Expressive Therapies Summit: Los Angeles 2017

FRIDAY LEARNING OBJECTIVES


MASTER CLASSES & INTENSIVES

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 during expressive arts, play therapy, counseling, or treatment situations. 
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.

Brooke, S. (Ed) (2009).  The use of creative therapies with autism spectrum disorders. Springfield, Ill: Charles C. Thomas.


TRANSFORMING LOSS THROUGH CREATING POEM HOUSES: AN ART, MOVEMENT & WRITING PROCESS
(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 one 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. Identify and utilize 3 drama therapy techniques to deconstruct and transform dysfunctional life scripts. 
3. Describe 3 or more drama therapy techniques to develop a culminating therapeutic enactment.

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.


DIAGNOSTIC DRAWING SERIES TRAINING: 30 YEARS OF ASSESSMENT THROUGH ART
(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.



 

FRIDAY MORNING WORKSHOPS

CULTIVATING RESILIENCE IN CHILDREN & ADOLESCENTS THROUGH PLAY THERAPY & CREATIVE ARTS
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
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.


FACILITATING SENSATION, EMOTION & TRANSFORMATION THROUGH ART THERAPY TECHNIQUES: A CRASH COURSE
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
Michael A. Franklin, PhD, ATR-BC

Objectives:
1. Explain the use of 3 lenses for looking at artwork: formal elements, correlated behavior, and verbal associations.
2. Identify 2 or more art therapy-based techniques that focus on affective transformation in treatment.
3. List 3 reasons why understanding art therapy-based theory, and developing related skills, is imperative for professionals who incorporate art making into their work in mental health and other settings.


PAPER PUPPET PEOPLE, FAIRYTALES, AND NEUROSCIENCE
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
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
(Counseling Theory/Practice and the Counseling Relationship; Social and Cultural Foundations; Client Populations and Multicultural Competence)
Einat Metzl, PhD, ATR-BC, RYT, LMFT
Anthony Bodlovic, PhD, ATR-BC, LMFT
Louvenia Jackson, 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.

Linesch, D., Ojeda, A., Fuster, M. E., Moreno, S., & Solis, G. (2014). "Art therapy and experiences of acculturation and immigration." Art Therapy, 31(3), 126-132.


FROM ADDICTION TO RECOVERY THROUGH MUSIC
(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 three 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
Marcia B. Leventhal, PhD, CMA, BC-DMT, NCC

Objectives:
1. List 2 or more ways in which dance/movement can be used to give medical patients a better sense of control.
2. Identify 3 or more tools from the KinAesthetic Imagining method that can be used to access embodied imagery in treatment.
3. Describe kinesthetic ability and name 1 or more ways it can be used in clinical and educational contexts.

Serlin, I. A., Goldov, N., & Hansen, E. (in press). Dance/Movement Therapy and Breast Cancer Care: A Wellbeing Approach. In Karkou, V. (Eds.), The Oxford Handbook of Dance and Wellbeing. Oxford, England: Oxford Press.



WRITING THE LANDSCAPES OF OUR LIVES: THE STEPPINGSTONES
Media and Materials in Treatment)
Kate Thompson, MA, CJT

Objectives:
1. Identify the 10 stages of a full Steppingstones process. 
2. List 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 two 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
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
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
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice; Media and Materials in Treatment)
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.


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. Define and explain the 7 wisdom skills that can be taught to young people in therapeutic and educational settings. 
2. List 3 or more ways that creative arts materials can be used to facilitate the teaching of wisdom skills to youngsters in counseling, psychotherapy, play therapy, and educational settings. 
3. Identify 1 or more educational methods and games for applying wisdom skills in classroom and treatment settings for use by counselors, play therapists, teachers, and others. 

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.

WEST COAST FILM PREMIERE

LESSONS FROM MR. ROGERS' NEIGHBORHOOD
(Counseling Theory/Practice and the Counseling Relationship; Psychological and Psychotherapeutic Theories and Practice)
Judith A. Rubin, PhD, ATR-BC
Jodi Smith, LCSW, RPT-S, CAAPT, Immediate Past President, California Association for Play Therapy, Discussant

Objectives:
1. Name at least 3 universal childhood issues addressed by Fred Rogers in his songs and lessons that remain relevant to our work as counselors, play therapists, and healing professionals.
2. Identify at least 2 aspects of Fred Rogers’ program that parallel the psychotherapy process and the work done in creative arts and play therapy.
3. Name 3 or more concepts from psychodynamic psychotherapy and healthy child development that Fred Rogers popularized in his television program that we can still incorporate into our practices today.

Collins, M. & Kimmel, M. (Eds.) (1996). Mister Rogers' Neighborhood: Children, Television, and Fred Rogers  Pittsburgh, PA: University of Pittsburgh Press.

FRIDAY EVENING SESSIONS

YOGA NIDRA
(Wellness and Prevention; Psychological and Psychotherapeutic Theories and Practice)
Hanna Chusid, EdD, LCSW

Objectives:
1. Define the terms Yoga and Nidra.
2. Identify and describe 2 traditional Yoga Nidra techniques.
3. State 1 diagnosis for which Yoga Nidra is an evidence–based intervention. 
4. Explain at least 1 way yoga nidra may be beneficial in addressing symptoms sleep deprivation. 
5. Describe 1 way Yoga Nidra differs from more general guided relaxation methods. 

Citation Forthcoming


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