2021 SATURDAY, MAY 1LEARNING 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 Fairy Tales in Sand Therapy: Active Imagination, Memes, and Meaning Dee Preston-Dillon, PhD 5, 6Objectives: 1. Identify 3 guiding principles for safe amplification and active imagination with all clients especially when responding to trauma with symbols in sand. 2. Explain 2 aspects of culture relevant to trauma that may emerge in client sand scenes.3. List 3 parallels between fairy tales and sand scenes that can enhance therapist competency to comprehend client meaning using symbols in sand. 4. Describe 2 theories from the psychology of fairy tales that can be applied to analysis of sand scenes enhancing client-clinician engagement. 5. State 2 principles from a clinical code of ethics that entail safety for client work with symbols in sand including scope of practice, boundaries, case conceptualization, and responding to clients. 6. List 2 examples of how themes in fairy tales and in sand scenes represent layers of meaning, including ways to validate the experience of the client. Blackie, S. (2019). Foxfire, wolfskin: And other stories of shapeshifting women. September publishing. www.septemberpublishing.org. Mitchell, M. (2010). Learning about ourselves through fairy tales: Their psychological value. Psychological Perspectives: In a Certain Land, 53(3), 264–279. https://doi.org/10.1080/00332925.2010.501212 Murphy, S. (2020) Into the woods: An examination of fairy tale forests. Fresh Writing, 19. Retrieved July 7, 202, from https://freshwriting.nd.edu/volumes/2019/essays/into-the-woods-an-examination-of-fairy-tale-forests Every Body, Every Size: Intuitive Eating & Political Art Therapy Em Reim Ifrach, CEDCAT-S, REAT, ATR-BC, ATCS, LPC, NCC, RMT, CLAT 1, 5, 6 Objectives: 1. List the 5 principles of Health At Every Size and their application to eating disorder treatment and body image issues in working with clients in treatment. 2. Name the 10+ steps to integrating body neutrality into the treatment of eating disorders, poor body image, low self-esteem, and body dysmorphic thoughts. 3. Identify the 10 principles of Intuitive Eating and their application to eating disorder treatment and body image issues with clients. 4. Demonstrate intersectional clinical thinking around political issues, the body and different modalities. 5. List how HAES and IEP are an agent for change within eating disorder treatment. 6. Describe how to effectively manage body dysmorphic thoughts, feelings and behaviors. Wolf, N. (2015). The beauty myth: How images of beauty are used against women. London: Vintage Classic Bacon, L. (2010) Heath at every size: The surprising truth about your weight. Dallas, TX: BenBella Books. Taylor, S. R. (2018). The body is not an apology: The power of radical self-love. Strawberry Holls, N.S.W.: Read How You Want Containers for Grief, Memory, and Hope: Exploring the Sacred Space of the Shrine Laura Bauder , MA, ATR Charlotte Reed, MSW, MA, ATR-P 2, 6 Objectives: 1. Clarify how shrines have been utilized in different cultures, identifying three specific uses. 2. Identify 3 ways in which shrines can be used in processing grief and loss. 3. Identify 3 ways that using shrines in facilitating healing differs for individuals and communities. 4. Relate Worden’s 4 Tasks of Mourning to shrine work. 5. Describe 3 characteristics that are involved in creating a ritual within a therapy session. 6. Identify 2 specific rituals that can be used involving shrines in counseling or treatment.Assaan-Anu, H. (2014). Shrine and alter: Establishing your personal sanctuary for spiritual awakening, self-improvement, and divine awakening. New York, NY: Anu Publishing. Helbert, K. (2011). Creating shrines and altars for healing from grief. Retrieved from http://www.goodtherapy.org/blog/shrine-altar-grief-healing/ Worden, J. W. (2002). Grief counseling and grief therapy: A handbook for the mental health practitioner. New York, NY: Springer Pub. SATURDAY MORNING WORKSHOPS SUPERHEROES TO THE RESCUE: FIGHTING TRAUMA & ANXIETY IN CLIENTS OF ALL AGES April Duncan, MSW, LCSW, RPT-S 1, 4, 5 Objectives:1. Describe 4 theoretical constructs that encourage imaginative play in treatment. 2. Name 3 or more ways to integrate superhero themes into clinical sessions to address trauma and anxiety in clients across the lifespan. 3. List 5 therapeutic benefits of integrating superheroes into play therapy, counseling, and psychotherapy. Rubin, L. (ed.) (2006) Using superheroes in counseling and play therapy. New York, NY: Springer Publishing Company Jones, G. and Ponton, L. (2003) Killing monsters: Why children need fantasy, super heroes, and make-believe violence. New York: Basic Books. Brownie, B. and Graydon, D. (2015) The Superhero costume: Identity and disguise in fact and fiction. United Kingdom: Bloomsbury Academic. TREATING PSYCHOSIS & MOOD DYSREGULATION USING CBT, DBT, AND ACTION METHODS Dana George Trottier, MA, LCAT, RDT/BCT Mary Kate Roohan, MA, LCAT, RDT 1, 4, 5 Objectives:1. List 3 or more creative arts therapy interventions that can support clients in self-managing acute psychosis. 2. Identify 2 or more theoretical models that can facilitate clinical treatment of mood dysregulation. 3. Describe 1 or more examples of embodied empathy at work in clinical practice. Bornmann, B. A. & Jagatic, G. (2018). Transforming group treatment in acute psychiatry: The CPA model. International Journal of Psychosocial Rehabilitation, 22(1), 29-45. 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 Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York, NY: Guilford Press. Linehan, M.M. (2015). DBT skills training manual (2nd ed.). New York, NY: Guilford Press. TWELVE-STEP-INSPIRED ART THERAPY DIRECTIVES FOR GROUP & INDIVIDUAL RECOVERY Anna Pirkl, MA, MFT, ATR, LAADAC 1, 3, 8 Objectives: 1. Describe 2 or more ways that incorporating art into counseling and psychotherapy creates safety and structure in treatment. 2. Apply 3 or more components of the 12 steps to art therapy directives. 3. State 1 or more ways that 12 step inspired practice can be incorporated into daily clinical work.Lakes, K. and Hoyt, W. T. (2004) Promoting self-regulation through school- based martial arts training. Applied Developmental Psychology, 25, 283-302. Jennings, G. (2017). Pursuing health through techniques of the body in martial arts. Journal of the International Coalition of YMCA Universities, 5(8), 54-72. Croom, A.M. (2014). Embodying martial arts for mental health: Cultivating psychological well-being for martial arts practice. Archives of Budo Science of Martial Arts and Extreme Sports, 10:59-70. THERAPEUTIC IMPROVISATION IN CLINICAL PRACTICE: INDIVIDUAL, FAMILY & GROUP APPROACHES Neal King, LCSW 1, 3, 5 Objectives:1. Identify at least 3 challenges regarding incorporating improvisation into clinical practice and how to overcome them. 2. Name 4 common treatment models and techniques that can be enriched through integrating therapeutic improvisation. 3. List at least 2 immediate ways that clinicians can facilitate therapeutic improvisation in their daily practice. Norton, P. (2012). Group Cognitive-Behavioral Therapy of Anxiety: A Transdiagnostic Treatment Manual. The Guilford Press. Wiener, D. (1994). Rehearsals for Growth: Theater Improvisation for Psychotherapists. W. W. Norton & Company. Wiener, J. (2003). "Action Therapy with Families and Groups: Using Creative Arts Improvisation in Clinical Practice." American Psychological Association Children of Divorce: Play Therapy & Expressive Arts Strategies for Living in the Divided Kingdom Ann Beckley-Forest, LCSW, RPT-S 1, 4, 8, 9Objectives: 1. Explain 1 way to use puppets as a play therapy assessment tool and for family play therapy interventions. 2. Describe 1 way that play therapists can conceptualize how children in divorcing family systems experience loyalty binds as a form of attachment trauma and disruption. 3. Describe the 3-step process to integrate the core therapeutic powers of play therapy with expressive art and a bookmaking narrative approach with child clients for the digestion of traumatic events that have occurred in high conflict and divorcing family systems. Gil, E. (2014) Play in Family Therapy, 2nd Ed. New York: Guilford. Papernow, P. (2013) Surviving and thriving in stepfamily relationships: What works and what doesn’t’. New York: Routledge. Gaskill, R. & Perry, B. (2014) The neurobiological power of play: Using the Neurosequential Model of Therapeutics TM to guide play in the healing process. In C. Machoidi & D. Crenshaw, (Eds.) Creative arts & play therapy for attachment trauma. New York: Guilford Press. Brand, C., Howcroft, G. & Hoelson, C.N. (2017) The voice of the child in parental divorce: implications for clinical practice and mental health practitioners, Journal of Child & Adolescent Mental Health, 29:2,169-178, DOI: 10.2989/17280583.2017.1345746 Hirschfeld, M. & Wittenborn, A. (2016) Emotionally Focused Family Therapy and Play Therapy for Young Children Whose Parents Are Divorced, Journal of Divorce & Remarriage, 57:2, 133-150, DOI: 10.1080/10502556.2015.1127878 Kestly, T. A. (2016). Presence and play: Why mindfulness matters. International Journal of Play Therapy, 25(1), 14–23. https://doi.org/10.1037/pla0000019 Schottelkorb, A. A., Swan, K. L., & Ogawa, Y. (2015). Parent consultation in child-centered play therapy: A model for research and practice. International Journal of Play Therapy, 24(4), 221. SATURDAY AFTERNOON WORKSHOPS SPOKEN WORD POETRY THERAPY FOR AT-RISK YOUTH & ADOLESCENTS Elnur Gajiev, PsyD 1, 3, 8 Objectives: Identify 3 psychological factors involved in the writing and performance of Spoken Word Poetry for adolescents and youth. Describe the overarching framework of Spoken Word Poetry Therapy and its application to at-risk youth. Practice 3 methods of instruction and facilitation of Spoken Word Poetry Therapy techniques through a variety of settings with youth and adolescents. Mazza, N. (2017). Poetry therapy: theoMazza, N. (2017). Poetry therapy: theory and practice. New York, NY: Routledge. .Maddalena, C. J. (2009). The resolution of internal conflict through performing poetry. Arts in Psychotherapy, 36, 222–230. EXPANDING THE CAPACITY FOR JOY: AWE, GRATITUDE, AND THE RESILIENT NERVOUS SYSTEM Bonnie Harnden, MA, RDT 1, 2, 3 Objectives: Describe at least 2 activities that can help facilitate feelings of awe and gratitude. State how awe and/or gratitude can strengthen the nervous system. Describe at least 1 activity that enhances mindfulness and can help to transcend stress or counteract post-traumatic stress. Harnden, B. (2014). You arrive: Trauma performed and transformed. In N. Sajnani and D. R. Johnson (Eds.), Trauma-informed drama therapy: Transforming clinics, classrooms, and communities (pp. 122-151). Charles C. Thomas. Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883- 899. Stellar, J. E., John-Henderson, N., Anderson, C. L., Gordon, A. M., Mcneil, G. D., & Keltner, D. (2015). Positive affect and markers of inflammation: Discrete positive emotions predict lower levels of inflammatory cytokines. Emotion, 15(2), 129-133. doi:10.1037/emo0000033 Kok, B. E., Coffey, K. A., Cohn, M. A., Catalino, L. I., Vacharkulksemsuk, T., Algoe, S. B., . . . Fredrickson, B. L. (2013). How positive emotions build physical health. Psychological Science, 24(7), 1123-1132. doi:10.1177/0956797612470827 DIGITAL MEDIA ARTS: THERAPEUTIC INTERVENTIONS FOR ADOLESCENTS & OTHERS Jeffrey Jamerson, MA, PhD1, 5, 9 Objectives:1. Identify 3 creative arts techniques that can enhance engagement in children younger than 8 years old. 2. List any developmental stages that would not benefit from a creative therapies approach to grief work. 3. Name 2 or more creative modalities 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. A Trauma-Informed Art Therapy Toolbox for Working with Children in Schools and Online Anna Reyner, MA, ATR, LMFT Jennifer Herbert, LCAT, ATR-BC Typhani Carter, LCSW 1, 4, 6, 9 Objectives: 1. Identify at least 3 ways to make school settings trauma-informed. 2. Identify at least 2 creative interventions that support work in trauma-informed spaces. 3. Name at least 3 challenges to doing trauma-informed and healing-centered work in school settings. 4. List 2 or more trauma-informed art therapy activities that can be used in tele-health as well as in in-person treatment. Herman, J. L. (1992). Trauma and recovery. New York: BasicBooks Malchiodi, C. (2008). Creative interventions with traumatized children. New York: Guilford Press Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York: Viking Prescribing Nature & Expressive Arts: Partnering with the EarthMadeline Rugh, PhD, ATR-BC2, 6, 9, 10 Objectives: 1. Identify the 3 ways in which the planet heals, and relate it to healing in humans. 2. Describe 2 aspects of the perceptual structure of the heart and its role in connecting to the natural world. 3. Explain the therapeutic role of reciprocity in connecting with nature. Rolvsjord, R. (2010) Resource-oriented music therapy in mental health care. Gilsum, NH: Barcelona Publishers. Kopytin, A and Rugh, M. Eds. (2017) “Inner and Outer Landscapes: Bringing Environment into the therapeutic landscape through Expressive Writing” Mary Reynolds Thompson and Kate Thompson. pp 78 -99 Environmental Expressive Therapies. New York: Routledge Press Buzzell, Linda and Chalquist, Craig (Eds.) (2009). Ecotherapy: Healing with Nature in Mind. San Francisco: Sierra Club Books