SATURDAY MASTER CLASSES

BOOKS AND BOOKMAKING IN PSYCHOTHERAPY
Malissa Morrell, MA, ATR-BC, MFT
1, 4, 6

Objectives:
1. List 3 or more clinical considerations when incorporating bookmaking in client sessions.
2. List 3 or more logistical considerations when incorporating bookmaking in client sessions.
3. Describe 2 or more book structures and list therapeutic considerations for use with clients.
4. Identify the benefits of sequencing when making books in therapy with clients.
5. Explain the procedures for creating 2 or more book structures that can be used with clients in treatment.
6. Identify 5 common items and objects that can be incorporated into the book making process with clients when working in an office setting.

Cobb, R. A., & Negash, S. (2010) Altered Book Making as a Form of Art Therapy: A Narrative Approach, Journal of Family Psychotherapy, 21:1, 54-69.
Johnson, P. (1997). Pictures and words together: Children illustrating and writing their own books. Portsmouth, NH: Heinemann.
Chilton, G. (2007) Altered books in art therapy with adolescents. Art Therapy: Journal of the American Art Therapy Association, 24(2) 59-63.

Harry Potter and the Theory of Attachment
Marshall Lyles, LMFT-S, LPC-S, RPT-S
Jami Lynn Bula LPC, LMFT
Caleb Matthews LPC, LMFT
1, 4, 6, 9

Objectives:
1. Identify 3 or more basic tenets of Attachment Theory through the lens of the Harry Potter novels.
2. List 3 or more expressive techniques to bring Attachment Theory into the therapy room.
3. Describe 4 attachment styles as evidence in characters from the Harry Potter series of novels.
4. List 2 or more ways to use attachment theory terminology in manners that are approachable and relatable to clients.
5. Explain 2 or more ways therapist’s and client’s attachment styles affect treatment.
6. Describe 2 interventions designed for working with clients of each attachment type.

Fetterman, A. K., Evans, N. D., & Covarrubias, J. J. (2020). On the Interpersonal Function of Metaphor Use. Social Psychology.
Davies, M., & Hodges, J. (2017). Relationship renaissance: The use of attachment-based narrative and metaphor in life story work. Adoption & Fostering, 41(2), 131-141.
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).

Guidelines for Avoiding Liability: Ethics Standards for Creative Arts Therapists and Counselors
Stacey White Kinney, MS, LMFT
Erica Curtis, LMFT, ATR-BC
5, 12

Objectives:
1. List 2 or more of the most common causes for discipline for mental health professionals.
2. Describe dual relationships in counseling and therapy.
3. List 1 or more effective strategies to avoid liability in providing telehealth.
4. Name 2 or more confidentiality and limitations when working with children.
5. Identify 2 or more best practices for working with attorneys and the judicial system.
6. Describe at least 1 scope of practice violation that could be made by a creative arts therapist.

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/
Association for Play Therapy. (n.d.) Voluntary play therapy practice guidelines. Retrieved April 10, 2007, from http://www.a4pt.org/download.cfm?ID=9978
Fisher, C. B. (2016). Decoding the ethics code (4th ed.). SAGE Publications.

SATURDAY MORNING WORKSHOPS

SCRIBBLE & WIGGLE: A NEUROSEQUENTIAL ART APPROACH TO TRAUMA ACROSS THE LIFESPAN
Peggy Kolodny, ATR-BC, LCPAT
1, 5, 6

Objectives:
1. Describe 3 neurodevelopmental theories including the Neurosequential Model as applied to trauma-focused art and play therapies.
2. Identify 6-8 stages of art development and list 4 ways that trauma impacts development.
3. Apply 4 trauma-informed art directives following the Neurosequential Model of therapy
4. List the 4 clinical skills needed in ethically and effectively using trauma-informed art interventions in art and play therapy.
5. State at least 3 reasons that joint art activities enhance reparative attachment for children with complex trauma in individual and group sessions.
6. List 3 benefits of bilateral drawing techniques for trauma treatment in counseling and psychotherapy with clients across the lifespan.

Perry, Bruce.(2006). Boy who was raised as a dog. Basic Books
Gaskill, R., Perry, B. (2014). The Neurological power of play: using the neurosequential model of therapeuticst o guide play in the healing process. p.178-196. Malchiodi, C. (ed). Creative Arts and Play Therapy. Guilford Press.
Siegel, D, (2011).The whole brain child. NY: Delacorte Press.
Quinn, Patricia (2021) Art Therapy in the Treatment of Addictions and Trauma. New York:Routledge

CREATIVE CONFLICT RESOLUTION: GAMES & EMBODIED MULTIMODAL APPROACHES FOR VARIED SETTINGS
Pam Dunne, PhD, RDT/BCT
1, 3, 5

Objectives:
1. Name 2 embodied techniques for exploring conflict resolution in a therapeutic context.
2. Describe 2 games to use with clients for exploring conflicts.
3. List 2 strategies to use with anxious clients to help them relax and empower them in approaching conflicts.

Dawson, K. and Lee, Bridget. (2018) Drama Based Pedagogy. Chicago, IL: University of Chicago Press.
Sternberg, Pat (1998) Theatre for Conflict Resolution. London: Heineman.
Boal, A. (2013) The Rainbow of Desire: Boal Method of Theatre and Therapy. London: Routledge.

PONGO POETRY PROJECT: WRITTEN & SPOKEN WORD TO HEAL TRAUMA IN VULNERABLE POPULATIONS
Elnur Gajiev, PsyD
Richard Gold, MA
1, 3, 8

Objectives:
1. Describe 1 or more ways that the Pongo poetry method is an effective process for addressing and healing trauma in adolescents and adults, in particular individuals in jails, shelters, etc., who may have never received treatment previously.
2. Describe 1 or more techniques for incorporating spoken word approaches into a therapeutic poetry framework.
3. List 2 or more Pongo trauma-informed techniques for facilitating healing poetry, where these techniques are particularly appropriate for clients who have suffered untreated childhood traumas such as abuse and exposure to violence.

Gold, Richard V. 2014. Writing with At-Risk Youth: The Pongo Teen Writing Method. Baltimore: Rowman & Littlefield Education. Answer: Gold, R., and Jordan, E. (2018). Grief, poetry, and the sweet unexpected, Death Studies, 42:1, 16-25.
Rynearson, Edward K., Jennifer Favell, Vicki Belluomini, Richard Gold, and Holly Prigerson. 2006. “Restorative Retelling with Incarcerated Juveniles.” In Violent Death: Resilience and Intervention beyond the Crisis, edited by Edward K. Rynearson, pp. 275-91. New York: Routledge.

Tattoos, Art Therapy & Transformation: Beyond Embodied Embellishment
Simone Alter Muri, ATR-BC, ATCS, LMHC
Eric Spruth, MA, ATR
Sarah Nangeroni
Kaelani Loo
1, 5

Objectives:
1. List 5 possible meanings that tattoos can have for a client.
2. Identify 3 benefits of working with tattoos in counseling and therapy to aid the psychological healing process.
3. Describe 3 art therapy exercises related to tattoos that can be used by counselors and therapists in clinical practice.

Issacs, T., Ngwanya, R., & Lehloenya, R. (2018). Tattoos: A summary knowledge for the practicing clinician. South African Medical Journal. 108(9), 714-720.doi:10.7196/SAMJ.2018v108i9.13231
Madfis, E., & Arford,T. (2013) The dilemmas of embodied symbolic representation: Regret in contemporary American tattoo narratives. The Social Science Journal, 50(4), 547-556. doi:10.1016/j.soscij.2013.07.012
Mifflin, M. (2013). Bodies of subversion: A secret history of women and tattoos. Brooklyn, NY: Powerhouse Books.