SUNDAY MASTER CLASSES

ARTS-BASED TREATMENT FOR WOMEN WITH TRAUMA HISTORIES & SUBSTANCE ABUSE DISORDER
Deirdre Cogan, ATR-BC, LPC, ATCS, CTP
Laryssa Creswell, EDD, MT-BC
Kate Stanley, MMT, MT-BC
Rebekah Messenger, MMT, MT-BC 
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.

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

Objectives:
Forthcoming

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

FUNDAMENTALS OF SANDPLAY THERAPY: MINIATURES AND SYMBOLS IN THE FREE & PROTECTED SPACE
Antoinette Eimers, PsyD, MFT, CST-T
Adele Marie Luttrell, LMFT
4, 5, 6

Objectives:
1. Define Kalff's "free and protected space" in play therapy.
2. Explain 3 basic principles of sandplay therapy and compare them to play therapies that incorporate sand, miniatures, and containers.
3. Identify 3 Jungian concepts that contribute to healing in play therapy and sandplay.
4. List 3 or more environments or clinical populations where play therapists can incorporate sand tray play therapies.
5. Identify the symbolic meaning that play therapists can infer for at least 3 miniature figures or symbols typically used in sequential sandplay images.
6. Define the difference between healing and transformation in play therapy and a sandplay process.

Kalff, Dora M. (1980, 2005) Sandplay: A Psychotherapeutic Approach To The Psyche. Boston: Sigo Press; Temenos Press.
Kestly, Theresa (2014). The Interpersonal Neurobiology Of Play. New York: W. W. Norton
Kaplan, J. (2017). The Drowned And The Saved: Recovering The Soul Through Sandplay. Journal Of Sandplay Therapy 26(1): 55-72.

PUPPET-ASSISTED RELATIONSHIP THERAPY: GROUP SOCIAL SKILLS TRAINING FROM 6 TO 60
Anne Pesacov, PhD, LCSW, LMFT

Objectives:
1. List 3 or more assessment tools for diagnosing ASD in children and adults.
2. Identify 10 or more relational difficulties typical of adolescents and adults with ASD.
3. Describe 3 or more techniques using puppets to teach social skills in groups. 
4. Identify the 20 observable behaviors and early warning signs seen in children on the autism spectrum.
5. Demonstrate 3 or more creative techniques for teaching social skills to children, adolescents and adults on the autism spectrum, including writing social stories, comic book conversations, and social scripts.
6. Practice writing a social skills script to address one or more of the social skills deficits in children, adolescents, and adults., using the Puppets from the Planet Earth.

Neuman, L. (2004). Video Modeling: A Visual Teaching Method For Children With Autism; A Guide For Parents And Educators (2nd Edition). Bradonton, Fl., Willerik Publishing.


Baker, J. (2005). Preparing For Life: The Complete Guide For Transition To Adulthood For Those With Autism And Asperger's Syndrome. Arlington Tx. Future Horizons.
Davies, C. And Dubie, M. (2012). Intimate Relationships And Sexual Health: A Curriculum For Teaching Adolescents/Adults With High Functioning Autism Spectrum Disorders And Other Social Challenges. Shawnee, Mission, K.S. Autism Asperger's Publishing Company.

THE HERO’S JOURNEY THROUGH SOULCOLLAGE®: THEIR USE IN CLINICAL SETTINGS
Elizabeth Athens, MSW, LMSW
[NOTE: These seem to be the wrong learning objectives and citations for this session]
Objectives:


1. Comprehend both the historical context of the Hero’s Journey as well as modern day interpretations, and identify 2 or more ways to help describe this process to clients.

2. Recognize the 12 steps of the Hero’s Journey, and be able to adapt the concepts to both our own and our clients lives.

3. Identify at least 2 common "stuck points" in our client’s therapeutic process, and be able to find ways to help them become "unstuck”.

4. Review the history and use of the SoulCollage® process, with an emphasis on the Committee and Council suits of a SoulCollage® deck.

5. Synthesize the use of both Hero's Journey and SoulCollage® processes, and come up with at least 2 practical, real-life ways to use them in clinical settings.

6. Create a deck of at least 4 SoulCollage® Hero's Journey cards for use in their practice.



Campbell, J. (2008). The Hero with a Thousand Faces (the Collected Works of Joseph Campbell) Novato, CA: New World Library.


Pearson, C. (2015). The Hero Within: Six Archetppes we Live By. San Fransicso, CA: HarperOne Publishing.


Frost, S. (2010) SoulCollage Evolving: An intuitive Collage Process for Self-Discovery and Community. Santa Cruz, CA: Hanford Mead.

4-DAY INTENSIVE - SUNDAY

RECOVERY COACH ACADEMY: 4 DAY INTENSIVE TRAINING FOR RECOVERY FROM ADDICTIONS
Lisa Grey Hope, ATR0BC, LADC, LCAT, MAC, CASAC, CRPA
1, 6, 8

Objectives:
24. Name two or more impacts of power and privilege in the coaching relationship.
25. Identify 1 empowerment art making directive to use in recovery coaching.
26. Name 3 components of making a successful referral to recovery coaching.
27. Define boundaries as they pertain to recovery coaching.
28. Define self-care as it pertains to working with clients with addictions.
29. List 2 or more possible Recovery Plan Headings.
30. Define S.M.A.R.T. goals as they are used in recovery coaching
31. Identify at least 5 recovery coaching skills that could be demonstrated through role playing.

Miller, WR & Rollnick, S.  (2012).  Motivational Interviewing: Helping People Change, 3rd Edition. 
White, W. (2004). "Professional ethics." In R. Coombs (Ed.), Addiction counseling review: Preparing for comprehensive certification exams. Lahaska Press, pp. 535- 576. 
McIntosh, P. (1989). "Unpacking the Invisible Knapsack. White Privilege: Unpacking the Invisible Knapsack.  Peace and Freedom Magazine, July/August, pp. 10-12.

SUNDAY MORNING WORKSHOPS

“HEAL HER” FACILITATOR TRAINING: STORYTELLING CIRCLES FOR TRAUMA SURVIVORS
Suzan Lemont, MA, REACE
Sarah Hinrichs
3, 4, 5

Objectives:
1. List 4 or more contemporary trauma-informed, expressive arts clinical theories and practices.
2. Describe 2 or more anthropological connections between ancient rituals and effective contemporary trauma treatment.
3. Identify 3 or more ways to structure trauma-informed storytelling circles, particularly in communities with very limited access to therapeutic resources.

ARTFUL GRIEVING: A CREATIVE MULTI-MODAL APPROACH TO GRIEF WORK WITH CHILDREN & TEENS
Patricia Jauchler, MS, MA, RDT/BCT
4, 5, 8

Objectives:
1. Identify 3 creative arts techniques to engage children younger than 8 years old.
2. List Any developmental stages that would not benefit from a creative therapies approach to grief work.
3. Identify 2 or more creative modalities that are most effective in grief work with teens.

Fitzgerald, Lorraine. Healing Through Loss: The Stepping Stones. Home Health Care Management & Practice, April 2008.
Devine, Megan (2017). It’s Ok That You’re Not Ok: Meeting Grief And Loss In A Culture That Doesn’t Understand. Sounds True, Boulder, Co.
Buscaglia, Leo (1982). The Fall Of Freddie The Leaf: A Story Of Life For All Ages. Henry Holt And Company, New York.

DRAMA THERAPY: RITUALS & STORY FOR INTERGENERATIONAL AND SOCIOCULTURAL HEALING
Cynthia Holloway Kelvin, PhD, RDT
3, 5, 8

Objectives:
1. Identify 3 or more structural components of a drama therapy session.
2. Identify 2 or more ways to explore how intergenerational and sociocultural events impacts a client's current experience.
3. Forthcoming

GUIDED IMAGERY IN TREATMENT: A DYNAMIC APPROACH
David Gordon, PhD
4, 5

Objectives:
1. List 2 or more ways that dynamic guided imagery differ from directive/prescriptive guided imagery.
2. Name 2 or more ways that guided imagery and other expressive arts modalities differ from most practiced “talking therapies.”
3.  Identify how guided imagery can work effectively for clinician generalists within the framework of attachment theory.

Gordon, D.S. and Cohen, C.C. (2017), The Glass Enclosure: Psychodynamic Exploration through Guided Imagery. Zeig, Tucker & Theisen, Phoenix.
Rossi, Ernest (1993). The Psychobiology of Mind-Body Healing: New Concepts of Therapeutic Hypnosis. W.W. Norton and Company, New York.
Zeig, Jeffrey (Editor) (1982) Ericksonian Approaches to Hypnosis and Psychotherapy. Brunner/Mazel, New York.


MYTH & METAPHOR IN HEALING: LISTENING TO IMAGES, WRITING FOR SOUL
Josie Abbenante, ATR-BC, LPAT
4, 5, 6

Objectives:
1. State 1 or more ways in which incorporating myth into therapeutic work can enable clients to deepen understanding of their personal struggles.
2. Describe 2 methods of "listening" for metaphor, whether in artwork or life situations, when working with clients of all ages.
3. List 2 ways to explore artwork through writing that will increase trust for adolescents and adults in the therapeutic relationship.

Rhyne, J. (1996). The Gestalt Art Experience: Revised Edition. Chicago: Magnolia Street Publishers.
Hillman, J. (1977). "Inquiry into image." Spring: An Annual of Archetypal Psychology and Jungian Thought, pp. 62-88. Zurich: Spring.
Kapur, K. (2007). Ganesha goes to lunch: Classics from mystic India. San Rafael, CA: Mandala Publishing.

POETRY THERAPY ACROSS THE LIFESPAN
Perie Longo, PhD, RPT, LMFT
1, 4, 5

Objectives:
1. Describe each of the 4 stages of the poetry therapy process.
2. Identify 5 criteria of effective therapeutic poem selection for use in counseling or psychotherapy with individuals or groups. 3. List 2 or more poetry therapy strategies for 2 or more life stages.

Hynes, A.M., &Amp; Hynes-berry, M. (2012) Biblio/Poetry Therapy: The Interactive Process. St. Cloud, Mn: North Star Press.
Leedy, J.J. (Ed.) (1985) Poetry As Healer: Mending The Troubled Mind. Ny: Vanguard.

 Mazza, N. (2017) Poetry Therapy: Theory And Practice, 2 Nd Edition. Ny: Routledge Taylor And Francis Group.

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.

SCRIBING FOR SOUL, ILLUMINATING FOR BRAIN: ARTMAKING THAT BRIDGES THE CLINICAL & AESTHETIC REALMS
Paula Artac, DMIN, ATR-BC
5. 6

Objectives:
1. Describe the 4 steps of the creative process with adaptions to the needs of a variety of populations, ages and symptoms.
2. Identify 2 or more ways that non-verbal self-expression through image, symbol, color and design, can balance left and right brain functions when working with trauma in treatment.
3. Name 3 or more ways that the workshop principles and practice could be adapted by generalist and specialist clinicians in their work.

Farrelly-Hanson, M. (2001). Spirituality And Art Therapy. London, England,
Jessica Kingsley Publishers Ltd.
Gray, J. (2015). Illuminated Journaling. Nashville, Tennessee: Lumenstar Publishing, Inc.
Carey, M., Fix, R., &Amp; Penney, J. (2002). The Artful Journal, A Spiritual Quest. New York: Watson-guptill Publications.

SELF-REGULATION FOR AT-RISK CHILDREN THROUGH NATURE-BASED PLAY: SEEDS
Gabriela Alejos, MSW
Victoria Lloyd, MEd
1, 3, 8

Objectives:
1. List 2 or more SEEDS program techniques for promoting self-regulation in at-risk children through five-senses and nature-based play.
2. Identify 1 or more best practices for utilizing five-senses and nature-based learning activities and play to promote positive parent-child interactions.
3. Describe 2 or more nature- and art-based activities that are suited for working the children and families in clinical practice.

Blair, C. And Raver, C.C. (2015). School Readiness: A Developmental Psychobiological Approach. Annual Review Of Psychology, 66, 711-731.
Sloan, E., Hall, K., Moulding, R., Bryce, S., Mildred, H., & Staiger, P.K. (2017). Emotion Regulation As A Transdiagnostic Treatment Construct Across Anxiety, Depression, Substance, Eating And Borderline Personality Disorders: A Systematic Review. Clinical Psychology Review, 57, 141-163.
Hajal, N., Paley, B., Delja, J., Gorospe, C.M., Mogil, C. (2018). Promoting Family School-readiness For Child-welfare Involved Preschoolers And Their Caregivers: Case Examples. Children And Youth Services Review, 96, 181-193.

UNLOCKING THE UNCONSCIOUS THROUGH MUSIC USING THE SONG TAPESTRY METHOD 
Stacie Yeldell, MA, MT-BC, AVPT
1, 3, 4

Objectives:
1. Name at least 1 evidenced-based music therapy method that can be used to facilitate a community therapy group for clients of all ages.
2. List 4 song tapestry themes that can be used to connect to the unconscious within a group setting with clients of all ages.
3. Identify 2 or more ways to use song as a clinical tool to process emotions, assess a client's mental state, as well as to build cohesiveness within a group.

Colman, Arthur D. And Geller, Marvin H. Group Relations Reader 2. Springfield: A.K. Rice Series, 1985. Print.


Diaz De Chumaceiro, Cora L. (1998). 'consciously Induced Song Recall: Transference-countertransference Implication', In Bruscia, Kenneth E. (Ed) The Dynamics Of Music Psychotherapy. Gilsum: Barcelona Publishers, Pp. 365-385.


Mcguire, Michael G. Psychiatric Music Therapy In The Community: The Legacy Of Florence Tyson. Gilsum: Barcelona Publishers, 2004. Print.

VIBRANT TRANSFORMATIONS: CREATIVE EMBODIMENT & IFS
Adrienne Glasser, R-DMT, LCSW
4, 5

Objectives:
1. Identify 4 or more key components of the Internal Family Systems model.
2. Describe 2 or more aspects of transference and countertransference through an IFS lens.
3. Name 2 or more expressive tools that support accessing the Self for clients, therapists, and within the therapeutic relationship.

Ziskind A. & Sweezy M. Ifs Innovations And Elaborations In Internal Family Systems Therapy, Routledge, New York, 2017
Siegel D., Solomon M., Marks-tarlow. Play And Creativity In Psychotherapy, Norton Professional Books, New York, 2018
Terrell S., Kain K. Nurturing Resilience Helping Clients Move Forward From Developmental Trauma: An Integrative Somatic Approach North Atlantic Books, 2018

SUNDAY AFTERNOON WORKSHOPS

ART IN MIND-BODY MEDICINE: BRINGING THE 7 CREATIVE TYPES ALIVE
Deanna Minich, PhD, FACN, CNS, CN, IFMCP
4, 5, 6

Objectives:
1. Describe the 7 creative types and how knowledge of practitioner’s individualized creatives can enhance their clinical effectiveness.
2. Identify 3 or more methods to nourish creativity and explore how boosting clinician and client creativity can amplify possibilities for achieving treatment goals.
3. Practice the 7 creative types through experiential activities to prepare for application in therapeutic settings.

Conner, T. S., Brookie, K. L., Richardson, A. C., & Polak, M. A. (2015). On carrots and curiosity: Eating fruit and vegetables is associated with greater flourishing in daily life. British Journal of Health Psychology, 20(2), 413-427. doi: 10.1111/bjhp.12113
Giacobbi, J. P., Stewart, J., Chaffee, K., Jaeschke, A. M., Stabler, M., & Kelley, G. A. (2017). A scoping review of health outcomes examined in randomized controlled trials using guided imagery. Progress in Preventive Medicine (New York, NY), 2(7), e0010. doi: 10.1097/pp9.0000000000000010
Minich, D. M. (2019). A review of the science of colorful, plant-based food and practical strategies for “Eating the Rainbow”. Journal of Nutrition and Metabolism, 2019, 1-19. doi:10.1155/2019/2125070

COMICS AS CLINICAL INTERVENTION: BIBLIOTHERAPY, ARTMAKING & ETHICS
Erin Partridge, PhD, ATR-BC
Dr. 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
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.

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

EMPOWERMENT THROUGH METAPHORS: WRITING TOWARD RESILIENCE DURING CHALLENGING TIMES
Tresha Haefner, MA
1, 4, 5

Objectives:
1. Identify 3 or more ways to use metaphor,and poetic writing with clients to help them reconnect to a sense of agency and resilience when faced with a situation that seems out of their control.       
2. Describe 1 or more ways to help clients generate a metaphor for their feelings regarding their own sense of agency or lack thereof in the face of a situation they view as dangerous, or out of their control. 
3. State 1 or more ways to change a metaphor of helplessness into a metaphor of empowerment and agency in regard to a situation perceived as dangerous or out of their control.

Citations forthcoming

ENHANCING DBT WITH POETRY & ART FOR INDIVIDUALS AND GROUPS
Yvette Duarte, MFT, ATR
1, 4, 6

Objectives:
1. Identify 2 treatment methods for working with outpatient adults using DBT combined wit art therapy.
2. Demonstrate several ways to use DBT and art therapy interventions.
3. Practice art therapy techniques that compliment DBT

Citations forthcoming

IN OUR MIND'S EYE: EXPLORING THE GROUP THERAPIST'S ROLE THROUGH VISUAL IMAGERY & MOVEMENT
Donna Newman-Bluestein, BC-DMT, CMA, LMHC
Objectives: 1. Identify a minimum of 3 elements of nonverbal communication.
2. Practice several elements of their own nonverbal communication.
3. Articulate 3 elements of their own nonverbal communication.

Coaten, R., & Newman-Bluestein, D. (2013). Embodiment and dementia–Dance movement psychotherapists respond. Dementia, 12(6), 677-681
Newman-Bluestein, D. & Chang, M.H. (2017). The dance of interaction: An embodied approach to nonverbal communication training for caregivers of people with dementia. Self-published in Dedham, MA: Dance for Connection.
Schoop, T., & Mitchell, P. (1974). Won’t you join the dance? Palo Alto, CA: National Press Books.

NATUREPLAY THERAPY FOR CHILDREN, TEENS & FAMILIES
Jamie Lynn Langley, LCSW, RPT-S
1, 4, 6

Objectives:
1. Identify at least 3 mental health benefits for play therapists, counselors, and other therapists of working with nature in clinical practice.
2. Describe 3 or more ways that NaturePlay therapy can be incorporated into child, family, group, and play therapies.
3. Cite at least 3 "therapeutic powers of play" that are manifested using NaturePlay activities to enhance coping in treatment.

Louv, R. (2017). Vitamin N: The essential guide to a nature-rich life. London: Atlantic Books.
Courtney, J.A. (2017). The Art of utilizing the metaphorical elements of nature as “co-therapist” in ecopsychology play therapy. In A. Kopytin & M. Rugh (Eds.). Environmental Expressive Therapies: Nature-Assisted Theory and Practice, pp. 100-122. New York, NY: Routledge.
Swank, J. M., & Min Shin, S. (2015). Nature-based child-centered play therapy: An innovative counseling approach. International Journal of Play Therapy, 24(3), 151-161. doi:10.1037/a0039127

POETRY, WRITING & WEAVING TO FOSTER STRENGTH, RESILIENCE AND COMMUNITY
Ingrid Tegner, MSW, M/S, CAPF
1, 4, 5

Objectives:
1. Define community. 
2. List, describe and practice 2-3 writing techniques to develop community. 
3. Describe how to integrate poetic imagery with art materials to physically explore the metaphor of weaving inner strength into a community connection.

Stephan, M. J., & Chenoweth, E. (2008). "Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict." International Security, 33(1), 7-44.]

PREGNANCY LOSS & GRIEF: HEALING THROUGH RITUAL & ECO-ART THERAPY
Ellen Speert, ATR-BC, REAT
4, 5, 8

Objectives:
1. List 3 common physical or psychological problems resulting from perinatal loss.
2. Describe the mizuko kuyo ritual as it is practiced in Japan.
3. Identify 2 or more benefits for incorporating ritual and the expressive arts into counseling and psychotherapy with clients who have experienced pregnancy-related loss.

Speert, E. (1992). The Use of Art Therapy Following Perinatal Death. Art Therapy: Journal of the American Art Therapy Association, 9(3) pp.121-128.


Wilson, J. (2009). Mourning the Unborn Dead.: A Buddhist Ritual Comes to America. New York: Oxford University Press.


Arai, P. K. R. (2008). Women and Dogen: Rituals actualizing empowerment and healing”, in S. Heine and D. Wright (Eds.), Zen Ritual, Oxford: Oxford University Press.

REACHING UNCOMMUNICATIVE, RESISTANT & NONVERBAL CLIENTS THROUGH MUSIC THERAPY STRATEGIES
Dan Walsh, MS, MT-BC
1, 4, 5

Objectives:
1. Identify 3 ways to establish a therapeutic alliance with a resistant client using music therapy strategies.
2. Name 3 ways to help resistant clients to empathize with music that they are not familiar with or openly adverse to.
3. List 2 or more benefits of using music therapy strategies in working with resistant clients as opposed to more traditional "talk" techniques.

Aigen, K. (2005). Music centered music therapy. Gilsum, NH: Barcelona Publishers.


Nordoff, P., & Robbins, C., (2007). Creative music therapy: A guide to fostering clinical musicianship. Gilsum, NH: Barcelona Publishers.


Bruscia, K. E. (1987). Improvisational models of music therapy. Springfield, IL: Charles C. Thomas Publishers.

REHEARSE FOR LIFE: CREATIVE APPROACHES TO THERAPEUTIC ALLIANCE 
Bradford Bancroft, RDT, LMFT
1, 4, 5

Objectives:
1. Identify 3 or more experiential skills to diffuse difficult clinical interactions.
2. Describe 2 or more creative approaches to enhance the therapeutic alliance.
3. Name 3 or more mindfulness skills for use in treatment situations related to client or clinician anxiety.

Citations Forthcoming

SENSORY STRATEGIES: COGNITIVE, AFFECTIVE & PHYSIOLOGICAL BENEFITS OF AROMATHERAPY AND THE ARTS
Gina Simonelli, MA, LMHC
4, 5, 6

Objectives:
1. List 3 or more ways that aromatherapy is beneficial in the clinical treatment of clients with mood disorders.
2. Identify 3 or more ways that aromatherapy can be used along with any of the expressive arts therapies to promote reduction of stress or anxiety.
3. Describe the unique properties of 2 or more essential oils that justify their integration with mental health counseling, psychotherapy, and the expressive arts therapies. 

Chiu, G., Hancock, J., & Waddell, A., (2015). Expressive Arts Therapy Group Helps Improve Mood State in an Acute Care Psychiatric Setting (Une thérapie de groupe ouverte en studio basée sur les arts de la scène améliore l'humeur des patients en psychiatrie dans un établissement de soins intensifs). Canadian Art Therapy Association Journal, 28(1-2), 34-42.
Chamine, I., & Oken, B. (2016). Aroma effects on physiologic and cognitive function following acute stress: a mechanism investigation. Journal of Traditional and Complementary Medicine, 22(9), 713-721.
Sowndhararajan, K., & Kim, S. (2016). Influences of fragrances on human psychophysiological activity: with special reference to human electroencephalographic response. Sci Pharm, 84(4), 724-752.