Internship placements occur in a variety of settings and with diverse populations including mental health clinics, geriatric facilities, medical settings, residential treatment centers, outpatient clinics, community centers, and schools. Upon completion of the Master of Arts in Art Therapy and Counseling Program, students will be prepared as competent entry-level Art Therapists in the cognitive knowledge , psychomotor skills , and affective behavior learning domains.
These program goals are achieved through a combination of theory-based learning, experiential learning using art experientials and the creative process, and service learning through practicum experience.
Student learning outcomes and competencies are assessed in a variety of ways, including but not limited to course content examinations, theory papers based in evidence-based practice, design and implementation of research projects, feedback from practicum supervisors, reflective writing, and engagement in the creative process. What is Art Therapy? A human service profession that blends the disciplines of art, psychology, and counseling Clients of varied populations use art and the creative process in therapy and as therapy Communication with art uses a universal language to promote connection and healing relationships with self and others.
The Albertus Difference. Engaged Students Hands-on, experiential learning Interdisciplinary perspectives Emphasis on collaborative work. Great Teaching Personally invested professors Small class sizes Innovative, well-rounded programs Resources and opportunities for research.
Vibrant Communities Lively extracurricular activities Campus-wide events Service and community engagement. Successful Outcomes Active career counseling Opportunity-building networks Access to internships and professional experiences.
Hands-On Learning. Faculty Members. Rebecca Arnold, Ph. Siobhan Evarts, Ph. Stephen Joy, Ph. Chair, Department of Psychology Professor of Psychology. Abbe Miller, Ph. Bonnie Pepper, Psy. Program Success. Art Therapist. This course also examines the theories and applications of art therapy in a variety of settings through lecture, reflection, presentations, and discussion. Students will learn how art therapy services are used in various treatment settings by gaining knowledge of the allied health professions psychosocial rehabilitation disciplines, mental health professions, and other creative arts therapies with whom art therapists work.
Students will gain an understanding of the role of art materials and effective therapeutic techniques for children and adolescents; an understanding of the diverse theoretical approaches e. Students are required to read primary sources and evaluate the influence of those theories on clinical thinking. Students begin to get an overview of the duties and roles of the art therapist through direct observation, and begin to learn the skills of interacting with clients directly as well as utilizing clinical supervision on site.
In addition to a minimum of hours spent on site, students are required to attend and participate in a once weekly on-campus seminar. A minimum of 50 of the total placement hours needs to be in direct clinical contact with individuals, groups, or families; a minimum of 10 supervision hours are also required. Students will engage in an exploration of art media and specific art therapy processes relating to a variety of populations, assessment, as well as the development of treatment goals and objectives.
Students will gain experience in facilitating artistic expression, exploring the form and content of art, while developing skills in the understanding of artwork within various dimensions of personality, psychopathology, and treatment. The course also entails a thorough grounding in the official psychiatric diagnostic classification system currently DSM-V that is used by all hospitals, clinics, and rehabilitation facilities as per requirements of third-party payers and treatment review boards.
In addition to covering traditional schools of thought, emphasis will be placed on contemporary developments in the area of brief or time-limited treatment and the special difficulties inherent in this change in standard clinical practice.
Lectures, readings and discussion will focus on the history and recent developments in ethical and legal responsibility, confidentiality, malpractice, human rights, mental health law, professional organizations, and credentialing and licensing. It is preferable that this course be completed in the first year of the program. Six credits of internship, hours of placement time, are required, and can be completed over three to four semesters. A minimum of Internship placements will be offered in a variety of settings.
A minimum of 63 of the total placement hours needs to be supervision hours. In addition to the supervised hours spent at the placement site, students will meet weekly with an on-campus supervision group to review and process the internship experience. Departmental permission is also required. Students will utilize both didactic and experiential learning models and be asked to develop skills in recognizing and responding ethically to transference and counter-transference issues that are unique to group therapy process.
Emphasis will be on the many aspects of group therapy, including group composition, group process, identifying stages of the group, types of populations, group endings; and their unique applications in the field of art therapy. The class is a group with dynamics of its own, and each student will be asked to learn by participating in and at the same time observing the unfolding of group dynamics within this class setting. Art Therapy Affiliate Faculty. Julia A. Coash, M. Part-time Faculty in Visual and Performing Arts.
Matthew Cramer Lecturer. Willard Lustenader, M. Susan McCaslin, M. Part-time Faculty. Anahit Ter-Stepanian, Ph. Part-time Faculty in Art History. Artistic Professions. Learn more. Development of a personal vision and an individual style through an exploration of the expressive means of drawing: form, line, texture, composition. Various tools and techniques. General Education Choice for Part A.
Offered yearly. Generally offered yearly. P: Permission of Department Chair. Hours and credit to be arranged. Includes discussion of current research, writings on art and art criticism. Culminating exhibition, lecture or project required of all art majors. P: Open to senior art majors. This computer based course will explore 3D rendering, lighting, materials and printing. This course will be conducted using the computer as the primary tool and investigating numerous approaches to understanding the visual world.
This course investigates aesthetic and technical developments in art and architecture and their relationship to the social, political, and cultural growth of Western civilization. It is designed to introduce students to new perspectives through the visual language of art history Pre-historic, Ancient Egyptian, Greek, Roman, Medieval, and Islamic influences on the development of Romanesque and Gothic. General Education choice for Part A. Topics may include ways of perceiving, learning, and thinking about the world; emotions; motivation; the relationship between brain events and inner experience; child development and adult personality; self-concept; attitudes toward others and behavior in social situations; stress, coping, and the diagnosis and treatment of mental disorders.
Special attention will be paid to the application of scientific methods to the study of human cognition and behavior. General Education Choice for Part B. Offered every semester. The course will provide students with a foundation in descriptive and inferential statistics, touching on frequency distributions, probability sampling, and hypothesis testing.
Analyses conducted by hand and using SPSS. P: Fulfillment of a Level A math requirement. I am considering Health Administration as I feel that would get me into the health field. I am open to suggestions. I have been trying to get into art therapy since the s, but I do not drive and at that time I still fell with my seizures. I have taught my grandchildren art since they were small.
One grandson has become a young artist in the Minnesota school systems but he began when he was a baby like everyone else in the family. I believe that art allows one to express the fears and depression that sometimes creep into our lives in a very real way. If you look at the website above, you will note there are three books listed. In order for disorders to be swept away from stigma, they have to be understood.
We need to get rid of negative thinking and art can do a great deal to do this,.
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