Professional Identity Perceptions of Dual-Prepared Art Therapy Graduates

Abstract

This article describes a qualitative study of the development of professional identity in art therapists who also prepare as counselors. Graduates from one university's two distinct master's degree programs were interviewed: (a) art therapy (n = 9) and (b) art therapy combined with counseling (n = 11). Most participants regardless of their degree described their professional identities as a combination of art therapy and counseling, and perceived professional identity in a variety of ways based on distinct contributing factors. Recommendations to support graduates negotiating complex professional identities are offered to art therapy educators and graduate students.