Signature Pedagogies for Art Therapy Education: A Delphi Study

Abstract

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.

Keywords:

• Signature pedagogies
• art therapy education
• Delphi study

Additional information

Notes on contributors

Heather Leigh

Heather Leigh, DAT, ATR-BC, LCPC (IL), LMHC (IN), is Associate Professor and Cindy Simon Skjodt Endowed Chair of Art Therapy at Herron School of Art and Design, IUPUI/Indiana University, Indianapolis, IN.