WEEK 3, NOVEMBER 18 - 21, 2021LEARNING OBJECTIVES
CONTINUING EDUCATION CATEGORIES
1. Counseling Theory/Practice and the Counseling Relationship2. Wellness and Prevention3. Group Dynamics and Counseling4. Clinical Interventions and Evidence-Based Practice5. Psychological and Psychotherapeutic Theories and Practice6. Media and Materials in Treatment7. Social and Cultural Foundations8. Client Populations and Multicultural Competence9. Human Growth and Development10. Cross-Disciplinary Offerings from Behavioral and Social Sciences11. Assessment12. Counselor Professional Identity and Practice Issues
THURSDAY EVENING LECTURES Neuroaesthetics: The Science of the Arts Susan Magsamen, MAS Margaret S. Chisolm, MD 9, 10Objectives: 1. Describe two or more neural systems that influence the way the arts can impact mental health and wellbeing. 2. Describe at least one translational research study of an arts-based intervention that yielded improvements in mood (including depression and anxiety) as well as overall quality of life. 3. State two or more ways to use practices grounded in the science of flourishing to help reduce practitioner stress and burnout. Kaimal G, Carroll-Haskins K, Ramakrishnan A, Magsamen S, Arslanbek A, Herres J. Outcomes of Visual Self-Expression in Virtual Reality on Psychosocial Well-Being With the Inclusion of a Fragrance Stimulus: A Pilot Mixed-Methods Study. Front Psychol. 2020 Dec 8;11:589461. doi: 10.3389/fpsyg.2020.589461. PMID: 33424706; PMCID: PMC7793948. Golden TL, Springs S, Kimmel HJ, Gupta S, Tiedemann A, Sandu CC, Magsamen S. The Use of Music in the Treatment and Management of Serious Mental Illness: A Global Scoping Review of the Literature. Front Psychol. 2021 Mar 31;12:649840. doi: 10.3389/fpsyg.2021.649840. PMID: 33868127; PMCID: PMC8044514. Kelly-Hedrick M, Rodriguez MM, Ruble AE, Wright SM, Chisolm MS. Measuring Flourishing Among Internal Medicine and Psychiatry Residents. J Grad Med Educ. 2020 Jun;12(3):312-319. doi: 10.4300/JGME-D-19-00793.1. PMID: 32595851; PMCID: PMC7301920. Round 2: Mandalas & The Quest — Viewing the State of the World Through the Lens of the Great Round Carol Thayer Cox, REAT, ATR-BC-retired 7, 9, 11Objectives: Objectives: 1. Identify the 13 states of consciousness from the theory of the Great Round. 2. Describe the relevance of the 4 quadrants of the Great Round as they pertain to both personal and global issues. 3. List the 6 axes of the Great Round and describe how they can be applied to understanding the current state of our world. Bobroff, G. (2020). Carl Jung: Knowledge in a nutshell. London, UK: Sirius Publishing. Hollis, J. (2012). The Great Round. In V. Nick (Ed.). The Sacred Round: Mandalas by the patients of Carl Jung. Atlanta, GA: Oglethorpe University Museum of Art. Kellogg, J. (2002). Mandala: Path of Beauty. Bellair, FL: ATMA, Inc. (Original work published 1978) Williams, B. (2020). Cry of the Loon. In N. Cullipher (Ed.). Storytime with Robert: Robert A. Johnson tells his favorite stories and myths. Chiron Publications: Asheville, NC.
FRIDAY MASTER CLASSESAspects of Images in Psychotherapy: A Jungian Exploration Through Fairytale, Myth & More Mark Dean, MFA, MA, ATR-BC, LPC 4, 6, 7, 10Objectives: 1. Describe the difference between imagistic and rational awareness as this applies in any therapeutic setting. 2. State 2 differences between the function of image as object and image as an organ of consciousness in psychological process. 3. Articulate 2 reasons why imaging is central to any psychotherapeutic process. 4. Identify 3 qualities of images that function to constellate the intrinsic logical structure of a given image. 5. Name 3 characteristics of image that operate in the functioning of psychological transformation. 6. State 3 reasons that the awareness of the clinician is a far more important aspect in psychotherapy than specificity of therapeutic model or technique. Gadamer, H. G. (2012). Truth and method. New York, NY: Continuum. Gebser, J. (1985). The ever present origin. Athens, OH: Ohio University Press. Christou, E. (2007). The logos of the soul. Putnam, CT: Spring Publications. Combs, A. (2009). Consciousness explained better. St. Paul, MN: Paragon House. Grimm and Grimm (1992). The complete fairytales of the Brothers Grimm. New York , NY: Bantam Books. Jung, C.G. (1957). “The Transcendent Function”. In C. G Jung, The structure and dynamics of the psyche, Collected Works, vol. 8 (R.F.C. Hull, Trans., pp.67-91). Princeton: Princeton University Press. Maxwell. G. (2017). The dynamics of transformation. Nashville, TN: Persistent Press. Nagel, T. (2012). Mind and cosmos: Why the materialist neo-Darwinian conception of nature is almost certainly false. New York: Oxford University Press. Neihardt, J. G. (1959). Black Elk speaks, New York, New York: Washington Square Press. Humanistic Play Therapy & the Power of Presence: Re-Centering on What Matters for Healing Nicole Allen, MS, LPC, RPT, NCC David Crenshaw, PhD, ABPP 1, 4, 6, 8, 9Objectives: 1. Define “presence” in play therapy. 2. Describe 2 ways the play therapist can strengthen the therapeutic relationship. 3. Identify 2 ethical implications in the use of humanistic play therapy. 4. Describe 2 adaptations of humanistic play therapy with a chosen population-of-focus. 5. Describe 3 multicultural implications when practicing humanistic play therapy. 6. Describe a rationale for humanistic play therapy in the treatment of stored trauma. Crenshaw, D. A., & Kenney-Noziska, S. (2014). Therapeutic presence in play therapy. International Journal of Play Therapy, 23, 31-43. Horvath, A. O., Del Re, A. C., Fluckiger, C., & Symonds, D. (2011). Alliance in individual psychotherapy. Psychotherapy, 48, 9-16. Kenney-Noziska, S. G., Schaefer, C. E., & Homeyer, L. E. (2012). Beyond directive or nondirective: Moving the conversation forward. International Journal of Play Therapy, 21, 244-252. FRIDAY MORNING WORKSHOPS Aggression & Resistance in Children Impacted by ASD: Strategies for the Playroom & Beyond Esther B. Hess, PhD 4, 8, 9Objectives: 1. Identify 3 common triggers that provoke aggression in children and adolescents impacted by ASD as can be observed in play therapy. 2. Define 4 solution-based play therapy interventions that help reduce resistance and aggression of children and adolescents impacted by ASD. 3. List 2 common family dynamic traits that are often associated with resistance and aggression in children and adolescents impacted by ASD who are typically referred to play therapy for assessment or treatment. Hess, E.B. (2016). DIR/Floortime: A developmental/relational play therapy approach toward the treatment of children with developmental delays, including autism spectrum disorder (ASD) and sensory processing challenges. In K.J. O'Connor, C. E. Schaffer, & L. D. Bravermann (Eds.), Handbook of play therapy (2nd ed.), Hoboken, NY: Wiley Publishing. Hess. E. B. (2020). DIR/Floortime: A developmental/relational model in the treatment of infants and toddlers exhibiting the early signs of autism spectrum disorder. in J.A. Courtney (ed.) , Infant Play Therapy; Foundations, Models. Programs and Practice, New York, NY: Routledge Press. Sealy, J. & Glovinsky, I.P. (2016). Strengthening the reflective functioning capacities of parents who have a child with a neurodevelopmental disability through a brief relationship-focused intervention, In Infant Mental Health Journal, 37(2), 115-124, Retrieved January 30, 201 from http://www.edgehill.ac.uk/education/dr-julie-sealy. Art Therapy & Art Education: How Their Figure-Ground Dynamic Can Transform Conflict into Creativity Lisa Kay, EdD, ATR-BC 4, 6, 10Objectives: 1. Identify 3 similarities and distinctions between art therapy and art education. 2. Describe 2 benefits of using Visual Notes as a client-focused approach in therapeutic practice with adolescents and adults. 3. Explain the potential benefits of creating a Visual Note with mixed media to investigate therapeutic encounters or examine our feelings and experiences regarding our work as counselors and therapists. Kay, Lisa (2013). Visual Essays: A Practice-lead journey. International Journal of Education Through Art. Leavy, P. (2015) Method meets Art: Arts-based Research Practice. (2nd Edition). New York: Guilford Press. Kay, L. (2020), Therapeutic Approaches to Art Education. Worcester, Mass: Davis Publications. Art Therapy in the Treatment of Addiction & Trauma: A Neuroscience-Informed Approach Patricia Quinn BFA, MS, LCAT, ATR-BC, NBCCH 1, 4, 6, 8Objectives: 1. Participants will be able to identify 5 ways that art therapy eliminates obstacles to recovery for those with SUD and PTSD. and their neurobiological foundations. 2. Participants will compare the four bi-lateral levels of the Expressive Therapy Continuum and how it can be used to diagnose and address the various effects of trauma and addiction such as emotional numbing, emotional dysregulation, and disorganized thought. 3. Participants will compare the overlapping symptoms of two common co-occurrences in addiction; PTSD and Traumatic or Acquired Brain Injury, and identify 3 unique graphic indicators for a differential diagnosis. Belkofer, C.M., & Nolan, E. (2016) ‘Practical Applications of Neuroscience in Art Therapy: A Holistic Approach to Treating Trauma in Children.’ In J. King (ed) Art Therapy, Trauma Gaskill, R. & Perry, B. (2014) The Neurobiological Power of Play: Using the Neurosequential Model of Therapeutics in the Healing Process. In C. A. Malchiodi, & D. Crenshaw, Creative Arts and Play Therapy for Attachment Problems. (pp.178-193). New York: Guilford Kaimal, G., Walker, M. S., Herres, J., French, L. M., & DeGraba, T. J. (2018). ‘Observational study of associations between visual imagery and measures of depression, anxiety and post-traumatic stress among active-duty military service members with traumatic brain injury at the Walter Reed National Military Medical Center.’ BMJ open, 8, 6, e021448. doi:10.1136/bmjopen-2017-021448 Creating Safe Harbors Through Psychodrama for Safety, Containment & Self-Compassion Rebecca Walters, MS, LMHC, LCAT, TEP 1, 3, 5, 9Objectives: 1. Identify 2 sociometric structures to promote safety in group sessions. 2. Explain the use of scene-setting for developing a sense of safety in an action-based session. 3. Describe how to help a client to do a role reversal with someone who represents safety and compassion to them. Blatner, A. (1996). Acting In Springer Publishing Company, New York. Dayton, T. (1994). The Drama Within Health Communications Florida. Dayton, T. (2005). The Living Stage Health Communications, Florida. Expanding the Capacity for Joy: Awe, Gratitude, and the Resilient Nervous System Bonnie Harnden, MA, RDT 1, 2, 3Objectives: 1. Describe at least 2 activities that can help facilitate feelings of awe and gratitude. 2. State how awe and/or gratitude can strengthen the nervous system. 3. Describe at least 1 activity that enhances mindfulness and can help to transcend stress or counteract post-traumatic stress. Harnden, B. (2014). You arrive: Trauma performed and transformed. In N. Sajnani and D. R. Johnson (Eds.), Trauma-informed drama therapy: Transforming clinics, classrooms, and communities (pp. 122-151). Charles C. Thomas. Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883- 899. Stellar, J. E., John-Henderson, N., Anderson, C. L., Gordon, A. M., Mcneil, G. D., & Keltner, D. (2015). Positive affect and markers of inflammation: Discrete positive emotions predict lower levels of inflammatory cytokines. Emotion, 15(2), 129-133. doi:10.1037/emo0000033 Kok, B. E., Coffey, K. A., Cohn, M. A., Catalino, L. I., Vacharkulksemsuk, T., Algoe, S. B., . . . Fredrickson, B. L. (2013). How positive emotions build physical health. Psychological Science, 24(7), 1123-1132. doi:10.1177/0956797612470827 FRIDAY AFTERNOON WORKSHOPS Drama Therapy & Expressive Arts in Virtual School Settings Tanja Lee, PhD 1, 3, 5, 8Objectives: 1. Describe how to use sociometry, creativity, and spontaneity in a virtual setting to develop cooperation and teamwork among school-aged children. 2. Identify 1 or more drama therapy and expressive art modalities that can be used to develop students’ ability to regulate emotions and behaviors. 3. Explain how creating images and stories with sand trays can be used to support school-age students’ worldviews and provide a reference or record of feelings. Broach, E., Pugh, S., & Smith, C. (2016). Expressive Alternatives: Facilitating Social and Emotional Learning Through an Expressive Arts Curriculum. Annual in Therapeutic Recreation, 23, 41–51. Field, M. (2016). Empowering Students in the Trauma-Informed Classroom through Expressive Arts Therapy. In Education, 22(2), 55–71. Lindsey, L., Robertson, P., & Lindsey, B. (2018). Expressive Arts and Mindfulness: Aiding Adolescents in Understanding and Managing Their Stress. Journal of Creativity in Mental Health, 13(3), 288–297. https://doi.org/10.1080/15401383.2018.1427167 Geek Therapy & Telehealth: Video Games and Pop Culture in Therapy with All Ages Josué Cardona, MS 1, 4, 6Objectives: 1. Identify 2 or more interventions using popular media to improve self-regulation, problem solving skills, and increase rapport building in individual sessions. 2. List 2 or more interventions using popular media to improve social skills, communication skills, and connection in family and group sessions. 3. Identify 2 strategies in using video games in telehealth with clients of all ages. Adachi, Paul JC, and Teena Willoughby. “More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.” Journal of youth and adolescence 42.7 (2013): 1041-1052. Jones, C., Scholes, L., Johnson, D., Katsikitis, M., & Carras, M. C. (2014). Gaming well: links between videogames and flourishing mental health. Frontiers in psychology, 5, 260. Nabi, R. L., & Prestin, A. (2017). The tie that binds: Reflecting on emotion's role in the relationship between media use and subjective well-being. In L. Reinecke & M. B. Oliver (Eds.), The Routledge handbook of media use and well-being: International perspectives on theory and research on positive media effects (p. 51–64). Routledge/Taylor & Francis Group. Memory Mining, NeuroSmidgens, Photavia & Other Brain-Healthy Cognitive Techniques for Older Adults Angel Duncan, MFT, ATR Roger Anunsen Joseph Hausch 6, 8, 10Objectives: 1. Identify 4 cognitive brain stimulants that engage dementia populations in the sections of EarAerobics, TasteAerobics, ScentAerobics, and more. 2. List 4 or more cognitive and photography categories. 3. Describe how to apply art therapy techniques with a photography program’s theme in reminiscing and self-reflection with elderly clients. Dooley, J., Webb, J., James, R, David, H., & Read, S. (2020). Everyday experiences of post-diagnosis life with dementia: A co-produced photography study. Dementia, 0(0): 1-19. Huijbers, M. J., Bergmann, H. C., Olde Rikkert, M. G., & Kessels, R. P. (2011). Memory for emotional pictures in patients with Alzheimer's dementia: comparing picture-location binding and subsequent recognition. Journal of aging research, 2011(409364): 1-9. Vaartio-Rajalin, H., Santamäki-Fischer, R., Jokisalo, P., & Fagerström, L. (2020). Art making and expressive art therapy in adult health and nursing care: A scoping review. International journal of nursing sciences, 8(1): 102–119. Open Studio for Enhanced Balance: Intuitive Art & Writing with Groups of All Ages Sarah Laing, MAAT, ATR Patti Vick, MFA 1, 4, 6Objectives: 1. Identify the essential elements of an Open Studio approach to treatment. 2. Describe how art making and writing fit within the philosophy of the Open Studio Process method. 3. Explain the social-emotional learning framework for Pre-K to high school, as it pertains to working with the Open Studio model. Allen, P. (1995) Art is a Spiritual Path: Engaging the Sacred through the Practice of Art and Writing. Shambhala. Atkins, H., Eberhart, S. (2014) Presence and Process in Expressive Arts Work: At the Edge of Wonder. Jessica Kingsley Publishers. Rappaport, L., Kwong-roshi, J. (2013). Mindfullness and the Arts Therapies: Theory and Practice. Jessica Kingsley Publishers. The Stories They Need to Tell: Therapeutic Writing Tools for Resilience Kathleen (Kay) Adams, LPC Sandra Marinella, MA, MEd 1, 2, 4Objectives: 1. Identify 3 or more research-based outcomes from neuroscience that demonstrate how stories and personal writing dramatically support physical healing and psychological well-being. 2. Describe the 5 basic writing tools for resilience and how they work to support psychological well-being. 3. Explain how to write a plan that integrates 3 or more storytelling and/or writing activities into treatment plans for use with clients. Pennebaker, James, and J. Smyth. Opening Up by Writing It Down—How Expressive Writing Improves Health and Eases Emotional Pain. New York: Guildford Press, 2016. Kross, Ethan. Chatter--The Voice in Our Head, Why It Matters, and How to Harness It, New York: Crown, 2021. Wallace-Hadrill, S. M., & Kamboj, S. K. (2016). “The Impact of Perspective Change As a Cognitive Reappraisal Strategy on Affect: A Systematic Review.” Frontiers in psychology, 7, 1715. https://doi.org/10.3389/fpsyg.2016.01715. FRIDAY EVENING WORKSHOPS Untangling Intergenerational Trauma & National Identity: The Ghosts of Our Nations’ Pasts Jessica Lochte, MA, AthR, R-DMT, LPC 1, 4, 8Objectives: 1. Identify similarities and differences between the intergenerational transmission of individual, communal, and national trauma. 2. Explain process of transgenerational transmission of trauma and the creation of large group chosen trauma through strategies of disconnection. 3. Describe the Shame Resilience Model to resolve intergenerational transmission of trauma. Ditlmann, R. K., & Kopf-Beck, J. (2019). The meaning of being German: An inductive approach to national identity. Journal of Social and Political Psychology, 7(1), 423-447" "Hartling, L. M., & Lindner, E. G. (2016). Healing humiliation: From reaction to creative action. Journal of Counseling & Development, 94, 383-390. doi: 10.1002/j.1556-6676.2014.00000.x" "Kopf-Beck, J., Gaisbauer, F., & Dengler, S. (2017). Shame on me? Shame on you! Emotional reactions to cinematic portrayals of the holocaust. Journal of Social and Political Psychology, 5(2), 367-395, doi:10.5964/jspp.v5i2.355" Leaning In & Leaning Out: The Somatic Dance of Intuition Terry Marks-Tarlow, PhD 1, 5, 19Objectives: 1. Explain the developmental origins of engagement and disengagement in early attachment dynamics. 2. Describe how personal attachment dynamics relate to engagement style. 3. Discuss the viability of teaching a client to modulate their intuitive style to fit their relational needs. Marks-Tarlow, T. (2012). Clinical Intuition in Psychotherapy. New York, NY: W. W. Norton Marks-Tarlow, T. (2017). I Am an Avatar of Myself: Fantasy, Trauma, and Self-Deception. American journal of play, 9(2), 169-201. Schore, A. N. (2019). The Development of the Unconscious Mind. New York, NY: W.W. Norton. TFCBT and the Expressive Arts: Integrating Approaches for Enhanced Treatment of Traumatized Clients Nadia Paredes, LMFT, ATR 1, 5, 6Objectives: 1. Identify 2 or more steps involved in using Trauma Focused Cognitive Behavioral Therapy. 2. List 1 or more steps required to translate TFCBT concepts into the Expressive Therapy practice. 3. Describe 3 different expressive arts interventions designed with the TFCBT approach in mind. Sigel, B. A., Benton, A. H., Lynch, C. E., & Kramer, T. L. (2013). Characteristics of 17 statewide initiatives to disseminate trauma-focused cognitive-behavioral therapy (TF-CBT). Psychological Trauma: Theory, Research, Practice, and Policy, 5(4), 323–333 Wymer, B., Ohrt, J., Morey, D., Swisher, S. (2020). Integrating Expressive Arts Techniques Into Trauma-Focused Treatment With Children. Journal of Mental Health Counseling (2020) 42 (2): 124–139 Trauma & Aging: Considerations for Creative Arts Therapists Brian Harris, PhD, MT-BC, LCAT Liisa Murray, MS, MT‐BC, LCAT 1, 5, 7, 8, 9Objectives: 1. Describe 3 ways older adults experience trauma in aging. 2. Explain 2 ways older adults experience loss in institutionalized living. 3. Identify 3 ways older adults experience bias. Ben-Harush, A., Shiovitz-Ezra, S., Doron, I., Alon, S., Leibovitz, A., Golander, H., ... & Ayalon, L. (2017). Ageism among physicians, nurses, and social workers: findings from a qualitative study. European journal of ageing, 14(1), 39-48. Cook, J. M., & Simiola, V. (2018). Trauma and aging. Current psychiatry reports, 20(10), 1-9. Iliya, Y. A., & Harris, B. T. (2016). Singing an imaginal dialogue: a qualitative examination of a bereavement intervention with creative arts therapists. Nordic Journal of Music Therapy, 25(3), 248-272.
SATURDAY MASTER CLASSES Introduction to SoulCollage® in Clinical Practice: Pathway Towards Self-Illumination Mindy Jacobson-Levy MCAT, ATR-BC, LPC, HLM DVATA 4, 6Objectives: 1. Identify 2 differences between the SoulCollage® process and generic collage making in art therapy. 2. Name the 4 suits of SoulCollage®, and describe the relevance of each to the deepening process, both personally and in clinical treatment. 3. Create 2 SoulCollage® cards from three primary suits (Committee, Community, Council) and identify one major difference between the Companion suit and the other primary suits. 4. List two benefits of creating SoulCollage® cards in community, and the relevance of journaling in this process. 5. List 3 positive outcomes from incorporating the SoulCollage® process in art therapy treatment. 6. List 2 benefits that the SoulCollage® facilitator training provides counselors and therapists when incorporating this modality in their clinical work. Frost, S. B. (2010). Soulcollage evolving: An intuitive collage process for self-discovery and community. Santa Cruz, CA, CA: Hanford Mead. Epp, S. H. (2016). Art Based Inquiry: Exploring Metaphors and Felt Sensations Through the Process of SoulCollage® (Unpublished master's thesis). Concordia University. Raffaelli , T. & Hartzell, E. (2016) A Comparison of Adults' Responses to Collage Versus Drawing in an Initial Art-Making Session, Art Therapy, 33:1, 21-26,DOI: 10.1080/07421656.2016.1127115 Jungian Analytical Play Therapy in Depth: Treatment & Transformation of a Sexually Abused Toddler John "JP" Lilly, MS, LCSW, RPT-S 1, 4, 6Objectives: 1. Explain 2 or more aspects of the development of the psyche that play therapists can identify from a Jungian Analytical position. 2. Describe 2 or more dynamics of Jungian theory to deepen an understanding of children's play as they progress in play therapy. 3. List 3 or more aspects of the Jungian concepts in play therapy that can assist in interpreting children's play. 4. Identify 3 or more components of the Jungian interpretation of countertransference that play therapists can utilize. 5. Name 2 or more ways that play therapists can use to interpret children's play by using the Session Review Form.6.
Lilly, JP (2015). Jungian Analytical Play Therapy. In D. Crenshaw, and A. Stewart (Eds), Play Therapy A Comprehensive Guide To Theory and Practice (pp.48-65) New York, New York, Guilford. Green, E. (2009). Jungian analytical play therapy. In K.J. O'Conner & L.M. Braverman (Eds), Play therapy theory and practice: Comparing theories and techniques (2nd ed., pp. 82-94). London, Heinemann. Peery, C. (2003). Jungian analytical play therapy. In C. Schaefer (Ed) Foundations of play therapy (3rd ed., pp. 14-54). Hoboken, New Jersey: Wiley. SATURDAY MORNING WORKSHOPS Dancing Mindfulness: An Introduction Jamie Marich, PhD, LPCC-S, LICDC-CS, REAT, RYT-500, RMT Nicole Allen, MS, LPC, RPT, NCC 1, 2, 3, 4Objectives: 1. Discuss the typical structure of a group Dancing Mindfulness practice and how such a structure can translate to personal practice. 2. Describe 2 adaptations of the Dancing Mindfulness practice with a chosen population-of-focus. 3. List 2 potential risks of a body-based treatment such as Dancing Mindfulness and 2 ways of creating as much safety as possible within the practice. Forner, C. (2019). What mindfulness can learn from dissociation and dissociation can learn from mindfulness. Journal of Trauma & Dissociation, 20(1), 1-15. Garland, E. & Howard, O. (2018). Mindfulness-based treatment of addiction: Current state of the field and envisioning the next wave of research. Addiction Science & Clinical Practice, 13: 14. Sagan, O. (2019). Art-making and its interface with dissociative identity disorder: No words that didn’t fit. Journal of Creativity in Mental Health, 14(1), 23–36. Exploring Taboo Topics with African American Families: Challenging Generational Patterns Tami Harris, MFA, PhD, MAAT, ATR-BC, FCC, LMHC Monica Butler, MA 1, 3, 4, 7, 8Objectives: 1. List 2 or more "sensitive" topics within the Black family/community that can hinder progress in treatment. 2. Name 2 or more art directives that facilitate free expression and self-reflection for persons of color in treatment using art therapy and counseling techniques. 3. Describe how a clinician could identify their own implicit bias that might otherwise impede the building of therapeutic rapport with persons of color. Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice (8th ed.). John Wiley & Sons, Inc Talwar, S. K. (Ed.). (2018). Art therapy for social justice: Radical intersections. Routledge. De Houwer, J. (2019). Implicit bias is behavior: A functional-cognitive perspective on implicit bias. Perspectives on Psychological Science, 14(5), 835-840. Post-Traumatic Growth Through Expressive Writing Anjana Deshpande, LCSW 1, 4Objectives: 1. List 3 aspects of therapeutic writing that can promote post-traumatic growth. 2. Describe how writing can help expand the "window of tolerance" for clients in treatment with post-traumatic symptoms. 3. List 1 or more ways that writing can help clients become "expert companions" for their journey of post-tramatic growth. Adams, K. (1999). Journal to the self : Twenty two paths to personal growth. New York, NY: Warner Books Incorporated. Adams, K & Thompson K. (Eds.) (2015) Expressive Writing: Counseling and Healthcare. MD, Rowman and Littlefield. Pennebaker, J. W. (2004). Writing to heal a guided journal for recovering from trauma and emotional upheaval. CA: New Harbinger Responding to High-Risk Behaviors in Traumatized Adolescents Craig Haen, PhD, RDT, CGP, LCAT, FAGPA Allyn Sitjar, MA, RDT, LCAT 1, 4, 8Objectives: 1. Identify 2 or more risky behaviors in traumatized adolescents using principles of attachment and self-regulation. 2. Describe the concept of "developmental mismatch" in adolescent neurodevelopment. 3. Explain the difference between therapist relational positioning that invites co-regulation and healthy decision-making vs. positioning that invites resistance, withdrawal, and impaired outcomes. Dean, M. E., & Landis, H. (2017). Creative arts-based approaches with adolescent groups. In C. Haen & S. Aronson (Eds.), Goldstein, T. R., Lerner, M. D., & Winer, E. (2017). The arts as a venue for developmental science: Realizing a latent opportunity. Child Development, 88(5), 1505-1512. https://doi.org/10.111/cdev.12884 Haen, C., & Boyd Webb, N. (2019). Creative arts-based group therapy with adolescents: Theory and practice. Routledge. Tele-PLAY Therapy: Creative Virtual Interventions for Connection Sophia Ansari, LPCC, RPT Cheryl Catron, MEd, LPCC-S, RPT-S 1, 3, 4, 6Objectives: 1. Identify 3-5 directive and non-directive play therapy interventions to use in telehealth therapy sessions with children and adolescents. 2. Discuss how to creatively include caregivers to extend support between play therapy sessions. 3. Describe 2 or more ways to incorporate virtual playrooms, sand tray play therapy, and video games in play therapy telehealth sessions. Gavin, S., Meany-Walen, K. K., Murray, M., Christians, A., Barrett, M., & Kottman, T. (2020). Play therapists’ attitudes toward using technology in the playroom. International Journal of Play Therapy, 29(1), 1–8. https://doi-org.proxy.library.ohio.edu/10.1037/pla0000104 Hicks, B., & Baggerly, J. (2017). The effectiveness of child parent relationship therapy in an online format. International Journal of Play Therapy, 26(3), 138–150. https://doi-org.proxy.library.ohio.edu/10.1037/pla0000033 Levy, S., & Strachan, N. (2013). Child and adolescent mental health service providers’ perceptions of using telehealth. Mental Health Practice, 17(1), 28. Using Songs Within A Trauma-Informed Treatment Framework Maya Benattar, MA, MT-BC, LCAT 4, 5, 6Objectives: 1. Identify at least 3 components of a trauma-informed framework. 2. Identify 2 ways that trauma can impact a client’s ability to process/experience songs. 3. Apply 3 methods to use/adapt songs within a trauma-informed therapy framework. Levitin, D. (2009). The world in six songs: how the musical brain created human nature. New York: Penguin. Grocke, D., & Wigram, T. (2007). Receptive methods in music therapy. Philadelphia, PA: Jessica Kingsley. Van der Kolk, B. (2015). The body keeps the score. New York: Penguin. Working with Children Facing Bullying Due to Obesity Using EMDR & Art Therapy LATIN AMERICAN TRACK: Spanish with English Translation Norma Irene Garcia Reina 1, 4, 6, 10Objectives: 1. Identify 2 benefits of combining art therapy and EMDR in clinical practice with adults in treatment. 2. Explain 1 or more differences and/or benefits between using physical images and mental images in trauma intervention. 3. Describe 2 clinical instances for combining art therapy and EMDR in the treatment of patients exhibiting symptoms of psychological trauma. Citations: Nili Sigal & Rob (2021) Dual perspectives on art therapy and EMDR for the treatment of complex childhood trauma, International Journal of Art Therapy, 26:1-2, 37-46, DOI: 10.1080/17454832.2021.1906288 Breed, H. E. (2013). Integrating art therapy and eye movement desensitization and reprocessing to treat posttraumatic stress. [Maser’s thesis, Loyola Marymount University]. Digital Commons. https://digitalcommons.lmu.edu/etd/15 Tobin, B. (2006). Art therapy meets EMDR. Canadian Art Therapy Association Journal, 19(2), 27–38. https://doi.org/10.1080/08322473.2006.11432286 SATURDAY AFTERNOON WORKSHOPS Bridging the Gaps: Connecting & Communicating Across Differences Through Image, Metaphor and Story Nancy Scherlong, LCSW, PTR, CJT, M/S Robin Stone, LMHC, PLLC 1, 4, 5Objectives: 1. Apply at least 2 core principles of REBT to a selected communication difficulty. 2. Differentiate between an irrational story or belief and a re-visioned one through the use of narrative and visual art approaches. 3. List at least 2 ways in which art or narrative techniques can be applied to specific cases in their practice using structured or fluid approaches or combining both. Ellis, A., & Joffe-Ellis, D. (2019). Rational emotive behavior therapy. American Psychological Association. Fernandez, T. & Lina, S. (2020). Draw me your thoughts: The use of comic strips as a cognitive behavioral therapy intervention. Journal of Creativity in Mental Health. 15(1), 17-29. https://doi.org/10.1080/15401383.2019.1638861 Gladding, S. (2016). The Creative Arts in Counseling (5th ed) American Counseling Association. Pongo Poetry Project: Written & Spoken Word to Heal Trauma in Vulnerable Populations Shaun McMichael, MAT Elnur Gajiev, PsyD Richard Gold, MA 1, 5, 8, 9Objectives: 1. Describe 1 or more ways that the Pongo poetry method is an effective process for addressing and healing trauma in adolescents and adults, in particular individuals in jails, shelters, etc., who may have never received treatment previously. 2. Describe 1 or more techniques for incorporating spoken word approaches into a therapeutic poetry framework. 3. List 2 or more Pongo trauma-informed techniques for facilitating healing poetry, where these techniques are particularly appropriate for clients who have suffered untreated childhood traumas such as abuse and exposure to violence. Gold, Richard V. 2014. Writing with At-Risk Youth: The Pongo Teen Writing Method. Baltimore: Rowman & Littlefield Education. Answer: Gold, R., and Jordan, E. (2018). Grief, poetry, and the sweet unexpected, Death Studies, 42:1, 16-25. Rynearson, Edward K., Jennifer Favell, Vicki Belluomini, Richard Gold, and Holly Prigerson. 2006. “Restorative Retelling with Incarcerated Juveniles.” In Violent Death: Resilience and Intervention beyond the Crisis, edited by Edward K. Rynearson, pp. 275-91. New York: Routledge. Sing Like No One Is Listening: Transmuting Trauma Through the Healing Power of the Voice Stacey Aamon Yeldell, MA, MTBC, AVPT 1, 4, 8, 9Objectives: 1. Identify 3 ways how clients can rebuild intimacy with self and treat insecure attachment styles through the vocal psychotherapy techniques. 2. Describe how to use the voice as a clinical tool to process emotions, assess clients and group dynamics and to build community/authentic connection. 3. Identify at least 1 false belief system about our own voice, so we may begin the process of dismantling the subconscious programming that inhibits its expression. Austin, D. (2008). The theory and practice of vocal psychotherapy: Songs of the self. London: Jessica Kingsley Publishers. Ben-David, Githa. (2016) The Note From Heaven: How to Sing Yourself Into a Higher State of Consciousness. London, UK: Watkins Publishing. Shoemark, Helen. (2016). “How can music foster intimacy?” A World Forum for Music Therapy, Vol 16, No 2, DOI: 10.15845/voices.v16i2.870
SUNDAY MASTER CLASSES Improvisational Movement as Somatic Psychotherapy in the Treatment of Trauma Katrina Curry, MA, DVATI, RYT, LMFT 1, 4, 5Objectives: 1. Describe 2 or more benefits of using expressive movement with trauma survivors in clinical treatment. 2. List 2 or more specific movement-based interventions for use with this population in clinical settings. 3. Describe the basic functioning of the human nervous system and of how trauma impacts it. 4. Define traumatic dissociation and how to recognize this state in clients. 5. Describe the benefit of having a map for the neuroscience that underpins the method, as it related to clinical work. 6. Identify 2 or more ways to use of music to support modulation of the nervous system in trauma clients. Porges, S. (2017). The Pocket Guide to the Polyvagal Theory: The Transformative Power of Feeling Safe. New York: WW Norton & Co. Ogden, P. & Fisher, J. (2015). Sensorimotor Psychotherapy: Interventions for Trauma and Attachment. New York: WW Norton & Co. Olsen, A. (2014) The Place of Dance: A Somatic Guide to Dancing and Dance Making. Middletown: Wesleyan University Press. Repairing the Broken Bowl: The Ancient Art of Kintsugi & COVID-Age Healing Christa Brennan, LCAT, ATR-BC, CASAC, LPC 1, 5, 6Objectives: 1. Identify 3 clinical applications of Expressive Arts Therapy in grief, loss and trauma counseling. 2. Define the concepts of Wabi Sabi and Kintsukuroi and how these concepts can be applied to the process of grief and mourning. 3. Demonstrate mastery in the art of Kintsukuroi as applied in Art Therapy and be able to identify 2 or more key concepts of resiliency and Zen Buddhism. 4. Describe the connection between Attachment Theory and Broken Bowl. 5. Apply 2 or more concepts of Neimeyer’s Constructivist Theory of Meaning Making to Broken Bowl. 6. List 1 or more benefits of Broken Bowl when used with individuals who are grieving or healing from trauma. Levine, S. K. (2009). Trauma, Tragedy, Therapy: The Arts and Human Suffering. Philadelphia, PA: Jessica Kingsley Publishers. Thompson, B. E. & Berger, J. S. (2011). Grief and expressive arts therapy. In R.A. Neimeyer, D.L. Harris, H.R. Winokuer, & G.F. Thornton (Eds.) Grief and bereavement in contemporary society bridging research and practice. New York: Routledge Resiliency In Action: Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, and Communities, published by Resiliency In Action. Copyright 2007 Resiliency In Action, Inc., all rights reserved. By Nan Henderson, M.S.W. Jungian Sandplay Therapy for Expressive Therapists: An Introduction to Theory & Practice Lorraine Freedle, PhD 1, 4, 6Objectives: 1. Describe the key tenets and 3 primary streams of influence on the development of Kalffian/Jungian sandplay therapy for children and adults. 2. Compare and contrast important differences between sandplay therapy and other play therapy approaches that use sand and miniatures. 3. Describe the dynamics of the “free and protected” therapeutic space, co-transference and 3 techniques of therapeutic presence used in sandplay and play therapy. 4. List 10 recommended categories of miniatures to be included in a sandplay collection. 5. List 7 steps to embodied symbol study and four reasons why it is important for the sandplay and play therapist to study symbols. 6. Describe therapeutic play activities in sandplay that correlate with functional domains of the brain in the Neurosequential Model of Therapeutics® (NMT) Freedle, L. R. (2019). Making connections: Sandplay therapy and the Neurosequential Model of Therapeutics. Journal of Sandplay Therapy, 28 (1), 91-109. Kalff, D. M. (2020). Sandplay: A psychotherapeutic approach to the psyche. (B. Matthews, Trans.). Analytical Psychology Press. (Original work published in 1966). Roesler, C. (2019). Sandplay therapy: An overview of theory, applications and evidence base. The Arts in Psychotherapy, 64, 84-94. https://doi.org/10.1016/j.aip.2019.04.001 Schaefer, C. E. & Drewes, A. (Eds.) (2014). The Therapeutic Powers of Play: 20 Core Agents of Change (2nd ed.) John Wiley & Sons. SUNDAY MORNING WORKSHOPS Creating & Fostering Safe Virtual Therapeutic Spaces for Trauma Populations Missy Hall, MA, LCAT, MT-BC 1, 4, 5, 8Objectives: 1. Describe 1 or more current clinical practices with trauma populations including the modality's strengths and weaknesses. 2. List 2 or more barriers to treating patients/clients with complex trauma in virtual settings including barriers to modality-specific interventions that trigger PTSD. 3. Identify 1 or more additional modalities that help foster safe therapeutic spaces and minimize relational trauma triggers. 4. Describe how to integrate multimodal interventions to help promote flexible, safe, and ethical clinical practice with traumatized clients. Abumrad J. & Krulwich R. (Hosts). (2013, Season 11, Episode 8) “Known Unknowns” [Radio broadcast episode]. In E. Home (Producer), Radiolab, New York City: WNYC. Retrieved from http://www.radiolab.org/story/313594-known-unknowns/ on August 28, 2013 Ainsworth, M.D., Blehar, M, Waters, E, & Wall, S. (1978) Patterns of Attachment: A Psychological Study of the Strange Situation, Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Altshuler, I.A. (1948). A psychiatrist’s experiences with music as a therapeutic agent. In D.Schullian & M. Schoen (Eds.), Music and medicine, (pp.266-281). New York: Henry Schuman, Inc. Incorporating Graphic Medicine into Your Practice: Ethical Guidelines for Therapists Katharine Houpt, LCPC, ATR-BC 1, 4, 6Objectives: 1. Name 3 applications of graphic medicine to mental health practice in a wide variety of settings. 2. Describe 2 ethical dilemmas to consider in incorporating graphic medicine. 3. Identify 1 comics directive adult clients can use to communicate embodied experiences. Czerwiec, M.K., Williams, I., Merill Squier, S., Green, M.J., Myers, K.R., Smith, S.T. (2015). Introduction. In Czerwiec et al, Graphic medicine manifesto (pp. 1-20) University Park, PA: Penn State University Press. Spandler, H. (2020). Crafting psychiatric contention through single-panel cartoons. In Squier, S. & Krüger-Fürhoff , I. (Eds.), PathoGraphics: Narrative, aesthetics, contention, community. Pennsylvania State University Press. http://www.ncbi.nlm.nih.gov/books/NBK558324/ Wegner, G. (2020). Reflections on the boom of graphic pathography: The effects and affects of narrating disability and illness in comics. Journal of Literary & Cultural Disability Studies, 14(1), 57–74. https://doi.org/10.3828/jlcds.2019.18 Me @ the Museum: Using Fine Art to Spark Meaning & More with Young Children Kathryn Snyder, ATR-BC, LPC 1, 2, 4, 6, 9Objectives: 1. Describe the unique contribution of historic art and artifacts and museum spaces to the practice of art therapy with children. 2. Explain how to use images and related methods for working with children to elicit personal, creative responses for therapeutic effect. 3. Identify 2 or more treatment goals for using historic art and artifacts to support growth and change with children in art therapy. Canas, E. (2011). Cultural institutions and community outreach: What can art therapy do? Canadian Art Therapy Association Journal, 24(2), 30-33, doi: 10.1080/08322473 88(5), 1505-1512. https://doi.org/10.111/cdev.12884 Salom, A. (2011). Reinventing the Setting: Art therapy in museums. The Arts in Psychotherapy (38), 81-85. doi: 10.1016/j.aip.2010.12.004 Culturally Humble Intermodal Arts Interventions for Trauma Healing Ebony Williams, MA, MFA, LMFT 1, 5, 7, 8Objectives: 1. List at least 10 common trauma symptoms that can impact survivors across age, identity, and experience. 2. Identify and be able to apply at least 2 art-based interventions in a culturally humble way for youth and adults. 3. Identify and explain the social, emotional, and/or cognitive skills the interventions introduced in this session can help to improve. Cropper, Sharon, "Unmaking Racism Through Expressive Arts Therapy with Black American Women: A Literature Review" (2021). Expressive Therapies Capstone Theses. 510. https://digitalcommons.lesley.edu/expressive_theses/510 Herman, J. L. (2015). Trauma and recovery: The aftermath of violence--from domestic abuse to political terror. Hachette uK. Kuban, C. (2015). Healing trauma through art. Reclaiming Children and Youth, 24(2), 18. Malchiodi, C. A. (2003). Art therapy and the brain. Handbook of art therapy, 16-24. SUNDAY AFTERNOON WORKSHOPS Biblio/Poetry Therapy: A Nuts & Bolts Introduction to Theory and Practice for Clinicians Sherry Reiter, PhD, LCSW, PTR-M/S, RDT-BCT 1, 4, 9Objectives: 1. Identify the 2 different forms of poetry therapy may be used to treat symptoms of depression, anxiety, addiction, and other psychiatric disorders. 2. Cite 3 rules to avoid negative therapeutic reactions to literature which take place in clinical treatment centers, hospitals, and clinicians' private practices. 3. Name at least 3 different models of poetry therapy can be used with psychiatric clients and "normal neurotics" in clinical settings and private practice. Hynes, Arleen and Mary Hynes-Berry. Biblio/Poetry Therapy- The Interactive Process. St. Cloud Press/ St. Cloud, MN:., 1994. Mazza, Nicholas. Poetry Therapy. Routledge, 2nd edition, 2016. Adams, Kathleen and Deborah Ross. Your Brain On Ink: A Workbook on Neuroplasticity & the Journal Ladder, Rowman & Littlefield, 2016. De-Escalation of Aggression and Symptom Management Through Art Dana Wyss, PhD, LMFT, ATR-BC Pamela C. Robertson, PsyD, LCSW 1, 4, 6, 8Objectives: 1. Identify at least 2 personal triggers that can occur during escalated situations and 3 ways to regulate self in the moment. 2. Name 2 art-based activities that support personal self-control and problem solving for managing crisis situations. 3. List 2 or more art-based activities that support crisis de-escalation and symptom management related to anxiety/fear, depression, and/or suicidality. 4. Describe 2 or more ways that previous trauma experiences and survival responses impact the efficacy of de-escalation and symptom management. Moser, J., Dougherty, A., Mattson, W., Katz, B., Moran, T., Guevarra, D., Shablack, H., Ozlem, A., Jonides, J., Berman, M., & Kross, E. (2017). Third-person Self-talk Facilitates Emotion Regulation Without Engaging Cognitive Control: Converging Evidence From Erp And Fmri. Sci Rep, 7(1), 4519. Price, O., Baker, J., Bee, P., & Lovell, K. (2018). The Support-control Continuum: An Investigation Of Staff Perspectives On Factors Influencing The Success Or Failure Of De-escalation Techniques For The Management Of Violence And Aggression In Mental Health Settings. International Journal Of Nursing Studies, 77(C), 197-206. Price, O., Baker, J., Bee, P., Grundy, A., Scott, A., Butler, D., Cree, L., & Lovell, K. (2018). Patient Perspectives On Barriers And Enablers To The Use And Effectiveness Of De‐escalation Techniques For The Management Of Violence And Aggression In Mental Health Settings. Journal Of Advanced Nursing, 74(3). Pp. 614-625. Doi: Https://Doi.Org/10.1111/Jan.13488 Modeling & Doodling: Simple Techniques for Accessing the Unconscious & Enhancing Relationships Ruth Guttfreund, MA, RATH 1, 4, 6Objectives: 1. Name 1 or more ways that doodling can be used to focus, connect, and improvise with the external world as well as the unconscious. 2. List 1 or more strategies using miniature sculptural plasteline technique combined with yarn and other materials to work on relationship dynamics. 3. Describe 2 or more ways in which miniature plasteline technique can help clinicians work through conflicting dynamics in therapy when their work reaches an impasse. Haley, J. (1987). Problem-Solving Therapy. Communication as Bits and Metaphor, chapter 3, pages 89-106. Second Edition. Jossey-Bass Publishers, San Fransisco. Winnicott, D. W. (1971). Playing and Reality. Chapters 4-5, pages 62-84. Penguin Books, Great Bitain. Ferrucci, P. (1982). What We May Be The Visions and Techniques of Psychosynthesis. Chapter13, pages 143-153. Turnstone Press Limited. Wellingborough, Northamptonshire. Power, Privilege & Oppression – Creative Arts Therapy from an Anti-Oppressive Framework Jennifer Herbert, LCAT, ATR-BC Typhani Carter, LCSW 1, 7, 8Objectives: 1. Identify at least 2 ways to describe the impacts of trauma and violence from an anti-oppressive lens. 2. List at least 2 ways in which the therapist's experiences of power, privilege and oppression can impact the clinical work. 3. Name at least 2 tools for engaging participants from a place of shared power and privilege in the therapeutic relationship. Finn, J. L. (2016). Just practice: A social justice approach to social work (3rd ed.). New York: Oxford University Press. Morgaine, K. and Capous-Desyllas, M. (2015). Anti-Oppressive Social Work Practice: Putting Theory into Practice. California: Sage Publications. Hardy, K. V. (2016). Anti-racist approaches for shaping theoretical and practice paradigms. In M. Pender-Greene & A. Siskin (Eds.), Anti-racist strategies for the health and human services. Oxford, UK: Oxford University Press. Discovering Dream Wisdom: An Exploration Through Art & Journaling Nancy Weiss, BCD, LCSW 1, 5, 6Objectives: 1. Describe 2 or more steps in the dream-tending process that differ from the traditional analytic, interpretive approach. 2. Identify 3 or more expressive arts techniques that can deepen exploration of dreams or other unconscious material in counseling and psychotherapy sessions. 3. Describe at least 4 suggested methods for creating collages of dream images, energies, and emotions that can be used to enhance verbal therapy. 4. Identify 2 or more steps in the dream-tending process, and describe at least 1 way it can be used in clinical settings. 1. Aizenstadt, S. (2009). Dream Tending. New Orleans, LA: Spring Journal, Inc. 2. Turner. T (2017). Belonging: Remembering Ourselves Home. Salt Spring Island, BC: Her Own Room Press. 3. Ellis. L. (2019). A Clinician’s Guide to Dream Therapy. Milton Park, Abingdon-on-Thames, Oxfordshire, England, UK: Routledge.