BA, Empire State College, SUNY, MA, Somatic Psychology, Naropa University, Licensed Mental Health Counselor (LMHC), Licensed Massage Therapist (LMT). Karen’s love of movement began in early childhood with the study of ballet and modern dance that continued through early adulthood. Her interest in movement, the body and mental and physical health led her to a study of manual body therapies, and she maintained a hands-on bodywork practice for several years before pursuing a master’s degree in Somatic Psychology at Naropa University. These studies enriched Karen’s understanding of body/mind synergy and the value of including the body in psychological intervention, and she furthered her knowledge of body-oriented therapy and psychomotor development through the study of Bodynamic Developmental Psychotherapy in Denmark, which she currently co-teaches in a professional level training. One of Karen’s passions is the treatment of traumatic stress through body-oriented modalities. She has co-founded and co-coordinated two post-disaster volunteer projects: one in New York City after the World Trade Tower attacks and one in Haiti after the 2010 earthquake. She is a practitioner co-trainer for the Bodynamics Foundation in addition to consulting and training in professional settings. SLC, 2012–
Current graduate courses
Movement Observation I is the first in a series of three sequentially developed courses. The focus of this course is to provide students with a foundational exploration of personal embodiment as the basis for clinical presence in dance/movement therapy. We will begin with the study and practice of developmental movement patterns based on the work of Bonnie Bainbridge Cohen and Bodynamic Developmental Psychotherapy. Didactic learning will be supported by experiential exercises and self-observation.
Students will develop observational and assessment skills further through weekly observation of young children at the Early Childhood Center and other fieldwork placements. The classroom experience will provide an opportunity for students to integrate self-observational skills with observation and assessment of children and to articulate their perceptions through spoken and written language.