2021 THURSDAY, APRIL 22 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
THURSDAY MASTER CLASSES JOURNALING WITH THE BRAIN IN MIND Kathleen (Kay) Adams, LPC 1, 4, 5, 9Objectives: 1. Describe 2 or more journal processes for promoting increased mindfulness. 2. Describe 2 or more journal processes for enhancing identity. 3. Discuss 1 or more ways that handwriting is a powerful neurological change agent. 4. List at least 1 way to promote client bonding with the journal as healthy self-object. 5. Describe 2 or more types of neurological differences for which writing can be an effective therapeutic tool. 6. Name 2 or more ways to adapt journal techniques to clients affected by factors such as dementia, stroke, or traumatic injury.Adams, Kathleen, Ed. 2013. Expressive Writing: Foundations of Practice. Lanham, MD: Rowman & Littlefield Publishing Group. Pennebaker, James W. 2013 . Writing to Heal: A Guided Journal for Writing about Trauma and Emotional Upheaval. Wheat Ridge CO: Center for Journal Therapy. Ross, Deborah and Kathleen Adams. 2016. Your Brain on Ink: A Workbook on Neuroplasticity and the Journal Ladder. Lanham, MD: Rowman and Littlefield Publishing Group. Dancing Mindfulness: A Trauma-Informed Mulimodal Practice Nicole Allen, MS, LPC, RPT, NCC 2, 3, 9Objectives: 1. Identify 3 qualities of a trauma-informed practice. 2. Clarify 1 rationale for the use of expressive arts practices in the treatment of stored trauma. 3. Identify 2 ways multimodal expressive arts practices target stored trauma in the brain and body. 4. Define the Stage Model for the Treatment of Traumatic Stress as originally described by Pierre Janet. 5. List the 7 primary attitudes of mindfulness. 6. Identify the 7 core elements of Dancing Mindfulness. Boon, S., Steele, K., & Van der Hart, O. (2011). Coping with trauma-related dissociation. New York, NY: W. W. Norton & Company, Inc.Malchiodi, C. A. (2020). Trauma and expressive arts therapy: Brain, body, & imagination in the healing process. New York, NY: The Guilford Press. Marich, J. (2016). Dancing Mindfulness: A creative path to healing and transformation. Woodstock, VT: Skylight Paths Publishing.
THURSDAY EVENING WORKSHOPS CORE CREATIVITY: DEEPENING THE CONNECTION TO YOUR UNCONSCIOUS Ronald A. Alexander, PhD, MFT, SEPUrszula Klich, PhD, BCB
2, 6 Objectives: 1. List 1 or more ways that mindfulness meditation and positive psychological skills can be used to promote insight and create new neural pathways for healthy and creative brain development. 2. Describe 1 or more ways that mindfulness or breathing techniques can access the unconscious and its healing inner resources. 3. State 2 or more ways that mindfulness, somatic practices, and mind-body therapy exercises can be incorporated into treatment to access one’s core creativity.Penman, Danny; Mindfulness for Creativity: Adapt, Create and Thrive in a Frantic World, Little, Brown Book Group, 2015 Professor Viviana Capurso, Professor Franco Fabbro, and Professor Cristiano Crescentini, “Mindful creativity: the influence of mindfulness meditation on creative thinking” Published online in Frontiers in Psychology, 2014 Jan 10. doi: 10.3389/fpsyg.2013.01020 Christina Congleton, Britta K. HölzelSara W. Lazar: Mindfulness Can Literally Change Your Brain, Harvard Business Review, January 08, 2015CRAFTING HEALTHY BOUNDARIES WITH SOUND & IMAGERY Stacie Yeldell, MA, MT-BC, AVPT 4, 5 Objectives: 1. Name 2 ways to treat conditions such as anxiety, depression, or addiction through guided verbal cues and imagery. 2. Demonstrate 1 or more ways to incorporate melodic lullaby as a tool for holding and grounding in individual and group treatment settings. 3. Identify 3 signs of boundary violation, as well as compassion fatigue, by using music therapy mindfulness methodology. Sacks, Oliver. Musicophilia. "Music on the Brain: Imagery and Imagination." New York: Alfred A. Knopf, 2007. Montello, Louise. Essential Musical Intelligence. "Music as Mind: Witnessing." Wheaton: Quest Books, 2002. Amao, Albert PhD. Healing Without Medicine. Wheaton: Quest Books, 2014.STRESSBUSTING: WRITING THROUGH TROUBLED TIMES Kathleen (Kay) Adams, LPC 1, 4, 5 Objectives: 1. Identify 1 or more ways that expressive writing can be used for improved stress management. 2. Discuss 5 linked writing processes designed to identify, explore, and shift a specific stress response. 3. Use 2 or more writing interventions as stress management devices for use with clients, students, and groups. Adams, Kathleen, Ed. 2013. Expressive Writing: Foundations of Practice. Lanham, MD: Rowman & Littlefield Publishing Group. Bolton, Gillie, Kate Thompson and Victoria Field, Eds. 2006. Writing Works. London: Jessica Kingsley. Pennebaker, James W. 2013. Writing to Heal: A Guided Journal for Writing about Trauma and Emotional Upheaval. Wheat Ridge CO: Center for Journal Therapy. Theraplay® for Enhanced Engagement & Attachment: An Introduction for Expressive Therapists Mandy Jones, LCSW, RPT, JD 4, 10 Objectives: 1. Describe 2 activities from each of Theraplay's four dimensions. 2. Describe 1 way Theraplay play therapy interactions can be conducted with preschool, school-aged children, adolescents, and groups. 3. List 2 ways that parents are incorporated into Theraplay treatment sessions. Tucker, C., & Smith, S. (2018). Using play to enhance growth in children who have experienced trauma: Theraplay groups as early intervention. Young Exceptional Children, Monograph 17., pp. 72-81. Cort, L., & Rowley, E. (2015, September). A case study evaluation of a Theraplay intervention to support mothers and preschool children following domestic abuse. Debate.156, 33-41. Hiles Howard, A. R., Lindaman, S., Copeland, R., & Cross, D. R. (2018). Theraplay impact on parents and children with autism spectrum disorder: Improvements in affect, joint attention, and social cooperation. International Journal of Play Therapy, 27(1), 56-68. Social Justice and the Arts: Building a Culturally-Responsive Program for Communities in Need Laura Miera, MA, ATR Fabian Debora, Certified Substance Abuse Counselor 3, 5, 8Objectives: 1. List 3 systemic and structural barriers commonly found in marginalized communities. 2. Describe 5 or more therapeutic arts activities that can benefit marginalized families and system-impacted communities. 3. Identify 2 or more ways that cultural responsiveness can be applied to arts/arts therapies programming. National Academies of Sciences, Gussak, D. (2019). Art and Art Therapy with the Imprisoned: Re-Creating Identity. Routeledge. Quillien, C. (2020) Engaging the Arts Across the Juvenile Justice System. Retrieved online from Education of Commission of the States website: https://www.ecs.org/wp-content/uploads/Engaging-the-Arts-Across-the-Juvenile-Justice-System.pdf Los Angeles County Arts Ed Collective (2017) Investing in Justice-Involved Individuals; LA County Arts Arts Report: Cultural Equity and Inclusion Initiative. Retrieved online: https://www.lacountyarts.org/sites/default/files/pdfs/lacac17_ceiireport_final.pdf