International Educator - March/April 2017 - 27

Program, even though it would require her to move to
the Boston area for two years and have a long-distance
marriage during that time.
"What I really gained was an understanding of how
to use the expressive arts as therapy, and I made a lot
of personal growth in terms of becoming a therapist,"
Moran says of her time at Lesley. "They do a lot of
self-awareness work and learning about yourself as an
instrument. Now I see everything through movement."
At Lesley, Moran took part in a study abroad program in Nicaragua. On the trip with other students
whose primary focus was art therapy, she spent most
of her time at an orphanage working with groups of 10
children and staff.
"Art means something very different to preteens in
Nicaragua than in the U.S., and the cultural awareness
was a big takeaway for me," says Moran, who now works
as a dance therapist outside Los Angeles. "I thought I
would be working with students who had visual impairments, so I had an entire lesson built around that, and
instead I was thrown into a group that had hearing
impairments, so I had to really work hard to make my
instruction more adaptable."
Gray majored in international relations before moving into public health in her 20s. Two decades ago, while
running a public health program following the genocide
in Rwanda, she realized she was "more interested in
healing work" after meeting a group of children in a
remote village.
"I was traveling around the country in areas no one had
reached yet, and I reached this one community where all
of the adults had been massacred except for a small handful that were sick and dying," she says. "There were some
kids and I took the time to greet them through my interpreter and we teamed up for a little song and dance. The
kids smiled and laughed, and it was a profound moment."
To communicate with the children, Moran says she
had to be "really open and aware and ask questions,"
even though that meant going through a Spanish translator and a Nicaraguan sign language interpreter.
"I had to go through two channels to make it work, and
I had to be patient," she says. "What I noticed was how
much you can learn from the people you are teaching or
leading, especially if you take the time to learn what their
expectations are and what they want to get out of this. It
took a lot more work than I thought, but it was worth it."
Gray, who calls dance "my refuge," predicts dance
therapy will be offered by more universities in the

next decade, especially as more research ties dance to
increased brain function.
"There's more interest, especially among dance
students who are undergraduates or still in high school.
They're learning about it and getting more interested
in it, because it's not just a process where you express
yourself. It's one where you understand and name and
work with the narrative, and this level of sensorial
integration, whether you're talking about healing or
education, is very, very powerful."

Something Unique
Laury Rappaport's career-long focus has been on
using the arts to promote healing. After creating an
art therapy degree at State University of New York in
the early 1970s, she received a master's degree from
Lesley University in expressive therapies. She later ran
the Lesley program and then founded the Focusing and
Expressive Arts Institute.
"Most arts therapists rely on a specific or several approaches as an orientation to their practice,"
Rappaport says, noting that the notion of "focusing"
was developed by psychologist and philosopher Eugene
Gendlin. "Focusing incorporates bringing mindful
awareness to the inner felt sense of our experience-and
accessing our intrinsic wisdom. Focusing cultivates selfcompassion as well as compassion to others."
"Focusing-oriented art therapy," known as FOAT, is
used as a clinical application in psychotherapy as well
as in nonclinical settings, such as schools, after-school
programs, community arts, organizational development,
personal growth, and spiritual development.
Rappaport says using more than one art form in a
therapeutic setting is worthwhile because each "offers
something unique that the others don't do."
"For example, moving or dancing together fosters a
connection with a community. Song and music can do
that too. A visual image, poem, spoken word, or dramatic enactment offers something else," she says, noting
that expressive arts typically allow sharing that is verbal
and nonverbal.
Because of this approach, Rappaport says
FOAT is continuing to expand globally. She
has had groups of students come to the United
States from Australia, Canada, Korea, Japan,
Malaysia, New Zealand, and the Philippines.
"What is growing is the application of all of the
arts in various contexts-psychotherapy, counseling,
M A R + A P R .17 INTERNATIONAL EDUCATOR

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Table of Contents for the Digital Edition of International Educator - March/April 2017

From the Editor
In Brief
Global Spotlight Cuba
Insights
Voices
Feature: Lay of the Land: What Now?
Feature: Finding Common Ground through Art Therapy
Feature: Empowering Refugees Through Education
Campus Profile: New York Institute of Technology
Campus Snapshot: University of North Carolina at Chapel Hill
Education Abroad
International Student Affairs
Partnering
View From Out Here
In Focus
International Educator - March/April 2017 - Cover1
International Educator - March/April 2017 - Cover2
International Educator - March/April 2017 - 1
International Educator - March/April 2017 - From the Editor
International Educator - March/April 2017 - 3
International Educator - March/April 2017 - 4
International Educator - March/April 2017 - 5
International Educator - March/April 2017 - 6
International Educator - March/April 2017 - 7
International Educator - March/April 2017 - In Brief
International Educator - March/April 2017 - Global Spotlight Cuba
International Educator - March/April 2017 - Insights
International Educator - March/April 2017 - 11
International Educator - March/April 2017 - Voices
International Educator - March/April 2017 - 13
International Educator - March/April 2017 - 14
International Educator - March/April 2017 - 15
International Educator - March/April 2017 - Feature: Lay of the Land: What Now?
International Educator - March/April 2017 - 17
International Educator - March/April 2017 - 18
International Educator - March/April 2017 - 19
International Educator - March/April 2017 - 20
International Educator - March/April 2017 - 21
International Educator - March/April 2017 - 22
International Educator - March/April 2017 - 23
International Educator - March/April 2017 - Feature: Finding Common Ground through Art Therapy
International Educator - March/April 2017 - 25
International Educator - March/April 2017 - 26
International Educator - March/April 2017 - 27
International Educator - March/April 2017 - 28
International Educator - March/April 2017 - 29
International Educator - March/April 2017 - 30
International Educator - March/April 2017 - 31
International Educator - March/April 2017 - Feature: Empowering Refugees Through Education
International Educator - March/April 2017 - 33
International Educator - March/April 2017 - 34
International Educator - March/April 2017 - 35
International Educator - March/April 2017 - 36
International Educator - March/April 2017 - 37
International Educator - March/April 2017 - 38
International Educator - March/April 2017 - Campus Profile: New York Institute of Technology
International Educator - March/April 2017 - 40
International Educator - March/April 2017 - 41
International Educator - March/April 2017 - 42
International Educator - March/April 2017 - 43
International Educator - March/April 2017 - 44
International Educator - March/April 2017 - 45
International Educator - March/April 2017 - 46
International Educator - March/April 2017 - Campus Snapshot: University of North Carolina at Chapel Hill
International Educator - March/April 2017 - 48
International Educator - March/April 2017 - 49
International Educator - March/April 2017 - 50
International Educator - March/April 2017 - 51
International Educator - March/April 2017 - Education Abroad
International Educator - March/April 2017 - 53
International Educator - March/April 2017 - 54
International Educator - March/April 2017 - 55
International Educator - March/April 2017 - International Student Affairs
International Educator - March/April 2017 - 57
International Educator - March/April 2017 - 58
International Educator - March/April 2017 - 59
International Educator - March/April 2017 - Partnering
International Educator - March/April 2017 - 61
International Educator - March/April 2017 - 62
International Educator - March/April 2017 - 63
International Educator - March/April 2017 - View From Out Here
International Educator - March/April 2017 - 65
International Educator - March/April 2017 - 66
International Educator - March/April 2017 - 67
International Educator - March/April 2017 - In Focus
International Educator - March/April 2017 - Cover3
International Educator - March/April 2017 - Cover4
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