Ways of Seeing International Training Program Webinar
Live Online Training Program
Ways of Seeing International Training Program Webinar: A 2- year Postgraduate Training Program
Suzi Tortora, Ed.D., BC-DMT, LCAT, LMHC, CMA
Earn 60 In-Person New York state LCSW, LMSW, LCAT or LMHC CEUs over the 2 year training program! Eligible American Dance Therapy Association (ADTA)-credentialed dance movement therapists can receive an additional 120 hours of continuing education credit towards maintaining their R-DMT credential over the two year course. And interested allied mental health professionals can receive 8 credits towards alternative route dance movement therapy credentialing through the ADTA.
Please note: as per New York State law, partial credit for CE coursework is disallowed. Students must enroll in and complete the entire two-year program to receive their CEs.
$1100 per semester. 4 semester program.
For more information about the course structure, content, and enrollment process, see below
New York State Continuing Education Provider #SW-0512, CAT-0066, & MHC-0131
120 hours = 8 credits for Dance Association Alternate Route
Students applying for R-DMT who completed then entire training beginning in or after 2015 should be allowed to count the eight (8) credits earned as described in the current approved syllabus.
Families in Motion: The Dancing Dialogue–Early Childhood Attachment and The Multi-sensory Movement Relationship
Dr. Suzi Tortora is excited to announce that she is now accepting a second round of applications for her Ways of Seeing International Training Webinar that will begin in September 2017–June 2019.
Earn ADTA 30 Continuing Education Units each year
Each webinar is 1-1/2 hours
Students will need 2–4 hours between classes to complete homework assignments that they will work on between classes. Assignments will be done individually as well as in small groups, as a way to get to know your fellow "Skype-mates" better.
Year 1 of the Ways of Seeing International webinar focused on the Ways of Seeing program dance/movement psychotherapy method.
Year 2: Sharpening Skills with Infants, Young Children and Families will apply the Ways of Seeing method to create a deeper understanding of Infant Mental Health (IMH) and early childhood development.
The core elements of this second year will include:
Invited guests in the field of Infant Mental Health (IMH) that will teach within each 10-week semester
Students will learn the Ways of Seeing assessment tool D.A.N.C.E., a nonverbal analysis that incorporates key points of IMH.
Your readings for this week outline this tool. Observing nonverbal qualitative cues and styles of the infant and parent-infant dyad is an integral part of the Ways of Seeing program.
It provides a window into the mover’s implicit experiences. The infant’s unique nonverbal style is observed individually as well as within the context of the parent-child relationship to determine self-regulatory and dyadic co-regulatory pattern.
Year 2 will apply Ways of Seeing to develop a deeper understanding of Infant Mental Health (IMH) and early childhood development.
Theoretical Focus: Ways of Seeing is a creative arts therapy approach primarily based on dance/movement psychotherapy. The word Seeing in the title is used to emphasize that there are many ways to look, to assess, and to receive information about self and other. The intricate relationship between the developing brain and mind, body and emotion are emphasized in Ways of Seeing. The information is gleaned through nonverbal observation and activities that support attuned listening and interaction. Ways of Seeing highlights the essential roles of the moving body, multi-sensory embodied experience, and nonverbal communication across the lifespan. Ways of Seeing focuses on how infant and early childhood experience influences individual development throughout life. The aim of Ways of Seeing work with babies, young children and families is to understand the role of movement, multi-sensory experience, and the nonverbal exchange in the growing attachment relationship. Drawing from Dr. Tortora’s international teaching, the Ways of Seeing program provides extensive ethnic, cultural and racial diversity.
Ways of Seeing Method: Ways of Seeing’s creative arts therapy approach utilizes dance, movement, art, music, motor development, body awareness, visualization, mindfulness and relaxation activities, and play to provide assessment, intervention and educational support for children and their families. It is based on the nonverbal observational analysis principles of Laban Movement Analysis (LMA), neuroscience, infancy and early childhood developmental theory, movement and motor development, research and practice, and dance/movement therapy principles.
Ways of Seeing Activity Highlights: The specific individual, dyadic and group activities enhance the young child’s growing sense of self, physically, socially, emotionally, expressively, and cognitively. Babies will explore the brain-mind-body-emotion connection as they move through each stage of motor and movement development from pre-rolling, crawling, creeping, pulling-up, walking, and running. The activities strengthen regulatory capacity linking body states to emotional states and include mindfulness-focused experiences adapted to be age appropriate. The dance and movement based parent-child activities are specifically designed to support the attachment relationship. A central element of the programs is to develop parents' understanding and ability to read their child’s nonverbal cues. These activities are suitable for wellness, prevention and intervention programs.
The idea of the Ways of Seeing international webinar-based training program came out of Dr. Tortora's teaching engagements around the world this past decade. She has met many students that are deeply interested in continuing to work with her and are dedicated to supporting families and children. Dr. Tortora's vision is to enable students to take the Ways of Seeing advance level training while simultaneously having the opportunity to meet each other, developing an international network of Ways of Seeing professionals.
The Ways of Seeing training is structured as a discussion and process webinar that will meet for 1 1/2 hours two times a month. It is designed to provide ample time to discuss the concepts during the webinar and then to provide time for the student to process and review the information with supplemental readings and homework assignments between the webinar meetings. The primary goals of the Ways of Seeing training are to:
Understand the powerful expressiveness of nonverbal communication in the infant, young child and the family dynamics.
Enhance nonverbal observation skills in individual and multiple person exchanges.
Learn specific nonverbal assessment and intervention tools to address the specific needs of young children and families with a variety of difficulties.
Learn how nonverbal embodied experiences can be used as a therapeutic tool to support the capacity to develop attuned secure relationships.
Learn appropriate movement-based activities that support the baby’s development on all levels – social, emotional, cognitive, communicative, motor.
Explore specific activities that nurture the baby’s motor/movement development; stimulate the sensorimotor system; connect visual, auditory and motor processing; promote nervous system regulation; and inform the development of a sense of self.
Learn activities that support new parents and provide playful ways for parent and baby to develop their attachment relationship.
Deepen knowledge of infant mental health research, theory and practice as it relates to the attachment relationship.
Discuss how the emerging neuroscience research supports the embodied experience and influences development along the whole life span.
Create an international network of practitioners interested in the role of embodied experience in healthy development along the life span with a specialization in infant and early childhood development.
Topics and Populations: Topics include issues of attachment, early trauma, anxiety, postpartum depression, adoption, attention deficit and hyperactivity (ADD, ADHD) medical illness and children with developmental issues including sensory processing, communication delay, Asperger’s syndrome and autism spectrum disorder (ASD).
Learning Experiences: The course will be taught in one and half hour, ten class semesters through an international online/web-based seminar. Individual supervision through a video chat program such as Skype can be arranged for an additional fee. The unique international focus of the training will allow students from around the world to work collaboratively throughout this training program.
Webinar format includes:
Discussion and processing small and whole group
Video tape examples
Group analysis of video tapes
Dyadic, small group and whole group hands-on learning
Worksheets using the Ways of Seeing tools
Dialogue about strategies and application of theory into practice
Student case study presentations for group discussion
Personal experiential exploration
Reflective activities for personal and professional growth
Level I training – 4 semesters, 2 years
Training for Dance/Movement Therapists: This training is for dance/movement therapists that are interested in advancing their understanding of young children, families and infant mental health within the context of dance/ movement psychotherapeutic treatment. They must have completed a Masters level degree in dance/movement therapy or higher in the USA or a comparable program in another country. Priority will be given to those therapists who have experience with Ways of Seeing through a workshop or previous training*. Participants will need to have at least one child/ family that they can observe and work with so they can apply and participate in group discussions using the Ways of Seeing principles.
* NOTE: Prior to the beginning of the training, a weekend workshop in Cold Spring, New York will be offered for those dance/movement therapists who have not taken a Ways of Seeing workshop.
Training for Allied Professionals: This training is for allied professionals such as psychologists, psychiatrists, social workers, other medical professionals, occupational therapists, physical therapists, infant mental health and early childhood specialists who are interested in enhancing their nonverbal observation skills; understanding the role of embodied experience in development; and using creative arts – based activities to support the infant–parent relationship and early childhood development. Participants will need to have at least one child/ family that they can observe and work with so they can apply and participate in group discussions using the Ways of Seeing principles.
Basic knowledge of the theoretical concepts of the Ways of Seeing dance movement psychotherapy program
Understand the role of movement in all areas of development from typically developing to special needs children ages infant to elementary age
Learn specific age appropriate movement, dance and play activities that support attuned parent-child engagement; and enhance physical, cognitive, communicative and social/emotional development
Basic knowledge of attachment theory and current neuroscience as it relates to mind-body-emotion relationship
Strengthen nonverbal observation skill using Ways of Seeing tools
Training Program Content Overview
Synthesize dance movement therapy (DMT) practice, infant mental health research, attachment theory, neuroscience, Laban movement analysis nonverbal observation, sensory processing and early childhood development and learning
Provide a Dance Movement Psychotherapists-based system to work with family dynamics through the use of nonverbal observation, movement, body awareness, verbal and music-based activities
Focus on early childhood development and as it relates to typical and special needs
Learn how to create a program that covers the spectrum from wellness group classes – to individual and parent-child dyadic therapeutic sessions
Application of the Ways of Seeing program with a variety of populations including: children with special needs and physical disabilities; autism spectrum disorders (ASD) and Asperger’s syndrome; early childhood trauma; postpartum depression; sensory processing disorder (SPD); medical illness; and attention deficit and hyperactivity disorders (ADD/ADHD)
Learn how this early childhood understanding informs therapeutic practice into adulthood
Explore counter-transference through a 3 part self-observation process
Maintain a journal throughout the course to support self- analysis focusing on prominent personal childhood themes
Students will develop a personal understanding of this material as they explore these themes through their own nonverbal styles of relating.
Tortora. S. (2011). The Dancing Dialogue: Using the Communicative Power of Movement with Young Children. Baltimore, MD; Paul H Brookes Publishing Co.
Example of additional readings that will be assigned in the course
Beebe, B., Knoblauch, S, Rustin, J., & Sorter, D.(2005). Forms of intersubjectivity in infant research and adult treatment. New York, NY: Other Press.
Berrol, C. (2006). Neuroscience meets dance/movement therapy: Mirror neurons, the therapeutic process and empathy. The arts in psychotherapy, 33 (4): 302-315.
Boston Process Change Study Group. (2010). Change in psychotherapy: A unifying paragdigm. New York. NY: W.W. Norton & Company.
Gaensbauer, T. (2011). Embodied simulation, mirror neurons, and the reenactment of trauma in early childhood. Neuropsychoanalysis, 13 (1), 91-107.
Gallese, V. (2009). Mirror neurons, embodied simulation, and the neural basis of social indentification. Psychoanalytic Dialogues, 19, 519-536.
Koch, S. & Fischman, D. (2011). Embodied enactive dance/movement therapy. American Journal of Dance Movement Therapy, 33, 57-72.
Malloch, S., & Trevarthen, C., (Eds.) (2009). Communicative Musicality: Exploring the basis of human companionship. New York, NY: Oxford University Press.
Papoušek, H. & Papoušek, M. (1987). Intuitive parenting: A dialectic counterpart to the infant’s integrative competence. In J. Osofsky (Ed.), Handbook of infant development (Vol. 14) (2nd ed.) (pp. 669-720). New York, NY: Wiley.
Rosenblum,K, McDonough, S., Smeroff, A., & Muzik, M. (July – August 2008) Reflection in thought and action: Maternal parenting reflectivity predicts mind- minded comments and interactive behavior. Infant Mental Health Journal. 29 (4), 362-376.
Slade, A., Sadler, L., Dios-Kenn, C., Webb, D., Currier-Ezepchick, J., Mayes, L., (2005). Minding the baby: A reflective parenting program. Psychoanalytic Study of the Child, 50, 74-100.
Stern, Daniel (2008). The clinical relevance of infancy: A progress report. Infant Mental Health Journal, 29, 177-187.
Stern, D. (2010). Forms of vitality: Exploring dynamic experience in psychology, the arts, psychotherapy, and development. New York, NY: Oxford University Press.
Trevarthen, C. (2009). The intersubjective psychobiology of human meaning: Learning of culture depends on interest for co-operative practical work – and affection for the joyful art of good company. Psychoanalytic Dialogues, 19, 507-518.
2017-2019 Registration is closed. Will accept new applicants for 2019 soon. Contact for more info.
NOTE: There is a $60 non-refundable application fee that is required to submit an application. All interviews and the webinar will be conducted via Zoom. A camera on your computer is required for this class.
Fee: $1,100 per semester
Don't forget to pay your application fee. If the fee is not paid, your application will not be reviewed.
Applicants, please send a photo and resume to: Dr. Suzi Tortora