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  • 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".

    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-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. 0207 - Fostering Multicultural and Diversity Competence in Art Therapy

                    Contains 5 Component(s), Includes Credits

                    Multicultural and Diversity Competence in art therapy is a capacity whereby art therapists possess cultural and diversity awareness and knowledge about self and others, and at the same time ensure that this awareness and knowledge is skillfully applied in practice with clients and client groups. Fostering Multicultural and Diversity Competence in Art Therapy is designed to strengthen the identity of art therapists by advancing multicultural and diversity competence as essential to ethical practice and thecornerstone for effective art therapy practice.

                    Description

                    Multicultural and Diversity Competence in art therapy is a capacity whereby art therapists possess cultural and diversity awareness and knowledge about self and others, and at the same time ensure that this awareness and knowledge is skillfully applied in practice with clients and client groups. Fostering Multicultural and Diversity Competence in Art Therapy is designed to strengthen the identity of art therapists by advancing multicultural and diversity competence as essential to ethical practice and thecornerstone for effective art therapy practice.

                    Learning Objectives
                    1. Have a historical overview of the Multicultural Committee.
                    2. Understand the Art Therapy Multicultural and Diversity Competencies.
                    3. Have knowledge of the Multicultural Committee Selected Bibliography and Resource List.
                    4. Have an expanded knowledge of historical and contemporary “Pioneers of Color” and their contributions to the art therapy profession.

                    The American Art Therapy Association’s Multicultural Committee

                    The course was developed through extensive collaboration among the members of the American Art Therapy Association’s Multicultural Committee over an extended period of time. All contributors have a Master’s degree or higher level of education.

                  2. N/NY-0205 - The Burma Project: Journeys to a Different Landscape

                    Contains 5 Component(s), Includes Credits

                    A panel of art therapists with the Art Therapy Institute of North Carolina shares their experiences of utilizing art therapy with refugees from Burma who have resettled in the Triangle area of North Carolina. Together they find creative ways in which to address the mental health needs of this population.

                    Description

                    A panel of art therapists with the Art Therapy Institute of North Carolina shares their experiences of utilizing art therapy with refugees from Burma who have resettled in the Triangle area of North Carolina. Together they find creative ways in which to address the mental health needs of this population.

                    Learning Objectives
                      1. Examine the ongoing ethnic conflict in Burma and be able to describe how this situation has led to substantial refugee populations in both Thailand and in the United States–most specifically, in the Triangle Area.
                      2. Name at least three medical and mental health concerns plaguing the refugees in the Triangle area, as well as identify at least three barriers to seeking out and receiving the medical and mental health counseling these refugees need.
                      3. Identify and evaluate the effectiveness of at least three art therapy directives used with this specific population.

                      Eva Miller

                      Co-Founder, North Carolina Art Therapy Institute

                      In addition to being one of the co-founders of the N.C. Art Therapy Institute, Eva Miller, MPS, ATR, LPCS currently facilitates art therapy groups for women with eating disorders, adults with acquired brain injury, and refugee children.  She also directs the recreation program at a local healthcare & rehabilitation center in Raleigh, NC. 

                      Kristin Linton

                      Organizing Founder, North Carolina Art Therapy Institute

                      Kristin Linton, MA, LPC, an organizing founder of the Art Therapy Institute, has worked to promote awareness of the field, access to services, and educational trainings. Currently she is working on the Burma Project in the Chapel Hill schools where she is also the district art therapist for the Exceptional Needs Program.

                      Dr. Hilary Rubesin

                      Executive Director, North Carolina Art Therapy Institute

                      Hillary Rubesin, PhD, MA, LPCANC, LPCS, LPC, is the Executive Director of the North Carolina Art Therapy Institute where she manages community engagement and education, facilitates outpatient expressive arts groups, and school and community expressive therapy sessions, as well as coordinates treatment with families, translators, teacher, school administrators, medical clinics and resettlement agencies for refugees. She also provides clinical supervision and administration for LPC interns, research and public health interns. She serves as a peer reviewer for Arts in Psychotherapy, a professional journal

                      Ilene Sperling

                      Ilene Sperling, MA, LPC, ATR  is a master's level art therapist and the clinical director of the Institute in North Carolina. She has experience working with diverse populations of various ages in inpatient psychiatric units for children and adolescents, public schools, day treatment mental health centers, childcare settings, and private practice.