Recorded CE Webinars

Art Therapy in Elementary Schools
An overview of different art-based interventions and activities that promote better mental health in youth

CE Credits: One | Exam Items: Seven

Division 16 Member Price: $10 ($25 for Non-Members)

Description/Abstract:

The use of art in clinical and school contexts with youth has been shown to facilitate and encourage self-expression, discussion and awareness of emotions, through an alternative means of communication (Cohen-Yatziv & Regev, 2019; Waller, 2006). This, in turn, encourages verbal expression of emotions and allows for easier communication of difficult emotions (Eaton et al., 2007). Although there is a paucity of empirical research on the impacts of art therapy for children, preliminary evidence of its usefulness in children suggests that art helps children gain a sense of control over their decisions, while providing an outlet to share emotions, specifically in contexts where there usually is little or none (Favara-Scacco et al., 2001; McDonald & Drey, 2018). This webinar will present an overview of the state of the research on art-based therapies in schools and practical applications for clinicians and psychology professionals. The bulk of the webinar will be practice-based and will include a presentation of various art-based activities that can be used with children with an aim to foster greater wellbeing and mental health, such as fine-arts (drawing, sculpting), photography (photovoice used in therapeutic settings), poetry and bibliography (through the use of youth literature) and mindfulness-based art therapy techniques (mandala drawing or confection). A discussion about other creative activities, such as lego building, and their potential therapeutic impact, will also be explored. Contexts and themes in which art-based interventions can be useful will be explored, with an emphasis namely on prevention and group settings, eco-anxiety and climate change, as well as outdoor education and nature therapy settings. Attendees will be provided with tools to implement art-based interventions in their professional practice in school settings. Results from our own research and ongoing projects will also be discussed. Finally, the webinar will include a discussion on applicability and feasibility of implementing art-based interventions in school settings, lessons learned along the way and how to maximize successful implementation with children (Loose et al., 2023; Malboeuf-Hurtubise et al., 2021; Léger-Goodes et al., 2023).

After viewing the recording, completion of the CE Test based on the recording is required to earn the CEU.

Learning Objectives: 

• Analyze the state of the research on art-based interventions in school settings and clinical settings for youth
• Apply a variety of art-based techniques, such as fine-arts, photography, bibliography and mindfulness-based art therapy in school settings
• Identify the various contexts in which art-based techniques can be used and which clinical topics can be addressed through art
• Discuss applicability, feasibility and challenges of implementing art-based techniques in school settings and lessons learned from our research team on the topic

Presenter: Dr. Catherine Malboeuf-Hurtubise

Division 16 is approved by the American Psychological Association to sponsor continuing education for psychologists. Division 16 maintains responsibility for this program and its content. 

Often Overlooked: Autism in Girls

CE Credits: One | Exam Items: Seven

Division 16 Member Price: $10 ($25 for Non-Members)

Description/Abstract:

Autism is a neurodevelopmental disorder characterized by difficulties related to social communication and interaction as well as restricted interests and repetitive behaviors. The current prevalence rate for autism in the United States in 1 in 44 children.  Males are 4 times more likely to be identified with ASD than females. Research indicates it is two times more common in males with moderate-to-severe intellectual disability; six times more common in males with IQ above 70, and 9 to 10 times more common in males with “high functioning autism” or what was previously known as Asperger’s. There is recent research to challenge the CDC’s current sex ratio for autism (4:1; males: females) and to indicate lower sex ratios for the autism spectrum than those previously observed. Further, there is ongoing research meant to explain the possible reasons as to why females are less likely to be identified as autistic compared to females. Possible explanations include barriers to diagnosis, biases in diagnostic tools, the Female Protective Effect, Adolescent Emergence Hypothesis, Female Autism Phenotype, and gender diversity. This webinar seeks to review the possible explanations for the discrepancy in diagnosis between males and females, as well as identify clinical considerations for practice.

After viewing the recording, completion of the CE Test based on the recording is required to earn the CEU.

Learning Objectives: 

• Describe the most up to date sex ratio in autism.
• Outline possible reasons for the discrepancy in diagnosis of autism between males and females.
• Identify common screening and diagnostic tools for autism.
• List clinical considerations related to the assessment of females with suspected autism.

Presenter: Dr. Rachel Fein

Division 16 is approved by the American Psychological Association to sponsor continuing education for psychologists. Division 16 maintains responsibility for this program and its content.