BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
BuildaBridge Annual Institute Report June 2013
TRANSFORMING LIVES THROUGH ART-MAKING
Annual Institute Philadelphia University, Philadelphia, PA, USA
BuildaBridge Institute is a training and by [Article Author] applied research academy that prepares artists, community and congregational leaders, social service professionals, and nonprofit organization personnel to integrate the arts effectively in education and community development.
The 12th Annual Open Institute began on a bright and sunny day on the campus of Philadelphia University, located just a few miles from the BuildaBridge headquarters. Twentytwo (22) participants from around the country and around the world gathered together to take part in a week of intense learning about the transformative power of the creative arts. Although the majority of participants came from the greater Philadelphia area, others traveled from Colorado, Texas, New York,
Louisiana, Arkansas, and Ecuador and Singapore.
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With a faculty of twenty-one (21) professional artists, therapists and professors, students took part in five days of classes which included Skills Development Workshops in the evening and two days of Methods Labs. Special one day courses including Introduction to Restorative Practices and Arts Relief were offered on Monday June 10. A total of twenty-nine people participated in the one day courses. For the first time in Institute history, students in the Arts Relief course took part in a Creative Arts Relief and Recovery Drill simulation. Students from Eastern University’s Masters in Urban Studies (Community Arts Concentration) continued with their residency at the BuildaBridge House until June 13. 1
Open Institute June 5-10 The Open Institute offers courses for participants in Track I (first year participants) and Track II (second year returning participants).
Graduate Residency June 5-13 BuildaBridge partners with Eastern University as a community instructional partner for The Masters Degree in Urban Studies: Community Arts Concentration.
BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Track 1 Courses Foundation for Arts in Transformation Amy Tuttle, BuildaBridge Master Teacher and Certified Trainer, began Track I students off by laying a solid theoretical foundation in the Arts in Transformation course, using interactive activities and presenting concepts directly from the Arts for Transformation Animator Workbook developed by BuildaBridge in 2012. Tuttle touched on the basic terms of the arts in transformation model as well as concepts, models and practices related to the creative arts for work with populations living in contexts of poverty and crisis. Students participated in experiences “The Institute opened my eyes to a including the listening project different approach with children.� which allowed them to practice active listening skills and qualitative data collection in order to learn how to understand their community needs. The ideas presented in this course helped set the stage for the fields of arts-based community development, cultural community development, development communication, artsintegrated teaching and therapeutic arts.
Arts in Education This year, the Arts in Education course was taught by two new Institute faculty members: Teresa VanDenend Sorge and Julia Crawford, both Institute alumni and BuildaBridge Master Teachers. In this course, Crawford and VanDenend Sorge presented the BuildaBridge Classroom ModelSM, defining the four central concepts of the model: child-centered, hope-infused, trauma-informed, and arts-integrated. Later in the session, both teachers focused on giving participants the basic mechanics of creating arts-integrated and art-as-metaphor curricula and lesson plans that could be used to teach humanities, science and Check out a video of other academic subjects. A sample lesson that taught about Arts in Education the human heart using movement gave students an students acting out part understanding of what an effective lesson should look like. of the lesson! Students were then divided into small groups and given the chance to create lesson plans of their own. Each lesson was presented and all participants assessed the lessons to be sure that all elements of the BuildaBridge Classroom ModelSM were included. This helped set the stage for the Methods Labs that participants took part in later that week.
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BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Arts, Creativity and Human Development Returning to the Institute after three years, Dr. Ann McFarland, Associate Professor of Music Education at West Chester University, led students in a highly interactive music session on Development Milestones for Children. Students learned age-appropriate musical concepts and activities for working with children of all ages, via the Orff Schulwerk approach, a creative approach to music education created by Carl Orff, and the High/Scope Teaching Model. Dr. McFarland also taught key music concepts including Rhythm, Pitch, Form, Timbre, Texture, Harmony, Dynamics, and Tempo. The visual arts session on Development Milestones for Children was taught by artist and art therapist Michele Rattigan. The art therapy section of the presentation presented students with a comprehensive overview of the normal stages of development through the visual arts. Attendees learned how to identify the various stages, indicators of emotional and social growth, media appropriate for each stage, how to engage children in discussions about their artwork, and when to refer a child to an art therapist. A final interactive experience allowed the participants to revisit their inner child by drawing as a child would in the various developmental stages.
Arts and Spiritual Development Ceramic pots, hammers, paint, markers, collage and live music were all incorporated into David Melby-Gibbons’ session on the Foundations of Spirituality. Melby-Gibbons, teacher, musician and Institute alum, shared with Track I students a story titled “The Cracked Pot: A Story for Anyone Who’s Not Quite Perfect”. After reading this story, students received their own pots to hit, break, paint and alter in whatever way they chose. Each student then shared their final art piece with the class and the inspiration behind their creation. Dr. Joe Modica, Eastern University chaplain and professor, continued the discussion of arts and spirituality in his session “Faith is a Verb”: A Brief Overview of Faith Development and Theories. Dr. Modica explained to students how faith is a verb, making it a dynamic and active concept as opposed to the inactive and object view of faith as a noun. Faith development theories were discussed as well as examples of how faith development can be studied qualitatively and quantitatively. Dr. Geri Lynn Peak presented on Virtues and Values for Children and Youth. Peak taught the session using the world renowned The Virtues Project ™. Students discussed the definitions of virtues and values, explored how the concept of virtues is seen as universal and positive qualities of character support, and participated in interactive exercises. 3
BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Methods Labs Track I Methods Labs act as a hands-on and fully interactive experience for participants to observe and assist a master teacher in the classroom. Track I students participated in Methods Labs at two separate BuildaBridge community partner sites: John B. Stetson School and Oxford Circle Christian Community Development Association. BuildaBridge teaching artist and Director of Community Programs Jamaine Smith taught a visual arts class focusing on rivers. Smith began by using a world map to show the kids where different rivers are in the world, and explain how a river is formed. The kids created their own giant river created out of paper filled with decorative drawings by the kids that eventually ebbed and flowed around the classroom. At the other site, Master Teacher Julia Crawford taught a fun filled and high energy movement class to a group of enthusiastic kids and Institute students. Crawford spent the two weeks prior to the Institute teaching this class in order to prepare for the Methods Labs, using the same curriculum about rivers that was used at the “I learned an incredible amount about effective teaching and arts integration and had a fantastic other partner site. All participants engaged in several movement time doing it!” exercises and the Institute students were able to see what the BuildaBridge Classroom ModelSM looks like in action.
Track II Track II students visited Caring Heart Rehabilitation and Nursing Center in Germantown for their Methods Labs. Students observed teaching artist Kathryn Pannepacker as she led the class in a visual art lesson. Each class started by establishing their “studio”, saying the BuildaBridge Motto, and repeating messages of hope that the seniors and students created together. In this experience, students were able to individually interact and assist the seniors, observe the teaching methods that Pannepacker used, and create a sense of community by getting to know each person by listening and sharing personal stories. All participants worked on creating patterns, shapes and textures. This Methods Lab gave “The Institute was stimulating Institute students a particularly unique challenge that rewarded me with opportunity to use the arts with the elderly. valuable knowledge, a sense of Many of the Caring Heart participants in this community and a deepened session had physical disabilities thus the lesson understanding of myself.” had to be properly adapted to fit the needs of the participants while still following the framework of the BuildaBridge Classroom ModelSM. 4
BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Track II Courses Arts in Healing In the Arts in Healing course, Dr. Jim Borling touched on the importance of music as a healing agent. Not only is music very therapeutic, but it can also help be a reflection of our inner self. The Art of Music was discussed from a variety of human domains which included social, emotional, physiological, cognitive and spiritual. Art psychotherapist Dr. Mindy Jacobson-Levy presented on the use of the art psychotherapy process as an instrument for healing. Using visual arts as her focus, Jacobson-Levy explained the value of art making in therapy and in the community. For those who have experienced trauma, using art and imagery may be a better form of expression rather than the use of words. Students also participated in an experiential exercise where they created their own altered book. Focusing on movement therapy, Dr. Ellen Schelly-Hill presented on the therapeutic relationship and creative movement process that make contributions to cultivating resilience in at-risk youth. Students learned about the healing relationship which is child centered, culturally sensitive and meets the child where he or she is. Dr. Gene Ann Behrens discussed neurodevelopment with students in her session Neurobiology of Trauma in the Arts. In this session, participants learned about the relationship between individuals with unresolved trauma and their emotions. Talking therapy can cause individuals to relive their trauma experience; therefore, art can be an effective form of therapy to assist them in reintegrating their physiological and emotional responses connected to the traumatic experience.
Arts in Social Services Students learned about Arts in Social Services in sessions with Trapeta Mayson, social worker and poet, and Amy Tuttle. Mayson discussed with students the field of Social Services from the view point of a child. She stressed the importance of working with children from a strength based perspective. Special guest speaker Kristy Engel, Healthcare Relief Resource missionary for American Baptist International ministries, joined the class via Skype and discussed the history of international social services, best practices and methods, and also touched on her personal experience in the field. Tuttle concluded the session with a brief discussion on best practices for self-care for the caretaker.
Leadership Practicum & Organization for Community Arts Track II students finished off their courses with a series of Leadership Practicum sessions. Faculty members Dr. Nathan Corbitt and Dr. Cheryl Oakman provided the participants with the opportunity to learn different tools for program planning, program funding and assessment. Students also were presented with ideas on how to envision a program and the creating of objectives. Additionally, Dr. Oakman covered the basics of grant writing and gave students several helpful tips. Lisa Jordan, lawyer and BuildaBridge’s Board Chair, led a very informative session on legal issues for youth in the Organization for Community Arts session. Jordan gave many examples of youth cases she has worked on, describing the good and sometimes difficult aspects of the law in regards to children. Participants listened intently and asked profound questions, many in regards to reporting child abuse. This session was helpful for several participants who currently work with children and youth. 5
BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Special One Day Courses Arts Relief and Psychological First Aid On Monday June 10, the BuildaBridge Institute offered two special one day courses. This allowed for an additional ten people to participate in the Institute courses. The Arts Relief course offered two separate sessions to its participants. The first session, Psychological First Aid, was taught by Dr. Ruth Hoskins on behalf of the American Red Cross. Participants learned how to respond to local and national disasters and how to provide basic care, comfort, and support to people who are experiencing disaster related stress. Knowing how to use Psychological First Aid can help you to assess what a person may need at a particular time, provide immediate support to those in stressful situations and create a compassionate environment for disaster survivors and workers. Upon completing this session, each participant received a certificate in Psychological First Aid from the American Red Cross.
Creative Artists Relief and Recovery Drill This year, the second session offered an entirely different experience to students. For an entire afternoon, all thirteen participants spent the afternoon of the Arts Relief course taking part in the Creative Artists Relief and Recovery Drill. This simulation acted as a useful guide for how to prepare for an international relief trip and what to actually do at a disaster relief site. The simulation was made to be as realistic as possible, complete with filling out visa applications, going through customs, and cleaning up rubble. Before any work was done, a team leader was chosen to help organize, orient and prepare the group. The group was then led to the site (created in BuildaBridge’s backyard), an orphanage that experienced recent destruction from a natural disaster. The group met with the woman in charge of the orphanage, her husband and the children. Immediately everyone went to work clearing the debris, making the space safe for the children, and providing activities to the children to keep their minds off of the chaos and destruction. Although the group faced many challenges, they were able to use the BuildaBridge Pocket Curriculum for Arts Relief and Recovery to guide them in their recovery work.
Introduction to Restorative Practices For the second year, Introduction to Restorative Practices, taught by Dr. Vivian Nix-Early, was offered as a special one day course. Taking its beginnings from the restorative justice movement, restorative practices is a practical approach to interacting with students, and is a set of techniques and philosophies that can be applied in any context. This course provided students with a solid introduction to restorative practices. Dr. Nix-Early showed participants how the use of restorative practices as an alternative to punishment focused discipline is helpful in reducing misbehavior, bullying, violence and crime among students. Upon completion, all participants received certificates from the International Institute for Restorative Practices. 6
BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Skills Development Workshops Drumming Taught by master drummer Dr. Jim Borling, the drumming workshop allowed participants to learn basic drumming techniques and also how drumming can be used to allow for personal and cultural growth. Participants learned about conscious drumming, a model of group drumming that is used to facilitate individual expression while in a group setting. Drumming circles were offered each day giving all participants the chance to let their emotions out, experience the spirituality of the moment and feel at one with the rhythm of the group. Those who participated in this workshop were able to show off their newly acquired drumming skills at the Skills Development Celebration.
Storytelling The storytelling workshop was incredibly interactive. Participants in this workshop spent the first day simply talking with one another, telling stories, and answering the inquisitive questions of teacher Mark Lyons. The next few days were spent developing individual stories, and recording them live. Lyons showed participants the unique technology that can be used to morph everyday stories into an artistic masterpiece. Students added their own music and edited feverishly. Their final project was presented to the entire Institute group during the Skills Development Celebration.
Transformational Movement BuildaBridge Master Teacher Julia Crawford led nine Institute participants in the transformational movement workshop for three consecutive evenings. In this workshop, participants were actively engaged with one another, learning different choreographic tools including repetition, transposing, levels, and theme and variation. Participants started each class with symbolic movement, movements that expressed their personal emotions. Groups of three used collaborative choreography to pick and choose from the movements already created by the group and use them to then create a unique sequence. Each group’s sequence was then taught to the others and put together as one long sequence. To many people’s surprise, each individual became a choreographer by the end of the three sessions. The group sequence was ultimately performed for the entire Institute group at the Skills Development Celebration. “I feel inspired and empowered from learning practical skills and tools I can immediately implement.”
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BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Data & Statistics At the end of the week, participants of the BuildaBridge Institute 2013 were asked to complete a course and instructor evaluation. The questions addressed the quality of each lecture in terms of proficiency of the instructor, materials presented, expectations of the lecture, and relevancy to participants’ lives and community work. The evaluations also included assessments for the overall experience. All Institute participants were required to complete an evaluation before the end of the Annual Institute. Below is a sampling of the data that was collected. 1 2 4% 0%
82% of participants said the Institute was effective in preparing them to deliver arts integrated programming.
5 32%
3 14%
4 50%
(Rated on a scale of 1 to 5, with 5 being most effective)
Strongly Disagree 5%
95% of participants said the Institute furthered their understanding regarding the impact of the arts on learning and cognition.
Disagree 0% Agree 18% Strongly Agree 77%
100% - Number of participants who were able to identify a concept and/or skill that they learned 90% - Number of participants who said they would attend another Institute 33 – Total number of participants 52 – Total number of course hours completed by participants
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Neutral 0%
BUILDABRIDGE ANNUAL INSTITUTE REPORT 2013
Thank You Philadelphia University is a student-centered institution that prepares graduates for successful careers in an evolving global marketplace. By blending the liberal arts and sciences, professional studies, interdisciplinary learning, and collaborations in and out of the classroom, students learn to thrive in diverse and challenging environments. Our students are encouraged to form supportive relationships with each other as well as faculty, staff, and alumni in an academically rigorous setting that is focused on intellectual and personal growth. Philadelphia University is an experiential learning community where integrity, creativity, curiosity, ethics, responsibility, and the free exchange of ideas are valued. Eastern University is a co-educational Christian university of the arts that includes undergraduate, graduate, Seminary and accelerated adult programs. Eastern’s School for Social Change offers a master’s degree in Urban Studies, in which students learn to be effective Christian leaders in urban settings and can choose a concentration in either Arts in Transformation, Community Development or Youth Leadership. Many thanks to the following partner sites that participated in the Methods Labs: Caring Heart Rehabilitation and Nursing Center John B. Stetson School Oxford Circle Christian Community Development Association
2014 Institute Dates: June 4-9, 2014 For more information, take a look at the Institute Viewbook which gives detailed descriptions on all Institute courses and short bios for all the faculty members. BuildaBridge 205 West Tulpehocken St. Philadelphia, PA 19144 215.842.0428 www.buildabridge.org
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Selected BuildaBridge Institute Faculty Barbara Price Davis, worked for ten years as the Executive Director of YouthCAN!, a non-profit community arts organization that provided empowering art education programs for all. Barbara’s background as a social psychologist and artist led the organization to being nationally recognized. At the 2006 Breaking Down the Walls Conference at Rutgers University, Barbara was awarded the “Arts in Prevention Achievement Award” and in 2007, YouthCAN! was named a “Model Arts as Prevention” organization by the National Initiative for Arts as Prevention. In March 2009, Delta Kappa Gamma, an international association for women in education recognized Barbara Price Davis as the 2009 Outstanding Arts Educator for Arkansas. Today, Barbara works leading transformational arts programs with youth in a substance abuse treatment facility and with adults suffering from severe mental illness. Course: Foundations for Arts in Transformation – Organizational for Community Arts Mark Lyons is director of the Philadelphia Storytelling Project, which uses digital storytelling to give participants the opportunity to tell their stories, to reflect on their experiences and honor their lives, and give them a voice which will be heard by the larger world. Participants write stories or interview others about their experiences as immigrants or teens, and record, edit and mix their stories to create an audio piece that can be shared in their communities and played on podcasts, websites and the radio. Mark also leads workshops with teachers on doing community oral histories. He is co- editor of Espejos y Ventanas / Mirrors and Windows, Oral Histories of Mexican Farmworkers and Their Families, which is published in Spanish and English.He writes fiction which has been published in several literary journals, and is the recipient of Pennyslvania Council of the Arts Fellowships for 2003 and 2009. Skills Development Workshop-Storytelling Ellen Schelly Hill, MMT, ADTR, LP, is Director of Dance/Movement Therapy Graduate Education in the Hahnemann Creative Arts in Therapy Program at Drexel University in Philadelphia. She teaches dance/movement therapy group skills, supervision, and ethics courses. Ellen has practiced as a dance/movem ent therapist for more than 20 years with a wide range of clinical populations. She has presented workshops regionally and nationally with regard to both clinical work and program design. Her initial entry into the field of dance/movement therapy many years ago was through her work in improvisational theater (Karma Pie) and teaching creative dramatics for children. Course: Arts in Healing Panel, Dance/Movement Therapy Section: Cultivating resilience resources through the therapeutic relationship and creative movement process. Gene Ann Behrens, PhD, MT-BC, is Professor of Music and directs the music therapy program at Elizabethtown College, PA. She has over 13 years of teaching experience and over 36 years of clinical experience. She has published in several journals and proceedings and is active in presenting at regional, national, and international conferences. In 2010, she was invited to present at a NATO Security Workshop on trauma and music therapy in Ankara, Turkey. Gene will be taking over the Global Crisis Commissioner position on the World Federation of Music Therapy executive board in July and is a member of the Mid-Atlantic Region of Music Therapy research committee. Her research area is music to develop emotional skills and stress trauma along with a strong interest in research design and statistics. Besides other international travel, Gene spent two-months working in Bethlehem as a music therapist to develop the emotional coping skills of the children traumatized by war. Her passion for photography has resulted in two showings of her digital pictures from Bethlehem. Courses: Application of Recent Research and Theory on Trauma Stress to the Arts; Arts Relief: The Unique Needs of Children in On-going Conflicts Jim Borling (M M, MT-BC, FAMI), Professor of Music, Director of Music Therapy at Radford University, Board Certified Music Therapist and a Fellow of the Association for Music and Imagery. He received his Bachelor of Music degree in Music Education from DePauw University in Greencastle,
Indiana and his Master of Music degree in Music Therapy from the University of Miami in Coral Gables, Florida. Currently, Jim provides music therapy services for 'Avenues to Recovery', an Intensive Outpatient Program (IOP) for both adults and adolescents recovering from addictions. His professional involvement with the field of music therapy includes positions within the American Music Therapy Association as well as extensive work with the Certification Board for Music Therapists. Along with his wife Nannette, Jim is co-founder of MusicVisions, LLC, where he maintains a clinical private practice in his hometown of Roanoke, Virginia. . Course: Skills Development Workshop (conscious drumming), Arts in Healing (moderator & panelist) Trapeta B. Mayson is a poet, workshop leader and educator. She has worked extensively with young people and adults in educational, artistic and institutional settings conducting creative writing and selfexpressive workshops. She has received numerous literary awards and fellowships including a 2002 Pew Fellowship, Pennsylvania Council on the Arts Grants and a 2007 Leeway Transformation Award. Trapeta is a Cave Canem and Callaloo Fellow and has completed residencies at schools, community agencies and artistic institutions. Her new poetry chapbook, She Was Once Herself, was released in 2012 to rave reviews and is available at www.trapetamayson.com. Trapeta’s other publications include submissions in The American Poetry Review and Lavanderia, Anthology of Women Writing, to name a few. She is a native of Liberia and grew up in Philadelphia. Trapeta is a licensed clinical social worker with a private practice and has worked for years in the human services field and with artistic and cultural institutions. of AMERICAN CRAFT. Course: Arts in Social Services Kathryn Pannepacker is a textile/visual artist living in Philadelphia, PA. She graduated from Penn State University with a major in English and a minor in art. Afterwards, back in the late 80's, for 4 years in Berkeley, CA., she apprenticed with 3rd generation French tapestry weaver, Jean Pierre Larochette and his partner, Yael Lurie, a painter and designer for tapestry. Kathryn then went to Aubusson, France to continue weaving as an artist-in-resident. She also had the opportunity to be an artist-in-resident in Hachioji, Japan, through the Japan Foundation. She is the former director of the DaVinci Art Alliance, and a rostered teaching artist for the PA Council On the Arts/ Artists and Education, Young Audiences of PA., and BuildaBridge. Through the Mural Arts Program in Philadelphia, Kathryn painted a 7' x 500ft wide mural called Wall of Rugs: the global language of textiles at Girard and Belmont Avenues featuring the textiles of 42 countries. Part 2 (another 18 panels) was completed at Broad and Lehigh Streets. She was the lead artist with Josh Sarantitis, orchestrating weaving workshops at homeless shelters around Philadelphia for FINDING HOME, a textile mural project via the Mural Arts Program, that is at 13th & Ludlow Streets in Philadelphia. Along with colleagues, she’s continued the weaving studio that grew out of this project, now called Arts Street Textile Studio: handmade with the homeless. Course: Skills Worshop & Methods Lab Instructor - Finding Home: a woven journey of hope Amy Tuttle is a "placemaking" artist and arts-based community development specialist who resides in Cincinnati, Ohio. She has a Master of Arts degree from Eastern University in Urban Studies: Arts in Transformation. Amy specializes in the field of "arts-based placemaking". In 2012, she received an Ohio Arts Council grant to continue the development of her Trail Art project, an environmental placemaking project at Grailville Program & Retreat Center. Since 2009, Amy has worked with BuildaBridge as a trainer, artist-on-call, and an Institute faculty. She has used the BuildaBridge Classroom model for her work in Philadelphia, Cincincinnati, Haiti, New Orleans, and more. In fall 2012, Tuttle served as a lead trainer for a pilot program with BuildaBridge International and UNICEF in Haiti. She provided “Community Arts for Children” training and certification to over 100 Haitian community leaders. Course: Foundations for Arts in Transformation Magi Ross originally of Denver, Colorado, graduated with honors from the University of Maryland with a degree in dance and she recently earned a Master of Dance Education from Temple University. She taught extensively in Baltimore in schools, studios and community-building venues for nearly thirty
years. She studies, performs and choreographs with an eclectic mix of styles informed by African Diasporic dance, modern, funk, Capoeira and black vernacular dances. She has studied with the late Dr. Pearl Primus, Dr. Sherrill Johnson of Howard University, The Phoenix Repertory Dance Company, Ronald K. Brown/Evidence and Vincent Mansoe of South Africa. Her current work engages the minds and bodies of populations who would otherwise not dance—senior citizens and students living with disabilities. Course: Methods Lab Instructor Maria T. Carlini, MSOL, MT-BC, FAMI Co-Founder and Director of Creative Therapies Enterprises in Pittsburgh, PA; Adjunct professor, Seton Hill University, music therapy program; Workshop instructor, BuildaBridge Institute. Clinician specializing in provision of music therapy and guided imagery and music (GIM) services, regional and national workshops and presentations with a focus on music and recovery from addictions. Served on the CBMT Board of Directors; Past-president of the Pittsburgh Association for the Arts in Education and Therapy. Course: Skills Development: Music and Masks as Metaphors of Transcendence Michele Rattigan is an artist, art therapist, guest lecturer, national presenter, student supervisor, ATR and LPC supervisor, and clinical instructor of art therapy. She received her Bachelor's of Fine Arts in Painting & Drawing and Certificate of Concentration in Art Therapy from the University of the Arts in Philadelphia, PA in 1994. In 1996 she graduated from MCP-Hahnemann University (now Drexel University) with her Master's of Art in Art Therapy. Michele has over a decade of experience providing individual and group psychotherapy for children, adolescents, adults, and older adults. In 2002, Michele Rattigan co-founded The Center: Art, Play, and Traditional Therapy, an outpatient mental health cooperative where creative arts therapists and psychology professionals provide creative, individual and group psychotherapy. She currently practices in Woodstown, New Jersey and teaches at Drexel/Hahnemann’s Creative Arts in Therapy Program. Course: Arts, Creativity and Human Development (panelist) Mindy Jacobson-Levy, MCAT, ATR-BC, LPC, DVATA-HLM is a board certified, registered art psychotherapist, and licensed professional counselor specializing in trauma, body image, and eating disorders. In private practice since 1980, she has numerous audiotape and written publications including The Art Therapy Workbook for Disordered Eating: Finding Your Voice through Creativity (Gϋrze Books, 2010). She was also invited to author the experiential therapies section of the 2005 & 2011 “Guidelines for Treating Dissociative Identity Disorder in Adults,” both published in the Journal of Trauma & Dissociation. Mindy is a clinical supervisor for the graduate art therapy program at Drexel University, and supervises professional art therapists for their credentials/licensure. Professional memberships include: American Art Therapy Association, International Society for the Study of Trauma/Dissociation, Delaware Valley Art Therapy Association (Honorary Life Member since 1996), National Eating Disorder Association, and International Association for Eating Disorder Professionals. Mindy’s creative passions include painting, knitting, music, and especially tribal belly dancing! Course: Arts in Healing ARTB4WORDS™ : Healing Trauma and Body Shame through Art Ruth Hoskins, Ph.D., H.H.S., LCSW, is the Director of Relaxation International, licensed psychotherapist, grief counselor, stress management and disaster mental health consultant. She has been teaching stress management for over thirty years. Ruth is an adjunct professor at Chestnut Hill College teaching Health Psychology, Mind-Body Connection. She is a certified relationships counselor, approved critical incident stress trainer for the International Critical Incident Stress Foundation, and Co-captain and trainer for the American Red Cross Disaster Mental Health Team and VOAD. She is a national speaker presenting information on the integration of body, mind, and spirit, end of life care, and disaster mental health response. She is the author of several books and products to enhance one's mood. Ruth is available to speak nationwide. Course: Arts Relief: Psychological First Aid