Expressive Therapies Summit: Los Angeles 2020

2021 THURSDAY, APRIL 22
LEARNING OBJECTIVES

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

THURSDAY MASTER CLASSES

JOURNALING WITH THE BRAIN IN MIND
Kathleen (Kay) Adams, LPC
1, 4, 5, 9

Objectives:
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, 9

Objectives:
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 MORNING WORKSHOPS

FOCUSING & ART THERAPY: ACCESSING BODY WISDOM THROUGH CREATIVE EXPRESSION
Elizabeth Baring, MS, ATR-BC, NCPsyA, LCAT, LP
1, 5, 6

Objectives:
1. Define and describe attunement as it pertains to the clinical relationship.
2. Name at least 1 of the pillars of the Focusing model as it is used in clinical situations.
3. Describe the role of the "Inner Critic" and how it impedes therapeutic growth.

Gendlin, E. T. (1996). Focusing-oriented psychotherapy: A manual of the experiential method. New York, NY: Guilford Press.
Cornell, A.W. (2013). Focusing in clinical practice. New York: W.W. Norton.
Rappaport, L. (2009). Focusing-Oriented art therapy accessing the body’s wisdom and creative intelligence. London: Jessica Kingsley

INTERGENERATIONAL, INTERCULTURAL ART & STORYTELLING FOR HEALING DEPRESSION, ANXIETY AND ISOLATION
Lorraine Campanelli, BS, MS, MSW
Deborah Mosley, BS, MA
Ellen Tessitore, BA, MA

Objectives:
1. Identify two or more ways an intergenerational, intercultural group using art and storytelling will help reduce the depression and anxiety experienced by both nursing home residents and immigrants.
2. Describe 3 ways storytelling can instill confidence and hope when used in a group consisting of two populations who often feel unwanted, fearful and alone.
3. List 2 or more ways that working on a joint collage will benefit both the immigrant and nursing home resident who often feel unaccepted, unproductive and isolated.

Bagan, Barbara, PhD, ATR-BC (2015). Aging: What's Art Got to Do with It? Today's Geriatric Medicine. Great Valley Publishing Company, Inc. Accessed 7/4/19. https://www/todaysgeriatricmedicine.com/news/ex_082809_03.shtml
Franzen, Pamela W, MAC:AT (7/18/2003). Using Expressive Arts Programs to Enhance Residents' Quality of Life. The Council Close-Up, Illinois Council on Long-Term Care. Accessed 7/4/19: http://nursinghome.,org/pro/frmNewsletter.asp?str-File=pro/newsletters/closeup-new/2003/cu0517.html
Iliades, Chris, MD (8/30/12). The Healing Power of Creative Therapy for Depression. Everyday Health. Accessed 7/4/19. https://www.everydayhealth.com/hs/majordepression/creative-therapies

NATUREPLAY THERAPY FOR CHILDREN, TEENS & FAMILIES
Jamie Lynn Langley, LCSW, RPT-S
1, 4, 6

Objectives:
1. Identify at least 3 mental health benefits for play therapists, counselors, and other therapists of working with nature in clinical practice.
2. Describe 3 or more ways that NaturePlay therapy can be incorporated into child, family, group, and play therapies.
3. Cite at least 3 "therapeutic powers of play" that are manifested using NaturePlay activities to enhance coping in treatment.

Louv, R. (2017). Vitamin N: The essential guide to a nature-rich life. London: Atlantic Books.
Courtney, J.A. (2017). The Art of utilizing the metaphorical elements of nature as “co-therapist” in ecopsychology play therapy. In A. Kopytin & M. Rugh (Eds.). Environmental Expressive Therapies: Nature-Assisted Theory and Practice, pp. 100-122. New York, NY: Routledge.
Swank, J. M., & Min Shin, S. (2015). Nature-based child-centered play therapy: An innovative counseling approach. International Journal of Play Therapy, 24(3), 151-161. doi:10.1037/a0039127

Digital Art Therapy for COVID Times & Beyond
Kendra Carlson, MAAT, ATR-BC
1, 5, 6

Objectives:
1. Identify 3 benefits and 3 challenges of using digital self-expression with COVID patients, hospitalized children and teens, families needing support and others during the crisis.
2. Describe 3 digital art therapy interventions that are effective in working with traumatized youth, those engaged in supervision, and clients seeking increased mindfulness and mental health.
3. State 3 best practices of legacy digital art therapy for working with grief and loss with families as well as front line staff regarding ethics, processing, and procedures.

Rachna Choudhry & Clara Keane (2020): Art Therapy During A Mental Health Crisis: Coronavirus Pandemic Impact Report, American Art Therapy Association May 2020 Survey. Retrieved from https://arttherapy.org/blog-coronavirus-impact-report/
Paul Crawford (2020): Coronavirus - An Outbreak of Creativity, Arts and Minds: The Official Blog of th eArts and Humanities Research Council. Retrieved from httpd://ahrc-blog.com/2020/05/22/coronavirus-an-outbreak-of-creativity/
Jordan S. Potash, Debra Kalmanowitz, Ivy Fung, Susan A. Anand & Gretchen M. Miller (2020): Art Therapy in Pandemics: Lessons for COVID-19, Art Therapy, DOI:10.1080/07421656.2020.1754047

THURSDAY AFTERNOON WORKSHOPS

ARTFUL DYING: ALLEVIATING DEATH ANXIETY AND FINDING CLOSURE THROUGH ART, MUSIC & DRAMA
Patricia Jauchler, MS, MA, RDT/BCT
1, 5, 9

Objectives:
1. Identify and define Byock’s 5 tasks of dying.
2. Name 2 differences between the structures in drama therapy and playback theatre.
3. Identify and describe at least 3 creative arts techniques to use in death education and preparation.

Byock, Ira (2014). The Four Things That Matter Most: A Book About Living (10th Anniversary Edition). Atria Books, New York.
Gibson, Faith (2011). Reminiscence and Life Story Work: A Practice Guide. Jessica Kingsley Publishers, London.
Miller, BJ and Berger, Shoshona (2019). A Beginner’s Guide to the End: Practical Advice for Living Life and Facing Death. Simon & Schuster, New York.

Focusing & Art Therapy: Profound Listening for Creative Solutions to Anxiety and Depression
Elizabeth Baring, MS, ATR-BC, NCPsyA, LCAT, LP
2, 4, 5

Objectives:
1. State at least 1 possible origin of "self-critical voices" as they relate to the therapy process.
2. List at least 2 methods for effectively navigating self-critical voices that can be taught in therapy.
3. Describe 2 or more steps in the process of focusing as a pathway for achieving balance and wholeness through therapeutic growth.

Gendlin, E. T. (1996). Focusing-oriented psychotherapy: A manual of the experiential method. New York, NY: Guilford Press.
Cornell, A.W. (2013). Focusing in clinical practice. New York: W.W. Norton.
Rappaport, L. (2009). Focusing-Oriented Art Therapy Accessing the Body’s Wisdom and Creative Intelligence. London: Jessica Kingsley Publishers.

FINDING THE WORDS TO SAY IT: THE HEALING POWER OF POETRY
Robert Carroll, MD
1, 4

Objectives:
1. Identify 2 or more ways that expressive use of language can be used to facilitate healing, growth and transformation in individuals, groups, families and community.
2. Clarify 1 or more ways that sensory input can be used to make experience more “real” in treatment.
3. Describe 2 or more writing and reading activities that can be used in counseling or psychotherapy with individuals, families, groups and community.

Robert Carroll, Amazing Change: The Wisdom Illness, Death and Dying Provides. Bombshelter Press 2009
Robert S. Carroll, "Finding the Words to Say it: The Healing Power of Poetry," eCAM, Summer, 2005; Oxford University Press.
Robert S. Carroll, Jack Coulehan, Kykosa Kajangu, "Wisdom Poetry Trialogue," Journal of Poetry Therapy, v.19:4, pp.195-227, Dec. 2006.

Transforming Clinical Narratives Through Cross-Modal Deepening Using Art, Music & More
Laura Teoli, ATR-BC, LCAT, LPC
Hillary Rubesin, PhD, LCMHC-S, LIMHP, CPC, REAT
Yu-Ying Chen, PhD, MT-BC, LCAT
Dina Fried, PhD
Michal Lev, PhD, LCAT, CMFT
3, 5, 6

Objectives:
1. Identify at least 3 ways that the expressive arts can be used to transform narratives around identity.
2. Describe the application of 3 theoretical concepts (poesis, decentering and play space) to clinical practice.
3. List 2 online tools to facilitate the expressive arts therapies in a virtual/distance format.

Rubesin, H.; Teoli, L.; Chen, Y.; Fried, D.; & Lev, M. (in press). Bridging modalities and playing with identities: Art-based workshop reflections. Applied Arts and Health, Education and Community: Building Bridges.
Knill, P. J., Levine, E.G. and Levine, S.K. (2005). Principles and Practice of Expressive Arts Therapy: Toward a Therapeutic Aesthetic. Jessica Kingsley
Kossak, M. (2015). Attunement in Expressive Arts Therapy: Toward an Understanding of Embodied Empathy. Charles C. Thomas.

Thursday Evening Workshops

THURSDAY EVENING WORKSHOPS

CORE CREATIVITY: DEEPENING THE CONNECTION TO YOUR UNCONSCIOUS
Ronald A. Alexander, PhD, MFT, SEP
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, 2015

CRAFTING 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, 8

Objectives:
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

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