  parenting  variables  are  associated  with  depression  and  anxiety.  These  include   low  levels  of  parental  warmth  and  acceptance,  poor  communication,  and  increased  familial   conflict.  Furthermore,  harsh  and  rejecting  parenting  styles  may  be  related  to  depression,  and   anxiety  has  been  associated  with  overcontrolling  and  intrusive  parenting.  Furthermore,  parents   are  often  involved  in  the  therapy  process.   At  pre-­therapy,  Kelly's  T  score  on  Activities  of  Daily  Living  is  40  and  has  a  percentile   rank  of  16.  This  T  score  falls  in  the  At-­Risk  classification  range,  and  follow-­up  may  be   necessary.  Kelly's  parent/guardian  reports  that  Kelly  has  difficulty  performing  simple  daily  tasks   in  a  safe  and  efficient  manner.    At  post-­therapy  and  follow-­up,  Kelly's  Grandma  reports  that   Kelly  is  able  to  adequately  perform  simple  daily  tasks,  in  a  safe  and  efficient  manner. At  pre-­therapy,  Kelly's  score  on  Functional  Communication  fell  in  the  At-­Risk   classification  range.  Kelly's  grandma  reports  that  Kelly  demonstrates  poor  expressive  and   receptive  communication  skills,  and  that  Kelly  has  difficulty  seeking  out  and  finding  information   on  her  own.    At  post-­therapy  and  follow-­up,  Kelly's  Grandma  reports  that  Kelly  generally   exhibits  adequate  expressive  and  receptive  communication  skills,  and  that  Kelly  is  usually  able   to  seek  out  and  find  new  information  when  needed.   At  follow-­up  only,  Kelly's  score  on  Withdrawal  fell  in  the  At-­Risk  classification  range,   and  follow-­up  may  be  necessary.  Kelly's  grandma  reports  that  Kelly  is  seemingly  alone,  has   difficulty  making  friends,  and/or  is  sometimes  unwilling  to  join  group  activities LI THERAPY WITH CHILDREN 114 BASC-2: Teacher Reports3 Overview   Externalizing Hyperactivity Aggression Conduct   Problems Internalizing Anxiety Depression Somatization School  Prob. Attention  Prob. Learning  Prob. Behavioural Atypicality Withdrawal Adaptive  Skills Adaptability Social  skills Leadership Mr  G   Pre S.t.O. S.t.O. S.t.O. S.t.O. Mr  G   Post* Mr  G   F/U Ms  C   Pre Ms  C   Post                     At  Risk   At  Risk       Clinicall y  Sign. S.t.O. S.t.O. At  Risk At  Risk                     S.t.O.                   At  Risk   At  Risk       At  Risk   S.t.O.   S.t.O.   Study  Skills At  Risk     Functional   S.t.O.     Comm. S.t.O.    =  Similar  to  Others Ms  C   F/U Ms  D   Pre Ms  D   Post Ms  D   F/U       S.t.O. S.t.O. S.t.O.   At  Risk   S.t.O.   S.t.O.   S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O.           At   At  Risk   Risk*** At  Risk At  Risk   S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O.       At  Risk   At  Risk   S.t.O. S.t.O. S.t.O.       S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O.           S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O.         S.t.O. At   Risk***   S.t.O. S.t.O. S.t.O. S.t.O.           At  Risk   S.t.O.   S.t.O.   S.t.O. S.t.O. S.t.O.   S.t.O.**     S.t.O. S.t.O. S.t.O. S.t.O. S.t.O.** S.t.O.   ** At  Risk At  Risk S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. S.t.O. *  Mr  G’s  post-­data  was  deleted  after  the  case  development  meeting  because  of  a  scoring  error.   **  Changed  from  “At  Risk”  to  “Similar  to  others”  after  case  development  meeting  because  of   misleading  automatic  categorization  in  the  report  despite  statistical  insignificance.   ***  Changed  from  “Similar  to  others”  to  “At  Risk”  after  case  development  meeting  because  of   3    All  data  from  the  BASC-­2  TRS  were  valid  in  terms  of  F  Index,  Response  Pattern,  Consistency,  L,  and   V. LI THERAPY WITH CHILDREN 115 misleading  automatic  categorization  in  the  report  despite  statistical  insignificance.   Clinical Summary - Mr. G Follow  this  link  to  full  pre-­therapy  report Follow  this  link  to  full  post-­therapy  report At  pre-­therapy,  the  BASC-­2  items  endorsed  by  Mr  G  resulted  in  clinically  significant   Depression  and  Anxiety  scales,  a  pattern  that  occurred  in  2%  of  the  standardization  sample.   This  profile  typically  indicates  high  levels  of  internal  distress  such  as  depressed  mood,  anxious   distress,  and  low  self-­esteem,  as  well  as  physical  complaints  such  as  headaches,  stomach   aches,  lethargy,  and  pain.   At  pre-­therapy,  Kelly  also  exhibited  an  elevation  on  Attention  Problems,  a  pattern  that   occurred  in  50%  of  the  BASC-­2  standardization  sample  with  clinically  significant  Depression  and   Anxiety  scales.  This  suggests  that  she  is  exhibiting  significant  behavioral  difficulties  in   conjunction  with  her  emotional  distress  and  indicates  that  additional  diagnostic  considerations   might  include  attention-­deficit/hyperactivity  disorder  (ADHD).  Furthermore,  it  may  be  the  case   that  emotional  distress  is  causing  Kelly  to  act  out,  or  that  negative  feedback  related  to  her   behavioral  issues  is  resulting  in  depressed  or  anxious  mood.   At  pre-­therapy,  the  pattern  of  BASC-­2  item  endorsements  by  Mr  G  resulted  in  an  at-­risk   Withdrawal  scale.  Items  from  the  Withdrawal  scale  measure  several  core  behaviors  commonly   described  in  autism  spectrum  disorders,  but  it  is  also  possible  for  this  scale  to  be  elevated  due   to  behavioral  or  mood  difficulties.  For  children  who  are  presenting  with  internalizing  problems,   elevated  Withdrawal  scores  may  reflect  timidity,  low  prosocial  drive,  or  peer  rejection.   At  pre-­therapy,  the  pattern  of  BASC-­2  item  endorsements  by  Mr  G  resulted  in  an  at-­risk   Learning  Problems  scale.  Children  with  mood  problems  may  struggle  with  attention  and   concentration,  lack  motivation,  or  record  frequent  absences  due  to  physical  symptoms  such  as   fatigue,  headaches,  or  stomachaches.  Conversely,  children  with  learning  difficulties  may   develop  feelings  of  anxiety,  frustration,  and  poor  self-­esteem  due  to  their  academic   inadequacies,  and  they  may  complain  of  somatic  symptoms  in  order  to  avoid  school.. At  pre-­therapy,  the  BASC-­2  items  endorsed  by  Mr  G  resulted  in  an  at-­risk   Developmental  Social  Disorders  content  scale  score.  This  suggests  that  Kelly  may  be  exhibiting   problems  with  self-­stimulation,  withdrawal,  and  inappropriate  socialization.  This  is  consistent   with  her  elevated  Atypicality  and  Withdrawal  scale  scores.   Clinical Summary - Ms. C Follow  this  link  to  full  pre-­therapy  report LI THERAPY WITH CHILDREN 116 Follow  this  link  to  the  full  post-­therapy  report At  pre-­  and  post-­therapy,  the  BASC-­2  items  endorsed  by  Ms.  C  resulted  in  an   elevation  on  the  Depression  scale.  It  is  important  to  note  within  this  context  that  Kelly  exhibits   above  average  social  skills  as  rated  by  her  teacher.  This  suggests  that  her  problems  are  not   interfering  with  the  skills  necessary  for  adaptive  social  functioning.  This  is  a  good  prognostic   indicator  of  future  adjustment  and  an  area  of  functioning  that  parents  and  teachers  can   emphasize  in  order  to  promote  self-­esteem  and  feelings  of  adequacy.     At  post-­therapy  only,  Kelly's  score  on  Hyperactivity  fell  in  the  At-­Risk  classification   range,  and  follow-­up  may  be  necessary.  Ms  C  reports  that  Kelly  often  engages  in  a  number  of   behaviors  that  may  be  adversely  affecting  other  children  in  the  classroom.  At  times,  Kelly  is   considered  to  be  restless  and  impulsive,  and  has  difficulty  maintaining  her  self-­control.   At  post-­therapy  only,  Kelly's  score  on  Anxiety  fell  in  the  At-­Risk  classification  range,   and  follow-­up  may  be  necessary.  Ms  C  reports  that  Kelly  sometimes  displays  behaviors   stemming  from  worry,  nervousness,  and/or  fear.   At  post-­therapy  only,  Kelly's    score  on  Attention  Problems  fell  in  the  At-­Risk   classification  range,  and  follow-­up  may  be  necessary.  Ms  C  reports  that  Kelly  has  difficulty   maintaining  necessary  levels  of  attention  at  school.  The  problems  experienced  by  Kelly  might   disrupt  academic  performance  and  functioning  in  other  areas.   At  post-­therapy  only,  Kelly's  score  on  Learning  Problems  fell  in  the  At-­Risk   classification  range,  and  follow-­up  may  be  necessary.  Ms  C  reports  that  Kelly  has  difficulty   comprehending  and  completing  schoolwork  in  a  variety  of  academic  areas.   At  post-­therapy  only,  Kelly's  score  on  Adaptability  fell  in  the  At-­Risk  classification   range,  and  follow-­up  may  be  necessary.  Ms  C  reports  that  Kelly  has  difficulty  adapting  to   changing  situations,  and  that  Kelly  takes  longer  to  recover  from  difficult  situations  than  most   others  her  age.   At  post-­therapy  only,  Kelly's  score  on  Functional  Communication  fell  in  the  At-­Risk   classification  range,  and  follow-­up  may  be  necessary.  Ms  C  reports  that  Kelly  demonstrates   poor  expressive  and  receptive  communication  skills,  and  that  Kelly  has  difficulty  seeking  out  and   finding  information  on  her  own.   Clinical Summary - Ms. D Follow  this  link  to  the  full  pre-­therapy  report Follow  this  link  to  the  full  post-­therapy  report Follow  this  link  to  the  full  follow-­up  report At  pre-­therapy,  post-­therapy,  and  follow-­up  Kelly's  profile  of  BASC-­2  scale  scores   LI THERAPY WITH CHILDREN 117 does  not  indicate  significant  elevations  on  BASC-­2  externalizing  problems,  internalizing   problems,  or  Attention  Problems  scales.  This  suggests  the  absence  of  clinical  syndromes   associated  with  these  scales.   At  pre-­  and  post-­therapy,  Kelly's  score  on  Study  Skills  fell  in  the  At-­Risk  classification   range,  and  follow-­up  may  be  necessary.  Ms  D  reports  that  Kelly  demonstrates  weak  study  skills,   is  poorly  organized,  and  has  difficulty  turning  in  assignments  on  time.  At  follow-­up  in  the  new   Grade,  Ms  D  reports  that  Kelly  generally  exhibits  adequate  organizational  and  study  skills,  and   she  completes  most  homework  in  a  timely  fashion. Parenting Relationship Questionnaire (PRQ) The  Parenting  Relationship  Questionnaire  (PRQ)  provides  information  on  the  relationship   between  a  parent/caregiver  and  a  child  that  can  be  used  in  a  variety  of  school,  clinical,  and   counseling  settings.   PRQ Results Overview PRQ  MATRIX Rachelle   Rachelle   Rachelle   Mitch   Pre Post Follow-­   Pre up Average Average Average Average Attachment   Scale Communication   Average Scale Discipline   Average Practices     Average Average     Average Average   Involvement Average Average Parenting   Confidence Sign.     below   Average Average Average Average Mitch   Post Average Mitch   Grandma   Grandma   Follow-­   Pre Post up Average Average Average Grandma   Follow-­ up Average Average Average Average Average Average Average Sign.   Above   Average Average Average Sign.   Below   Average Average Average Average Average Sign.   Above   Average Average Average Average Average Average Average Average Average Average Sign.   Above   Average Average Average Average Average Average Average Average Average Sign.   Above   Average Average   Satisfaction   with  School Relational   Frustration Average Average Sign.   below   Average Average     Average Average         PRQ Mother Link  to  Rachelle’s  full  pre-­therapy  PRQ  report Link  to  Rachelle’s  full  post-­therapy  PRQ  report   Average LI THERAPY WITH CHILDREN 118 Link  to  Rachelle’s  full  follow-­up  report     At  pre-­therapy  and  follow-­up,  the  score  for  Parenting  Confidence  fell  in  the   Significantly  Below  Average  classification  range.  Rachelle  C  reported  a  low  level  of   confidence  in  her  ability  to  make  good  parenting  decisions,and  she  reports  having  difficulty   establishing  control  in  her  household.  At  post-­therapy,  this  score  fell  into  the  Average  range,   indicating  that  she  has  a  typical  amount  confidence  in  her  ability  to  make  good  parenting   decisions   (Side  note:  This  change  could  be  due  to  her  own  therapy  that  was  parallel  to  Kelly’s  therapy.) PRQ Father Link  to  Mitch’s  full  pre-­therapy  PRQ  report Link  to  Mitch’s  full  post-­therapy  PRQ  report Link  to  Mitch’s  full  follow-­up  PRQ  report At  pre-­therapy  and  follow-­up,  the  score  for  Discipline  Practices  fell  in  the  Significantly   Above  Average  classification  range.  Mitch  reports  being  consistent  when  responding  to  Kelly's   misbehaviour  and  indicates  that  establishing  household  rules  is  important.    At  post-­therapy,   this  score  fell  into  the  Average  range,  indicating  that  Mitch  is  consistent  when  responding  to   Kelly’s  misbehaviour  and  establishing  household  rules  is  important.       At  pre-­therapy,  the  score  for  Satisfaction  With  School  fell  in  the  Significantly  Above   Average  classification  range.  Mitch  indicated  that  he  was  very  pleased  with  the  services  his   child's  school  provided.    At  post-­therapy  and  follow-­up,  this  score  fell  into  the  Average  range,   indicating  that  he  is  generally  pleased  with  the  services  his  child's  school  provides. PRQ Grandma Link  to  Grandma’s  full  pre-­therapy  PRQ  report Link  to  Grandma’s  full  post-­therapy  PRQ  report Link  to  Grandma’s  full  follow-­up  PRQ  report At  pre-­therapy,  the  score  for  Discipline  Practices  fell  in  the  Significantly  Below   Average  classification  range.  Grandma  reported  being  somewhat  inconsistent  when  responding   to  a  variety  of  common  types  of  misbehaviour  displayed  Kelly,  including  breaking  family  rules,   being  disrespectful,  and  destroying  other  people's  things.  Such  inconsistency  may  reflect  an   overly  permissive  parenting  style,  or  it  may  be  the  result  of  caring  for  a  child  with  significant   behavioral  problems.  Further  analysis  of  the  child's  behavior  may  be  warranted.       At  post-­therapy  and  Follow-­up,  this  score  fell  into  the  Average  classification,  which   LI THERAPY WITH CHILDREN 119 indicates  Grandma  reports  being  consistent  when  responding  to  Kelly’s  misbehavior  and   indicates  that  establishing  household  rules  is  important.       At  post-­therapy,  Grandma’s  score  for  Satisfaction  with  school  moved  from  Average  to   Significantly  Above  Average  classification,  indicating    that  she  is  very  pleased  with  the   services  Kelly's  school  provides.    At  follow-­up,  she  rated  it  as  average.   LI THERAPY WITH CHILDREN 120   FACES IV (The Family Adaptability and Cohesion Scales) The  FACES  IV  is  a  tool  to  assess  family  functioning  in  terms  of  family  cohesion  and   flexibility  on  6  different  scales;;  2  to  assess  balanced  functioning  (family  cohesion  and  family   flexibility)  and  4  to  assess  unbalanced  functioning  (disengaged  and  enmeshed  cohesion,  as  well   as  rigid  and  chaotic  flexibility).  Additionally,  the  FACES  IV  also  assess  family  communication   and  family  satisfaction.   Kelly,  Rachelle,  and  Mitch  all  filled  out  the  FACES  IV  individually  pre-­therapy,  post-­ therapy  and  at  follow-­up.  Results  seem  to  indicate  that  the  family  system  is  mainly  balanced,   with  only  a  few  areas  out  of  the  ordinary.    Below  is  a  list  of  these  issues  with  changes  from  pre   to  post-­therapy.     1.   Mitch’s  rating  for  Rigidity  was  High  at  pre-­therapy,  Low  at  post-­therapy,  and  High  at   follow-­up.     2.   Rachelle’s  rating  for  Family  Satisfaction  was  Low  at  pre-­therapy  and  High  at  post-­ therapy  and  follow-­up.     3.   Kelly’s  rating  for  Family  Communication  was  Low  at  pre-­therapy  and  Very  Low  at  post-­ therapy  and  follow-­up.     4.   Kelly’s  rating  for  Family  Satisfaction  was  Very  Low  at  pre-­therapy,  Moderate  at  post-­ therapy,  and  Very  Low  at  follow-­up.       One  possible  explanation  for  Kelly’s  rating  on  Family  Communication  and  Family   Satisfaction  could  be  that  according  to  mom,  Kelly  became  more  assertive  through  therapy  and   speaks  up  for  herself  more  often,  rather  than  keeping  peace  and  not  upsetting  anyone.    Thus,   with  an  increased  self-­awareness  and  self-­confidence,  her  expression  of  family  communication   and  satisfaction  could  have  become  less.   Link  to  pre-­therapy  profile  summary Link  to  pre-­therapy  Circumplex  model Link  to  post-­therapy  profile  summary Link  to  post-­therapy  Circumplex  model Link  to  follow-­up  profile  summary Link  to  follow-­up  Circumplex  model LI THERAPY WITH CHILDREN 121 Change Interviews Change  Interviews  were  conducted  at  the  end  of  therapy.    Kelly,  as  well  as  her  mom,   were  interviewed  about  their  perception  of  what  things  have  changed  over  the  course  of   therapy.    In  Rachelle’s  interview,  she  was  also  asked  how  likely  she  thinks  these  changes  were   because  of  therapy.    The  interview  with  Kelly  was  conversational  over  playing  in  the  rice  tray   while  the  interview  with  Rachelle  was  more  formal,  yet  semi-­structured.  This  section  only   represents  pertinent  parts  of  the  interview.    For  Kelly’s  full  interview,  click  here.    For  Rachelle’s   interview  about  Kelly,  click  here. Kelly’s Change Interview 1.  General  Questions: 1c.  What  has  therapy  been  like  for  you?  How  have  you  felt  to  be  in  therapy?   She  said  that  therapy  was  nothing  new;;  it  was  like  the  feeling  circle  they  do  in  school   sometimes.    She  said  that  towards  the  end  she  felt  a  little  bit  bored,  not  a  whole  lot  but  also  not   very  excited.    She  said,  though,  that  Gillian  sometimes  mixed  it  up  a  bit  so  Kelly  didn’t  always   know  what  to  expect   2.  Description: 2a.  How  would  you  describe  yourself?   She  was  very  reluctant  in  answering  this  and  eventually  said  that  it  depends  on  the  day,   whether  she’s  happy  or  not.    I  asked  how  she  would  describe  herself  on  a  joyful  day.    She  said   happy  and  couldn’t  think  of  anything  else   2b.  How  would  your  best  friend  describe  you?   “I  don’t  know  how  she  would  describe  myself.    Fun,  I  guess,  loyal,  calm” She  said  several  times  that  she  never  thinks  of  things  like  that  and  she  seemed  reluctant.    She   also  said  she  doesn’t  like  these  kind  of  questions  because  it  makes  her  uncomfortable.    “It  feels   weird  inside”   3.  Changes: 3a.  Have  you  noticed  any  changes  in  yourself  since  you  started  therapy?   •   She  said  that  some  of  the  bullying  issues  changed  because  of  natural  causes  (people   moving  away,  passing  the  grade,  etc.  )   •   When  asked  whether  she’s  still  scared  about  her  father’s  health/other  people’s  health,   she  said  ‘not  really’   •   She  said  that  they  are  remodelling  the  house  because  she  asked  to  get  her  own  room   away  from  Ben  and  his  ticking  noises.     •   She  said  that  she  is  not  so  bugged  anymore  by  dad  being  away  because  he’s  home   more  often.     •   She  said  that  family  members  going  to  the  hospital  doesn’t  bug  her  anymore  because   LI THERAPY WITH CHILDREN 122 it  doesn’t  happen  as  much  anymore   •   She  said  that  she  is  still  a  bit  worried  about  having  to  move  schools  because  Ben  might   misbehave  or  make  too  much  noise.     When  asked  what  she  thinks  her  mom  would  say  if  she  has  changed  through  therapy,  she  said   that  her  mom  would  say  that  Kelly  is  happier  now.     5.    Helpful  Aspects:  Was  there  something  that  has  been  helpful  about  your   therapy  so  far?   She  said  that  there  wasn’t  really  something  that  was  helpful.    Talking  helped  a  bit.    “It’s  just   normal  to  me,  the  talking”.  She  said  it  wasn’t  boring  but  also  not  very  exciting”   7a.  What  kinds  of  things  about  the  therapy  were  not  so  helpful  or  even   disappointing  you?   She  said  it  was  hard  for  her  with  the  timeline,  because  she  does  not  remember  many  things   from  her  early  childhood.    She  said  that  friends  her  age  remember  more  about  their  younger   years  than  her.    So  that  made  it  a  bit  difficult.       She  said  that  talking  about  her  life  was  sometimes  not  so  nice  because  she  doesn’t  like  talking   about  herself,  she  said.    She  added  that  it  she  didn’t  know  Gillian  much  and  it  was  weird  for   them  to  talk  about  Kelly’s  life  not  knowing  Gillian  well  enough.   7c.  Has  anything  been  missing  from  your  time  in  therapy?   She  said  “not  really  .  .  .  .    we  talked  about  about  everything  that  I  wanted  to  talk  about”   Rachelle’s Interview about Kelly’s Changes Change Change  was:   1  -­  expected 3  -­  either 5  -­  surprised  by Without   therapy: 1  -­  unlikely 3  -­  neither 5  -­  likely Importance: 1  -­  not  at  all 2  -­  slightly 3  -­  moderately 4  -­  very 5  -­  extremely 5 5 5 5 3 5 5 1.  Discovered  her  backbone 5 1 2.  Gained  Maturity 5 1 3.  Communicates  better 5 2 4.  Taking  downtime 5 1 5.  Improved  sleeping  pattern 5 3 6.  Increased  self-­confidence 4 1 7.  Emotional  awareness/expression 4 1 Comments  to  the  changes: •   Change   1:   This   is   a   big   issue/change   for   mom.     Kelly   never   spoke   up   for   herself   and   always  gave  in.    Now  she  stands  up  for  her  needs  and  doesn’t  easily  give  way.    The  family   is  doing  reconstruction  in  their  house  because  Kelly  spoke  up  about  her  need  for  privacy   and   physical   distance   to   her   brother.     She   holds   her   ground,   also   according   to   Mitch,   Grandma,  and  the  school’s  principal.  In  front  of  the  principal  she  told  a  fellow  student  what   she  thinks  of  him  and  how  he  treated  her  wrongly.    That  never  happened  before,  according   LI THERAPY WITH CHILDREN 123 to  mom.   •   Change  2:  she’s  a  pre-­teen,  so  there  might  be  some  hormonal  changes,  too,  she  said.     Mom  adds  that  some  of  the  change  could  have  been  because  of  mom’s  therapy.    (Kelly   observes  her  mom  changing  and  changes  as  well)  However,  mom  added  that  she  was   surprised  by  how  quickly  Kelly  matured.     •   Change  3:  According  to  mom,  in  12  years  Kelly  never  spoke  up  for  herself.     •   Change  4:  According  to  mom,  Kelly  is  doing  more  of  what  her  body  needs  and  listens  to   her  body.    Mom  said  she  never  realized  how  little  Kelly  did  it  until  it  changed   •   Change  5:  Mom  said  that  the  change  could  be  because  of  teenage  years,  but  it  started   around  one  month  into  Kelly’s  therapy.    Mom  said,  Kelly  never  slept  in  and  now  she  does   and  she  sleeps  through  the  night.     •   Change  6:  Mom  said  she  was  surprised  how  little  self-­confidence  Kelly  actually  had.     •   Change   7:   According   to   mom,   Kelly   gained   more   understanding   of   why   the   situation   around  her  brother  has  to  be  the  way  it  is.     1c.  What  has  therapy  been  like  for  your  child  so  far?   Rachelle  said  that  Kelly  felt  very  good  about  therapy  and  that  it  was  a  very  good   outlet  for  her       3a.  What  changes,  if  any,  have  you  noticed  in  your  child  since  therapy  started?   Rachelle  said,  Kelly  changed  from  ‘everything  is  fine’  to  speaking  up  and  having  a  voice  for   herself.    According  to  mom,  she  does  not  ‘blow  up’  anymore  because  she  talks  about  her   feelings  before  it’s  too  late   5.  Attributions:  In  general,  what  do  you  think  has  caused  these  various  changes?     According  to  mom,  change  was  mainly  due  to  therapy,  in  combination  with  some  normal   teenage  development  (such  as  being  more  assertive  to  talk  back  to  parents,  improved  sleeping   patterns,  and  increased  self-­confidence)   6.  Helpful  Aspects:  Can  you  sum  up  what  has  been  helpful  about  your  child’s   therapy  so  far?   Having  someone  to  talk  to  on  a  one-­to-­one  basis  with  an  adult  outside  of  the  family.   7a.  What  kinds  of  things  about  the  therapy  have  been  hindering,  unhelpful,   negative  or  disappointing  for  you  or  your  child?   According  to  mom,  scheduling  was  sometimes  difficult.    Also,  now  that  Kelly  has  a   backbone  and  speaks  up  for  herself,  the  family  has  to  readjust  to  a  different  dynamic;;   even  Ben.    She  added  that  this  is  more  a  change  they  need  to  get  used  to,  rather  than   anything  unhelpful.   7c.  Has  anything  been  missing  from  your  child’s  treatment?   Mom  mentioned  that  more  sessions  might  have  been  more  helpful.   9a.  In  general,  do  you  think  that  your  child’s  ratings  mean  the  same  thing  now  that  they   did  before  therapy?   Mom  mentioned  that  at  the  beginning  Kelly  didn’t  seem  to  understand  what  is  asked  of  her   LI THERAPY WITH CHILDREN 124 and  maybe  some  of  the  ratings  on  the  PQs  and  HATs  might  have  been  more  uninformed.     She  added  that  towards  the  end  of  therapy,  Kelly  became  more  serious  about  the  forms.   PQ Overview The  PQ  (Personal  Questionnaire)  was  created  in  the  first  session  with  Gillian  and  Kelly  and   consists  of  items  that  Kelly  currently  experiences  of  problems.    From  that  a  weekly  document   was  created,  which  Kelly  was  asked  to  fill  out  before  session  to  indicate  how  much  these  issues   have  bugged  her  in  the  last  week. PQ  Items: 1.  Being  bullied  on  my  birthday.   2.  Being  bullied  for  a  whole  year  about  a  boy.   3.  Being  bullied  about  my  body. 4.  Being  scared  about  Dad’s  safety. 5.  Being  bugged  by  the  email  from  the  teacher. 6.  Being  bugged  by  Ben's  noise.   7.  Being  bugged  at  school  about  my  brother. 8.  Being  bit  by  a  dog  would. 9.  Being  separated  from  Dad.   10.  Being  bugged  that  family  members  go  to  the  hospital. 11.  Being  bugged  by  having  to  move. 12.  Being  bugged  about  going  to  people’s  houses  when  Ben  had/has  to  go  to  the  hospital.   Observations  and  comments  about  PQ  scores  over  course  of  therapy •   All  PQ  items  shifted  at  least  2  points,  except  for  Ben’s  noises  (2  points  is  considered  by   the  developers  a  threshold  to  indicate  a  significant  shift)   •   Bullying  doesn’t  bug  her  as  much  anymore,  mainly  because  school  is  out  now  and  all  the   people  who  bullied  her  won’t  come  back   •   She’s  not  as  worried  about  family’s  hospital  visits  because  there  haven’t  been  any  lately   •   She  is  still  worried  a  little  but  not  as  much  as  before  about  having  to  move  schools  again   •   She  is  only  half  as  worried  for  her  dad’s  safety  as  before  therapy     Tracking  of  all  PQ  items  over  the  course  of  therapy: Tr LI THERAPY WITH CHILDREN Tracking  of  the  PQ  Mean  throughout  therapy 125 LI THERAPY WITH CHILDREN 126 Links to therapy assessments Link  to  summary  of  all  sessions  and  session  assessments Link  to  folder  with  all  PQs Link  to  folder  with  all  HATs Link  to  all  clinical  notes Link  to  folder  with  all  Therapist  Session  Notes  Questionnaires  (TSNQ) Link  to  folder  with  weekly  video  observation  notes   Other Input Final Case reflections regarding Kelly by Therapist: In  reflecting  on  the  Lifespan  Integration  Therapy  that  was  provided  for  Kelly  over  a   period  of  3  months,  I  would  like  to  offer  the  following  points  as  consideration  for  the  ways  in   which  LI  was  utilized,  the  process  of  data  collection  as  well  as  outcome  possibilities: When  initially  considering  potential  clients  for  this  study,  an  opportunity  presented  itself   to  be  able  to  work  with  a  Mother  and  Daughter,  subjects  who  ultimately  did  become  participants   LI THERAPY WITH CHILDREN 127 in  this  study.  The  younger  client,  Kelly,  was  identified  by  her  Mother  as  having  experienced   significant  traumatic  experiences  as  a  result  of  her  younger  Brother’s  medical  issues  from  birth.   Due  to  ongoing  serious  medical  concerns  with  both  the  client’s  Brother  as  well  as  her  Mother   (details  that  are  extensively  covered  in  the  intake  process  notes),  Kelly  was  left  for  extensive   periods  of  time  at  a  very  early  age  and  attachment  issues  as  well  as  exposure  to  trauma  at  an   early  age  and  again  later  in  life.   Initial  assessment  of  trauma  in  Kelly’s  intake  did  not  technically  surface  and  as  such  the   measureable  outcomes  of  LI  with  a  child  dealing  with  trauma  may  not  be  as  readily  available   and/or  easily  identifiable  based  on  the  measures  that  were  used  to  capture  the  changes.   However,  as  a  clinician  who  has  worked  with  trauma  for  many  years  and  also  engaged  LI  in   some  of  those  cases,  I  offer  the  following  considerations  with  regards  to  what  I  consider  a   richness  of  data  from  this  case  and  thoughts  on  further  possible  exploration: •   Kelly’s  changes  as  she  went  through  the  process  were  not  captured  in  the  HAT  or  in   self-­reports  during  session,  however,  Kelly’s  Mother  was  reporting  significant  changes.  It   would  seem  that  the  change  reporting  tools  were  not  capturing  the  full  picture  and  as   such  a  shift  occurred  in  that  Mom  began  to  email  her  observations  to  the  team.    For   future  research,  exploration  of  change  measures  that  more  effectively  capture  what  is   occurring  that  may  not  be  reported,  reflected  or  registered  by  the  child  client  will  be   beneficial  so  as  to  gain  all  relevant  information  which  might  otherwise  be  lost.  The   charting  system  that  Cathy  Thorpe  utilizes  to  capture  the  child’s  issues  was  extremely   helpful  in  this  case  and  also  provided  for  a  useful  measure  towards  termination  of   sessions  as  it  was  revisited  and  change  vis  a  vis  new  ratings  for  identified  issues  were   assigned.     •   A  critical  consideration  in  my  opinion  in  terms  of  linking  a  child’s  therapeutic  outcome  to   the  intervention  used  is  the  child’s  capacity  to  comprehend  and  process  the  concepts   and  reflections  needed  to  engage  in  general,  and  in  this  case  specifically  to  Lifespan   Integration..  Kelly’s  QEEG  revealed  some  information  processing  issues  and  this  issue   had  been  reported  by  her  Mother  as  it  has  come  up  at  school  (teacher’s  reporting  that   Kelly  “doesn’t  comprehend”  concepts),  and  was  also  reflected  in  the  sessions   themselves  when  Kelly  would  divert  regularly  form  queries  or  explorations  presented  to   her.  While  there  is  also  a  questions  as  to  whether  these  diversions  in  therapy  were  also   avoidance  behaviors,  it  is  nonetheless  worth  considering  that  an  information  processing   issues  could  have  interfered  with  Kelly’s  ability  to  make  meaning  of  some  of  the  events   in  her  life  or  piece  together  some  of  her  felt  experiences  in  the  context  of  her  memory   LI THERAPY WITH CHILDREN 128 cues.  Further  exploration  of  a  child’s  ability  to  process  may  be  beneficial  to  further   expand  LI  therapy  in  terms  of  efficacy  (this  could  be  just  as  true  for  adults).   •   Kelly  did  seem  to  have  learned  some  coping  strategies  from  her  Mother  and  at  times   would  almost  quote  word  for  word  her  Mother’s  ways  of  dealing  with  difficult  situations  by   “not  thinking  about  it”  or  “shutting  it  down”  the  opportunity  to  have  worked  with  both  the   mother  and  Daughter  in  this  case  is  going  to  glean  insights  and  information  that  might   not  otherwise  have  been  accessed  which  I  see  as  a  big  bonus  in  terms  of  assessing  LI   efficacy.     Interview with Therapist About Systematic Changes •   Question:  “Tell  us  about  the  time  when  you  met  the  family  at  their  place  towards  the  end   of  therapy  sessions  with  them”   o   Kelly  was  keen  to  get  to  show  therapist  her  world  and  frustrated  that  it  took  so   long  to  deal  with  her  brother’s  meetings.    Gillian  mentioned  that  she  saw  a  desire   in  Kelly  to  be  part  of  the  whole  research  and  therapy  endeavour  that  she  hasn’t   shown  before.       o   At  the  same  time  she  spoke  up  about  her  feelings  and  concerns  about  her  dad.     Dad  had  never  heard  it  this  way  and  was  quite  impacted  by  Kelly’s  concerns   o   There  was  an  acknowledgement  that  Kelly’s  experience  impacted  the  family  just   as  much  as  Ben’s  experience   •   Question:  “Even  though  measures  of  trauma  did  not  pick  up  on  any  trauma  influences,   were  there  any  concerns  that  you  saw  in  your  work  with  her?  “   o   There  is  a  systemic  influence  in  that  Kelly  copies  and  mirrors  mom’s  crises   responses   o   Also,  there  seems  to  be  a  developmental  component,  which  seems  to  indicate   information  processing  problems.    Thus  traumatic  experience  could  have  been   processed  differently   o   Or  other  way  around,  did  early  trauma  cause  information  processing  problems?     o   Along  that,  could  the  processing  problem  have  influenced  Kelly’s  experience  of   LI?    Were  some  of  the  seeming  disconnect  to  her  timeline  because  of  the   information  processing  problems?     o   It  was  more  likely  an  emotional  disconnect  to  her  memories  than  a  dissociation.     This  might  become  clearer  in  working  with  her  EEG     o   Kelly  having  problems  with  Ben’s  noises  indicate  a  heightened  nervous  syste,   LI THERAPY WITH CHILDREN 129 which  seems  to  stem  from  her  anxiety  about  her  dad’s  safety   •   Question:  “What  are  some  of  Kelly’s  therapy  gains   o   She  was  able  to  develop  a  voice  and  speak  up  for  her.       o   She  felt  seen  and  validated   •   QUestion:  Is  there  anything  that  LI  added  to  this  gain/to  what  degree?     o   the  mechanism  of  her  cue  list  being  centred  around  her  own  life  and  focus  just  on   her  experience  was  meaningful  and  helpful  to  Kelly   •   Question:  Are  Kelly’s  changes  secondary  to  Rachelle’s  changes  through  her  own   therapy.    To  what  degree  could  mom’s  therapy  have  been  a  positive  influence  on  Kelly?     o   them  coming  together  to  therapy  was  helpful  so  they  could  talk  in  the  car  and   spend  time  together   o   Rachelle’s  changes  were  less  outward  than  inward  to  Kelly  might  not  have  been   able  to  observe  changed  behaviours  in  Rachelle   o   If  there  was  an  influence,  then  it  was  not  overt  but  maybe  through  a  less  tense   situation  at  home   o   Also,  mom’s  report  of  Kelly’s  changes  happened  earlier  in  therapy  than   Rachelle’s  changes   •   Questions:  Did  you  observe  any  shifts  in  Kelly   o   towards  the  end  there  was  more  openness  about  her  feelings  towards  her  family   as  well  as  her  interactions  with  me   •   Question:  any  last  comments   o   I  wish  I  could  have  been  more  creative  in  ways  to  use  other  expressive  ways  of   creating  her  timeline  not  just  through  words.     o   Is  there  a  way  to  evolve  LI  to  be  less  word-­focused  and  spoken  accounts  of   memories   Email from Mom July 5th Date:  July  5,  2015  at  3:26:15  PM  PDT To:  "Gillian  drader"   Subject:  kelly   Hi. [Kelly]  spent  last  week  on  the  coast  with  dad  and  grandma  so  I  don’t  really  have  any  input  for   that  week.  This  week  with  having  her  home  the  full  week  has  been  interesting.  I  have  noticed   LI THERAPY WITH CHILDREN 130 that  there  seems  to  be  a  calmness  after  her  sessions  with  Gillian.  The  calm  last  a  good  few   days.  It  appears  that  she  is  less  stressed  and  on  edge  with  things.  Her  tolerance  for  her   brother  is  a  lot  better  after  sessions.  This  week  with  her  missing  Monday  with  Gillian  I  can  tell   a  difference.    She  seemed  a  little  moody  this  week.    I  thought  her  mood  would  be  better  as   school  is  officially  done  and  she  passed  everything.  Her  sleeping  is  doing  a  lot  better  in  the  last   few  weeks.  We  were  getting  a  lot  of  “I  can’t  sleep”  at  night.  this  has  decreased  by  about  50%  i   would  say.  She  has  never  been  one  for  sleeping  in  and  she  has  actually  started  sleeping  in.   Normal  wake  up  time  is  7  am  now  sometimes  she  isn’t  up  till  8:30  ish.  This  is  a  huge  change   for  her.  She  is  expressing  her  feelings  more  as  well.  Not  only  is  she  expressing  them  she  is  a   lot  more  direct  about  it.  Normally  she  doesn’t  say  anything  till  she  is  really  upset  and  then  it  is   yelling.    She  is  standing  up  for  herself  more  as  well  which  is  nice  to  see  as  she  has  always  been   the  one  to  be  more  quiet  and  let  the  other  person  have  what  they  want.    the  other  thing  i   have  noticed  is  that  she  is  starting  to  enjoy  just  relaxing.  instead  of  staying  in  the  pool  to  play   all  day  sometimes  she  wants  to  relax  on  the  chaise.  Her  taking  time  to  just  relax  either  outside   or  even  in  bed    in  the  morning  is  a  new  thing.  if  i  think  of  anything  else  I  will  let  you  know. Thanks Post-Therapy Letter From Mom About Kelly’s Changes Below  you  find  excerpts  from  a  letter  by  Rachelle,  Kelly’s  mom  and  she  perceives  these   changes  in  Kelly  through  therapy.  For  the  full  letter,  click  here. “We  have  now  finished  the  study  and  are  pleased  with  the  results  that  we  can  see  and   feel.  Kelly  was  having  struggles  from  emotional  to  comprehension  to  memory  issue  ...  We   noticed  that  before  the  study  she  was  so  concerned  with  others  and  not  her  own  feelings.  She   would  take  a  hit  emotionally  if  it  meant  someone  else  didn’t  have  to.  Her  memory  was   shockingly  bad  and  her  tolerance  for  her  brother  was  very  short,  it  concerned  us.   “As  we  started  this  process  I  was  very  excited  and  proud  to  see  her  finally  open  up  and   start  to  talk  about  HER  feelings.  Some  of  the  things  that  came  up  with  her  I  expected  and  some   I  didn't.  Having  her  do  the  session  [and]  after  having  to  fill  out  the  papers  [HAT]  I  feel  made  her   think  a  little  more  about  herself  and  what  her  needs  are.  I  have  seen  her  become  more   confident  with  herself.  She  expresses  herself  with  a  maturity  that  wasn’t  there  before  the  study  .   .  .    She  has  spoken  with  me  about  how  things  like  being  bullied  by  a  boy  doesn't  [sic]  bother  her   anymore.  This  is  something  she  barely  spoke  to  us  about  before  the  study  .  .  .  She  now  talks   LI THERAPY WITH CHILDREN 131 about  how  she  was  bullied  but  is  ok  with  it  as  she  has  now  “dealt  “  with  it.  I  feel  those  are   powerful  words  coming  from  her.  This  is  a  kid  that  would  only  respond  “it's  fine”  if  I  had  talked  to   her  about  it  before  ...Other  moms  that  know  Her  well  comment  how  mature  she  seems  now  and   she  seems  to  have  a  different  calm  about  her  .  .  .   “Her  sleep  has  improved  as  well.  For  the  first  time  this  summer  she  started  sleeping  in.   She  has  never  slept  in.  The  other  day  she  had  a  issue  with  one  of  her  best  friends.  She  asked   to  talk  to  me  in  private  and  proceeded  to  tell  me  that  she  did  not  like  the  way  her  friend  was   acting.  She  was  upset  that  her  friend  was  being  bossy  and  trying  to  show  off.  Kelly  said  that  she   still  wants  to  be  her  friend  but  thinks  that  maybe  she  needs  some  space  from  her.  It  was  a  nice   moment  of  having  her  reach  out  like  that.  She  was  actually  pretty  clear  about  what  was   bothering  her  and  I  think  she  was  just  looking  for  reassurance  that  she  was  making  a  good   decision  to  take  some  space.   “She  is  really  liking  her  quiet  time  now  as  well.  She  is  just  as  likely  to  watch  tv  as  she  is   to  put  music  on  and  draw  .  .  .  Over  all  the  experience  of  watching  her  go  through  this  has  been   great.  I  am  very  pleased  with  who  she  is  becoming  and  I  feel  that  life  span  was  a  great  way  for   her  to  start  her  teen  years  with  a  bit  of  her  baggage  cleaned  up”     LI THERAPY WITH CHILDREN 132 APPENDIX C PARENT AGREEMENT TO PARTICIPATE   Research Study Title: Lifespan Integration Efficacy   Principal Investigator: Janelle Kwee, Psy.D., R.Psych. Assistant Professor Counselling Psychology Department, Trinity Western University Email: Janelle.kwee@twu.ca Phone: 604-513-2034 ext.3870   Co-Investigator: Gillian Drader, MA, RCC, Owner and Director Drader and Associates, Abbotsford, BC Email: draderandassociates@gmail.com Phone: 604-625-7852   Research Team: Marvin McDonald, Ph.D., R.Psych. Program Director Counselling Psychology Department, Trinity Western University Email: mcdonald@twu.ca Phone: 604-513-2034   Christian Rensch, MA Student Counselling Psychology Department, Trinity Western University Email: Christian.rensch@mytwu.ca Phone: 604-513-2034   Elizabeth Chan, MA Student Counselling Psychology Department, Trinity Western University Email: chan.elizabethj@gmail.com Phone: 604-513-2034     Description of Lifespan Integration Therapy: Lifespan Integration (LI) is a therapy that aims to enable clients to integrate difficult past experiences that compromise current functioning into their lives through therapeutic work that includes repetitions of a timeline comprised of real memories from their lifespan. By integrating the real life memory, clients heal their previous hurts and spontaneously think, feel, and act in healthier ways regarding their presenting LI THERAPY WITH CHILDREN 133 problems. While LI has been used with adults and children with apparent success, this is the first formal study designed to investigate the efficacy of LI with children. Purpose: The purpose of this research study is to learn about whether people receiving Lifespan Integration Therapy experience helpful change or not, and to learn about what happens in the process. The purpose includes gathering details about what was helpful or not helpful as well as information on how and when any changes were noticed or experienced. No matter what the specific results are, the purpose for gathering this information will contribute to the knowledge available regarding what makes for good therapy. Procedures: There are four ‘parts’ to this study: Shortly before your first therapy session, a research team member will meet with you and: Conduct a neurofeedback assessment by attaching painless electrodes to your child’s scalp. Complete a questionnaire about your child’s behaviour, called the Behavioural Assessment System for Children, Second Edition (BASC-2), including the Parent Relationship Questionnaire. There is a parent and teacher form of this questionnaire and a child form for participants over age 8. work with you and your child to identify goals for your therapy conduct an audio-recorded interview to gather background information. (The interview is recorded to assist the researcher in not needing to take notes and will be kept strictly confidential and anonymous – see confidentiality section.) This meeting will take approximately 1 ½ to 2 hours.   The three-month therapy phase where you have 6-12* therapy sessions with your therapist and: - before each session you will be asked to rate how things are going with identified therapy goals - during each session, your child will have electrodes attached to your scalp to measure brainwave activity - after each session you will be asked to fill out a form about what was helpful/not helpful. These will take approximately 30 minutes per therapy session (not during therapy time). * The exact number/frequency of sessions between 6 and 12 will be decided between you and your therapist depending on your needs/situation and also allows for missed appointments if needed. -as part of the data set about your experience with LI, therapists of participating clients will also be completing a “Therapist Session Note Questionnaire” which is a summary of their observations from your work together. After the last therapy session for this study (i.e. after three months), a research LI THERAPY WITH CHILDREN 134 team member will meet with you again and: Conduct a neurofeedback assessment by attaching painless electrodes to your scalp. Complete the BASC-2 again. ask you to fill out the 34-item check-box type questionnaire again conduct another audio-recorded interview similar to the first as well as questions about noticing or experiencing change or other interesting events during the last three months. This meeting will take approximately 1 ½ to 2 hours.     A final follow-up meeting very similar to the last one (#3) but after a little more time has passed – a month or so after the last meeting. Time will also be provided to debrief about the whole experience, discuss questions you may have about the study, and thank you for your participation. This meeting will take approximately 1 ½ to 2 hours.   A summary of the results of this study will be available to you and mailed/emailed if requested approximately one to two months after the follow-up meeting. Potential Risks and Discomforts: Participating in the procedures described above (questionnaires, forms, interviews) may stir up thoughts, memories or feelings that are uncomfortable or distressing. If this happens at a level beyond what you can manage during a meeting you can stop the process and/or discuss what is happening for you at any time. Nearby counselling resources, some of which offer sliding scale services, include the following: Fraser River Counselling ($20-$40/session), 604-513-2113; and Burnaby Counselling Group, 604-4301303; New Life Christian Counselling, 604-856-2578. You may also withdraw from the study at any time (see below). Potential Benefits: Beyond the benefits that come from the therapy directly, participating in this study provides more opportunity to learn about, reflect on, and discuss your situation and experiences. These sorts of opportunities may provide new perspectives, help solidify change, or offer unexpected experiences that may be beneficial to you. Your participation in this study will also contribute to knowledge used in research as well as in professional therapy practice about how various treatment types work to help people. Indirectly, you will have contributed to the common good, especially to people with similar challenges as yourself. Confidentiality: Your identity and any information that you provide in connection with this study will remain strictly confidential. Exclusion to this confidentiality is if you reveal intent to harm yourself or others, then we are required by law to inform the appropriate authorities. You will be given a pseudonym (of your choosing) that will be used on all documents and forms that are in use during this study. Electronic data will be securely encrypted, and all paper documents LI THERAPY WITH CHILDREN 135 will be kept in a locked filing cabinet. In accordance with research practices and standards, once the study is complete the data will be locked in a secure filing cabinet at the Counselling Psychology department at Trinity Western University for ten years after which it will be destroyed. Remuneration/Compensation: Participants will be given a $50 gift card. A sliding scale therapy rate may be arranged at the therapist’s discretion. Withdrawal: You may withdraw from the study at any time with notification to the principal investigator verbally or in writing. Upon withdrawal from the study any collected information pertaining to you will be deleted/shredded and will not be incorporated into the study results. If withdrawal occurs after the data analysis, anonymized non-identifying information incorporated into the results can no longer be removed. Contacts (regarding this research study): If you have any questions or desire further information with respect to this study, you may contact Dr. Janelle Kwee at 604-513-2034 or janelle.kwee@twu.ca. Contact (regarding the rights of research participants): If you have any concerns about your treatment or rights as a research participant, you may contact Ms. Sue Funk in the Office of Research, Trinity Western University at 604-513-2142 or sue.funk@twu.ca. Consent: Your participation in this study is entirely voluntary and you may refuse to participate or withdraw from the study at any time without jeopardy to your relationship with your Lifespan Integration therapist. Signatures: Your signature below indicates that you have had your questions about the study answered to your satisfaction and have received a copy of this consent form for your own records. Your signature indicates that you consent to participate in this study and that your responses may be put in anonymous form and kept for further use after the completion of the study.   ____________________________________ ____________________ Parent signature Date   ____________________________________ Printed name   ____________________________________ Printed name of research participant       LI THERAPY WITH CHILDREN 136   APPENDIX D LI THERAPY WITH CHILDREN 137 APPENDIX E   LI THERAPY WITH CHILDREN         138 LI THERAPY WITH CHILDREN 139 APPENDIX F Client  Change  Interview  Protocol  (CSEP, 9/99) Adapted to interview a caregiver of a 12-year-old research participant By Chris Rensch, Trinity Western University, August 2015 Instructions Preparation: Give parent a copy of the interview schedule the week before, so that s/he can think about it beforehand. Materials: • This protocol, including Change Interview Record • Release of Recordings (first mid-treatment and posttreatment interviews) • Screening PQ data (posttreatment & follow-up interviews) or posttreatment PQ (follow-up interviews) Recording device • Audio/Video Label notes & tape: Please label your notes and the interview tape with the following information: Client initials and case number; date of interview; your name; whether this is a midtreatment or posttreatment interview (including how many previous sessions the client has had). Interview Strategy: This interview works best as a relatively unstructured empathic exploration of the parent’s perception of the child’s experience of therapy. Think of yourself as primarily trying to help the parent tell you the story of his or her child’s therapy so far. It is best if you adopt an attitude of curiosity about the topics raised in the interview, using the suggested open-ended questions plus empathic understanding responses to help the parent elaborate on his/her perceptions. Thus, for each question, start out in a relatively unstructured manner and only impose structure as needed. For each question, a number of alternative wordings have been suggested, but keep in mind that these may not be needed. •Ask parent to provide as many details as possible •Use the “anything else” probe (e.g., "Are there any other changes that you have noticed?"): inquire in a nondemanding way until the client runs out of things to say Introduction for Parent. Do some simpler version of the introduction given at the top of the Interview Schedule to introduce the interview.   LI THERAPY WITH CHILDREN   140 LI THERAPY WITH CHILDREN 141   Client  Change  Interview  Schedule  (9/99) After each phase of treatment, clients and their parents are asked to come in for an hour-long semi-structured interview. The major topics of this interview are any changes you have noticed in your child since therapy began, what you believe may have brought about these changes, and helpful and unhelpful aspects of the therapy. The main purpose of this interview is to allow you to tell us about your child’s therapy and the research in your own words. This information will help us to understand better how the therapy works; it will also help us to improve the therapy. This interview is tape-recorded for later transcription. Please provide as much detail as possible. 1. General Questions: 1a. What medication is your child currently on? (Researcher records on form, including dose, how long, last adjustment, herbal remedies) 1b. Review Release of Recordings form 1c. What has therapy been like for your child so far? How has s/he felt to be in therapy? 1d. How is your child doing now in general? 2. Description: 2a. How would you describe your child? (If role , describe what kind of ____? If brief/general, can you give me an example? For more: How else would you describe your child?) 2b. How would others who know your child well describe her/him? (How else?) 2c. If you could change something about your child, what would it be? 3. Changes: 3a. What changes, if any, have you noticed in your child since therapy started? (For example Is s/he doing, feeling, or thinking differently from the way s/he did before? What specific ideas, if any, has your child gotten from therapy so far, including ideas about her/himself or other people? Have any changes been brought to your attention by other people?) [Interviewer: Jot changes down for later.] 3b. Has anything changed for the worse for your child since therapy started? LI THERAPY WITH CHILDREN 142 3c. Is there anything that you wanted to change that hasn’t since therapy started?   4. Change Ratings: (Go through each change and rate it on the following three scales:) 4a. For each change, please rate how much you expected it vs. were surprised by it? (Use this rating scale:) (1) Very much expected it (2) Somewhat expected it (3) Neither expected nor surprised by the change (4) Somewhat surprised by it (5) Very much surprised by it 4b. For each change, please rate how likely you think it would have been if your child hadn’t been in therapy? (Use this rating scale:) (1) Very unlikely without therapy (clearly would not have happened) (2) Somewhat unlikely without therapy (probably would not have happened) (3) Neither likely nor unlikely (no way of telling) (4) Somewhat likely without therapy (probably would have happened) (5) Very likely without therapy (clearly would have happened anyway) 4c. How important or significant to you personally do you consider this change to be? (Use this rating scale:) (1) Not at all important (2) Slightly important (3) Moderately important (4) Very important (5) Extremely important 5. Attributions: In general, what do you think has caused these various changes? In other LI THERAPY WITH CHILDREN 143 words, what do you think might have brought them about? (Including things both outside of therapy and in therapy) 6. Helpful Aspects: Can you sum up what has been helpful about your child’s therapy so far? Please give examples. (For example, general aspects, specific events) 7. Problematic Aspects: 7a. What kinds of things about the therapy have been hindering, unhelpful, negative or disappointing for you or your child? (For example, general aspects. specific events) 7b. To the best of your knowledge, were there things in the therapy which were difficult or painful but still OK or perhaps helpful? What were they? 7c. Has anything been missing from your child’s treatment? (What would make/have made your therapy more effective or helpful?) 8. Suggestions . Do you have any suggestions for us, regarding the research or the therapy? Do you have anything else that you want to tell me?   9. Review Personal Questionnaire (PQ) Instructions: Compare pre-therapy (screening) and post-therapy to current PQ ratings with parent, noting number of points changed for each problem. Tell parent: We are trying to understand how clients use the PQ, and what their ratings mean. 9a. In general, do you think that your child’s ratings mean the same thing now that they did before therapy? If not, how has their meaning changed? (Sometimes clients change how they use the PQ rating scale; did that happen for you?) 9b. Identify each problem that has changed 2+ points: (1) Compare each PQ problem change (2+ points) to the changes listed earlier in the interview. (2) If the PQ problem change is not covered on the change list, ask: Do you want to add this change to the list that you gave me earlier? •If yes -> go back to question 5 and obtain change ratings for this change. •If no -> go on: LI THERAPY WITH CHILDREN 144 (3) For each PQ problem change (2+ points), ask: Tell me about this change: What do you think it means? Do you feel that this change in PQ ratings is accurate? 10. Review Pretherapy Self-description (only if pre-treatment self-description has been obtained) •Show parent self- description summary from screening; ask: •How does this compare with how you see your child now? (What is similar? What is different? How do you understand these similarities and differences?)   LI THERAPY WITH CHILDREN 145   APPENDIX G Client  Change  Interview  Protocol  (CSEP, 9/99) Adapted to interview a 12-year-old research participant By Chris Rensch, Trinity Western University, August 2015 Instructions Preparation: Let the parent know a week ahead of time to make some conversation about changes in therapy with their child. Materials: • This protocol, including Change Interview Record • Release of Recordings (first mid-treatment and posttreatment interviews) • Screening PQ data (posttreatment & follow-up interviews) or posttreatment PQ (follow-up interviews) • Audio/Video Recording device Label notes & tape: Please label your notes and the interview tape with the following information: Client initials and case number; date of interview; your name; whether this is a midtreatment or posttreatment interview (including how many previous sessions the client has had). Interview Strategy: This interview works best as a relatively unstructured empathic exploration of the child’s experience of therapy. Think of yourself as primarily trying to help the child tell you the story of his or her therapy so far. It is best if you adopt an attitude of curiosity about the topics raised in the interview, using the suggested open-ended questions plus empathic understanding responses to help the child elaborate on his/her perceptions. Thus, for each question, start out in a relatively unstructured manner and only impose structure as needed. For each question, a number of alternative wordings have been suggested, but keep in mind that these may not be needed. •Ask child to provide as many details as possible •Use the “anything else” probe (e.g., "Are there any other changes that you have noticed?"): inquire in a nondemanding way until the client runs out of things to say Introduction for child. “I’m wondering if we can have a little chat about how your therapy was going for you and whether you think it has helped you or not. I’m gonna ask you a few questions, but feel free to bring up whatever you feel is important for me to know”. LI THERAPY WITH CHILDREN 146 LI THERAPY WITH CHILDREN 147   Client  Change  Interview  Schedule  (9/99) After each phase of treatment, clients are asked to come in for an hour-long semi-structured interview. The major topics of this interview are any changes you have noticed in yourself since therapy began, what you believe may have brought about these changes, and helpful and unhelpful aspects of the therapy. The main purpose of this interview is to allow you to tell us about your therapy and the research in your own words. This information will help us to understand better how the therapy works; it will also help us to improve the therapy. This interview is tape-recorded for later transcription. Please provide as much detail as possible.   1. General Questions: 1a. Do you take any medication? (Researcher records on form, including dose, how long, last adjustment, herbal remedies)   1c. What has therapy been like for you? How have you felt to be in therapy?   1d. How are you doing in general? Like with school, your family, your friends, and so on   2. Description: 2a. How would you describe yourself? Can you think of 5 words that describe yourself? (If role, describe what kind of ____? If brief/general, can you give me an example?)   2b. How would your best friend describe you? (How else?) 2c. If you could change something about yourself, what would it be?   3. Changes: 3a. Have you noticed any changes in yourself since you started therapy? (For example Are you doing, feeling, or thinking differently than before? [Interviewer: Jot changes down for later.]   3b. Has anything changed for the worse for you since therapy started?   3c. Is there anything that you wanted to change that hasn’t since therapy started?           LI THERAPY WITH CHILDREN 148       Helpful Aspects: Can you sum up what has been helpful about your therapy so far? Please give examples. (For example, general aspects, specific events)     Problematic Aspects:   7a. What kinds of things about the therapy were not so helpful or even disappointing you? (For example, general aspects. specific events)   7b. Were there things in the therapy which were difficult or painful for you? Were they still OK or perhaps helpful? What were they?   7c. Has anything been missing from your time in therapy? (What would make/have made your therapy more effective or helpful?)   8. Suggestions . Do you have any suggestions for us, regarding the research or the therapy? Do you have anything else that you want to tell me?       9. Review Personal Questionnaire (PQ)   Instructions: Compare pre-therapy (screening) and post-therapy to current PQ ratings with parent, noting number of points changed for each problem. Tell parent: We are trying to understand how clients use the PQ, and what their ratings mean.   9a. In general, do you think that your ratings mean the same thing now that they did before therapy? If not, how has their meaning changed? (Sometimes clients change how they use the PQ rating scale; did that happen for you?)   9b. Identify each problem that has changed 2+ points:   Compare each PQ problem change (2+ points) to the changes listed earlier in the interview.   If the PQ problem change is not covered on the change list, ask: Do you LI THERAPY WITH CHILDREN 149 want to add this change to the list that you gave me earlier? •If yes -> go back to question 5 and obtain change ratings for this change. •If no -> go on:   For each PQ problem change (2+ points), ask: Tell me about this change: What do you think it means? Do you feel that this change in PQ ratings is accurate?   10. Review Pretherapy Self-description • Has the way you view yourself changed since you started therapy? (The way you think, the way you think about yourself or others, etc)   LI THERAPY WITH CHILDREN 150 APPENDIX H THERAPIST SESSION NOTES QUESTIONNAIRE (TSNQ)   Therapist Initials _______ Client (pseudonym) _____________ Date Session Notes Protocol(s) used (# repetitions): _______ Length of session: Most Helpful and/or Important Event (can be positive or negative):       Description of why this event was helpful and/or important.       Rating of how helpful and/or important this was (put an “X” at the appropriate point; half-points are ok, e.g. 7.5)   Hindering Neutral Helpful Extremel Greatly Moderate Slightly   SlightlyModerately Greatly Extremel y ly y 1 2 3 4 5 6 7 8 9     At what point in the session did this event occur? Number of protocol repetitions/other?     Did anything else particularly helpful happen during this session? Please describe and give a rating between five and nine as per the scale above.     Did anything else particularly hindering happen during this session? Please describe and give a rating between one and five as per the scale above.   Therapeutic impressions at exit.   Other notes or observations regarding coherence/integration other progress/change. LI THERAPY WITH CHILDREN 151   APPENDIX I (from Stephen, Elliott, & Macleod, 2011) Completing the adjudication process Please highlight your answers on the scales provided (for example, use your mouse to highlight the appropriate answer and change to bold type or a different colour.) In answering the rest of the questions, please use whatever space you need in order to give a full response.   1. To what extend did the client change over the course of therapy? No Change (0%) Considerably (60%) Slightly (20%) Substantially (80%) Moderately (40%) Completely (100%) 1a. How certain are you? 100% 40% 80% 20% 60% 0% 1b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence?   2. To what extent is this change due to therapy? No Change (0%) Considerably (60%) Slightly (20%) Substantially (80%) Moderately (40%) Completely (100%) 2a. How certain are you? 100% 40% 80% 20% LI THERAPY WITH CHILDREN 60% 152 0% 2b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence?       3. Which therapy processes (mediator factors) do you feel were helpful to the client?       4. Which characteristics and/or personal resources of the client (moderator factors) do you feel enabled the client to make best use of her therapy?   LI THERAPY WITH CHILDREN 153 APPENDIX J 1.   Change in long-standing problems •   As reported by mom in the Change Interview, Kelly showed positive changes in seven different areas. All of these changes were reported to be a surprise to the mother, most of them unlikely to have happened without therapy, and were extremely important to the mother. (See Change Interview section in RCR) •   Changes can also be observed in the results of the BASC-2 teacher reports. (At the time of the case development meeting, there were statistical errors in the table, which indicated change in areas where it was statistically insignificant. This write-up reflects changes done to the RCR after the case development meeting. Additionally, it came to light after the meeting that there was a scoring error in Mr G’s post-therapy assessment and thus these results are omitted in this write-up) o   Ms. D reported improvement in Kelly’s study skills at follow-up •   When asked in the Change Interview, if Kelly was still scared for her father’s health, which was a high ranked item on her PQ, she said “Not really”. (This is also reflected in her PQ drop for this item Δ=-3points) •   In the change interview, Kelly made the remark that mom would say that she is happier now. The affirmative team noted that this is characteristic of trauma victims – they are unaware of changes that family members and others pick up on. •   From the mid-therapy email from mom to the therapist, it becomes clear that Kelly started to enjoy just relaxing, sleeping in (8.30am instead of 7am), and falling asleep. Mom reported Kelly’s sleep to have improved 50% of the time. •   the mother also mentioned in this email that Kelly is expressing more feelings and she is expressing them more directly. Before she usually didn’t say anything until she exploded and started yelling. •   the mother mentioned a teacher said that Kelly dealt maturely with a situation in a way she wouldn’t have before. •   Generally speaking, on all BASC-2 reports is more improvement than decrease in functioning; generally in the direction of, from “at risk” to “similar to others”. •   The positive changes on Kelly’s BASC-2 self report are validated by scores on the LI THERAPY WITH CHILDREN 154 parents’ and grandmother’s assessments and comments. •   The therapist, mentioned that there was more openness towards the end of therapy about Kelly’s feelings towards her family and the therapist. 2.   Attribution •   Kelly is getting a room in a different part of the house to be away from her brother’s noises because she stood up for herself. According to mom’s change interview and therapist’s comments, this would not have happened without therapy. •   the mother attributed five items of her perceived changes (discovered her backbone, gained maturity, takes downtime, increased self-confidence, and emotional awareness) as unlikely to have happened without therapy, one item (sleeping pattern) as neither likely nor unlikely, and one item (communicates better) in between the two categories. •   Mom mentioned in her mid-therapy email that “There is calmness after [Kelly’s] session, more tolerance for her brother” that she didn’t have when Kelly missed a session. •   Mom mentioned in her post-therapy letter that she sees a confidence that wasn’t there before therapy 3.   Helpful Aspects •   Both Kelly and the mother mentioned that talking to the therapist was helpful. •   Here are a few items of helpful aspects from Kelly’s HAT forms o   “talking to [the therapist] about my feelings” o   “I said there was to [sic] mutch [sic] noise when I go to sleep. Know [sic] my mom/dad are going to build a bedroom in the basement” •   Here are a few items of helpful aspects from the therapist notes o   Session 1: Kelly identifying and expressing her experiences of being bullied. o   Session 2: A theme of bullying from the beginning years of school emerged and Kelly was also able to articulate the ways in which she needs to “lie” to her friends so that they won’t reject her for speaking her truth about how she sees things. §   This conversation would most likely not have come up if it wouldn’t have been triggered by repetitions of her timeline. This way Kelly became aware of a pattern of bullying, which indicates an integration of her LI THERAPY WITH CHILDREN 155 memories and a more fluid back and forth between those memories o   Session 3: Kelly expressing with great animation how much her brother’s “noise making” bothers her and being able to specifically point to a time when she was 10 yrs old when it first began to happen o   Session 4: Kelly discussing her desire to have a lock on her bedroom door so she can have some privacy o   Session 7: Kelly’s expression of her level of stress and intolerance to noise in her life additional to that of her brother. •   Helpful aspects from the Video Observation notes: o   Session 7: It seemed greatly helpful that the therapist helped Kelly to explore her lack of peace and quiet and did some problem solving around finding her times to relax and ways to relax o   Session 8: Kelly seemed more open today in talking about her frustrations with her brother’s noises. This was one of the first times that Kelly actually seemed to be emotionally involved in her listening to the timeline and allowed herself to be vulnerable by sharing it with the therapist. §   This could reflect engagement in implicit processes specific to LI; by going through the timeline, clients are often ‘pulled into’ the timeline imaginally. 4.   Covariation •   While over the course of therapy, 7 out of 12 PQ items reduced intensity by 2 points or more, there was no direct evidence for a session by session covariation between intherapy processes and weekly shifts in Kelly’s PQ. LI THERAPY WITH CHILDREN 156 APPENDIX K Skeptic Brief The skeptic team found several alternative explanations to why change occurred and pointed to several items in the RCR that indicated no change. 1.   Non-improvement. •   There is some evidence that Kelly’s anxiety gets worse. While all T-scores on her BASC-2 self-report fell into the ‘similar to others’ category (T= 51, 52, 58 respectively), there was a statistically significant increase from pre-therapy to follow-up. (There was no statistically distinguishable difference from pre-therapy to post, and post to follow-up.) •   Kelly’s self-esteem on the BASC-2 self report goes down. While it was similar to others at pre- and post-therapy, at follow-up Kelly scored in the “At Risk” category (T=39). •   The apparent improvement in the teacher ratings was not significant anymore after applying the Standard Error of Measurement.   2.   Statistical artifact. The following statistical artifacts have been found to influence validity of the scores: •   In neither the BASC-2 assessments (PRS, SRP, and TRS), nor the PRQ was there any mentioning of the Standard error of measurement. This resulted in apparent positive changes; however, some of those were not statistically significant. (See footnotes in RCR, which reflect these changes now) •   In a large dataset like the BASC-2, family-wise error (or experiment-wise error) can account for several of the positive changes (i.e. positive changes could have been a statistical fluke) •   There were fewer scales on FACES-IV, which could have increased the likelihood of measurement error and could have been influenced by response tendencies. •   The father’s dyslexia and ADHD may undermine the validity of his responses to many BASC-2 and PRQ items. the mother reported having to help him in filling out the assessments because he had difficulty understanding the questions properly. 3.   Relational artifact. •   Mom’s expectation that the therapist was a skilled therapist who could provide help to LI THERAPY WITH CHILDREN 157 Kelly may have influenced her perception of Kelly’s positive changes. •   Kelly’s eagerness to please her mom and the therapist could have had an influence on her participation and compliance in the therapy. As can be seen in the BASC-2 SRP results, her level of Social Stress and Interpersonal Relations were in the At-Risk category at pretherapy assessment. This could indicate that Kelly wanted to conform to the expectancy of her mother and those of the therapist when she first started therapy. Her comments on the HATs, as well as in the Change Interview lead to similar conclusions: When asked what could have been different in therapy, she was always hesitant, yet after probing a bit in the Change Interview, she mentioned a few things that could have been improved. This seems to indicate that Kelly did not feel open enough to share her true experiences in therapy on the HAT forms. 4.   Expectancy artifacts. •   Mom’s hopes for Kelly to experience positive changes could have also influenced Kelly to expect change, too, or at least to behave in a way that change would be visible to mom. 5.   Self-generated return to baseline. •   Over the last one and a half years, there were no imminent crises. A lack of new crises to stir things up could have meant a settling to a less intense baseline. 6.   Extra-therapy events. •   Through Kelly’s change interview it becomes clear that some of the stressors that were on her initial list of things that bugged her were not a problem anymore because of extratherapy events. In particular, o   Bullies went to a different school and were no longer around; o   Dad’s health was stable for a few years now; o   Dad seems to be home more often; o   The brother’s health has been stable; 7.   Unidirectional psychobiological causes. •   As a twelve year old girl, Kelly is going through hormonal changes, which may contribute to changes in her sleeping patterns. 8.   Reactive effects of research. •   The process of identifying and reporting on her concerns and experiences of change could have contributed to Kelly’s growth LI THERAPY WITH CHILDREN 158 •   Mom reported that Kelly felt special that there was a researcher who was only looking at her data and nobody else’s. This could have influenced Kelly to perform more as expected. Also, this imaginative relationship (the researcher did not actually meet Kelly until the change interview), could have been therapeutic in and of itself.   In addition to these eight categories of indirect evidence against LI’s influence on Kelly’s change, the skeptic team also pointed out that Common Therapy Factors influenced change, such as Kelly talking about herself, somebody giving her an hour of full attention, relationship to another adult outside of therapy, spending time with mom on this research project, and so on. These changes are not unique to Lifespan Integration Therapy but are common to any kind of therapy. LI THERAPY WITH CHILDREN 159 APPENDIX L Affirmative Rebuttal 1.   Nonimprovement •   Most PQ items did shift. Seven of them would be considered to meet the threshold for significant positive shift. The items with biggest change corresponded to what was talked about in therapy: being bullied (-6 and -5 points difference) and being worried about her brother at school (-5points), which was also targeted in session at one point. •   There is qualitative evidence from mom that change happened and that it is positive. •   The T-Scores for Social Stress and Interpersonal Relations improved significantly from pre to post, and pre to follow up. •   Note that Kelly’s “discovering her own backbone” was identified by mom, dad, grandma, and school principal, and without therapy, considered unlikely and rated as extremely important •   She’s showing evidence of getting a voice, which is not developmentally typical, and in fact directly contradicts the developmental trend for twelve year old girls. She got her own room, and became more aware of family needs. •   Seemingly contradictory evidence from FACES-IV is likely evidence that she has more awareness of family patterns, problems, and personal needs. •   Positive change processes pertaining to Kelly were reported by her mother, father, grandmother, and herself. •   There wasn’t much self awareness at the beginning to be reflected in the items changing over time.   3.   Relational artifact •   The affirmative team countered that the mother does not appear to be a “people-pleasing” individual, who would be likely to artificially elaborate positive change observations in order to please the therapist or the researchers. In fact, the therapist described the mother as a straightforward and direct person who will fight for her kids, including confronting others if she is not pleased with anything that may impact her children. For example, in the past, the mother took her kids out of school and made a significant relocation decision LI THERAPY WITH CHILDREN 160 in order to better accommodate her children’s needs. This certainly does not reflect a pattern of acquiescing to authority figures, but a willingness to stand up to them. The affirmative team suggested that if Kelly’s mother had any reason to doubt the helpfulness of Kelly’s therapy, that she would have had no hesitation in withdrawing Kelly’s participation. •   In addition, the affirmative team noted that mom gave specific feedback about Kelly’s changes rather than speaking in positive generalities. For example, Kelly’s changes in sleeping were noted specifically to have taken place after one month of therapy, showing improvement estimated at 50%. •   Finally, the affirmative team countered that not all life events were going smoothly during the time of the study and therapy, further showing evidence of the positive impact of the therapy process. 4.   Expectancy •   The affirmative team noted that mom’s expectancy that therapeutic support could positively benefit Kelly can be seen as a “common factor” contributing to positive therapeutic outcomes.   5.   Self-generated return to baseline •   There is evidence that points to a different conclusion. Kelly’s improvement could not have been simply a self-generated return to ‘normal’. Throughout therapy, Ben’s tics got worse, which should have been expected to correspond with worsening symptoms. Also, there was a major medical event in which Ben had to be taken to the ER just before Kelly’s session.   6.   Extratherapy events •   The above mentioned crisis with Ben, indicates that Ben’s health was not stable as the skeptic team asserted. This points to the reality that not all extratherapy factors were positive, and could have reasonably been expected to interfere with Kelly’s ability to participate in therapy. However, Kelly’s mother still maintained a commitment for Kelly to be involved in the therapy process, further showing evidence that she perceived it to be helpful. LI THERAPY WITH CHILDREN 161 •   In terms of the skeptic team’s argument that the bullies moved away and thus the problem of bullying went away, it seems, though, that she has been bullied on several occasions and in different schools. Thus, bullying seems to be a pattern, which would most likely still ‘bug’ Kelly because of her expecting it to come again, based on previous accounts.   8.   Reactive effects of research The affirmative team countered that the trend in Kelly’s responses to items cannot be explained consistently by reactive effects of research. For example, Kelly’s ratings of items 3 and 4 on the FACES-IV suggest a more nuanced perception about family functioning. These items in fact reflect lower satisfaction in family communication. The affirmative team suggested that this could plausibly be explained by Kelly’s increased self-awareness and self-confidence, and that speaking up for herself could result in less family satisfaction. LI THERAPY WITH CHILDREN 162   APPENDIX M Skeptical Rebuttal The affirmative team mentioned that the PQ item about her concern for her father’s health decreased overall with a 3 point difference. While this is true, looking at this item in more detail, we see that there was a steady decline for a few weeks and then went up again towards the end of therapy. This indicates that while there was a positive change, this item could be unstable and increase again. The affirmative side also mentioned that Kelly’s mother attributed Kelly’s calmness and tolerance for her brother to therapy. This, however, could be due to Kelly’s increased need for sleep or could be attributed to Common Factors, rather than LI per se. Similarly, under section 3 (helpful aspects) most of the improvements seem to be not specific to LI but could be considered results of Common Factors. Exceptions are the therapist’s notes from session 2, as well as from the video observations for Session 8.   LI THERAPY WITH CHILDREN 163 APPENDIX N Judge A Adjudication Response Form Please highlight your answers on the scales provided (for example, use your mouse to highlight the appropriate answer and change to bold type or to a different colour). Choose only from the descriptors/percentage intervals provided. In answering the rest of the questions, please use whatever space is needed to give a full response.   1. To what extent did the client change over the course of therapy?   No change 0% Slightly 20% Moderately 40% Considerably 60% Substantially 80% Completely 100% 1a. How certain are you?   100% 80% 60% 40% 20% 0% 95% 1b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence? (Use as much space as needed).   The reports of the mother and the teachers more or less substantiated the assessment numbers. Kelly’s self-report reflected change despite the fact that there was less awareness on her part of the change, which coming from a 12 year old doesn’t surprise me. And while the skeptics noted reading the results should be with some reservation, the verbal report of the mother felt to me to address these reservations.     2. To what extent is this change due to therapy?   Not at all 0% Slightly 20% Moderately 40% Considerably 60% Substantially 80% Completely 100% 60% 40% 20% 0%   2a. How certain are you?   100%   80% LI THERAPY WITH CHILDREN 164 2b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence? (Use as much space as needed).   What was convincing from the skeptics was their observation that the change that occurred could be attributed to common therapy factors. The affirmatives did not respond to this in their rebuttal. That Kelly’s symptoms were associated with trauma and that trauma symptoms for the most part do not decrease without treatment indicate that the treatment Kelly experienced played an important part in her changes. I would suspect that some of the change likely came from common therapy factors, but not to the extent that was reported in this case. Kelly’s self-reporting suggest that the client-therapist alliance wasn’t as strong as usual, so that would be less of a factor. This would also indicate to me that the interventions played a stronger role than would be normally the case. I think it would be interesting to examine the extent to which the LI treatment, being a “procedure”, impacts the depth of the client-therapist alliance.   I would conclude that the therapy was effective, and that this effectiveness was due in part to common therapy factors and partly to LI.   3. Which therapy processes (mediator factors) do you feel were helpful to the client? (Use as much space as needed).   I would agree with the skeptics in surmising that the mother-child bond was increased due to their involvement in this “project” together. I do not agree with them that this was not a function of the therapy, but an external factor. This would be too narrow a definition of therapy. I could not get enough of a sense of how the LI procedure was implemented, nor of the progression of the therapy, to be able to identify specific factors. What is evident from the decrease of traumarelated symptoms is that something besides environmental changes, parental bonding, the hope factor and maturation had an impact. I can only conclude that the LI interventions, in directly addressing the traumas, played a part in the change.   4. Which characteristics and/or personal resources of the client (moderator factors) do you feel enabled the client to make the best use of therapy? (Use as much space as needed).   Not much jumps out at me here. Perhaps the likely bonding/attachment with her mother and mother’s expectancy of “things are going to get better” could be mentioned here. But that would be more the personal resource of the mother-daughter dyad rather than Kelly’s individual resources. LI THERAPY WITH CHILDREN 165   APPENDIX O Judge B Adjudication Response Form Completing the adjudication process Please highlight your answers on the scales provided (for example, use your mouse to highlight the appropriate answer and change to bold type or a different colour.) In answering the rest of the questions, please use whatever space you need in order to give a full response.   1. To what extend did the client change over the course of therapy?   Not at all 0% Slightly 20% Moderately 40% Considerably 60% Substantially 80% Completely 100%   1a. How certain are you?   100% 80% 60% 40% 20% 0%   1b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence? •   The interview data with therapist and mom suggest change was observable to others. •   Both affirmative and skeptic teams suggest that some improvement is evident, although to varying degrees and for varying reasons. This suggests that change occurred. •   The skeptics presented the limitations of the assessment tools (error issues, etc.) and the limited ability to draw conclusions regarding significance of results. The fact that few results showed a level of significance suggests that any change that did occur was not sufficient to meet levels of significance. •   Kelly’s own interview data that identifies little in the way of significant change from her own perception of self suggests that change, while observable to others, may not be significant/observable to the client. •   The affirmative team identifies that Kelly’s BASC-2 scores generally denote improvement, however it is also true that most of the items present as “similar to others” LI THERAPY WITH CHILDREN 166 with only a few items being of concern to begin with – suggesting the few changes that were made, within a small group of changes needing to be made, would account for a “slight” change in the grand scheme of things. 2. To what extent is this change due to therapy?   No change 0% Slightly 20% Moderately 40% Considerably 60% Substantially 80% Completely 100%   2a. How certain are you?   100% 80% 60% 40% 20% 0%     2b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence? •   Mom’s attribution of perceived changes as being “unlikely without therapy” for 5 items seemed significant, particularly when taken in consideration alongside the affirmative teams rebuttal statement that Rachelle does not present as someone who would seek to be people-pleasing but rather a strong advocate for her children –suggesting that her rating can be considered relatively reliable. •   Both affirmative and skeptic briefs and rebuttals acknowledge several common therapeutic factors, which suggests that LI meets the same expectations as related therapeutic practices in achieving outcomes common to related standards of practice. •   The changes identified, including self-advocacy/boundary setting; sleep patterns; and taking more downtime are unlikely to have all surfaced simultaneously (to a degree that was observable to parents and therapist) within the relatively short period of time during which the study took place simply as a result of unidirectional psychobiological causes, reactive effects, self-generated return to baseline, or extra•   therapy events. Suggesting that while the change may have been slight, it is fairly likely to have been a result of the therapeutic process. 3. Which therapy processes (mediator factors) do you feel were helpful to the client? •   Being the central figure LI THERAPY WITH CHILDREN 167 •   Experiencing a supportive person (the therapist) •   Coping tools offered by the therapist (there is a reference to brainstorming ways to take time out for self with therapist) and feeling encouraged by therapist •   Possible neural processing suggested to be background to LI therapy process of timelines (might account for why change occurred to be observable to others but “under the radar” for Kelly, and for why her behavior changes with little active self-initiated effort to behave differently). 4. Which characteristics and/or personal resources of the client (moderator factors) do you feel enabled the client to make best use of her therapy? •   Supportive parents helping her to attend, advocating for support, building a room, etc. •   Ability to survive difficult life circumstances as indicated by her trauma history, would contribute to being adaptable and having strength to face difficulties in therapy •   People-pleasing tendencies may have contributed to her continued attendance in spite of feeling “bored” toward the end, also may have contributed to being attentive and taking information away from session in order to present as pleasing/polite toward therapist in session. •   explosive tendencies (after long build up) suggests an underlying ability to recognize and acknowledge her own needs – this likely helped her be able to communicate needs more readily as she developed the willingness to try setting boundaries before blowing up.     LI THERAPY WITH CHILDREN 168 APPENDIX P Judge C - Adjudication Response Form Please highlight your answers on the scales provided (for example, use your mouse to highlight the appropriate answer and change to bold type or to a different colour). Choose only from the descriptors/percentage intervals provided. In answering the rest of the questions, please use whatever space is needed to give a full response. 1. To what extent did the client change over the course of therapy? No change 0% Slightly 20% Moderately 40% Considerably 60% Substantially 80% Completely 100% 1a. How certain are you? 100% 80% 60% 40% 20% 0% 1b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence? (Use as much space as needed). The evidence in the affirmative brief that was significant in making my conclusion were statements that spoke of Kelly’s change in multiple environments by several different people who know Kelly well, as well as her own self-reports. The specific items were: Most of Kelly’s PQ items did shift and seven of these items met the threshold for significant positive change. As well, the items with biggest change corresponded to what was being spoken about in therapy. Kelly’s mother’s report in the change interview that Kelly had shown positive changes in seven different areas. One of those items was “discovering her own backbone’ which was also identified by mom, grandma, and school principal. This change was considered unlikely without therapy and rated as extremely important. There is also qualitative evidence from Kelly’s mother that change happened and that it is positive. Kelly’s mother’s email indicating that Kelly’s sleep had improved 50% and that she was able to sleep in and fall asleep (which she previously was unable to do). As well, Kelly’s mother reported that Kelly was expressing more feelings, she was expressing them more directly and she was able to manage her emotions instead of exploding and yelling (a typical response previously). LI THERAPY WITH CHILDREN 169 All of the items of helpful aspects from the therapist’s notes described how Kelly was able to express her emotions, experiences and desires during her therapy sessions. The positive changes on Kelly’s BASC-2 self-report were validated by scores on her mother and grandmother’s assessments. The above pieces of evidence speak to the consistent response from Kelly’s self-report, her mother’s reports, school principal’s report and therapist’s notes about the changes Kelly has experienced during the course of therapy. Another piece of evidence that was important is that Kelly was getting a voice which is not developmentally typical and contradicts the developmental trend for a 12 year old girl. Evidence provided by the skeptic cases shed light on a few areas where change may have resulted from other reasons. There were two specific areas within the skeptic case evidence that mattered to me most when making my conclusion. The first was Mitch’s dyslexia and ADHD which may have undermined the validity of his responses to many of the BASC-2 and the PRQ questions. As well, the fact that Rachelle reported having to help him fill out the assessments because he had difficulty understanding the question further supports this. Due to this piece of evidence, I did not include Kelly’s father’s reports as evidence for Kelly’s change. The second piece of evidence by the skeptic cases was that the PQ item about Kelly’s concern for her father’s health showed a steady decline for a few weeks and then went back up again near the end of therapy, showing that although there was positive change, this item could be unstable and increase again. Kelly reported ‘not really’ when asked if she was still worried about her father or other people’s health but it is unclear the degree to which change has occurred with this item. There was far more evidence to support the fact that the client has experienced change over the course of therapy. Due to this, my conclusion to rate the extent of change at 80% is reflective of those points presented by the affirmative and skeptic cases. 2. To what extent is this change due to therapy? Not at all 0% Slightly 20% Moderately 40% Considerably 60% Substantially 80% Completely 100% 2a. How certain are you? 100% 80% 60% 40% 20% 0% 2b. What evidence presented in the affirmative and skeptic cases mattered most to you in reaching this conclusion? How did you make use of this evidence? (Use as much space as LI THERAPY WITH CHILDREN 170 needed). The evidence in the affirmative case that mattered most in reaching my conclusion were the numerous cases where change was reported to have been unlikely without therapy. Kelly’s mother reported in her change interview that the positive changes she saw in Kelly in 7 areas were a surprise and that 5 of them (discovered her backbone, gained maturity, takes downtime, increased self-confidence and emotional awareness) would not have been likely without therapy. As well, under attribution, Kelly’s mother and therapist agreed that Kelly would not have stood up for herself (and would not be getting a new room) without therapy. Kelly’s mother also reported that there is a calmness after Kelly’s sessions, more tolerance for her brother that she didn’t have when she missed a session. Lastly, Kelly’s mother reported that she sees a confidence in Kelly that wasn’t there before therapy. Another piece of evidence from the affirmative case is from the helpful aspects from the therapist’s notes and the video observation notes. All of the sessions noted describe Kelly’s expression of her feelings, experiences and desires (which were a struggle for her to express before therapy). As well, the notes for session 2 report how the timeline repetitions triggered a conversation that most likely would not have come up. Kelly’s therapist also reported that Kelly was able to integrate her memories and to have a more fluid back and forth between the memories. For session 3, the notes stated that Kelly was expressing with great animation and that she was able to specifically point to a time when she was 10 years old which also shows how the use of timelines has increased Kelly’s ability to recall memories (she reported that ‘she does not remember many things from her early childhood’). In session 8 of the video observations, Kelly’s therapist reports that Kelly is more open about being emotionally expressive and that she is emotionally involved in listening to her timeline and allowing herself to be vulnerable in sharing with Gillian which could reflect engagement in the implicit processes specific to LI by going through the timeline, clients are often pulled into the timeline imaginally. The evidence from the skeptic cases that mattered most to me were the common therapy factors that also influence change. The factors mentioned were Kelly talking about herself, somebody giving her an hour of full attention, relationship to another adult outside of therapy, and spending time with mom on this research project. As well, Kelly’s mother’s expectancy that therapeutic support could positively benefit Kelly (which was noted by the affirmative case). So in considering both the affirmative and the skeptic cases, there was strong support by Kelly’s mother that the therapy was the cause of the change. There were several points that spoke specifically about how the LI therapy was producing change. However, many of the factors mentioned were not specific to LI. Therefore, my conclusion was based on both the affirmative and skeptic cases. 3. Which therapy processes (mediator factors) do you feel were helpful to the client? (Use as much space as needed). Talking to Gillian and building a therapeutic alliance, Expressing her feelings, experiences and desires and having them heard, Having her timeline read to her which increased awareness of LI THERAPY WITH CHILDREN 171 bullying patterns, increased memories and memory fluidity, and her vulnerability to engage in sharing with Gillian as she was ‘pulled into’ her timeline imaginally, Spending more time with her mother as they travelled to their appointments, Having a shared experience as her mother was also participating in LI therapy and Problem solving concerns that Kelly expressed. 4. Which characteristics and/or personal resources of the client (moderator factors) do you feel enabled the client to make the best use of therapy? (Use as much space as needed). Kelly’s supportive family who were receptive and encouraging of Kelly’s new found voice and backbone. Kelly also showed a willingness to engage in the therapy despite the somewhat boring and not exciting aspects. She also reported that the timelines were sometimes difficult but continued to persevere and to bravely embrace her vulnerability by share her experience and emotions with Gillian (someone she did not know very well).