Overview

Dissociation is a transdiagnostic phenomenon present in a wide range of psychiatric presentations, yet clinicians frequently report finding it difficult to define, conceptualise, or work with effectively. One key reason for this is the dissonance between the phenomenology of dissociation (i.e how clients describe and experience it) and its underlying neurobiological mechanisms.

Clients often speak about “parts” of themselves that feel separate, threatening, or in conflict with the rest of their identity. These descriptions are often vivid and emotionally compelling, but difficult to map directly onto conventional psychological theory. Neurobiologically, however, these experiences reflect state-dependent memory and affect networks that have become functionally dissociated from the broader autobiographical self. These networks aren’t metaphorical, they are grounded in psychobiological mechanisms, and they carry memory, meaning, and protective intent.

This mismatch between subjective experience and objective neurobiology can contribute to misunderstandings within therapy, including confusion around therapeutic intent and the perceived threat of “losing” or “getting rid of” parts. From a trauma-informed and neurobiological perspective, however, these parts are not obstacles to treatment, they are essential elements of a fragmented identity that require integration, not elimination.

This presentation explores Structural Dissociation Theory as a model that helps clinicians hold both the neuroscience of trauma and the lived experience of dissociation at the same time. The aim is to build a clear, empirically grounded understanding of how trauma alters memory, identity, and self-organisation, and how EMDR clinicians can use this understanding to deepen their formulation and clinical confidence.

Learning Outcomes

By the end of this webinar, participants will be able to:

• Describe the neurobiological mechanisms underlying dissociation, including how overwhelming stress can lead to the formation of state-dependent memory networks that remain dissociated from integrated autobiographical memory.
• Explain the core concepts of Structural Dissociation Theory, including the roles of Apparently Normal Parts (ANPs) and Emotional Parts (EPs) in trauma-related presentations.
• Integrate phenomenological and neurobiological perspectives on dissociation to strengthen clinical formulation when working with trauma and EMDR therapy.

Presenter(s)

Mr. Liam Harkins

About the presenter(s)

Liam Harkins is a Clinical Psychologist, Board Approved Supervisor and Accredited EMDR Consultant. He is the co-director of Breathe Psychology based on Wudawurrung land, in Geelong West, Victoria. He provides evidence-based psychological interventions to individuals (16 yrs +) facing difficult life stressors and psychological challenges. Liam completed his Master of Psychology (Clinical) degree at the University of Melbourne. He principally works with mental health disorders related to trauma and dissociation.

Notes

Target Audience

This activity is aimed at Psychologists and mental health workers who work with complex trauma and dissociation.

Please note:

• This is a Member Groups event. All communication will be sent to the registrants’ registered email address. This includes event reminders with details (such as the Zoom link) and any pre-event or post-event resources, if provided by the facilitators.
• A post-event email will be sent within two weeks of the event’s completion to each registrant’s registered email address. This email will include the CPD certificate, event-recording, and any additional resources shared during the session.

Duration of Access

This event will be recorded. The recording will be emailed to all registered within 2 weeks post event and available for viewing up to 90 days.

CPD

It is up to attendees to assess and determine how learning from this event aligns with the requirements of their learning plan. The providers accordingly do not make any representation that the event counts towards attendees’ CPD learning requirements. If an attendee determines themselves that the learning they complete aligns to their learning plan, then they can decide to count those hours towards their CPD requirements for the registration cycle.

The information in this presentation has been prepared in good faith and for educational purposes only. Therefore, the information is general in nature and should not be relied upon in the treatment of any condition and you should seek your own independent professional and/or legal advice concerning any specific issue. The APS accepts no responsibility for any errors, omissions or decisions relating to the information. The content should not be reproduced without permission or unless permitted by law.

If you are experiencing registration difficulties please contact APS Events Support.