Implicit and Explicit Memory in Trauma-Informed Practice
Understanding the mechanisms of implicit and explicit memory is essential for counsellors and psychotherapists working with clients who have experienced trauma. By recognising how different types of memories manifest in clients, you can more effectively support those dealing with fragmented or unclear recollections, particularly in cases of trauma.
Learning Outcomes
- Differentiate between implicit and explicit memories, especially in the context of trauma.
- Recognise how early development and language acquisition influence memory formation.
- Apply trauma-informed strategies when working with fragmented memories, avoiding suggestive questioning.
- Evaluate the therapist’s influence on memory reconstruction, particularly in preventing the formation of false memories.
Implicit and Explicit Memory: Developmental and Trauma Contexts
The Nature of Implicit and Explicit Memories
Memories are implicit (non-conscious, emotional, or sensory-based) or explicit (conscious, narrative-based). This distinction is particularly relevant when working with trauma survivors. Implicit memories often manifest as sensory experiences—such as a familiar smell or a vague sense of déjà vu—without a clear narrative. Clients may describe these memories as “snapshots” or fleeting impressions that are difficult to piece together.
In contrast, explicit memories resemble coherent narratives, like a film replayed in the mind. These memories are consciously accessible, meaning the individual can recount the event with some degree of coherence, even if parts of the memory remain fragmented or emotionally charged. In trauma cases, explicit memories might appear as intrusive flashbacks or repetitive dreams that cause significant distress.
Memory Formation and Childhood Amnesia
The hippocampus, which plays a central role in explicit memory formation, is not fully developed until later in childhood. This developmental timeline contributes to childhood amnesia, where individuals struggle to recall events from their earliest years. The formation of long-term memories is closely linked with language acquisition, allowing individuals to form coherent narratives about their experiences.
Language and memory development often run in parallel, suggesting that verbalising an understanding is key to retaining it in long-term memory.
Implicit Memory in Trauma: A Series of Snapshots
In the context of trauma, implicit memories often resurface as isolated sensory fragments or feelings. Clients may express vague recollections, such as a particular smell or sound that evokes an emotional response, without understanding why. This phenomenon reflects how trauma impacts the brain’s memory systems. Implicit memories, particularly traumatic ones, may not form a coherent narrative but instead exist as disjointed, non-verbal snapshots that resurface unexpectedly in adulthood.
Explicit Memory in Trauma: Replaying the Film
Unlike implicit memories, explicit memories of trauma can often be recounted as a detailed narrative. These memories are stored more consciously and can manifest as recurring flashbacks, where the individual replays the traumatic event repeatedly, often triggered by stress. Explicit memories may serve as the brain’s attempt to rehearse or remind the person how to react in similar situations.
However, these repetitive recollections can be profoundly distressing, particularly for those suffering from post-traumatic stress disorder (PTSD).
Therapeutic Considerations: Working with Fragmented Memory
Avoiding Suggestive Techniques
A critical skill for therapists is recognising the vulnerability of memory—especially in clients presenting fragmented or ambiguous recollections. Leading questions such as “Is this a memory of abuse?” or “Could you have repressed this memory because of trauma?” can inadvertently suggest details to the client, potentially distorting their perception of events. Instead, the practitioner should explore the client’s interpretation of the memory, asking open-ended questions such as “What does this memory mean to you?” This approach allows the client to develop their understanding of their experience without the counsellor’s influence.
False Memories and Therapeutic Responsibility
The issue of false memory syndrome highlights the importance of the therapist’s role in preserving the integrity of a client’s memory. False memories can form when a client is inadvertently led to believe events occurred that did not, especially in the therapeutic setting. While false memory syndrome is a controversial topic, particularly within trauma-informed circles, it underscores the need for practitioners to avoid filling in memory gaps for their clients.
Carl Rogers reminds us that perception must be continuously questioned and re-evaluated, as what feels true to a client may not always reflect objective reality.
Practical Strategies for Therapists
Therapists should prioritise collaborative learning when working with memory, engaging in supervision and peer discussions to deepen their understanding. In cases of trauma, every recollection must be treated with care, respecting the client’s narrative without imposing interpretations. By focusing on the client’s meaning-making process, therapists can help individuals come to terms with their experiences in a way that is empowering and authentic to them.
Final Remarks
By understanding the nuances of implicit and explicit memory, therapists can better support clients who are working through fragmented, trauma-related memories. The therapist’s role is to facilitate the client’s exploration of their recollections without guiding or influencing the formation of new memories. This approach safeguards against false memories and respects the client’s autonomy in making sense of their experiences. Understanding how memory functions can help ensure the healing process is safe and effective in therapy.
References and Further Reading
Rogers, C. (1961). On Becoming a Person: A Therapist’s View of Psychotherapy. Houghton Mifflin Harcourt.
Loftus, E. F. (1997). Creating False Memories. Scientific American, 277(3), 70-75.
Scottish Parliament. (2016). Hansard Debate on International Day: Violence Against Women. Retrieved from https://hansard.parliament.uk/Commons/2016-12-08/debates/E44C950D-B3DF-4C11-924E-B1C62D565709/details#contribution-6B5FC45D-834E-42CB-9519-87F0290E2493