Expressive Therapies Summit 2016: Registration Site

 

THURSDAY LEARNING OBJECTIVES


MASTER CLASSES & SEMINARS

THE OPEN STUDIO PROCESS OF ART & WRITING
(Wellness and Prevention)
Pat Allen, PhD, ATR, HLM

Objectives: 
1. Clarify the distinction between therapeutic directives and personal intention.
2. Describe how the steps of the OSP create a safe space for exploration.
3. Define witness writing as a means of gaining self-knowledge and healing.
4. Explain the difference between clinical art therapy and the OSP.
5. Recognize and state the appropriate limits for their own use of the OSP.

Allen, P.B., (2014). Intention and Witness: Tools for Mindfulness in Art and Writing. Mindfulness and the Arts Therapies. London: Jessica Kingsley.


RE-SHAPING BODY IMAGE: TAPE SCULPTURE AS ARTS-BASED SOCIAL JUSTICE
(Social and Cultural Foundations; Client Populations and Multicultural Competence)
Amanda Bechtel, MS, ATR-BC, LCPC, LCPAT
Laura Teoli, MS, ATR-BC, LPC
Laura Wood, PhD, RDT-BCT, LMHC, CCLS

Objectives:
1. Identify and describe 4 factors contributing to the self-perception of body image. 
2. Name 3 ways to use tape sculptures in social action art therapy processes. 
3. Learn 3 different ways to use art and drama therapies clinically within a post-modern context  to deconstruct and reconstruct new narratives regarding the client's experience of body image.

Cash, Thomas F., and Thomas Pruzinsky. Body Image: A Handbook of Theory, Research, and Clinical Practice. New York: Guilford, 2002. Print.


DIAGNOSTIC DRAWING SERIES TRAINING: 30 YEARS OF ASSESSMENT THROUGH ART
(Psychological and Psychotherapeutic Theories and Practice; Assessment)
Kathryn Johnson, PhD, ATR

Objectives:
1. Identify 5 benefits of using this valid and reliable art interview with varied clinical populations.
2. Describe 3 opportunities for using the DDS in clinical practice.
3. Report results from at least 3 normative DDS studies of psychiatric diagnostic groups.

Mills, Anne, Barry M. Cohen, and Jackie Z. Meneses. "Reliability and Validity Tests of the Diagnostic Drawing Series." The Arts in Psychotherapy 20.1 (1993): 83-88. Web.
 

CHANGE YOUR LIFE THROUGH RHYTHM – ONE-DAY FACILITATOR TRAINING
Christine Stevens, MSW, MT-BC, MA
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)

Objectives: 
1. Identify at least 2 key outcomes of research on group drumming within medical and psychological/ mood domains.
2. List and describe at least 2 contra-indications for specific clinical populations with group drumming.
3. Identify 1 clinical application of group drumming for their treatment population; including children, adolescents, adults, and elderly.
4.  Demonstrate successful skill in leading the drum circle using stop cut, dynamics, call and response, and sound scape.


Recreational Music-Making Modulates the Human Stress Response. Bittman et al.  (2005) Medical Science Monitor.

THURSDAY MORNING WORKSHOPS

JOURNALS QUICK & EASY
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice)
Kathleen (Kay) Adams, LPC

Objectives: 
1. Discuss the Journal Ladder as a primary tool in the therapeutic writing toolbox. 
2. Practice 3 or more writing techniques with self or groups, drawn from the three levels of the Journal Ladder. 
3. List writing techniques that are particularly effective in the therapeutic hour. 
4. Demonstrate the reflection write as a core principle for harvesting insight and promoting positive action. 
5. Discuss the latest research that correlates expressive/therapeutic writing with emotional and physiological well-being.

Siegel, D. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam.


CHALLENGING OPPRESSION WITH EXPRESSION: RAPTIVISM, MOVEMENT & MINDFULNESS
(Wellness and Prevention)
Meg Chang, EdD, BC-DMT, LCAT
Aisha Fukushima

Objectives: 
1. Define the role of Mindfulness Based Stress Reduction as a source of creativity, stress management, and bodymind communication. 
2. Describe 3 forms of dance/movement (Kinetic Awareness ™, Creative Dance, Dance/Movement Therapy) from a perspective of mindfulness. 
3. Describe and apply the beats and principles of RAPtivism to give voice to and activate dance/movement with client populations.

kabat-Zinn, J. (2005). Coming to our senses. New York: Hyperion.


BREATH & YOGA FOR MENTAL HEALTH AND WELLNESS
(Wellness and Prevention)
Hannah Chusid, EdD, LCSW

Objectives: 
1. Identify and describe the location of the 2 most accessible energy centers in the body relevant to transformation of negative emotion and experience. 
2. Identify which energy channel , localized in which side of the nostrils, is most relevant for calming anxiety and which one most relevant for energizing out of the the lethargy characteristic of depression. 
3. Describe  at least 2 breath practices and one yoga posture relevant for stimulating the parasympathetic nervous system and describe the benefit of doing so. 
4. Describe at least 1 breath practice and 1 yoga posture relevant to mobilizing the transformation of depression into activated energy. 
5. Identify at least 1 yoga lineage or style that might be contra-indicated for emotionally unstable individuals and explain the potential risk.

Novotney, Amy (2009)  Yoga As a Practice Tool. American Psychological Association 40(9) : 38.


GUIDED IMAGERY & ENACTMENT FOR EMOTIONAL BALANCE
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Daniel Doyle, RDT, LMFT, LPCC

Objectives: 
1.Describe and implement 3 guided visualization techniques for reducing anxiety in clients. 
2. Identify and describe 3 transitions from visualization into embodiment to further integrate internal resources for clients. 
3. State 3 indicators that a person has reprocessed trauma successfully, as well as 3 ways in which integrating drama therapy techniques into trauma work can be effective.

Parnell, L. (2008) Tapping in: a step-by-step guide to activating your healing resources through bilateral stimulation. Boulder: Sounds True, Inc.


CLAY & IMAGINAL MINDFULNESS IN SELF-OBSERVATION AND SELF-SUPERVISION
(Category)
Michael A. Franklin, PhD, ATR-BC

Objectives: 
1. Name and practice 3 applied methods of imaginal mindfulness. 
2. Distinguish 4 qualities of difference between sensation and emotion. 
3. Refine their capacity to listen to and dialogue with symbolic images by defining and applying specific skill-sets.

Franklin, M.A. (2012). "Know thyself: Awakening self-referential awareness through art-based research." Journal of Applied Arts and Health: Special Issue on Art-Based Research: Opportunities & Challenges 3 (1), 87-96.


ART THERAPY AND ANXIETY (tentative)
(Category)

Pamela M. Hayes, MFT, ATR-BC

Objectives:

1.
2.
3.

Citation


FLOORTIME AND HEALTHY DEVELOPMENT: INTERACTIVE TREATMENT FOR SPECIAL NEEDS CHILDREN 
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Esther B. Hess, PhD

Objectives: 
1. Identify the 6 strategies of  the DIR/Floor Time Model of play therapy treatment strategies used to support specific sensory and processing challenges and social skill deficits in children. 
2. Describe 4 common parent-child issues for persons with interactive disorders, regulatory concerns or developmental delays. 
3. Define 3 or more play therapy approaches that are fundamental of the DIR/Floor Time model that facilitates adaptive interpersonal relationships within families with persons impacted with interactive disorders, regulatory concerns or developmental delays.

Greenspan, S.I. (2010). "Floor Time: What it is, and what it isn't." Retrieved from www.icdl.com/dirFloortime/newsletter/FloortimeWhatitReallyisandisnt.shtml.


INTERSECTING IDENTITIES: ADDRESSING THEIR IMPACT AT WORK & HOME
(Social and Cultural Foundations; Client Populations and Multicultural Competence)
Danielle Levanas, RDT, LCAT
Alexis Powell, RDT, LCAT

Objectives: 
1. Define identity intersectionality, utilizing Hays’ ADDRESSING framework integrating her 4 tenets of cultural responsibility. 
2. List and describe at least 3 drama therapeutic techniques which facilitate therapeutic dialogue and client increase awareness. 
3. List and describe at least 2 tools that facilitate self-assessment of clinician identity and explore their relationship to power and privilege.

Hays, P. A. (2008), Addressing Cultural Complexities in Practice: Assessment, Diagnosis, and Therapy, 2nd ed., Washington, DC: American Psychological Association.


CREATIVE RITUALS FOR PROCESSING GRIEF AND CELEBRATING LIFE
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Jennie Linthorst, MA, CAPF
Karen Howard, RMT, CEAP
Gabrielle Kaufman, MA, BC-DMT, NCC, LPCC

Objectives: 
1. State 2 benefits of using music for processing grief. 
2. Describe the process of using literature to inspire writing from the soul. 
3. Explain 2 ways to use movement to access memories.

Chavis, G. G. and Weisberger, L. L. (2003) The Healing Fountain: Poetry Therapy For Life’s Journey. St. Cloud, MN: North Star Press.

THURSDAY AFTERNOON WORKSHOPS

UNDERSTANDING SENSORY CHALLENGES: EFFECTIVE STRATEGIES FOR ALL AGES
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Lori Baudino, BC-DMT, PsyD

Objectives: 
1. Describe a minimum of 2 differences between a displayed behavioral need and a sensory processing need. 
2. Identify and articulate a minimum of 4 alternatives to addressing a sensory challenge. 
3. Desribe and be able to implement a minimum of 3 techniques for joining a challenge and creating connection.

Schunk, D.H (2008) Metacognition, self-regulation, and self-regulated learning: research recommended. Educational Psychology Review, 20 (4): 463-467


MAKING MEANING OF MANDALA-MAKING: HOW ARCHETYPES SUPPORT ART'S HEALING FUNCTION
(Category)
Carol Thayer Cox, MA, ATR-BC, REAT

Objectives: 
1.
2.
3.

Citation


NARRADRAMA FOR NEURAL RE-WIRING AND POSITIVE CHANGE
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Pam Dunne, PhD, RDT/BCT

Objectives: 
1. List and define the 4 conditions (repetition, novelty, focus of attention and emotional arousal) which lead to synaptic growth. 
2. Identify 4 narradrama techniques to strengthen synaptic connections. 
3. Describe 3 techniques of memory re-consolidation.

Dunne, Pam (2016) "Insights in Positive Change: An Exploration of the Link Between Drama Therapy and Neural Networks" In: Collaborative Therapy and Interpersonal Neurobiology: Emerging Practices. Editors:  Beaudoin, Marie-Nathalie, and Duvall, Jim. Rutledge


HAPTIC PERCEPTION AT THE CLAY FIELD; A SENSORIMOTOR APPROACH TO ART THERAPY
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Cornelia Elbrecht, BA, MA (Art Ed), AThR

Objectives:
1. Compare and contrast explicit and implicit memory. 
2. Define haptic perception and describe its application within trauma treatment. 
3. List and describe a minimum of 2 therapeutic benefits of sensorimotor based art therapy techniques.

Elbrecht, Cornelia. (2006). The Transformation Journey. The Process of Guided Drawing – An Initiatic Art Therapy. Rütte: Johanna Nordländer Verlag.


SING FOR YOUR SELF: FREE YOUR VOICE AND YOUR LIFE WILL FOLLOW
(Social and Cultural Foundations; Client Populations and Multicultural Competence)
Kate Richards Geller, MA, MT-BC, LCAT

Objectives:
1. Identify 3 ways to manage stress that lead to burnout. 
2. Describe 2 exercises that you can practice to quiet the mind and energize the body. 
3. Explain 2 activities that can be used in your clinical sessions to enhance the therapeutic relationship.

Iliya, Y. A. (2011). Singing for healing and hope: Music Therapy methods that use the voice with individuals who are homeless and mentally ill. Music Therapy Perspectives, 29(1): 14-22.


JOURNALING TO CLEAR LIFE’S CLUTTER: A COMPASSIONATE, CREATIVE APPROACH
(Category)
Carolyn Koehnline, LMHC, CJT

Objectives:
1. Practice 2 different journal writing processes to apply and adapt provided criteria to identify external and internal clutter. 
2. Choose and employ any of 6 journaling processes designed to support effective clutter clearing in the course of clinical work. 
3. Apply and adapt 5 suggested guidelines to design a personalized notebook to support the clutter-clearing process, which can accompany work in treatment.

Koehnline, Carolyn. 2013. Clearing Clutter through Journal Writing: Capstone Series. Wheat Ridge CO: Center for Journal Therapy.  http://www.confrontingclutter.com/wp-content/uploads/2016/11/Clearing-Clutter-with-Journal-Writing-E-Report.pdf


HEALING COMMUNITY THROUGH SOCIALLY RELEVANT PERFORMANCE USING ALL THE ARTS
(Social and Cultural Foundations; Client Populations and Multicultural Competence)
Azizi Marshall, MA, RDT/BCT, REAT, LCPC

Objectives: 
1. Describe the Therapeutic Performance Initiative (TPI) model. 
2. Identify how to move through the step-by-step process of creating a performance piece based on the TPI model. 
3. Evaluate and describe how to adapt their different specializations (drama, music, dance, art, poetry) to fit within the model.

Emunah, R., Raucher, G., Ramirez-Hernandex, A. (2014). "Self-revelatory performance in mitigating the impact of trauma." In N. Sajnani & D.R. Johnson (Eds.), Trauma-informed drama therapy: Transforming clinics, classrooms, and communities, (pp. 93-121). Springfield, IL: Charles C. Thomas Publisher.


HEALING TRAUMA IN INTERNATIONAL POPULATIONS THROUGH MOVEMENT 
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Ilene A. Serlin, PhD, BC-DMT
Marcia B. Leventhal, PhD, CMA, BC-DMT, NCC
Larry Graber, MA, C-BT 

Objectives: 
1. Describe examples of Dance Movement Therapy approaches to working with trauma in the US, Israel, Istanbul and Hong Kong.
2. List at least 2 methods from Dance Movement Therapy to work with trauma and promote resilience through role-play and dyad work. 
3. Identify at least 2 ways to apply these methods to their own clinical work and criteria to evaluate proficiency.

Haen, C. (Ed.). (2009)."The creative arts therapies in the treatment of trauma" [Special issue]. The Arts in Psychotherapy, 36(2).


DISRUPTING DISRUPTIVE STUDENT BEHAVIORS WITH COMPASSION & ART THERAPY
(Human Growth and Development)
Suzanne Silverstein, MA, ATR
Genia Young, LMFT, ATR, BC

Objectives:
1. Learn 2 mindfulness approaches that students can utilize when dealing with anxiety, or disruptive behavior. 
2. Learn 1 art therapy technique for students to utilize as a means of self-expression. 
3. Learn 2 community building circle time activities for both elementary and secondary students.

Jameson, Ella. Is Mindfulness the Secret Behind Better Health & Making Kids Behave? Retrieved from https://mindfulnessinschools.org/wp-content/uploads/2014/05/Mindfulness-the-Secret-Behind-Better-Health.pdf


RAGDOLLS & WRITING: TRANSFORMING TRAUMA, FACILITATING GROWTH
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Ebony Williams, MFA, MA

Objectives: 
1. Identify 1 social, 1 emotional, and 1 cognitive skill that doll making develops. 
2. Explain the significance of 2 theoretical orientations that are applied when using doll making in this process. 
3. Describe 3 best practices in working with clients diagnosed with PTSD or dealing with trauma symptoms. 
4. Identify 4 historical and 2 contemporary instances where doll making has been utilized to address adverse life experiences across identity, experience, and family structure.

Herman, J. L. (1997). Trauma and recovery (Vol. 551). Basic books.


THURSDAY EVENING SESSIONS

STRESSBUSTING: WRITING THROUGH TROUBLED TIMES
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Kathleen (Kay) Adams, LPC

Objectives: 
1. Identify 1 or more ways that expressive writing can be used for improved stress management. 
2. Participate in 5 linked writing processes designed to identify, explore, and shift a specific stress response. 
3. Implement 2 or more writing interventions as stress management devices for use with clients, students, and groups.

Siegel, D. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam.


YOGA NIDRA
(Category)
Hanna Chusid, EdD, LCSW

Objectives:
1. Define the basic translation for the terms Yoga and Nidra.
2. Identify the two traditional Yoga Nidra techniques by name.
3. Identify one diagnosis for which Yoga Nidra is an evidence–based intervention. 
4. Explain how yoga nidra is often beneficial for symptoms sleep deprivation. 
5.Describe one way Yoga Nidra differs from more general guided relaxation methods. 
6. Evaluate your experience of Yoga Nidra in the brief Likert scale provided.

Citation

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