Teaching, Learning, and the Pedagogy of EMDR Therapy

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ID: 325376
2026
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Abstract
Abstract In the last four decades, EMDR has emerged as a robust, empirically supported treatment intervention for psychological trauma. On the global stage, an estimated 250,000 clinicians have been trained in EMDR. The positive echoes of this relate to its impact on addressing the global burden of trauma and psychological suffering. Within this time frame, the teaching and learning of EMDR has undergone significant development and enhancement, yet at the same time, the training itself remains relatively short. This chapter explores the pedagogical architecture of EMDR training between entrepreneurial/private institutions and university/academic programs, highlighting convergence and divergence. Both have distinct advantages, are frequently misunderstood, and are necessary in developing the next generation of EMDR. Consideration is also given to the critical issue of “task shifting” and its relationship to trauma capacity building and humanitarian endeavor. This can be explored in the outline structure and components of four EMDR training curricula around psychotherapy, protocol, techniques, and paradigm. The chapter will also highlight the paucity of EMDR pedagogy research and how greater focus is needed in this area. Finally, this chapter will outline some of the challenges and critiques EMDR faces and its implications for clinical practice and development.
Reference Key
openalex_W7203827843 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Derek Farrell, Matthew D. Kiernan
Journal Oxford University Press eBooks
Year 2026
DOI
10.1093/oxfordhb/9780192898357.013.55
URL
https://doi.org/10.1093/oxfordhb/9780192898357.013.55
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