T H E
L E C T U R E
S E R I E S
Inaugural Lecture by
Bruce D. Perry, M.D., Ph.D.
Maltreatment and
the Developing Child:
How Early Childhood Experience
Shapes Child and Culture
Dr. Perry is an internationally recognized authority on child trauma and the effects
of child maltreatment. His work is instrumental in understanding the impact of
traumatic experiences and neglect on the neurobiology of the developing brain.
He presented the inaugural Margaret McCain lecture on September 23, 2004
We seek to make the world a better
place. No matter our profession or
vocation, we share the desire – and the
ability – to make a difference in a child’s life.
Humans are complex creatures. While
having the capacity to be humane, we
also have the capacity to be cruel. Why?
What determines whether a child grows
up to be compassionate, thoughtful,
and productive? Or, impulsive,
aggressive, hateful, and non-productive?
Is it genetic?
Likely not. Human beings become a
reflection of the world in which they
develop. If that world is safe, predictable,
and characterized by relationally and
cognitively enriched opportunities, the
child can grow to be self-regulating,
thoughtful, and a productive member
of family, community, and society. In
contrast, if the developing child’s world is
chaotic, threatening, and devoid of kind
words and supportive relationships, a
child may become impulsive, aggressive,
inattentive, and have difficulties with
relationships. That child may require
special educational services, mental health
or even criminal justice intervention.
The challenge for us is to help each
child reach his or her potential to be
humane. To better understand how, we
must appreciate the remarkable
malleability of our species and the
unique role played by the human brain.
The Developing Brain
The human brain mediates our
movements, our senses, our thinking,
feeling and behaving. The amazing,
complex neural systems in our brain,
which determine who we become, are
shaped early.
The brainstem controls heart rate, body
temperature, and other survival-related
functions. It also stores anxiety or arousal states
associated with a traumatic event. Moving
outward towards the neocortex, complexity of
functions increases. The limbic system stores
emotional information and the neocortex
controls abstract thought and cognitive memory.
Sharing ideas to help children thrive
In utero and during the first four years
of life, a child’s rapidly developing brain
organizes to reflect the child’s
environment. This is because neurons,
neural systems, and the brain change in
a “use-dependent” way. Physical
connections between neurons – synaptic
connections – increase and strengthen
through repetition, or wither through
disuse. It follows, therefore, that each
brain adapts uniquely to the unique set
of stimuli and experiences of each child’s
world. Early life experiences, therefore,
determine how genetic potential is
expressed, or not.
As the brain organizes, the lower more
regulatory systems develop first. During
the first years of life, the higher parts of
the brain become organized and more
functionally capable. Brain growth and
development is profoundly “front loaded”
such that by age four, a child’s brain is
90% adult size! This time of great
opportunity is a biological gift. In a
nurturing environment, a child can grow
to achieve the full potential pre-ordained
by underlying genetics. We can promote
this by fostering conditions of optimal
development.
www.lfcc.on.ca
T H E
L E C T U R E
S E R I E S
Optimal Development
A child is most likely to reach her full
potential if she experiences consistent,
predictable, enriched, and stimulating
interactions in a context of attentive
and nurturing relationships. Aided
by many relational interactions –
perhaps with mother, father, sibling,
grandparent, neighbour and more –
young children learn to walk, talk,
self-regulate, share, and solve problems.
Every child will face new and
challenging situations. These stressinducing experiences per se need not
be problematic. Moderate, predictable
stress, triggering moderate activation of
the stress response, helps create a
capable and strong stress-response
capacity, in other words, resilience. The
first day of kindergarten, for example, is
stressful for children. Those embedded
in a safe and stable home base
overcome the stress of this new
situation, able to embrace the
challenges of learning.
Disrupted Development
While most children experience safe
and stable upbringings, we know all too
well that many children do not.
The very biological gifts that make
early childhood a time of great
opportunity also make children very
vulnerable to negative experiences:
inappropriate or abusive caregiving, a
lack of nurturing, chaotic and
cognitively or relationally impoverished
environments, unpredictable stress,
persisting fear, and persisting physical
threat. These adverse effects could be
associated with stressed, inexperienced,
ill-informed, pre-occupied or isolated
caregivers, parental substance abuse
and/or alcoholism, social isolation, or
family violence. Chronic exposure is
more problematic than episodic
exposure.
In the most extreme and tragic cases
of profound neglect, such as when
children are raised by animals, the
damage to the developing brain – and
child – is severe, chronic, and resistant
to interventions later in life.
A hyperarousal response is more
common in older children, males, and
in circumstances where trauma involves
witnessing or playing an active role in
the event.
The dissociative response involves
avoidance or psychological flight,
withdrawing from the outside world
and focusing on the inner. The intensity
of dissociation varies with the intensity
These images illustrate the negative impact of
of the trauma. Children may be
neglect on the developing brain. The CT scan
detached, numb, and have a low heart
on the left is from a healthy three-year-old
rate. In extreme cases, they may
with an average head size. The image on the
right is from a three-year-33old child suffering withdraw into a fantasy world. A
dissociative child is often compliant
from severe sensory-deprivation neglect. This
child’s brain is significantly smaller and has
(even robotic), displays rhythmic selfabnormal development of cortex.
soothing such as rocking, or may faint if
feeling extreme distress. Dissociation is
The Adaptive
more common in young children,
females, and during traumatic events
Response to Threat
characterized by pain or inability to
When a child is exposed to any threat,
escape.
his brain will activate a set of adaptive
Differential “State”
responses designed to help him survive.
There is a continuum of adaptive
Reactivity
responses to threat and different
A child with a brain adapted for an
children have different adaptive styles.
environment of chaos, unpredictability,
Some use a hyperarousal response (e.g.,
threat, and distress is ill-suited to the
fight or flight) and some a dissociative
modern classroom or playground. It is
response (essentially “tuning out” the
an unfortunate reality that the very
impending threat). In most traumatic
adaptive responses that help the child
events, a combination of the two is
survive and cope in a chaotic and
used.
unpredictable environment puts the
child at a disadvantage when outside
that context.
Traumatic Event
When children experience repetitive
activation of the stress response
Prolonged
systems, their baseline state of arousal is
altered. The result is that even when
Alarm Reaction
there is no external threat or demand,
they are physiologically in a state of
alarm, of “fight or flight.” When a
Altered Neural
stressor arises, perhaps an argument
Systems
with a peer or a demanding school task,
they can escalate to a state of fear very
A child adopting a hyperarousal
quickly. When faced with a typical
response may display defiance, easily
exchange with an adult, perhaps a
misinterpreted as wilful opposition.
teacher in a slightly frustrated mood,
These children may be resistant or
the child may over-read the non-verbal
even aggressive. They are locked in
cues such as eye contact or touch.
a persistent “fight or flight” state.
Compared to their peers, therefore,
They often display hypervigilance,
traumatized
children may have less
anxiety, panic, or increased heart rate.
capacity to tolerate the normal
demands and stresses of school, home,
and social life. When faced with a
challenge, for example, resilient children
are likely to stay calm. Normal children
in the same situation may become
vigilant or perhaps slightly anxious.
Vulnerable children will react with fear
or terror.
Fear Changes
the Way We Think
Children in a state of fear retrieve
information from the world differently
than children who feel calm.
In a state of calm, we use the higher,
more complex parts of our brain to
process and act on information. In a
state of fear, we use the lower, more
primitive parts of our brain. As the
perceived threat level goes up, the less
thoughtful and the more reactive our
responses become. Actions in this state
may be governed by emotional and
reactive thinking styles.
As noted above, when children
experience repetitive activation of the
stress response systems, their baseline
state of arousal is altered. The
traumatized child lives in an aroused
state, ill-prepared to learn from social,
emotional, and other life experiences.
She is living in the minute and may not
fully appreciate the consequences of
her actions. Add alcohol to the mix, or
other drugs, and the effect is magnified.
Decreasing
the Alarm State
It is important to understand that the
brain altered in destructive ways by
trauma and neglect can also be altered
in reparative, healing ways. Exposing
the child, over and over again, to
developmentally appropriate
experiences is the key. With adequate
repetition, this therapeutic healing
process will influence those parts of the
brain altered by developmental trauma.
Unfortunately most of our therapeutic
efforts fall short of this.
We can also be good role models: in
all our interactions with children we can
be attentive, respectful, honest, and
caring. Children will learn that not all
adults are inattentive, abusive,
unpredictable, or violent.
It is paramount that we provide
environments which are relationally
enriched, safe, predictable, and
nurturing. Failing this, our conventional
therapies are doomed to be ineffective.
If a child is in a therapeutic
relationship, we can help him better
understand the feelings and behaviours
that are the legacy of abuse and
neglect. Information helps. A
traumatized child may act impulsively
and misunderstand why – perhaps
believing she is stupid, bad, selfish or
damaged. We can also teach adults in a
child’s life about how traumatized
children think, feel, and behave.
Among the possible therapeutic
options to help maltreated and
traumatized children are cognitivebehavioural therapy, individual insightoriented psychotherapy, family therapy,
group therapy, play or art therapy, eyemovement desensitization and reprogramming (EMDR), and
pharmacotherapy. Each of these has
some promising results and many
disappointments.
Therapy with maltreated children is
difficult for many reasons. In the long
term, the wisest strategy is to prevent
abusive, neglectful, and chaotic
caregiving. In that way, fewer children
will require therapy.
Prevention
and Solutions
We are the product of our childhoods.
The health and creativity of a
community is renewed each generation
through its children. The family,
community, or society that understands
and values its children thrives; the
society that does not is destined to fail.
To truly help our children meet their
potential, we must adapt and change
our world. Some ways to do this follow:
1) Promote education about
brain and child development
We must as a society provide
enriching cognitive, emotional, social,
and physical experiences for children.
The challenge is how best to do this.
Understanding fundamental principles
of healthy development will move us
beyond good intentions to help shape
sensitive caregiving in homes, early
childhood settings, and schools.
Research is key. Public education must
be informed by good research and by
the implementation and testing of
educational and intervention programs.
An important component of public
understanding must be awareness of
the power of the media over children.
What to do? Integrate key principles
of brain development, child
development and caregiving into public
education. We presently require more
formal education and training to drive a
car than to be a parent. More research
in child development and basic
neurobiology is needed to guide
sensible changes in policy, programs
and practice.
2) Respect the gifts of early childhood
Enriching environments do exist.
Many homes and high-quality, early
childhood educational settings provide
the safe, predictable, and nurturing
experiences needed by young children.
Unfortunately, we often squander the
wonderful opportunity of early
childhood.
At a time when the brain is most
easily shaped – infancy and early
childhood – we spend the fewest public
dollars to influence brain development.
However, expenditures on programs
designed to change the brain
dramatically increase for later stages of
development (e.g., mental health,
substance abuse or juvenile justice
interventions).
Investing in high-quality early
childhood programs could avoid the
expensive, often inefficient or
ineffective, interventions required later.
Unfortunately, these expensive
interventions can be reactive,
fragmented, chaotic, disrespectful and,
sadly, sometimes traumatic. Our public
systems may recreate the mess that
many abused and neglected children
find in their families.
What to do? Innovative and effective
early intervention and enrichment
models exist. Integrate them into the
policy and practices in your community.
Help the most isolated, at-risk young
parents connect with community
resources, both pre-natally and postpartum. Demand and support high
standards for child care, foster care,
education, and child protective service.
Brainʼs
Capacity
to Change
Age 0
3
l
Spending on
Programs to
“Change the
Brain”
6
l
12
l
20
....Mental Health........Juvenile Justice..
...Headstart.........Public Education..........Substance Abuse Tx...
3) Address the relational
poverty in our modern world
We are designed for a different world
than we have created for ourselves.
Humankind has spent 99 percent of its
history living in small, intergenerational
groups. A child’s day brought many
opportunities to interact with the
variety of caregivers available to protect,
nurture, enrich, and educate. But, the
relational landscape is changing.
Today, with our smaller families, we
have less connection with extended
families and fewer opportunities to
interact with neighbours. Children
spend a great deal of time watching
television. While we in the western
world are materially wealthy, we are
relationally impoverished. Far too many
children grow up without the number
and quality of relational opportunities
needed to organize fully the neural
networks to mediate important socioemotional characteristics such as
empathy.
What to do? Increase opportunities
for children to interact with others,
especially those who are good role
models. Simple changes at home and
school can help: limiting television use,
having family meals, playing games
together, including neighbours,
extended family and the elderly in the
lives of children, and bringing retired
volunteers into schools to create multiage educational activities.
teacher interactions. Specific ways
to foster strengths at home and
at school are suggested on The
ChildTrauma Academy’s website:
www.ChildTrauma.org
4) Foster healthy
developmental strengths
The effects of maltreating and
traumatizing children have a complex
impact on society. Because our species
is always changing, better
understanding of these issues would
help us develop more effective
solutions.
The human brain is designed for life
in small, relationally healthy groups.
Law, policy and practice that are
biologically respectful are more
effective and enduring. Unfortunately,
many trends in caregiving, education,
child protection and mental health are
disrespectful of our biological gifts and
limitations, fostering poverty of
relationships. If society ignores the laws
of biology, there will inevitably be
neurodevelopmental consequences. If,
on the other hand, we choose to
continue researching, educating and
creating problem-solving models, we
can shape optimal developmental
experiences for our children. The result
will be no less than a realization of our
full potential as a humane society.
Certain skills and attitudes help
children meet the inevitable challenges
of life. They may even inoculate children
against the adverse effects of violence.
A child who develops six core strengths
will be resourceful, successful in social
situations, resilient, and may recover
quickly from stressors and traumatic
incidents.
When one or more core strengths
does not develop normally, the child
may be vulnerable (for example, to
bullying and/or being a bully) and may
cope less well with stressors. These
strengths develop sequentially during
the child’s life, so every year brings
opportunities for their expansion and
modification.
What to do? The major providers
of early childhood experiences are
parents. Supporting and strengthening
the family will increase the likelihood
of optimal childhood experiences.
Also important will be peer and
Dr. Bruce Perry’s
Conclusion
Six Core Strengths for Children:
A Vaccine Against Violence
ATTACHMENT:
being able to form and maintain healthy emotional
bonds and relationships
SELF-REGULATION:
containing impulses, the ability to notice and control
primary urges as well as feelings such as frustration
AFFILIATION:
being able to join and contribute to a group
ATTUNEMENT:
being aware of others, recognizing the needs,
interests, strengths and values of others
TOLERANCE:
understanding and accepting differences in others
RESPECT:
finding value in differences, appreciating worth
in yourself and others
For more information on the Six Core Strengths, visit the “Meet Dr. Bruce Perry”
page at http://teacher.scholastic.com/professional/bruceperry
Margaret Norrie McCain
The Honourable
Margaret N. McCain was
co-chair with Dr. Fraser
Mustard of the highly
regarded Early Years
Study: Reversing the Real
Brain Drain (1999) and is
the Children's Champion
at Voices for Children.
Among her many
accomplishments, she is
a founding member of
the Muriel McQueen
Fergusson Foundation in
New Brunswick whose
mission is the elimination
of family violence
through public education
and research.
The Lecture Series
I n September, we held the first of an annual series of lectures
addressing topics of interest shared by Margaret and our
Centre, such as the early years and the effects of violence on
children. All proceeds go to the Centre's Upstream Endowment
campaign. We are delighted that Margaret has agreed to lend
her name to our new lecture series. We greatly admire her
dedication to children’s interests. We are also pleased that Dr.
Bruce Perry agreed to be the inaugural speaker. An audience of
over 300 watched his lecture at the London Convention Centre.
His approach is in harmony with our own in many ways: begin
early, apply a developmental framework, understand how
children cope with adversities, support caregivers to support
children, and help professionals understand how children think,
feel and learn. For those not able to join us for the inaugural
lecture, we are providing here a summary of Dr. Perry’s talk. We
hope you can join us at the next lecture.
Linda Baker
Ph.D., C.Psych., Executive Director
Centre for Children & Families in the Justice System.
I am delighted that Dr. Bruce Perry was invited to give the
inaugural Margaret McCain Lecture because he is a person
whose work I have long admired. His research and writing
on the effects of family violence on children have had an
enormous influence on me. In fact, they led to my decision
to focus my time and energy on early child development.
Dr. Perry should be listened to by all politicians and policy
makers at the highest levels. The information he presents is
powerful and irrefutable and it could change dramatically
the lives of children and families.
Margaret N. McCain
Margaret is seen
here between
Dr. Peter Jaffe
and Dr. Linda Baker
...a Note from the Series Editor
Researchers repeatedly find statistical
correlations between living with violence
– at home and in the community – and
problematic outcomes in children. The
most sophisticated studies show us how
the correlations are mediated and
moderated by factors themselves
correlated with violence, including
economic poverty, child maltreatment,
emotional and physical neglect, parental
substance abuse, parental stress, and
parental mental illness.
These large studies prove what front-line
workers already know: children living with
adult domestic violence rarely experience
violence as the only life adversity. At the
Centre, we call this the “adversity package”,
a term used by Dr. Robbie Rossman.
Dr. Perry calls it the “malignant
combination of experience”.
Simply put, the more obstacles in front
of a child, the harder time he or she has
navigating the journey down the road
of childhood, especially if progress is
judged against peers racing forward
unencumbered by adversities What causally
links the “adversity package” and poor child
outcome? What mechanism or mechanisms
is at work to reduce a child’s chances for
success in life?
Finding those mechanisms
is the key to designing
effective prevention and
intervention strategies.
Some observers focus on learning
and modelling, while others see
psycho-dynamic factors as important.
Feminist thought and gender analysis
have had a great impact on our collective
understanding of violence. Each view has
different implications for intervention.
Dr. Perry posits another causal mechanism,
hidden from view deep inside the brain.
Traumatic features of a violent world –
noise, chaos, fear, isolation, deprivation,
neglect – alter the developing brain of
fetuses, babies, and toddlers. Their brains
adapt appropriately to toxic environments,
but these adaptations are at odds with
requirements for school and social
relationships. These children are primed
to survive their world, leaving them
ill-prepared to achieve their full potential
in our world. This document is a brief
summary of Dr. Perry’s stimulating
lecture, pointing readers to other
sources of information.
Alison Cunningham, M.A.(Crim.),
Director of Research & Planning,
Centre for Children & Families in the Justice System
Bruce Perry
M.D., Ph.D., Senior Fellow,
Child Trauma Academy,
Houston, Texas
Dr. Perry served as the Thomas S. Trammel Research Professor of Child Psychiatry at
Baylor College of Medicine and Chief of Psychiatry at Texas Children’s Hospital in
Houston, from 1992 to 2001. Dr. Perry consults on incidents involving traumatized
children, including the Columbine High School shootings, the Oklahoma City Bombing,
the Branch Davidian siege and the September 11 terrorist attacks. He has served as the
Director of Provincial Programs in Children’s Mental Health for Alberta, and is the author
of more than 250 scientific articles and chapters. He is an internationally recognized
authority in the area of child maltreatment and the impact of trauma and neglect on the
developing brain. Dr. Perry attended medical and graduate school at Northwestern
University and completed a residency in general psychiatry at Yale University School of
Medicine and a fellowship in Child an Adolescent Psychiatry at the University of Chicago.
Readers interested in additional material by Dr. Perry can visit the Child Trauma Academy at:
www.childtrauma.org or www.childtraumaacademy.com (with free on-line courses)
Bruce D. Perry (2004). Maltreated Children: Experience, Brain Development, and the Next Generation.
New York: W.W. Norton.
Additional Resources Recommended by Dr. Perry
Marian Diamond & Janet Hopson (1999). Magic Trees of the Mind: How to Nurture Your Child's Intelligence,
Creativity and Healthy Emotions from Birth Through Adolescence. Plume Books.
Robin Fancourt (2001). Brainy Babies: Build and Develop Your Baby’s Intelligence. Penguin.
Alison Gopnik, Andrew N. Meltzoff & Patricia Kuhl (2000). The Scientist in the Crib: Minds, Brains
and How Children Learn. Perennial.
Ronald Kotulak (1997). Inside the Brain: Revolutionary Discoveries of How the Mind Works.
Andrews McMeel Publishing.
Web Sites
Attachment Parenting International: www.attachmentparenting.org
Society for Neuroscience: www.sfn.org
National Association to Protect Children: www.protect.org
California Attorney General’s Safe from the Start Initiative:
Reducing Children’s Exposure to Violence: www.safefromthestart.org
T H E
L E C T U R E
S E R I E S
is an initiative of:
The Centre for Children & Families in the Justice System
200 - 254 Pall Mall St. LONDON ON N6A 5P6 CANADA
www.lfcc.on.ca
Proceeds from
The Margaret McCain
Lecture Series
go to the
Upstream Endowment.
The Centre is a non-profit organization dedicated to helping children and families involved
with the justice system, as young offenders, victims of crime or abuse, the subjects of
custody/access disputes, the subjects of child welfare proceedings, parties in
civil litigation, or as residents of treatment or custody facilities.
For more information,
including directions on how
to make donations, visit
We help vulnerable children achieve their full potentials in life, through professional training,
resource development, applied research, public education, community collaboration
and by providing informed and sensitive clinical services.
www.lfcc.on.ca/
upstream.html
Revenue Canada Charitable Registration No. 12991 5153 RR0001
©2005 CENTRE FOR CHILDREN AND FAMILIES IN THE JUSTICE SYSTEM
Psychotherapy: Theory, Research, Practice, Training
2004, Vol. 41, No. 4, 412–425
Copyright 2004 by the Educational Publishing Foundation
0033-3204/04/$12.00 DOI 10.1037/0033-3204.41.4.412
COMPLEX TRAUMA, COMPLEX REACTIONS:
ASSESSMENT AND TREATMENT
CHRISTINE A. COURTOIS
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Washington, DC, and Psychiatric Institute of Washington
Complex trauma occurs repeatedly and
escalates over its duration. In families,
it is exemplified by domestic violence
and child abuse and in other situations
by war, prisoner of war or refugee
status, and human trafficking. Complex
trauma also refers to situations such as
acute/chronic illness that requires
intensive medical intervention or a
single traumatic event that is
calamitous. Complex trauma generates
complex reactions, in addition to those
currently included in the DSM–IV
(American Psychiatric Association,
1994) diagnosis of posttraumatic stress
disorder (PTSD). This article examines
the criteria contained in the diagnostic
conceptualization of complex PTSD
(CPTSD). It reviews newly available
assessment tools and outlines a
sequenced treatment based on
accumulated clinical observation and
emerging empirical substantiation.
Complex trauma refers to a type of trauma that
occurs repeatedly and cumulatively, usually over
a period of time and within specific relationships
and contexts. The term came into being over the
past decade as researchers found that some forms
of trauma were much more pervasive and comChristine A. Courtois, independent practice, Washington,
DC, and The CENTER: Posttraumatic Disorders Program,
Psychiatric Institute of Washington, Washington, DC.
Correspondence regarding this article should be addressed
to Christine A. Courtois, PhD, 3 Washington Circle, Suite
205, Washington, DC 20037. E-mail: cacourtoisphd@aol.com
412
plicated than others (Herman,1992a, 1992b). The
prototype trauma for this change in understanding was child abuse. The expanded understanding
now extends to all forms of domestic violence
and attachment trauma occurring in the context of
family and other intimate relationships. These
forms of intimate/domestic abuse often occur
over extended time periods during which the victim is entrapped and conditioned in a variety of
ways. In the case of child abuse, the victim is
psychologically and physically immature—his or
her development is often seriously compromised
by repetitive abuse and inadequate response at
the hands of family members or others on whom
he or she relies for safety and protection.
The expanded understanding also extends to
other types of catastrophic, deleterious, and entrapping traumatization occurring in childhood
and/or adulthood, for example, ongoing armed
conflict and combat, POW status, and the displacement of populations through ethnic cleansing, refugee status, and relocation and through
human trafficking and prostitution. It might also
result from situations of acute and chronic illness
that require ongoing and intensive (and often
painful) medical intervention or may even result
from a single catastrophic trauma, for example,
witnessing the sudden traumatic death of another
individual or experiencing a brutal gang rape.
Diagnostic Conceptualization of
Complex Trauma
The diagnosis of posttraumatic stress disorder
(PTSD) was first included in the third edition of
the Diagnostic and Statistical Manual of Mental
Disorders (DSM–III; American Psychiatric Association, 1980), largely because of the need for
diagnostic nomenclature by which to describe the
adverse reactions experienced by combat troops
returning from Vietnam. It was derived from the
observations and conceptualizations of early re-
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Special Issue: Complex Trauma, Complex Reactions
searchers of war trauma (World Wars I and II and
the Korean conflict; Kardiner, 1941) and included the symptom triad of reexperiencing,
numbing/avoidance, and hyperarousal (American
Psychiatric Association, 1980) and a phasic alternation between reexperiencing and numbing described by Horowitz (1976). The diagnosis was
welcomed by those researching and treating combat trauma and by other researchers who were
beginning to investigate other types of trauma,
such as rape, domestic battering, and child abuse
and neglect (particularly child sexual abuse/
incest). At the time, these researchers had begun
to identify a number of posttraumatic syndromes
in the various populations under study: rape
trauma syndrome (Burgess & Holmstrom, 1974),
battered woman syndrome (Walker, 1979, 1984),
child abuse/sexual abuse trauma (Briere, 1984,
1987; Finkelhor, 1985), and incest trauma (Courtois, 1979a, 1979b; Herman & Hirschman, 1977).
These researchers began to routinely apply the
newly available diagnosis of PTSD to the effects
they observed in their research and clinical
samples.
Another noteworthy inclusion in the third edition of the DSM was diagnostic criteria for dissociative disorders (DDs). The contemporary
study of dissociation began during this same time
period. Researchers began to find that DDs in
children and adults were often related to reported
histories of severe child abuse and neglect. Researchers of child abuse and dissociation, respectively, began to realize the crossover between
their populations and came to understand that
both areas of research involved trauma and posttraumatic reactions. Five different DDs were
identified in the DSM–III: fugue, dissociative
amnesia, depersonalization disorder, multiple
personality disorder, and dissociative disorder,
not otherwise specified (American Psychiatric
Association, 1980).
Despite the obvious advances that were made
at the time in understanding posttraumatic reactions, a number of researchers and clinicians argued that the diagnosis of PTSD was not a perfect
fit for the reactions experienced by victims of
child abuse and domestic trauma and other populations where traumatization occurred repeatedly
and extensively (Briere, 1987, 1992; Courtois,
1988; Finklehor, 1984; Herman, 1992a, 1992b).
They noted that the criteria for PTSD had been
derived directly from the study of adult male
combatants exposed to war trauma. As a result,
the reactions of those involved in combat were
likely significantly different from those of immature individuals whose exposure to traumatic
stress was ongoing and related to family life.
Many researchers conducted factor analyses of
the findings of available studies of child abuse
trauma (findings summarized in Herman, 1992a,
1992b) and determined that the effects of such
trauma, although posttraumatic in nature, were
significantly different from PTSD as defined in
the DSM–III (American Psychiatric Association,
1980). Individuals exposed to trauma over a variety of time spans and developmental periods
suffered from a variety of psychological problems not included in the diagnosis of PTSD, including depression, anxiety, self-hatred, dissociation, substance abuse, self-destructive and risktaking behaviors, revictimization, problems with
interpersonal and intimate relationships (including parenting), medical and somatic concerns,
and despair. Moreover, these problems were categorized as comorbid conditions rather than being recognized as essential elements of complicated posttraumatic adaptations. Clinicians were
discovering that these complex conditions were
extremely difficult to treat and varied according
to the age and stage at which the trauma occurred,
the relationship to the perpetrator of the trauma,
the complexity of the trauma itself and the victim’s role and role grooming (if any), the duration
and objective seriousness of the trauma, and the
support received at the time, at the point of disclosure and discovery, and later. Researchers involved in this work proposed an alternative conceptualization, complex PTSD (CPTSD) or “disorders of extreme stress not otherwise specified”
(DESNOS; Pelcovitz et al., 1997).
The PTSD committee for DSM–IV authorized
a multisite field trial to investigate (a) alternative
versions of the PTSD stressor criterion, (b) the
validity of the items across stressors, (c) the adequacy of the tripartite division of symptoms, and
(d) potential changes in the minimum required
PTSD symptoms. An additional goal of the field
trial was to examine the feasibility of a constellation of trauma-related symptoms (CPTSD) not
addressed by the PTSD diagnosis and the reliability of a structured interview to measure this
new conceptualization (Roth, Pelcovitz, Van der
Kolk, & Mandel, 1997). Findings of this field
trial, which took place between 1991 and 1992,
demonstrated that CPTSD is specific to trauma, is
rarely found among nontrauma exposed survivors
413
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Courtois
(has a high construct validity), and is comorbid
with the diagnosis of PTSD. Follow-up studies
examining CPTSD among combat veterans
(Ford, 1999; Newman, Orsillo, Herman, Niles, &
Litz, 1995), child abuse victims (Ford & Kidd,
1998), and battered women (Pelcovitz & Kaplan,
1995), as well as a study examining responses to
fluoxetine (Van der Kolk et al., 1994) found support for the clinical usefulness of the symptom
constellation, usefulness further supported by the
inclusion of a similar diagnosis in the ICD-10
diagnosis of enduring personality change after
catastrophic experience (World Health Organization, 1994). Since these early studies, research on
a variety of populations and in a variety of settings has found support for the hypothesis that
early interpersonal trauma, especially childhood
abuse, predicts a higher risk for developing
CPTSD/DESNOS than accidents and disasters
(Roth et al., 1997). In a follow-up study of a
specialized inpatient population of traumatized
individuals, Ford (1999) found that despite substantial overlap between PTSD and DESNOS, the
two conditions were substantially different in
terms of symptoms and functional impairment. In
contrast with the DSM–IV field trial finding of a
92% comorbidity rate between DESNOS and
PTSD, Ford found that DESNOS could occur in
the absence of PTSD (Ford, 1999), leading him to
suggest that PTSD and DESNOS are fundamentally distinct in that PTSD symptoms do not account for those included in DESNOS. More research is needed to see if this finding holds.
The diagnostic conceptualization of CPTSD/
DESNOS as defined for the field trial consisted
of seven different problem areas shown by research to be associated with early interpersonal
trauma (Herman, 1992a, 1992b):
1. alterations in the regulation of affective impulses, including difficulty with modulation
of anger and self-destructiveness. This category has come to include all methods used
for emotional regulation and self-soothing,
including addictions and self-harming behaviors that are, paradoxically, often life
saving;
2. alterations in attention and consciousness
leading to amnesias and dissociative episodes and depersonalization. This category
includes emphasis on dissociative responses
different than those found in the DSM cri-
414
teria for PTSD. Its inclusion in the CPTSD
conceptualization incorporates the findings
regarding dissociation that were mentioned
earlier, namely, that dissociation tends to be
related to prolonged and severe interpersonal abuse occurring during childhood
and, secondarily, that children are more
prone to dissociation than are adults;
3. alterations in self perception, such as a
chronic sense of guilt and responsibility,
and ongoing feelings of intense shame.
Chronically abused individuals often incorporate the lessons of abuse into their sense
of self and self-worth (Courtois, 1979a,
1979b; Pearlman, 2001);
4. alterations in perception of the perpetrator,
including incorporation of his or her belief
system. This criterion addresses the complex relationships and belief systems that
ensue following repetitive and premeditated
abuse at the hands of primary caretakers;
5. alterations in relationship to others, such as
not being able to trust and not being able to
feel intimate with others. Another “lesson
of abuse” internalized by victim/survivors
is that people are venal and self-serving, out
to get what they can by whatever means
including using/abusing others;
6. somatization and/or medical problems.
These somatic reactions and medical conditions may relate directly to the type of
abuse suffered and any physical damage
that was caused or they may be more diffuse. They have been found to involve all
major body systems;
7. alterations in systems of meaning. Chronically abused individuals often feel hopeless
about finding anyone to understand them or
their suffering. They despair of ever being
able to recover from their psychic anguish.
Support for a diagnosis of CPTSD/DESNOS,
although not yet incorporated into the DSM–IV
except as an associated feature of PTSD (American Psychiatric Association, 1994), is growing. A
number of clinicians have observed over the
years that these adult survivors of childhood
abuse present with complex symptom pictures,
including engaging in many high-risk situations
(self-harm, suicidality, risk-taking, addictions,
revictimizations) as well as evidencing impair-
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Special Issue: Complex Trauma, Complex Reactions
ments in their ability to regulate their emotions,
to avoid revictimization, and to stay connected in
a therapeutic relationship. These characteristics
most resemble the symptom picture: emotional
lability, relational instability, impulsivity, and unstable self-structure associated with borderline
personality disorder (BPD; American Psychiatric
Association, 1994), a diagnosis that has come to
be understood as a posttraumatic adaptation to
severe childhood abuse and attachment trauma
(Briere, 1984; Herman, Perry, & van der Kolk,
1989; Kroll, 1993; Van der Kolk, Perry, & Herman, 1991; Zanarini, 1997). Despite this understanding, the BPD diagnosis has carried enormous stigma in the treatment community where it
continues to be applied predominantly to women
patients in a pejorative way. Conceptualizing and
understanding BPD as a posttraumatic adaptation
can assist the clinician in being more empathic
and more even-handed. Yet, the treatment of individuals diagnosed with CPTSD/DESNOS or
BPD is fraught with complications (Chu, 1992;
Linehan, 1993); exposing these patients too directly to their trauma history in the absence of
their ability to maintain safety in their lives can
lead to retraumatization (Chu, 1998; Courtois,
1999).
In recent years, treatment for patients with the
“classic” form of PTSD has increasingly emphasized the use of cognitive–behavioral interventions (CBT), including prolonged exposure (PE)
and cognitive restructuring (CR), techniques for
which empirical support has become available
(Foa, Keane, & Friedman, 2000a). The findings
in support of the effectiveness of these techniques
in ameliorating the often refractory symptoms of
PTSD are laudable. Unfortunately, the wholesale
application of CBT techniques to patients with
CPTSD/DESNOS (even those who clearly meet
criteria for PTSD) may be problematic and resurfaces some of the problems described in the previous paragraph. In fact, it is not too strong to say
that some patients may actually be harmed by the
use of these techniques, especially if applied too
early in the treatment process without attention to
safety and the ability to regulate strong affect
(Chu, 1998; Ford, 1999; Ford & Kidd, 1998).
Assessment and Treatment of
Complex Trauma
What follows is a description of an assessment
and treatment model for CPTSD/DESNOS that
attends to these concerns and sets out a sequenced course of treatment. It has as its foundation the development of skills for selfmanagement and safety applying cognitive and
CBT techniques over the course of treatment.
This model now has approximately 20 years of
development based largely upon clinical application, observation, and modification. The aim of
this article is to provide an overview and update
of the treatment model, “the meta model,” and to
set out the evolving standard of practice in the
treatment of this class of conditions (Chu, 1998;
Courtois, 1999). Empirical substantiation of various elements of the treatment model has been
undertaken just recently (Ford, Courtois, Steele,
Van der Hart, & Nijenhuis, in press); ongoing
development of assessment and treatment will
certainly rely upon the findings of these and additional studies.
Assessment
Strategies and instruments for the assessment
of traumatized individuals are relatively recent
developments in clinical practice. A variety of
specialized instruments are now available (Briere, 2004; Carlson, 1997; Courtois, 1995; Wilson
& Keane, 2004) for both posttraumatic and dissociative conditions (Dell, Dalenberg, Frankel, &
Chefetz, 2003). Yet, the assessment of standard
forms of PTSD using instruments developed for
DSM–IV criteria (American Psychiatric Association, 1994) may unfortunately not cover the complexity of the CPTSD/DESNOS patient, including such issues as developmental aspects of the
trauma history, functional and self-regulatory impairment, personal resources and resilience, and
patterns of revictimization.
The recommended approach to the assessment
of trauma is to embed it within the standard psychosocial assessment conducted at the beginning
of treatment. From the point of intake, the clinician should include questions having to do with
possible trauma in the individual’s past and/or
current life and about posttraumatic and/or dissociative symptomatology. The rationale for this
recommendation is that a large number of individuals seeking mental health treatment do so for
the direct or indirect consequences of traumatization at some point in their history and that individuals who meet diagnostic criteria for PTSD
and for DDs are high end users of mental health
services and thus are very likely to be presenting
for treatment.
415
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Courtois
The clinician should not assume, however, that
asking about trauma or trauma and dissociative
symptoms will automatically result in disclosure.
Some individuals with positive histories of
trauma are unwilling or unable to disclose early
in the process. Disclosure may only occur as the
individual comes to know and trust the therapist.
Whether the therapist is asking questions about
trauma in an initial assessment or later in the
treatment process, several guiding principles are
to be emphasized. The client must be approached
with respect and with the understanding that asking about trauma can be difficult and painful, as
can the disclosure of past or current trauma. The
issue of empowerment is another important one.
The therapist must convey an attitude of openness and must ask questions from a neutral position of inquiry. If and when a trauma history is
disclosed, the therapist then must pay careful attention to the individual’s condition in-session
and afterwards (in the form of delayed reactions),
with titration or even cessation of the inquiry if
any decompensation occurs. Inquiry about and
discussion of trauma details can cause the spontaneous emergence of symptoms in some individuals. The therapist should be aware ahead of
time and be prepared to respond in a preventive
way. Being sensitive to this range of possible
responses conveys several important messages to
the potential client—that the emotional content
associated with traumatization can be overwhelming and that the therapist recognizes this
and gives the individual’s safety and welfare precedence over the story.
Finally, specialized assessment might need to
be repeated at different points in treatment since
posttraumatic and dissociative symptoms might
only emerge gradually, often when enough safety
is established in the treatment relationship. For,
although some of these symptoms are blatant and
highly evident, others are very subtle and have as
their goal the maintenance of secrecy in the interest of safety. Unfortunately, most clinicians
are not trained to recognize these symptoms and
so might miss them. Once the clinician does recognize them and/or seeks consultation or training
thereafter, he or she is in a much better position to
recognize them in the future.
Instruments
If the therapist utilizes standard psychological
instruments in the initial assessment (e.g., Min-
416
nesota Multiphasic Personality Inventory
[MMPI], Millon Multiaxial Clinical Inventory
[MCMI]), he or she should be aware that, although these instruments may tap many symptom
and function domains, they will likely not tap
those associated with posttraumatic and dissociative symptomatology. For this reason, it is recommended that the therapist supplement standard
instruments with newly developed screening instruments, symptom inventories, and clinical interviews designed to encompass these domains.
The following instruments have been developed
specifically to assess the symptoms of PTSD and
dissociation and have been found to have adequate reliability and validity. A discussion of the
use of many of these instruments, alone or in conjunction with more standard instruments used in
psychology and psychiatry, and an approach to
the evaluation of trauma can be found in works
by Briere (2004), Carlson (1997), Wilson and
Keane (2004), and Briere and Spinazzola (in
press).
Posttraumatic symptoms, PTSD, and CPTSD.
The following instruments are recommended at
this time: Clinician-Administered PTSD Scale
(CAPS; Blake et al., 1996), Impact of Event
Scale—Revised (IES–R; Weiss & Marmar,
1997), Detailed Assessment of Posttraumatic
States (DAPS; Briere, 2001), and Posttraumatic
Stress Diagnostic Scale (PDS; Foa, 1995). Perhaps the two most useful in the identification of
CPTSD are the Trauma Symptom Inventory
(TSI), an instrument developed to assess trauma
symptoms proper but that assesses domains of the
self and relations with others (Briere, 1995; Briere, Elliot, Harris, & Cotman, 1995), and the
Structured Interview for Disorders of Extreme
Stress (SIDES), developed for the DSM–IV field
trial (Pelcovitz et al., 1997; van der Kolk, 1999;
Zlotnick & Pearlstein, 1997). Additionally, the
Inventory of Altered Self Capacities (IASC; Briere, 2000b) assesses difficulties in relatedness,
identity, and affect regulation and is therefore
very pertinent to this population, as do the Cognitive Distortion Scales (CDS; Briere, 2000a) and
the Trauma and Attachment Belief Scale (Pearlman, 2003), measures of trauma-related beliefs
and cognitive distortions.
Dissociative symptoms and the DDs. Several
instruments are available to measure various aspects and types of dissociation: Dissociative Experiences Scale (DES; Bernstein & Putnam,
1986; Carlson & Putnam, 1993), a screening
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Special Issue: Complex Trauma, Complex Reactions
rather than a diagnostic instrument that can be
used first and then supplemented by other more
detailed instruments, such as (and especially) the
Multiscale Dissociation Inventory (MDI; Briere,
2002a) and the Somatoform Dissociation Scale
(SDQ-20; Nijenhuis, 2000). Because of the often
elusive nature of dissociation, a structured interview is often useful. Three are currently available: the Structured Clinical Interview for DSM–
IV Dissociation Disorders, SCID-D (Steinberg,
1994; the only available interview with psychometric properties), the Office Mental Status Examination for Complex Chronic Dissociative
Symptoms and Multiple Personality Disorder
(Loewenstein, 1991), and the Dissociative Disorders Interview Schedule (DDIS; Ross et al.,
1989).
Results of these assessment instruments and
interviews can guide the treatment process, as
will be discussed in the second half of this article.
Comprehensive assessment of the sort described
above gives the clinician some understanding of
the individual’s symptom picture, defensive and
self structure, capacity for emotional selfregulation, functional competence, and relational
ability. The clinician should be careful to assess
for the individual’s strengths and resources, as
well, so as not to fall into the countertransference
trap of perceiving the individual as a helpless
victim. Whenever possible, the therapist wants to
call upon and reinforce the individual’s capacities; this will serve as a means of empowering the
individual and will encourage growth (rather than
regression) and an identity based upon functionality rather than debilitation. The therapist must
also encourage appropriate dependence and provide a source of secure attachment for the traumatized individual as a base upon which the
therapeutic work is conducted (see Dalenberg,
this issue; Liotti, this issue).
Treatment
At the present time, the evolving standard of
care for the treatment of PTSD includes psychotherapy supplemented by psychopharmacology
(where appropriate and used to relieve posttraumatic symptoms as well as associated symptoms
of depression, anxiety, obsessive–compulsive
disorder and, on occasion, psychosis, carefully
applied according to the needs of the client; Foa,
Davidson, & Frances, 1999; Foa et al., 2000a). It
should be noted that medication has not yet been
found useful in specifically targeting dissociation, although the amelioration of symptoms of
depression and anxiety may lessen the need for
dissociative defenses. As discussed above, the
use of cognitive–behavioral approaches, particularly exposure therapy, has received the most research substantiation for the treatment of classic
forms of PTSD (Foa, Keane, & Friedman,
2000b). The use of these approaches with the
CPTSD patient is just beginning and preliminary
findings show some effectiveness (Resick, Nishith,
& Griffin, 2003), yet significant caution is required in adopting this approach without further
research. Hybrid models of treatment that combine or sequence strategies in different ways for
the CPTSD client are currently under development, for CPTSD alone and in conjunction with
chronic mental illness and with substance abuse.
Where they have been tested, they have shown
promise (Cloitre, 2002; Cloitre, Koenen, Cohen,
& Han, 2002; Korn & Leeds, 2002; Leeds &
Shapiro, 2000; McDonagh-Coyle, Ford, & Demment, 2002; Smucker & Dancu, 1999; Smucker
& Niederee, 1995). Since research efforts are just
beginning, these finding should be considered
preliminary.
Findings from these various research efforts as
well as from clinical observation have suggested
that many treatment approaches and strategies
from a variety of theoretical perspectives apply
to the treatment of the CPTSD population.
Treatment is therefore multimodal and transtheoretical, necessitated in large measure by the multiplicity of problems and issues presented by
these clients and by the fact that, CPTSD, like
PTSD, has biopsychosocial and spiritual components that require an array of linked biopsychosocial treatment approaches. Moreover, CPTSD
clients suffer from developmental/attachment
deficits and issues, a situation that requires treatment strategies that are focused on ameliorating
these deficits in order to advance the rest of the
treatment.
The treatment of CPTSD is cued to the diagnostic criteria that the seven areas of impairment
described earlier: (a) alterations in the capacity to
regulate emotions, (b) alterations in consciousness and identity, (c) alterations in selfperception, (d) alterations in perception of the
perpetrator, (e) somatization, (f ) alterations in
perceptions of others, and (g) alterations in systems of meaning. The treatment approach that is
most recommended at the present time is that of
417
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Courtois
a meta-model that encourages careful sequencing
of therapeutic activities and tasks, with specific
initial attention to the individual’s safety and
ability to regulate his or her emotional state (Chu,
1998; Courtois, 1999; Ford et al., in press; Herman, 1992b; Kluft, 2002; Linehan, 1993). The
treatment has a whole-person philosophy that
does not overemphasize the traumatic antecedents of the individual’s difficulties above all else,
yet does give them appropriate emphasis and importance. Gold (2000) has labeled this strategy
“not trauma alone,” and Courtois and Jay (1998)
have labeled it “trauma responsive therapy.” The
treatment model is highly individualized depending on the client’s needs and capabilities and recognizes that different healing patterns and prognoses are likely. Kluft (1994) has labeled this as
treatment trajectories and has helpfully devised a
rating scale of prognostic factors that generally
predict a client’s treatment course of low, medium, and high gains. At this time, treatment for
CPTSD is recognized as needing to be longer
rather than shorter term in duration, because of
the self-identity, self-regulatory, and relational
deficits that are part of the larger symptom picture. Treatment may be conducted on an ongoing
basis or more episodically. Additionally, it has
been recognized that it is not unusual to have the
resolution of one issue or set of issues precede the
emergence of others (Chu, 1998; Courtois, 1999).
Sequencing and Stage-Oriented Treatment
The consensus or meta-model that is most in
use in the contemporary treatment of CPTSD involves stages of treatment that are organized to
address specific issues and skills (Courtois,
1999). A model consisting of three stages is
widely adopted, following the recommendation
made in Herman’s influential and pioneering
book on CPTSD, Trauma and Recovery (Herman, 1992b). A model similar to this one was
originally conceptualized and implemented for
the treatment of chronic trauma by the French
neurologist, Pierre Janet, at the end of the last
century (Janet, 1919/1925; Van der Hart, Brown,
& Van der Kolk, 1989). The early stage of treatment is devoted to the development of the treatment alliance, affect regulation, education,
safety, and skill-building. The middle stage, generally undertaken when the client has enough life
stability and has learned adequate affect modulation and coping skills, is directed toward the pro-
418
cessing of traumatic material in enough detail and
to a degree of completion and resolution to allow
the individual to function with less posttraumatic
impairment. The third stage is targeted toward
life consolidation and restructuring, in other
words, toward a life that is less affected by the
original trauma and its consequences. These three
stages are described below, with the most emphasis on the first stage.
It should be noted that although this metamodel does not prescribe or mandate particular
interventions for particular clients, it does serve
as a general guideline for the therapist that emphasizes safety, security, and affect regulation as
core foundations of treatment. It also emphasizes
posttraumatic growth and development and the
ability to function in the world and seeks to halt
the ongoing decline that is so often a legacy of
complex trauma. Posttraumatic growth, described
by Tedeschi and Calhoun (1995), involves
enough consolidation of the biopsychosocial
deficits and dysregulations to allow (a) new
learning—especially involving affect identification, expression, and modulation—and (b) skill
development that leads, in turn, to higher levels of
functioning in different life spheres. Although the
model is linear, it is not lockstep. Because posttraumatic decline and developmental deficits are
difficult to reverse and because the development
of trust requires time and effort, treatment usually
proceeds in starts and stops. The model is most
usefully conceptualized as a recursive spiral to
account for this back and forth nature of what
Kepner (1995) described as healing tasks within
each stage and the likelihood that clients will advance and relapse as they progress through the
various tasks. The model is also modified according to the specific issues that emerge during the
initial assessment and later and according to the
client’s defenses and such internal and external
resources as ego strength, an available and stable
support network, financial and insurance resources, and so forth.
Stage 1: Pretreatment issues, treatment frame,
alliance-building, safety, affect regulation, stabilization, skill-building, education, self-care, and
support. This is likely to be the longest stage of
the treatment and the most important to its success; thus, it is given the most description. It includes pretreatment issues such as the development of motivation for treatment, informed consent regarding the rules of treatment along with
client rights and responsibilities, and education
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Special Issue: Complex Trauma, Complex Reactions
about what psychotherapy is about and how to
participate most successfully. It also begins the
development of the treatment relationship in a
way that allows a collaborative alliance over
time. Saakvitne and colleagues (Saakvitne,
Gamble, Pearlman, & Lev, 2000) have developed
the acronym RICH to highlight the relationship
elements that are most important in working with
traumatized individuals: respect, information,
connection, and hope. The underlying assumption of this treatment model, “Risking Connection,” is that the therapeutic relationship provides
an opportunity to rework attachment difficulties
from the past within the therapeutic context in
order to develop greater self-capacities and specific personal and interpersonal skills.
Stage 1 resembles more generic psychotherapy
in many ways but, as noted by Courtois (1999),
the patient’s posttraumatic aftereffects, including deficits in
functioning, victimization-related schema about self and
other, and episodes of revictimization, often compound it. For
example, the development of the therapeutic alliance, a more
or less straightforward process with a nontraumatized patient,
is often a daunting challenge with one who has been severely
interpersonally victimized. The patient may be beset by
shame and anxiety and terrified of being judged and “seen” by
the therapist. The therapist, in turn, may be perceived as a
stand-in for other untrustworthy and abusive authority figures
to be feared, mistrusted, challenged, tested, distanced from,
raged against, sexualized, etc., or may be perceived as a standin for the longed-for good parent or rescuer to be clung to,
deferred to, and nurtured by, or the two may alternate in
unpredictable kaleidoscopic shifts (especially when the patient is highly dissociative and is easily triggered). In a related
vein, issues of personal safety and revictimization are typically much more pronounced in this treatment population versus one that is more general. (p. 190)
Some clients never move beyond or complete
Stage 1. Others may leave treatment prematurely.
It is now recognized that good work in Stage 1 is
likely to substantially improve the client’s life.
Some clients may have no need to move into the
latter two stages. The primary emphasis of Stage
1 is personal safety in addition to education, personal and life stabilization, skill-building, and the
building of social relationships and support.
Safety is defined broadly and involves real and
perceived injury and threats to self and to and
from others. Many adult trauma survivors live in
unsafe situations and relationships in which they
are chronically revictimized and/or create risk
and danger to themselves in ongoing conscious or
unconscious reenactments of their original
trauma. Some have no conceptualization of what
it means to be safe and do not believe they can
ever be safe. From its inception, treatment must
be geared to the modification of such erroneous
but trauma-related cognitions. The therapist assists the client to gain control over impulsive behavior, self-destructive thoughts and behaviors,
dangerous interpersonal situations, addictions,
ongoing dissociation, and intense affect discharges that can result in retraumatization and
seeks to replace them with personal safety planning. The latter is an active and collaborative process in which the client agrees to address issues
of risk and danger in incremental steps. Such
planning teaches the significance of safety and
provides the client with alternative means of selfregulation and self-management.
Dissociation involves the alteration of consciousness, memory, personal information, and
identity, items that are normally associated and
integrated (American Psychiatric Association,
1994). Dissociation can be mild and transient or
quite extensive, as seen in cases of ongoing abuse
during childhood where it may be the abused
child’s best way of coping. In adulthood as well
as childhood, dissociative defenses—especially
those that result in skips in ongoing conscious
awareness, identity, and memory—may pose significant impediment to safety, as well as to general functioning. The client who actively dissociates to cope and/or who suffers from a major
dissociative disorder has increased levels of risk.
The use of dissociation as a primary coping style
needs identification, a process that is often impeded by its covert nature and the clinician’s failure and/or inability to recognize it. Once it is
recognized and identified, clients must learn alternative ways of being in relation to self and to
the world. The clinician must be careful not to
castigate the dissociative client nor to stigmatize
the process. As with other coping skills developed in dire times and events, these skills were
initially adaptive. Clients need to be shown how
they have become maladaptive and actively
taught other means of self-management and selfprotection. The process for clients diagnosed with
dissociative identity disorder is more complicated
and involves more technical interventions, which
are beyond the scope of this article. Numerous
resources are available on the treatment of dissociative identity disorder (Brenner, 2001; Kluft,
1996, 2002; Putnam, 1989; Ross, 1997;
Schwartz, 2000).
The development of safety may pose a special
challenge to the addicted client whose safety may
419
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Courtois
be dependent upon becoming substance free.
Special treatment programs for addicted survivors of complex trauma are now available and are
all predicated upon safety (Miller & Guidry,
2001; Najavits, 2002; Triffleman, Carroll, &
Kellogg, 1999). In fact, the one developed by
Najavits is entitled “Seeking Safety.”
Client education is also an integral component
of Stage 1 treatment and should begin as early as
possible in the process. First of all, education can
be used to demystify the process of psychotherapy, something that might be terrifying to the
client with CPTSD. Additionally, many traumatized individuals know nothing about trauma,
may not label what happened to them as traumatic, and have little or no understanding that
their symptoms may be related to their past experiences. Education about trauma and its impact
is therefore important and may effectively help a
client to understand his or her reactions and
to develop increased self-understanding and
self-compassion.
Education is also the foundation for teaching
specific skills that cover many domains: the identification and regulation of emotional states, personal mindfulness, self-care, life skills, coping
skills, problem-solving, social skills, and decision-making. As noted by Gold (2000), these
skills are often missing in chronically abusive
and neglectful families. This skills-based approach is also promulgated in the dialectic behavior therapy model for borderline clients developed by Linehan (1993) and applicable to the
complex trauma client. Education is used
throughout the treatment process. The client must
be motivated to change and must actively practice what is taught. Affect-regulation and modulation are perhaps the most important selfregulatory skills that the client needs to learn.
Self-care and mind–body issues are related to
all of the topics discussed in this section but need
a focus in their own right. Many CPTSD clients
are alienated from themselves, their general wellbeing, and their bodies (as well as their minds).
The mind–body split experienced by these clients
is often quite problematic, with the client in a
more or less perpetual state of disconnect. As a
result, many ignore their bodies, are neglectful
regarding wellness and medical concerns, and put
themselves at unnecessary risk in a variety of
ways. As these issues are identified, the clinician
may need to actively engage the client in paying
attention to his or her bodily reactions and around
420
planning for general self-care, preventive medicine, and/or actual treatment. Treatment approaches that are “whole person” and that address
issues of the body and mind under chronic stress
have been developed in recent years to supplement an approach that, until just recently, tended
to focus exclusively on the psychological realm
(Levine, 1997; Ogden & Minton, 2000; Rothschild, 2000; Siegel, 1999).
Psychopharmacology is another treatment for
the related physical–psychological symptoms. As
noted above, combined psychopharmacology and
psychotherapy are recommended, including for
CPTSD patients. Guidelines for the medical management of PTSD can be found in works by Foa
et al. (1999; 2000a) and Friedman (2000; 2001).
Having relationships with others and building
support networks are crucial to address in this
stage. As discussed earlier, mistrust is a major
interpersonal hallmark of many CPTSD clients
because of their experience with exploitive and
nonprotective individuals. Social/relational deficits and problems have long been identified as a
legacy of abuse trauma (Courtois, 1979a, 1979b;
Finkelhor, 1990), a recognition that has been
given additional emphasis in the past 2 decades
by attachment researchers (Siegel, 1999). The insecure style is most associated with childhood
abuse trauma and results in children and (later)
adults whose attachment styles reflect what they
learned in their relationships with primary caretakers: Some are excessively self-sufficient and/
or caretaking of others while others are constantly anxious and insecure. Those who were
exposed to the most abusive and disorganized of
family backgrounds often develop disorganized/
dissociative attachment styles (i.e., those involving shifting states of identity, emotional lability,
shifting relationships with others, self-injury as a
means of self-soothing, etc.). Historically, these
have been long associated with the diagnosis of
borderline personality. Clinicians must work directly with these various styles while providing a
secure relational base within the treatment from
which to acquire more interpersonal skills, including the ability to negotiate relationships and
to develop intimacy with others.
As this discussion of Stage 1 is wrapped up,
the reader might be asking what happened to the
focus on trauma and does any of it happen in this
stage? Although this stage does not specifically
focus on trauma processing and resolution, much
of the work described above does, either directly
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Special Issue: Complex Trauma, Complex Reactions
or indirectly, relate to traumatic antecedents. The
major difference between this stage and the next
is that, in Stage 1, the traumatic material is addressed predominantly from an educational/
cognitive perspective. The client is educated
about trauma, short and long-term posttraumatic
responses, and the developmental adaptations
found to be associated with chronic and complex
forms of trauma. Attachment and trauma-based
cognitions are constantly attended to in this stage.
Early research by Jehu, Klassen, and Gazan
(1985) and more recent research by Roth and
colleagues (e.g., Roth & Batson, 1997) have provided empirical support for this approach. It appears that changing abuse- and/or trauma-related
cognitions can resolve negative self-perception to
such a degree that the client can becomes less
symptomatic.
The client’s ongoing symptoms become the
basis for determining whether more directed
work with the trauma is needed. If the client remains symptomatic and is willing to work more
directly on the trauma, treatment proceeds to
Stage 2. Informed consent stresses that the
trauma resolution work is just that, an attempt to
process trauma, resolve impasses, and promote
posttraumatic growth in the place of decline.
Treatment of traumatic material and memories is
in the interest of resolution and not in the interest
of making or causing new memories to emerge,
although that is something that might happen as
the trauma is addressed more directly (Gold &
Brown, 1997). At times, the shift into Stage 2 will
be explicitly initiated by the clinician. At other
times, it will be due to the collaborative evaluation of the client’s need and readiness for trauma
processing. At still others, it will proceed rather
seamlessly from some of the cognitive work that
might move naturalistically to a discussion of
feelings associated with the cognitive process.
Connecting affectively with the trauma story and
the trauma-based cognitions and behaviors within
the context of a supportive relationship is a major
focus of trauma processing (Fosha, 2003; Neborsky, 2003; Schore, 2003; Solomon & Siegel,
2003).
Stage 2: Deconditioning, mourning, resolution, and integration of the trauma. Stage 2 utilizes exposure and narrative-based techniques to
have the client directly address issues related to
the trauma (the objective trauma story involving
description of how it occurred, where, with
whom, etc., along with the subjective reactions
that occurred at the time and afterwards) and relies on the client’s utilizing the increased selfregulatory skills developed in Stage 1 without
resorting to maladaptive defenses. At the present
time, gradual as opposed to prolonged exposure
and associated desensitization seem to be the
choice most clinicians make, although this might
change as more technical development occurs.
Whatever exposure or narrative technique is selected, its pace and intensity need to be calibrated
so as not to overwhelm. It must match the client’s
capacity. Briere (2002b) has cautioned clinicians
about exceeding what he labels the “therapeutic
window,” or the client’s ability to feel without
resorting to and reinstating old destructive behaviors such as self-injury, suicidality, and increased
use of dissociation. Equally important in this
stage is the clinician’s ability to stay with the
client, that is, to hear the story in some detail, to
provide safety by means of attachment security,
and to emotionally resonate with the client.
Whether the processing is formalized and utilizes a specialized approach or technique (e.g.,
eye movement desensitization and reprocessing, EMDR [Shapiro, 2001], guided imagery
[Naperstek, 2004], imaginal rescripting [Smucker
& Niederee, 1995], narrative telling/writing
[Pennebaker, 2000], or sensorimotor approaches
[Levine, 1997; Rothschild, 2000]) or occurs more
naturalistically as the client comes to understand
more about past events and their impact, other
issues usually emerge that require therapeutic attention. For example, grief and mourning for all
that was lost are common, as are strong feelings
of shame and rage. Stage 2 work involves processing whatever emotions that emerge to the
point of some resolution, in order for symptoms
to diminish. During this stage, the client might
undertake specific actions to resolve relationships
with abusers or others. These might involve such
actions as disclosures and discussions, boundary
development, separation from or reconnection
with others, all from a position of increased
awareness and understanding and increased interpersonal as well as self-regulatory skills.
Stage 3: Self and relational development, enhanced daily living. Although Stage 3 can be
seen as the culmination of the previous work and
as an exciting time of growth (Herman, 1992b), it
may also be fraught with difficulty for some
trauma survivors who have never had the opportunity for a life that is in the range of normal,
even with the emphasis placed on life skills in
421
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Courtois
Stage 1. Stage 3 might be a time when the client,
building upon the awareness developed in Stage
2, specifically realizes the dysfunction and pathology of the past as he or she continues to attempt to move beyond its influence. Stage 3 frequently involves work on unresolved developmental deficits and fixations and on fine-tuning
the self-regulatory skills developed in Stage 1.
Some of the issues that are most in evidence are
the development of trustworthy relationships and
intimacy, sexual functioning, parenting, career
and other life decisions, ongoing decisions/
discussions with abusive others, and so forth.
Specific resources are available for many of these
issues (Basham & Miehls, 2004; Bass & Davis,
1994; Davis, 1991; Davis, 2002; Johnson, 2002;
Maltz, 2001). In this stage, as in the others, the
clinician continues to provide the secure base
from which the client does the work and provides
ongoing facilitation of relational learning.
As noted earlier, the intensity and duration of
the entire treatment will differ substantially.
Some clients require treatment for years or even
decades. Others may complete treatment in 6–12
months. The initial focus of safety, affect regulation, and skills development is designed to give
all who enter treatment different tools with which
to function in the world. At whatever point termination occurs, it poses special issues, stirring
up feelings of abandonment, grief, fear, and loss
of security. It is best for termination to be as
collaborative as possible and to be clearly demarcated. The option should be left open for a return,
whether for a check-in, booster, or a return to
more sustained treatment. Clients can be prepared
for the possibility of developmental triggers or
other crises necessitating the need for a return to
treatment. Because of the possibility of a patient’s return, it is recommended that no dual or
outside relationships be developed posttermination (Herman, 1992b).
References
American Psychiatric Association. (1980). Diagnostic and
statistical manual of mental disorders (3rd ed.). Washington, DC: Author.
American Psychiatric Association. (1994). Diagnostic and
statistical manual of mental disorders (4th ed.). Washington, DC: Author.
BASHAM, K. K., & MIEHLS, D. (2004). Transforming the
legacy: Couple therapy with survivors of childhood
trauma. New York: Columbia University Press.
BASS, E., & DAVIS, L. (1994). The courage to heal: A guide
for women survivors of child sexual abuse (3rd ed.). New
York: Harper & Row.
422
BERNSTEIN, E. M., & PUTNAM, F. W. (1986). Development,
reliability, and validity of a dissociation scale. Journal of
Nervous and Mental Disease, 174, 727–735.
BLAKE, D. D., WEATHERS, F. W., NAGY, L. M., KALOUPEK,
D. G., CHARNEY, D. S., & KEANE, T. M. (1996). The Clinician-Administered PTSD Scale (CAPS). Boston: National
Center for PTSD, Boston VA Medical Center.
BRENNER, I. (2001). Dissociation of trauma: Theory, phenomenology, and technique. Madison, CT: International Universities Press.
BRIERE, J. (1984). The effects of childhood sexual abuse on
later psychological functioning: Defining a post-sexual
abuse syndrome. Paper presented at the Annual Convention
of the American Psychological Association, Toronto, Ontario, Canada.
BRIERE, J. (1987). Post-sexual abuse trauma: Data and implications for clinical practice. Journal of Interpersonal Violence, 2, 367–379.
BRIERE, J. (1992). Child abuse trauma: Theory and treatment
of the lasting effects. Newbury Park, CA: Sage.
BRIERE, J. (1995). Trauma Symptom Inventory (TSI) professional manual. Odessa, FL: Psychological Assessment
Resources.
BRIERE, J. (2000a). Cognitive Distortions Scale (CDS).
Odessa, FL: Psychological Assessment Resources.
BRIERE, J. (2000b). Inventory of Altered Self Capacities
(IASC). Odessa, FL: Psychological Assessment Resources.
BRIERE, J. (2001). Detailed Assessment of Posttraumtic Stress
(DAPS). Odessa, FL: Psychological Assessment Resources.
BRIERE, J. (2002a). Multiscale Dissociation Inventory (MDI).
Odessa, FL: Psychological Assessment Resources.
BRIERE, J. (2002b). Treating adult survivors of severe childhood abuse and neglect: Further development of an integrative model. In L. Myers, J. Berliner, C. T. Briere, T.
Hendrix, C. Reid, & C. Jenny (Eds.), The APSAC handbook
on child maltreatment (2nd ed., pp. 175–202). Newbury
Park: Sage.
BRIERE, J. (2004). Psychological assessment of adult posttraumatic states (2nd ed.). Washington, DC: American
Psychological Association.
BRIERE, J., ELLIOT, D., HARRIS, K., & COTMAN, A. (1995).
Trauma symptom inventory: Psychometrics and association with childhood and adult victimization in clinical
samples. Journal of Interpersonal Trauma, 10, 387–401.
BRIERE, J., & SPINAZZOLA, J. (in press). Phenomenology and
psychological assessment of complex posttraumatic states.
Journal of Traumatic Stress.
BURGESS, A. W., & HOLMSTROM, L. L. (1974). Rape trauma
syndrome. American Journal of Psychiatry, 131, 981–986.
CARLSON, E. B. (1997). Trauma assessments: A clinician’s
guide. New York: Guilford Press.
CARLSON, E. B., & PUTNAM, W. (1993). An update on the
Dissociative Experiences Scale. Dissociation, 6, 16–27.
CHU, J. A. (1992). The therapeutic roller coaster: Dilemmas in
the treatment of childhood abuse survivors. Journal of Psychotherapy Practice and Research, 1, 351–370.
CHU, J. A. (1998). Rebuilding shattered lives: The responsible
treatment of complex post-traumatic and dissociative disorders. New York: Wiley.
CLOITRE, M. (2002, November). A randomized control trial of
phase oriented treatment of childhood abuse survivors with
PTSD. Paper presented at the Proceedings of the Annual
Convention of the International Society for Traumatic
Stress Studies, Baltimore, MD.
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Special Issue: Complex Trauma, Complex Reactions
CLOITRE, M., KOENEN, K. C., COHEN, L. R., & HAN, H.
(2002). Skills training in affective and interpersonal regulation followed by exposure: A phase-based treatment for
PTSD related to childhood abuse. Journal of Consulting
and Clinical Psychology, 70, 1067–1074.
COURTOIS, C. A. (1979a). Characteristics of a volunteer
sample of adult women who experienced incest in childhood and adolescence. Dissertation Abstracts International, 40A, Nov–Dec, 3194-A.
COURTOIS, C. (1979b). The incest experience and its aftermath. Victimology: An International Journal, 4, 337–347.
COURTOIS, C. A. (1988). Healing the incest wound: Adult
survivors in therapy. New York: Norton.
COURTOIS, C. A. (1995). Assessment and diagnosis. In C.
Classen & I. D. Yalom (Eds.), Treating women molested in
childhood: A volume in the Jossey-Bass library of current
clinical technique (pp. 1–34). San Francisco: Jossey-Bass.
COURTOIS, C. A. (1999). Recollections of sexual abuse: Treatment principles and guidelines. New York: Norton.
COURTOIS, C. A., & JAY, J. (1998). Trauma responsive
therapy: A shift in perspective. Centering: Newsletter of
The CENTER: Posttraumatic Disorders Program, 3(5), pp.
1, 8.
DAVIS, L. (1991). Allies in healing: When the person you love
was sexually abused as a child. New York: Harper Perennial.
DAVIS, L. (2002). I thought we’d never speak again. New
York: HarperCollins.
DELL, P. F., DALENBERG, C. J., FRANKEL, A. S., & CHEFETZ,
R. A. (2003, November). A tutorial on clinical assessment
of dissociative patients: Creating a standard assessment
battery. Paper presented at the Annual Conference of the
International Society for the Study of Dissociation,
Chicago, IL.
FINKLEHOR, D. (1984). Child sexual abuse: New theory and
research. New York: Free Press.
FINKELHOR, D. (1985). The traumatic impact of child sexual
abuse: A conceptualization. Journal of Orthopsychiatry,
55, 530–541.
FINKELHOR, D. (1990). Early and long-term effects of child
sexual abuse: An update. Professional Psychology: Research and Practice, 21, 325–330.
FOA, E. B. (1995). Posttraumatic Stress Diagnostic Scale
(PDS). Minneapolis, MN: National Computer Systems.
FOA, E. B., DAVIDSON, J. R. T., & FRANCES, A. (1999). Expert
consensus guideline series. The Journal of Clinical Psychiatry, 60 (Suppl. 16, Treatment of Posttraumatic Stress
Disorder).
FOA, E. B., KEANE, T. M., & FRIEDMAN, M. J. (Eds.). (2000a).
Effective treatments for PTSD: Practice guidelines from
the International Society for Traumatic Stress Studies. New
York: Guilford Press.
FOA, E. B., KEANE, T. M., & FRIEDMAN, M. J. (2000b). Introduction. In E. B. Foa, T. M. Keane, & M. J. Friedman
(Eds.), Effective treatment for PTSD (pp. 1–17): New York:
Guilford Press.
FORD, J. D. (1999). PTSD and disorders of extreme stress
following war zone military trauma: Comorbid but distinct
syndromes? Journal of Consulting and Clinical Psychology, 67, 3–12.
FORD, J. D., COURTOIS, C. A., STEELE, K., VAN DER HART, O.,
& NIJENHUIS, E. R. S. (in press). Treatment of complex
sequelae of psychological trauma. Journal of Traumatic
Stress.
FORD, J. D., & KIDD, P. (1998). Early childhood trauma and
disorders of extreme stress as predictors of treatment outcome with chronic PTSD. Journal of Traumatic Stress, 11,
743–761.
FOSHA, D. (2003). Dyadic regulation and experiential work
with emotion and relatedness in trauma and disorganized
attachment. In M. F. Solomon & D. J. Siegel (Eds.), Healing trauma: Attachment, mind, body, and brain (pp.
221–281). New York: Norton.
FRIEDMAN, M. J. (2000). A guide to the literature on pharmacology for PTSD. PTSD Research Quarterly, 11, 1–7.
FRIEDMAN, M. J. (2001). Allostatic versus empirical perspectives on pharmacotherapy. In J. Wilson, M. J. Friedman, &
J. Lindy (Eds.), Treating psychological trauma & PTSD.
New York: Guilford Press.
GOLD, S. N. (2000). Not trauma alone: Therapy for child
abuse survivors in family and social context. Philadelphia:
Taylor & Francis.
GOLD, S. N., & BROWN, L. S. (1997). Therapeutic responses
to delayed recall: Beyond recovered memory. Psychotherapy: Theory, Research, Practice, Training, 34,
182–191.
HERMAN, J. L. (1992a). Complex PTSD: A syndrome in survivors of prolonged and repeated trauma. Journal of Traumatic Stress, 5, 377–391.
HERMAN, J. L. (1992b). Trauma and recovery: The aftermath
of violence—From domestic to political terror. New York:
Basic Books.
HERMAN, J. L., & HIRSCHMAN, L. (1977). Father-daughter
incest. Signs: Journal of Women in Culture and Society, 2,
735–756.
HERMAN, J. L., PERRY, J. C., & VAN DER KOLK, B. A. (1989).
Childhood trauma in borderline personality disorder.
American Journal of Psychiatry, 146, 490–495.
H OROWITZ , M. J. (1976). Stress response syndromes.
Northvale, NJ: Jason Aronson.
JANET, P. (1925). Psychological healing. New York: Macmillan. (Original published 1919)
JEHU, D., KLASSEN, C., & GAZAN, M. (1985). Cognitive restructuring of distorted beliefs associated with childhood
sexual abuse. Journal of Social Work and Human Sexuality, 4, 49–69.
JOHNSON, S. (2002). Emotionally focused couple therapy with
trauma survivors: Strengthening attachment bonds. New
York: Guilford Press.
KARDINER, A. (1941). The traumatic neuroses of war [Monograph]. In Psychosomatic Medicine. Washington, DC: National Research Council.
KEPNER, J. I. (1995). Healing tasks: Psychotherapy with adult
survivors of childhood abuse. San Francisco: Jossey-Bass.
KLUFT, R. P. (1994). Treatment trajectories in multiple personality disorder. Dissociation, 7, 63–76.
KLUFT, R. P. (1996). Outpatient treatment of dissociative
identity disorders and allied forms of dissociative disorders
not otherwise specified in children and adolescents. Child
and Adolescents Psychiatric Clinics of North America, 5,
471–494.
KLUFT, R. P. (2002). The difficult to treat patient with a dissociative disorder. In J. M. Dewan & R. W. Pies (Eds.), The
difficult-to-treat psychiatric patient (pp. 209–242). Washington, DC: American Psychiatric Press.
KORN, D., & LEEDS, A. M. (2002). Preliminary evidence of
efficacy for EMDR resource development and installation
in the stabilization phase of treatment of complex posttrau-
423
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Courtois
matic stress disorder. Journal of Clinical Psychology, 58,
1465–1487.
KROLL, J. (1993). PTSD/borderlines in therapy: Finding the
balance. New York: Norton.
LEEDS, A. M., & SHAPIRO, F. (2000). EMDR and resource
installation: Principles and procedures for enhancing current functioning and resolving traumatic experiences. In
J. Carlson & L. Sperry (Eds.), Brief therapy strategies with
individuals and couples (pp. 469–534). Phoenix, AZ: Zeig,
Tucker & Thisen.
LEVINE, P. A. (1997). Waking the tiger: Healing trauma.
Berkeley, CA: North Atlantic Books.
LINEHAN, M. (1993). Cognitive–behavioral treatment of borderline personality disorder. New York: Guilford Press.
LOEWENSTEIN, R. J. (1991). An office mental status examination for complex chronic dissociative symptoms and multiple personality disorder. Psychiatric Clinics of North
America, 14, 567–604.
MALTZ, W. (2001). The sexual healing journey: A guide for
survivors of sexual abuse. New York: Quill.
MCDONAGH-COYLE, A., FORD, J. D., & DEMMENT, C. (2002,
November). Development and initial evaluation of brief
integrative therapy. Paper presented at the International
Society for Traumatic Stress Studies, Baltimore, MD.
MILLER, D., & GUIDRY, L. (2001). Addictions and trauma
recovery: Healing the body, mind & spirit. New York:
Norton.
NAPERSTEK, B. (2004). Invisible heroes: Survivors of trauma
and how they heal. New York: Bantam.
NAJAVITS, L. (2002). Seeking safety: A treatment manual for
PTSD and substance abuse. New York: Guilford Press.
NEBORSKY, R. J. (2003). A clinical model for the comprehensive treatment of trauma using an affect experiencingattachment theory approach. In M. F. Solomon & D. J.
Siegel (Eds.), Healing trauma: Attachment, mind, body,
and brain (pp. 282–321). New York: Norton.
NEWMAN, E., ORSILLO, S. M., HERMAN, D. S., NILES, B. L., &
LITZ, B. (1995). The clinical presentation of disorders of
extreme stress in combat veterans. Journal of Nervous and
Mental Disease, 183, 664–668.
NIJENHUIS, E. (2000). Somatoform dissociation: Major symptoms of dissociative disorders. Journal of Trauma and Dissociation, 1, 7–32.
OGDEN, P., & MINTON, K. (2000). Sensorimotor psychotherapy: One method for processing trauma. Traumatology,
6(3), Article 3. Available at http://www.fsu.edu/∼trauma/
v6i3/v6i3a3.html
PEARLMAN, L. A. (2001). The treatment of persons with complex PTSD and other trauma-related disruptions of the self.
In J. P. Wilson, M. Friedman, & J. Lindy (Eds.), Treating
psychological trauma and PTSD (pp. 205–236). New
York: Guilford Press.
PEARLMAN, L. A. (2003). Trauma and Attachment Belief Scale
(TABS) manual. Los Angeles: Western Psychological Services.
PELCOVITZ, D., & KAPLAN, S. (1995, July). Psychological
characteristics of battered women: Complex posttraumatic
stress disorder in partner abuse. Paper presented at the
Family Violence Conference, Durham, NH.
PELCOVITZ, D., VAN DER KOLK, B. A., ROTH, S., MANDEL,
F. S., KAPLAN, S., & RESICK, P. A. (1997). Development of
a criteria set and a structured interview for disorders of
extreme stress (SIDES). Journal of Traumatic Stress, 10,
3–17.
424
PENNEBAKER, J. W. (2000). The effects of traumatic disclosure
on physical and mental health. In J. Violante & D. Paton
(Eds.), Posttraumatic stress intervention (pp. 97–114).
Springfield, IL: Charles C Thomas.
PUTNAM, F. W. (1989). Diagnosis and treatment of multiple
personality disorder. New York: Guilford Press.
RESICK, P. NISHITH, P., & GRIFFIN, M. (2003). How well does
cognitive–behavioral therapy treat symptoms of complex
PTSD? An examination of child sexual abuse survivors
within a clinical trial. CNS Spectrums, 8, 340–343,
351–355.
ROSS, C. A. (1997). Dissociative identity disorder: Diagnosis,
clinical features, and treatment of multiple personality.
New York: Wiley.
ROSS, C. A., HEBER, S., NORTON, G. R., ANDERSON, D.,
ANDERSON, G., & BARCHET, P. (1989). The Dissociative
Disorders Interview Schedule: A structured interview. Dissociation, 2(3), 169–189.
ROTH, S., & BATSON, R. (1997). Naming the shadows: A new
approach to individual and group psychotherapy for adult
survivors of childhood incest. New York: Free Press.
ROTH, S., PELCOVITZ, D., VAN DER KOLK, B. A., & MANDEL,
F. (1997). Complex PTSD in victims exposed to sexual and
physical abuse: Results from the DSM–IV field trials for
posttraumatic stress disorder. Journal of Traumatic Stress,
10, 539–555.
ROTHSCHILD, B. (2000). The body remembers: The psychophysiology of trauma and trauma treatment. New York:
Norton.
SAAKVITNE, K. W., GAMBLE, S. G., PEARLMAN, L. A., & LEV,
B. (2000). Risking connection: A training curriculum for
working with survivors of childhood abuse. Lutherville,
MD: Sidran Foundation Press.
SCHORE, A. N. (2003). Affect regulation and the repair of the
self. New York: Norton.
SCHWARTZ, H. L. (2000). Dialogues with forgotten voices:
Relational perspectives on child abuse trauma and treatment of dissociative disorders. New York: Basic Books.
SHAPIRO, F. (2001). Eye movement desensitization and reprocessing: Basic principles, protocols, and procedures. New
York: Guilford Press.
SIEGEL, D. J. (1999). The developing mind: Toward a neurobiology of interpersonal experience. New York: Guilford
Press.
SMUCKER, M. R., & DANCU, C. V. (1999). Cognitive–behavioral treatment for adult survivors of childhood trauma:
Imagery rescripting and reprocessing. Northvale, NJ:
Jason Aronson.
SMUCKER, M. R., & NIEDEREE, J. (1995). Treating incestrelated PTSD and pathogenic schemas through imaginal
exposure and rescripting. Cognitive and Behavioral Practice, 2, 63–93.
SOLOMON, M., & SIEGEL, D. (2003). Healing trauma: Attachment, mind, body, and brain. New York: Norton.
STEINBERG, M. (1994). Interviewer’s guide to the Structured
Clinical Interview for DSM–IV Dissociative Disorders—
Revised (SCID–D–R). Washington, DC: American Psychiatric Press.
TEDESCHI, R. G., & CALHOUN, L. G. (1995). Trauma and
transformation: Growing in the aftermath of suffering.
Thousand Oaks, CA: Sage.
TRIFFLEMAN, E., CARROLL, K., & KELLOGG, S. (1999). Substance dependence posttraumatic stress disorder therapy:
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Special Issue: Complex Trauma, Complex Reactions
An integrated cognitive behavioral approach. Journal of
Substance Abuse Treatment, 17, 3–14.
VAN DER HART, O., BROWN, P., & VAN DER KOLK, B. A.
(1989). Pierre Janet’s treatment of post-traumatic stress.
Journal of Traumatic Stress, 2, 379–395.
VAN DER KOLK, B. A. (1999). The self-report inventory for
disorders of extreme stress (SIDES-SR). Unpublished
manuscript.
VAN DER KOLK, B. A., DREYFUSS, D., MICHAELS, M., SHERA,
D., BERKOWITZ, R., FISLER, R., & SAXE, G. (1994). Fluoxetine in posttraumatic stress disorder. Journal of Clinical
Psychiatry, 55, 517–522.
VAN DER KOLK, B. A., PERRY, J. C., & HERMAN, J. L. (1991).
Childhood origins of self-destructive behavior. American
Journal of Psychiatry, 148, 1665–1671.
WALKER, L. E. (1979). The battered woman. New York:
Harper & Row.
WALKER, L. E. (1984). The battered woman syndrome. New
York: Springer.
WEISS, D. S., & MARMAR, C. R. (1997). The Impact of Event
Scale—Revised. In J. P. Wilson and T. M. Keane (Eds.),
Assessing psychological trauma and PTSD (pp. 399–411).
New York: Guilford Press.
WILSON, J. P., & KEANE, T. M. (2004). Assessing psychological trauma and PTSD (2nd ed.). New York: Guilford Press.
World Health Organization. (1994). The ICD-10 classification of mental and behavioral disorders: Clinical descriptions and diagnostic guidelines. Geneva, Switzerland:
Author.
ZANARINI, M. C. (Ed.). (1997). Role of sexual abuse in the
etiology of borderline personality disorder. Washington,
DC: American Psychiatric Press.
ZLOTNICK, C., & PEARLSTEIN, T. (1997). Validation of the
Structured Interview for Disorders of Extreme Stress. Comprehensive Psychiatry, 38, 243–247.
425
Purchase answer to see full
attachment