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Remembering, Re-experiencing, Reliving: Applying Therapeutic Age Regression in Psychotherapy with Clients: Video Course


Speaker: Dr Richard G. Erskine

Product: Video Course
Price: $398

CPD Hours: 9 / CE Credits: 9

Video course packs, including all notes are available immediately on booking. The access links are part of your ticket. Online video access remains available for 1 year from the date you receive the video course.

For more information on ticket types and order processing times please click  here

There is no known commercial support for this programme.

Pre-symbolic experience, implicit memory and repressed explicit memory all constitute unconscious processes that may be expressed through our clients’ affect, social and inter-personal behavioural patterns; encoded in the client’s stories and metaphors and engendered in the psychotherapist’s emotional response. In our clinical settings, we often witness how the experiences of childhood neglect & trauma are unconsciously relived in our clients’ presentations.

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Full Course Information

An effective psychotherapy requires the psychotherapist to constantly and relationally attend to various expressions of such unconscious communication – a process, which can be facilitated using the beneficial aspects of therapeutically guided age-regression.

Often misunderstood and applied ineffectively, age-regression can be an extremely effective therapeutic approach, that can allow our clients to reframe their early childhood memories that are embodied in physiological sensations, entrenched in affect, or unconsciously enacted in relationships. Such memories are not available to conscious thought because they are prelinguistic, presymbolic, procedural, and implicit. However, these neurological imprints give rise to unconscious relational patterns that affect our clients in their adult lives.

To get these effective results, however, not only does the therapist need to be attuned to the client’s psychological & developmental levels but also be skilled in guiding the regression such that it is aimed at healing of childhood traumas and neglects and not reinforcing of archaic patterns of psychological organisation.

This seminar is aimed at psychotherapists and counsellors who are keen to learn these therapeutic skills. At this workshop, we use lecture, case-discussions and live demonstrations to explore various child development hypotheses and concepts that are based on the writings of John Bowlby, Selma Fraiberg, Jean Piaget, Daniel Stern, and Donald Winnicott as well as a number of contemporary researchers including Margaret Little and Lorraine Price.
Learning Objectives:

  • Explain working with the client’s unconscious processes, with the aim of resolving childhood conflicts, neglects and traumas that have become fixated as physiological strategies for self-stabilization
  • Discuss identifying and using implicit and procedural memories – bringing expression to memories that have not been transposed to thought, concept, language, or narrative
  • Identify various forms of age regression and formulating developmental images
  • Use therapeutic inference – the process of co-creating a narrative collage of the client’s life story
  • Use phenomenological and historical inquiry that facilitates the healing of relational disruptions
  • Discuss differentiating between re-experiencing and reliving – while one is therapeutic, the other can potentially be re-traumatising
  • Discuss titrating the level of therapeutic support according to the client’s capacity – finetuning the intensity of affect so the client can process without relying on old self-stabilization patterns
  • Discuss facilitating a therapeutic age regression ethically, using Relational Security, Internal Conflict Awareness and Affect Arousal goalposts

To prepare for this workshop participants are requested to read the following:

  • Erskine, R.G. (2021). Early Affect Confusion: Relational Psychotherapy for the Borderline Client. nscience publishing house.
  • Erskine, R. G. (2015).Relational Patterns, Therapeutic Presence: Concepts and Practice of Integrative Psychotherapy. London: Karnac Books.

About the speaker

Richard G. Erskine, Ph.D., is a Clinical Psychologist and Training Director of the Institute for Integrative Psychotherapy (New York City and Vancouver).  Originally trained in client-centered child therapy, Dr Erskine also studied Gestalt therapy with both Fritz and Laura Perls.  He is a certified clinical Transactional Analyst and a Licensed Psychoanalyst who has specialized in psychoanalytic self-psychology and object-relations theory.  His work is an integration of these concepts and more than forty years of clinical experience, which has included working with disturbed children, inmates in a maximum security prison, borderline and narcissistic clients, post-traumatic stress and dissociative identity disorders.  Recently his research and clinical practice have focused on the treatment of the schizoid process and on the psychotherapy of obsession.

He is the author of several books and scores of articles on psychotherapy theory and methods.  His best-selling book (with Jan Moursund and Rebecca Trautmann) is Beyond Empathy: A Therapy of Contact-in-Relationship (1999, Brunner/Mazel) and in 2015, he has published Relational Patterns, Therapeutic Presence (Karnac). His latest book Early Affect Confusion: Relational Psychotherapy for the Borderline Client has been released in January 2022 by nscience publishing house.

© nscience 2022 / 2023
nscience UK is approved by the American Psychological Association to sponsor continuing education for psychologists. nscience UK maintains responsibility for this program and its content.

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