2021 SUNDAY, APRIL 18 LEARNING OBJECTIVES
CONTINUING EDUCATION CATEGORIES
1. Counseling Theory/Practice and the Counseling Relationship2. Wellness and Prevention3. Group Dynamics and Counseling4. Clinical Interventions and Evidence-based Practice5. Psychological and Psychotherapeutic Theories and Practice6. Media and Materials in Treatment7. Social and Cultural Foundations8. Client Populations and Multicultural Competence9. Human Growth and Development10. Cross-disciplinary Offerings from Behavioral and Social Sciences11. Assessment
SUNDAY MASTER CLASSES ARTS-BASED TREATMENT FOR WOMEN WITH TRAUMA HISTORIES & SUBSTANCE ABUSE DISORDER Deirdre Cogan, ATR-BC, LPC, ATCS, CTPRebekah Messenger, MMT, MT-BC Nalini Prakash, BC-DMT, CMA 1, 3, 5 Objectives: 1. List 5 core principles of gender-responsive treatment as viewed through the lens of relational theory. 2. Name 3 multimodal techniques that can be leveraged to help women explore traumatic experiences and transform their meaning. 3. List 2 or more differences between trauma-informed care and trauma-specific treatment. 4. Cite 2 ways that creative arts intervention can build a sense of group solidarity and instill hope as an antidote to feelings of isolation. 5. Identify 3 or more ways that art and music can be used as tools for creating empowering personal narratives in counseling and therapy. 6. Describe 3 ways that cross-modal treatment can facilitate recovery from addiction as part of treatment. Herman, J. (1992). Trauma And Recovery: The Aftermath Of Violence From Domestic Abuse To Political Terror. New York, Ny: Basic Books.Holt, E.C., & Kaiser, D.H. (2009). The First Step Series: Art Therapy For Early Substance Abuse Treatment. The Arts In Psychotherapy, 36(4), 245-250. Mazor, Y., Gelkopf, M., & Roe, D. (2018). Posttraumatic Growth Among People With Serious Mental Illness, Psychosis And Posttraumatic Stress Symptoms. Comprehensive Psychiatry. 81, 1-9. 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