Expressive Therapies Summit 2016: Registration Site

FRIDAY LEARNING OBJECTIVES


MASTER CLASSES & INTENSIVES

DIAGNOSTIC DRAWING SERIES TRAINING: 30 YEARS OF ASSESSMENT THROUGH ART
(Assessment)
Kathryn Johnson, PhD, ATR 
Anne Mills, MA, ATR-BC, LPC, LCPAT

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.


EXPRESSIVE ARTS & PLAY THERAPY FOR AUTISM AND SPECIAL NEEDS: A WHOLE BRAIN APPROACH
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Jane Ferris Richardson, EdD, LMHC, ATR-BC, RPT-S
Karen Howard, RMT, CEAP
Joanne Lara, MA, CCTC

Objectives:
1. List and describe at least 1 evidence based rationale for the use of music and movement to enhance learning potential in individuals with autism. 
2. List at least 3 methods of engaging children more deeply in play through art making. 
3. State 3 ways in which sandtray play can be integrated with art interventions. 
4. Identify and describe the therapeutic applications of 3 types of music: upbeat, relaxing, and meditative.

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TRANSFORMING LOSS THROUGH ART, MOVEMENT & WRITING: CREATING POEM HOUSES
(Wellness and Prevention)
Miriam Savage, PhD, RDT-BCT
Brigid Collins, PG Dip
Mary Kay Wolfe, OTD, OTR/L

Objectives: 
1. Identify and describe the emotional and somatic connections to loss. 
2. Explain how creativity pertaining to loss can be used as expressive therapy and to benefit the individual. 
3. Describe at least 1 use and connection between modalities that can best serve a client or oneself when applied.

Collins, B., & Grisoni, L. (2012). Sense making through poem houses: An arts-based approach to understanding leadership. Visual Studies, 27(1), 35–47.


PERFORMANCE AS A THERAPEUTIC ACT: TRANSFORMING SELF-DEFEATING LIFE SCRIPTS THROUGH DRAMA THERAPY
(Human Growth and Development)
Jennifer Stuckert-Knapp, RDT, LMFT
Armand Volkas, MFT, RDT/BCT

Objectives:
1. Explain 1 basic theory of life scripts. 
2. Define 1 or more effects of generational trauma on life script formation. 
3. Identify 1or more drama therapy methods to deconstruct life scripts. 
4. Describe 3or more drama therapy, psychodramatic, expressive arts, Playback Theatre, and/or autobiographical therapeutic performance techniques to develop a culminating enactment or ritual as a therapeutic act.

Pendzik, S., Emunah, R, and Johnson, D. (Eds.) (2016). The self in performance: Autobiographical, self-revelatory, and auto-ethnographic forms of therapeutic theatre. London: Palgrave-Macmillan, in press.


BOOKS BY HAND: HOLDING SECRETS
(Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Linney Wix, PhD, ATR-BC

Objectives:
1. Describe and differentiate ways that 2 book structures are useful to holding secrets in art therapy. 
2. Name 2 ways that making books in therapy as a way to deal with secrets is therapeutically beneficial. 
3. Employ at least 2 descriptive inquiry practices to elevate clients' metaphorical understanding of secrets as psychological content of books created in therapy.

LaPlantz, Shereen. Cover to Cover: Creative Techniques for Making Beautiful Books, Journals & Albums. Ashville, NC: Lark, 1995. Print.

 

FRIDAY MORNING WORKSHOPS

CULTIVATING RESILIENCE IN CHILDREN & ADOLESCENTS THROUGH PLAY THERAPY & CREATIVE ARTS
(Category)
David Crenshaw, PhD, ABPP, RPT-S

Objectives:
1. Name 3 features of CCPT that enhances resilience. 
2. Name 3 directive play therapy interventions to foster resilience. 
3. Name 3 inherent properties of play that strengthens resilience.

Perry, B. D., & Dobson, C. L. (2013). "Application of the Neurosequential Model of Therapeutics (NMT) in maltreated children." In J. D. Ford & C. A. Courtois (Eds.), Treating complex traumatic stress disorders in children and adolescents (pp. 249-260). New York, NY: Guilford Press.


CONTEMPLATIVE APPROACHES TO CLINICAL PRACTICE IN ART THERAPY
(Category)
Michael A. Franklin, PhD, ATR-BC

Objectives:
1. Identify 3 practical contemplative methods for working with countertransference in treatment. 
2. Name and define 3 approaches to meditation that support clinical work. 
3. Name and apply 3 contemplative approaches for counselors and therapists coping with stressors to avoid burnout in their clinical work.

Franklin, M.; Rothaus, M.; Schpock, K. (2005). "Unity in diversity: Communal pluralism in the art studio and the classroom." In Kaplan, F. (Ed.), Art therapy and social action: Treating the world’s wounds. London and Philadelphia: Jessica Kingsley Publishers.


PAPER PUPPET PEOPLE, FAIRYTALES, AND NEUROSCIENCE
(Category)
Lani A. Gerity, DA, ATR
Susan Ainlay Anand, ATR-BC, ATCS

Objectives:
1. Define at least 3 factors that encourage a positive sense of self and pro-social feelings. 
2. List at least 3 ways that focusing on stories of resilience in treatment can enhance feelings of well-being in a variety of clinical and educational populations. 
3. Describe at least 3 resilience-focused strategies that can be easily implemented with clinical and educational populations of various ages and abilities in a variety of settings.

Perry, B. D. (2006). "Fear and learning: Trauma-Related factors in the adult education process." In S. Johnson & K. Taylor (Eds.), The neuroscience of adult learning (pp. 21-34). Wiley Periodicals, Inc: Hoboken, NJ.


CULTURE, RITUAL & MOVEMENT IN GROUP THERAPY FOR TRAUMA
(Social and Cultural Foundations; Client Populations and Multicultural Competence)
Amber Elizabeth Gray, MPH, MA, BC-DMT, NCC, LPCC

Objectives: 
1. Describe a minimum of 2 states of polyvagal informed dance movement therapy. 
2. Implement at least 2 resourcing skills for cross cultural work with survivors of trauma. 
3. Describe and practice at least 3 body and movement-based practices for working with trauma in cross cultural settings.

Porges, S. (2011). The Polyvagal theory: Neurophysiological foundations of emotion,  attachment, communication, self-regulation. New York: Norton and Company.


NEUROBIOLOGICAL INTERVENTIONS FOR PROCESSING TRAUMA THROUGH ART: LESSONS FROM KARA WALKER
(Social and Cultural Foundations; Client Populations and Multicultural Competence)
Noah Hass-Cohen, MA, PsyD, ATR-BC

Objectives:
1. Define memory reconsolidation
2. Describe the relevance of episodic-intrustive memory in autobiographical sense of self. 
3. List a minimum of 2 clinical implications for use of memory reconsolidation in the treatment of PTSD.

DuBois, G &  DuBois, S. (2004). Seeing the Unspeakable: The Art of Kara Walker. Carolina: Duke University Press.


CULTURAL FABRICS OF SELF, FAMILY AND COMMUNITY
(Category)
Einat Metzl, PhD, ATR-BC, RYT, LMFT
Anthony Bodlovic, PhD, ATR-BC, LMFT
Louvenia Jackson, PhD, ATR-BC, LMFT
Debra Linesch, PhD, ATR-BC, LMFT

Objectives: 
1. Clarify 3 aspects of your cultural identity. 
2. Identify 4 meaningful connections between self, family and others. 
3. Evaluate 2 ways in which your identity informs the way you engage with respective communities.

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TREATING CHEMICAL & BEHAVIORAL ADDICTION THROUGH MUSIC THERAPY
(Human Growth and Development)
Tim Ringgold, MT-BC

Objectives:
1. Describe how to use music making as a tool for non-verbal emotional expression. 
2. Define the physiological role of music when implementing relaxation exercises.
3. Identify 3 key requirements for using recorded or live music in a relaxation session. 
4. Compare and contrast live versus recorded music for mindfulness training. 
5. State and describe when and what music is contraindicated during treatment.

Unkefer, R. F., Thaut, M. H. (2002). Music therapy in the treatment of adults with mental disorders: Theoretical bases and clinical interventions. St. Louis, MO: MMB Music.


MOVING THROUGH CANCER
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Ilene A. Serlin, PhD, BC-DMT

Objectives
1. 
2. 
3. 

Citation


WRITING THE LANDSCAPES OF OUR LIVES: THE STEPPINGSTONES (Tentative)
(Category)
Kate Thompson, MA, CJT

Objectives: 
1. Identify the 10 stages of a full Steppingstones process. 
2. Experience 3 writing techniques for inquiry into personal autobiography or professional development. 
3. Develop 2 Steppingstones exercises for use with themselves and others.

Progoff, I. (1975). At a journal workshop: The basic text and guide for using the intensive journal process. New York, NY: Dialogue House Library.


DISCOVERING & STRENGTHENING PARTS OF SELF THROUGH MASK WORK AND ENACTMENT
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Laura L. Wood, PhD, LMHC, RDT/BCT, CCLS

Objectives: 

1. Identify and execute 2 new embodied interventions to apply with their clients.
2. Describe a minimum of 1 benefit of mask and photography work with clients.
3. Identify and describe what resistance to embodied work looks like with clients and be able to describe 2 different approaching to working with resistance.

Landy, R.J. (1993). Persona and Performance. The Guilford Press. New York, New York.
 

FRIDAY AFTERNOON WORKSHOPS

CLAY WORLDS & STORIES FOR CREATING RESILIENT, INCLUSIVE COMMUNITIES
(Category)
Susan Ainlay Anand, ATR-BC, ATCS
Lani A. Gerity, DA, ATR

Objectives:
1. Define at least 3 factors that encourage a positive sense of community that encourages well-being and resilience. 
2. List at least 3 ways that demonstrate how focusing on resiliency through stories in treatment and education can enhance a sense of connection and community in a variety of populations. 
3. Describe at least 3 resilience strategies that can be easily implemented within any counseling/psychotherapy practice, educational, or community arts setting.

Peterson & Seligman. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: APA Press.


POETRY & EXPRESSIVE WRITING FOR TRANSFORMATION AND CHANGE
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Robert Carroll, MD

Objectives:
1. Describe a minimum of 3 therapeutic benefits of utilizing poetry in therapy. 
2. State a minimum of 3 different clinical populations that can benefit from use of expressive writing methods in therapy and describe an appropriate intervention for each. 
3. Identify a minimum of 2 larger socio-cultural truths that can be explored through the use of poetry in clinical work.

Fox J, Poetic Medicine: The Healing Art of Poem Making, Jeremy P. Tarcher/Putnam, New York, N.Y 1997


HEALING THEIR FURY: RESEARCH-INFORMED PLAY THERAPY WITH AGGRESSIVE CHILDREN
(Category)
David A. Crenshaw, PhD, ABPP, RPT-S

Objectives: 
1. Describe 4 threads of the developmental tapestry contributing to aggression. 
2. Describe 3 factors in CCPT that contribute to healing and change. 
3. Describe 3 directive play therapy techniques to use with aggression in children.

Holmes, M. (2013)."The sleeper effect of intimate partner violence exposure: Long-term consequences on young children's aggressive behavior." Journal of Child Psychology and Psychiatry, 54(9), 986-95.


RESETTING PROFESSIONAL & PERSONAL BOUNDARIES: DE-ROLING FOLLOWING SESSIONS AND PERFORMANCE
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Paige Dickinson, PhD, RDT/BCT

Objectives:
1. Define the concept of de-roling and identify what factors must be included in a de-roling technique. 
2. Explain and practice how to utilize de-roling techniques in clinical practice as well as in artists in residence programming. 
3. Identify de-roling techniques to match their individual therapeutic approach and develop a personal use plan.

Jones, P. (2007). Drama as therapy: Theory, practice and research, 2nd ed. London: Routledge.


SELF EXPLORATION THROUGH SOULCOLLAGE®
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Jen Navarro, ATR-BC, LMHC

Objectives:
1. Identify a minimum of 5 clinical populations that would benefit from use of SoulCollage® in clinical treatment. 
2. Identify and describe 2 Jungian principles present in SoulCollage®. 
3. Describe how to facilitate clients in meaningful interpretation of their SoulCollage® cards. 

Frost, S (2010) SoulCollage®Evolving: An Intuitive Collage Process for Self-Discovery and Community- Hanford-Mead Publishers


DIVERSITY AWARENESS IN GROUPS THROUGH ROLE PLAY & IMAGINAL ENACTMENT
(Social and Cultural Foundations; Client Populations and Multicultural Competence)
Gary Raucher, MA, RDT/BCT, LMFT
Denise Boston, BFA, MA, PhD
F. Antonio Ramirez Hernandez, PsyD

Objectives:
1. Distinguish "safety" from "comfort" in challenging conversations about diversity, and identify 2 benefits related to working through personal discomfort in such situations.
2. Describe at least 2 “inner roles” (facets of their intersectional identities) pertaining to conversations about difference, 1 “privileged” and 1 “subjugated” role. 
3. Define and evaluate 5 core, interlocking relationship skills essential to productive discussions around diversity and social justice.

McGoldrick, M., Hardy, K., eds. (2008). Re-visioning Family Therapy. NY, The Guilford Press.


TEACHING WISDOM SKILLS TO CHILDREN & ADOLESCENTS
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Shani Robins, PhD

Objectives: 
1. Identify & define the wisdom skills. 
2. Explain how the wisdom skills relate to each other. 
3. Describe how to apply the wisdom skills to solving common workplace conflicts. 
4. Implement the wisdom skills to reduce workplace stress. 
5. Evaluate organizational hiring based on emotional intelligence assessment.

Flook, L, Goldberg, S. B. Pinger, L., & Davidson, R. J. (2014).  Promoting Prosocial Behavior and Self -Regulatory Skills in Preschool Children Through a Mindfulness-Based Kindness Curriculum.  Developmental Psychology, 51(1), 44-51.


GREENING THE LIFECYCLE: ART, ECOPSYCHOLOGY AND AGING
(Human Growth and Development)
Madeline Rugh, PhD, ATR

Objectives:
1. Identify and clarify at least 3 aspects of the aging experience that are connected with nature, and natural cycles. 
2. Describe at least 3 ecological principles grounded in eco-psychology research. 
3. List 3 art and ecology based methods for healing and therapeutic engagement related to aging that include our relationship with the planet.

Chalquist, Craig & Buzzell, Linda (2009). Ecotherapy: Healing with Nature in Mind. San Francisco: Sierra Club


NEUROREHABILITATION: A MUSIC-INFORMED APPROACH
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Anita Louise Steele, MA, BC-MT
Robert McAllister
Dale B. Taylor, PhD, MT-BC

Objectives:
1. Identify 3 processes by which to determine teaching materials to be used during original instruction when working with brain trauma. 
2. List 5 key steps that implement systematic, consistent and positive instruction with attention to the student’s emotional state. 
3. List  and describe 5 basic neurology facts underlying Music Re-instruction with possible transference to other arts when working with brain trauma.

Patel, A. (2007). Music, Language, and the Brain.  New York: Oxford University Press.


CHRONIC PAIN & EARLY ATTACHMENT: A MOVEMENT PROCESS FOR AWARENESS AND HEALING
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Suzi Tortora, EdD, BC-DMT, LCAT, LMHC

Objectives:
1. Describe 3 ways that early childhood experiences influence the development of self. 
2. Explain how your body-mind- emotions create a continuum that can be explored through the WOS process, supporting discovery and healing using 3 creative arts methods. 
3. Identify at least 3 ways the WOS method is used with people with ADHD, chronic pain and trauma to support healing.

Gaensbauer, T (2011). "Embodied simulation, mirror neurons, and the reenactment of trauma in early childhood." Neuropsychoanalysis, 13(1) 91 – 108.



FRIDAY EVENING FILM PREMIERE

LESSONS FROM MR. ROGERS' NEIGHBORHOOD
(Category)
Judith A. Rubin, PhD, ATR-BC

Objectives
1.
2.
3.

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