Research Protocol – Integral Deep Listening

Dear Colleagues,

I am soliciting co-authors for a pilot study evaluating whether a brief Integral Deep Listening (IDL) intervention significantly reduces nightmare frequency and distress in children aged 4–18 compared to a waitlist control group

Nightmares are common indicators of emotional distress and are linked to cognitive, somatic, and interpersonal difficulties that, if chronic or untreated, can significantly impair child development. The study distinguishes between nightmares, night terrors, and PTSD-related dreams, focusing specifically on nightmares and PTSD.

IDL (Integral Deep Listening) is grounded in J.L. Moreno’s Sociometry and emphasizes perspective-taking through guided interviewing. Clinically, it has shown promising results in eliminating nightmares and reducing symptoms of anxiety disorders—including generalized anxiety disorder, panic attacks, phobias, and PTSD.

To date, these outcomes have been observed clinically but not yet validated through controlled studies or disseminated in peer-reviewed journals. This pilot and subsequent full-scale study are intended to provide that validation and make IDL-based tools more accessible to children and clinicians.

I welcome co-authors interested in study design, statistical analysis, data collection, and publication. Interviews may be conducted in person or via secure video conferencing to facilitate global participation.

Best Regards,

Joseph Dillard, LCSW, PhD.

Joseph.Dillard@gmail.com

Tell me about your interests and background. What brings you to this project?

What do you hope to gain from participation in it?

How do you hope your participation will benefit others?

How do you think you can best contribute to the research project?

Here is an outline of the research structure:

Explain the project and its goals to overseeing institutions and parents.

Obtain written permission from overseeing institutions and parents.

Assess from child the strength of their nightmare on a zero-ten scale.

Create subject and “wait” groups.

Interview subjects, either in-person or via video conferencing, in the presence of their parents or guardians.

You may start interviews immediately.

Start with a small sample: one subject interviewed, one on waiting list.

As you identify more subjects, add a “wait” get permissions and interview the subject.

Data collection:

Write/record a subject description of nightmare content;
Note Nightmare frequency;

3) Use a 0-10 assessment by subject of degree of disturbance

4) Follow up to determine if nightmares have stopped or not. Note frequency if nightmares continue.

5) Only one interview is necessary if subsequent self-assessments of sleep disturbance is less than “5.”

6) Have parents/guardian notify you immediately if another nightmare is reported.

7) If nightmares persist, interview again as soon as possible.

8) Note the new nightmare, its content, and its intensity, 0-10.

9) As you collect data (or have questions/issues) contact me and submit data.

Pilot Randomized Controlled Trial (RCT): Integral Deep Listening (IDL) for Childhood Nightmares (Ages 4–18)

1. Aim

To evaluate whether a brief Integral Deep Listening (IDL) intervention reduces nightmare frequency and nightmare-related distress in children aged 4–18 compared to a waitlist control group.

2. Design

Type: Two-arm, randomized controlled pilot trial.
Arms:
- IDL Intervention (6 weeks)
- Waitlist Control (6 weeks) → offered IDL post-trial.
Timeline:
- Baseline: 2 weeks (daily diary)
- Intervention: 6 weeks
- Post-intervention: 2 weeks
- Follow-ups: 1 month and 3 months post-intervention

3. Sample

Pilot Sample: N = 40 total (≈20 per group).
Definitive Trial Power Calculation:
For d = 0.5, α = 0.05, power = 0.80 → ~63 per group (126 total).
Recruitment: Schools, pediatric clinics, community networks, and social media.

4. Inclusion / Exclusion Criteria

Inclusion:

Children aged 4–18.
Parent/caregiver reports ≥1 nightmare per week (≥4/month) in prior month.
Nightmares cause measurable distress or sleep disruption.
Parental consent and child assent provided.

Exclusion:

Active psychosis, severe intellectual disability, or acute medical instability.
Ongoing trauma treatment started <4 weeks prior.
Severe suicidality or PTSD requiring urgent referral.

5. Ethics & Safeguards

IRB/Ethics approval prior to recruitment.
Written parental consent and child assent (age-adapted).
Confidential data handling (encrypted spreadsheets, coded identifiers).
Safety: Immediate referral for suicidality, trauma crises, or worsening symptoms.
Withdrawal: Participants may withdraw at any time without penalty.
Waitlist group receives full intervention post-trial.

Measures:

Domain	Instrument	Reporter
Primary outcome	Nightmare frequency (nights/week)	Parent (<12) or Child (12+) diary
Nightmare distress	Short nightmare distress scale	Parent + child
Sleep quality	1-item scale + SDSC short form / CSHQ subscale	Parent or child
Daytime functioning	Strengths & Difficulties Questionnaire (SDQ)	Parent + adolescent
Feasibility	Attendance, homework adherence	Facilitator logs

IDL Intervention

Duration: 6 weekly sessions

Format: Individual child sessions, in-person or telehealth (Zoom or equivalent)

Structure:

Age Group	Format	Duration	Key Method
4-7 years	Play-based IDL (puppets, drawings, parent present)	30-40 min	Interview nightmare characters through puppets; co-create “dream story” reframes.
8-12 years	Guided IDL (imagery + role-play)	40-50 min	Interview nightmare figures, build “dream maps,” rehearse integration at bedtime.
13-18 years	Adolescent IDL (self-directed reflection)	50-60 min	Full IDL interview; journaling, cognitive reflection, integration planning.

Session template (all ages):

Check-in & review sleep diary (5–10 min)
IDL interview with one nightmare element (20–35 min)
Integration & coping plan (5–10 min)
Assign simple home practice (dream diary, bedtime imagery)

IDL interview flow:

Identify a recurring or recent nightmare.
Ask child to choose one element or character (e.g., monster, setting, self).
Conduct an IDL-style interview with that element, adapted to developmental level (e.g., puppet voice for young children, guided imagery for older).
Elicit the element’s perspective, strengths, and advice.
Elicit possible reframings and recommendations (e.g., new dream ending, drawing, affirmation).
Record:
- Nightmare content (summary)
- Nightmare frequency (past week)
- Distress (0–10 scale)
- Intervention notes (themes, responses)

Assign homework (keep diary, bedtime practice).

Follow-up procedure:

Parent/guardian notifies facilitator immediately if a new nightmare occurs.
Reassess intensity (0–10) and frequency; repeat IDL interview if distress ≥5.
Each child completes post-intervention diary for 2 weeks.

Data management:

Upload diary data to Google Forms or REDCap..
Submit session summaries to supervisor/research coordinator weekly.

9. Analysis Plan

Primary outcome: Change in nightmare frequency over time (mixed-effects model).
Secondary: Nightmare distress, sleep quality, SDQ scores.
Responder definition: ≥50% reduction in nightmare frequency.
Qualitative: Thematic coding of open-ended feedback.
Missing data: Mixed-models (MAR assumption) or multiple imputation.

10. Success Criteria

≥70% session attendance.
≥80% diary completion.
Significant reduction in nightmare frequency vs. control (pilot-level).
≥80% parent/child satisfaction ratings (“helpful”).

11. Safety & Crisis Response

Screen for trauma and suicidality at intake.
If nightmares worsen or PTSD symptoms intensify, suspend IDL and refer to mental health specialist.
Provide families with 24-hour crisis resources.

Limitations:

Small sample; underpowered for full efficacy claims.
Parent-report bias.
Wide age range; future trials should stratify by developmental stage.
Waitlist (not active) control.

14. Implementation Checklist

☐ IRB application

☐ Consent/assent forms

☐ Session manual + interview scripts

☐ Nightmare diary templates (Google Forms)

☐ Facilitator training plan

☐ Referral & crisis protocol

☐ Randomization script

☐ Data spreadsheet + analysis plan

Ages 4–7: “The Dream Story Game” (30–40 minutes)

1. Check-in & Grounding (5 min)

Facilitator:

“Hi [child’s name], it’s good to see you! How has your sleep been this week? Did you have any dreams you remember?”

(Let the child share briefly; note tone, comfort.)

“Let’s start by taking a big balloon breath. Fill your tummy up like a balloon… and let it out slowly. Now one more, nice and slow.”

(Use a puppet or soft toy to model breathing.)

2. Dream Recall (5 min)

“Can you tell me about a dream or a scary dream you had? You can draw it or show it with the puppets.”

(Provide crayons or puppets. Let them describe or act out.)

3. IDL Interview (15–20 min)

Facilitator:

“Let’s pick something from your dream — maybe the monster, the cat, or the dark forest. Which one should we talk to?”

(Child chooses a dream element. Facilitator uses a puppet or voice to “become” it.)

“Okay, I’ll pretend to be the [monster]. What do you want to say to me?”

(Encourage the child to speak to the element.)

Then switch:

“Now you can pretend to be the [monster]. How do you feel in the dream?”

“What do you want [child’s name] to know?”

“What do you like about yourself?”

“What do you want most?”

“What do you dislike about yourself?”

“How are you most like [child’s name]”

”Would you like to change? If so, how?”

“What can help you and [child’s name] be friends?”

Facilitator gently records short answers in notes or a picture chart.

4. Integration (5–10 min)

“Let’s make a picture of what you and the [monster] learned today.”

(Child draws or acts out a peaceful version of the dream.)

“What will you do tonight if this dream comes back?”

→ “I’ll ask the monster what it needs.”

→ “I’ll remember we’re friends now.”

Facilitator: “That’s perfect — you found a way to make peace.”

5. Homework / Closure (2–3 min)

“Next time you have a dream, draw one picture for me or tell your parent what happened.”

“Your dream story helps you grow brave and wise — just like a hero!”

Parent debrief: explain in simple terms that the child practiced “talking with” a dream element to learn what it wants and how to feel safer.

Ages 8–12: “Dream Detective Session” (40–50 minutes)

1. Check-in & Grounding (5 min)

“Let’s review your dream diary. How many nights did you remember a dream?”

“Let’s take three slow breaths together. Feel your feet on the floor. Notice how you feel right now — calm, curious, tired, or something else?”

2. Dream Recall (5–10 min)

“Pick one dream you’d like to explore — maybe one that felt strong, scary, or exciting.”

“Tell me what happened from the beginning to the end, like a story.”

3. IDL Interview (20–25 min)

“Choose one part of your dream that stands out — it could be a creature, object, or even the sky.”

“Okay, now become that [object/creature]. Imagine you are it.”

Ask 6 core IDL questions:

“As the [element], how do you feel?”
“What do you like most about yourself?”
“What do you dislike or need?”
“How are you most like [child’s name]?
“Do you want to change or do you want to stay the same?” (If character changed, continue addressing changed character)
”If you were in charge of [child’s name] Life, would you change it? If so, how?”

Then switch perspectives:

“Now, [child’s name], what did you learn from being the [element]?”

“How might that help you if you have another bad dream?”

Facilitator writes key phrases on a “Dream Detective Sheet.”

4. Integration (5–10 min)

“Let’s rate your feeling about this dream now — 0 means it still feels scary, 10 means it feels safe or wise.”

“What could you do tonight if the dream visits again?”

(Examples: ask the dream what it needs; remember you can change the ending.)

“Let’s make a new version of the dream — what would happen if you used the advice the [element] gave?”

5. Homework (3–5 min)

Write or draw a new dream story using what you learned.
Try talking to dream characters before sleep (“If you visit me again, let’s talk calmly.”).
Fill your dream diary again for next week.

Parent summary sheet: “Your child learned to talk with a dream part, recognize what it needs, and reframe the dream into a calmer story.”

Ages 13–18: “Inner Interview Process” (50–60 minutes)

1. Check-in & Grounding (5–10 min)

“Let’s start with how your week was — any nightmares or vivid dreams?”

“Notice your breath, where your feet touch the floor. Breathe in deeply, breathe out slowly.”

“Rate your average sleep quality this week (1–10).”

2. Dream Recall (10 min)

“Choose one dream that felt significant, recurring, or emotionally charged.”

“Tell me what happened and how you felt at key moments.”

Facilitator reflects tone and themes neutrally.

3. IDL Interview (25–30 min)

“Choose one element from the dream — maybe a person, place, or object — that stands out.”

“Now, become that element. Speak as if you are it.”

Ask full IDL core questions (can adapt as relevant):

(Character), Where are you in this dream? What are you doing?
What do you like most about yourself?
What do you dislike or need?
How are you most like [name]?
Do you want to change or not? If so, how? (If character changed, continue addressing changed character)
How would you change [name]s life if you were in charge?
If you gave [name] one piece of advice, what would it be?
What difference would it make in your life if you followed that advice?
Why do you think [name] Had this dream?

Facilitator gently probes, invites elaboration, and records in a “Dream Interview Worksheet.”

4. Integration (10–15 min)

“Looking back at your answers, what stands out?”

“Is there a recommendation from what you heard that you would like to implement?”

“How might this awareness change how you respond to similar dreams or waking challenges?”

Create a 1–2 sentence “Dream Affirmation” (e.g., ‘When I face fear, I remember the shadow wants understanding, not escape.’).

Facilitator helps distill lesson and connect to waking-life issue.

5. Homework & Closure (5 min)

Keep a dream diary this week.
Before sleep, set an intention: ‘If I dream again, I will ask what it wants me to learn.’
Optional: record audio reflection or journal entry about changes in nightmare intensity.

Parent summary (if appropriate): “Your teen explored a nightmare constructively and developed a personalized coping statement.”

Facilitator Notes (for all age bands)

Tone: curious, calm, and non-directive. The child/teen leads; the facilitator guides inquiry.
Safety: if the dream involves trauma, do not force exposure; allow containment and symbolic distance (“You can just draw or talk about it.”).
Fidelity: always include at least 3–5 core IDL questions, role-reversal, and integration.
Goal: reduce fear, increase understanding, foster agency.
Documentation: note date, age, dream title, and summary of insights.

Here’s a sample consent and assent script for a low-cost research study on the effectiveness of Integral Deep Listening (IDL) at reducing nightmare frequency in children, ages 4–18.

It’s written in clear, age-appropriate language and divided into two parts: one for parents/guardians (consent) and one for children/adolescents (assent).

PARENT/GUARDIAN CONSENT FORM

Study Title:

Reducing Nightmares in Children through Integral Deep Listening (IDL)

Purpose of the Study:

Your child is invited to take part in a study that looks at how a structured method called Integral Deep Listening (IDL) may help reduce the frequency and intensity of nightmares in children and adolescents. IDL helps children talk with characters or images from their dreams in a way that promotes understanding, empowerment, and reduced fear.

What Your Child Will Do:

Participate in 4–6 guided IDL sessions, each about 30–45 minutes long.
Sessions will take place online or in person, depending on your preference.
Your child will be invited to talk about a recent dream or nightmare and imagine having a friendly conversation with parts of that dream.
You and your child will be asked to complete short questionnaires before and after the sessions about dream frequency, nightmare distress, and sleep quality.

Risks and Benefits:

Risks: Your child may briefly feel discomfort when recalling a frightening dream. The facilitator will stop or change the activity at any time if your child feels upset.
Benefits: Your child may feel less afraid of nightmares and gain more confidence in handling dreams and emotions.

Confidentiality:

All information will be kept private. Your child’s name will not appear in any report. Data will be stored securely and used only for research purposes.

Voluntary Participation:

Your child’s participation is completely voluntary. You and your child may stop at any time without penalty.

Contact Information:

If you have questions about the study or your child’s rights, please contact the principal investigator, [Researcher’s Name], at [Email/Phone].

Consent Statement:

I have read and understood the information above. I consent for my child to take part in this study.

Parent/Guardian Signature: ______________________

Date: ___________________

Child’s Name: ______________________

CHILD/ADOLESCENT ASSENT FORM

Hi!

We’re doing a project to see if talking with dream characters can help kids have fewer scary dreams.

What You’ll Do:

You’ll get to talk with a friendly adult about your dreams.
You’ll imagine talking with someone or something from your dream (like a person, animal, or even a cloud!).
You’ll answer some questions before and after the sessions about how often you have nightmares and how scary they feel.

You don’t have to do anything you don’t want to.

If something makes you uncomfortable, we can stop or take a break anytime.

You don’t have to join.

If you say no, that’s totally okay. No one will be upset.

Do you want to take part in this project?

☐ Yes ☐ No

Your Name: ___________________

Your Age: _______

Date: ___________________

Would you like me to make these into fillable PDF consent/assent forms with IDL branding and spaces for researcher contact info, so they can be used in your study packets?