"Express It to Address It"

When We Cannot Always "Name It to Tame It"

Using language alone is not always possible to communicate what we are sensing, feeling, or thinking. Neurodiversity can make using words challenging-- but fortunately there are many other ways to convey experiences! Expressive and sensory-based approaches offer a variety of channels for communication. These approaches also support capacity-- moments of resiliency, mastery, confidence, and self-agency. They are truly "neuroaffirming" experiences for those who may not necessarily feel comfortable with or respond to traditional ways of expressing, relating, learning, or interacting. Join for this five session webinar series to learn more about these approaches that can be applied to psychotherapy, counseling, education, coaching and more. You can join us live or watch replays at your convenience after each session.
Join us here!
Cathy Malchiodi PhD on Express It to Address It

Welcome to this Live Webinar Series!

Just what are Neurodiversity Affirming Practices and why do they matter? In this live webinar series, join us to learn:

  • How to apply trauma-informed practices with neurodiverse individuals and groups
  • A variety of expressive arts and sensory-based approaches with a focus on neurodiversity affirming strategies
  • Practices and interventions that support and strengthen Restorative Attachment™ via expressive arts with children and parents or caregivers
  • How to expand your understanding of the intersection of traumatic stress, early childhood adversity, and neurodiversity
  • How to develop and expand cultural humility and advocacy for neurodivergent individuals
  • The value of lived experiences as communicated through expressive arts when working with neurodiversity
  • Applications of the S.A.G.E. model to work with attachment and neurodivergent individuals
  • Applications of the Circle of Capacity model with a focus on restorative attachment in children and parents or caregivers
  • How to identify organizations and resources that are neurodiversity affirming
  • How to develop an understanding of children's art and play expressions as neurodiverse communications of the self and lived experiences


Each session includes discussions, presentations, and films and time for "hands on" practice of expressive arts and sensory-based approaches as neuroaffirming strategies. Restorative Attachment™: Expressive Arts and Sensory Processing as Neurodiversity Affirming Practices is one of two core courses on the foundations of Restorative Attachment™. It emphasizes trauma-informed practices and neurodiversity affirming interventions in order to support everyone's capacity for Restorative Embodiment through self-expression, sensory integration and processing, somatic therapy, and lived experiences.

No prerequisite required. This course is open to psychotherapists, counselors, therapists, healthcare professionals, teachers, coaches, and facilitators. This course integrates and emphasizes intermodal practices of Expressive Arts Therapy, trauma-informed concepts, and restorative attachment interventions and strategies. No previous experience or training is necessary to participate. You will receive a list of simple art supplies to be used during the hands-on portions of each webinar. We emphasize building a professional community of "expressive" practitioners through time for questions and sharing and via networking and break-out sessions during each webinar. 

Webinar Dates, Tuesdays from 12 noon-3:00 pm Eastern Standard Time Zone, US:

November 12th (EST)

November 19th (EST)

November 26th (EST)

December 3rd (EST)

December 10th (EST)

These sessions are live on the Zoom platform and attendance to the live webinars is greatly encouraged, although not required in order to complete the course. Replays are available after each session and participants can watch sessions on the Thinkific course platform, where you will find an extensive collection of resources, readings, films, and recommended websites and articles. Upon 100% completion, participants receive a Certificate of Completion verifying Continuing Education Units (CEUs) and Professional Development (PD) Hours.

This course is a "drip format"-- the contents are available each week. Each section has a module where you can share your impressions and images, connect with other participants, and network with colleagues around the world.

We provide the opportunity to confirm participation via your own lived experiences and participation in the trauma-informed, expressive arts experientials by uploading images and digital shares to the course site in order to connect with your classmates as well as submit these for assignments! By doing this we can support our own engagement in the trauma-informed expressive arts modalities we teach, instead of requiring long exams at the end of the course.

This webinar series can be applied toward the EXAT and EXA-CE programs for 15 hours of learning and to the Restorative Embodiment Practitioner Certificate (see below for more information).

What is Nuerodiversity?

Neurodiversity refers to the infinite variations in neurocognitive functioning, reflecting the diversity of human minds.

We all experience the world differently because of neurodiversity. Individuals who identify as neurodivergent have cognitive variations that result in ways of communicating, thinking, and learning that are significantly diverse from the dominant societal standards of what is “normal”. This includes those with Autism, ADHD, areas of developmental and learning disability, other neurodivergent conditions, and may include divergency relating to trauma or traumatic brain injury.

What is Neurodiversity Affirming Practice?

Neurodiversity affirming practice recognizes there is no one “right” way of being human in the world; all ways are celebrated.

Neurodiversity underscores that unique needs, strengths, and interests are approached through an affirming lens. Differences are not viewed as deficits that require “fixing”. Individuals are empowered in their uniqueness, recognized as the expert in their experience and communication styles and self-determined strategies and sensory needs are supported. The self-identified goals and needs of the individual are prioritized, while the potential impact of societal barriers, intersectionality, and environmental factors are validated and addressed as a part of neurodivergent affirming care.

Restorative Attachment™--Learn the Importance of "Being S.A.G.E. through Expressive and Sensory-Based Approaches

Frequently Asked Questions

What can you expect in this course-taking experience?

  • What if I can't join the live webinars?

    Although we highly recommend joining live if you are able, this may not be possible due to a variety of reason including time-zone differences and other circumstances. You can join live webinar sessions or you can participate by watching replays posted on your Thinkific course site about 48 hours after live event and complete discussion and assignment upload there to verify participation and complete requirements.

  • How long will I have access to the course content, including watching/reviewing the webinar replays?

    Your live webinar course content will be available on your Thinkific site at least 120 days after the final scheduled live webinar date. If you find you need longer to complete or need to go back to retrieve resources, you may contact us at [email protected] and request an extension of these course expiration dates.

  • Do I have to use Paypal to purchase the course?

    Our course site, Thinkific, utilizes Paypal for checkout BUT you do NOT have to sign into a PayPal account to complete the checkout process! Select "Pay with Debit or Credit Card" below highlighted paypal button and then "Continue as Guest" in order to check out and complete registration without having or needing to login to a Paypal account.

Your Course Instructors!

Institute Faculty

Cathy Malchiodi PhD

Cathy Malchiodi, PhD, LPCC, LPAT, ATR-BC, REAT is a research psychologist, a Registered Expressive Arts Therapist, and a licensed mental health counselor. She is the executive director of the Trauma-Informed Practices and Expressive Arts Therapy Institute and is an investigator with the US Department of Education, integrating trauma-informed expressive arts into classrooms. She has also worked with the Department of Defense since 2008 to bring expressive arts therapy programming and psychotherapy to combat military and their families and Veterans with posttraumatic stress and traumatic brain injury. Dr. Malchiodi studied with Francine Shapiro and is qualified in EMDR Level I and Level II. Cathy has assisted more than 500 agencies, organizations, and institutions in developing trauma-informed programming including the United Nations, Department of Defense, Kennedy Center, Harvard, MIT, and Johns Hopkins University. An international presenter and workshop leader, she given over 750 invited keynotes and workshops throughout the US, Canada, Asia, Europe, the Middle East, and Australia. She has authored 21 books, including the bestselling Trauma and Expressive Arts Therapy: Brain, Body, and Imagination in the Healing Process and Handbook of Expressive Arts Therapy. Her books have been translated in over 20 languages. A life-long learner, Dr. Malchiodi's latest research and practice includes sensory processing and neurodiversity affirming models of psychotherapy to address trauma through expressive approaches to intervention.

Institute Faculty | Supervisor

AriAnna Carroll, LMHC, REAT, EXAT

Ari is a licensed mental health counselor, registered expressive arts therapist, and an EMDR certified provider. She is a certified Positive Discipline Parent Educator and is working towards completing all levels of training in the Oaklander Model of Gestalt Play Therapy. Since graduating from the Expressive Arts Therapy Program at the University of Louisville in 2004, she has supported groups and individuals of all ages in a variety of settings including schools, residential care settings, in-patient treatment centers, rehabilitation programs, and out-patient mental health therapy settings. Ari is currently in private practice, the first in Iowa to put expressive arts therapy at the heart of client care. She specializes in providing youth and family-based services, in addition to working with adults that have an interest in resourcing expressive arts. Ari offers technology-assisted supervision for those working towards the EXAT, EXAT-CE, and REAT (registered expressive arts therapist), encouraging growth through supportive dialog, inquiry into theory and approaches, and active practice of expressive arts modalities. As a life-long percussionist, she has a special interest in integrating rhythm and sound oriented approaches into therapy. As parent to a neurodivergent child, she is invested in continued learning relating to neurodiversity affirming practices and advocacy. She enjoys exploring the relationship between expressive arts therapy, neuroscience, and sensory-oriented insights, and how this informs practice that encourages wholistic engagement, integration, and healing. Her accomplishments include creating community-oriented therapeutic expressive arts programming for adults and youth, supporting those with interest in private practice development, certification in Rhythm 2 Recovery, a therapeutic method that integrates rhythm and reflection for social emotional health, and partnering with schools in support of neurodivergent children and families, serving as co-creator and facilitator in presentations and support groups for parents/caregivers of twice-exceptional youth within her community. Ari creates harmony between practice and play with her family, pursuing outdoor adventures and shared creative outlets, appreciating the journey ahead of the destination.

Institute Faculty | Supervisor

Emily Johnson Welsh

Emily Johnson Welsh, EXAT, REAT, LPAT-S, ATR-BC, LPCC-S, RYT  has over 16 years’ experience providing expressive arts therapy support and developing resources in trauma-informed approaches and integrative wellness. She is a graduate of Lesley University’s Expressive Arts Therapy and Mental Health Counseling program in 2008 and is a licensed and board-certified art therapist, licensed clinical counselor supervisor, registered expressive arts therapist and a Yoga Alliance Registered teacher. As faculty for the Trauma-informed Expressive Arts Therapy Institute for over 10 years, she brings a current knowledge of expressive arts and body-based approaches that focus on building resilience and community. She provides technology-assisted distance supervision for those working towards the EXAT, EXA-CE, REAT (Registered Expressive Art Therapist), ATR (Registered Art Therapist), and LPAT (Licensed Professional Art Therapist in Kentucky).  Emily’s accomplishments in the field include presentations at conferences for the American Art Therapy Association, Buckeye Art Therapy Association, Kentucky Association for Play Therapy, and International Expressive Art Therapy Association;  authoring and co-authoring chapters in the book Art Therapy and Healthcare (Guildford Press, 2013) ; co-designing and co-facilitating the online artmaking workshop  “Art Therapy + Happiness Project;"  being awarded "Cure Champion" by the American Cancer Society for my accomplishments in bringing expressive art therapy and yoga programming to families fighting cancer. Most recently, Emily enjoys balancing her expressive arts therapies private practice, Art Yoga Love, LLC, serving children, families, and adults, with yoga studio ownership and teaching! She is also enamored with being outside, animals of all sorts, the wonders of parenting, and hopes to never stop finding gratitude in these daily adventures.

Course curriculum

Participation opens on September 24th!

  1. 1

    • Syllabus, Goals and Objectives of this Course

    • Walkthrough this Live Webinar Site and Its Features

    • Special Note About Art Materials and Expressive Arts Assignments!

    • Disclaimer

    • Foundational Resources for Your Reading or Review to Follow...

    • The Seven Principles of Trauma-Informed Expressive Arts Therapy

    • ​The MSSS Model of Expressive Arts as Healing Practices

    • The MSSS Model of Expressive Arts as Healing Practices

    • Introduction to Expressive Approaches to Attachment Work

    • SAGE Model: Four Areas of Restorative Attachment Supported by Expressive Arts

    • Being S.A.G.E.: A Film Presentation

    • The Expressive Therapies Continuum-- An Expressive Arts Therapy Perspective

    • The "Expressive Arts Relationship" in Action and How It Is Reparative and Restorative

    • Optional: Introduce Yourself Here!
  2. 2

    • ▶️ ZOOM Link and Supplies!

    • Clay Recipes!

    • What is Neurodiversity?

    • 5 Things Everyone Should Understand About Neurodiversity

    • What Are Neurodiversity Affirming Practices?

    • The Theory of Multiple Intelligences: Pre-Neurodiversity!

    • Multiple Intelligences Infographics: For Visual Learners!

    • Expressive Arts Therapy and Neurodiversity Affirming Practices

    • Early Art Therapy "Neurodiversity Affirming" Practices: Art Therapist Donald Uhlin

    • Neurodiversity: One Perspective from Two Individuals Identifying as Neurodiverse

    • What Does It Take to Make Counseling More Neurodiversity Affirming?

    • One Perspective on Neurodiversity Affirming from a Practitioner

    • Words Matter: Person-First and/or Identity-First Language?

    • Download the APA's Inclusive Language Guide

    • Neurodiversity , Diversity, and Inclusion

    • The Link Between Neurodiversity and Attachment

    • What is Lived Experience? Why Are Lived Experiences Important to Trauma-Informed Practice?

    • Dr. Kai Syng Tan: What Else Could "Neurodiveristy" Look Like? A Lived Experience

    • Neurodiversity and Creativity: Catalysing Change through Artful Agitation

    • The Art of Autism: A Window to Neurodiversity

    • Research Download: Physical Contact and Loneliness: Being Touched Reduces Perceptions of Loneliness--2020 Study!

    • A Perspective on Lived Experience and Neurodiversity

    • The Neurodiversity Concept was Developed Collectively: An overdue Correction on the Origins of Neurodiversity Theory

    • Children at the Frontline: Neurodivergence and School Distress

    • Detail Graphic for the Physics of Haptic Perception

    • Replay Session One Part One

    • Replay Session One Part Two

    • Please POST to Discussion + UPLOAD* your Assignment-- *Required!

    • Experiential Survey: Be Your Own Arts-Based Researcher

    • Haptic Field Notes_Be your own arts based researcher!

    • Having Trouble getting Through to Next Session? Watch this video for troubleshooting and tips!
  3. 3

    • ▶️ ZOOM Link and Supplies!

    • Bonus Video: A Basic Introduction to Neuro-Affirming Practices and Expressive Arts Therapy

    • Four Functions of Rhythm in Expressive Arts Therapy

    • Rhythm is Foundational to Human Interaction and Communication: A Developmental Perspective

    • Some Science on Rhythm and Early Development

    • Film: Cathy Malchiodi and Bruce Perry Discuss the Importance of Rhythm in Relationships

    • The Transformation is in the Expressive Arts Relationship

    • Music Therapy and Neurodivergence

    • Sound and the Vagus Nerve: Some "Sounding" Interventions

    • Misophonia: Sound Sensitivity

    • The Ears as a Portal into the Nervous System

    • Do Your Own Sensory-Based Research on the Aural Scan: Audio Frequency Scanner

    • The Aural Scan Website

    • Introduction to Sonic Exploration of Neurodivergent Identities

    • A Sonic Explanation of Neurodivergent Identities

    • Experiences of a Neurodivergent Music Teacher

    • Research Article: Neurodiversity, Giftedness, and Aesthetic Perceptual Judgement of Music in Children with Autism

    • A Neurodiversity View of Polyvagal Safe and Sound™ Protocol

    • Basic Reading on Polyvagal Theory and Safety

    • Rhythmic Relating: Bidirectional Support for Social Timing in Autism Therapies

    • Supply List for Session Two Experiential

    • Alpha Waves for Serotonin and Endorphins :Monaural Beats Meditation Music

    • Pink Noise

    • Green Noise: Rain Sounds

    • Drumming: Rhythmic Sounds

    • Rhythm Tambourine or Rhythm Sticks Experiential

    • Four Sounding Experiences - Session Two Experiential Resources

    • Video: Tips for Playing Music and Sounds through Zoom!

    • Replay Session Two Part One

    • Replay Session Two Part Two

    • Please POST to Discussion + UPLOAD* your Assignment-- *Required!

    • Everything Dances: For Fun and Thought
  4. 4

    • ▶️ ZOOM Link and Supplies!

    • Supply List for Session Three Experiential

    • Circle of Capacity Model versus Window of Tolerance Model

    • Seeing Children and Adolescents through the Lens of "Capacity"

    • Interoception: The Hidden Sense

    • Interoception and Play Therapy

    • What is Interoception and How to Improve Yours from a Neurodivergent Psychologist

    • Neurodivergence and Interoception: A Few Insights and Profiles to Know

    • Interoception and Autism: Body Awareness Challenges

    • Eye Contact and Neurodiversity

    • Alexithymia: Do You Know What You Feel?

    • Adaptive Interoceptive Awareness with Kelly Mahler- Short Article and Video!

    • Listen: Interoception-- The Missing Piece of Emotional Regulation

    • Research: Could Attachment Experiences Affect Interoceptive Experiences?

    • Another Article to Download for your file! Mindfulness, Interoception and the Body: A Contemporary Perspective

    • Effects of Meditation on Soles of the Feet on Behaviors of Adolescents with Autism

    • New Research Finds Evidence That Mindfulness Helps ADHD

    • Moved to Meditate Podcast: Neurodiversity Affirming Mindfulness Practices

    • Moved to Meditate Audio Download

    • Sense-Based Research Form

    • Benjamin Pandev-Girard: Occupational Therapy Perspective of Psychological Trauma

    • Benjamin Pandev-Girard on Touch

    • Soles of the Feet Meditation

    • Replay Session Three Part One

    • Replay Session Three Part Two

    • Please POST to Discussion + UPLOAD* your Assignment-- *Required!
  5. 5

    • ▶️ ZOOM Link and Supplies!

    • Drumming for Development: How Drumming Helps Children with Special Needs

    • Video: Making Sense of Sensory Issues

    • Proprioceptive System: An Explanation from a Child's Perspective

    • NueroClastic-Change/Divergently Article : The Other 3 Senses You Never Knew Existed

    • Vestibular Function in Children with Neurodevelopmental Disorders: A Systematic Review

    • What is Neurodiversity? Neurodiversity Celebration Week

    • Article: Why Is My Child So Clumsy? Explaining Dyspraxia

    • Manage Clashing Sensory Needs: Article by Megan Neff, The Neurodivergent Psychologist

    • Video Interview: Warrior Flow Yoga School and Interview with Becky Aten

    • Neurodiversity Affirming Yoga Practice

    • Yoga for Autism-- Proprioceptive Yoga Video!

    • Accessible Yoga Association

    • Videos: Strategies for Vestibular Input from an Occupational Therapy Perspective

    • Videos: Strategies for Proprioceptive Input from an Occupational Therapy Perspective

    • Link to the Neurodiversity Umbrella Project Video from UK's ADHD Neurodiversity Foundation Charity

    • An Expanding Canopy - Neurodiversity/Neurodivergent Umbrella

    • Video: Poppy Crum Sharing about Perception and Perspective

    • Sensory Preferences CHECKLIST!

    • Replay Session Four Part One

    • Replay Session Four Part Two

    • Capacity Journal Fold HOW-TO Video

    • Please POST to Discussion + UPLOAD* your Assignment-- *Required!
  6. 6

    • ▶️ ZOOM Link and Supplies!

    • The Big Draw: Drawing as Stimming

    • Portland Buses Showcase Neurodivergent Artists

    • The Turner Prize and the Rise of Neurodiverse Art

    • Kids' Creations: The Art of Having ADHD

    • The Art Of Autism: A Window into the World of Neurodiversity

    • Research Download: Learning with Labyrinths-Participatory Community Autism Research from the UK!

    • Can Autistic Children be Securely Attached?

    • Autism and Attachment Theory: Can Autism Influence Attachment and How?

    • Research Download: Effects of an Attachment‑Based Parent Intervention on Mothers of Children with Autism Spectrum Disorder

    • Trauma-informed Positive Autistic Identity- by Janae Elisabeth

    • Does Doodling Help Kids with ADHD Focus?

    • What Is ADHD? How Does It Relate to Attachment?

    • One of these things is not like the other...or is it?

    • Therapist Neurodiversity Collective

    • Study on the Impact of Child Abuse on the Brain

    • A Scoping Review of Therapeutic Support for Neurodiverse Children Who Have Experienced Trauma

    • A Lived Experience: Trauma, ADHD, Autism, and Diagnoses

    • Try a Positive Reframe!

    • Research Article: Psychological Strengths and Well-Being

    • VIA Institute on Character and Character Strengths Survey

    • Downloads for Exploring Strengths and Interest

    • Research: An FMRI Meta-Analysis of Childhood Trauma

    • TWO ARTICLES for Download by Dr. Malchiodi: BILATERAL Focus!

    • Meandering Journal/Book Fold Instructions- Short How-To Video by Emily

    • Another How-To Video: Meandering Journal Fold Instructions!

    • MEANDERING Book-fold Template!

    • Replay Session Five Part One

    • Replay Session Five Part Two

    • Please POST to Discussion + UPLOAD* your Assignment-- *Required!
  7. 7

    • Final Steps to Your Certificate

    • Course Evaluation

    • Regarding the Use of Material in this Course

    • Final Question

    • Thank you! (Certificate)

Part of the Restorative Embodiment™ Certificate Program

Are you taking our sensory-based, somatically-oriented expressive arts therapy courses and live webinars? As we continue to develop the Institute and our content, we want to offer those of you who have completed a body of practice that reflects our approach and values-- the restorative embodiment that we believe comes about through expressive arts therapy and related approaches. In order to begin your portfolio of classes to qualify for your Restorative Embodiment and Expressive Arts Practitioner Certificate.

FIND OUT MORE!

Continuing Education Information


National Board Certifying Counselors [NBCC]. Trauma-Informed Practices and Expressive Arts Therapy Institute has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6557. Programs that do not qualify for NBCC are clearly identified. Trauma-Informed Practices and Expressive Arts Therapy Institute is solely responsible for all aspects of the programs.

Art Therapy Credentials Board [ATCB]. The ATCB recognizes a variety of CEC activities, including those in the areas of professional and mental health counseling. These activities are clearly outlined in their recertification standards provided to all ATR-BCs in their recertification year and on their website. If you are licensed as an art therapist in your state, please check with your state board to verify what types of CEC activities are acceptable for license renewal.

California Marriage and Family Therapists, Social Workers and Professional Counselors. As of July 1, 2015, the State of California /Board of Behavioral Sciences [BBS] amended its regulations for continuing education providers to include National Board for Certified Counselors (NBCC) as a "board-recognized approval agency." If you are licensed as a marriage and family therapist, social worker, educational psychologist or professional clinical counselor in California, NBCC Approved Continuing Education Providers are recognized by the BBS to fulfill continuing education requirements. As of July 1, 2015, required CE hours can be accumulated through self-study and distance learning. 

International Expressive Arts Therapy Association [IEATA]. Many participants go on to apply for the REAT or REACE credential with IEATA and use our expressive arts therapy coursework to do so. Please check with IEATA to make sure you are meeting their current requirements for registration and let us know if you need additional information to help you qualify.

Psychotherapy and Counseling Fedration of Australia [PACFA]. Many of our Australian participants indicate that these hours are accepted by PACFA---Psychotherapy and Counseling Federation of Australia. Please check with PACFA to verify this and let us know if you require any additional information for this organization to qualify your professional development hours.

Canadian Counseling and Psychotherapy Association [CCPA]. Many of our Canadian participants indicate that these hours are accepted by CCPA for certain professional development requirements. Please check with CCPA to verify this and let us know if you require any additional information for this organization to qualify your professional development hours.

CPD hours [Professional Development] are currently in the application stage. We also welcome teachers to this course; please contact us for additional information.

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