Art Therapy Education Research Articles

A Descriptive Summary of Field Placements in Undergraduate Art Therapy Education

To learn about the current practices of undergraduate art therapy field placement courses being offered in the United States, we surveyed 32 undergraduate educators about their program’s courses. The results indicated a range in course structure, yet commonalities in instructional content emerged: (a) development and application of professional skills, (b) fostering student reflection, (c) encouraging student research pertinent to the setting, and (d) facilitating professional and career development. Common challenges in fieldwork included the difficulty with maintaining sites, finding qualified supervisors, and supporting the diverse needs of students. These survey results were consistent with national practices yet can inform future research and guidelines pertaining to undergraduate field placement courses while also highlighting the unique aspects specific to the field of art therapy.

Gadamer 관점에 따른 묻지마 범죄에 대한 음악치료 현장에서의 창의성 이해

Unlike traditional incidents, “Do-not-ask” crimes occur against unspecified people or an unspecified number of people without a specific cause, so anyone can become a victim of “Do-not-ask” crimes, causing serious fear in many people. And, regardless of who is involved, it is difficult to clearly distinguish between a potential perpetrator of a crime and an actual perpetrator, leading to confusion in prevention. Through research to date, it is understood that perpetrators of “Do-not-ask” crimes generally have common problems such as poor economic and family environments, cognition, thinking, impulsiveness control, and emotional control abilities. Additionally, many perpetrators of “Do-not-ask” crimes have a history of mental illness and/or have a thinking disorder due to addiction to psychotropic drugs. Rather than increasing the severity of legal punishment for perpetrators of “Do-not-ask” crimes who have these problems, it is judged that mental rehabilitation treatment that includes drug treatment, interpersonal training, art therapy, and family education is more urgent, and preemptive measures against random crimes are considered more urgent. It is believed that information sharing and the establishment of a cooperative system with various organizations are urgently needed for prevention. First of all, in terms of therapeutic approach, there may be various understandings of perpetrators of crime without question, but crime without question is understood simply as a symptom and the goal is not to reduce or eliminate symptoms, but rather the psychological state of criminals without question is a process of horizon fusion, dialectic. By understanding it as a temporary and intermediate situation, we aim to suggest a direction for healing through the formation of perpetrators' creativity and the role of art and play (Spiel) where this creativity can be actively expressed.

A Survey on Faculty’s Perceptions of Art Therapy Accreditation

In 2015, programmatic accreditation by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) was initiated for art therapy education. The study examined art therapy faculty’s perception of the CAAHEP accreditation process through a nation-wide online survey research. The mixed-method analysis supports the complexity of the current art therapy programmatic accreditation as perceived by faculty. Three main themes were identified: (1) accreditation as accountability, (2) additional burden and time-consuming, and (3) limited support and skill mismatch. The findings suggest that programmatic accreditation brings both benefits and challenges while also supporting the development of quality accreditation procedures for art therapy education.

An overview of historical and contemporary perspectives in art therapy in Spain: A bibliometric analysis of Spanish art therapy research

The present article reviews the Spanish history of the art therapy profession and research. In addition, a contemporary view of current art therapy research is described through a bibliometric analysis of 160 art therapy articles published in the Spanish Journal of Art Therapy. Papers on Art Therapy and art Education for Social Inclusion from 2011 to 2021. The following research indicators were analyzed: authorship, participants, population, artistic discipline, theoretical models of art therapy intervention, nature of the studies, and assessments. Outcomes revealed that Spanish art therapy researchers are mostly women who usually publish on their own. Additionally, many ages, populations and topics are treated. Visual art is the discipline most used in the analyzed research. Gestalt, community-based art programs, and the eclectic approach are the most selected theoretical models. Most of the studies are qualitative and theory building with no assessment. However, when assessment is included, the type most used is the tools made by the researcher. Implications, limitations, and further lines of research are discussed.

An art therapy education response: linking inequality and intersectional identity

ABSTRACT Background An account of how one Art Therapy training course links information about inequalities with the theory of intersectionality. In trying to understand intersectionality, the course community questions how clients and therapists respond to and experience health inequalities and discrimination. For both, there may be the pain of being ‘othered’ and the effects of unconscious privilege. Nevertheless, there are examples to be celebrated of how some people manage to use their identity in moving forward. Context Bizarrely, how identities link to socio-political conditions is not readily acknowledged within therapy professions. The focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual decoupling of political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. Approaches When health inequalities and identity issues became sharply visible during the Covid 19 pandemic, the profession responded with adaptations to its educational and therapeutic work. It is possible to see how clients, students, art therapists and colleagues adapt, consult and collaborate. The paper provides descriptions of students' adapted and collaborative practice. Outcomes, conclusions and implications for research The use of culture, art and identity-aware supervision in art therapy are ways of developing our understanding of health inequalities and intersecting identities. The research implications for Art Therapy are that generic knowledge of research about discrimination and glaring health inequalities is a valuable foundation for research in our discipline. Plain-language summary This paper discusses how one Art Therapy training course links information about health and social inequalities with ideas about intersecting identities. The course community explores and questions how clients and therapists experience health inequalities and discrimination. There are discussions about the pain of feeling unwanted and the response of people who are not conscious of their inherited privileges simply because they are born into specific societal structures. Whilst recognising that feelings about identity may be painful and a source of shame, the course also considers how it is that some people manage to acknowledge and use self-reflection about their less privileged identities in moving forward. It is strange how the effects of social and health inequalities are rarely acknowledged within psychological disciplines, including art therapy. That seems to be because the focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual shift in political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. When existing health inequalities and identity issues became sharply visible during the Covid 19 pandemic (the Health Foundation, 2020) the profession responded with adaptations that took its educational and therapeutic work online. There is hope because it is increasingly possible to see how clients, students, art therapists and colleagues consult one another and collaborate over adaptations in therapeutic approaches. The paper provides descriptions of some adapted student practices from placements. The use of culture and art, together with supervision in art therapy, are ways of developing our understanding of health inequalities and our intersecting identities. Nevertheless, the pace of social and cultural change can be slow, sometimes moving forward and sometimes backwards. The research implications for the Arts Therapies are that broad knowledge of research about discrimination and glaring health inequalities is valuable in the push for change. Also, research from other disciplines is often the foundation on which the research contribution of the Arts Therapies in this area and others can be built.

Artyfikacja jako innowacyjna metoda aktywizacji twórczej seniorów

The end of working life results in social isolation for seniors, which can be compensated by using art therapy, understood as a therapeutic practice. Its development, among other things, is provided by medicine, especially neurology and the results of research into brain ageing. Used for geriatric rehabilitation purposes, it is based on equivalent elements: art and therapy, with the overriding function of the idea as the cause of the work. Artification, on the other hand, understood as a situation or process in which objects not commonly regarded as art are transformed into some thing similar to art or into something that alludes to artistic ways of thinking and acting, is a more subtle form of working with emotion and perception in older people. These considerations inspired the development of a working method on the interface between (art)therapy and art education. Tested at institutions supporting seniors and people with disabilities (Hospicjum Cordis in Katowice, Hospicjum Dar Serca in Częstochowa), artification became a method aimed at strengthening the creativity and sense of subjectivity of seniors by means of a creative process and involvement in discovering their lives as art. The method was developed by a team of researchers from the Academy of Fine Arts in Katowice and the University of Silesia in Katowice, and the project developed with grant support of the ‘Good Innovations’ programme. The process is depicted in a video accompanying the handbook, enabling therapists to create their own therapeutic plans, inspiring the exploration of their own creativity and that of their clients, targeted at improving selected areas of functioning. Artification is a way of activation that can be applied to different groups. It is also a service based on stimulating the ability to perceive the world spontaneously and creatively.

Instructional Content in Undergraduate Art Therapy Education

Undergraduate art therapy education programs in the United States have endeavored to prepare students for graduate level art therapy training and entry level positions in art facilitation since the mid-1970s with minimal published guidelines or established professional standards. The authors reviewed the art therapy literature regarding current undergraduate and graduate educational instructional content, and educational pathways. We scrutinized current undergraduate guidelines and standards for instructional content among allied disciplines and investigated current undergraduate level employment opportunities and skills required for these positions. Based on these findings, we propose seven undergraduate instructional content areas appropriate for non-clinical pre-professionals. Recommendations include expanding the scope of practice to include undergraduate level art facilitators, developing scaffolded learning outcomes, establishing tiered credentialing, and evaluating outcomes.

The Importance of Self-Experience in Art for Future Generalist Teachers

The personal attitude of teachers towards the subject they teach, their professional self-efficacy and expertise are essential for their ability to deliver subject content to pupils. However, the relationship of future teachers to the subject is formed earlier in their own educational history than at university. From it derives their interest in the subject and further education. Our research has shown that students specialising in primary education and afterschool education have negative memories of art education at primary schools and they evaluate the subject and its benefits as marginal.
 In this article, we will discuss how the transformation of the didactic approach when focusing more on the creative process rather than on the product can positively affect the already established relationship of future teachers to art education, and contribute to the understanding of the objectives of art education. This research was aimed at generalist teachers (primary school) and undergraduate students who will work in school clubs or as afterschool educators. The research was segmented into three phases where in the first phase of the research, we used a qualitative approach to determine the personal attitude of students to the subject of art education. In the second phase, we used the art-based approach. In this phase, didactic procedures inspired by creative art therapy and reflective experiential education were applied to change this attitude. Art-based approach was chosen mainly because it makes it possible to monitor the changes that take place in the process and at the same time, thanks to the process, it is possible to induce these changes. This type of research generates other, unexpected questions that enable a deeper understanding of the issue. In the third phase students presented their artworks and reflected on the creative processes, as well as on the course itself, its benefits, obstacles and transferable experiences.
 The conclusion of the research is that these methods can in a very short time change the attitude to one's own creative abilities / creative self-confidence / to update and expand the perception of the subject and its goals. At the same time, a need arises for deeper professional education that would facilitate students' didactic preparation of meaningful artistic activities.

집단미술치료 프로그램이 초등학생의 주의집중력 향상에 미치는 영향 : 종이접기와 클레이아트 활동을 중심으로

This study was conducted to examine whether a group art therapy program centered on origami and clay art activities
 had an effect on the improvement of attention in elementary school students. First, as a result of performing
 paired t-test after applying the group art therapy program, there was a significant difference between the pre-score and the post-score of attention in the experimental group and the control group. This indicates that attention is improved compared to before application of the program. As a result of applying ANCOVA to examine the pure effect of the group art therapy program, the attention of the experimental group was significantly improved compared to the control group. This result means that the group art therapy program applied in this study has a positive effect on improving the attention of elementary school students. Therefore, in the field of education and counseling, it is necessary to activate various group art therapy programs that help improve the attention of elementary school students. In particular, in the education of elementary school teachers, group art therapy education centered on origami and clay art activities that help improve children s attention should be expanded.

Globalization in art therapy education: Multicultural training in South Korean context

This article offers initial strategies to develop a multicultural training model for graduate-level art therapy students within a learner’s cultural context, using South Korea as an example. All helping professions, including art therapy, have emphasized multicultural competence a mandated ability concerning ethical practice. However, scholarship has neglected the importance of developing multicultural education within its application’s cultural context. Accordingly, the researchers introduce the concept of multiculturalism within Korean cultural contexts, followed by a qualitative online survey exploring the meanings and experiences of multiculturalism among Korean graduate-level art therapy students and alumni in Korea (N = 44). Lastly, they outline a preliminary education model based on the collected data that frames the major components and levels of multicultural training within art therapy in South Korea. The findings direct researchers to consider developing multicultural education within Korea’s cultural context, collectivism, and socio-political conditions.

THEORETICAL EXPLORATION OF ART THERAPY AND EDUCATION FOR AUTISTIC CHILDREN

This paper aims to explore art therapy methods that are able to become one of the complementary media to improve the communication skills of children with autism; explain concretely the contribution of art flexibility as a complementary media in communication therapy for autistic children; and explain the integration of the principles of therapy. These three topics will be explored using a number of theories about art therapy that have developed, as research beginning on the development of methods of art therapy and art education for autistic children. The approach in this study uses the method of content analysis of the phenomenon of art therapy, which is implemented as a perspective to see the phenomenon of art education for autism in Yogyakarta, Indonesia in 2019. This study begins with a study of the development and patterns of art therapy which has been going on in Indonesia. Afterward, the current foothold of art therapy will be known, and able to explain the reasons related to the development of art therapy in Indonesia. The results showed that the models of art therapy and art education for autistic children in Indonesia did not include the development of art therapy, learning methods through play, and did not understand the empathy space as a learning space for autistic children. Art exploration has good potential to be developed as a method of therapy and education for autistic children. That is because, art has the flexibility and natural nature of children, namely playing and making a sense of comfort so that autistic children feel in one frequency with the teacher so that the educational and therapeutic process runs smoothly and optimally. The emergence of the concept of 3B (being, becoming, and belonging) in the space of empathy, increasingly claims that art cannot be separated in the world of learning in autistic children.Corresponding author: Muchammad Bayu Tejo SampurnoDOI: 10.24071/ijiet.2020.040209

Risk, rupture and change: Exploring the liminal space of the Open Studio in art therapy education

This article details an ongoing inquiry into the nature of the three-way conversation in art therapy education, regarding the relationship between art, educator and student. Drawing upon a reflection on the use of the Open Studio setting as a third space in the educative environment, we explore the impact of our role as educators when students are processing their learning experiences with art. A practice-led exploration of these questions illuminates the importance of expanding the learning interaction to incorporate experiences that include the risk associated with rupture, innovation and change. Set within the framework of an emerging conversation between two colleagues, this paper is offered as a contribution to the ongoing discussion about the unique questions of pedagogy that art therapy educators grapple with when working with students who take up the opportunity to explore emergent aspects of the therapist identity.

Signature Pedagogies for Art Therapy Education: A Delphi Study

Due to shifting standards in art therapy education and licensure an examination of how educators are preparing students for professional practice is warranted. This Delphi study used the framework of signature pedagogies to identify discipline-specific methods used by art therapy educators to teach students how to think, practice, and develop the ethics and values of the art therapy profession. A sample of 18 art therapy educators reached consensus on three common teaching methods and pedagogical worldview deemed essential to the education of art therapists: (a) experiential teaching and learning using art materials, (b) practicum/internship placements, and (c) art-based experiential learning. The results substantiate the claim that art therapy is a distinct profession with teaching methods differentiated from related disciplines.

Expanding Artistic Literacy in Art Therapy Education: Self-Reflection Tools for Assessing Artwork and Art-Based Research

Training art therapists requires fair grading systems that equitably assess learning styles and developmental levels of academic aptitude, particularly with longer term art assignments. As students progress in their studies, a contemplative education framework offers a self-directed learning environment that strives to share grading responsibilities when evaluating studio projects, which is the focus of this article. The Grading Rubric for Assessing Artwork (GRAA), created by the author, is presented as a self-reporting tool for developing introspective scoring practices while responsibly mitigating overinflated or underinflated self-appraisals. Overall, supporting the advancement of an identity as a practitioner-researcher artist and therapist demands reliable pedagogies that increase awareness of first and third person motivations, goals, and outcomes.

C. G. Jung’s Influence on Art Therapy and the Making of the Third

Art therapy and the image are active approaches to address the analytic third, an idea that was mentioned by C. G. Jung in the Psychology of the Transference, but was first experienced by him as described in The Red Book (2009). Jung’s art-making was an impressive lifelong affair that relied upon mixed media, making it reasonable for us to consider Jung as the father of art therapy. Prior to the 1913 publication of Symbols of Transformation, Jung visited America for a second time; on this visit, the Jungian analyst Beatrice Hinkle introduced Jung to the Greenwich crowd. Among the noteworthy artists and activists were Margaret Naumburg and Florence Cane, who later established the field of art therapy in the United States. Despite the tension created from the Freud–Jung split, Naumburg and Cane were deeply influenced by Jung’s theoretical ideas, initially via Hinkle, with whom they analyzed for three years. Requiring a safe passage for the birth of art therapy, Naumburg navigated an independent third way, but drew from many of Jung’s already established ideas to formulate her research and educational approach. Because the historical details surrounding the development of art therapy in America are being stitched back into an art therapy education, Jung’s early clinical insights regarding specific theoretical ideas gain visibility and respect. This overview acknowledges that analytical psychology remains a powerful and integral building block in the field of art therapy and offers relevant resources for theoretical and clinical formulations when working as an art therapist.

THE IMPORTANCE OF ART, ART THERAPY AND ART EDUCATION IN SOCIAL WORK EDUCATION

THE IMPORTANCE OF ART, ART THERAPY AND ART EDUCATION IN SOCIAL WORK EDUCATION

"Dibujar la mirada": Reflexiones sobre la supervisión de alumnado en prácticas del M´áster de Arteterapia de la UCM

El dispositivo de supervisión grupal durante la formación como arteterapeutas se establece como un espacio de seguridad y confianza en el que escuchar, analizar y dar forma a la mirada arteterapéutica que se configura durante la fase de prácticas en los diferentes contextos, en la que la teoría y la praxis se conjugan para dar sentido a la dispciplina arteterapéutica. A partir de la experiencia de las supervisoras, en colaboración con el Máster Universitario en Arteterapia y Educación Artística para la inclusión social, se extraen algunas líneas metodológicas y conclusiones, que permiten establecer fases diferenciadas como etapas por las que el/la supervisando/a atraviesa en la búsqueda y desarrollo de un posicionamiento propio en su hacer y con ello, el fortalecimiento de la identidad profesional del/la arteterapeuta.

Art Therapy in Social Work with Mentally ill People in Slovakia

The paper introduces the situation of mental health in Slovakia, as well as social services that focus on helping mentally ill people. Further it presents organizations offering art therapy education. It also describes the specific aspects of art therapy with mentally ill people as well as specific art therapy techniques focused on mentally ill people.

Public Relations: Art Therapy Pedagogy Out of Bounds (Relations publiques : la pédagogie de l’art-thérapie hors limites)

Art therapy pedagogy associated with the Art Hives network at Concordia University (Montréal, Quebec) and cultural practicums at Ulster University (Belfast, Northern Ireland) share in common a movement to develop learning studios that encourage public relations—unscripted relational encounters with activists, artists, allied professionals, and social practitioners that inform art therapy practice. The curriculum is composed through collaborations, with the art therapy educator becoming the curator of an educational assemblage that is beyond the boundaries of the university itself. This is pedagogy as civic practice, where knowledge parameters of the art therapy profession are transgressed and moved, as a choreography that extends beyond boundaries of habitual learning. This article encourages art therapy educators to devise multicentered learning studios (in public places) that support personal and social concerns. In this context art therapy education is constructed as a counterpoint to academic introversion. The proposal here is to mobilize art therapy education as an activist-informed reciprocation of ideas, actions, and resources.

지적장애학생을 위한 미술치료 및 미술교육 관련 실험연구동향 분석: 최근 5년간(2013년∼2017년)을 중심으로

지적장애학생을 위한 미술치료 및 미술교육 관련 실험연구동향 분석: 최근 5년간(2013년∼2017년)을 중심으로