Emotion-focused therapy for complex trauma: An integrative approach.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
"This book presents a manualized treatment that, on one hand, is sufficiently specific and rigorous to be used in research and, on the other hand, is sufficiently flexible to be used by clinicians in their daily practice. The text also can be used in graduate training programs and is consistent with the American Psychological Association�s recommendations to provide training in evidence-based approaches. Ultimately, the aim of this book is to present theoretical and practical aspects of emotion-focused therapy for trauma (EFTT), as well as supporting research with enough specificity that clinicians from different theoretical perspectives can apply the complete package or integrate aspects of the model into their current practice. The model can be modified, while keeping with key intervention principles, to meet the needs of different clients in terms of trauma type and severity, symptom profile and severity, and length of treatment. This book is presented in two parts. Part I, Theory, introduces general concepts that are important throughout the treatment. As such, it includes four chapters that describe relevant features of trauma, a model of how EFTT addresses these features, and the core constructs of emotion and experiencing. Part II, Intervention, describes processes and procedures in each of the phases of EFTT. Intervention chapters in Part II include sections on the relevance of a particular emotion or process to trauma work and guidelines for distinguishing among different types of emotion and associated emotional-processing difficulties. These chapters also outline the central principles and goals while giving step-by-step guidelines for conducting interventions and completing therapeutic tasks. Finally, they provide guidelines for addressing client difficulties and therapist errors that typically occur in this type of therapy"--Introduction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it