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  • NY-0209 - Culture, Medicine, and Art Therapy: Building a Practice that Works

    Contains 5 Component(s), Includes Credits

    Because illness touches all classes and cultures, art therapy in medicine is a natural training ground for culturally sensitive art therapy practice. Art therapy practices that illuminate the complex web of hospital and personal cultures is presented through theory and case examples.

    Description

    Because illness touches all classes and cultures, art therapy in medicine is a natural training ground for culturally sensitive art therapy practice. Art therapy practices that illuminate the complex web of hospital and personal cultures is presented through theory and case examples.

    Learning Objectives
    1. Name three cultural perspectives typically encountered within a medical treatment setting.
    2. List three strategies for addressing cultural differences through art therapy.
    3. Define the term “frame switching,” and describe its application in art therapy practice.

    Tracy Councill

    Program Director, Tracy's Kids

    Tracy Councill, MA, ATR-BC, LCPAT is both Program Director for Tracy's Kids and Art Therapist in Pediatric Hematology-Oncology at Georgetown University Hospital's Lombardi Cancer Center. She has taught Medical Art Therapy, Studio Art Therapy and Art Therapy for Trauma at The George Washington University, Eastern Virginia Medical School, and Florida State University and creates paintings, block prints and sculpture. She has served as on the Board of AATAand as Chair of the Membership Committee

    Kathryn Tedeschi

    Founder and Clinical Director, Sage House Counseling & Art Therapy

    Kathryn Tedeschi, MA, ATR-BC, LCAT, LPC is a graduate of The George Washington University art therapy program. She has experience working with children, adolescents, adults, military veterans and individuals with physical and intellectual disabilities. Since 2011 she has worked as an art therapist for Tracy's Kids, providing services to pediatric Hematology-Oncology patients in Washington DC. Kathryn recently moved to New York to start the Tracy’s Kids art therapy program at the Phyllis and David Komansky Center for Children's Health at New York-Presbyterian /Weill Cornell.

  • NY-0210 - Lessons Learned: International Art Therapy From Ebola to Homelessness in South Africa

    Contains 5 Component(s), Includes Credits

    Founder and team member of an international non-profit share lessons learned from their experiences implementing expressive arts therapy training programs in addressing trauma due to Ebola in Liberia and homelessness in South Africa.

    Description

    Founder and team member of an international non-profit share lessons learned from their experiences implementing expressive arts therapy training programs in addressing trauma due to Ebola in Liberia and homelessness in South Africa.

    Learning Objectives
      1. Identify 5 challenges faced when implementing expressive art therapy programs in two different cultures and populations.
      2. Identify 3 ways of creating culturally sensitive program that empowers local program participants.
      3. Identify 3 ways to integrate the lessons learned into their own work with diverse cultures.

      Dr. Caroline Alexis Decosimo

      Founder and Executive Director, Playing to Live!

      Alexis, DrPH, ATR, LPCA received her masters in Art Therapy and Clinical Counseling at The George Washington University. Alexis received her doctorate in public health at East Tennessee University. Alexis is currently working as an art therapist in Asheville, NC and is the Founder and Executive Director of Playing to Live! She specializes in trauma informed art therapy, program development, and international development. She has worked in Liberia, Uganda, South Africa, Eastern Europe, India, Jamaica, Florence, Italy, and Walter Reed National Military Hospital. She has worked as a clinician in wilderness therapy settings, autism, substance abuse, at risk youth in diverse populations, PTSD, substance abuse, eating disorders, military, and with homeless and displaced persons.

      She has experienced time and time again how artistic expression, play, and cultural empowerment can facilitate recovery and healing after a traumatic experience, and her passion and career path lies within developing global programs that provide children in low resource communities a safe and healing space for recovering from trauma.

      Kathryn Tedeschi

      Founder and Clinical Director, Sage House Counseling & Art Therapy

      Kathryn Tedeschi, MA, ATR-BC, LCAT, LPC is a graduate of The George Washington University art therapy program. She has experience working with children, adolescents, adults, military veterans and individuals with physical and intellectual disabilities. Since 2011 she has worked as an art therapist for Tracy's Kids, providing services to pediatric Hematology-Oncology patients in Washington DC. Kathryn recently moved to New York to start the Tracy’s Kids art therapy program at the Phyllis and David Komansky Center for Children's Health at New York-Presbyterian /Weill Cornell.

    1. N/NY-0305 - The Secret World of the Elderly: A Studio Approach that Raises Awareness

      Contains 5 Component(s), Includes Credits

      Studio art therapy benefits the elderly and people with Alzheimer's by creating a space for expression, decision-making, and social interaction at a time when choices might otherwise be limited. Taking this approach into retirement homes can raise self-esteem, provide a sense of purpose, and empower residents. This course provides an overview of the challenges and benefits of contracting art therapy as well as specific projects and interventions that can be used with this population.

      Description

      Studio art therapy benefits the elderly and people with Alzheimer's by creating a space for expression, decision-making, and social interaction at a time when choices might otherwise be limited. Taking this approach into retirement homes can raise self-esteem, provide a sense of purpose, and empower residents. This course provides an overview of the challenges and benefits of contracting art therapy as well as specific projects and interventions that can be used with this population.

      Learning Objectives
        1. List three ways studio art therapy benefits the elderly.
        2. Describe at least two interventions that can be modified for use with people who have Alzheimer’s disease.
        3. Identify at least two challenges and two advantages of contract work.

        Emery Mikel

        Founder and Director, Water & Stone

        Emery H. Mikel, MA, ATR-BC, LCAT, LCPAT provided studio art therapy to the elderly and people living with dementia throughout the Washington, DC area until her relocation to Huntington, NY. She created and conducted her own contract service with 15-20 retirement homes. She studied Transpersonal Art Therapy at Naropa University. She is the founder and director of Water & Stone: a transpersonal and contemplative creative arts therapy collective. She also mentors therapists, supervises interns, and guest lectures at George Washington University and Nazareth College. She received her MA in Transpersonal Counseling Psychology: Art Therapy from Naropa University in Boulder,CO.

      1. N/NY-0308 - Club About Social Development: Art Therapy and Autism Research Preliminary Results

        Contains 5 Component(s), Includes Credits

        This course highlights the preliminary research results of an Art Therapy Autism Social Support Group. The Group, Club ASD (About Social Development), provides art-based social skills lessons and community field trips to help individuals with Autism and Asperger's learn and practice social skills.

        Description

        This course highlights the preliminary research results of an Art Therapy Autism Social Support Group. The Group, Club ASD (About Social Development), provides art-based social skills lessons and community field trips to help individuals with Autism and Asperger's learn and practice social skills.

        Learning Objectives
          1. Learn one or two useful art directives for teaching social skills
          2. Be introduced to two assessments that assist in the tracking of social skills progress.
          3. Become familiar with the latest statistics on Autism prevalence in the United States.

          Dr. Jessica Stallings

          Program Therapist and Adjunct Professor, Emporia State University

          Dr. Jessica Stallings, ATR-BC, LMHP taught at Emporia State University, worked in private practice, and is currently working in partial hospitalization with children ages 5 to 12. She completed a dissertation on using popular culture with individuals with ASDs.

        1. N/NY-0310 - Integrating Art Therapy and the DIR®/Floortime™ Model for Children with Autism Spectrum Disorders

          Contains 5 Component(s), Includes Credits

          Invite the child with autism to experience creativity by first understanding them and then joining them in their world.The DIR®/Floortime™ approach teaches us to follow the child's natural emotional interests while challenging them toward greater mastery of their social, emotional, and intellectual capacities.

          Description

          Invite the child with autism to experience creativity by first understanding them and then joining them in their world.The DIR®/Floortime™ approach teaches us to follow the child's natural emotional interests while challenging them toward greater mastery of their social, emotional, and intellectual capacities.

          Learning Objectives
            1. Have a basic understanding of the DIR®/Floortime™ Model by Dr. Stanley Greenspan and how it is applied with children on the Autism Spectrum.
            2. Learn how to design appropriate art therapy directives for this population that combine the therapeutic approach of the DIR®/Floortime™ Model.
            3. Learn effective techniques to work with individuals, parent/child dyads and groups affected by Autism Spectrum Disorders

            Pamela Ullman

            Founder, Colors of Play

            Pamela Ullmann, MS, ATR-BC, ATCS, LCAT is a board certified and licensed art therapist who has practiced in the field for more than 20 years, working with children and families in a variety of community and healthcare settings. She is currently working as an Art Therapist in a Psychiatric Intensive Care Unit, and was previously a Program Coordinator for the Autism Program, with the Institute of Child Development in a University Medical Center. She was instrumental in developing the Art Therapy program in 2003 for the Elizabeth Seton Pediatric Center in Manhattan and subsequently served as director of the Child Life and Therapeutic Activities department there.

            Pamela has an independent practice called Colors of Play, LLC and has recently formed a nonprofit organization, Healing Arts Family Connection, Inc. that provides creative arts therapy services for children with special needs and families throughout the tri-state area

          1. NY-0309 - Finding the Art Therapist’s Role in a Therapeutic Alternative High School

            Contains 5 Component(s), Includes Credits

            What is the Creative Art Therapist's role in a therapeutic alternative high school? This course explores the question by looking at the parallel process between the art therapist exploring their role within an institution, and the Seriously Emotionally Disturbed adolescent searching for their identity.

            Description

            What is the Creative Art Therapist's role in a therapeutic alternative high school? This course explores the question by looking at the parallel process between the art therapist exploring their role within an institution, and the Seriously Emotionally Disturbed adolescent searching for their identity.

            Learning Objectives
              1. Learn one or two useful art directives for teaching social skills.
              2. Be introduced to two assessments that assist in the tracking of social skills progress.
              3. Become familiar with the latest statistics on Autism prevalence in the United States.

              Dr. Melissa Klay

              Melissa Klay, Ph.D., ATR-BC, LCAT, is a licensed, registered, and Board Certified Art Therapist and a limited-permit clinical psychologist in New York. She has been providing psychotherapy services for the past 18 years, teaching as an adjunct assistant instructor at Pratt Institute, and conducting qualitative and quantitative studies.

            1. N/NY-0403 - Unblending the Parts: Integrating Internal Family Systems and Art Therapy

              Contains 5 Component(s), Includes Credits

              This course discusses the use of art therapy processes tailored for the treatment of trauma using the Internal Family Systems (IFS) model. It includesan overview of the IFS model, parallels between art therapy and IFS, examples of IFS specific art interventions and case material.

              Description

              This course discusses the use of art therapy processes tailored for the treatment of trauma using the Internal Family Systems (IFS) model. It includes an overview of the IFS model, parallels between art therapy and IFS, examples of IFS specific art interventions and case material.

              Learning Objectives
                1. Describe the 8 qualities of Self to illustrate understanding the concept of Self-leadership in IFS.
                2. Identify 4 ways IFS and art therapy complement each other.
                3. Apply 4 art interventions corresponding with the stages of the IFS process.

                Amanda Bechtel

                Licensed Clinical Professional Art Therapist

                Amanda Bechtel, ATR-BC, LCPC, LCPAT is a board certified registered art therapist, licensed clinical professional counselor and licensed clinical professional art therapist. In addition to eating disorders, she has used art therapy to treat symptoms of depression, anxiety, self-injurious behavior and substance abuse. She holds a certificate in advanced trauma treatment. Amanda regularly presents on art therapy and eating disorders at national conferences and regional symposiums. She is adjunct faculty at St. Mary of the Woods College and currently sits on Maryland's Board of Professional Counselors and Therapists.

                Peggy Kolodny

                Licensed Art Therapist

                Peggy Kolodny MA, ATR-BC LCPAT, licensed art therapist, is adjunct clinical faculty at University of Maryland School of Social Work, Notre Dame of Maryland University as well as multiple professional institutes. She has a trauma-focused art psychotherapy private practice with Level 2 certificates in EMDR and IFS (Internal Family Systems).

              1. N/NY-0314 - Layering as a Mechanism of Change in El Duende One-Canvas Process Painting

                Contains 5 Component(s), Includes Credits

                Layering as a mechanism of change in art making is seen during El Duende One Canvas Process Painting. Concepts of layering are explored from the perspectives of neuroscience, a movement of “Layerists” artists, and art therapists. Imagery from “The Cycle of Layering” highlights the four phases of the self-disclosing process.

                Description

                Layering as a mechanism of change in art making is seen during El Duende One Canvas Process Painting. Concepts of layering are explored from the perspectives of neuroscience, a movement of “Layerists” artists, and art therapists. Imagery from “The Cycle of Layering” highlights the four phases of the self-disclosing process.

                Learning Objectives
                  1. Articulate the concept of art as a mechanism of change.
                  2. Name three conceptual perspectives about layering.
                  3. Identify 4 phases of the self-disclosing “Cycle of Layering.”

                  Abbe Miller

                  Associate Professor and Art Show Coordinator, Albertus Magnus College

                  Abbe Miller, MS,  ATR-BC, LPCA has taught nationwide, the processes of transformational art psychotherapy for over 37 years. She is Associate Professor and Art Show Coordinator of the Graduate Art Therapy Program at Albertus Magnus College and maintains a private practice.  She is an exhibiting artist. She has numerous journal articles and is a third year doctoral student at Lesley University.

                  Megan Robb

                  Program Director, Art Therapy Counseling - Southern Illinois University Edwardsville

                  Megan Robb, ATR-BC, LPC, NCC is an Associate Professor and Director of the Art Therapy Counseling at Southern Illinois University Edwardsville. Robb's research interests include shame, multicultural education outcomes, culturally sensitive art therapy practice, medical art therapy, and group art therapy. Her recent clinical work as an art therapist was at the National Institutes of Health. Robb currently resides in St. Louis, Missouri.

                1. NY-PP6204 - Stacking the Deck: Self-Care for Art Therapists with Chronic Mental Illness

                  Contains 5 Component(s), Includes Credits

                  The presenter has lived with chronic mental illness for 22 years. During her time working at an impatient treatment center for the chronically mentally ill, she completed a heuristic study that will show how self-care through art and journaling is effective in relieving stress, processing countertransference, and increasing resiliency.

                  Description

                  The presenter has lived with chronic mental illness for 22 years. During her time working at an impatient treatment center for the chronically mentally ill, she completed a heuristic study that will show how self-care through art and journaling is effective in relieving stress, processing countertransference, and increasing resiliency.

                  Learning Objectives
                  1. Participants will be able to implement the use of self-care cards and journaling as tools in order to stave off compassion fatigue.
                  2. Participants will be able to identify five central themes as an outcome of the research in order to utilize the results in fostering resiliency and staving off compassion fatigue.
                  3. Participants will be able to apply the knowledge gained through the firsthand account in order to analyze their own biases in working with or supervising art therapists with chronic mental illness.

                  Stephanie Wray

                  Art Therapist, Stars of HOPE USA

                  Stephanie Wray, ATR, RLMHCI is a graduate of Saint Mary of the Woods, with honors and receiving the alumni award for responsible leadership and outstanding community service for her efforts during her time in the program: serving her school community, the Florida Art Therapy Association Chapter, along with her participation in facilitation of the Art from The Heart art response after the Pulse tragedy. For the past two years Stephanie has worked as an art therapist with Stars of HOPE USA, and international therapeutic arts program, responding to over 20 communities that have been impacted by human caused and natural disasters. Stephanie also serves as President-Elect of the Florida Art Therapy Association and is an adjunct professor in the art therapy department at the University of Tampa.

                2. N/NY-0107 - Mind—Body Treatment for Depression: Clay Art Therapy with Expressive Therapies Continuum

                  Contains 5 Component(s), Includes Credits

                  Recent neuroscience research has reexamined how affect mediates responses between mind and body. Clay Art Therapy (CAT) incorporating the Expressive Therapies Continuum (ETC) involves various neurological processes that elucidate a body–mind, bottom–up approach to clay-work for the treatment of depression. This study evaluates treatment effects of CAT on depression.

                  Description

                  Recent neuroscience research has reexamined how affect mediates responses between mind and body. Clay Art Therapy (CAT) incorporating the Expressive Therapies Continuum (ETC) involves various neurological processes that elucidate a body–mind, bottom–up approach to clay-work for the treatment of depression. This study evaluates treatment effects of CAT on depression.

                  Learning Objectives
                    1. Identify and reproduce the mechanisms of Clay Art Therapy (CAT) incorporating the Expressive Therapies Continuum (ETC) for treatment of depression.
                    2. Replicate the methods of measuring both quantitative and qualitative research outcomes of CAT in randomized controlled trial.
                    3. Record the movements of the ETC on various levels with the scaling questions adopted in the treatment of Clay Art Therapy.

                    Dr. Joshua K.M. Nan

                    Assistant Professor, Hong Kong Baptist University

                    Dr. Joshua Kin-man NAN, owns many years of social work and use of arts experience in working with a wide range of populations, including traumatized children and youth and individuals with mental health issues. He also has extensive experience in providing use of arts training to different healthcare professionals. As an assistant professor and research fellow of the Centre of Youth Research & Practice of Hong Kong Baptist University, his major research areas include investigation of psychophysiological interaction in Emotion Regulation, integration of clay art therapy with the Expressive Therapies Continuum, efficacies of various art therapy techniques in enhancing behavioral—emotional competence in children and youth, and applying use of arts in life—death education and palliative care.