The core practices introduced in this one-day workshop are grounded in evidence-informed information on how expressive arts therapy and creative arts therapies support and enhance capicity, communication, and restorative change. Didactic and experiential learning comes from two sources of programming and research. First, the ENACT drama therapy method that has been used with teens to help them get "unstuck" from counterproductive responses and behaviors through action-oriented methods. And a variety of arts-based strategies from a five-year US Department of Education grant for trauma-informed expressive arts therapy in classrooms is introduced. These methods are not only applicable to children and teens, but also adults throughout the life span.
Participants will learn:
1) to define expressive arts therapy as an integrative strategy for traumatic stress;
2) to define the ENACT drama therapy method as a strategy with adolescents with traumatic stress;
3) to define the "Circle of Capacity Model" as a framework for supporting reclamation of joy, resilience, and other reparative experiences, post-trauma;
4) to describe the four components of the MSSS Model of Expressive Arts Therapy;
5) to describe and apply at least two creatives arts "warm-ups" with individuals and groups;
6) to identify at least three evidenced-based expressive arts therapy experiences that support restoration in traumatized individuals;
7) to define trauma-informed expressive arts therapy as an application in classrooms and with teachers;
8) to identify at least three reasons for playing roles in supporting the capacity for joy and resilience;
9) to identify at least three ways to support attunement and synchrony through creative approaches;
10) to identify at least three ways to resolve conflict through the ENACT Method;
11) to define why "fun" and creative "flow" are part of the autonomic nervous system as much as flght-flight-freeze responses;
12) to apply at least three evidence-based expressive principles related to movement and gesture in work with traumatic stress;
13) to identify the terms sensory integration and sensory processing in trauma treatment;
14) to define interoception and exteroception within the fields of expressive arts therapy and creative arts therapies;
15) to define the terms embodiment and restorative embodiment within the fields of expressive arts therapy and drama therapy.