Margot Lewis

BA, Harpur College of Arts and Sciences, SUNY,  MPS, Dance/Movement Therapy, Pratt Institute. Licensed Creative Arts Therapist (LCAT), Board Certified Dance/Movement Therapist (BC-DMT).  Margot studied dance with Valerie Bettis and June Lewis and has 29 years of clinical experience working collaboratively with a diverse team of professionals as a creative arts therapist treating adults with chronic mental and physical illness, physical disabilities, and traumatic brain injury. She formerly worked at the Brooklyn Psychosocial Rehabilitation Institute Lafayette Center, the Creative Arts Rehabilitation Center, New York City, and the International Center for the Disabled, New York City, in the Creative and Movement Arts Psychotherapy Program. Additional areas of study include yoga and mindfulness-based stress reduction. SLC, 2012-

Current graduate courses

Clinical Internship Practicum I

Fall

This course will use a group supervision format to oversee and develop the internship experience by strengthening clinical appraisal skills and movement and observation assessment through oral presentation of cases, as well as written diagnostic evaluations that will include the student’s clinical process and interventions.

Academic content related to assessment, diagnosis, interventions and the supervision process will be fluid within the overall structure of the course and weekly classes in order to meet the specific needs of each internship setting.

Faculty

Clinical Treatment Planning

Fall

In this course, students will build on concepts learned in Graduate Seminar in Methods and Theory of DMT I and II, Human Growth, Psychopathology, and Movement Observation I and II to refine their assessment skills in developing treatment plans consistent with DSM-5 criteria and the application of dance/movement therapy principles and interventions. The role of pharmacotherapy will be included. We will also examine clinical and treatment planning, with a focus on developing clinical writing skills as they relate to specific settings and populations, including children, adolescents, adults, and geriatrics.

Faculty

Group Work Theory and Practice II - Graduate

Spring

In this course, students will expand their knowledge of the basic theories, methods, concepts and clinical applications learned in Group Work I. We will explore the core elements of systems approaches to group work theory and DMT clinical practice. Specifically, we will examine the contributions of Monica McGoldrick's influential work concerning ethno-cultural aspects affecting families, including the impact of race, class, religion, historical factors and migration experiences; and attitudes about sexual orientation and intermarriage. Other theoretical models will include the relational-cultural paradigm developed at the Stone Center's Jean Baker Miller Training Institute and the principles of Resilience Theory that emerged from the research of Dr. Emmy Werner. These models have implications for the development of therapeutic interventions and will inform our study of the clinical roles and skills needed for the effective practice of DMT group work with children, adolescents, and families in various clinical settings.

Faculty

Movement Observation I

Fall

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.

Faculty

Professional Orientation and Ethics

Fall

Students will learn the fundamental tenets underlying professional ethics and ethical decision-making in the practice of dance/movement therapy. We will identify and explore ethical concepts, standards, and guidelines that will inform your clinical judgment, and become aware and mindful of the ways your personal ethics relate to your role as a professional DMT. In addition to course readings, we will study the ADTA Code of Ethics and Standards of Ethical Practice, and the New York State Education Department requirements for standards of licensure in Creative Arts Therapy, including training in the identification and reporting of child abuse and maltreatment.

Faculty

Previous courses

Professional Orientation and Ethics - Graduate

Students in this course will learn the ethical standards reflected in, and upheld by, the American Dance Therapy Association Code of Ethical Practice and the New York State Education Department’s requirements for standards for licensure in Creative Arts Therapy. We will also examine each student’s personal ethics as they relate to the role of the profession of DMT.

Faculty