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Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
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  • Listening Session: Professional and Credentialed Art Therapists

    Contains 3 Component(s) Includes a Live Web Event on 12/03/2020 at 8:00 PM (EST)

    Art Therapists with a master’s degree in art therapy or credentialed as a Registered Art Therapist (ATR) or a Board-Certified Art Therapist (ATR-BC) through the Art Therapy Credentials Board (ATCB). This group is open to art therapists who are not AATA members, as well as members of the Association.

    What is a Diversity, Equity, & Inclusion (DEI) Listening Session?

    A listening session is like a focus group: a facilitated discussion with a group of people, aimed at collecting information about their experiences, views, and responses to questions about topics related to Diversity, Equity, and Inclusion.

    Group: Professional and Credentialed Art Therapists

    Art Therapists with a master’s degree in art therapy or credentialed as a Registered Art Therapist (ATR) or a Board-Certified Art Therapist (ATR-BC) through the Art Therapy Credentials Board (ATCB). This group is open to art therapists who are not AATA members, as well as members of the Association.

    Session is full. Please email kmichel@arttherapy.org with subject line "Listening Session" to be put on a waitlist. Include your name and the name of the Listening Session that you would be interested in. We will contact you if a space opens up.

    Important Note on Participant Confidentiality

    Ground rules and guidelines are established in each group to help foster participant trust. Participants must agree to group confidentiality and not to take notes, photography, or audio and video recordings. 

    The DEI facilitator taking notes will use a method that provides a reporting of the overall group’s responses and themes but does not track or identify specific participants (i.e. who said what) but provides a reporting of the overall group’s responses and themes. Facilitator notes are available for participants to review and verify.

  • Listening Session: New Professional Art Therapists

    Contains 3 Component(s) Includes a Live Web Event on 12/02/2020 at 8:00 PM (EST)

    Art Therapists who graduated from a master’s degree art therapy academic program in the last five years. This group is open to new art therapists who are not AATA members, as well as members of the Association.

    What is a Diversity, Equity, & Inclusion (DEI) Listening Session?

    A listening session is like a focus group: a facilitated discussion with a group of people, aimed at collecting information about their experiences, views, and responses to questions about topics related to Diversity, Equity, and Inclusion.

    Group: New Professional Art Therapists

    Art Therapists who graduated from a master’s degree art therapy academic program in the last five years. This group is open to new art therapists who are not AATA members, as well as members of the Association.

    Important Note on Participant Confidentiality

    Ground rules and guidelines are established in each group to help foster participant trust. Participants must agree to group confidentiality and not to take notes, photography, or audio and video recordings. 

    The DEI facilitator taking notes will use a method that provides a reporting of the overall group’s responses and themes but does not track or identify specific participants (i.e. who said what) but provides a reporting of the overall group’s responses and themes. Facilitator notes are available for participants to review and verify.

  • Listening Session: Current and Former AATA Volunteers

    Contains 3 Component(s) Includes a Live Web Event on 12/01/2020 at 8:00 PM (EST)

    This group includes AATA Committee & Work Group Chairs, Committee & Work Group Members, and AATA Chapter Leaders who are currently volunteering or served in these roles previously within the Association or active with their state or regional art therapy organization’s Board of Directors.

    What is a Diversity, Equity, & Inclusion (DEI) Listening Session?

    A listening session is like a focus group: a facilitated discussion with a group of people, aimed at collecting information about their experiences, views, and responses to questions about topics related to Diversity, Equity, and Inclusion.

    Group: Current and Former AATA Volunteers

    This group includes AATA Committee & Work Group Chairs, Committee & Work Group Members, and AATA Chapter Leaders who are currently volunteering or served in these roles previously within the Association or active with their state or regional art therapy organization’s Board of Directors.

    Session is full. Please email kmichel@arttherapy.org with subject line "Listening Session" to be put on a waitlist. Include your name and the name of the Listening Session that you would be interested in. We will contact you if a space opens up.

    Important Note on Participant Confidentiality

    Ground rules and guidelines are established in each group to help foster participant trust. Participants must agree to group confidentiality and not to take notes, photography, or audio and video recordings. 

    The DEI facilitator taking notes will use a method that provides a reporting of the overall group’s responses and themes but does not track or identify specific participants (i.e. who said what) but provides a reporting of the overall group’s responses and themes. Facilitator notes are available for participants to review and verify. Facilitator notes are available for participants to review and verify.

  • 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-0316 - Creativity Heals in an Uncreative Place: Fostering Art Therapy with Prison Inmates

                Contains 5 Component(s), Includes Credits

                Art therapists who wish to work in prison believe that they operate within a structured and regulated system that restricts creativity and healing. This course, through personal experiences, illustrations, and perspectives from other art therapists, demonstrates workaround techniques that allow art and creativity to flourish while facilitating treatment.

                Description

                Art therapists who wish to work in prison believe that they operate within a structured and regulated system that restricts creativity and healing. This course, through personal experiences, illustrations, and perspectives from other art therapists, demonstrates workaround techniques that allow art and creativity to flourish while facilitating treatment.

                Learning Objectives
                  1. Define the role an art therapist may play in prison.
                  2. Identify the various challenges an art therapist may have in facilitating creativity and healing in prison.
                  3. Delineate at least three creative art therapy directives that are effective despite the restrictive environment.

                  Dr. David Gussak

                  Professor, Florida State University

                  David Gussak, PhD, ATR-BC is Professor for the Florida State University art therapy program. Dave has published and presented extensively on art therapy and corrections. He authored "Art on Trial" and "Art and Art Therapy with the Imprisoned: Re-Creating Identity" and co-edited the "Wiley Handbook of Art Therapy".