Phase 6: Body Scan involves the client’s report of physical changes during BLS (Shapiro, 2018). I give children the magic wand to communicate locations of tension or relief. After their report, I provide 


Phase 7: Closure includes validation of progress and stabilization (Shapiro, 2018). When sessions end with incomplete target processing  a dual stimulation activity. This exercise involves children crossing their arms and tapping in a left to right pattern as they envision their safe        children to self-soothe by using BLS and positive imagery (Shapiro, 2018).


Play therapists who work with


traumatized children may recognize EMDR as a valuable supplement to their clinical skills


 : Reevaluation is engaged at the start of children’s follow-up appointments after using BLS during previous appointments (Adler-Tapia & Settle, 2008). I present children with their plastic container, door hangers, and magic wand. I then ask them to rate  identify a thought which still causes distress. At that point, I return to 


Case Example  occurred with a child who displayed symptoms of high anxiety. Having      from non-directive play therapy and TF-CBT. However, she displayed   To introduce our shift to EMDR, I read the book Dark, Bad Day… Go Away! (Gomez, 2007) with her during therapy. As we discussed the story, she  She termed the creator and sustainer of her negative thoughts the “worry monster” and explained how it could be securely contained in a tightly locked safe.


Extremely receptive to sand tray work, she formed multiple trays to detail her experiences of trauma. During and in between tray formations, she accepted visual and tactile BLS. During reevaluation in every session,      away.” Within the span of two to three months, she had drastically lowered her anxiety symptoms and need for therapeutic intervention.


Summary Play therapists who work with traumatized children may recognize EMDR as a valuable supplement to their clinical skills. By seeking further training and supervision to incorporate this modality into play therapy, RPT/Ss can maximize therapeutic gains as they engage clients through play. Once their skills are also grounded in EMDR, they can more effectively reduce children’s PTSD symptoms and treatment necessity.


References Adler-Tapia, R., & Settle, C. (2008). EMDR and the art of psychotherapy with children treatment manual. New York, NY: Springer.


Adler-Tapia, R., & Tapia, M. (2008). My EMDR workbook. Hamden, CT: EMDR Humanitarian Assistance Programs.


American Counseling Association. (2014). ACA code of ethics. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf


American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved from https://www.apa.org/ethics/code


 professional, and ethical issues. Retrieved from www.a4pt. org/resource/resmgr/publications/best _practices _ _ - _ 


Beckley-Forest, A. (2015, September). Play therapy and EMDR: A conversation. Play Therapy, 10(3), 10-14.


Gomez, A. (2007). Dark, bad day… go away: A book for children about trauma and EMDR therapy (2nd ed.). Phoenix, AZ: Author.


Moreno-Alcázar, A., Treen, D., Valiente-Gómez, A., Sio-Eroles, A., Pérez, V.,            desensitization and reprocessing in children and adolescent with post-traumatic controlled


stress disorder: A meta-analysis of doi:10.3389/fpsyg.2017.01750


National Association of Social Workers. (2017). Code of ethics for the National Association of Social Workers. Retrieved from https://www. socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics -English


Shapiro, F. (2018). Eye movement desensitization and reprocessing (EMDR) therapy: Basic principles, protocols, and procedures (3rd ed.). New York, NY: Guilford Press.


ABOUT THE AUTHOR


Kristin P. Trick, MA, LPC, RPT, has served the   agency, and private practice settings. She treats clients of all ages and specializes in the treatment of posttraumatic stress particularly through her use of TF-CBT, EMDR, PCIT, and play therapy. kristintrick@gmail.com


randomized trials. Frontiers in Psychology, 8,(Art. 1750), 1-10.


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