Small Waterfalls in Art Therapy Supervision: A Poetic Appreciative Inquiry

Abstract

This viewpoint presents aesthetic writing and reflection on the art therapy supervisor and supervisee dyad from a practice of appreciative inquiry. Through writing and exchanging poems, the authors sought to uncover the dynamics of the supervisory relationship that contributed to a positive learning experience. Poetry as inquiry provoked new questions and illuminated the importance of positive regard, modeling, professional boundaries, and links between emotions and learning, with implications for art therapy education.

Acknowledgments

Editor's Note: Rachel Schreibman, MA, is an art therapist with Fairfax County Public Schools in the greater Washington, DC, metropolitan area. Gioia Chilton, MA, ATR-BC, is on the faculty of The George Washington University in Washington, DC, and is a doctoral candidate at Drexel University, Philadelphia, PA.