FRIDAY MORNING WORKSHOPS

CREATIVE RITUALS FOR PROCESSING GRIEF & CELEBRATING LIFE
Summer Lall, MT-BC
Gabrielle Kaufman, MA, BC-DMT, NCC, LPCC
Jennie Linthorst, MA, CAPF
3, 7, 9

Objectives:
1. State 2 benefits of using music for processing grief in the context of treatment.
2. Describe 2 or more ways to use literature to inspire "writing from the soul" in treatment.
3. List 2 ways to use movement to access affect or memories during a group or individual counseling/therapy session.

Hynes, A. and Hynes-Berry, M. [1986] (1994) Biblio/Poetry Therapy: The Interactive Process. A Handbook. St. Cloud, MN: North Star Press.
Chodorow, J. Dance Therapy and Depth Psychology. Routledge, 1991.
Chavis, G. G. and Weisberger, L. L. (2003) The Healing Fountain: Poetry Therapy For Life’s Journey. St. Cloud, MN: North Star Press.

ATTACHMENT & THE INVISIBLE STRING: PLAYFUL ACTIVITIES TO SUPPORT HEALTHY CONNECTION FOR ALL AGES
Dana Wyss, PhD, LMFT, ATR
Pamela Robertson, PsyD, LCSW
2, 4, 5

Objectives:
1. Identify 4 or more signs of healthy attachment in children and adolescents to support proper treatment for play therapy and art therapy clients and their families.
2. Identify 4 or more signs of disrupted attachment in children and adolescents to support proper treatment including play and art therapy approaches.
3. List 4 or more play-based activities that can support creativity and connection for clients who have experienced a disruption in attachment. 

Hodgdon, H. B., Kinniburgh, K., Gabowitz, D., Blaustein, M. E., & Spinazzola, J. (2013). Development and implementation of trauma-informed programming in youth residential treatment centers using the ARC framework. Journal of Family Violence, 28(7), 679-692. 
Weinberg, M. K., Beeghly, M., Olson, K. L., & Tronick, E. (2008). A Still-face Paradigm for Young Children: 2 Year-olds' Reactions to Maternal Unavailability during the Still-face. The journal of developmental processes, 3(1), 4-22. 
Southwell, J. (2016). Using ‚"Expressive Therapies‚" to Treat Developmental Trauma and Attachment Problems in Preschool-Aged Children. Children Australia, 41(2), 114-125. doi:10.1017/cha.2016.7 

FEELING SEEN: INTEGRATING DANCE/MOVEMENT THERAPY TECHNIQUES INTO DYADIC TREATMENT
Eva Glaser, MA, BD-DMT, LPC
3, 4, 9

Objectives:
1. List 1 or more methods for facilitating dyadic movement in clinical practice with families.
2. Describe 2 or more aspects of movement-based play in trauma treatment.
3. Identify 3 or more components of Child-Parent Psychotherapy.

Lieberman, A.F. & Van Horn, P. (2008). Psychotherapy with infants and young children: Repairing the effects of stress and trauma on early attachment. New York: The Guilford Press.
Tortora, S. (1994). Join my dance: The unique movement style of each infant and toddler can invite communication, expression and intervention. Zero to Three, 15(1), 3-13.

ossin, M. & Berklein, S.K. (2006). Nonverbal transmissions of stress between parent and young child: Considerations and psychotherapeutic implications of a study of affective movement patterns. Journal of Infant, Child, and Adolescent Psychotherapy, 5(1), 46-69.

BEYOND DIFFICULT RELATIONSHIPS: HELPING WOMEN IDENTIFY SELF-WORTH & CREATE CONNECTION 
Zelda Lockhart, MA, PhD
1, 8

Objectives:
1. Identify 1 or more arts-based tools for helping women of color explore current and past relationships through creative, narrative inquiry that encourages self-definition.
2. List the steps for facilitating witnessing through sharing stories and visual art with the goal of reinforcing community reciprocity within the black community environment as well as within other communities of color.
3. List 1 or more ways of integrating expressive arts techniques into traditional therapeutic methods when working with clients seeking to make healthy changes in existing relationships.

Amoah, J. (1997). Narrative: The road to Black feminist theory. Berkley journal of gender, law & justice, 12(1), 83-102. doi: 10.15779/Z38FP3B
Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York, NY: Routledge.
Sanousi, H. A. (2004). The psychological role of expressive and literary writing: A case study on Kuwaiti women. Psyart, 8, 1-18.

Making Teletherapy a Relational Experience Using Creative Arts
Deirdre Cogan, ATR-BC, LPC, ATCS, CTP
Rebekah Messenger, MMT, LPC, MT-BC
Nalini Prakash, BC-DMT, CMA
1, 5, 6

Objectives:
1. List 2 differences between in-person and teletherapy sessions.
2. Identify 2 concepts about neuroception as it pertains to group dynamics.
3. Compare 2 ways that movement, music, and art build connection and collaboration among group members.

Kaimal, G., Rattigan, M., Miller,  G. & Haddy, J. (2016).  Implications of nationaltrends in digital media use for art therapy. Journal of Clinical Art Therapy. 3(1)6. 
Levy, C.,  Spooner, H., Lee, J., Sonke, J., Myers, K., & Snow, E. (2017).  Telehealth-based creative arts therapy: Transforming mental and rehabilitation care for rural      veterans. The Arts in Psychotherapy, 57, 20-26.
Porges, S. W. (2017). The pocket guide to the polyvagal theory: The transformative power of feeling safe. W W Norton & Co.  

AN INTEGRATIVE ARTS TOOLKIT FOR HEALING & CREATIVE GROWTH
Patrisha Thomson, MA
5, 6

Objectives:
1. List the steps and logic of moving between arts modalities to foster insight and growth in psychotherapy and counseling.
2. Identify 1 or more ways to provide a supportive atmosphere for participants to generate generosity, kindness, and support in a group format.
3. List 2 or more methods of moving from one art form to another to provide consistency and respect for participants of all populations.

Rogers, Carl R. Client-centered Therapy: Its Current Practices, Implications, and Theory. New York: Houghton mifflin, 1951
Capacchione, Lucia. The Power of Your Other Hand: A Course in Channeling the Inner Wisdom of the Right Brain. North Hollywood, CA: Newcastle Publishing, 1988;
Conari Press, 2001, 2019 The Creative Journal: The Art of Finding Yourself. Athens, OH: Swallow Press, 1979
Beckwith, Michael Bernard. Pulled By a Vision of Possibilities. Science of Mind Mag., May, 2018, Vol 91, No. 5: 12-16/

Understanding the Impact of Power, Privilege & Oppression in the Practice of the Arts Therapies
Typhani Carter, LCSW
Jennifer Herbert, LCAT, ATR-BC
1, 7, 8 

Objectives:
1. Identify at least 2 ways to describe the impacts of trauma and violence from an anti-oppressive lens.
2. Name at least 2 ways in which the therapist's experiences of power, privilege and oppression can impact her clinical work.
3. Describe at least 2 tools for engaging participants from a place of shared power and privilege in the therapeutic relationship.

Finn, J. L. (2016). Just practice: A social justice approach to social work (3rd ed.). New York: Oxford University Press.
Morgaine, K. and Capous-Desyllas, M. (2015). Anti-Oppressive Social Work Practice: Putting Theory into Practice. California: Sage Publications.
Tatum, B. D. (2000). The Complexity of Identity: “Who am I?.” In Adams, M., Blumenfeld, W. J., Hackman, H. W., Zuniga, X., Peters, M. L. (Eds.), Readings for diversity and social justice: An anthology on racism, sexism, anti-semitism, heterosexism, classism and ableism (pp. 7-10). New York: Routledge.

Friday Evening Workshops

FRIDAY EVENING WORKSHOPS

THE STORIES WE TELL IN TREATMENT: HOW CULTURE & CREATIVE EXPRESSION ENHANCE BEST PRACTICES
Asia Moore, MSW
Julyssa Guevara, ACSW
1, 3, 8

Objectives:
Identify 4 key components of cultural responsiveness and humility.
Describe and explain 3 methods of integrating creative-based strategies that integrate cultural factors into clinical best practices.
Explain how to integrate 3 critical cultural concepts and strategies into everyday treatment practices.

Abbott, D. M., Pelc, N., & Mercier, C. (2019). Cultural humility and the teaching of psychology. Scholarship of Teaching and Learning in Psychology, 5(2), 169–181. https://doi-org.ccl.idm.oclc.org/10.1037/stl0000144
Bal, J., & Kaur, R. (2018). Cultural humility in art therapy and child and youth care: Reflections on practice by Sikh women. Canadian Art Therapy Association Journal, 31(1), 6–13. https://doi-org.ccl.idm.oclc.org/10.1080/08322473.2018.1454096
Mosher, D. K., Hook, J. N., Captari, L. E., Davis, D. E., DeBlaere, C., & Owen, J. (2017). Cultural humility: A therapeutic framework for engaging diverse clients. Practice Innovations, 2(4), 221–233. https://doi-org.ccl.idm.oclc.org/10.1037/pri0000055