Doctoral Education in Art Therapy: Current Trends and Future Directions

Abstract

The development of doctoral education in art therapy is essential due to the increasing demand for research and evidence-based practice. This demand warrants the allocation of resources to prepare art therapy researchers or stewards of the profession charged with generating a strong evidence-base to sustain and advance the field. The American Art Therapy Association Doctoral Education Subcommittee explored defining features and factors influencing the growth and development of art therapy doctoral education. These factors include socio-economic, institutional infrastructural, professional trans-disciplinary and intra-disciplinary, and curricular and pedagogical issues that impact the mission, vision, degree type, operation, and outcomes of art therapy doctoral education. An investigation of the current status and challenges offers future directions for doctoral education in art therapy.

Keywords:

• Doctoral education
• art therapy education
• research
• art therapy research
• higher education

Additional information

Notes on contributors

Nancy Gerber

Nancy Gerber, PhD, is Associate Clinical Professor Emerita, Creative Arts Therapies, Drexel University, Philadelphia, PA, and Teaching Faculty, Department of Art Education, Florida State University, Tallahassee, FL.

Lynn Kapitan

Lynn Kapitan, PhD, is Professor, Art Therapy Program, Mt. Mary University, Milwaukee, WI.

Michele Forinash

Michele Forinash, DA, is Professor and Director, PhD Program, Expressive Therapies, Lesley University, Cambridge, MA.

David Gussak

David Gussak, PhD, is Professor, Department of Art Education, Florida State University, Tallahassee, FL.

Jennifer La Civita

Jennifer La Civita, PsyD, is Associate Professor and Director, PhD Program in Art Therapy, Adler University, Chicago, IL.

Girija Kaimal

Girija Kaimal, EdD, is Associate Professor, PhD in Creative Arts Therapies, Drexel University, Philadelphia, PA.