2021 SATURDAY, APRIL 24 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
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: Forthcoming
Citations:Forthcoming
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. NortonHilton, 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, 10Objectives: 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, 7Objectives: 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.