Expressive Therapies (Virtual) Summit: Los Angeles 2021

2021 SATURDAY, APRIL 24
LEARNING OBJECTIVES

Bending Trio

CONTINUING EDUCATION CATEGORIES

1. Counseling Theory/Practice and the Counseling Relationship
2. Wellness and Prevention
3. Group Dynamics and Counseling
4. Clinical Interventions and Evidence-based Practice
5. Psychological and Psychotherapeutic Theories and Practice
6. Media and Materials in Treatment
7. Social and Cultural Foundations
8. Client Populations and Multicultural Competence
9. Human Growth and Development
10. Cross-disciplinary Offerings from Behavioral and Social Sciences
11. Assessment

SATURDAY MASTER CLASSES

FACILITATING DRUM CIRCLES: A MASTER CLASS FOR CLINICIANS & EDUCATORS
Helen Dolas, MS, MT-BC
John Fitzgerald
3, 6

Objectives:
1. Identify at least 1 major concept of drum circle facilitation that can provide structure for working with clients in group or individual treatment.
2. Describe 2 or more basic rhythm facilitation techniques that clients themselves can facilitate, to strengthen confidence, self-expression, positive risk-taking, and leadership skills.
3. Identify 2 or more ways to adapt facilitation techniques to different populations.
4. State 2 or more ways that drum circles can reduce stress.
5. Explain 2 or more ways that drum circles can be used to build empathy and community.
6. Describe 2 or more drum circle activities that can increase focus and attention.

Bittman, B.B., Berk, L.S., Felten, D.L., Westengard, J., Simonton, O.D., Pappas, J. & Ninehouser, M. (2001). "Composite Effects of Group Drumming Music Therapy on Modulation of Neuroendocrine-Immune Parameters in Normal Subjects," Journal of Alternative Therapy. Jan, 2001. p. 38-47.
Bittman, MD, Karl T. Bruhn, Christine Stevens, MSW, MT-BC, James Westengard, Paul O Umbach, MA. (2003) "Recreational Music-Making: A Cost-Effective Group Interdisciplinary Strategy for Reducing Burnout and Improving Mood States in Long- Term Care Workers," Advances in Mind-Body Medicine. Fall/Winter, 2003. p.4-15.
Bittman et al. (2004). "Recreational Music-Making: An Integrative Group Intervention for Reducing Burnout and Improving Mood States in First Year Associate Degree Nursing Students: Insights and Economic Impact." International Journal of Nursing Education and Scholarship. Vol. 1 Article 12.

THE BODYMAP PROCESS: A SOMATIC ART INTERVENTION FOR HEALING WHAT THE BODY HOLDS
Darcy Lubbers, PhD, MFT, ATR-BC
3, 4, 6

Objectives:
1. Identify 3 clinical benefits related to using expressive modalities in healing trauma-related symptoms stored in the body.
2. Describe 3 somatic and 3 expressive art methods for use in clinical practice to help facilitate client safety.
3. List 3 clinical considerations regarding the choice of media with various clinical populations.

Lubbers, K. D. (2017). "Bodymap Protocol: Integrating Art Therapy and Focusing in the Treatment of Adults with Trauma." The Chicago School of Professional Psychology, DAI-B 80/01(E), Dissertation Abstracts International, publication number10830077. Retrieved from: https://pqdtopen.proquest.com/doc/2100574902.html?FMT=ABS
Pifalo, T. (2009) "Mapping the Maze: An Art Therapy Intervention Following Disclosure of Sexual Abuse." Art Therapy: Journal of the American Art Therapy Association, 26(1), 12-18. DOI: 10.1080/07421656.2009.10129313
Metzl, E. S. (2016). Where Art Therapy Meets Sex Therapy: Creative explorations of relationships, gender, and sexuality. NYC: Routledge.

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.
4. State 1 or more ways in which the discovery of the metaphor can help the client to work with life circumstances.
5. Define 2 steps in the process, as well as the therapeutic value, of reviewing clinical artwork as a series and/or as a single, ongoing piece of artwork.
6. Specify 2 essential components of a myth that help to facilitate or enhance the therapeutic relationship.

Denbick, M., Ed. (2010). Trickster: Native American Tales. Golden, CO: Fulcrum Books Johnson, J., (2017, April 18). What mythology reveals about the mind. [Blog Post]. Retrieved from https://www.psychologytoday.com/us/blog/cui-bono/201704/what-mythology-reveals-about-the-mind
Shaw, M. (2020). Courting the Wild Twin. White River Junction, VT: Chelsea Green Publishing.
Shaw, M. (2016). Scatterlings: Getting Claimed in the Age of Amnesia. Ashland, OR: White Cloud Press

COVID-Age Healing & the Ancient Art of Kintsugi: Repairing the Broken Bowl
Christa Brennan, LCAT, ATR-BC, CASAC, LPC
1, 5, 6

Objectives:
1. Identify 3 clinical applications of Expressive Arts Therapy in grief, loss and trauma counseling.
2. Define the concepts of Wabi Sabi and Kintsukuroi and how these concepts can be applied to the process of grief and mourning.
3. Demonstrate mastery in the art of Kintsukuroi as applied in Art Therapy and be able to identify 2 or more key concepts of resiliency and Zen Buddhism.
4. Describe the connection between Attachment Theory and Broken Bowl.
5. Apply 2 or more concepts of Neimeyer’s Constructivist Theory of Meaning Making to Broken Bowl.
6. List 1 or more benefits of Broken Bowl when used with individuals who are grieving or healing from trauma.

Levine, S. K. (2009). Trauma, Tragedy, Therapy: The Arts and Human Suffering. Philadelphia, PA: Jessica Kingsley Publishers.
Thompson, B. E. & Berger, J. S. (2011). Grief and expressive arts therapy. In R.A. Neimeyer, D.L. Harris, H.R. Winokuer, & G.F. Thornton (Eds.) Grief and bereavement in contemporary society bridging research and practice. New York: Routledge Resiliency In Action: Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, and Communities, published by Resiliency In Action. Copyright 2007 Resiliency In Action, Inc., all rights reserved. By Nan Henderson, M.S.W.

SATURDAY MORNING WORKSHOPS

INTERCONNECTED DRAMA THERAPY: A DEVELOPMENTAL MODEL FOR HEALING TRAUMA AND MORE
Dimitra Stavrou, LPC, RDT
3, 4, 5

Objectives:
1. Describe 1 short-term therapeutic process for developmental reconnection in clients.
2. List 3 or more methods for enhancing clinical treatment through embodiment and metaphor.
3. Identify 3 or more aspects of embodied self-awareness and embodied intersubjective awareness.
4. Name the 5 elemental energetic impulses, and describe how to regulate them without losing agency and embodied self-awareness.
5. Identify the 3 C’s, and describe how to maintain embodied self-awareness when working in dyad and group contexts.
6. Define "compassionate group attention," and list 2 or more ways to help a client identify, invite, amplify, and create safety regarding suppressed emotions.

Adler, J. (2002). Offerings from the conscious body. Rochester, VT: Inner Traditions.
Fogel, A. (2009). The psychophysiology of self-awareness: Rediscovering the lost art of body sense. New York: W. W. Norton
Hilton, R. (2007). Relational somatic psychotherapy; Collected essays of Robert Hilton. Alachua, Florida: Bioenergetics Press.

Interpersonal Neurobiology & Expressive Play Therapy for Establishing Safety in Trauma-Informed Parts Work
Marshall Lyles, LMFT-S, LPC-S, RPT-S
1, 4, 6, 10

Objectives:
1. Describe the 2 branches of the autonomic nervous system and how they respond during expressive play therapy.
2. List 3 parts of trauma clients’ inner communities that often present in expressive play therapy work.
3. Identify 3 expressive play therapy techniques that communicate safety to inner communities.

Kestly, T. A. (2014). The interpersonal neurobiology of play: Brain-building interventions for emotional well-being. WW Norton & Company.
Badenoch, B. (2017). The Heart of Trauma: Healing the Embodied Brain in the Context of Relationships (Norton Series on Interpersonal Neurobiology). WW Norton & Company.
Badenoch, B., & Gantt, S. P. (Eds.). (2018). The interpersonal neurobiology of group psychotherapy and group process. Routledge.
Stewart, A. L., Field, T. A., & Echterling, L. G. (2016). Neuroscience and the magic of play therapy. International Journal of Play Therapy, 25(1), 4.
Michael, T., & Luke, C. (2016). Utilizing a metaphoric approach to teach the neuroscience of play therapy: A pilot study. International Journal of Play Therapy, 25(1), 45.
Wheeler, N., & Dillman Taylor, D. (2016). Integrating interpersonal neurobiology with play therapy. International Journal of Play Therapy, 25(1), 24.

Sex Positivity: Integrating a Sex Positive Approach in Therapy and Supervision
Daniel Blausey, MA, ATR-BC, ATCS, LCAT (he/his)
1, 2, 5, 7

Objectives:
1. Define 3 elements of a sex positive practice and provide examples of how this is applied to a therapeutic setting.
2. State 3 reasons why clinicians may struggle to engage in an appropriate, sex positive dialogue with their clients.
3. Identify at least 2 personal and professional sexual values to increase understanding of implicit bias and to better develop skills for working with clients within the complex area of human sexuality in all its diversity.

Burnes, T. R., Singh, A. A., & Witherspoon, R. G. (2017). Sex positivity and counseling psychology: An introduction to the major contribution. The Counseling Psychologist, 45(4), 470-486.
Cruz, C., Greenwald, E., & Sandil, R. (2017). Let’s talk about sex: Integrating sex positivity in counseling psychology practice. The Counseling Psychologist, 45(4), 547-569.
Nealy, E. C. (2017). Trans Kids and Teens: Pride, Joy, and Families in Transition. WW Norton & Company.

Countertransference in Group Facilitation: Creative Approaches for Exploration & Efficacy
Doriana Pantuso, MeD
John Sherry, PhD
3, 4, 10

1. Name 2 or more different attachment styles that can be observed in treatment.
2. Identify their own attachment style in order to better assess that of their clients.
3. Describe 2 or more ways that the clinician's own attachment style can impact group facilitation.

Hayes, J. (2004). The inner world of the psychotherapist: A program of research on countertransference. Psychotherapy Research, 14(1), 21-36. doi: http://dx.doi.org/10.1093/ptr/kph002.
Hinkle, M. (2008). Psychodrama: A creative approach for addressing parallel process in group supervision. Journal of Creativity in Mental Health, 3(4), 401-495. doi : 10.1080/15401380802527464br/>
Marmarosh , C., Markin, R., & Spiegel, E. (2013) Attachment in group psychotherapy. Washington, DC. APA

Geek Therapy & Telehealth: Video Games and Pop Culture in Therapy with All Ages
Josué Cardona, MS
1, 4, 5, 6

Objectives:
1. Identify 2 or more interventions using popular media to improve self-regulation, problem solving skills, and increase rapport building in individual sessions.
2. List 2 or more interventions using popular media to improve social skills, communication skills, and connection in family and group sessions.
3. Identify 2 strategies in using video games in telehealth with clients of all ages.

Adachi, Paul JC, and Teena Willoughby. “More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.” Journal of youth and adolescence 42.7 (2013): 1041-1052.
Jones, C., Scholes, L., Johnson, D., Katsikitis, M., & Carras, M. C. (2014). Gaming well: links between videogames and flourishing mental health. Frontiers in psychology, 5, 260.
Nabi, R. L., & Prestin, A. (2017). The tie that binds: Reflecting on emotion's role in the relationship between media use and subjective well-being. In L. Reinecke & M. B. Oliver (Eds.), The Routledge handbook of media use and well-being: International perspectives on theory and research on positive media effects (p. 51–64). Routledge/Taylor & Francis Group.

SATURDAY AFTERNOON WORKSHOPS

WORKING WITH MASKS IN THERAPEUTIC ENVIRONMENTS: IDENTITIES & INTERSECTIONALITY
Kamran Afary, PhD-RDT
Pam Dunne, PhD, RDT/BCT
3, 4, 6

Objectives:
1. Identify 3 or more ways narrative and narradrama techniques can uncover and make available preferred roles that are more aligned with clientsí clinical issues and needs.
2. Describe 1 exercise in clinical encounters with clients based on the theory of intersectionality that helps clients overcome the erasure of their preferred identities.
3. List 3 or more techniques —using masks, play, or preferred environments— that are helpful for clients in nurturing preferred roles and identities to help them meet their goals in treatment, at home, or at work.

American Psychological Association (2017). Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality.
Retrieved from: http://www.apa.org/about/policy/multicultural-guidelines.pdf Klees, S. (2016). A Hero’s Journey in a German psychiatric hospital: A case study on the use of role method in individual drama therapy. Drama Therapy Review, 2(1), 99-110. doi:10.1386/dtr.2.1.99_1
Dunne, P. (2009). Narradrama: A Narrative Approach to Drama Therapy. (Second edition) In D. R. Johnson & R. Emunah (Eds.), Current Approaches in Drama Therapy. Springfield, IL: Charles C. Thomas.

Culturally-Informed Play Therapy for Racial Trauma in Black Children & Families
April Duncan, LCSW, RPT-S

1, 3, 6, 8

Objectives:
1. Identify 2 or more signs of suicidality in Black children that may present in the play therapy sessions.
2. Describe 3 or more play therapy techniques that address issues related to racial trauma.
3. Name 3 Adlerian play therapy principles that can applied in individual, group, and/or family play therapy sessions.
4. List 3 or more sand tray prompts that can be used in play therapy sessions to explore feelings of anxiety, grief, or trauma in Black children.
5. State 2 or more ways storytelling can be used in play therapy to help Black children process traumatic feelings.
6. Explain 4 or more directive play therapy interventions that can be used in individual, group and family play therapy sessions.

English, D., Lambert, S., Tynes, B., Bowleg, L., Zea, M., & Howard, L. (2020). Daily multidimensional racial discrimination among Black U.S. American adolescents. Journal of Applied Developmental Psychology, 66, 101068–. https://doi.org/10.1016/j.appdev.2019.101068
Grills, C., Banks, J., Norrington-Sands, K., Jackson, T.R., Steve, S.L., & Clark, M. (2019, October 15). Black child suicide: A report. National Cares Mentoring Movement & The Association of Black Psychologists. https://www.caresmentoring.org/black_child_suicide_report.pdf
Kottman, T., & Meany-Walen, K. (2016). Partners in play: An Adlerian approach to play therapy . Alexandria, VA: American Counseling Association.
Lee, C., & Wong, Y. (2020). Racial/ethnic and gender differences in the antecedents of youth suicide. Cultural Diversity & Ethnic Minority Psychology . https://doi.org/10.1037/cdp0000326
Henderson, D., Walker, L., Barnes, R., Lunsford, A., Edwards, C., & Clark, C. (2019). A framework for race‐related trauma in the public education system and implications on health for Black youth. Journal of School Health, 89(11), 926–933. https://doi-org.libproxy1.usc.edu/10.1111/josh.12832
Price, J., & Khubchandani, J. (2019, August). The changing characteristics of African-American adolescent suicides, 2001-2017. Journal of Community Health, 44(4), 756–763. https://doi-org.libproxy1.usc.edu/10.1007/s10900-019-00678-x

IMMIGRATION & EMPATHY: BUILDING COMMUNITY THROUGH CREATIVE WRITING AND MOVEMENT
Jennie Linthorst, MA, CAPF
Regina Klenjoski, BFA, BBS
3, 5, 8

Objectives:
1. Describe 2 ways to use movement to express memories and emotions in a therapeutic group setting.
2. List 1 or more ways to use writing and sharing to increase empathy among immigrant and non- immigrant populations.
3. State 2 benefits of using writing and movement to help refugee, immigrant, and displaced populations cope with loss and assimilation, and deepen connection to roots.

Mazza, N. (2018). No place for indifference: poetry therapy and empowerment in clinical, educational, and community practice. Journal of Poetry Therapy, 31, No.4, 203-208.
Foster, V. (2012). What if? The use of poetry to promote social justice. Social Work Education, 31, 742-755.
Karkov, V., Aithal, S., & Meekus, B. (2019). Effectiveness of Dance Movement Therapy in the Treatment of Adults with Depression: A Systematic Review with Meta-Analyses. Frontiers in Psychology, 10, 936.

REACHING RESISTANT CLIENTS OF ALL AGES THROUGH ART: TECHNIQUES FOR SUCCESS
Erica K. M. Curtis, LMFT, ATR-BC
1, 5

Objectives:
1. Explain 3 counseling goals related to addressing factors contributing to client resistance in therapy.
2. List 3 arts-based interventions for meeting the goals related to softening resistance in therapy.
3. Describe 3 arts-based interventions for meeting the goals related to softening resistance in therapy.

Linesch, D. ed. (1993). Art Therapy with Families in Crisis. Overcoming Resistance through Nonverbal Expression. New York: Brunner/Mazel.
Sweezy, M. (2011). The Teenager’s Confession: Regulating Shame in Internal Family Systems Therapy. The American Journal of Psychotherapy 65(2):179-88.
Siegel, D. (2010). Mindsight: The new science of personal transformation. New York: Bantam.

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