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Treating relationship problems in adulthood by using guided imagery to modify the influence of childhood attachment schemas

Barry, JA; (2012) Treating relationship problems in adulthood by using guided imagery to modify the influence of childhood attachment schemas. The Australian Journal of Clinical Hypnotherapy & Hypnosis , 34 (1) pp. 15-35.

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Abstract

Sometimes problems with relationships in adulthood can stem from problems with relationships in childhood. A childhood attachment schema is the pattern of thoughts, feelings and behaviors a person develops from the type of relationship experienced with their primary caregiver in childhood; this pattern appears to generalize to other close relationships over the lifespan. This paper describes a technique I used in my clinical hypnosis practice, which I call the Imagery for Childhood Attachment Schema (ICAS) technique. The ICAS technique involves identifying the client’s childhood attachment schema and then, using guided imagery, modifying the thoughts & feelings promoted by the schema. Follow-up of clients from one to several years suggests that ICAS was effective in helping adults to overcome relationship problems. Formal research is suggested in order to establish the efficacy of ICAS.

Type: Article
Title: Treating relationship problems in adulthood by using guided imagery to modify the influence of childhood attachment schemas
Location: Australia
Publisher version: https://www.asch.com.au/publications/journal/
Language: English
Keywords: attachment, relationships, hypnotherapy
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/1476741
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