About this course

Learning Objectives

• Explain the expressive arts.
• Name 3 therapeutic benefits of the use of the expressive arts in therapy sessions.
• Practice hands-on skills and leave the training with a toolkit of interventions to apply in sessions.
• Create innovative strategies for integrating creative interventions into counseling practices, considering emerging research and best practices.
• Apply knowledge of creative interventions to design comprehensive treatment plans for clients.
• Critically evaluate the ethical considerations involved in using creative interventions in working with clients.

Learning Levels

• Beginner and Intermediate, all levels are welcome

Target Audience

Course Instructor(s)

• 

  Tracy M. Gilbert, ATR-BC, LMHC

  Tracy Gilbert, ATR-BC, LMHC is a Board Certified Art Therapist and NY Licensed Mental Health program. After working in clinics, non-profits, schools, and hospital settings for 15 years, in 2018 Tracy established a private practice specializing in teens and younger adults who were facing struggles with anxiety, life transitions, and trauma. After guest lecturing and presenting at Russell Sage College multiple times, Tracy was invited to be an Assistant Professor and Program Director for the Creative Arts in Therapies/Expressive Arts in Mental Health program. She continues to maintain a small private practice so that she can be current in her teaching methods. Tracy has a working knowledge (read: rusty fluency) of American Sign Language and is a very beginner at Spanish. She is an avid reader and painter and loves to sing in the car.

Disclosure

References

• Ahessy, B. (2023). ‘Boom Boom in the Zoom Zoom Room’: Online music therapy with children and adolescents with visual impairment. The British Journal of Visual Impairment, 41(1), 143–161. https://doi.org/10.1177/02646196211029342
• American journal of art therapy. (1969). Vermont College of Norwich University.
• American journal of dance therapy. (1977). American Dance Therapy Association.
• Grasser, L., Burghardt, P., Al-Saghir, H., Nasry, L., Shin, D., & Javanbakht, A. (2018). F35. From Trauma to Intervention to Validation: Mindfulness, Movement, and Arts Based Interventions for Refugees Having Experienced High Stress and Trauma. Biological Psychiatry (1969), 83(9), S251–S251.
• Howie, Paula, et al. (2013). Using Art Therapy with Diverse Populations. Jessica Kingsley Publishers.
• Li, Y., & Peng, J. (2022). Evaluation of Expressive Arts Therapy on the Resilience of University Students in COVID-19: A Network Analysis Approach. International journal of environmental research and public health, 19(13), 7658.
• Malchiodi, C. A. (2010). The art therapy sourcebook. McGraw-Hill.
• Malchiodi, C. A. (2022). Handbook of expressive arts therapy. The Guilford Press.
• Marich, J. (2019). Process not perfection: Expressive Arts Solutions for Trauma Recovery. Creative Mindfulness Media.
• Pamietto, Kimberley (2020) Expressive therapies for kids: an art, music, play and drama toolbox for school-based counseling. PESI Publishing & Media.
• Shuman, T., Johnson, K., Lively Cookson, L., & Gilbert, N. (2022). Creative Interventions for Preparing and Disclosing Trauma Narratives in Group Therapy for Child Sexual Abuse. Journal of child sexual abuse, 31(1), 127–146.
• Srinivasan, S. M., & Bhat, A. N. (2013). A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development. Frontiers in Integrative Neuroscience, 7, 22–22. https://doi.org/10.3389/fnint.2013.00022
• Yan, Y. J., Lin, R., Zhou, Y., Luo, Y. T., Cai, Z. Z., Zhu, K. Y., & Li, H. (2021). Effects of expressive arts therapy in older adults with mild cognitive impairment: A pilot study. Geriatric nursing (New York, N.Y.), 42(1), 129–136.