Using Accelerated Resolution Therapy (ART) to Quickly Eliminate Trauma Images, Sensations and Disturbances

​In this episode, Laney discusses her experience learning about eye movements from taking a training in Eye Movement Desensitization Reprocessing (EMDR). After trying it one time she then found a way to be as direct and quick as possible, which she called Accelerated Resolution Therapy (ART). She discusses her approach to utilizing ART to help clients rescript past negative images and narratives. With a background in Gestalt therapy, Laney incorporates rapid eye movements and guided associations to support clients in transforming adverse cognitions into more positive, empowering perspectives. She discovered a way to have the clients brain erase negative images, which cause triggers. Laney has developed this accelerated, directive therapeutic method to address conditions such as ADHD, OCD, eating disorders, generalized anxiety, and depression. She emphasizes the efficiency of ART, noting that clients often experience significant breakthroughs in just a few sessions—sometimes even in a single session. Laney likens the process to a dental procedure: identifying and removing emotional “decay” and replacing it with a metaphorical filling. When clients become emotionally stuck, therapists may employ a technique called Scene Matching, which connects current emotions to past experiences with similar emotional tones, facilitating healing and insight. Much like Fritz Perls’ empty chair technique in Gestalt therapy, ART utilizes metaphorical visualization to allow clients to process unresolved experiences internally. Laney distinguishes ART from EMDR by highlighting its structured, therapist-directed approach, as opposed to EMDR’s emphasis on building a longer-term client-therapist relationship and a free association approach. ART’s clinical precision and efficiency are key to its growing popularity. She explained how today, over 16,000 clinicians have been trained in ART. She discussed research in ART and how in July 2025, Laney and a team of professionals from Yale will begin training clinicians in Kenya. Laney Rosenzweig, MS, LMFT is a Licensed Marriage and Family Therapist who has been in the mental health field since 1989. Laney is the Founder/Developer of Accelerated Resolution Therapy (ART) developed in 2008. She is the CEO of Rosenzweig Center for Rapid Recovery, which trains clinicians in ART. ART has a treatment protocol that is directive, standardized and easy to apply using. It is an eye movement therapy. Her introduction of the Voluntary Image Replacement (VIR), which guides clients to erase negative images from view in their mind, is a unique and powerful way to quickly eliminate triggers and eradicate symptoms. Laney has traveled the globe training licensed mental health professionals in ART and has over 65 ART trainers. Yale University has trained clinicians and in the process of doing a study as well as Mayo Clinic and the Canadian Military. She is available for presentations to civilian and military groups who are seeking an alternative to longer, less effective treatments for trauma and other mental health problems. The website is www.ARTworksNOW.com. There is an intro to ART every 4th Wednesday of the month at 6 pm Eastern and the link can be found on the top of the website.

In this episode, I speak with Alex about his career working with addiction. While there are countless resources for substance-related issues—such as drug, alcohol, and sex addiction—he noticed a striking lack of support when it came to process addictions related to technology use. He shared how he connected with and learned from Dr. Hilarie Cash, founder of reSTART, a pioneering treatment program for technology addiction. Alex discusses his work with parents, helping them implement comprehensive behavioral strategies to support children and adolescents in developing a healthy relationship with technology. In an age where digital exposure is unavoidable and children grow up as digital natives, he explains how we can encourage balance and moderation from an early age to prevent problematic or addictive behaviors from forming. He delves into the unique challenges of treating process or behavioral addictions, which can involve greater complexity than substance-related ones. Alex emphasizes the difficulty of establishing structures that foster intrinsic motivation for self-regulation in children and young adults. He highlights the importance of helping young people connect with their values, become more intentional with their screen time, and take a holistic approach to balance—not just with technology, but across all areas of life. The conversation also explores how parents can coordinate across households to create consistent expectations around technology use and how they can impose meaningful limits even when school-issued laptops have minimal built-in safeguards. Alex concludes by discussing how screen use can become a mechanism for emotional avoidance, which can significantly block personal growth. He underscores the need to prioritize self-care and emotional awareness to prevent this from becoming a long-term negative coping strategy. Alex Basche, LMFT is a psychotherapist based in the SF Bay Area. He works mainly with adolescents and young adults, specializing in the treatment of tech-related behavioral addictions such as gaming, social media, pornography, online gambling & shopping in addition to substance use disorders, as well as frequently co-occurring conditions such as anxiety disorders, ADHD, depressive disorders, OCD, Autism Spectrum, and identity formation issues. In 2017, Alex helped create and found the first in-network Intensive Outpatient Program in the state of California treating technology addiction in adolescents. He has written many therapy groups’ curricula and leads trainings and workshops on topics related to Assessment & Treatment for Process Addictions, Parenting in the Digital Age, Adolescent Anxiety & Depression Treatment and more. Alex serves as a Subject Matter Expert (SME) on the Mental Health Workgroup Advisory Board for Fairplay’s Children’s Screentime Action Network and on the Board of Directors for local nonprofit Adolescent Counseling Services. He continues to co-author and present research on digital addictions and related topics.

In this episode, I speak with Matt about his evolution as a therapist, researcher, and founder of New Harbinger Publications. Originally trained in Gestalt therapy, Matt transitioned to Cognitive Behavioral Therapy (CBT) after discovering its effectiveness in addressing his own anxiety—and its ability to offer more structured tools for change. From there, his work expanded into third-wave CBTs like Acceptance and Commitment Therapy (ACT) and Dialectical Behavior Therapy (DBT), especially as he sought to support clients experiencing complex emotional challenges, trauma, and persistent distress that weren’t always responsive to traditional CBT protocols. We discuss the development of a transdiagnostic and precision-based approach to therapy, centered on identifying specific mechanisms such as emotional and cognitive avoidance. Matt explains how treatment can be tailored using interventions like emotion exposure, mindfulness, and cognitive diffusion to address each client’s unique coping profile—an approach supported by his work on the Comprehensive Coping Inventory. Matt also talks about the founding and mission of New Harbinger Publications, which pioneered the self-help workbook format grounded in evidence-based therapies. He shares insight into their newest tool, Therapy Assist, a digital resource for therapists to assign skills-based, diagnostic-specific homework. We delve into his clinic’s current research on trauma treatment, including the effectiveness of combining ACT with EMDR and written exposure therapy. We also explore how trauma manifests physiologically and emotionally, and why traditional approaches often fall short when addressing complex PTSD, dissociation, or early attachment trauma. Matt reflects on integrating coping skills into ACT—an often debated topic—and describes his efforts to bridge therapeutic models like Schema Therapy and ACT. We explore how these integrations can support trauma clients in choosing value-based responses over automatic, schema-driven reactions. Throughout the conversation, we reflect on the growing movement toward precision therapy—individualized, mechanism-targeted, and empirically grounded. Dr. McKay’s work continues to shape how therapists understand suffering and resilience, and how they can empower clients with the tools to navigate both. Dr. Matthew McKay is a clinical psychologist, professor at the Wright Institute, founder of New Harbinger Publications, and author of research and over 40 books on CBT, ACT, trauma, and emotional healing, including Mind and Emotions, The Relaxation and Stress Reduction Workbook, and Emotion Efficacy Therapy. He cofounded the Haight Ashbury Psychological Services agency in 1979 and served as its Clinical Director for 25 years and is currently the co-director of the Bay Area Trauma Recovery Clinical Services (BATRCS). Matt's interests extend to writing poetry, fiction, and music, and he has a published novel and two books of poetry.

In this episode, I speak with Bill Miller about his road to developing Motivational Interviewing. Bill explained that he started off heading into pastoral ministry but instead chose to be trained as a clinical psychologist. His behavioral PhD program required a two-semester course on how to work with clients before engaging in behavior therapy, and that's where he was introduced to Carl Rogers and a person-centered approach, which significantly influenced his career. He mentioned watching Gerald Patterson doing behavior therapy with families and seeing how he was with clients: warm, engaging, empathic, and funny, which was not covered in published descriptions of the method. On a sabbatical leave in Norway, Bill was asked to demonstrate his own therapeutic approach through role plays in which the clinicians would stop him and ask good questions: "What are you thinking just now? "Why did you ask that particular question?" "How did you decide what tor reflect from all that the client said?" These interactions helped him reflect on what he was doing and why he was doing it, and he wrote down a description that became the first description of motivational interviewing. Seven years later, on sabbatical leave in Australia, he found himself officed next to Stephan Rollnick who would become his career-long co-author. Rollnick had already been teaching motivational interviewing based on Bill's first article and they decided to write together the first book about motivational interviewing that was published in 1991. When they began teaching the method they noticed that some trainees seemed to be using MI techniques “on” rather than “with” clients. What had they left out? They began writing and teaching about the underlying spirit or attitude with which MI is to be practiced. Therapists also shared with them that this way of practicing seems to prevent burnout. In a later book with Theresa Moyers, Bill discussed eight clinical skills that characterize more effective therapists, which are: accurate empathy, genuineness, positive regard, acceptance, hope, evocation, giving advice, and having shared goals or direction. Bill and I explored the term “resistance” and how it is something that happens between people yet is often attributed to client pathology. In yet another book he argued that ambivalence is natural human nature and even a virtue, as it means the person is weighing the options. He and Rollnick reformulated "resistance" as sustain talk (a natural part of ambivalence) and/or discord in the therapeutic relationship. We discussed how in motivational interviewing the therapist is a guide rather than an expert-director. Lastly, he touched on his work on quantum change, which is transformational change that that can occur within a matter of moments or hours and tends to be both permanent and benevolent. Dr. William R. (Bill) Miller, Emeritus Distinguished Professor of Psychology and Psychiatry at the University of New Mexico. He is the author of 67 books including four editions of Motivational Interviewing, Effective Psychotherapists: Clinical Skills That Improve Client Outcomes, Listening Well: The Art of Empathic Understanding , and On Second Thought: How Ambivalence Shapes Your Life. He has been teaching the skill of accurate empathy for over 50 years.

In this episode, Judye discusses growing up in a family where her father was a psychoanalyst and became interested in the field. In graduate school, she became interested in family therapy, and worked at a youth guidance center in Massachusetts, but didn’t find working with children and play to be a way she really wanted to work. Her supervisor had trained at the Ackerman Institute in New York City and had her start working with families, which really fit well for her and her work. She explained she moved to California and worked at Xanthos, now Alameda Family Services, and studied with Alan Leviton, one of the founders of the Association of Family Therapists of Northern California. Additionally, she started teaching at California Institute for Integral Studies in San Francisco, where she taught family therapy by having the students bring in their families to have a family therapy session, or role play if the family was unable to come in. She discussed her work and how she ended up writing a book about her approach called Core Focused Family Therapy. She discussed one of her strategies in the beginning of a family session was to do some dyadic work with two members of the system who were not the central focus, which seemed to help open up conversation and soften stuck systems, and then moving on to the focus on the areas the system might be struggling. Judye explained that one of the reviewers of her book wrote that her approach is love and truth, using a warm, but direct approach. She explained another strategy is to move the focus off of the identified patient, and look at how the whole system is involved with the difficulties that are happening, so they can make a systemic change, which she calls increasing the surface area of the problem. She discussed connecting with he vulnerabilities behind the defenses, and in helping the dyad that seems most open, the rest of the system then usually also become more open to vulnerabilities. She talked about using this model to make significant changes in the family system in a short period of time. She discussed how she focuses on working with families with adult children, and the variety of clients who reach out to her, with family cut offs being a common issue clients are seeking help in repairing their family. Judye Hess, PhD, has worked with families since 1974 when she began her family therapy career at Worcester Child Guidance Center in Worcester, Mass. In 1977, Judye moved to the west coast and found a home at Xanthos, a family counseling center in Alameda, CA, where she worked for the next three years. In 1984, she began teaching at the California Institute of Integral Studies, where she was on the core faculty and taught family dynamics, couples counseling and group process until 2015. She is the author of Core Focused Family Therapy: Moving From Chaos to Clarity and she is now Professor Emerita from CIIS, and since then has maintained a private practice, seeing couples and families of adult children exclusively.

In this episode, Haim discusses his extensive experience providing group and being an early adopter of group therapy in 2006, which lead to his work on the effectiveness of telehealth. He discussed how in 1995 he started an internet forum called GP Listserv which now consists of 400 group therapists from all over the world who join together to discuss group therapy. Haim talked about his group analytic relational approach to therapy and discusses the difference between psychodynamic and relational approaches. He talked about how the research has found clinicians experience four obstacles to online therapy, and discusses the various ways one can address them. He explained that these obstacles include (1) Setting (2) Disembodied Environment (3) Presence and (4) Ignoring the Background in Online Settings. He discusses the body of research surrounding online therapy which is very promising and explains how a meta-analysis concluded that for individual therapy, there is no difference in the results for online vs in person therapy. According to research, the best predictor of success in individual therapy is the therapeutic alliance and goes on to list the three components of the therapeutic alliance which are agreeing on goals, agreeing on tasks, and bonding. While online group therapy is less researched, Haim’s experience suggests that it is very effective. He explained how in group therapy, the factor that is most predictive of success is the cohesion of the group, rather than the therapeutic alliance. He goes on to discuss how the preference of modality –such as having an auditory or visual preference– influences one’s ability to effectively do online therapy. He talked about how in groups, time, space, and attention are always shared, which can create turmoil for group members. He also discussed how keeping attention can be difficult online because there are more distractions and people may feel more unnoticed, which can promote disengagement in an online group setting. He recommends that small group therapy should consist of group sizes between six and ten people and for people who are not as skilled or experienced, groups should not exceed eight people. In 2018, Haim created an online training process group for therapists, and these groups consist of therapists from all over the world where they discuss their experiences with group therapy and learn how to improve their practice, but also use them to work on their personal issues, thus providing professional and personal growth. Dr. Haim Weinberg is a licensed psychologist in California (PSY 23243) & Israel and has a private practice in Sacramento, California, with more than 40 years of experience. He is also a group analyst and Certified Group Psychotherapist. He is past President of the Israeli Association of Group Psychotherapy and of the Northern California Group Psychotherapy Society, and list-owner of the group psychotherapy professional online discussion forum. Haim was the Academic Vice-President of the Professional School of Psychology in which he created and coordinates an online doctoral program in group psychotherapy and marital therapy. He published books on Internet groups and about Fairy Tales and the Social Unconscious, and co-edited a book about the large group and a series of books about the social unconscious. He is on the clinical faculty of Psychiatry at UC Davis Medical Center and Fellow of the American Group Psychotherapy Association and of the International Group Psychotherapy Association, as well as a Distinguished Fellow of the Israeli Group Psychotherapy Association. He has received several awards including the Harold Bernard Group Psychotherapy Training Award and the Ann Alonso Award for Excellence in Psychodynamic Group Therapy. He also co-edited the books: 1. Theory and Practice of Online Therapy: Internet-delievered Interventions for Individuals, Groups, Families, and Organizations. 2. Advances in Online Therapy: Emergence of a New Paradigm. 3. The Virtual Group Therapy Circle: Advances in Online Group Theory and Practice with Arnon Rolnick and Adam Leighton.

In this episode, Michael discusses his work in therapy, resilience research, and helping people find diverse systems to support their well-being. Michael explains how he became interested in predictions of psychopathology and pathways to adolescent well-being through resilience and advocacy. Throughout his early career, he noticed how there had been greater efforts to suppress disorders, but these efforts did not create a sustainable, clinical outcome for people. He explores how intrapsychic systems and larger, systemic environments are important for supporting and maintaining resilience. Michael defines resilience as 1) a navigation to the resources you need and 2) a negotiation for these resources in culturally relevant ways. He states that stimulating optimism for teenagers doesn't just come from internal self-affirmation, but also from living in predictable environments. He also emphasizes the importance of caregivers and social networks in an adolescent's life. These relationships support a positive identity in adolescents, allowing them to have control and self-efficacy. We discuss how both stimulating a social network and giving young people a sense of identity are vital to promoting resilience. Michael then moves on to explain how there are differences between positive psychology and the study of resilience. The study of resilience is about matching the right protective factor to a particular risk profile. He explains that through his research, he has identified a core list of 52 potential resilience predictors. He developed a program, R2, where he takes the list of 52 predictors and identifies which factors are most relevant to the population in a specific region. Through this process, Michael and his team have been able to provide a more tailored approach to promoting resilience. For example, he mentions how in certain cities, transportation systems and housing are the key factors for promoting resilience in people. We then go on to discuss how changes in even just one of these systems can result in virtuous or negative cycles in someone’s well-being. Changes in transportation and housing may have a cascading effect on co-occurring systems of a person’s life, which may then affect their overall well-being. We emphasize how in therapy with an individual, it is important to work in the context of their external systems, such as their school or their workplace, instead of simply focusing on the individual’s depression. Though it may seem like social work, he believes it is vital to not delineate between what psychologists do and what social workers do. Michael finds that expanding various aspects of one’s identity and engaging their social networks in therapy can cultivate better mental health and resilience for a person. Finally, he touches upon the idea of wear and tear on adolescents. There is a toll that resilience and stress take on adolescents: They may seem successful in some ways, but then may crash later in life. Michael states that resilience is a constant dance between helping people navigate and negotiate for their needs, but never assuming that the journey for healing is complete. Michael Ungar, Ph.D. is the founder and Director of the Resilience Research Centre at Dalhousie University where he holds the Canada Research Chair in Child, Family and Community Resilience. In 2022, Michael was ranked the number one Social Work scholar in the world in recognition of his ground-breaking work as a family therapist and resilience researcher. That work has influenced the way human development and organizational processes are understood and studied globally, with much of Dr. Ungar’s clinical work and scholarship focused on the resilience of marginalized children and families, and adult populations experiencing mental health challenges at home and in the workplace. In addition to providing consultation to international NGOs like the Red Cross and Save the Children, government agencies in more than a dozen low, middle, and high income countries, and educational institutions at all levels of study, Dr. Ungar’s research has also influenced the HR and corporate social responsibility initiatives of Fortune 500 companies like Unilever, DHL and Cigna. Michael’s work emphasizes how to use the theory of resilience to increase both individual and institutional agility during crises, with numerous organizations having adopted his concept of resilience as a negotiated process that enhances wellbeing and social responsibility. He is the author of over 250 peer reviewed articles and book chapters and 17 books. His blog, Nurturing Resilience, can be read on Psychology Today’s website.

In this episode, Carmen discusses her work in family therapy and her Socioculturally Attuned Family Therapy. Carmen shared that she entered the field when there were feminist critiques of family therapy and a focus on power in the therapeutic relationship. She explained that she went to Loma Linda University to direct the family therapy doctoral program, and worked with Douglas Huenerardt, Ph.D. doing cotherapy. They invited students to observe, and their goal was to be able to articulate the work they were doing, and later finalized it into a research study. She explained that the model that evolved out of that work was named Socioemotional Relationship Therapy. Later, she moved to Oregon to teach at Lewis and Clark College, and worked with Teresa McDowell, EdD, LMFT, and wrote the textbook, Socioculturally Attuned Family Therapy, with Teresa and Maria Bermudez, Ph.D., LMFT. We discussed how Carmen’s background in sociology led her to always be thinking about sociocultural aspects and how they play out in relationships. She explained that Teresa introduced the idea of Third Order Thinking or Third Order Change to her, which goes beyond the Systemic concept of Second Order change, to bring awareness to the therapist and client of how the sociocultural system the relationships are embedded in and influence their experiences. She also discussed how this helps therapists be aware of how they are accountable for possibly unknowingly reinforcing and repeating larger societal patterns. Carmen discussed the Socio-Emotional Relationship Therapy Model and how it is influenced by experiential, structural therapy, and social constructionist theory and technique, while centering sociocultural awareness. She discussed how emotions are the window into the larger context by helping us see the thinking that is happening and how that thinking may be a product of social-cultural influences. She also discusses the role of power in the model, and being aware of how that determines what is important, what is valued and the meaning of things, and seeing how power plays out in the couple or family dynamics. She explained that they operationalize relational equity as the Circle of Care, which consists of four parts: 1) Mutual Vulnerability - openness and willingness to admit mistakes, safe to express one’s sensitivities, 2) Mutual Attunement - that each person is aware of the other person and their needs, as often the person with more power is less attuned, 3) Mutual Influence - whose interests are organizing the relationship and whether there is a willingness to be influenced, and 4) Shared Relational Responsibility - where both are taking responsibility for the wellbeing of the relationship. Carmen discusses how when these are balanced, there is a more equitable relationship, and by the therapist’s awareness of power, they can support the changes in the relationship to be more equitable and mutually supportive. Carmen Knudson-Martin, Ph.D., LMFT is a professor emerita in the Marriage, Couple, and Family Therapy program at Lewis and Clark College. Her scholarship focuses on how the larger social context influences health and well-being and how therapists can address the inequities that result. Carmen especially loves working with couples and is widely recognized for her work regarding gender, marital equality, and relational health. She is a founder of Socio-Emotional Relationship Therapy, an approach that attends to the ways couple interaction, emotion, and socio-cultural context come together in clinical process. Carmen’s teaching and practice are based on her conviction that how therapists conceptualize client concerns is an ethical issue and that clinical practices have consequences that are never neutral. Carmen is an AAMFT approved supervisor and licensed MFT. She served as an associate editor of the Journal of Marital and Family Therapy, vice-president of the Family Process Institute, board member of the American Family Therapy Academy (AFTA), and president of the California Division of the American Association for Marital and Family Therapy (AAMFT-CA). She is currently editor of the AFTA Springer Series in Family Therapy. Prior to coming to Lewis and Clark, she directed family therapy programs at Loma Linda University in Southern California, Montana State University, and Valdosta State University in Georgia.

In this episode, Terry discusses starting off his career working in residential treatment programs for kids and becoming interested in the idea of probability, and how in making behavior goals, he could increase the probability for the child’s success. In grad school he focused on instructional strategies for kids with challenging behaviors, and finding effective ways to intervene. He discussed how many people think that positive and negative feedback are equal, but positive reinforcement has more of an effect. He discussed focusing on creating opportunities for success, including being intentional about how you want to be (e.g., body posture, tone) with children. He talks about the research on the optimal ratio of positive to negative interactions, which is somewhere between five to one and three to one, but how this is very difficult for teachers, parents and others to do. He explained that in elementary school, teachers make positive statements once every 6-7 minutes, in middle school every 13 minutes and in high school every 23 minutes. He discussed his interest in why it is so difficult for adults to increase their positive statements, whether it may be related to culture or human nature or other factors. He explained that there is not a great deal of variance between teachers and that the research has found teachers tend to overestimate the number of positive statements they make, including himself when he steps in to teach a class. He said that his research has found that you can predict behavioral disruptions in classrooms by by looking at whether there is active engagement with the children and a higher ratio of the number of opportunities to respond positively and the positive responses, which may even be just a thumbs up or nod. He explained that kids with problem behaviors often need more in the range of 14 to 1 ratio of positive to negative because they have often had a lifetime of 1 to 1 million positive to negative. He discussed how teachers are able to give instruction when it comes to correcting academic mistakes, but very little instruction is given when correcting behavioral mistakes, with corrective statements being so low that in their research it was only observed once per nine schools. Terry talked about how many times teachers might say that they’ve already told the child before or after getting a consequence like being sent to the principal’s office that child has not been punished enough, asking how they are supposed to treat them like nothing happened? He explained that although teachers know that repetition is fundamental to learning academically, they struggle applying that to behavioral learning and often don’t persist in how often, how intense and how long they change their approach, since they may not see results immediately. He discussed his next research project which looks at the physiological responses of children in classrooms, similar to a study done on the physiological reactions teachers have when viewing video of misbehavior, and possibly looking at the interaction effects of the child’s physiology and the teacher’s physiology and their interaction effect with a focus on emotional regulation. Terrance M. Scott, Ph.D. is a professor, distinguished scholar and director of the Center for Instructional and behavioral Research in Schools in the Department of Special Education, Early Childhood and Prevention Science at the University of Louisville. Dr. Scott spent 24 years as a professor and researcher in special education and was the senior principal education researcher at the Stanford Research Institute (SRI). He began his career as a counselor in residential treatment and has worked with students with challenging behaviors across a variety of settings. Since receiving his PhD in Special Education at the University of Oregon in 1994, Dr. Scott has written over 100 publications, has conducted well more than 1,000 presentations and training activities throughout the United States and across the world, and has successfully competed for more than $24 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children, and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. He was elected president of this organization in 2013 and served as a two term editor of the journal, Beyond Behavior. His research interests focus on schoolwide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, video-based training for school personnel, and scientific research in education.

In this episode, I speak with Laco about his work and research in the area of Emotion Focused Therapy (EFT). Laco discusses how he originally was trained in Client Centered Therapy and was drawn to Les Greenberg’s, Emotion-Focused Therapy as it was an extension of Carl Rogers’ work, with Les Greenberg being a student of one of Rogers’ students. We discussed Emotion-Focused Therapy and how Les Greenberg and others were studying the change moments in therapy, and were conducting process research on Gestalt interventions using empty chair work and two-chair dialogues with self-criticism. He explained that in EFT, the therapist is trying to access the core of the pain and the unmet needs. He discussed how emotions are seen as either being at the symptom level, or are the underlying emotions, and the therapists is identifying those underlying emotions and emotion schemes, which are the target of intervention. He discussed his work on identifying transdianostic features of Emotion-Focused Therapy and discussed how most of these pivotal painful moments had to do with either the emotions of feeling sad/lonely, shame, or fear. He explained that through the imaginary chair dialogues, the client is able to have a corrective experience, where compassion is elicited, like speaking to their younger self who was hurt, or healthy boundary setting anger for protection. These processes help the person’s emotion schemes become more flexible, moving them from sad/lonely to feeling connected, from shame to validation and acceptance, and from fear to safety or protection. We discuss how EFT conducts extensive process research, and discussed Laco’s work in research and writing, recently publishing the Transdiangosic Emotion-Focused Therapy: A Clinical Guide for Transforming Emotional Pain book with Daragh Keogh, Ph.D., and also creating a workbook for clients to be able to continue the work outside of therapy. He also discussed his work in making resources available online and possibly creating more online programs for clients to continue their work. ​Ladislav Timulak, PhD is Professor in Counselling Psychology at Trinity College Dublin. He is Course Director of the Doctorate in Counselling Psychology. Ladislav (or short Laco; read Latso) is involved in the training of counselling psychologists. His main research interest is psychotherapy research, particularly the development of emotion focused therapy as well as online mental health interventions. He has written (or co-written) 10 books, over 100 peer reviewed papers and chapters in both his native language, Slovak, and in English. His most recent books include Transforming Emotional Pain in Psychotherapy: An Emotion‐Focused Approach (Routledge, 2015) and Transforming Generalized Anxiety: An Emotion-Focused Approach (Routledge, 2017)(with James McElvaney; 2018), and Essentials of Descriptive-Interpretive Qualitative Research: (with co-author Robert Elliott) and Transdiagnostic Emotion-Focused Therapy (with co-author Daragh Keogh) published by the American Psychological Association (2021). His latest books include Essentials of Qualitative Meta-Analysis (with Mary Creaner; American Psychological Association) and Transforming Emotional Pain: An Emotion-Focused Workbook (with several co-authors; Routledge). He provides trainings for clinicians using the approach presented in his books internationally. He directs Emotion-Focused Therapy Research Group and co-directs an E-Mental Health Research group.He previously co-edited Counselling Psychology Quarterly. He serves on various editorial boards and provides expert reviews of academic papers and research grants internationally.