Undergraduate Art Therapy Programs in the United States Survey Report

Abstract

Undergraduate art therapy programs outnumber graduate programs in the United States, yet they lack a parallel set of educational standards. An online survey collected data from 38 out of 54 undergraduate art therapy programs. Similarities among programs included: curricular requirements, credential-holder provided advising and fieldwork supervision, and a statistically significant number of students who continue on to study graduate level art therapy. Program differences included: learning outcomes, faculty body, fieldwork requirements, and gate-keeping practices. The results implied an increased need for art therapy faculty trained to teach undergraduates, expanded scope of practice for educated para-professionals working in non-clinical community settings, increased access for a diverse student body into graduate level education, and need for development of undergraduate education standards.

Keywords:

• Art therapy
• survey
• undergraduate education
• guidelines
• pre-professional

Acknowledgments

The authors would like to thank the AATA Board of Directors and members of the Undergraduate Education Task Force and Undergraduate Education Sub-Committee; Brooke Eisenbach, PhD, Associate Professor of Middle & Secondary Education at Lesley University; and Rosemarie Emanuele, PhD, Professor of Economics and Mathematics at Ursuline College, for their assistance.

Additional information

Notes on contributors

Jennifer B. Schwartz

Jennifer B. Schwartz is an Instructor of Undergraduate Art Therapy at Ursuline College in Pepper Pike, OH;

Meera Rastogi

Meera Rastogi is a Professor in the Social Sciences Department at University of Cincinnati, Clermont College, Batavia, OH;

Michelle C. Pate

Michelle C. Pate is an Assistant Professor of Undergraduate Art Therapy at Lesley University, Cambridge, MA; and

Joseph H. Scarce

Joseph H. Scarce is an Assistant Professor in the Art Therapy Program at University of Tampa, Tampa, FL.