Стандартная программа сертификации

Стандартная программа сертификации подходит для опытных специалистов в области психического здоровья. Кандидаты должны иметь средний или высокий уровень общего психотерапевтического опыта. Число мест на стандартном направлении ограничено. Обращаем внимание, что рассматриваются только кандидаты, регулярно работающие с клиентами со сложными и/или личностными расстройствами. Подача заявки не гарантирует зачисление. Заявки проходят тщательную проверку, после чего распределяются места.

•        Четыре интенсивных семинара выходного дня, состоящих из 3 последовательных дней (по 6 часов каждый). Семинары являются обязательными и будут проводиться на нескольких площадках в разных регионах России. Итоговая продолжительность программы составляет 72 часа.
•        20 часов индивидуальной супервизии, каждая продолжительностью 50–60 минут. Могут проводиться очно или посредством видеоконференцсвязи (например, Zoom). Консультационные сессии должны продолжаться не менее одного года еженедельно или раз в две недели. Также предусмотрена возможность супервизии в группах до шести участников.
•        Одна видеозапись терапевтических сессий с клиентом с заполненной формой концептуализации клинического случая. Финальная записанная сессия будет оценена независимым рейтером, не являющимся вашим супервизором. В ходе программы минимум 2 случая, пролеченных с помощью схема-терапии, не менее 25 терапевтических часов каждый: один случай должен быть ПРЛ.
•        Чтение литературы и просмотр видеозаписей, непосредственно связанных со схема-терапией, а также другие материалы, формирующие широкую концептуальную базу в различных подходах, релевантных модели схем.

Программа продвинутой сертификации

Программа продвинутой сертификации подходит для всех опытных специалистов в области психического здоровья. Число мест на направлении продвинутой сертификации ограничено. Обращаем внимание, что рассматриваются только кандидаты, регулярно работающие с клиентами с расстройствами личности. Подача заявки не гарантирует зачисление. Заявки проходят тщательную проверку, после чего распределяются места.

•        Четыре интенсивных семинара, состоящих из 3 последовательных дней (по 6 часов каждый). Семинары являются обязательными и будут проводиться в различных регионах России. Итоговая продолжительность программы составляет 72 часа.
•        40 часов индивидуальной супервизии, каждая продолжительностью 50–60 минут. Сессии могут проводиться через Zoom или Google Meet (или аналогичные платформы). Консультационные сессии должны продолжаться не менее одного года, как правило, еженедельно или раз в две недели.
•        2 видео- или аудиозаписи терапевтических сессий с клиентом, предоставляемые через регулярные интервалы, каждая с заполненной формой концептуализации клинического случая. 2 записанные сессии будут оценены независимым рейтером, не являющимся вашим супервизором.
•        В ходе программы минимум 4 случая, пролеченных с помощью схема-терапии, не менее 25 терапевтических часов каждый: один случай должен быть ПРЛ, один — другим расстройством личности (формальный диагноз не обязателен).
•        Чтение литературы и просмотр видеозаписей, непосредственно связанных со схема-терапией, а также другие материалы, формирующие широкую концептуальную базу в различных подходах, релевантных модели схем.




СТРУКТУРА ОСНОВНОГО УЧЕБНОГО ПЛАНА

МОДУЛЬ 1: Введение в схема-терапию и базовые техники

День 1
Теория и концептуальная модель

История и развитие схема-терапии
Мы начинаем с обзора истоков схема-терапии и того, как Джеффри Янг разработал эту модель. Сравниваем схема-терапию с когнитивно-поведенческой терапией (КПТ), выделяя отличия от других терапевтических подходов. Обсуждаем применение схема-терапии именно при расстройствах личности, в лечении которых традиционная КПТ может оказаться недостаточно эффективной.

Понимание базовых эмоциональных потребностей
Мы углубляемся в концепцию базовых эмоциональных потребностей согласно схема-терапии. Затем расширяем перспективу, исследуя, как эмоциональные потребности понимаются и удовлетворяются в различных терапевтических подходах. Рассматриваем специфические эмоциональные потребности детей, обсуждая их соответствие с неотъемлемыми правами детей на безопасность, любовь, признание и поддержку, закреплёнными в международных документах, таких как конвенция ООН о правах ребёнка. Исследуем концепцию схем в схема-терапии, подчёркивая их глубокую связь с неудовлетворёнными базовыми эмоциональными потребностями.

Что такое схема
Мы подробно рассмотрим концепцию и определение ранних дезадаптивных схем. Участники получат всестороннее понимание того, как эти схемы соотносятся с концепцией ключевых убеждений в КПТ и расширяют её, изучат их глубокое влияние на самовосприятие человека, его отношения и мировоззрение. Программа предоставит детальный обзор восемнадцати выделенных ранних дезадаптивных схем, их определяющих характеристик, эмоциональных и поведенческих последствий, а также их роли в различных паттернах психологического дистресса. Кроме того, мы рассмотрим широкую структуру доменов схем, группирующих связанные схемы на основе неудовлетворённых эмоциональных потребностей, и исследуем происхождение схем, проливая свет на то, как ранний жизненный опыт — пренебрежение, травма, гиперопека или непоследовательное воспитание — способствует возникновению и закреплению этих дезадаптивных паттернов.

Формирование схем. Темпераментные различия и развитие схем
Участтники получат всестороннее понимание того, как ранние дезадаптивные схемы возникают из сложного взаимодействия между ранней средой ребёнка и его врождённым темпераментом. В рамках этого обсуждения мы исследуем, как эффективно описывать темперамент, и предоставим список описательных прилагательных на русском языке для улучшения понимания. Кроме того, программа рассматривает, как нейроотличия, такие как СДВГ и расстройство аутистического спектра (РАС), уникальным образом влияют на формирование и проявление схем.

Дезадаптивные стили совладания
Мы рассматриваем три дезадаптивных стиля совладания — капитуляция, избегание и гиперкомпенсация, — исследуем их корни в эволюционной теории и типичные копинг-реакции, связанные с каждым. Участники узнают, что хотя эти копинг-механизмы могли служить защитными стратегиями в детстве, во взрослой жизни они становятся саморазрушительными, закрепляя и усиливая дезадаптивные схемы.

Схемы, стили совладания и режимы: определение и разграничение
Чёткое понимание различий между схемами, стилями совладания и режимами необходимо для эффективной практики схема-терапии. Эти основные концепции служат фундаментом модели схема-терапии, направляя как осознание клиента, так и разработку терапевтических стратегий. Данный раздел обучения включает практические примеры и интерактивные упражнения, призванные связать теорию с практикой.

Стратегии изменения схем
Мы обсуждаем стратегии изменения схем в общих чертах. Схема-терапия использует сочетание когнитивных, поведенческих и экспериенциальных техник для ослабления дезадаптивных схем и выработки более здоровых альтернатив. Мы даём обзор ряда базовых стратегий (для последующей практики): выявление доказательств, опровергающих схему, применение техник диалога, ограниченное родительское восполнение и домашние задания, направленные на удовлетворение потребностей клиента адаптивными способами.

Доказательная база / результаты исследований
Мы ссылаемся на ключевые исследования (например, рандомизированные исследования при ПРЛ) и отмечаем растущую эмпирическую поддержку схема-терапии в лечении депрессии, тревоги и сложной травмы.

Повторный обзор 18 РДС
Мы уделяем значительное внимание обучению стажёров пониманию различий между схемами, их развитием и умению их разграничивать. Кроме того, обучаем их различать первичные и вторичные РДС.

День 2
Формулировка лечения и концептуализация случая. Оценка и психообразование

Мы начинаем с введения в основные принципы оценки в схема-терапии, закладывая фундамент для понимания схем, стилей совладания и режимов клиента в контексте его предъявляемых трудностей. Процесс включает всестороннее выявление раннего жизненного опыта клиента, повторяющихся паттернов в отношениях и конкретных триггеров, активирующих дезадаптивные схемы. Мы подробно рассматриваем, как формальный диагноз по DSM/МКБ соотносится с более широким процессом концептуализации случая в схема-терапии, выделяя возможности для более целенаправленного подхода к лечению.

Множественные техники для оценки и активации схем и стилей совладания:
Диагностическое интервью с акцентом на схемы и стили совладания; диагностические образы; опросники (Опросник схем Янга; Опросник родительского воспитания Янга); психообразование клиента о схемах; активация схем с помощью экспериенциальных техник, включая рескриптинг в воображении; оценка схем в терапевтических отношениях; помощь клиентам в установлении связи с ранним детским опытом.

Формулировка лечения и концептуализация случая
К концу 2-го дня каждый участник практикует разработку формулировки лечения и концептуализации случая для образцового клиента (или одного из собственных случаев). Этот процесс включает определение первичных схем и стилей совладания клиента, описание их детских истоков, выявление триггеров и прояснение базовых потребностей и целей клиента в терминах схема-терапии. Подчёркивается важность постановки терапевтических целей в терминах схема-терапии (например, «развитие здоровой взаимозависимости», а не просто «снижение тревоги»).

День 3
Фаза лечения/изменений. Стратегии изменения

Ограниченное родительство
Стажёры узнают, что в схема-терапии терапевт берёт на себя частично «восполняющую» роль, обеспечивая пациента частью той заботы, руководства и поддержки, которых ему не хватало в детстве — всегда в рамках профессиональных границ. Это формирует надёжную базу, с которой схемы могут начать исцеляться.

Когнитивные стратегии
Студентыучатся помогать клиентам «выстраивать аргументы» против своих схем и копинг-поведения. Техники включают использование сократовского диалога для проверки доказательств в пользу схемы и выявление когнитивных искажений, связанных со схемами. Диалоги схем. Карточки схема-терапии. Аудиокарточки в схема-терапии.

Поведенческие стратегии
Включают назначение домашних заданий и планов действий, стимулирующих клиента практиковать новое поведение вне сессий; разрыв поведенческих паттернов; использование моделирования и ролевых игр для содействия изменению поведения в ходе сессий; постановку конкретных целей изменения.

Экспериенциальные стратегии
Работа в воображении. Установление связи схем/режимов с ранним детским опытом. Ограниченное родительство с детскими режимами.

К концу модуля 1 стажёры будут иметь прочное понимание основ схема-терапии: теории схем и режимов, оценки и концептуализации случая в терминах схема-терапии, а также базовых когнитивных, поведенческих и экспериенциальных интервенций.


МОДУЛЬ 2: Схема-терапия. За пределами основ
Данный модуль опирается на фундаментальные концепции, углублённо исследуя режимы схем и представляя продвинутые стратегии содействия изменениям. Они включают сложные когнитивные техники, диалоги режимов, ролевые игры и использование терапевтических отношений как терапевтического инструмента.

День 1
Концептуализация случая
Мы углублённо изучаем концепцию режимов. Модель режимов объясняет внезапные сдвиги в эмоциях и поведении, концептуализируя их как переходы между различными Я-состояниями. Мы обсуждаем четыре категории режимов схем: режимы ребёнка, дезадаптивные режимы совладания, дезадаптивные родительские режимы и режим здорового взрослого.

День 2
Стратегии работы с режимами схем. Продвинутые когнитивные интервенции
Сократовский диалог; анализ связанных со схемами когнитивных искажений; дневник схем; планирование деятельности исходя из эмоциональных потребностей. Продвинутые поведенческие интервенции: разрыв поведенческих паттернов, поведенческие эксперименты, навыки решения проблем, домашние задания. Экспериенциальные техники: диалоги с режимами и ролевые игры, техника пустого стула, эмпатическая конфронтация, ограниченное восполнение с режимами уязвимого и злобного ребёнка, историческая ролевая игра.

День 3
Использование терапевтических отношений
Ограниченное родительство: обеспечение заботы, руководства, установление границ. Эмпатическая конфронтация. Установление лимитов. Саморефлексия терапевта как важная часть терапевтического процесса: работа со схемами терапевтов, изучение собственных режимов, уместное самораскрытие. Стратегии, процесс и стадии схема-терапии.

К концу модуля 2 участники приобрели продвинутые навыки работы с режимами, экспериенциальными техниками и управлением терапевтическими отношениями. Обучение к этому моменту (модули 1 и 2) полностью охватывает минимальный требуемый ISST учебный план.


МОДУЛЬ 3: Работа с расстройствами личности в схема-терапии

День 1
Понимание расстройств личности в схема-терапии. Схема-терапия при пограничном расстройстве личности (ПРЛ)
В схема-терапии расстройства личности понимаются как возникающие из сочетания выраженных ранних дезадаптивных схем, ригидных стилей совладания и сдвигов режимов. Модель ПРЛ, изначально разработанная Янгом и расширенная Арнтцом и другими, центрирована на идее, что пациенты с ПРЛ часто переключаются между экстремальными режимами. Мы подробно изучаем режимы, типичные для ПРЛ: покинутый ребёнок, рассерженный ребёнок, импульсивный ребёнок, карающий родитель, отстранённый защитник. Обсуждаем ограниченное родительство при ПРЛ и управление суицидальным риском в схема-терапии.

День 2
Схема-терапия: работа с расстройствами личности кластера С
Неудовлетворённые эмоциональные потребности в развитии расстройств личности кластера С. Схема-терапия уклоняющегося расстройства личности: концептуализация, режим уклоняющегося защитника, терапевтические стратегии. Схема-терапия зависимого расстройства личности: концептуализация, режим покорной капитуляции, терапевтические стратегии. Схема-терапия обсессивно-компульсивного расстройства личности: концептуализация, режимы требовательного родителя и перфекциониста-гиперконтроллера, другие терапевтические стратегии.

День 3
Работа с нарциссическим расстройством личности в схема-терапии
Концептуализация НРЛ в схема-терапии; цели лечения; режим самовозвеличивания; режимы отстранённого самоутешителя; терапевтические отношения.

Схема-терапия при истерическом расстройстве личности (ИРЛ)
Концептуализация ИРЛ в схема-терапии; режим поиска внимания: выявление и преодоление.

МОДУЛЬ 4: Схема-терапия тревожных расстройств, расстройств обсессивно-компульсивного спектра и аффективных расстройств.
Схема-терапия травма- и стрессор-связанных расстройств. Формирование и развитие здоровых режимов

День 1
Схема-терапия тревожных расстройств и расстройств обсессивно-компульсивного спектра
Когда мы лечим тревожные расстройства с помощью схема-терапии. Типичные схемы, связанные с тревожными расстройствами, и эффективные стратегии работы с ними. Специфические режимы при тревожных расстройствах: тревожный родительский режим; беспокоящийся гиперконтролёр; обсессивно-компульсивный гиперконтролёр; сверханалитик. Схема-терапия ОКР. Схема-терапия генерализованного тревожного расстройства.

День 2
Лечение аффективных расстройств в схема-терапии
Обзор. Схема-терапия при резистентном большом депрессивном расстройстве. Схема-терапия при персистирующем депрессивном расстройстве. Лечение комплексного ПТСР в схема-терапии: обзор, стадии лечения комплексного ПТСР, концептуализация комплексного ПТСР в схема-терапии, рескриптинг в воображении при комплексном ПТСР.

День 3
Укрепление режима здорового взрослого в схема-терапии
Данная часть обучения посвящена помощи терапевтам в укреплении режима здорового взрослого — как в себе, так и в своих клиентах. Участники изучают и практикуют стратегии культивирования ключевых характеристик здорового взрослого:

Метаосознанность. Эмоциональная связь. Ориентация в реальности. Целостное ощущение идентичности. Самоутверждение и взаимность. Самостоятельность и ответственность. Забота за пределами себя. Надежда и смысл.

Standard Certification Program

The Standard Certification Program is suitable for all experienced mental health professionals and is open to professionals with doctoral or masters (or equivalent) level qualifications/experience in mental health fields. Applicants should have intermediate or advanced levels of general psychotherapy experience. There are a limited number of training places available on the Standard Certification route. Please be aware that only applicants regularly working with complex and/or personality-disordered clients will be considered. Submission of an application does not guarantee a place. Applications will be scrutinized and places subsequently allocated.

1. Four intensive weekend workshops, consisting of 3 consecutive days (6 hours each day). These workshops are mandatory and will be held across several venues in different Russian regions. As a result, the total program length stands at 72 hours.
2. 20 hours of individual supervision, each 50-60 minutes in length. These may be conducted face-to-face, or by videoconferencing (e.g. Zoom). The consultation sessions must continue for at least one year on a weekly or bi-weekly basis. Additionally, there is an option for supervision in groups comprising up to six members.
3. One video recording of client therapy sessions accompanied by a completed Schema Case Conceptualization form.The final recorded session will be scored by an independent rater other than your supervisor. During the program, a minimum of 2 cases treated with schema therapy, at least 25 therapy hours each: one case must be BPD. 
4. Readings and viewing videorecordings directly related to schema therapy, as well as other readings that provide a broad conceptual background in a variety of approaches relevant to the schema model.

Advanced Certification Program
The Advanced Certification Program is suitable for all experienced mental health professionals and is open to professionals with doctoral or master's (or equivalent) level qualifications/experience in mental health fields.  Applicants should have intermediate or advanced levels of general psychotherapy experience.  There are a limited number of training places available on the Advanced Certification route.   Please be aware that only applicants regularly working with personality-disordered clients will be considered.  Submission of an application does not guarantee a place.  Applications will be scrutinized and places subsequently allocated.

1. Four intensive workshops, consisting of 3 consecutive days (6  hours each day). These seminars are mandatory and will be held in various regions of Russia.  As a result, the total program length stands at 72 hours
2. 40 hours of individual supervision, each 50-60 minutes in length. These sessions may be conducted by Zoom or GoogleMeet (or equivalent). The consultation sessions must continue for at least one year typically on a weekly or bi-weekly basis. 
3. 2 video or audio recordings of client therapy sessions, to be submitted at regular intervals, each accompanied by a completed Schema Case Conceptualization form.  2 recorded sessions will be scored by an independent scorer other than your supervisor.
4. During the program, a minimum of 4 cases treated with schema therapy, at least 25 therapy hours each: one case must be BPD and one must be another Personality Disorder (a "formal" diagnosis is not required).
5. Readings and videorecordings directly related to schema therapy, as well as other readings that provide a broad conceptual background in a variety of approaches relevant to the schema model.

Breakdown of the Didactic/Dyadic Hours Required by ISST & as Provided by Schema Therapy Workshops



Breakdown of Supervised Role-Play and Didactic Hours by Workshops (including a minimum of one additional Specialist workshop) as Provided by Schema Therapy Workshops

Breakdown of the Core Curriculum

Module 1: Introduction to Schema Therapy and Basic Techniques

Day 1
Theory and conceptual model 

• History and development of schema therapy

We begin with an overview of Schema Therapy’s origins and how Dr. Jeffrey Young developed the model.   We compare Schema Therapy with Cognitive Behavioral Therapy (CBT), highlighting contrasts with other therapeutic approaches. We discuss utilization of Schema Therapy specifically for personality disorders, where traditional CBT may fall short.
 

• Understanding core emotional needs

We delve into the concept of core emotional needs as defined by Schema Therapy. From there, we broaden our perspective by exploring how emotional needs are understood and addressed across various therapeutic approaches. We also examine the specific emotional and developmental needs of children, discussing how these needs align with their inherent rights to safety, love, validation, and encouragement, as outlined in global frameworks like the UNCRC (United Nations Convention on the Rights of the Child). We explore the concept of schemas within Schema Therapy, highlighting their deep connection to unmet core emotional needs.

• What is schema

We we will take an in-depth look at the concept and definition of Early Maladaptive Schemas. Participants will gain a comprehensive understanding of how these schemas align with and expand upon the concept of core beliefs in Cognitive Behavioral Therapy (CBT), exploring their profound impact on an individual’s self-perception, relationships, and worldview. The program will provide a detailed overview of the eighteen identified Early Maladaptive Schemas, examining their defining characteristics, emotional and behavioral consequences, and their role in various patterns of psychological distress. Additionally, we will explore the broader framework of Schema Domains, which group related schemas into categories based on unmet emotional needs. The program will also investigate the origins of schemas, shedding light on how early life experiences such as neglect, trauma, overprotection, or inconsistent caregiving contribute to the creation and reinforcement of these maladaptive patterns over time.

• Schema Acquisition. Temperamental differences and development of schemas.

Trainees will gain a comprehensive understanding of how Early Maladaptive Schemas emerge from the complex interaction between a child’s early environment and their innate temperament. As part of this discussion, we will explore how to describe temperament effectively and provide a list of descriptive adjectives in Russian to enhance understanding. Additionally, the program examines how neurodevelopmental disorders, such as ADHD and Autism Spectrum Disorder (ASD), uniquely influence the formation and expression of schemas.
 

• Maladaptive Coping Styles

We examine three maladaptive coping styles: surrender, avoidance, and overcompensation, exploring their roots in evolutionary theory and the typical coping responses associated with each. Trainees learn that while these coping mechanisms may have served as protective strategies during childhood, they become self-defeating in adulthood, perpetuating and reinforcing maladaptive schemas.
 

• Schemas, Coping Styles & Modes Defined and Differentiated

A solid understanding of the differences between schemas, coping styles, and modes is essential for effective schema therapy practice. These core concepts serve as the foundation of the schema therapy model, guiding both client awareness and the development of therapeutic strategies. To help trainees fully grasp and internalize these distinctions, this section of the training incorporates practical examples, and interactive exercises designed to bridge theory and practice.

• Schema Change strategies

We discuss schema change strategies in broad terms. Schema Therapy utilizes a combination of cognitive, behavioral, and experiential techniques to weaken maladaptive schemas and develop healthier alternatives. We provide an overview of some basic strategies (to be practiced later), such as identifying evidence that challenges a schema, employing dialogue techniques, applying limited reparenting, and assigning behavioral homework—all aimed at meeting the client’s needs in adaptive ways.
 

• Outcome Research/Evidence Base

We cite key studies (e.g. randomized trials for BPD) and note Schema Therapy’sgrowing empirical supportin treating depression, anxiety, and complex trauma
 

• Revisit the 18 EMSs

We place significant emphasis on teaching trainees to understand the differences between schemas, their development, and how to distinguish between them. Additionally, we train them to differentiate between primary and secondary EMS.

Day 2
Treatment formulation & Case Conceptualization Assessment and Education 

• Conducting the assessment in schema therapy

We begin by introducing the foundational principles of assessment in schema therapy, laying the groundwork for understanding clients' schemas, coping styles, and modes as they relate to their presenting challenges.
•   Case history, clinical interview in schema therapy
•   Case history and clinical interviews in schema therapy involve a comprehensive process of identifying the client’s early life experiences, recurring patterns in relationships, and specific triggers that activate maladaptive schemas. This process helps therapists gain a deeper understanding of how these factors interact to shape the client’s current thoughts, emotions, and behaviors, ultimately guiding effective therapeutic interventions.
•   Diagnosis and its relationship to case formulation.
We explore in detail how formal diagnosis, based on frameworks such as the DSM or ICD, relates to the broader process of case formulation in schema therapy, highlighting how these diagnostic systems can provide insight into the client’s presenting issues, underlying schemas, and maladaptive patterns, ultimately contributing to a more targeted and effective treatment approach.

• Multiple techniques for assessing and activating schemas and coping styles:

✓ Diagnostic interview with focus in schemas and coping styles
Trainees practice schema-focused diagnostic interviews, asking detailed questions about childhood experiences, family messages, and current life challenges to hypothesize which schemas and coping styles might be active.
✓ Diagnostic imagery.
We introduce imagery techniques and begin by practicing safe place imagery as a group exercise. Following this, we move on to practicing diagnostic imagery.
✓ Inventories (Young Schema Questionnaire; Young Parenting Inventory)
We review key inventories, teach how to administer them, and demonstrate how to link their results to the clinical assessment process.
 

• Educating the client about schemas.

Trainees practice explaining the schema model to clients in simple and relatable terms. Psychoeducation includes teaching clients about core emotional needs, schemas and coping styles and helping them understand that their symptoms (e.g., social anxiety) may stem from unmet childhood needs (e.g., the need for acceptance). We also discuss how to share the results of questionnaires with clients to promote self-awareness in a supportive and non-judgmental manner. Additionally, we introduce the use of self-help resources, such as the book “Reinventing Your Life”, and video recordings, noting that we have an extensive pre-recorded video library about schemas.

• Activating schemas with experiential techniques, including emotive imagery

Trainees are taught how to use imagery techniques to evoke the emotional charge of a schema. We also demonstrate the use of schema flashcards as an assessment tool, where clients write down triggering situations along with their extreme thoughts and feelings. These flashcards are later used to help identify and understand schema patterns.
 

• Assessing schemas in the therapy relationship.

We discuss how schemas are triggered and identified within the context of the therapeutic relationship.
 

• Assisting clients to make the link with early childhood experiences

Using a case example, we illustrate how to help clients make these connections. This linking process allows clients to understand that their current reactions, though problematic, originated from genuine childhood pain. Trainees practice verbally formulating these connections for clients, which often results in meaningful "aha!" moments. They also learn to identify the core emotional needs that went unmet during early experiences (e.g., the need for nurturing or respect) and to hypothesize how the client’s maladaptive behaviors today serve as coping mechanisms for the schema but simultaneously prevent those needs from being fulfilled in adulthood.
 
Treatment Formulation & Case Conceptualization 
By the end of Day 2, each participant will practice developing a Treatment Formulation and Case Conceptualization for a sample client (or one of their own cases). This process includes identifying the client’s primary schemas and coping styles, outlining their childhood origins, noting triggers, and clarifying the client’s core needs and goals framed in schema terms.
 
Identifying Goals  and helping clients to set meaningful goals in Schema Terms
We emphasize the importance of defining therapy goals in schema terms (e.g., "developing healthy interdependence" rather than simply "reducing anxiety") and ensuring that these goals are personally meaningful to the client.

Day 3 
Treatment/change phase. Strategies for Change 

• Limited re-parenting as one of the central foci of treatment for complex cases and Personality Disorders

Trainees learn that, in Schema Therapy, the therapist takes on a partially "reparenting" role, providing the patient with some of the nurturing, guidance, and support they missed during childhood—always within professional boundaries. This forms a secure base from which schemas can begin to heal. The concept of the therapist as a limited surrogate parent is introduced here, as it underpins many interventions and will be explored further in Module 2.

• Conceptualize pervasive and complex difficulties in terms of schema modes            

Although mode work is covered extensively in Module 2, we introduce the concept here to prepare trainees. They learn that, for clients with multiple high-intensity schemas (such as many clients with personality disorders), it may be more effective to conceptualize difficulties in terms of "modes." For example, rather than addressing 10 different schemas in a client with borderline personality traits, the therapist might focus on key modes—such as a Vulnerable Child, an Angry Child, or a Punitive Parent—as primary targets for intervention. The mode model provides a way to explain rapid shifts in emotions and behaviors by understanding them as shifts between modes. Trainees practice creating a preliminary mode conceptualization for a case: identifying the client’s likely child modes, coping modes, and internalized “parent” voices. This foundational understanding lays the groundwork for the more detailed mode work covered in the next module.

Cognitive strategies

• Building a case against schemas and coping styles

Trainees learn to help clients “build a case” against their schemas and coping behaviors—essentially cognitive restructuring, but with a focus on lifelong patterns. Techniques include using Socratic questioning to test the evidence for a schema (e.g., “What is the evidence that you are truly a failure versus the evidence against it?”) and identifying cognitive biases associated with schemas (e.g., catastrophizing linked to a Vulnerability to Harm schema).

• Schema Dialogues. Schema therapy flashcards . AudioFlashcards in schema therapy

Schema dialogues are an essential tool within Schema Therapy, offering a structured way to help clients understand and challenge their schemas. One effective method involves the use of Schema Therapy flashcards, which serve as personalized tools for reinforcing healthier perspectives and practices. In addition to traditional flashcards, Audio Flashcards are increasingly being used in Schema Therapy. These are personalized audio recordings (typically made by the therapist or collaboratively with the client) that target specific schemas and maladaptive coping styles, allowing clients to rehearse healthier patterns of thinking and internalize a nurturing, compassionate voice.

Behaviorial strategies•

• Setting assignments out of session

This includes assigning homework and action plans that encourage the client to practice new behaviors outside of sessions. We discuss behavioral pattern breaking, which involves identifying a small behavior change that directly opposes the schema’s influence and implementing it consistently.

• Looking at modeling behavior change

We discuss the use of modeling and role-playing to facilitate behavior change during sessions. For example, the therapist might role-play how to assert boundaries with someone if the client tends to display a pattern of submissiveness.

• Setting specific goals for change

Trainees brainstorm and share potential homework assignments for addressing specific schemas, learning to tailor tasks to meet the client's underlying needs. For example, to address the need for competence, a client might be encouraged to take a small risk at work. Similarly, to meet the need for connection, a client could be assigned the task of initiating a coffee meeting with a friend.

Experiential Strategies

• Imagery & Imagery rescripting

We demonstrate a basic imagery rescripting technique for a childhood memory. This emotionally powerful method directly targets and heals the “child” part of the client that carries the schema’s pain. We discuss how to link schemas and modes to early experiences through imagery—using it to vividly connect current triggers to their origins and then rescript the painful origin. Trainees also learn the mechanisms behind why this technique is effective.

• Linking Schemas/modes with Early Childhood Experiences

We demonstrate how to link schemas and modes to childhood experiences during the session. Additionally, we practice implementing this process in an experiential and engaging manner.

• Limited Re-Parenting with Child modes

Often, the therapist (or the client’s envisioned Healthy Adult) provides nurturing or protection to the “child” in the imagery scene. This models how the client can learn to meet these needs in the present. Even in the early stages of training, participants are encouraged to try a brief imagery exercise in pairs (one acting as the therapist and the other as the client, using a mildly upsetting memory) to gain a practical understanding of the technique.
 
By the end of Module 1, trainees will have a solid grasp of the basics of Schema Therapy: the theory of schemas and modes, case assessment and conceptualization using schema terms, and foundational cognitive, behavioral, and experiential interventions. They will have practiced skills such as Socratic dialoguing, identifying schemas, educating clients, assigning homework, and performing a basic imagery rescripting exercise. This foundational knowledge prepares them for the more advanced material covered in subsequent modules.

Module 2: Schema therapy. Beyond the basics. 
This module builds on foundational concepts by exploring schema modes in depth and introducing advanced strategies for facilitating change. These include complex cognitive techniques, mode dialogues, role-plays, and leveraging the therapy relationship as a therapeutic tool.

Day 1
Case Formulation

• Rationale & Advantages to the Mode Approach

We delve deeper into the concept of modes. The mode model explains sudden shifts in emotion and behavior by conceptualizing them as transitions between different self-states. For example, a patient with borderline personality disorder (BPD) might quickly switch from a needy, tearful state to intense rage, and then to emotional numbness. Schema Therapy interprets this as shifting between the Vulnerable Child, the Angry Child, and the Detached Protector modes. By using the mode model, the therapist and client can more effectively track these changes and respond appropriately—for instance, comforting the Vulnerable Child, setting limits with the Angry Child, or bypassing the Detached Protector. Trainees learn that both research and clinical consensus have demonstrated the mode approach to be highly effective for treating personality disorders.
 

• Schema Modes Defined

We discuss the four categories of schema modes: Child Modes, Maladaptive Coping Modes, Maladaptive Parent Modes, and the Healthy Adult Mode. Within each category, we list common modes and review how to distinguish between them.
Next, we explore specific modes in detail:
✓     Vulnerable Child Mode: Overview
✓     Detached Protector Mode: Overview
✓     Angry/Impulsive Child Mode: Overview
✓     Punitive Parent Mode: Overview

Treatment/ change phase

• Assessing Modes (during the session and outside of the session) and developing mode awareness

As we transition from formulation to therapy, we move into the treatment and change phase with modes. Trainees first learn how to assess and enhance the client’s awareness of their modes. We practice techniques designed to help clients identify when they are in a specific mode, both during sessions and in their daily lives.
 

• The Importance of Recognizing How the Detached Protector Mode Blocks Access to Child Modes  

A key teaching point is the role of the Detached Protector mode and how it impedes therapy. We emphasize the importance of identifying and bypassing the Detached Protector. Trainees are taught to recognize subtle signs of emotional avoidance or disengagement—for example, when a client begins intellectualizing or shifts topics as vulnerable feelings start to surface. Strategies to overcome or diminish the Detached Protector are discussed, such as directly addressing it or using imagery techniques. We highlight that once the Detached Protector is bypassed, there is often a release of underlying emotions or the emergence of the Vulnerable Child mode, which signifies therapeutic progress.
 

• Limited Reparenting defined and elaborated in great detail

We provide an in-depth definition and examples of how therapists can offer limited reparenting. This approach involves providing care and compassion, such as using a soft, nurturing tone or appropriately disclosing concern for the client. It also includes offering guidance or direction by gently challenging the client’s maladaptive behaviors, much like a supportive mentor or parent would. Additionally, therapists set limits or boundaries, particularly on behaviors stemming from Angry or Impulsive modes that may harm the client or others. Trainees learn that limited reparenting requires balance: offering high levels of empathy and nurturance for the client's vulnerable parts, while also setting firm yet caring limits for the destructive parts. This balance is communicated with both warmth and firmness. To reinforce these concepts, we use role-play scenarios to bring the techniques to life and enhance understanding.
 

• Linking patterns and past experience to present

We emphasize the importance of consistently connecting present patterns to past experiences throughout the change process. Even during mode work, we frequently link a mode to its origin to deepen understanding and foster change.
 

• Cognitive Elements in the Change Phase: Schema Diary, Disputing Evidence, and Cognitive Continuum Work

Trainees are introduced to the use of a Schema Diary or Mode Diary—a daily journal where clients record key situations, their emotional reactions or modes, the underlying schema-driven thoughts, healthier alternative thoughts, and new actions taken. This tool expands upon standard thought records, adapting them to the schema mode framework. We also cover techniques for disputing the evidence supporting schemas, a crucial component even in mode workAdditionally, we explore the use of tools such as cognitive continuums or rating scales to help weaken all-or-nothing schema thinking and foster balanced perspectives.

Day 2
Strategies for working with Schema modes

Advanced cognitive interventions

• Socratic dialogue

Trainees practice role-playing extended Socratic questioning sequences to help clients challenge deeply ingrained schema beliefs.

• Examining schema-associated cognitive biases

Clients with specific schemas often exhibit cognitive biases that reinforce those schemas. For example, a client with a Mistrust/Abuse schema may frequently misinterpret neutral actions as deliberate attempts to cause harm (e.g., confirmation bias). Trainees are taught to identify these biases and guide clients in conducting reality checks or gathering evidence that challenges and disconfirms their distorted assumptions.

• Schema diary

We emphasize the importance of using the diary and provide clients with templates to guide them. The diary serves as a tool to help clients become more aware of schema-driven thoughts and behaviors between sessions, while also practicing healthier responses. We encourage trainees to personalize their approach: some use the diary to write dialogues (e.g., mode conversations), while others create emotion charts or track patterns. The ultimate goal is to build daily awareness and actively apply cognitive restructuring techniques in everyday life—not just during therapy sessions.
 

• Planning activities based on emotional needs

For example, if a client’s core emotional need is connection (and they struggle with a Social Isolation schema), the therapist and client work collaboratively to plan small, graded tasks designed to increase connection—such as joining a club or calling a friend. Together, they predict and prepare for the schema's negative voice that may arise during these activities. This approach bridges cognition and behavior, using the client’s identified emotional needs as a guide for meaningful action.

Advanced behavior interventions

• Behavioral pattern breaking

Trainees learn to identify and formulate long-standing behavioral patterns (e.g., repeatedly choosing critical partners due to a Mistrust/Abuse schema) and to develop experiments aimed at breaking these cycles. For instance, a client might temporarily avoid starting new relationships while focusing on building self-worth, or, conversely, consciously seek out different types of people to date as a way to challenge old patterns.

• Behavioral experiments

We explore systematically testing schema beliefs through real-world trials. For example, a client with a Defectiveness schema might be encouraged to disclose a minor flaw to a trusted friend and observe their reaction, thereby testing the belief, 'If people knew X about me, they’d reject me.' We emphasize the importance of designing experiments in an ethical and safe manner and processing the outcomes during the session."
✓        Problem solving skills
We also discuss teaching problem-solving skills to clients with Impaired Autonomy Domain schemas, who may feel helpless and avoid seeking solutions. Therapists may need to guide clients through basic problem-solving steps—such as defining a problem, brainstorming solutions, and evaluating pros and cons—to strengthen the behavioral repertoire of the Healthy Adult mode. This approach is particularly useful for clients with Dependence or Incompetence schemas. Trying out new behaviors with important people in patient’s life
✓        Homework assignments
The use of homework assignments is revisited at this advanced level—every intervention, whether cognitive or experiential, typically includes a between-session component. We discuss creative homework approaches beyond standard diaries, such as writing letters to people (without necessarily sending them) to express feelings, practicing specific self-care routines (especially for clients with a Self-Sacrifice schema who neglect themselves), or creating a 'behavioral contract' with themselves to reinforce change. Trainees are reminded that homework in Schema Therapy is flexible and tailored to schema needs, with the focus on experiential impact (feeling or behaving differently), rather than solely intellectual exercises.

Experiential techniques II (e.g. Mode dialogues & Roleplay)

• ST dialogues with schemas and modes

A major focus of Day 2 is developing skills in chair work and mode dialogues, which are powerful experiential interventions for working with schema modes. We first outline the purpose: to help the client externally express and confront different parts of themselves to promote change (e.g., giving voice to needs, setting limits on inner critics, etc.
 

• Empathic Confrontation for Maladaptive Coping Mode

 Empathic confrontation involves challenging maladaptive modes or behaviors while still conveying deep empathy and understanding for the client. Trainees learn a three-step integrated process for empathic confrontation: (1) Acknowledge and validate the client’s feelings or the positive intent of a coping mode (to show you genuinely 'get it'—empathy), (2) describe the problematic behavior or mode and its consequences in a caring but direct way (gentle confrontation), and (3) encourage or guide the client toward a healthier alternative or insight.
 

• Confronting and limit-setting  for Punitive and Demanding Parent Modes

In this segment, we focus on practicing chair work with the Punitive and Demanding Parent modes. Trainees learn techniques to confront this mode effectively, helping the client reduce its dominance and destructive influence. We emphasize the importance of using both voice and body posture to deliver impactful and assertive messages during the confrontation. By adopting a firm but empathic tone, trainees can model how the client’s Healthy Adult mode can take charge and set boundaries with this critical inner voice.
 

• Working with guilt-inducing parent. Chair work and imagery work

In this segment, we focus on addressing the Guilt-Inducing Parent mode, which often triggers feelings of excessive guilt, and unrelenting responsibility in the client. Chair work and imagery exercises are two key techniques we use to help clients recognize, confront, and challenge this maladaptive mode. Through chair work, trainees practice helping clients externalize the voice of the Guilt-Inducing Parent by assigning it a separate chair and personifying it. This allows clients to hear and interact with this critical internal voice more clearly.

• Limited re-parenting for the Vulnerable and Angry Child modes

Limited re-parenting for the Vulnerable and Angry Child modes is at the core of schema therapy, serving as a foundational approach for emotional healing. In our training, we focus on equipping therapists with the skills to effectively integrate limited re-parenting into the therapeutic process, providing the care, empathy, and attunement these modes require. Participants learn how to strike a delicate balance between offering warmth, compassion, and sincerity while maintaining therapeutic integrity. The training also emphasizes the importance of developing the therapist's own authentic and genuine style of limited re-parenting, tailored to their personality and strengths, ensuring the approach resonates deeply with clients while fostering trust, safety, and connection. This helps therapists create an environment that facilitates emotional repair and transformation for clients navigating these deeply vulnerable or reactive modes.
 

• Historical role-play

In this portion of the training, we focus on mastering the three stages of historical role-play, a powerful experiential technique in schema therapy. In the first stage, we recreate the client’s original childhood situation to explore the emotional and relational dynamics at play. In the second stage, the client is guided to take on the role of the parent or caregiver, allowing them to gain insight into the perspective and behavior of the significant figure. Finally, in the third stage, the client steps back into the role of the child but practices responding in a healthier, empowered way. This immersive process helps to transform deeply ingrained schemas and foster emotional healing. Additionally, we provide detailed discussions on when historical role-play is most effective, as well as its potential limitations, ensuring that participants develop a thoughtful and ethical approach to incorporating this technique in their therapeutic practice.

Day 3
Using a therapeutic relationship

Limited Re-Parenting defined and elaborated in detail

• Providing care

The therapist actively demonstrates warmth, empathy, and compassion, addressing the client’s unmet emotional needs for nurturance in a professional yet authentic manner. This care may include verbal reassurance during sessions. It also incorporates non-verbal cues, like maintaining a gentle tone of voice, showing patience, offering tissues, or providing an appropriate soothing gesture—for example, handing the client a comforting object if permissible. For some clients, the therapist may engage in small, nurturing gestures, such as making tea or remembering important dates or events in the client’s life. These actions serve to convey the message: “Your needs matter to me.” By consistently engaging in these caring behaviors, therapists create a space where clients feel seen, supported, and valued, fostering the emotional repair of unmet childhood needs.
✓      Direction
As a reparenting figure, the therapist may sometimes need to guide the client by offering advice or coaching when appropriate. While this is something traditional CBT might avoid in the early stages, Schema Therapy (ST) allows for it when it is in the client’s best interest. For example, a client with an Entitlement schema might be gently guided to better understand others’ needs, similar to how a parent teaches a child empathy. It is important to clarify that this “directive” approach is always collaborative and occurs only after a strong therapeutic rapport has been established.
✓      Setting boundaries
We discuss that effective parenting involves more than just warmth—it also requires healthy limits. Therapists must sometimes say “no” or enforce rules to support the client’s well-being. For example, we explore scenarios such as when a client repeatedly calls the therapist between sessions during a crisis. How can this situation be managed in a way that is both reparenting and boundaried? To address this, we role-play these conversations. Similarly, within sessions, we examine how to set limits when a client exhibits disrespectful or self-harming behavior, while maintaining alignment with the client’s needs and fostering a supportive therapeutic relationship.

Empathic confrontation

• Defining Empathic Confrontation

Empathic confrontation is a therapeutic technique that involves addressing a client’s maladaptive behaviors, thoughts, or patterns in a way that is both direct and compassionate. The therapist gently challenges the client to reflect on how these patterns might be self-defeating or harmful while maintaining an atmosphere of empathy and support. This approach helps the client feel understood while encouraging accountability and change, fostering growth without shame or defensiveness.

• Skills of Empathic Confrontation: An Integrated Three-Step Process

To help trainees integrate these three steps into their practice, we use a structured, experiential training approach. Trainees first observe demonstrations of empathic confrontation by experienced therapists to see how empathy and challenge are blended effectively. They then engage in carefully designed role-plays, taking on the role of both therapist and client to better understand both perspectives. During practice, we focus on helping trainees fine-tune their tone, body language, and word choice to ensure they remain empathetic and supportive while addressing challenging topics. Feedback is provided in real time to highlight strengths and offer constructive guidance on how to improve. Trainees are also encouraged to reflect on their own comfort levels with confrontation, helping them develop confidence and refine their approach in a safe and guided setting.

Limit setting. When should we set limits

To teach trainees the art of setting limits, a structured, experiential learning process is implemented. By practicing and refining the use of the stepped approach, trainees learn how to set limits in a way that strengthens the therapeutic relationship, ensures client accountability, and strengthens Healthy Adult mode in a respectful and supportive manner. Boundaries are framed not as punitive measures but as tools to foster safety, trust, and progress.

Therapist’s self reflection as an important part of the therapeutic process

• Therapists’ Schemas: Dealing with obstacles in treatment when therapists’ schemas are  activated

We acknowledge that therapists are human and have their own schemas, which can be activated by certain patients or situations. For example, a therapist with an Abandonment schema might overreact to a client's cancellations, while a therapist with a Subjugation schema might feel intimidated by an aggressive client and avoid setting necessary limits. We normalize these experiences and stress the importance of self-awareness. Trainees are encouraged to identify their own "hot buttons," and we provide a checklist of common therapist schemas to support this process. Additionally, we discuss real cases where therapists' schemas were triggered, resulting in obstacles to treatment, to help trainees understand the significance of self-reflection in managing these challenges effectively.
 

• Exploring therapist’s own modes

We explore the therapist’s own modes – for example, a therapist’s Detached Protector mode might activate, causing them to feel emotionally numb or distant if the client’s pain feels overwhelming. Alternatively, a therapist’s Overcompensator mode might surface as giving excessive advice in an attempt to "fix" the client. To address these tendencies, we use role-plays where one trainee acts as a client who may provoke common therapist schemas (e.g., a very critical client provoking a Failure schema in the therapist). The “therapist” in the scenario must notice their reactions and respond professionally. To manage these challenges, we emphasize strategies such as supervision, personal therapy, and self-reflection. We encourage trainees to engage in self-reflection on their own childhood experiences and schemas, tying this into the earlier point about possibly incorporating Self-Practice/Self-Reflection (SP/SR) in training.

• Appropriate use of self-disclosure

The use of self-disclosure in therapy can be valuable when applied thoughtfully and professionally. It involves the therapist selectively sharing their own experiences or feelings to build rapport, model healthy behavior, or enhance the therapeutic process. However, it is critical for therapists to ensure that self-disclosure remains relevant to the client’s needs, is not overly personal, and does not shift the focus away from the client. To help trainees develop this skill, we provide structured guidance on when and how to use self-disclosure appropriately. This includes discussing the purpose behind self-disclosure, using case examples to illustrate both effective and ineffective uses, and practicing scenarios in role-plays. Trainees are taught to reflect on their motivations for disclosing, ensuring that it serves the client's therapeutic goals rather than the therapist's own emotional needs. We encourage trainees to stay attuned to their clients' responses to self-disclosure and emphasize the importance of maintaining professional boundaries throughout. Supervision is also highlighted as a key resource for processing decisions around self-disclosure and obtaining feedback on whether its use is appropriate and effective in specific cases.

• Strategies, process and, stages of schema therapy

We discuss how therapy progresses and how the therapist’s role evolves over time: initially, the therapist is more active and parental (offering strong reparenting in the early stage), gradually fostering greater client independence as the Healthy Adult mode develops, and eventually stepping back as the client internalizes the Healthy Adult. This progression is framed as analogous to raising a child – beginning with intense involvement and later encouraging the client to "leave home" confidently and independently. We emphasize that throughout all stages, the therapeutic relationship remains a central healing factor. Using this relationship skillfully – combining empathy with appropriate confrontation – is what makes Schema Therapy particularly effective for addressing deeply entrenched problems.

By the end of Module 2, participants have gained advanced skills in mode work, experiential techniques, and therapeutic relationship management. They have also developed greater awareness of their own schemas within the therapeutic context, which is crucial for becoming effective schema therapists. This module prepares participants to apply Schema Therapy to complex cases, a focus that will be addressed in Module 3 (specifically in relation to personality disorders). The training up to this point (Modules 1 and 2) fully covers the minimum ISST-required curriculum (approximately 6 days or 25+ hours of training) on schema theory, techniques, and the therapeutic relationship. This ensures that participants meet the foundational learning requirements before moving on to population-specific adaptations.

Module 3: Schema Therapy Work with Personality Disorders

Day 1

Understanding personality disorders in schema therapy
In Schema Therapy , personality disorders are understood as arising from a combination of strong early maladaptive schemas, rigid coping styles, and mode shifts. We explain how DSM-5/ICD diagnostic criteria for personality disorders (e.g., fear of abandonment or identity disturbance in Borderline Personality Disorder) can be mapped to specific schemas and modes. We emphasize that ST does not focus on treating the DSM label itself but rather addresses the underlying schema-mode dynamics that drive the symptoms.

Schema therapy for Borderline Personality Disorder

• Conceptual Model & Philosophy

The Schema Therapy model, originally developed by Young and later expanded by Arntz and others, centers on the idea that patients with Borderline Personality Disorder (BPD) frequently shift among extreme schema modes. The guiding philosophy of this approach is rooted in empathy and optimism: despite the severity of BPD, Schema Therapy is based on the belief that complete recovery is possible by meeting the patient’s core emotional needs through the therapeutic relationship and powerful interventions. We emphasize the stance of “limited reparenting” as especially critical in treating BPD. Many of these patients have histories of abuse and/or neglect, making the therapist’s consistent, unconditional care a cornerstone of treatment.
 

• Hypothesized Origins of BPD

From a schema perspective, BPD typically arises from a combination of childhood abuse, neglect, and temperament (e.g., an emotionally sensitive child). Understanding these origins helps therapists cultivate empathy by recognizing that no one is "born borderline"; instead, these modes were adaptive responses at some point in the person's life. We highlight research showing a high prevalence of childhood trauma in individuals with BPD, which corresponds to the intense Abandoned/Abused Child mode.
 

• Cultural Factors influencing formulation and treatment

We also discuss how cultural factors may influence both case formulation and treatment. For instance, how might BPD present or be approached differently in cultures with diverse family structures or varying levels of stigma? Therapists are encouraged to remain mindful of these cultural nuances. For example, a client from a culture that discourages emotional expression may experience an added layer of shame around their Angry Child mode. Similarly, collectivist cultures might intensify schemas such as Self-Sacrifice or Enmeshment.
 

• Schema Modes in BPD

We then outline the schema modes typically found in BPD, often referred to as the “BPD mode model.” These modes were introduced in Module 2, but here we explore them in greater depth. We provide a visualization (often in the form of a mode map) of BPD: imagine a circle with the Vulnerable Child at the center, constantly under attack by the Punitive Parent and often shielded by the Detached Protector. Occasionally, the Angry/Impulsive Child flares up, while the Healthy Adult is either very small or collapsed under the chaos. This visualization helps trainees conceptualize the dynamics they are working to treat. Then, we go into specific modes in detail, exploring their functions, triggers, and behavioral manifestations, as well as strategies for working with each mode effectively in a therapeutic context
✓     Abandoned or Abused Child
Trainees must learn how to identify and work with the Abandoned or Abused Child mode, as this is often the most vulnerable and wounded part of the client. This mode represents the deep feelings of emotional pain, fear, sadness, and loneliness stemming from early experiences of abuse, neglect, or abandonment. It is the part of the individual that desperately seeks safety, understanding, and care. Therapists are encouraged to respond to this mode with strong empathy, nurturing, and a stance of "limited reparenting," offering the consistent emotional support that was often missing during the client’s early years. This mode is the one most in need of rescuing, as it is central to the healing process in Schema Therapy and the foundation for building trust in the therapeutic relationship.
✓     Angry Child
In this training segment, trainees will learn to identify and address the Angry Child Mode, which often emerges in individuals with BPD when they feel frustrated, invalidated, or perceive rejection or unfair treatment. This mode is characterized by intense and outwardly directed anger, expressed through rageful or demanding behavior. Clients in this mode may lash out at others, believing that their needs are being ignored, dismissed, or purposefully denied. The therapist’s task is to validate the client’s anger by recognizing that it likely stems from deep feelings of hurt or emotional abandonment in childhood. At the same time, the therapist must encourage the exploration of the underlying pain, fear, or sadness fueling the anger, rather than allowing the rage to dominate interactions.
✓     Impulsive Child
 Trainees will also focus on the Impulsive Child Mode, which is distinguished by the client’s urge to act immediately on desires or needs, often without regard for the consequences. For the therapist, the goal is to establish empathic but firm boundaries to ensure safety while helping the client recognize and regulate the impulses driving these behaviors. Over time, the therapist works to redirect the Impulsive Child’s energy toward healthier forms of self-expression and coping strategies, while also addressing the unmet emotional needs at the root of this mode.
✓     Punitive Parent
In imagery or chair work, BPD patients often identify the internalized voice of a parent or other abuser echoing within them. This internal voice is critical, harsh, or dismissive, perpetuating feelings of shame, guilt, or unworthiness. The therapist's role is to weaken this mode by consistently challenging its messages and helping the patient develop and internalize an alternative, compassionate voice that counters the punitive one. It’s important to note that in some BPD formulations, this mode is considered the most dangerous, as it can lead to severe self-loathing and potentially precipitate suicidal ideation or suicide attempts when it becomes highly activated.
✓     Detached Protector
In this training segment, participants will explore the Detached Protector mode, a common coping mode in individuals with BPD. This mode represents an emotional shutdown or detachment from overwhelming feelings of vulnerability, pain, or rejection. The Detached Protector is often activated as a self-preservation strategy, allowing the individual to avoid distressing emotions or situations. I In working with this mode, therapists must emphasize safety, understanding, and trust. The goal isn't to dismantle the protector immediately but to gently encourage the patient to reconnect with their emotions without becoming overwhelmed. Techniques like imagery, mindfulness, or chair work can be useful for helping patients explore their feelings in a controlled, step-by-step way.
 

• Limited reparenting with BPD

This section focuses on the role of limited reparenting in working with individuals with BPD. Therapists are encouraged to take on the role of a stable, nurturing caregiver to help address the unmet emotional needs of their clients. For BPD patients, whose core vulnerability often stems from the Abandoned Child mode, this approach can be transformative. Therapists may use strategies to demonstrate care and emotional presence within appropriate boundaries. It's critical to maintain clear boundaries while still providing these moments of attunement.
 

• Suicidal risk management in Schema therapy

BPD often involves chronic suicidality or self-harm, requiring therapists to skillfully manage risk while continuing schema work. Best practices include creating a safety plan early in treatment, setting clear agreements regarding when to contact the therapist or emergency services, and using mode language to understand suicidality. Therapists must balance addressing acute safety concerns with progressing schema therapy, ensuring that crisis management does not overshadow deeper therapeutic work.

Day 2
 
Schema therapy: working with Cluster C Personality Disorders

• Unmet emotional needs in development of cluster C personality disorders

Unmet emotional needs play a crucial role in the development and persistence of Cluster C personality disorders. This section focuses on the specific unmet emotional needs for autonomy and competence, which are frequently impaired in individuals with these disorders. Clients with Cluster C traits often grew up in environments where their capacity for independence was undermined, leaving them feeling incapable, overly reliant on others, or excessively self-critical. Additionally, we delve deeper into the often-overlooked needs for spontaneity and play, as well as the freedom to express valid needs and emotions. Many clients with Avoidant, Dependent, or Obsessive-Compulsive Personality Disorders experienced childhoods where healthy self-expression and emotional freedom were stifled. The inability to engage in spontaneous play or explore emotions freely often leads to rigid perfectionism, avoidance of risk, or an over-reliance on people-pleasing behaviors. Understanding how these unmet needs contribute to entrenched maladaptive schemas allows therapists to tailor schema therapy interventions to rebuild autonomy, foster self-expression, and encourage emotional spontaneity.

Schema therapy of Avoidant PD

• Schema therapy conceptualization of Avoidant PD

This section explores the schema therapy approach to Avoidant Personality Disorder (AvPD), focusing on the core schemas—Defectiveness/Shame and Social Isolation We examine common coping modes in AvPD, such as the Avoidant Protector and Detached Protector and the Compliant Surrender. To clarify these dynamics, we present a mode map illustrating the interaction between the Vulnerable Child, Punitive Parent, and Avoidant/Detached Protector modes. This serves as a practical framework for guiding interventions, helping clients build the Healthy Adult mode, address unmet emotional needs, and foster connection and self-acceptance.

• Avoidant Protector: Identifying and Overcoming the Mode with Empathic Confrontation and Behavioral Experiments

The Avoidant Protector mode is commonly observed in individuals with Avoidant Personality Disorder. Recognizing this mode requires careful attention to patterns of avoidance, such as reluctance to share feelings, avoidance of risks, or disengagement in therapeutic conversations. To bypass the Avoidant Protector, empathic confrontation is crucial—acknowledging the mode’s protective function while gently encouraging the client to recognize how it prevents their needs from being met. With compassion, therapists can challenge the avoidance and help clients reconnect with their vulnerable emotions in a safe and supportive environment. Behavioral experiments are equally essential in addressing this mode, as they allow clients to gradually test their fears in real-life situations. For instance, clients might practice engaging in small social interactions or expressing their emotions in low-stakes settings. These experiments, supported by empathy and careful preparation, help loosen the grip of the Avoidant Protector, fostering new experiences of safety, connection, and personal growth that disrupt the cycle of avoidance.
 

• Therapeutic strategies for AvPD

This section explores effective therapeutic strategies for working with individuals with AvPD, emphasizing approaches that address the unique challenges of the condition. We delve into advanced techniques for imagery rescripting, including how to tailor the process to meet the needs of AvPD clients while overcoming common obstacles, such as emotional detachment or reluctance to engage with vulnerable memories. Additionally, we discuss how to effectively work with Child modes, specifically the Vulnerable Child and Happy. A core focus is placed on the therapeutic relationship, which serves as both a healing mechanism and a potential challenge in therapy. We examine strategies for navigating the fine balance between encouraging clients to embrace change without triggering feelings of criticism, inadequacy, or rejection.

Schema therapy of Dependent PD 

• Schema therapy conceptualization of Dependent PD

In this module, participants will gain a comprehensive understanding of how to conceptualize Dependent Personality Disorder (DPD) within the schema therapy framework. This includes identifying core schemas, understanding associated modes, and building therapeutic strategies to foster autonomy and independence. The conceptualization focuses on the prominent core schemas commonly found in individuals with DPD, including the Dependence/Incompetence schema and the Enmeshment/Undeveloped Self schema. These schemas typically arise from early experiences in which caregivers were overcontrolling, overly protective, or inhibited the child’s ability to develop a sense of autonomy and identity. To further illustrate how these schemas manifest in DPD, we introduce a mode map that highlights three central modes: the Dependent Child mode, the Overanxious or Overpotective Parent mode, and the Compliant Surrender mode. This mode map provides a practical framework for understanding the internal conflicts and behavioral patterns that sustain dependence and inhibit the development of autonomy. By addressing these modes and targeting unmet emotional needs, schema therapy helps clients strengthen their Healthy Adult mode, fostering independence, self-assurance, and healthier interpersonal relationships.

• Compliant Surrender Mode: Identifying and Overcoming the Mode.  

Participants will learn effective strategies to help clients overcome this mode and foster healthier, more autonomous ways of meeting their emotional needs. We will start by exploring how to identify the mode and examining how it may influence the therapeutic relationship. Additionally, we will practice the steps of empathic confrontation when working with the Compliant Surrender Mode. Finally, we will discuss the Multiple Chair Technique in detail.
 

• Therapeutic Strategies for Dependent Personality Disorder

This section focuses on effective therapeutic strategies for working with individuals who have DPD, highlighting approaches that address the core features and challenges of the condition. We explore advanced techniques tailored to help clients strengthen their sense of autonomy and reduce maladaptive reliance on others. Specific emphasis is placed on empowering clients to connect with their Healthy Adult. The module includes practical approaches to imagery rescripting, with guidance on how to help clients process pivotal childhood memories that reinforce dependency patterns, and how to introduce nurturing elements that build confidence and self-reliance. A significant focus is placed on the therapeutic alliance, which serves as both a grounding force and a catalyst for change. We discuss strategies for navigating the dynamics of dependency within the therapeutic relationship, with an emphasis on setting boundaries, reducing over-reliance on the therapist, and fostering self-sufficiency. Participants will learn how to balance compassion with gentle confrontation to challenge maladaptive patterns

Schema therapy of Obsessive Compulsive PD 

• Conceptualizing OCPD in Schema Therapy

In this module, participants will gain a comprehensive understanding of how to conceptualize OCPD within the schema therapy framework. This includes identifying core schemas, understanding related modes, and developing therapeutic strategies to foster flexibility, self-compassion, and healthier relational dynamics. The conceptualization highlights the core schemas commonly found in individuals with OCPD, such as the Unrelenting Standards schema, the Emotional Inhibition schema, and the Emotional Deprivation schema. We introduce a mode map that highlights three key modes: the Demanding Parent mode, the Perfectionistic Overcontroller mode, and the Detached Protector mode. This mode map provides a practical framework for understanding the internal dynamics that sustain rigid perfectionism, emotional suppression, and struggles with interpersonal relationships. By addressing these maladaptive modes and targeting clients' unmet emotional needs, schema therapy helps individuals soften their rigid standards, embrace imperfection, and reconnect with their emotions in a compassionate and constructive way. Strengthening both the Happy Child mode and the Healthy Adult mode enables clients to cultivate a more balanced approach to life—integrating achievement with emotional well-being, fostering meaningful relationships, and promoting greater self-acceptance alongside acceptance of others.

• Key Modes: Demanding Parent Mode and Perfectionistic Overcontroller Mode

In this module, we focus on strategies for working with two key modes commonly seen in individuals with OCPD: the Demanding Parent mode and the Perfectionistic Overcontroller mode. Participants will practice techniques for effectively confronting the Demanding Parent mode, while understanding how this approach differs from confronting the Punitive Parent mode. Special emphasis is placed on working with the Perfectionistic Overcontroller mode, which plays a central role in maintaining rigid standards and control. We will explore and practice the use of empathic confrontation as a key therapeutic strategy to challenge this mode while validating its underlying fears and intentions.
 

• Other therapeutic strategies for OCPD

This module explores additional therapeutic strategies to support clients with OCPD. We discuss techniques for activating the Happy Child mode and meeting the core needs for spontaneity and play, which are often suppressed in individuals with OCPD. Behavioral interventions are introduced to help clients cultivate a more self-caring and balanced lifestyle. Additionally, we address the unique aspects of imagery rescripting for OCPD, including common challenges therapists may encounter and ways to overcome them effectively. A strong emphasis is placed on the therapeutic relationship, which serves as a corrective emotional experience for clients with OCPD. By modeling empathy, warmth, and patience, therapists can help clients feel safe to explore their emotions and unmet needs. The therapeutic relationship also provides an opportunity to gently challenge rigid patterns and encourage flexibility, self-compassion, and openness to new experiences.

By the end of Day 2, trainees understand that Schema Therapy can be flexibly applied to less volatile but deeply ingrained personality disorders. We reiterate that the core mode work and needs-focused strategies are equally relevant to Cluster C disorders. For example, the therapist provides a safe base for avoidant clients (meeting the need for connection), encourages dependent clients to develop autonomy (meeting the need for competence), and supports obsessive-compulsive clients in finding balance and self-acceptance (meeting the needs for healthy standards and play). At this point, the training has covered both BPD and Cluster C personality disorders, which are required content for certification. We also highlight that the evidence base for Schema Therapy with Cluster C disorders is growing and quite promising, though not yet as extensive as for BPD.

Day 3

Schema Therapy Work with narcissistic personality disorder 

• Conceptualizing NPD in Schema Therapy

In this module, participants will gain a comprehensive understanding of how to conceptualize NPD within the schema therapy framework. This includes identifying core schemas, understanding how these schemas relate to maladaptive modes, and developing therapeutic strategies to address underlying vulnerabilities while fostering authentic self-esteem. The conceptualization highlights the core schemas commonly found in individuals with NPD, such as the Defectiveness/Shame schema, the Emotional Deprivation schema, the Entitlement/Grandiosity schema, and the Approval-Seeking schema.
When working with clients with narcissistic personality disorder (NPD), we begin by understanding their distinctive mode model. Unlike individuals with borderline personality disorder (BPD), who switch dramatically and visibly between different modes, narcissistic clients often maintain a more stable, polished coping facade. This facade, often rooted in the Detached Self-Soother or Self-Aggrandizer modes, serves to shield the deeply vulnerable or defective feelings that lie buried beneath the surface, such as those found in the Lonely Child or Defective Child modes. We introduce a mode map that highlights three key modes

• Treatment aims

In Schema Therapy, the primary goal for working with clients with NPD is to help them meet their core needs authentically. This involves several key steps. First, we aim to soften the Self-Aggrandizer mode—helping the client reduce grandiosity, entitlement, and a lack of empathy. At the same time, we need to work around or limit the Detached Self-Soother or Protector modes, which are often used to avoid difficult feelings, and instead encourage the client to stay emotionally present. One of the most important parts of treatment is accessing and healing the Vulnerable Child modes, allowing the client to connect with and express the underlying hurt and insecurity they often keep hidden. Ultimately, the goal is to strengthen the Healthy Adult mode, so the client can learn to self-soothe in healthier ways, develop greater consideration for others, and find self-worth that isn’t dependent on constant admiration from others.
 

• Self-aggrandizer mode: identifying and Overcoming the Mode with Empathic Confrontation

We provide strategies for working with the Self-Aggrandizer mode, which can be particularly challenging because clients often do not recognize a need to change this mode as it serves a protective function. The therapist must employ careful empathic confrontation—on the one hand, validating the purpose of this mode, while on the other hand, highlighting the costs associated with it.

• Letting Go of Detached Self-Soother Modes

Next, we address letting go of Detached Self-Soother modes. Clients in this mode often retreat into addictive or distracting behaviors, making it important to motivate them to reduce these behaviors and sit with their underlying emotions. Therapy may incorporate techniques inspired by addiction treatments, such as keeping logs of self-soothing behavior episodes and their triggers, followed by exploring which emotions the client was trying to escape. We encourage the development of healthier soothing strategies, such as moderate exercise or mindfulness practices, to replace destructive behaviors.
 

• Therapeutic relationship

Building and maintaining a strong therapeutic relationship with clients exhibiting narcissistic behaviors can be challenging for therapists. These clients may present as provocative, arrogant, or dismissive, which can make it difficult to consistently feel empathy. To address this, we provide trainees with strategies to deepen their empathy and care for clients with NPD. A core focus is on reframing the client’s behaviors, reminding therapists that beneath the surface, this individual may feel deeply inadequate. To build practical skills, we present vignettes of common provocations—such as a client criticizing the therapist's competence, dismissing the value of therapy, or attempting to dominate the session. Trainees practice formulating empathic confrontation responses that validate the client’s unmet needs (e.g., for safety or validation) while gently challenging the unhelpful behaviors. This approach fosters greater understanding, strengthens the therapeutic alliance, and opens the door for meaningful change.

Schema therapy for Histrionic Personality Disorder(HPD)

• Conceptualizing HPD in Schema Therapy

In this module, participants will gain a comprehensive understanding of how to conceptualize HPD within the schema therapy framework. This involves identifying core schemas, recognizing relevant modes, and developing therapeutic strategies to address clients’ unmet emotional needs and maladaptive coping patterns. The conceptualization focuses on the common schemas found in individuals with HPD, such as the Emotional Deprivation schema, the Defectiveness/Shame schema, Emotional Deprivation and the Insufficient Self-Control/Discipline schema. We introduce a mode map featuring four key modes that characterize internal dynamics in HPD: the Vulnerable Child mode; the Impulsive/Undisciplined Child mode; the Attention-Seeking mode (commonly referred to as the "Drama Queen"); and the Punitive Parent mode, associated with critical and shaming self-talk that reinforces feelings of unworthiness.
 

• Attention-seeking mode:identifying and Overcoming the Mode

Participants will learn effective strategies to help clients identify and overcome the Attention-Seeking mode. We will begin by exploring how to recognize the Attention-Seeking mode and differentiate it from other overcompensatory behaviors. This includes examining its impact on the therapeutic relationship, such as testing boundaries or seeking excessive approval from the therapist. Participants will also practice key strategies, such as empathic confrontation, to validate the client’s underlying pain while gently challenging the behaviors that perpetuate the mode. Finally, we will introduce techniques such as the Multiple Chair Technique to help clients connect with their deeper, unmet needs within the Vulnerable Child mode and shift toward healthier relational patterns. Through structured interventions and therapeutic tools, participants will gain the skills necessary to support clients in building self-worth and developing more genuine, fulfilling connections with others.

At the end of Module 3, participants will have covered Schema ST applications for a range of personality disorders, including Borderline Personality Disorder, Cluster C disorders, Narcissistic Personality Disorder, and Histrionic Personality Disorder, fulfilling the recommended training in Specific Populations – Personality Disorders. They will have learned both standard interventions and nuanced adjustments tailored to each disorder. We remind participants of the positive outcomes possible—for example, even individuals with narcissistic traits have shown improvement in empathy and a reduction in entitlement through schema therapy, as reported in clinical studies. We conclude by introducing the focus of the next module (Module 4), which will cover Schema Therapy applications for emotional disorders, including anxiety and mood disorders, trauma- and stressor-related disorders, and the obsessive–compulsive spectrum. In addition, Module 4 will emphasize strengthening the Healthy Adult mode to help clients build resilience, emotional balance, and healthier ways of coping with their challenges. By expanding their understanding to include these areas, participants will gain practical tools to address a broader range of challenges and presentations frequently encountered in clinical practice.

Module 4: Schema Therapy for Anxiety Disorders, Obsessive-Compulsive Spectrum Disorders, and Mood Disorders. Schema Therapy for Trauma and Stressor-Related Disorders. Schema Therapy for Building and Developing Healthy Modes.

Day 1

Schema therapy of Anxiety Disorders and Obsessive-compulsive Spectrum Disorders

• When we treat anxiety disorders with Schema Therapy

When addressing anxiety disorders using Schema Therapy, it is essential to consider how and when to integrate schema-focused techniques into the treatment process. In this part of the training, we will guide participants on identifying the appropriate circumstances to transition from Cognitive Behavioral Therapy (CBT) to Schema Therapy and when Schema Therapy might be the preferred or first-line approach for treating anxiety disorders.
 

• Typical schemas associated with anxiety disorders and effective strategies for working with them.

In this part of the training, we will focus on the schemas that are most commonly associated with anxiety disorders and examine how they contribute to the development and persistence of these conditions. Particular attention will be given to the Vulnerability to Harm or Illness, Abandonment/Instability, and Dependence/Incompetence schemas, as these often play a core role in shaping the thoughts, emotions, and behaviors seen in clients with anxiety disorders. We will also explore how these schemas shape emotional and physiological reactivity, amplifying fear responses and intensifying the underlying sense of insecurity. By understanding the impact of these schemas, participants will learn how they fuel cycles of anxiety and create a sense of being trapped in a constant state of hyperarousal and overthinking.
 

• Specific Modes Associated with Anxiety Disorders and Strategies for Working with Them

✓     The  Overanxious Parent Mode
This section delves into the origins of the Overanxious Parent Mode and its impact on clients’ emotional well-being and coping mechanisms. The Overanxious Parent Mode is often rooted in early childhood experiences where primary caregivers displayed excessive worry, overprotectiveness, or catastrophizing tendencies. Trainees will gain a deeper understanding of how this mode develops, how it manifests in clients’ thought patterns and behaviors, and how it perpetuates cycles of anxiety and self-doubt. The training will then focus on equipping participants with targeted strategies to address and moderate this mode effectively.
✓     Worrying overcontroller
This section explores the Worrying Overcontroller Mode. This mode drives excessive worry, perfectionism, and a need to control situations to avoid perceived harm, often increasing stress and limiting flexibility in dealing with challenges. Participants will learn to identify this mode's patterns—such as anticipatory anxiety, overplanning, and difficulty with uncertainty—and how it disrupts emotional balance and problem-solving. Strategies will focus on validating the mode’s protective intent while gently challenging its exaggerated fears, using techniques like empathic confrontation, behavioral experiments, and imagery rescripting. A key focus will be on strengthening the Healthy Adult Mode*to help clients embrace uncertainty, practice flexibility, and develop tolerance to uncertainty.
✓     Obsessive-Compulsive overcontroller
The Obsessive-Compulsive Overcontroller Mode is characterized by the suppression of uncomfortable emotions through excessive focus on details or by engaging in repetitive, ritualistic behaviors. These rituals serve as an attempt to neutralize distress or regain a sense of control in the face of anxiety, uncertainty, or discomfort. While these behaviors may temporarily alleviate discomfort, they reinforce an ongoing cycle of anxiety, and avoidance. Therapy for this mode emphasizes building awareness of its protective intent while introducing strategies like mindfulness, cognitive restructuring, and gradual exposure to uncomfortable emotions to help clients break free from the cycle and develop healthier ways of coping.
✓     Overanalyzer mode
This section explores the Overanalyzer Mode, a pattern characterized by incessant rehearsal of thoughts centered on self-doubt, over-questioning, and persistent analysis of one’s own actions or the motivations of others. It often includes existential “why” questions about life, meaning, and purpose, paired with repeated attempts to reassure oneself or achieve certainty in an uncertain world. Individuals operating in this mode may engage in constant reviewing and checking of their behavior—seeking to confirm whether it meets an internal standard or was positively received by others. Participants will learn to recognize core features of the Overanalyzer Mode. Interventions will focus on empathically validating the mode’s protective intent while helping clients understand how this pattern exacerbates emotional distress, indecision, and a lack of progress. Practical strategies such as behavioral experiments, mindfulness exercises, and cognitive defusion will be highlighted to disrupt overthinking cycles and support clients in adopting more balanced, flexible ways of processing thoughts.

• Schema therapy for Obsessive-compulsive disorder

 This section begins with a review of studies exploring the application of Schema Therapy to Obsessive-Compulsive Spectrum Disorders, highlighting its effectiveness and unique contributions. The focus then shifts to identifying specific schemas and modes commonly associated with OCD. Particular emphasis is given to understanding how these maladaptive schemas and modes drive obsessional thoughts and compulsive behaviors. Furthermore, practical strategies for working with OCD within the Schema Therapy framework are explored—particularly how to integrate traditional exposure techniques seamlessly into schema-based interventions.

• Schema therapy for Generalized Anxiety Disorder

 The section begins by reviewing effectiveness studies, highlighting Schema Therapy's success in addressing GAD’s chronic worry and emotional distress, particularly in treatment-resistant cases. Research demonstrates Schema Therapy’s ability to target underlying schemas, such as Vulnerability to Harm or Unrelenting Standards, and maladaptive modes like the Overanxious Parent Mode, which catastrophizes threats, and the Worrying Overcontroller Mode, which overuses planning and rumination to suppress uncertainty. The program focuses on strategies to address these patterns, integrating schema interventions like limited reparenting and experiential work with techniques such as worry exposure and mindfulness. By linking evidence-based practices with schema-focused approaches, therapists can help clients reduce chronic anxiety, build emotional resilience, and strengthen their Healthy Adult Mode.

Day 2

Treatment of mood disorders in Schema therapy

✓     Overview
We begin this module by reviewing studies on the effectiveness of Schema Therapy in the treatment of mood disorders. This module equips trainees with the tools to apply Schema Therapy in the treatment of mood disorders, particularly chronic depression, dysthymia, and other related conditions. Mood disorders often persist due to entrenched early maladaptive schemas (e.g., Defectiveness/Shame, Failure, Emotional Deprivation) and associated schema modes (e.g., Vulnerable Child, Punitive Parent, Detached Protector). This module focuses on identifying and addressing these schemas and modes, helping clients move from emotional dysregulation and avoidance toward healthier coping and resilience.
✓     Schema Therapy for treatment-resistant Major Depressive Disorder
This training module focuses on the application of Schema Therapy in the treatment of treatment-resistant Major Depressive Disorder (MDD). We begin by discussing the rationale for using Schema Therapy in cases of MDD, particularly when traditional approaches have not led to significant improvement. Participants are guided through understanding the unique dynamics of MDD from a schema perspective, identifying specific early maladaptive schemas and maladaptive modes that are common in treatment-resistant depression.
✓     Schema Therapy for Persistent Depressive Disorder
This module covers the use of Schema Therapyin treating Persistent Depressive Disorder (PDD), also known as dysthymia. PDD is often characterized by chronic low mood, pessimism, feelings of inadequacy, and difficulty experiencing joy, which can stem from deeply rooted early maladaptive schemas and associated modes. In this module, we explore how Schema Therapy can address the underlying psychological factors that perpetuate these long-standing depressive patterns. The training begins by helping participants conceptualize PDD using a schema framework, emphasizing the role of common maladaptive schemas such as Defectiveness/Shame, Emotional Deprivation, and Failure. These schemas often form the foundation of chronic low self-esteem, hopelessness, and interpersonal difficulties seen in PDD. The module delves into identifying and understanding schema modes most relevant to persistent depression, such as the Detached Protector mode, which fosters avoidance and emotional numbness; the Vulnerable Child mode, which amplifies feelings of sadness, loneliness, and helplessness; and the Punitive Parent mode, which reinforces self-criticism and guilt. Participants will gain hands-on experience with schema-focused techniques designed to interrupt ruminative cycles, a common and central feature of PDD. Trainees will also gain hands-on experience with Schema Therapy techniques specifically tailored for PDD. By the end of this module, participants will be equipped to develop individualized Schema Therapy interventions to help clients with PDD move beyond the limitations imposed by their schemas and modes, fostering resilience and emotional well-being.

Treatment of complex PTSD in Schema therapy

• Overview

Schema Therapy has emerged as a highly promising and integrative approach for the treatment of stress-related disorders, particularly *Complex PTSD (C-PTSD)*. What sets Schema Therapy apart is its ability to address not only the processing of traumatic memories but also the deeper psychological wounds that arise from chronic trauma — specifically, the development of Early Maladaptive Schemas. Schema Therapy provides a framework for understanding how these schemas, along with maladaptive modes, perpetuate the chronic symptoms of stress-related disorders, such as emotional dysregulation, hypervigilance, dissociation, interpersonal difficulties, and unrelenting self-criticism.
 

• Stages of complex PTSD treatment

We examine whether a stabilization phase is required for each client, considering factors such as the severity of emotional dysregulation, the presence of dissociation, and the client’s ability to remain grounded during therapy. For clients who exhibit high levels of emotional distress or difficulty managing overwhelming states, stabilization serves as a crucial first step to ensure safety and trust within the therapeutic relationship. During the stabilization phase, the focus is on teaching and enhancing *emotional regulation skills* to help clients manage trauma-related triggers, reduce reactivity, and regain a sense of control over their emotional states.
 

• Schema conceptualization of complex PTSD

In Schema Therapy, one of the most important aspects of working with clients with Complex PTSD is understanding the schemas and modes that fuel their emotional experiences and behavioral patterns. During this part of the training, we’ll explore the two core schemas that are especially linked to C-PTSD and the typical modes that play a significant role, particularly those linked to dissociation and trust issues. We’ll begin by focusing on Mistrust/Abuse and Defectiveness/Shame, two schemas at the heart of many C-PTSD symptoms. The Mistrust/Abuse schema stems from experiences of betrayal, exploitation, or harm during childhood. Clients carrying this schema often struggle with trust, are hypervigilant in relationships, and expect others to hurt them. Then there’s the Defectiveness/Shame schema, which is rooted in feelings of deep unworthiness or inadequacy, often reinforced by experiences of abuse, humiliation, or criticism. This schema generates a sense of being fundamentally flawed, leading to self-blame and shame that pervades their inner world. As we discuss these schemas, we’ll naturally shift into how they manifest in modes.
 

• Imagery rescripting in Complex PTSD

In this part of training, we’ll explore the role of Imagery Rescripting (ImRS) as a powerful therapeutic intervention for clients with Complex PTSD. ImRS is particularly effective in helping clients process traumatic memories, reduce emotional distress, and reshape deeply entrenched schemas like Mistrust/Abuse and Defectiveness/Shame. Our primary focus will be on how to conduct ImRS safely and effectively within the client’s Window of Tolerance. Working within this optimal zone ensures the client remains engaged and grounded during the process, avoiding overwhelm or dissociation. This is especially critical for clients with C-PTSD, who often experience emotional dysregulation and may easily shift into hyperarousal (fight, flight) or hypoarousal (freeze, dissociation).

Day 3

Strengthening the Healthy Adult Mode in Schema Therapy
This part of the training focuses on helping therapists strengthen the Healthy Adult Mode, both in themselves and their clients. The Healthy Adult is the cornerstone of emotional well-being and healthy functioning. It integrates essential qualities that balance emotional awareness, resilience, and effective interpersonal functioning.
Throughout this segment, therapists will engage in guided imagery, experiential work, and role-play to deepen their understanding of the Healthy Adult Mode. These dynamic activities will help participants connect with these qualities in their own Healthy Adult, enabling them to model and teach them effectively to clients. Reflection and group discussion will ensure personal and professional integration. By the end of this segment, participants will feel more confident in recognizing, accessing, and strengthening the Healthy Adult Mode in their practice.

During this segment, participants will explore and practice strategies to cultivate these core characteristics of the Healthy Adult:

• Meta-Awareness

Therapists will practice techniques to step back and observe, helping clients reflect on their own thoughts, emotions, and behaviors without judgment. Through guided exercises and role-playing, participants will learn how to foster mindfulness and meta-awareness, enabling clients to address modes with curiosity rather than reactivity.

• Emotional Connectedness

Participants will explore ways to help clients connect to their emotions in a balanced way. This includes practicing self-compassion and acceptance in moments of emotional pain or uncertainty. Through experiential exercises, therapists will model and guide clients in being present with their feelings, offering validation and kindness to themselves, even in difficult times.

• Reality Orientation

Therapists will learn how to guide clients in grounding themselves in reality. This includes coaching clients to evaluate their beliefs, interpretations, and decisions based on evidence, not distorted schemas. Group activities will focus on challenging unhelpful thinking and helping clients take practical, reality-based steps toward healthier outcomes.

• Coherent Sense of Identity

Through case discussion and experiential work, therapists will explore how to help clients discover and sustain a coherent sense of who they are. Exercises will include helping clients connect with their core values, beliefs, and motivations, allowing them to discover a more authentic and stable sense of self.
 

• Self-Assertiveness and Reciprocity

Role-playing exercises will focus on helping therapists teach clients to assert their needs respectfully, while maintaining reciprocity in relationships. Emphasis will be placed on congruent communication—standing up for oneself while supporting healthy, mutual respect in relationships.
 

• Agency and Responsibility

Therapists will practice helping clients take ownership of their decisions and actions while exploring the consequences of those decisions constructively. Focus will be on building a sense of personal agency through empowering interventions and encouraging clients to make choices aligned with their long-term goals.

• Caring Beyond the Self

This part of the training will foster skills to inspire compassion for others and engagement within the community. Participants will discuss ways to guide clients to feel connected to others and support an attitude of empathy, fairness, and contributing to the well-being of the larger society.
 

• Hope and Meaning

Through experiential exercises, therapists will deepen their ability to help clients hold onto hope and find meaning, even in the face of life’s challenges. Exercises will include helping clients imagine a positive vision for their future, cultivating an optimistic yet realistic mindset toward growth and resilience.