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  • 0508 - Developing into Professional Art Therapists: Helping Students Foster Important Qualities During Practicum

    Contains 5 Component(s), Includes Credits

    This course examines findings from a qualitative study that asked on-site supervisors about important qualities in art therapy practicum students. Practical knowledge in the form of considerations is explored that can initiate poignant discussions in supervision to enhance student growth and provide better preparation towards becoming professional art therapists.

    Description

    This course examines findings from a qualitative study that asked on-site supervisors about important qualities in art therapy practicum students. Practical knowledge in the form of considerations is explored that can initiate poignant discussions in supervision to enhance student growth and provide better preparation towards becoming professional art therapists.

    Learning Objectives
      1. Identify key qualities that are important for art therapy students to foster during practicum.
      2. Determine gaps in training that would better prepare students for their practicum.
      3. Articulate how the practicum experience helps shape art therapy professionalism.

      Dr. Theresa Van Lith

      Associate Professor and Clinical Coordinator, Florida State University

      Dr. Van Lith’s (ATR-BC, AThR) research interests have stemmed from working in the mental health system back in her home country, Australia. She has since investigated art therapy professional development and service delivery models in the United States, such as implementing best practice interventions with children and using web-based art therapy with university students.

    1. 0509 - Ethical and Practical Considerations in the Provision of Multilevel Supervision from Undergraduate to Post Graduate

      Contains 5 Component(s), Includes Credits

      This session presents ethical, practical, and professional techniques and applications for those practicing clinical and academic supervision in art therapy. Topics include the provision of undergraduate and graduate fieldwork and academic supervision, onsite supervision, and postgraduate supervision. Consultation and professional support for the provider is also covered.

      Description

      This session presents ethical, practical, and professional techniques and applications for those practicing clinical and academic supervision in art therapy. Topics include the provision of undergraduate and graduate fieldwork and academic supervision, onsite supervision, and postgraduate supervision. Consultation and professional support for the provider is also covered.

      Learning Objectives
        1. Identify with techniques and considerations relevant to the provision of undergraduate, master’s level, post-graduate, distance, and studio art based supervision.
        2. Identify and articulate ethical, practical, self-care and professional considerations necessary for providing academic and post-graduate supervision.
        3. Utilize personal experience and case study as well as audience participation to demonstrate the importance of consultation and professional support within supervision.

        Dr. Noel L'Esperance

        Receiving both her Master’s degree in Art Therapy and Community Counseling as well as her Doctorate of Art Therapy from Mount Mary University, Noel L'Esperance, DAT, ATR-BC, LPC, holds extensive experience working within the Milwaukee community. Noel has enjoyed collaborating with a diverse group of clients, and has spent time in general family practice, crisis counseling, alternative school settings, and community non-profit organizations.


        Noel has her own practice, Lumos Wellness, and counsels from a holistic, person centered, and future oriented treatment model, and applies her flexible and creative art therapy training in both studio art therapy as well as traditional talk therapy. Noel enjoys working with all ages and treatment goals, and also works with a local program, Islands of Brilliance, that pairs children on the Autism spectrum with creative technology mentors. She also teaches at both Mount Mary University and Alverno College in an adjunct capacity, serves on the Wisconsin Art Therapy Association Board of Directors, and provides post-graduate supervision to new practitioners.

        Dr. Kelly Henckel

        Executive Director, The Youth and Family Project

        Dr. Kelly J. Henckel, DAT, ATR-BC, LPC is the executive director at The Youth and Family Project in West Bend, Wisconsin and an adjunct faculty member at Mount Mary University in Milwaukee. She also served as Secretary on the Wisconsin Art Therapy Board of Directors. 

        Rosemary Pearson

        Art Therapist, Women of Worth

        Rosemary Pearson, MSAT, is an art therapist at Women of Worth working with women who are coping with homelessness, severe trauma and addiction.  Pearson also teaches and provides undergraduate field supervision in the art therapy department at Alverno College.  She served as President of the Wisconsin Art Therapy Association.

      1. N/NY-0101 - Introduction to Affective Color Symbolism and Markers Cosplay: Standardized Procedure for Diagnostic and Clinical Use

        Contains 5 Component(s), Includes Credits

        This course focuses on the theory and practice of an interview assessment procedure-the Affective Color Symbolism and one of its applications, Markers Cosplay. This procedure allows children or adults to express themselves in a nonthreatening way and be better understood through the nonverbal and interactive process.

        Description

        This course focuses on the theory and practice of an interview assessment procedure-the Affective Color Symbolism and one of its applications, Markers Cosplay. This procedure allows children or adults to express themselves in a nonthreatening way and be better understood through the nonverbal and interactive process.

        Learning Objectives
        1. Understand the theory and practice of an interview assessment procedure-the Affective Color Symbolism and one of its applications, Markers Cosplay.
        2. Understand the benefits and limits of this assessment procedure.
        3. Apply the assessment procedure in their practice flexibly.

        Dr. Liona Lu

        Professor, Taipei Municipal University of Education

        Liona Lu, DFA, ATR-BC, an American-trained and Board Certified art therapist, is both the founder of Taiwan Art Therapy Association (2004), and Graduate Art Therapy Program of Taipei Municipal University of Education (2005). She has been a full-time professor in TMUE since 1989, and has been invited for giving lectures, workshops, nationally, and internationally.

      2. N/NY-0102 - Picture a Changing Mind: Art Therapy, Neuroplasticity, and the Unconscious

        Contains 5 Component(s), Includes Credits

        This course intends to generate thought and discussion about the integration of art therapy and neuroscience from a philosophical, assessment, intervention, and research perspective. The potential of art therapy to change the brain is reviewed, and of neuroscience to enhance the understanding and applications of art therapy.

        Description

        This course intends to generate thought and discussion about the integration of art therapy and neuroscience from a philosophical, assessment, intervention, and research perspective. The potential of art therapy to change the brain is reviewed, and of neuroscience to enhance the understanding and applications of art therapy.

        Learning Objectives
          1. Understand the scientific definition of neuroplasticity and its application to the psychotherapeutic work from an applied and theoretical perspective.
          2. Discuss therapeutic implications of brain wave biofeedback and the use of EEG measures to enhance art therapy interventions and research methodologies.
          3. Review current research in the fields of neuroscience and art therapy and observe graphic reproductions of work from clients in the past that appear to portray brain wave change pre- and post- treatment.

          Juliet King

          Associate Professor, The George Washington University

          Juliet L. King, MA, ATR-BC, LPC, LMHC, is an Associate Professor of Art Therapy at The George Washington University and Adjunct Associate Professor at Indiana University School of Medicine; Department of Neurology. Prof. King developed the inaugural graduate art therapy program at the IU Herron School of Art and recently edited and published a textbook: Art Therapy, Trauma and Neuroscience: Theoretical and Practical Perspectives.

        1. N/NY-0103 - Understanding Evidence-Based Practice for Art Therapy in Mental Health

          Contains 5 Component(s), Includes Credits

          Understanding evidence-based practices for art therapy within mental health need not be a daunting task. Through describing findings from a critical review we examine particular art therapy approaches that have an evidence-base, and conclude with strategies for furthering how evidence-base practice can be better utilized out in the field.

          Description

          Understanding evidence-based practices for art therapy within mental health need not be a daunting task. Through describing findings from a critical review we examine particular art therapy approaches that have an evidence-base, and conclude with strategies for furthering how evidence-base practice can be better utilized out in the field.

          Learning Objectives
            1. Articulate existing arguments around the concept of evidence-based practice in art therapy.
            2. Identify which art therapy approaches are currently supported by an evidence-base.
            3. Comprehend strategies for furthering the evidence-base for art therapy approaches in mental health.

            Dr. Theresa Van Lith

            Associate Professor and Clinical Coordinator, Florida State University

            Dr. Van Lith’s (ATR-BC, AThR) research interests have stemmed from working in the mental health system back in her home country, Australia. She has since investigated art therapy professional development and service delivery models in the United States, such as implementing best practice interventions with children and using web-based art therapy with university students.

          1. NY-0104 - Fibromyalgia Syndrome and Mandalas: A Structured Narrative Approach

            Contains 5 Component(s), Includes Credits

            This study conducted in Caracas, Venezuela, evaluates the psycho-physiological effects in women with Fibromyalgia Syndrome of drawing and coloring mandalas comprising a structured narrative based on Joan Kellogg’s Archetypal Stages of the Great Round of Mandala. Patients reported reduced tender points and improvement in depressed mood.

            Description

            This study conducted in Caracas, Venezuela, evaluates the psycho-physiological effects in women with Fibromyalgia Syndrome of drawing and coloring mandalas comprising a structured narrative based on Joan Kellogg’s Archetypal Stages of the Great Round of Mandala. Patients reported reduced tender points and improvement in depressed mood.

            Learning Objectives
              1. Describe the structured narrative approach used in this study.
              2. Verbalize three benefits of a structured narrative approach using mandalas with medical patients.
              3. Describe three benefits of creating and coloring mandalas in a group setting.

              Susanne F. Fincher

              Art Therapist, Creating Mandalas

              Susanne F. Fincher, LPC, ATR-BC is a Jungian oriented art therapist with an interest in mandalas, circular designs with psychological significance. She has produced Creating Mandalas, the Mandala Workbook, and the Coloring Mandalas series. Susanne offers a Mandala Certificate Program through CreatingMandalas.com.

              Gisela García

              Art therapist specialist in mandalas with Jungian orientation. Industrial and Graphic designer, artist, Mandala Mystical Art designer products. Certified NLP practitioner. Genuine Contact Professional trained to facilitate processes with Open Space Technology. Graduated in Mandala  Reflexion of the Self with Susanne Fincher, Atlanta, USA. Creator and facilitator of Mandalas to Evolve, Education - training for Psycho-spiritual guides using mandalas. Author of the printed yearly creative diary Mandalas, since 2009.

            1. N/NY-0105 - Using Biological Indicators and Brain Imaging in Art Therapy Research

              Contains 5 Component(s), Includes Credits

              This course provides an overview of how to use biological indicators in art therapy research. Approaches to art therapy research using biomarkers like cortisol and catecholamines, and, brain imaging techniques like functional near infrared spectroscopy (fNIRS) and quantitative electroencephalography qEEG are shared.

              Description

              This course provides an overview of how to use biological indicators in art therapy research. Approaches to art therapy research using biomarkers like cortisol and catecholamines, and, brain imaging techniques like functional near infrared spectroscopy (fNIRS) and quantitative electroencephalography qEEG are shared.

              Learning Objectives
                1. To use salivary biomarkers like cortisol, norepinephrine, amylase, epinephrine and dopamine in research studies.
                2. Understand the process and implementation of a study using brain imaging technology like functional near infrared spectroscopy.
                3. Articulate what been done so far in the field of neuroimaging related to art therapy and neuroaesthetics especially pertaining to the use of the qEEG as a measurement tool.

                Dr. Girija Kaimal

                Assistant Professor, Drexel University

                Dr. Girija Kaimal (EdD, MA, ATR-BC) is Assistant Professor in the doctoral program in Creative Arts therapies at Drexel University College of Nursing and Health Professions. She has Bachelor's degree in design from the National Institute of Design in India; Masters degree in art therapy from Drexel University; and; her doctorate is in human development and psychology from the Harvard University Graduate School of Education. She also serves as the Chair of the AATA Research Committee and is an Assessment Fellow for Drexel University

                Juliet King

                Associate Professor, The George Washington University

                Juliet L. King, MA, ATR-BC, LPC, LMHC, is an Associate Professor of Art Therapy at The George Washington University and Adjunct Associate Professor at Indiana University School of Medicine; Department of Neurology. Prof. King developed the inaugural graduate art therapy program at the IU Herron School of Art and recently edited and published a textbook: Art Therapy, Trauma and Neuroscience: Theoretical and Practical Perspectives.

              1. N/NY-0106 - Archetypal Art Therapy: Exploring the PPAT, the Garden of Eden, and the Birth of Consciousness

                Contains 5 Component(s), Includes Credits

                This course explores the archetypal patterns inherent in the art intervention, Draw Yourself Picking an Apple from a Tree (PPAT), as it relates to the creation myth, The Garden of Eden and its mythic connection to the birth of consciousness as seen through a phenomenological and analytic psychology lens.

                Description

                This course explores the archetypal patterns inherent in the art intervention, Draw Yourself Picking an Apple from a Tree (PPAT), as it relates to the creation myth, The Garden of Eden and its mythic connection to the birth of consciousness as seen through a phenomenological and analytic psychology lens.

                Learning Objectives
                  1. Name at least two founding principles upon which analytic psychology and art therapy were founded as they relate to symbolic function.
                  2. Identify three similarities between the art intervention, Draw Yourself Picking an Apple from a Tree (PPAT) and the archetypal story of The Garden of Eden as they relate to psychological process.
                  3. Define and articulate how an archetype relates to imagery, myth, and psychological process.

                  Michelle Dean

                  Co-Founder, The Center for Psyche & the Arts, LLC

                  Michelle L. Dean, MA, ATR-BC, LPC, CGP is the co-founder of The Center for Psyche & the Arts, LLC (http://psychearts.org) and is an author, supervisor, and educator. She has several publications her credit, including the book, Using Art Media in Psychotherapy: Bringing the Power of Creativity to Practice. Her work has been recognized through many distinguished awards, including the prestigious Honorary Life Member Award from DVATA and AATA's 2015 Pearlie Roberson Award.

                1. N/NY-0109 - Utilizing Art Materials Within Sensorimotor Psychotherapy for Attachment Trauma

                  Contains 5 Component(s), Includes Credits

                  This course explores the utilization of art materials within sensorimotor psychotherapy for the resolution of attachment trauma. A case study of an arts-based research project utilizing the heuristic method of inquiry is reviewed. Research process, emergent themes and potentials for further research are highlighted.

                  Description

                  This course explores the utilization of art materials within sensorimotor psychotherapy for the resolution of attachment trauma. A case study of an arts-based research project utilizing the heuristic method of inquiry is reviewed. Research process, emergent themes and potentials for further research are highlighted.

                  Learning Objectives
                    1. Identify at least two methods in which art making can be incorporated into trauma-informed sensorimotor psychotherapy.
                    2. Describe at least three ways in which therapeutic attunement affected treatment outcomes.
                    3. Describe two methods of arts-based analysis utilized in the research process.

                    Lorena Snodgrass

                    Lorena Snodgrass, MA, LMFT, IMFT, ATR-BC is an alumnus of the Clinical Art Therapy program at Loyola Marymount University. She engages the public in art therapy in in a variety of ways and specializes in working with adolescents, bereavement, and individuals that have experienced trauma.

                  1. N/NY-0110 - Effects of Art Therapy Interventions for Chronic Pain and Psychosocial Comorbidities

                    Contains 5 Component(s), Includes Credits

                    Chronic pain is a phenomenological experience, shaped by biopsychosocial factors. The primary aim of this study was to evaluate the effects of a multidimensional, manualized art therapy intervention on participants' perceptions of chronic pain and psychosocial comorbidities. Overall findings support art therapy as a useful adjunct to traditional chronic-pain treatment.

                    Description

                    Chronic pain is a phenomenological experience, shaped by biopsychosocial factors. The primary aim of this study was to evaluate the effects of a multidimensional, manualized art therapy intervention on participants' perceptions of chronic pain and psychosocial comorbidities. Overall findings support art therapy as a useful adjunct to traditional chronic-pain treatment.

                    Learning Objectives
                      1. Implement an alternative or complementary chronic pain treatment approach that could be used in therapy settings and alongside traditional pain management regimens.
                      2. Identify influential factors in pain perception and relevant therapeutic strategies that can be used to address such factors.
                      3. Recognize the multidimensional quality of illness, along with common psychosocial conditions that accompany a diagnosis of chronic pain.

                      Dr. Molly O’Neill Haaga

                      Assistant Professor, Ursuline College

                      Dr. Molly O’Neill Haaga, Phd, ATR, LPC, is a registered art therapist, licensed mental health counselor, and college instructor. She currently works as an adjunct professor in Ursuline College’s Undergraduate Art Therapy Program as well as in Lesley University’s Expressive Therapies PhD Program. Molly earned her bachelor’s degree from Lesley University, where she majored in art therapy with a minor in psychology. After graduating from Ursuline College’s Counseling and Art Therapy Graduate Program, Molly then returned to Lesley University to earn her doctoral degree in Expressive Therapies. Her doctoral research focused on psychosocial implications of medical illness and the role of art therapy in assessment, treatment, and management of medically related issues. Her clinical experience has included work with individuals, families, and groups in community mental health, hospital, school, rehabilitation, and studio settings.

                      Molly’s areas of expertise are centered on using mind-body oriented art therapy approaches to identify, examine, and alter maladaptive thoughts and behaviors in an effort toward achieving wholeness and balance. Her current clinical and research interests include: arts therapies in healthcare and medicine; trauma-informed therapeutic practices; and the arts and human development.