Expressive Therapies (Virtual) Summit: Los Angeles 2021

DE-ESCALATION OF AGGRESSION AND SYMPTOM MANAGEMENT THROUGH ART
Dana Wyss, PhD, LMFT, ATR
Pamela C. Robertson, PsyD, LMFT
1, 4, 6

Objectives:
1. Identify at least 2 personal triggers that can occur during escalated situations and 3 ways to regulate self in the moment.
2. Name 2 art-based activities that support personal self-control and problem solving for managing crisis situations.
3. List 2 or more art-based activities that support crisis de-escalation and symptom management related to anxiety/fear, depression, and/or suicidality.
4. Describe 2 or more ways that previous trauma experiences and survival responses impact the efficacy of de-escalation and symptom management.
5. Name 2 or more qualities of art media that are best suited for containment versus those suited for expression when a crisis situation occurs.
6. List the steps for developing a crisis plan based on the creative arts principles taught in this session.

Moser, J., Dougherty, A., Mattson, W., Katz, B., Moran, T., Guevarra, D., Shablack, H., Ozlem, A., Jonides, J., Berman, M., & Kross, E. (2017). Third-person Self-talk Facilitates Emotion Regulation Without Engaging Cognitive Control: Converging Evidence From Erp And Fmri. Sci Rep, 7(1), 4519.
Price, O., Baker, J., Bee, P., & Lovell, K. (2018). The Support-control Continuum: An Investigation Of Staff Perspectives On Factors Influencing The Success Or Failure Of De-escalation Techniques For The Management Of Violence And Aggression In Mental Health Settings. International Journal Of Nursing Studies, 77(C), 197-206.
Price, O., Baker, J., Bee, P., Grundy, A., Scott, A., Butler, D., Cree, L., & Lovell, K. (2018). Patient Perspectives On Barriers And Enablers To The Use And Effectiveness Of De‐escalation Techniques For The Management Of Violence And Aggression In Mental Health Settings. Journal Of Advanced Nursing, 74(3). Pp. 614-625. Doi: Https://Doi.Org/10.1111/Jan.13488

SUNDAY MORNING WORKSHOPS

Accessing Soul Wisdom Through Jewish Spiritual Practices & Expressive Arts
Edna Miron-Wapner, MA, CAGS
Nancy Weiss, LCSW, BCD
4, 5

Objectives:
1. Describe the relevance of Shleimut / Wholeness for the therapeutic process.
2. List at least 3 Jewish-spirituality-based principles, relevant to clinical practice.
3. Describe 3 ways in which text-based materials can deepen insight and facilitate creative activities in counseling and therapy.

1. Fine, L., Fishbane, E, Rose, O.N. (2011). Jewish mysticism and the spiritual life: Classical texts, contemporary reflections. Woodstock, VT : Jewish Lights Publishing.
2. Jaffe, D. (2016). Changing the world from inside out: a Jewish approach to personal and social change. Boulder,CO: Trumpeter Books.
3. Spitz, Rabbi Elie Kaplan (2015). Increasing Wholeness. Woodstock, VT: Jewish Lights Publishing.

QUICK COLLAGES FOR CLIENTS OF ALL AGES: PIECING TOGETHER POSSIBILITIES
Josie Abbenante, ATR-BC, LPAT
4, 5, 6

Objectives:
1. Identify 2 ways to use Quick Collage techniques in therapy with clients of all ages in psychotherapy and counseling.
2. Practice 2 methods of writing in response to a Quick Collage to enhance treatment objectives with clients in therapy.
3. Describe 3 ways to use Quick Collage techniques to further specific goals in clinical work with clients of all ages.

Harrison, H, and Grasdal, P. (2003). Collage for the soul: Expressing hopes and dreams through art. Gloucester, MA: Rockport Publishers, p. 7.
Hillman, J. (1977). "Inquiry into image." Spring: An Annual of Archetypal Psychology and Jungian Thought, pp. 62-88. Zurich: Spring.
Whiting, L. (2008). Living into art: Journeys through collage. Paper Lantern: Boyes Hot Springs, CA.

REPAIRING BROKEN ATTACHMENT WITH CLIENTS OF ALL AGES: MULTISENSORY PLAY THERAPY STRATEGIES
Ellen Saul, MS, LP, CST-T
4, 5

Objectives:
1. List 3 play therapy activities that coordinate with developmental brain stages to promote secure attachment and a strong sense of self.
2. Name 2 or more play therapy strategies that can provide repair experiences with clients across the lifespan to heal missing pieces of attachment and brain development.
3. Identify 2 or more "attuned presence" strategies that play therapists can use to work with clients of various chronological and emotional ages in counseling and play therapy.

Mcmahon, L. (1992) The Handbook Of Play Therapy. London: Routledge.
Siegel, D. J. (1999) The Developing Mind: How Relationships And The Brain Interact To Shape Who We Are. New York: Guilford Press.
Bayley, A. & Penney, M. (2010). In Touch Again: A Primer. Little Compton, Ri: Quabbin Productions.

Writing Through Bereavement: Reconstructing Meaning in Loss
Robert A. Neimeyer, PhD
5, 6, 9, 10

Objectives:
1. List 2 or more concepts from Chapters of Our Lives that can aid in deconstructing the role of loss and transition in a client's life stories.
2. Identify 1 or more ways that Virtual Dream Stories elicit spontaneous, imaginative narratives that reveal the deeper themes associated with a client’s literal losses.
3. Describe the Life Imprint technique to trace the way in which the relationship with the deceased shaped the client’s sense of self.

Lengelle, R. (2021). Writing the self in bereavement. New York: Routledge.
Neimeyer, R. A. (Ed.) (2016). Techniques of grief therapy: Assessment and intervention. New York: Routledge.
Thompson, B. E. & Neimeyer, R. A. (Eds.) (2014). Grief and the expressive arts: Practices for creating meaning. New York: Routledge.

Touch Drawing: Authentic, Soulful Expression in Clinical Practice
Shemaya Blauer, MSW, LCSW
Deborah Koff-Chapin, BFA
Susan Arnstem-Russell, OTR-L
1, 2, 6

Objectives:
1. List the 4 essential art materials and the 5 steps to creating a series of Touch Drawings for use in promoting self-care.
2. Describe 3 properties of Touch Drawing that make it particularly effective for therapists to teach their clients for self-care.
3. Name 3 ways of using Touch Drawing as a method for the practitioner to use in making an effective transition between client sessions.
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

SUNDAY AFTERNOON WORKSHOPS

COMICS AS CLINICAL INTERVENTION: BIBLIOTHERAPY, ARTMAKING & ETHICS
Erin Partridge, PhD, ATR-BC
Devlyn McCreight, LPC, NCC
John Pollard
1, 5, 6

Objectives:
1. State 2 or more therapeutic benefits of graphic Mmedicine as it pertains to clinical practice.
2. Identify 3 or more ethical concerns in the use of published or client-created bibliotherapeutic materials.
3. Describe 2 or more graphic medicine comic methods that can be used in virtually any clinical setting.

Lusebrink, V. B. (2010). Assessment and therapeutic application of the Expressive Therapies Continuum: Implications for brain structures and functions. Art Therapy, 27(4), 168–177. https://doi.org/10.1080/07421656.2010.10129380
Neil Springham (2008) Through the eyes of the law: What is it about art that can harm people?, International Journal of Art Therapy, 13:2, 65-73, DOI: 10.1080/17454830802489141
Greenwald, R., (2015). Child trauma handbook: A guide for helping trauma-exposed children and adolescents. Routledge.

DIGITAL ARTS, SOCIAL EMOTIONAL SKILLS, MIDDLE SCHOOL: CLASSES & COUNSELING CONTEXTS
Martha Rand, LCSW, SSW, CGP, ACSW
Kendra Carlson, MAAT, ATR-BC
Laki Vazakas, MA
1, 4, 5

Objectives:
1. Identify at least 3 techniques using digital devices that can support learning and awareness with clients and students.
2. Name at least 3 social emotional skills and describe their connection to character development and behavioral health, as well as 21st century skills.
3. List 3 or more online sites and applications that support digital techniques that can be used in treatment.
4. Identify 3 components of expressive digital directives that address treatment and learning goals to foster self-awareness, affect regulation, and community-building.

Jameson, Jeffrey L. Expressive Remix Therapy: Using Digital Media Art in Therapeutic Group Sessions with Children and Adolescents, Creative Nursing, Vol. 19 Issue 4, 2013
Thong, Sairalyn Ansano, Redefining the Tools of Art Therapy, Art Therapy: Journal. Of the American Art Therapy Association, 14 (2) pp 52-58, 2007
Wiesenthal, Paul, The Power of Digital-Comic Therapy in Schools, The Atlantic, May 21, 2017, retrieved from https://theatlantic.com/health/archive/2015/11/sorry-Benedict-cumberbach-your-head -is-fine/414010

Puppetry and Storytelling in Therapy with Clients of All Ages
Yolanda Fountain, PhD, LPC, RPT-S, ACS, NCC
3, 4, 6

Objectives:
1. List 3 storytelling types that can help child, adolescent, and adult clients to build social and problem-solving skills.
2. Identify 2 or more ways that puppets can help child, adolescent, and adult clients to build emotional intelligence and improving communication skills.
3. Describe a storytelling and puppetry activity that could help child, adolescent, and adult clients with processing feelings related to the 2020 pandemic.

Drewes, A. A. & Schaefer, C. E. (2018). Puppet play therapy: A practical guidebook. New York: Routledge.
Denbourough, D. (2014). Retelling the stories of our lives: Everyday narrative therapy to draw inspiration and transform experience. New York: NY: W. W. Norton & Company.
Schaefer, C. E. & Cangelosi, D. (2016). Essential play therapy techniques. New York: The Guilford Press

DANCE MOVEMENT THERAPY: TRANSFORMATION THROUGH THE ANCIENT HEALING ART OF DANCE
Marcia Leventhal, PhD, CMA, BC-DMT, NCC
3, 4, 5

Objectives:
1. List 3 or more key elements from dance that support the dance/movement therapy paradigm.
2. Name 3 or more universal themes that contribute to a client's personal growth, insight, and skills through dance/movement therapy.
3. Describe how the primary tenets of dance/movement therapy interface with more traditional models of talk therapy.

Leventhal, Marcia B. “Transformation and Healing Through Dance Therapy; The Challenge and Imperative of Holding the Vision” AJDT, 2008, 30:4-23, Springer Publishing, New York, and an unabridged version, DTAA 2013, Vol. 11, No's 1 and 2, Melbourne, Australia.
Leventhal, Marcia B. Moving Towards Meaning; The Journey From Creating in Dance to a Healing Paradigm of Dance Movement Therapy; 2012, World Congress on Dance Research, International Dance Council, UNESCO ; Published Proceedings, CID, Athens, Paris.
Leventhal, Marcia B. “An Introduction to Historical Antecedents and Theory Contributing to a Wholistic Model of Embodied Therapeutic Intervention and Treatment” 2014 China Institute of Psychology, Beijing, China and DTAA, 2015, Vol.14, Melbourne, Australia.

Touch Drawing: Authentic, Soulful Expression for Self-Care
Shemaya Blauer, MSW, LCSW
Deborah Koff-Chapin, BFA
Susan Arnstem-Russell, OTR-L
1, 2, 6

Objectives:
1. List the 4 essential art materials and the 5 steps to creating a series of Touch Drawings for use in clinician self-care.
2. Describe 3 properties of Touch Drawing that make it particularly effective for therapist self-care.
3. Define and apply 3 ways of using Touch Drawing as a method for the practitioner to transition between client sessions.

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