THURSDAY, NOVEMBER 4, 2021

MASTER CLASSES
 
Promoting Ethical Practice Through Clinical Supervision: Considerations for Art Therapists & Others
Jessica Fertig ATR-BC, LCAT
Rosa Lombard, MS, LCAT, ATR-BC
10, 5, 12

Objectives:
1. Identify the 7 styles of leadership.
2. State 10 keys of effective supervision.
3. Define good “Super-Vision”.
4. List the 6 core values that affirm basic human rights according to the AATA.
5. Name the 5 ATCB general ethical standards.
6. Clarify 3 ways a supervisor can promote ethical practice.

Michele Essex (1998) Supervision and Related Issues: A Handbook for Professionals, Art Therapy, 15:1, 56-57, DOI: 10.1080/07421656.1989.10759314
Malchiodi, C. A. (2012). Handbook of art therapy. New York: Guilford Press.
Penelope P. Orr & David E. Gussak (2005) Getting Tangled in the Web: A Systems Theory Approach to Supervision, Art Therapy, 22:3, 161-163, DOI: 10.1080/07421656.2005.10129494

The Healing Power of Mandalas and the MARI: Focusing on Grief & Loss
Evie Lindemann, ATR-BC, ATCS, LMFT
4, 6, 9

Objectives:
1. List 3 different ways of using mandalas in clinical practice with both individuals and groups.
2. Identify 3 measures for emotional containment and safety when working with grief and loss.
3. List 2 or more ways to use mandala making to address a specific client issue in treatment.
4. Describe 1 method of mandala making to facilitate self-knowledge in clients.
5. Explain how to use specific approaches to the symbolism observed in a mandala drawing based on Jungian theory.
6. Identify 2 approaches to working with grief and loss issues in a group setting using the mandala format.

DeSpelder, L.A. & Strickland, A.L. (2015). The last dance. McGraw Hill Higher Education.
Jung, C.G. (1989). Memories, dreams and reflections. Vintage Publishers.
Jung, C.G. (1968). Man and his symbols. Dell.
Lindemann, E. (2015) The MARI: A healing practice for grief and loss. In S.L Brooke & D.A. Miraglia (Eds.), Using the creative therapies to cope with grief and loss (pp. 58-75). Charles C. Thomas.

Understanding & Engaging Difficult Parents to Facilitate Effective Child and Adolescent Therapy
Lily Warner, MPS, ATR-BC, LCAT
1, 4, 8, 9

Objectives:
1. State 2 or more types of reactions to challenging parents in child/adolescent psychotherapy.
2. Apply 2 or more interventions to improve parent participation in child/adolescent psychotherapy.
3. Describe 3 ways unexamined countertransference can negatively impact child/adolescent therapy.
4. List 3 or more strategies to use when experiencing negative countertransference to improve therapeutic outcomes in child/adolescent psychotherapy.
5. Identify at least 2 components of attachment theory as they relate to child/adolescent psychotherapy.
6. Explain the concepts of complementary and concordant identification in child/adolescent psychotherapy.

Mayers, H. (2013). Teen parents and babies in school together: The Chances for Children teen parent-infant project. In O’Loughlin, M. (Ed.). The Uses of Psychoanalysis in Working with Children’s Emotional Lives. Lanham, MD: Jason Aronson.
Jackson, A. P., Choi, J.‐K., & Preston, K. S. J. (2019). Harsh parenting and black boys' behavior problems: Single mothers' parenting stress and nonresident fathers' involvement. Family Relations: An Interdisciplinary Journal of Applied Family Studies. Advance online publication.
Meppelink, R., de Bruin, E. I., Wanders-Mulder, F. H., Vennik, C. J., & Bögels, S. M. (2016). Mindful parenting training in child psychiatric settings: heightened parental mindfulness reduces parents’ and children’s psychopathology. Mindfulness, 7, 680–689.



THURSDAY MORNING WORKSHOPS

Assessing Suicide in Children: A Play-Based Approach
Cheryl Catron, MEd, LPCC-S, RPT-S
4, 5, 8, 9, 11

Objectives:
1. Explain the advantages and limitations of the C-SSRS and other suicide assessments in play therapy.
2. List the 5 basic questions of the C-SSRS in order, and apply appropriate adaptations for its use in specific populations especially children under 12 years of age in play therapy.
3. Describe how the use of play therapy and creative expression can enhance the efficacy of the C-SSRS and protect therapeutic relationship through the suicide assessment process.

Cwika, M.F, O'Keefe, V.M., Hroz, E.M (2020). Suicide in the pediatric population: screening, risk assessment and treatment. Int Rev Psychiatry. 2020 May ; 32(3): 254–264. doi:10.1080/09540261.2019.1693351
Tishler, C.L., Reiss, N.S., Rhodes, A.R. (2007). Suicidal Behavior in Children Younger than Twelve: A Diagnostic Challenge for Emergency Department Personnel, ACADEMIC EMERGENCY MEDICINE 2007; 14:810–818 a 2007 by the Society for Academic Emergency Medicine
Gipson, P. Y., Agarwala, P., Opperman, K. J., Horwitz, A., & King, C. A. (2014). Columbia-Suicide Severity Rating Scale: Predictive Validity With Adolescent Psychiatric Emergency Patients. Pediatric Emergency Care, 31(2), 88-93.

Focusing & Art Therapy: Accessing Body Wisdom Through Creative Expression
Elizabeth Baring, MS, ATR-BC, NCPsyA, LCAT, LP
3, 4, 6, 10

Objectives:
1. Define and describe attunement as it pertains to the clinical relationship.
2. Name at least 1 of the pillars of the Focusing model as it is used in clinical situations.
3. Describe the role of the "Inner Critic" and how it impedes therapeutic growth.

Gendlin, E. T. (1996). Focusing-oriented psychotherapy: A manual of the experiential method. New York, NY: Guilford Press
Cornell, A.W. (2013). Focusing in clinical practice. New York: W.W. Norton.
Rappaport, L. (2009). Focusing-Oriented Art Therapy Accessing the Body’s Wisdom and Creative Intelligence. London: Jessica Kingsley Publishers.



The Heroine’s Journey: A Clinical Approach to Assessing Play Themes in Sandplay
Rosalind Heiko, PhD, RPT-S, ISST
4, 5, 6

Objectives:
1. List 2 or more sand therapy techniques that can easily be used in play therapy.
2. Identify the 4 gateway quadrants of the Sandplay Journey map that play therapists can use when using sand therapy.
3. Describe 2 or more specific ways in which the goals of sand and play therapy are the same.
4. State 2 or more assessment dimensions to gauge clinical progress in play therapy.

Gil, E. (2011). Helping abused and traumatized children: Integrating directive and nondirective approaches. NY: Guilford Press.
Gil, E. & Crenshaw, D. (2015). Termination challenges in child psychotherapy. NY: Guilford Press.
Green, E. J. (2014). The Handbook of Jungian Play Therapy with Children and Adolescents. Baltimore, MD: Johns Hopkins University Press.
Heiko, R. (2018). A therapists’ guide to mapping the girl heroine’s journey in Sandplay. Lanham, MD: Rowman and Littlefield.
Kalff, D. M. (2020). Sandplay: A psychotherapeutic approach to the psyche. Trans. Boris L. Matthews. Oberlin, OH: Analytical Psychology Press, Sandplay Editions.

Forensic Sandplay Therapy: An Introduction
Emma Allen, MSc
1, 4, 8

Objectives:
1. List 5 or more recommended categories of miniatures to be included in a Forensic Sandplay collection.
2. Describe at least 3 common scenarios in forensic sandplay activity, including consideration of breakages of miniatures and their symbolic meaning.
3. Discuss 2 or more aims and objectives for using forensic sandplay in treatment with adults are a risk to themselves and/or others and who have offended.

Allen, E. (2018). Introducing Forensic Sandplay Therapy, Bri. J. Play Therapy, Vol.13, pp.50-64.
Freedle, L.R. (2017) Healing Trauma through Sandplay Therapy: A neuropsychological Perspective. In: Turner, B. A. (ed.) The Routledge International Handbook of Sandplay Therapy. London & New York: Routledge. pp. 190-206.
Labovitz & Goodwin (2000) Sandplay Therapy: A Step-by-Step Manual for Psychotherapists of Diverse Orientations, Norton Professional Books.

Family Art Therapy Groups for Building Positive Relationships
LATIN AMERICAN TRACK: English with Spanish Translation
Anaïs Lugo-Axtmann, MA, LPC, ATR
1, 3, 5, 6


Objectives:
1. Describe 3 art-based activities that help develop stronger bonds and communication.
2. Describe 2 reasons why multiple-family art therapy groups are helpful to increase self-regulation, promote trust, and enhance healthy attuned interactions.
3. Identify 2 steps for facilitating an effective multiple-family art therapy group that promote a sense of safety and predictability and encourage exploration.
Citations: Moon, B. L (2016). Art-based Group Therapy: Theory and Practice 2nd Ed., Charles C Thomas Pub Ltd
Debra B. Greenspoon (1986) Multiple-Family Group Art Therapy, Art Therapy, 3:2, 53-60, DOI: 10.1080/07421656.1986.10758824
Liebmann, M. 2004 . Art therapy for groups: A handbook of themes and exercises, 2nd ed. , New York, NY : Brunner-Routledge

THURSDAY AFTERNOON WORKSHOPS

Construction Play & Storytelling for Children in Play Therapy
Leslie Baker, MFT, NCC, RPT-S
1, 3, 6, 9

Objectives:
1. Identify and list 3 values that Construction Play presents for youth in play therapy sessions.
2. List 2 or more types of storytelling that can be applied in play therapy treatment.
3. Describe 2 or more play therapy techniques that foster communication and increase personal strength, thus building communication, problem solving, and resiliency.

Hilty, D. M., Maheu, M. M., Drude, K. P., Hertlein, K. M., Wall, K., Long, R. P., & Luoma, T. L. (2017). Telebehavioral health, telemental health, E- Therapy, and e-Health competencies: The need for an interprofessional framework. Journal of Technology in Behavioral Science, 2(3-4), 171-189. https://doi.org/10.1007/s41347-017-0036-0
Malchiodi, C. A. (2020). Trauma and expressive arts therapy: Brain, body, and imagination in the healing process. Guilford Publications.
De Vries, D., Brennan, Z., Lankin, M., Morse, R., Rix, B., & Beck, T. (2017). Healing with books: A literature review of bibliotherapy used with children and youth who have experienced trauma. Therapeutic Recreation Journal, 51(1).

Focusing & Art Therapy: Profound Listening for Creative Solutions to Anxiety & Depression
Elizabeth Baring, MS, ATR-BC, NCPsyA, LCAT, LP
3, 5, 6, 10

Objectives:
1. State at least 1 possible origin of "self-critical voices" as they relate to the therapy process.
2. List at least 2 methods for effectively navigating self-critical voices that can be taught in therapy.
3. Describe 2 or more steps in the process of focusing as a pathway for achieving balance and wholeness through therapeutic growth.

Gendlin, E. T. (1996). Focusing-oriented psychotherapy: A manual of the experiential method. New York, NY: Guilford Press.
Cornell, A.W. (2013). Focusing in clinical practice. New York: W.W. Norton.
Rappaport, L. (2009). Focusing-Oriented Art Therapy Accessing the Body’s Wisdom and Creative Intelligence. London: Jessica Kingsley Publishers.

Intermodal Transformation of Clinical Narratives: Using Art, Music & More
Laura Teoli, PhD, ATR-BC, LPC, LCAT
Hillary Rubesin, PhD, LCMHC-S, LIMHP, CPC, REAT
Yu-Ying Chen, PhD, MT-BC, LCAT
Dina Fried, PhD, ATR-BC
Michal Lev, PhD, LCAT, CMFT
4, 5, 6, 10

Objectives:
1. Identify at least 3 ways that the expressive arts can be used to transform narratives around identity.
2. Describe the application of 3 theoretical concepts (poesis, decentering and play space) to clinical practice.
3. List 2 online tools to facilitate the expressive arts therapies in a virtual/distance format.

Rubesin, H.; Teoli, L.; Chen, Y.; Fried, D.; & Lev, M. (in press). Bridging modalities and playing with identities: Art-based workshop reflections. Applied Arts and Health, Education and Commu
Knill, P. J., Levine, E.G. and Levine, S.K. (2005). Principles and Practice of Expressive Arts Therapy: Toward a Therapeutic Aesthetic. Jessica Kingsley
Kossak, M. (2015). Attunement in Expressive Arts Therapy: Toward an Understanding of Embodied Empathy. Charles C. Thomas.

Social Emotional Learning & Creative Arts: From Naumburg to Teletherapy
Coryn Nadeau, LCAT, ATR-BC, MA-AT
1, 4, 9

Objectives:
1. List 2 or more art therapy prompts that can be used with clients that connect to Social-Emotional Learning (SEL).
2. Define & connect key CASEL outcomes to working with young clients in treatment.
3. Describe at least 2 positive SEL research outcomes related to child development.

Collaborative for Academic, Social, & Emotional Learning (CASEL). (2021). What is SEL. Retrieved from https://casel.org/what-is-sel/
Mynarikova, L. (2012). Art-Based Program for Social & Emotional Development of Children. US-China Education Review, A (8): 720-726
Malchiodi, C. (2013). Defining Art Therapy in the 21st Century [Psychology Today]. Retrieved from https://www.psychologytoday.com/us/blog/arts-and-health/201304/defining-art-therapy-in-the-21st-century

Somatic & Experiential Techniques in Psychodynamic Psychotherapy
Amy Gladstone, PhD, LCSW 
4, 5, 10

Objectives:
1. Explain the focus in somatic/experiential psychotherapy on "present moment experience".
2. Name 2 or more interventions that can be used with clients to deepen clinical technique.
3. Identify the type of moments encountered in long term treatment that lend themselves to the application of somatic/experiential techniques.

Ogden, P. & Fisher, J. (2015). Sensorimotor Psychotherapy: Interventions for Trauma and Attachment. W.W. Norton, New York, N.Y.
Van der Kolk, B., (2015). The Body Keeps the Score; Brain, Mind and Body in the Healing of Trauma. The Penguin Group: New York, N.Y.
Weiss, H, Johanson, G., Monda, L. (2015). Hakomi Mindfulness-Centered Somatic Psychotherapy: A Comprehensive Guide to Theory and Practice. W.W. Norton & Co., New York, N.Y.

THURSDAY EVENING SESSIONS

Core Creativity: Deepening the Connection to Your Unconscious
Ronald A. Alexander, PhD, MFT, SEP
Urszula Klich, PhD, BCB
2, 5, 10

Objectives:
1. List 1 or more ways that mindfulness meditation and positive psychological skills can be used to promote insight and create new neural pathways for healthy and creative brain development.
2. Describe 1 or more ways that mindfulness or breathing techniques can access the unconscious and its healing inner resources.
3. State 2 or more ways that mindfulness, somatic practices, and mind-body therapy exercises can be incorporated into treatment to access one’s core creativity.

Penman, Danny; Mindfulness for Creativity: Adapt, Create and Thrive in a Frantic World, Little, Brown Book Group, 2015
Professor Viviana Capurso, Professor Franco Fabbro, and Professor Cristiano Crescentini, “Mindful creativity: the influence of mindfulness meditation on creative thinking” Published online in Frontiers in Psychology, 2014 Jan 10. doi: 10.3389/fpsyg.2013.01020
Christina Congleton, Britta K. HölzelSara W. Lazar: Mindfulness Can Literally Change Your Brain, Harvard Business Review, January 08, 2015

Cross-Cultural Adaptation: Considerations for Arts Therapists Working Abroad
Julia Volonts, LCAT, ATR-BC
1, 4, 8

Objectives:
1. Identify the 5 stages of cultural shock and adaptation in working cross-culturally.
2. Describe 1 or more art making activities that clinicians can use to explore their own culture in comparison to the new culture in which they are working.
3. List 3 strategies that can effectively bridge cross-cultural challenges, such as language differences and different perception(s) of art therapy in treatment.

Potash, J. S., Bardot, H., & Ho, R. T. (2012). Conceptualizing international art therapy education standards. The Arts in Psychotherapy, 39(2), 143-150.
Skultans, V. (2002). The testimony of lives: Narrative and memory in post-Soviet Latvia. Routledge.
Slayton, S. C., D'Archer, J., & Kaplan, F. (2010). Outcome studies on the efficacy of art therapy: A review of findings. Art therapy, 27(3), 108-118.

Thursday Evening Panel
I Remember Better When I Paint: Film & Panel
Wendy Miller, PhD, ATR-BC, REAT, LPC
Judy Holstein
Berna Huebner, Director
5, 8, 10

Objectives:
1. Identify 3 ways how art museum programs can support mental health for persons living with Alzheimer’s disease.
2. List 3 ways that art therapy directives compliment museum art sessions for persons with Alzheimer’s disease.
3. Name 2 or more ways that geriatric psychiatry compliments museum art programs for persons living with Alzheimer’s disease.

Bature F., Guinn B., Pang D., & Pappas, Y. (2017). Signs and symptoms preceding the diagnosis of Alzheimer’s disease: a systematic scoping review of literature from 1937 to 2016. BMJ Open, 7(e015746), 1-9.
Guseva, E. (2018). Bridging Art Therapy and Neuroscience: Emotional Expression and Communication in an Individual With Late-Stage Alzheimer’s. Art Therapy, 35(3), 138-147.
Flatt, J. D., Liptak, A., Oakley, M. A., Gogan, J., Varner, T., & Lingler, J. H. (2015), Subjective experiences of an art museum engagement activity for persons with early-stage Alzheimer's disease and their family caregivers. American Journal of Alzheimer's Disease and Other Dementias, 30(4), 380–389.

Thursday Evening Keynote
Art Therapy in Mexico & Latin America: Cultural, Clinical & Social Perspectives
5, 6, 7, 8

LATIN AMERICAN TRACK: Spanish with English Translation

Ana Laura Treviño Santos

Objectives:
1. Name 3 ways that history, geography, politics, migration and cultural contexts have impacted the practice and development of art therapy in Latin America.
2. Explain 1 or more cultural considerations that differ from standard US practice when working with Latin American clients in art therapy.
3. Describe at least 2 different approaches to working in art therapy with populations outside the US from a cross-cultural perspective.

Multidimensional Psyche, Society, and Therapy: Discovering Latin American Connections
Eduardo Caravallo

Objectives:
1. Identify 2 or more elements that should be present in a multidimensional program of psychotherapeutic care.
2. List 3 or more weekly activities, featuring a multidimensional perspective, for patients who attend a psychotherapeutic care clinic. 
3. Identify 2 or more signs of progress in patients who attend a day hospital treatment program.

OBJETIVOS:
1. Identificar las dimensiones que deben estar presentes en un programa multidimensional de atención psicoterapéutica 
2. Diseñar un programa de actividades semanales, con una perspectiva multidimensional, dirigido a los pacientes que acudan a una clínica de atención psicoterapéutica. 
3. Identificar las señales de progreso en los procesos de atención psicológica y psiquiátrica de pacientes que acuden a un hospital-día. 

REFERENCES: Andersen, B., Farrar, W., Golden-Kreutz, D., Glaser, R., Emery, C., Crespin, T. et al. (2004). Psychological, behavioural and immune changes after a psychological intervention: a clinical trial. Journal of clinical oncology, 22, 3570-3580.
Foa EB, Hembree EA, Rothbaum BO. Prolonged exposure therapy for PTSD: Emotional Processing of Traumatic Experiences: Therapist Guide. New York, NY: Oxford University Press; 2007.
Spiegel D. (2001). Mind matters: group therapy and survival in breast cancer. The New England journal of medicine, 345 (24), 1719-1720

REFERENCIAS BIBLIOGRÁFICAS
Andersen, B., Farrar, W., Golden-Kreutz, D., Glaser, R., Emery, C., Crespin, T. et al. (2004). Psychological, behavioural and immune changes after a psychological intervention: a clinical trial. Journal of clinical oncology, 22, 3570-3580.
Foa EB, Hembree EA, Rothbaum BO. Prolonged exposure therapy for PTSD: Emotional Processing of Traumatic Experiences: Therapist Guide. New York, NY: Oxford University Press; 2007.
Spiegel D. (2001). Mind matters: group therapy and survival in breast cancer. The New England journal of medicine, 345 (24), 1719-1720

FRIDAY, NOVEMBER 5, 2021

Friday Special Symposium
Neuroscience, Creativity & Aging: Expressive Arts as Brain Medicine

Perspectives on Identity and Consciousness in Neurocognitive Impairments: Portraits of the Self
Angel C. Duncan, PhDc, MA, MFT, ATR
4, 8, 9, 10

Objectives:
1. Identify 3 approaches to art therapy interventions used in dementia populations.
2. List 3 art therapy applications related to self-portrait directives with dementia clients.
3. Name 4 symptoms of memory loss, and which art strategies would be best to use individual and group session with the dementia population.

Chancellor, B., Duncan, A., Chatterjee, A. (2014). Art therapy for Alzheimer's disease and other dementias. Journal Alzheimer's Disease, 39(1):1-11.
Duncan, A. (2019). Art Therapy in Neurocognitive Disorders: Why the Arts Matter in Brain Health. Surgical Medical Open Access Journal, 2(3): 1-4
Harrison, E.M. (2013). Understanding suffering: Utermohlen's self-portraits and Alzheimer's disease. Nurse Education, 38(1):20-5.

Everyone's Got the Right to Music, And We're Leaving Nobody Behind!
Dan Cohen, MSW
2, 6, 7, 10

Objectives:
1. Identify 3 ways to assess an organization’s music profile toward making recommendations.
2. Cite 5 or more different use-cases for "prescribing" music.
3. Describe 3 justifications for recommending increased music availability for persons with neurocognitive disorders and other debilitating conditions to the administrative and clinical staff.

Tsoi, K. K.F., Chan, J.Y.C, Ng, Y.M., Lee, M.M.Y., Kwok, T.C.Y., & Wong, S.Y.S. (2018). Receptive Music Therapy Is More Effective than Interactive Music Therapy to Relieve Behavioral and Psychological Symptoms of Dementia: A Systematic Review and Meta-Analysis. JMDA, 19(7): 568-576.e3.
Schroeder, R.W., Martin, P.K., Marsh, C., Carr, S., Richardson, T., Kaur, J., Rusk J., & Jiwanlal, S. (2018). An Individualized Music-Based Intervention for Acute Neuropsychiatric Symptoms in Hospitalized Older Adults With Cognitive Impairment: A Prospective, Controlled, Nonrandomized Trial. Gerontology and Geriatric Medicine, 21(2018): 4:2333721418783121.
Garza-Villarreal, E. A., Wilson, A.D., Vase, L., Brattico, E., Barrios, F.A., Jensen, T.S., Romero-Romo, J. I., & Vuust, P. (2014). Music reduces pain and increases functional mobility in fibromyalgia, Frontiers in Psychology, 11(2014).

Neuroscience-Informed Art Therapy Theory, Research & Practice
Juliet King MA, ATR-BC, LPC, LMHC
4, 5, 6, 8, 10

Objectives:
1. Identify how 2 or more neuroscience concepts can be integrated into art therapy theory and practice so that they can be applied to art therapy interventions for clients with neurodegenerative disease and distress.
2. List the interface of creativity- and neuroscience-informed art therapy interventions that could be applied to the treatment of the aging population.
3. Describe how to apply neuroscience research and evidence-based informed art therapy research have influenced the theory and practice of art therapy.

Citations forthcoming


FRIDAY MASTER CLASSES

Spirituality & Creative Expression for Enhancing Resiliency in Psychotherapy
Joanne Ginter, MA
1, 6, 5

Objectives:
1. Identify the building blocks of resiliency in both the therapist’s and the clients’ story.
2. In role play, list at least 2 ways to identify and elicit a client's resources, including their spirituality, to build a resilient story.
3. Identify 3 or more ways to enhance a client's sense of self through the therapy process.
4. Identify 2 or more ways to support a client in developing a positive/healthy support community.
5. List 2 or more examples of "resiliency language" and describe the process to support a client's diverse cultural and/or spiritual world view.
6. Name 3 creative practices that can be incorporated into treatment to facilitate the resiliency process.

Gilligan, Stephen (2017) Generative Trance: The experience of creative flow. Norton
Marsten, D., Epston, D., and Markham, L. (2016). Narrative Therapy in Wonderland. NY, Norton.
Zeig, Jeffrey K. ((2019) Evocation: Enhancing the Psychotherapeutic Encounter (with transcripts and cases of Milton H. Erickson). The Milton H. Erickson Foundation Press.

FRIDAY MORNING WORKSHOPS

From Conflict to Connection: A Creative Process for Working with Couples
Bonnie Hirschhorn, NCPsyA, LCSW, LCAT, LP
1, 3, 5

Objectives:
1. List 2 or more ways to help clients find the "hidden need" behind their surface frustrations.
2. Describe how to help clients turn their frustrations into powerful tools for therapeutic growth.
3. Name 2 or more ways to adapt the tools taught in this workshop to varied situations in treatment and client populations.

Hendrix, H., Hunt, H., (2021)The Space Between: The Point of Conneciton, Clovercroft Publishing
Hendrix, H. (1988). Getting the Love you Want.: A Guide for Couples. New York: Henry Holt.
Searle, Y. and Streng, I. (2001). Where Analysis Meets the Arts, The Integration of the Arts Therapies with Psychoanalytic Theory. London: H. Karnac Books Ltd.

Learning to Engage Men Through Creativity: Healing the Trauma of Male Identity
Tim Mewmaw, MS
1, 5, 7, 8

Objectives:
1. Identify 2 neurophysiological components of emotion.
2. Describe 3 ways that men are prevented from understanding and expressing emotion.
3. Demonstrate 3 effective approaches for engaging men in a creative process.

Barrett, L. F. (2017). How emotions are made: The secret life of the brain. New York, NY. Houghton Mifflin Harcourt.
Kollmayer, M., Pfaffel, A., Schober, B., & Brandt, L. (2018). Breaking away from the male stereotype of a specialist: Gendered language affects performance in a thinking task. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00985
Hawkins, J. (2021). A Thousand Brains: A New Theory of Intelligence. New York, NY: Basic Books.

Making Teletherapy a Relational Experience Using Creative Arts
Deirdre Cogan, ATR-BC, LPC, ATCS, CTP
Ryan Carroll, DMT
1, 3, 4, 10

Objectives:
1. List 2 key interactive differences between providing in-person and teletherapy sessions.
2. Describe 2 concepts regarding neuroception as they pertain to group dynamics in treatment.
3. Compare 2 ways that movement, music, and art in counseling and therapy build connection and collaboration among group members.

Kaimal, G., Rattigan, M., Miller,  G. & Haddy, J. (2016).  Implications of nationaltrends in digital media use for art therapy. Journal of Clinical Art Therapy. 3(1)6. 
Levy, C.,  Spooner, H., Lee, J., Sonke, J., Myers, K., & Snow, E. (2017).  Telehealth-based creative arts therapy: Transforming mental and rehabilitation care for rural      veterans. The Arts in Psychotherapy, 57, 20-26.
Porges, S. W. (2017). The pocket guide to the polyvagal theory: The transformative power of feeling safe. W W Norton & Co.  

Tarot & Visual Imagery in Expressive Arts Therapy Sessions: A Phenomenological Approach
Suzan Lemont, MA
5, 6

Objectives:
1. List 1 or more ways that the structure of the Tarot deck and its use of archetypal imagery parallels modern developmental theory and practice.
2. Describe at least 2 differences between active imagination and guided imagery, and the process and applications of each using Tarot imagery in counseling or psychotherapy sessions with adolescents and adults.
3. List 3 methods for incorporating the archetypal imagery of the Tarot with adolescents and adults into counseling and psychotherapy sessions.

Daniels, K. N. (2016) Tarot at a Crossroads: The Unexpected Meeting of Tarot & Psychology. Atglen, PA: Schiffer
Dore, J. (2017). Using Tarot in Psychotherapy. Psych Central. Retrieved on October 20, 2019 fromhttps://pro.psychcentral.com/using-tarot-in-psychotherapy/
Greer, M. K. (2019). Active Imagination vs. Guided Imagery. Mary K. Greer's Tarot Blog. Retrieved September 13, 2019 from https://marykgreer.com/2019/02/10/active-imagination-vs-guided-imagery/

The Heroine’s Journey: A Clinical Approach to Assessing Play Themes in Sandplay
Roz Heiko, PhD, RPT-S, ISST
4, 5, 6

Objectives:
1. List 2 or more sand therapy techniques that can easily be used in play therapy.
2. Identify the 4 gateway quadrants of the Sandplay Journey map that play therapists can use when using sand therapy.
3. Describe 2 or more specific ways in which the goals of sand and play therapy are the same.
4. State 2 or more assessment dimensions to gauge clinical progress in play therapy.

Gil, E. (2011). Helping abused and traumatized children: Integrating directive and nondirective approaches. NY: Guilford Press.
Gil, E. & Crenshaw, D. (2015). Termination challenges in child psychotherapy. NY: Guilford Press.
Green, E. J. (2014). The Handbook of Jungian Play Therapy with Children and Adolescents. Baltimore, MD: Johns Hopkins University Press.
Heiko, R. (2018). A therapists’ guide to mapping the girl heroine’s journey in Sandplay. Lanham, MD: Rowman and Littlefield.
Kalff, D. M. (2020). Sandplay: A psychotherapeutic approach to the psyche. Trans. Boris L. Matthews. Oberlin, OH: Analytical Psychology Press, Sandplay Editions.

Modeling Paper Sculptures: A Process & Metaphor for Self-Improvement
LATIN AMERICAN TRACK: English with Spanish Translation
Estela Garber, MA
4, 5, 6

Objectives:
1. List 2 or more clinical populations for whom introducing 3-dimensional sculpture skills could enhance treatment goals.
2. Describe 1 or more benefits of using 3-dimensional materials in art therapy as a way to foster progress in clinical treatment.
3. Explain 2 or more types of 3-dimensional materials that could be used in art therapy with teens and adults, and the benefits/drawbacks of working with each.

Gussak, D. E., & Rosal, M. L. (2016). The Wiley Handbook of Art Therapy. Wiley-Blackwell.
Rubin, J.A. (Ed.). (2001). Approaches to Art Therapy: Theory and Technique (2nd ed.). Routledge. https://doi.org/10.4324/9780203716991
Lpcc, A. P. C. M. A. (2011). Handbook of Art Therapy, Second Edition (2nd ed.). Guilford Publications.

FRIDAY AFTERNOON WORKSHOPS

Connecting to Our Senses: Facilitating Personal Nourishment in Times of Isolation
Katerina Evans, ATR, LCPC
Jill Penaloza, LCPAT, CGP
5, 6, 9

Objectives:
1. List 2 ways to explore the senses through creative modalities.
2. List the 5 senses and explain the connection between them and interoceptive awareness.
3. Identify 3 self-care strategies that can be used with adolescents and adults, individuals and groups in treatment.

Price, C. J., & Hooven, C. (2018). Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT). Frontiers in psychology, 9, 798. https://doi.org/10.3389/fpsyg.2018.00798
Schmitz, M., Bertsch, K., Löffler, A. et al. Body connection mediates the relationship between traumatic childhood experiences and impaired emotion regulation in borderline personality disorder. bord personal disord emot dysregul 8, 17 (2021). https://doi.org/10.1186/s40479-021-00157-7
Duquette P. (2017). Increasing Our Insular World View: Interoception and Psychopathology for Psychotherapists. Frontiers in neuroscience, 11, 135. https://doi.org/10.3389/fnins.2017.00135

Expressive Writing & Mindfulness-Based Stress Reduction (MBSR)
Nancy Scherlong, MS, PTR, LCSW
1, 3, 5, 10

Objectives:
1. Name 3 or more of the 8 principles of mindfulness as they pertain to expressive writing in treatment.
2. Describe the difference between reacting to thoughts/stimuli and responding to them during a clinical session.
3. List 2 or more beginning sample writing prompts that could be used with your clinical population(s) to facilitate daily mindfulness-based stress reduction.

Cole-Dai, P., & Wilson, R. R. (2017). Poetry of presence: an anthology of mindfulness poems. Grayson Books.
Pennebaker, J. W. (2016). Writing to heal: a guided journal for recovering from trauma and emotional upheaval. Center for Journal Therapy, Inc.
Rosenbaum, E. (2017). The Heart of Mindfulness-based Stress Reduction A Mbsr Guide for Clinicians and Clients. Pesi Pub & Media.

Integrating Sacred Modalities of Restoration & Rejuvenation in Client Healing
Cherie Spehar, LCSW, RPT-S, ACTP
1, 2, 7, 9

Objectives:
1. Describe 2 or more differences between the Self-Replenishment Model of care and more familiar “self-care” activities often used in counseling and therapy.
2. Participants will learn specific, gentle, and targeted journaling techniques to promote a spirit self-inquiry, self-awareness, insight, and sacred rejuvenation.
3. Participants will create their own personal Self-Replenishment plan which will function as both their own model of self-supporting practice, and one that can be shared with clients as a tool for mindful self compassion and sensory regulation.

The Healing Power of Children’s Imagination: Fostering Resilience for Challenging Times 
Charlotte Reznick, PhD
1, 2, 5, 8, 9

Objectives:
1. Identify 3 imagination tools that can reduce trauma and increase coping skills in children and teens.
2. List 3 physical /psychological areas where the potency of the brain’s imagination may be appropriate as part of a therapeutic program treating children and adolescents.
3. Describe 3 "steps" using meditation and imagination techniques learned today and how you would specifically apply them in your practice with children and/or adolescents.

Reznick, C. (2016). "Imagery as a therapeutic tool for children." Transformative Imagery: Cultivating the Imagination for Healing, Change, and Growth, 149-161. Jessica Kingsley, London, UK, Philadelphia, PA.
Kohen, D.P. and Olness, K. (2011) Hypnosis and Hypnotherapy with Children (4th Ed.) Routledge, New York, NY.
Kaiser Greenland, S. (2016) Mindful Games: Sharing Mindfulness and Meditation with Children, Teens, and Families Shambhala, Boulder, CO.

From Political Turmoil to Natural Disasters: Managing Trauma in Venezuela & Puerto Rico
LATIN AMERICAN TRACK: Spanish with English Translation
Steven Frazier, DAT, ATR, LCPC
Rosalinda Infante
Urania Domínguez

5, 6, 7, 8

Objectives:
1. Identify the 5 basic needs of disaster victims to safely manage their emotions in treatment.
2.
3.

Healing through art therapy in disaster settings, S Haroon Ahmed, M Naim Siddiqi www.thelancet.com Medicine and Creativity, Vol 368, December 2006



FRIDAY EVENING SESSIONS

Journal Therapy for Calming Anxiety
Kathleen "Kay" Adams, LPC, PJTR
1, 2, 4, 9

Objectives:
1. Describe 2 or more journal processes for promoting increased mindfulness.
2. Describe 2 or more journal processes for enhancing identity.
3. Identify 1 or more ways that handwriting can be a powerful neurological change agent.

Adams, Kathleen, Ed. 2013. Expressive Writing: Foundations of Practice. Lanham, MD: Rowman & Littlefield Publishing Group.
Pennebaker, James W. 2013 . Writing to Heal: A Guided Journal for Writing about Trauma and Emotional Upheaval. Wheat Ridge CO: Center for Journal Therapy.
Ross, Deborah and Kathleen Adams. 2016. Your Brain on Ink: A Workbook on Neuroplasticity and the Journal Ladder. Lanham, MD: Rowman and Littlefield Publishing Group.

The Future Projection: A Trauma-Informed Psychodrama Technique
Heidi Landis, LCAT, RDT-BCT, TEP
3, 4, 5

Objectives:
1. Explain 3 ways that a future projection intervention can support clients in their trauma work.
2. Identify when and why a future projection would be used with individuals and/or groups in treatment.
3. List 1 or more interventions based on the future projection approach that can be used individually or in groups with teens and adults.

"Cruz, A., Sales, C., Alves, P., & Moita, G. (2018). The Core Techniques of Morenian Psychodrama: A Systematic Review of Literature. Frontiers in psychology, 9, 1263. https://doi.org/10.3389/fpsyg.2018.01263
Giacomucci, S., & Stone, A. (2018). Being in two places at once: Renegotiating traumatic experience through the surplus reality of psychodrama. Social Work with Groups, 42(3), 184–196. https://doi.org/10.1080/01609513.2018.1533913
Landis, H. (2020). Collective stories: the application of sociodrama with high school immigrant students. Social Work with Groups, DOI: 10.1080/01609513.2020.1811014

Creative Processing of Dreams: An Interactive Workshop
Robert Irwin Wolf, DPsa, ATR-BC, LP, LCAT
1, 4, 6

Objectives:
1. Describe 3 creative techniques that can be used to process dreams in treatment with adolescents and adults.
2. Identify 2 or more processing techniques within a group therapy format.
3. Explain the difference between latent and manifest dream content.

Abramovitch, H. (2021) Daniel: Psychological Development of a Master Biblical Dream Interpreter. Journal of Analytical Psychology 66:93-111.
Ackerman, S. (2018) Reading Beyond The Interpretation of Dreams. American Imago 75:303-306.
Anderson, S. (2016) Avoiding Premature Conclusions: The Use of Dreams to Inform the Analyst’s Unfolding Understanding. Psychoanalytic Inquiry 36:255-265.

FRIDAY EVENING PANEL

A Primer of Sandplay, Sandtray & Sand in Therapy: Comparing Clinical Approaches & Competencies
Lorraine Freedle, PhD
Dee Preston-Dillon, PhD
1, 5, 6

Objectives:
1. Identify 3 guiding principles for safe amplification and collaborative active imagination in sand work within an existential frame.
2. Explain 3 aspects of culture and existential meaning for the therapist and for the client that may emerge with symbol use.
3. Describe 2 theories, one code of ethics, and two competencies that enhance client-clinician engagement when using symbols in sand.

Abzug, R. (2021). Psyche and Soul in America: The Spiritual Odyssey of Rollo May. Oxford University Press, NY.Abzug, R. (2021). Psyche and Soul in America: The Spiritual Odyssey of Rollo May. Oxford University Press, NY.
Costin, V. and Vignoles, V. L. (2020). Meaning Is About Mattering: Evaluating Coherence, Purpose, and Existential Mattering as Precursors of Meaning in Life Judgments. Journal of Personality and Social Psychology: Personality Processes and Individual Differences. 118 (4), 864 – 884
Diller, J. V. (2021). Cultural diversity: A primer for human services. Cengage Learning, Stamford, CT.

FRIDAY EVENING LECTURE

Why Art Therapy is Essential in Dementia Treatment as well as Medical Training: A Neurologist Speaks
Daniel C. Potts, MD, FAAN
4, 8, 9

Objectives:
1. Identify 3 ways as to how the benefits of art, creativity and connection help to support persons with dementia through autobiographical memory and art therapy.
2. List 3 art therapy techniques that are beneficial in the care and treatment of persons with various types of dementia forms, including brain injury.
3. Describe at least 2 effective ways to approach and communicate with dementia residents.

Chancellor, B., Duncan, A., & Chatterjee, A. (2014). Art therapy for Alzheimer's disease and other dementias. Journal of Alzheimer's Disease, 39(1): 1-11.
Mitchell, G., & Agnelli, J. (2015). Person-centred care for people with dementia: Kitwood reconsidered. Nursing Standard, 30(7):46-50.
Cipriani, G., Cipriani L., & Danti, S. (2019). American Journal of Alzheimer's Disease & Other Dementias, 34(4): 217-222.

SATURDAY, NOVEMBER 6, 2021

SATURDAY MASTER CLASSES

Journaling with the Brain in Mind
Kathleen (Kay) Adams, LPC
Deborah Ross, LPC, CJT
2, 4, 5

Objectives:
1. Describe 2 or more journal processes for promoting increased mindfulness.
2. Describe 2 or more journal processes for enhancing identity.
3. Discuss 1 or more ways that handwriting is a powerful neurological change agent.
4. List at least 1 way to promote client bonding with the journal as a healthy self-object.
5. Describe 2 or more types of neurological differences for which writing can be an effective therapeutic tool.
6. Name 2 or more ways to adapt journal techniques to clients affected by factors such as dementia, stroke, or traumatic injury.

Adams, Kathleen, Ed. 2013. Expressive Writing: Foundations of Practice. Lanham, MD: Rowman & Littlefield Publishing Group.
Pennebaker, James W. 2013 . Writing to Heal: A Guided Journal for Writing about Trauma and Emotional Upheaval. Wheat Ridge CO: Center for Journal Therapy.
Ross, Deborah and Kathleen Adams. 2016. Your Brain on Ink: A Workbook on Neuroplasticity and the Journal Ladder. Lanham, MD: Rowman and Littlefield Publishing Group.

Touch Drawing for Clinicians: Opening the Way for Insight & Healing
Deborah Koff-Chapin, BFA
Shemaya Blauer, MSW, LCSW
Susan Arnsten-Russell, OTR/L
5, 6

Objectives:
1. List the 4 essential art materials and the 5 steps to creating a series of Touch Drawings for use in promoting client self-care.
2. Describe 3 unique properties of Touch Drawing that make it an accessible process for a broad range of clients.
3. Identify 4 ways that Touch Drawing accomplishes 1 or more goals identified by polyvagal theory in trauma-informed treatment. 
4. Describe 5 aspects of awareness that can be articulated and expressed through Touch Drawing. 
5. Identify 5 clinical applications for Touch Drawing in clinical work with adolescents and adults.
6. Describe the "witnessing process" in Touch Drawing, and how it supports the therapeutic experience.

Fisher, P. & Anderson, K. (2002). When working hurts: Stress, burnout and trauma in human, emergency, and health services. Victoria, BC: Spectrum Press.
Rogers, J. Earl (2007). The Art of Grief; The Use of Expressive Arts in a Grief Support Group. New York, NY: Routledge Taylor & Francis Group.
Malchiodi, Cathy (2013). Art Therapy and Health Care. New York, NY: The Guilford Press

SATURDAY MORNING WORKSHOPS

Anti-Oppressive Practice in the Expressive Arts Therapies
Katrina Curry, MA, DVATI, RYT, LMFT
1, 5, 7, 8

Objectives:
1. Describe a framework for understanding systems of oppression, power, and privilege in culture and in the therapeutic relationship.
2. List 2 or more considerations regarding using anti-oppressive practice in expressive arts therapy.
3. Name 1 or more ways that clinicians can become more skillful advocates, allies, and/or accomplices in social justice work.

Kennedy-Kish, B. Sinclair, R. Carniol, B, and Baines, D. (2017). Case Critical: Social Services and Social Justice in Canada. 7th Edition. Toronto: Between the Lines.
Ross, R. (2014). Indigenous Healing: Exploring Traditional Paths. Toronto: Penguin.
Menakem, R. (2017). My Grandmother's Hands: Racialized Trauma and the Pathways to Mending our Hearts and Bodies. Las Vegas: Central Recovery Press.

Filmmaking as a Therapeutic, Phone-Based Modality
Mia de Bethune, MA, ATR-BC, LCAT, SEP
Kyle McKeen, MA
5, 6

Objectives:
1. List 2 or more ways that therapeutic filmmaking with a cell phone can be used to deepen and promote emotional expression and resilience in treatment.
2. Identify 3 theoretical perspectives that support the efficacy of filmmaking in the therapeutic alliance.
3. Describe how to maintain ethical boundaries while working with clients using new (digital) media.

Cohen, J. L., Johnson, J. L., & Orr, P. P. (2016). Video and filmmaking as psychotherapy: research and practice. Routledge.
Tuval-Mashiach, R., Patton, B. W., & Drebing, C. (2018). “When You Make a Movie, and You See Your Story There, You Can Hold It”: Qualitative Exploration of Collaborative Filmmaking as a Therapeutic Tool for Veterans. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01954
Jakubowska, M., & Michałowska, M. (2017). Filmmaking As Therapy: Between Art Therapy And Resilience Theory. Panoptikum, (18), 227–236. https://doi.org/10.26881/pan.2017.18.14

Mapping Relationships for Sustainable Recovery, Life Changes & More
Regina Sewell, MEd, LMHC, PCC, CP
1, 3, 5, 9

Objectives:
1. Describe how to create a Recovery Atom for use in recovery work and other clinical situations.
2. Describe at least 2 Sociodramatic techniques that can be used in recovery work and other clinical situations.
3. Describe at least 2 Psychodramatic techniques hat can be used in recovery work and other clinical situations.

Blatner, A. (2000). Foundations of Psychodrama Springer Publishing: New York, NY.
Dayton, T. (2005). The Living Stage: A Step-by-Step Guide to Psychodrama, Sociometry and Experiential Group Therapy. Deefield Beach, FL: Health Communications Inc.
Azoulay, B. and Orkibi, H. (2015). The four-phase CBN Psychodrama Model: A manualized approach for practice and research. The Arts in Psychotherapy. 42: 10-18.

Vicarious Trauma, Compassion Fatigue & Burnout: The Impact of Clinical Work on the Clinician
Jennifer Herbert, LCAT, ATR-BC
Typhani Carter, LCSW
1, 5, 10

Objectives:
1. Define vicarious trauma, compassion fatigue, and burnout.
2. List 2 or more signs of trauma exposure, and identify ways in which vicarious trauma in clinicians can impact work with clients.
3. Name at least 1 art-based technique that can be used to address vicarious trauma.

Lipsky, L. v. D., & Burk, C. (2009). Trauma stewardship: An everyday guide to caring for self while caring for others. San Francisco, CA: Berrett-Koehler Publishers.
Fish, B. J. (2008). Formative evaluation of art-based supervision in art therapy training. Art Therapy: Journal of the American Art Therapy Association, 25 (2), 70-77.
Herman, J. L. (1992). Trauma and recovery. New York: BasicBooks.

Working Effectively with Offensive Clients: Managing Countertransference & Other Challenges
Kara Rothschild-Rode, MS, LPC, ATR-BC
Courtney Brensinger
1, 5, 7, 8

Objectives:
1. Name 3 or more ways in which challenging clients and populations can have an impact on a therapist and the quality of their work.
2. Define countertransference, and recount at least 1 case example from your work in which this experience impacted (or nearly did) some aspect of the treatment.
3. Identify 3 experiential creative arts activities to further explore the content presented in this workshop.

Abargil, M., & Tishby, O. (2021). Countertransference as a reflection of the patient’s inner relationship conflict. Psychoanalytic Psychology, 38(1), 68–78. https://doi-org.dbproxy.lasalle.edu/10.1037/pap0000312.supp (Supplemental)
Fish, B. J. (2012). Response Art: The Art of the Art Therapist. Art Therapy: Journal of the American Art Therapy Association, 29(3), 138–143. https://doi-org.dbproxy.lasalle.edu/10.1080/07421656.2012.701594
Purswell, K. E., & Stulmaker, H. L. (2015). Expressive arts in supervision: Choosing developmentally appropriate interventions. International Journal of Play Therapy, 24(2), 103–117. https://doi-org.dbproxy.lasalle.edu/10.1037/a0039134

Mexican Huipil-Making for Connection: Integrating Textiles & Embroidery in Clinical Practice
LATIN AMERICAN TRACK: Spanish with English Translation
Gabriela Osorio, MA
5, 6, 7, 8

Objectives:
1. Identify 1 or more ways that the creation of a huipil could help clients (adults, adolescents and children) through a grief process, integrate loss and the expression of deep content.
2. State 1 or more different alternatives in the use of fabrics and textiles that can be explored with clients facing trauma, traumatic events or PTSD.
3. Describe 1 or many examples of how mexican indigenous groups have been using embroidering to express their voices and how we can integrate this knowledge to groups of victims of violence and abuse.

Romero, G. (2019), México bordado, España: Editorial Gustavo Gili.
Homer, E. (2015). Piece Work: Fabric Collage as a Neurodevelopmental Approach to Trauma Treatment. Art Therapy: Journay of the American Art Therapy Association 32:1, 20-26.
Homer, E. (2020), Embroidering pieces of place. In L. Leone (Ed), The Power of Craft in Art Therapy. New York, NY: Taylor & Francis Routledge.

SATURDAY AFTERNOON WORKSHOPS

Making Virtual Music: Telehealth Techniques & Strategies for Non-Specialists
Angela Guerriero, PhD, MT-BC
Gregory Perkins, MT-BC
5, 6

Objectives:
1. Identify 3 virtual music-based practices that can be used by non-specialists in most any clinical practice.
2. Describe 3 virtual music-based strategies in detail, and explain how they can enhance telehealth work with specific client populations.
3. Apply 3 non-drum objects that can easily be used as instruments for participating in a virtual drum circle group activity.

Wheeler, Barbara L. (2015). Music Therapy Handbook. New York, NY: The Guilford Press.,
Bruscia, K. (2014). Defining music therapy (3rd ed.). Gilsum, NH: Barcelona Publishers.
Levy, C.E., Spooner, H., Lee, J.B., Sonke, J., Myers, K., & Snow, E. (2018). Telehealth-based creative arts therapy: Transforming mental health and rehabilitation care for rural veterans. The Arts in Psychotherapy. 57, 20-26. https://doi.org/10.1016/j.aip.2017.08.010.

Spirituality, Creativity & Dreamwork in Psychotherapy
Leanne Domash, PhD
Jarred Sharrar, MA, RDT
1, 2, 4

Objectives:
1. Describe 4 aspects of the embodied imagination dreamwork technique, and 2 ways it can be used in psychotherapy.
2. Define 2 components of spirituality in relation to psychotherapy and explain their value in promoting psychological health.
3. Identify 2 experiential art processes that can be used in psychotherapy with clients who do not respond to traditional verbal approaches.

Bosnak, R. (2008). Embodiment: Creative imagination in medicine, art and travel. New York: Routledge.
Starr, K. (2008). Repair of the soul: Metaphors of transformation in Jewish mysticism and psychoanalysis. New York: Routledge.
Domash, L. (2021). Imagination, creativity and spirituality in psychotherapy: Welcome to wonderland. New York: Routledge.

Queer(ing) Creative Arts: Drama Therapy with the LGBTQ2IA+ Community
Kamran Afary, PhD, RDT
Dana Sayre, MA, RDT
1, 5, 8

Objectives:
1. Identify 1 or more systemic barriers for LGBTQIA2S+ clients that can potentially impede the quality of their progress in treatment.
2. Describe 2 or more ways that drama therapy can be used with LGBTQIA2S+ clients in a variety of clinical, educational, and community settings.
3. List 2 or more arts-based, embodied interventions that can support clinical work with LGBTQIA2S+ populations.

Beauregard, M., Stone, R., Trytan, N., & Sajnani, N. (2017). Systemic barriers in mental health care for LGBTQI and gender nonconforming drama therapists and clients. Drama Therapy Review, Vol 3(2): 285-312. https://doi.org/10.1386/dtr.3.2.285_1
Bleuer, J. (2020). Theatre for Revolution or Theatre for Healing? Forum Theatre with LGBT2SIQ+ and Other Targeted Communities. In Eds. Afary, K. and Fritz, A.M. Communication Research in Expressive Arts and Narrative as Forms of Healing. Lanham, MD: Lexington Books.
Tilsen, J. (2013). Therapeutic Conversations with Queer Youth: Transcending Homonormativity and Constructing Preferred Identities. New York: Rowman & Littlefield Publishers.

Self-Injurious Behaviors: Supporting Empathy, Understanding, and Treatment
Dana Wyss, PhD, LMFT, ATR-BC
1, 4, 5, 6, 8

Objectives:
1. Identify and distinguish between several types of self-injury.
2. Identify 3 or more replacement behaviors to support someone who engages in self-injurious behaviors.
3. Name 3 things to say and/or do to support someone who is currently at risk for self-injury.

Levy, K. N., & Johnson, B. N. (2018). Attachment and psychotherapy: Implications from empirical research. Canadian Psychology/Psychologie Canadienne. https://doi.org/10.1037/cap0000162
Long, M., Manktelow, R., & Tracey, A. (2016). “Knowing that I’m not alone”: Client perspectives on counseling for self-injury. Journal of Mental Health, 25(1), 41–46. doi:10.3109/09638237.2015.1101426
Fish, B. J. (2012). Response art: The art of the art therapist. Art Therapy, 29(3), 138–143.

Trauma, Neurobiology, and Sensory Interventions: Designing Effective Arts-Based Strategies
Denise Wolf, MA, ATR-BC, ATCS, LPC
1, 4, 6

Objectives:
1. Describe the impact of trauma on self-regulation.
2. Identify one or more reasons—and how—that sensory interventions work.
3. Articulate at least 3 expressive arts processes/engagements that use both top-down and bottom-up processing.

Elbrecht, C. & Antcliff, L. (2015). Being in touch: Healing developmental and attachment trauma at the Clay Field. Children Australia, 40(3), 209-220. doi: 10.1017cha.2015.30
Herzog, J. I., & Schmahl, C. (2018). Adverse childhood experiences and the consequences on neurobiological, psychosocial, and somatic conditions across the lifespan. Frontiers in psychiatry, 9, 420.
Perry, B. D. & Dobson, C. L. (2013). The neurosequential model of therapeutics. In J. Ford & C. Courtois (Eds.) Treating complex traumatic stress disorders in children and adolescents (pp. 249-260). New York, NY: Guilford Press.

Bibliotherapy & Artmaking: Combining Stories and Images for Emotional Expression
LATIN AMERICAN TRACK: Spanish with English Translation
Martha Nieto de Alba, PsyD, ATR
1, 5, 6, 9

Objectives:
1. Explain how to incorporate story into the practice of art therapy to enhance emotional expression.
2. List at least 3 story characteristics and storylines to integrate with art therapy in treatment with clients of all ages.
3. Describe 1 or more benefits that parents or guardians can achieve with the youngsters in their care by reading stories.

Malchiodi C, (2008) “Creative interventions with traumatized children” Guilford Press USA
Bettelheim B, (2007) “Psicoanálisis de los cuentos de hadas” (Octava edición) Critica, Barcelona
Michael Rozalski, Angela Stewart & Jason Miller (2010) Bibliotherapy: Helping Children Cope with Life's Challenges, Kappa Delta Pi Record, 47:1, 33-37, DOI: 10.1080/00228958.2010.10516558

Supporting Black & Latinx Youth Experiencing Racial Using Cognitive Behavioral Play Therapy
April Duncan, DSW, LCSW, RPT-S
Yuvi Rattigan, LCSW, RPT
1, 3, 8, 9

Objectives:
1. List 4 cognitive behavioral play therapy strategies that can be applied in the playroom to support Black and Latinx youth through racial trauma.
2. Describe 6 play therapy techniques to encourage racial and cultural pride in Black and Latinx youth.
3. Explain 5 cultural considerations when gaining play therapy "buy-in" with Black and Latinx caregivers.

Ceballos, P. L., Bárcenas Jaimez, G., & Bratton, S. C. (2020). Considerations for play therapy research with Latino populations. International Journal of Play Therapy, 29(4), 213–222. https://doi.org/10.1037/pla0000122
Okonofua, E. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617–624. https://doi.org/10.1177/0956797615570365
Rojas-Flores, L., Clements, M. L., Hwang Koo, J., & London, J. (2017). Trauma and psychological distress in Latino citizen children following parental detention and deportation. Psychological Trauma: Theory, Research, Practice, and Policy, 9, 352–361.http://dx.doi.org/10.1037/tra0000177

SUNDAY, NOVEMBER 7, 2021

SUNDAY MASTER CLASSES

Private Practice Essentials for Creative Arts Therapists: What They Don't Teach You in School
Reina Lombardi, LMHC-QS, ATR-BC, ATCS
1, 12

Objectives:
1. Describe and create an ethically sound and financially viable method for creating a fee structure in private practice.
2. List at least 3 clinically grounded tasks one must complete prior to launching a private practice.
3. Describe the ethical relevance of having sound social media marketing policies within practice informed consents.
4. Describe clinical rationale for creating, and at regularly scheduled intervals updating, a business will.
5. Identify at least 2 ethical and 2 legal considerations when implementing telehealth in practice.
6. Identify a minimum of 2 potential ethical pitfalls of fee setting and collection related to a scarcity money mindset.

American Art Therapy Association. (2018, October 4). Ethical Principles for Art Therapists. Retrieved from http://www.arttherapy.org/upload/ethicalprinciples.pdf
Pope, K. S., & Vasquez, M.J.T. (2016). Ethics in psychotherapy and counseling: A practical guide. (5th Ed.) Hoboken, New Jersey: John Wiley & Sons.
Brandoff, R. , & Lombardi, R. (2017). Digital Art Therapy Supervision. In R. L. Garner (Ed.), Digital Art Therapy: Material, Methods and Applications. London: Jessica Kingsley

SUNDAY MORNING WORKSHOPS

Arts in Mind: A Collaborative Program Between Museum Education & Art Therapy Approaches
Angel Duncan, MFT, ATR
Jessica Sack, MA
Rachel Thompson, MAR
4, 8, 9

Objectives:
1. Identify 3 ways to select a theme from museum art collections that can be used for discussion with people who have dementia.
2. List 4 art therapy techniques that can be used in conjunction with selected museum collections for aiding people who have dementia.
3. Name 3 approaches for navigating an art museum and art therapy experience for youth effected by a parent living with early onset dementia.

Migliaccio, R., & Bouzigues, A. (2020). Dementia and COVID-19 Lockdown: More Than a Double Blow for Patients and Caregivers. Journal of Alzheimer's disease reports, 4(1): 231–235.
Sutin, A. R., Stpehan, Y., Luchetti, M., & Terracciano, A. (2021). Loneliness and Risk Dementia. The Journal of Gerontological Society of America: Psychological Sciences & Social Sciences, 75(7): 1414-1422.
Flatt, J. D., Liptak, A., Oakley, M. A., Gogan, J., Varner, T., & Lingler, J. H. (2015). Subjective experiences of an art museum engagement activity for persons with early-stage Alzheimer's disease and their family caregivers. American journal of Alzheimer's disease and other dementias, 30(4): 380-389.

Helping Gender Diverse Clients Make Meaning Following Trauma
Mark Beauregard, RDT-BCT, LCAT
Kat Lee, MA, RDT, CCLS
1, 5, 7, 8

Objectives:
1. Describe 2 or more psychological factors in the interplay between traumatic experience and gender identity.
2. List 2 or more best practices for engaging clients with their gender and trauma narratives.
3. Name 1 or more applications of drama therapy in working with gender non-binary survivors of trauma in a non-specialist clinical practice.

Bean, L., Spade, D., Moon, N., Valdes, A., DeVuyst, S., & Bailey, I. (2018). Written on the body: Letters from trans and non-binary survivors of sexual assault and domestic violence. London and Philadelphia: Jessica Kingsley Press."
Beauregard, M., Stone, R., Trytan, N. and Sajnani, N. (2017). Systemic barriers in mental health care for LGBTQI and gender nonconforming drama therapists and clients. Drama Therapy Review, 3(2), 285–312."
Chang, S. C., Singh, A. A., & dickey, l. m. (2018). A clinician's guide to gender-affirming care: Working with transgender and gender nonconforming clients. Oakland, CA: Context Press."

Liberating Joy from Loss Through Prescriptive Memory-Making & Dyadic Creativity
Nancy Gershman, LMSW
5, 6, 9

Objectives:
1. List 3 identifiers for suitability, and 3 contraindications, for using dreamscaping in clinical practice.
2. Identify the 3 critical types of narrative “material” that work best as retrieval cues for positive memory during interviewing.
3. Describe 2 or more ways that dreamscaping’s brain-based approach launches memory reconsolidation and "updates" a distressing long-term memory.

Hass-Cohen, N. & Findlay, J. C. (2015). Art Therapy and the neuroscience of relationships, creativity, and resiliency: Skills and practices. New York: W.W. Norton & Company.
Jordan, J. R. (2012). Guided imaginal conversations with the deceased. Techniques of grief therapy: Creative practices for counseling the bereaved, 262-265.
Armstrong, C. (2015). The therapeutic “AHA!” 10 strategies for getting your clients unstuck . New York: W. W. Norton & Company

Sand Therapy: Existential Depth and Clinical Competency
Dee Preston-Dillon, PhD
5, 6

Objectives:
1. Identify 3 guiding principles for safe amplification and collaborative active imagination including a code of ethics for working in sand therapy.
2. Explain 3 aspects of culture for the therapist, and for the client, that may emerge through symbol use in sand therapy.
3. Describe 2 theories and two competencies that enhance client-clinician engagement when using symbols in sand therapy.

Abzug, R. (2021). Psyche and Soul in America: The Spiritual Odyssey of Rollo May. Oxford University Press, NY.
Costin, V. and Vignoles, V. L. (2020). Meaning Is About Mattering: Evaluating Coherence, Purpose, and Existential Mattering as Precursors of Meaning in Life Judgments. Journal of Personality and Social Psychology: Personality Processes and Individual Differences. 118 (4), 864 – 884
Diller, J. V. (2021). Cultural diversity: A primer for human services. Cengage Learning, Stamford, CT.

SUNDAY AFTERNOON WORKSHOPS

BREEMA for Trauma Treatment & Somatic Self-Care
Angela Porter, MA, MFT
Alexandra Johnson, MD
Matthew Tousignant, MA, CMT
2, 10

Objectives:
1. List 2 approaches for supporting body-mind connection that can be used while conducting an individual or group psychotherapy session.
2. Identify 3 self-care exercises that can be practiced at home or prior to psychotherapy sessions to mitigate effects of stress and support client self-care.
3. Describe a simple body-centered meditation that clinicians can practice in session with clients.

Peter Payne, Peter A. Levine, and Mardi A. Crane-Godreau (2015) Somatic experiencing: Using Interoception and Proprioception as Core Elements of Trauma Therapy, Frontiers in Psychology
Joaquín Selva, Bc.S., Psychologist (2019) Body-Mind Integration: Training Attention for Mental Health, Body & Brain, Positive psychology.com
Lindsey M. Nichols:(2015) The Use of Mind-Body Practices in Counseling: A Grounded Theory Study, Research

Enhanced Calming, Spontaneity & Resilience Through Vocal Psychotherapy: Safe Enough to Play
Diane Austin, ACMT, LCAT
Allison Reynolds, LCSW-R, LCAT, MT-BC
Jenny Hoi Yan Fu, LCAT, MT-BC
4, 5

Objectives:
1. List 3 important benefits of connecting the mind and the body through experiential exercises in treatment with clients of all ages.
2. Describe the role of deep breathing to ground, relax, and/or energize the client during the therapeutic process.
3. Name and explain the 3 theoretical concepts that form the foundations of the Vocal Psychotherapy mode.

Austin, D. (2008). The theory and practice of vocal psychotherapy: Songs of the self. London: Jessica Kingsley Publishers.
Van der kolk, B. (2014). The body keeps score. New York, NY: Penguin Books.
Levine, P. (2010). In an unspoken voice: How the body releases trauma and restores goodness. Berkeley, CA: North Atlantic Books.

Underneath Your Clutter: A Journal Therapy Workshop
Carolyn Koehnline, MA, LMHC
1, 2, 7

Objectives:
1. List 3 or more challenges that typically arise when supporting clients attempting to clear clutter from their space or schedule.
2. Describe 4 ways that journal therapy can support increased and sustained engagement for the process of making spaces and schedules more functional in daily life.
3. Name any 3 of the 8 journaling processes designed to support increased mental clarity and emotional balance when navigating the choices and tasks of clutter clearing.

Adams, Kay. 2013. K Adams (ed) Expressive Writing: Foundations of Practice. Lanham, MD: Rowman & Littlefield Publishing Group
Francisco, Leia. 2015. Writing Through Transitions; A Guide for Transforming Life Changes. Kerville, TX: Leia Francisco Assoc.
Koehnline, Carolyn. 2019. Clearing Clutter as a Sacred Act; Essays, Poems, and Practices. Bellingham, WA, Gentle Approach Publications.

High Complexity Infertility Treatment, Art Therapy & Mindfulness
LATIN AMERICAN TRACK: Spanish with English Translation
Patricia Manubens, MA
1, 4, 6

Objectives:
1. Identify 2 or more therapeutic objectives from art therapy and mindfulness that can be used when treating patients experiencing assisted reproduction.
2. Describe 1 or more ways to reframe the experience of infertility through art expression.
3. Explain how to apply art therapy and mindfulness techniques in the treatment of stress-related symptoms during infertility treatment.

Citations: Hughes, E. (2011) "A pilot study assessing art therapy as a mental health intervention for subfertile women". Article in Human Reproduction. Rescatado en https://www.researchgate.net/publication/49767773
Manubens, P. (2018) "Regulación Emocional con Arteterapia: Experiencia de una pareja durante su tratamiento de fertilización". ISBN 9786200059727
Emotional Regulation with Art Therapy: Experience of a couple during their fertility treatment ".
Rappaport, L. (2014) "Mindfulness and the Arts Therapies". Jessica Kingsley Publishers, London UK and Philadelphia USA. ISBN 9781849059091

Trauma-Informed Art Therapy Interventions for Adolescent Groups: Virtual Connections
Wanda Montemayor, LPC-S-AT, ATR-BC, ATC-S, RPT-S 
3, 4, 6, 8

Objectives:
1. List 4 art interventions that are trauma-informed that can be used effectively with adolescents.
2. Describe 3 or more art interventions that are appropriate to use virtually with groups.
3. Name 2 or more factors that identify an art intervention as trauma-informed.
4. List 3 ways to incorporate mandalas into art therapy groups with traumatized adolescents.

Purvis, K. B., Cross, D. R., Dansereau, D. F., & Parris, S. R. (2013). Trust-Based Relational Intervention (TBRI): A systemic approach to complex developmental trauma. Child & Youth Services, 34(4), 360–386. https://doi-org.libproxy.txstate.edu/10.1080/0145935X.2013.859906
Woollett, N., Bandeira, M., & Hatcher, A. (2020). Trauma-informed art and play therapy: Pilot study outcomes for children and mothers in domestic violence shelters in the United States and South Africa. Child Abuse & Neglect, 107. https://doi-org.libproxy.txstate.edu/10.1016/j.chiabu.2020.104564 
Gatta, M., Gallo, C., & Vianello, M. (2014). Art therapy groups for adolescents with personality disorders. The Arts in Psychotherapy, 41(1), 1–6. https://doi-org.libproxy.txstate.edu/10.1016/j.aip.2013.11.001

MULTI-DAY SESSIONS

THREE DAY INTENSIVE: NOVEMBER 3, 4 & 5TH

DIAGNOSTIC DRAWING SERIES TRAINING: 35 YEARS OF ASSESSMENT THROUGH ART 
November 4, 5, 6

Kathryn Johnson, PhD, ATR
Anne Mills, MA, ATR-BC, LPC, LCPAT
Barry Cohen, MA, ATR-BC
11, 6

Objectives:
1. List the required/standardized materials for administering a DDS for assessment and research.
2. State the 3 directives for administering a DDS for assessment and research.
3. Name 5 or more structural characteristics from the DDS Drawing Analysis Form used in rating DDS Series.
4. Identify 3 or more features of scientific research that are part of the 40-year international study of the DDS.
5. Identify 5 benefits of using this valid and reliable art interview with varied clinical populations.
6. Describe 3 opportunities for using the DDS in clinical practice.
7. List 3 graphic elements from the graphic profile of research subjects diagnosed with schizophrenia that distinguishes them from research subjects with other diagnoses.
8. List 3 graphic elements from the graphic profile of research subjects diagnosed with depression that distinguishes them from research subjects with other diagnoses.
9. List 3 elements from the graphic profile of research subjects diagnosed as bipolar-manic phase hat distinguishes them from research subjects with other diagnoses.
10. List 3 elements from the graphic profile of research subjects diagnosed with borderline personality disorder that distinguishes them from research subjects with other diagnoses.
11. List 3 elements from the graphic profile of research subjects diagnosed with post traumatic stress disorder that distinguishes them from research subjects with other diagnoses.
12. List 3 elements from the graphic profile of research subjects diagnosed with dissociative identity disorder that distinguishes them from research subjects with other diagnoses.
13. Describe the recent advance in DDS assessment using digital means and list 2 potential benefits to the clinical community.
14. Name the steps in evaluating a DDS toward establishing a differential diagnosis based on existing research and decades of clinical observation.

Betts, D. (2013). "Art therapy assessments with diverse populations: The Diagnostic Drawing Series" (addressed by Cohen, Mills, and Ichiki). In P. Howie, S. Prasad, & J. Kristel (Eds)., Using art therapy with diverse populations: Crossing cultures and abilities (pp. 46-47). London: Jessica Kingsley.
Cha, C. & Kim, K. (2010).  Differences of drawing characteristics between schizophrenics and normal people, as shown by the Diagnostic Drawing Series (DDS).
The Arts in Psychotherapy, 6(1), 145-72.2. Ritnour, M. M., Bovington, M., Knutsen, C., Roy, A., Hoshino, J., & Johnson, K.  (2015).  An examination of differences between adult and adolescent controls using the Diagnostic Drawing Series.  The Arts in Psychotherapy, 42, 63-74