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Pediatric hospitalization is known to be associated with adverse developmental and psychosocial outcomes for young patients. Art therapy is a direct means of addressing the emotional world of the hospitalized child. However, the hospital setting sometimes requires adaptations of this practice to a short-term mode. To explore the characteristics of the adjusted short-term art therapy mode, 10 experienced art therapists who work with hospitalized children were interviewed. Results highlighted the unique aspects of working with children who enter short-term hospitalization, addressing the unknown but most likely brief duration of art therapy and the issues involved, such as the need to use problem-focused strategies, the diffused therapeutic space, interaction with a multidisciplinary staff, and parent's presence during the therapy session. Integrating the principles of art therapy with the principles of short-term therapy, this paper explores a model for carrying out short-term art therapy with children undergoing short hospitalization.

The academic journey to become a professional counselor can be challenging for counselors-in-training (CIT), adversely affecting their physical health, mental health, and wellness. Counselor educators (CE) have recognized a need for wellness training and interventions to assist CIT during graduate school and to prepare them for their careers. Photography is considered a tool in art therapy within the realm of expressive therapies that can be used for wellness purposes. We review wellness, CIT struggles with wellness, expressive therapies, and photography techniques to promote CIT professional development and wellness practices. We identify the history of photography tools, describe each tool more precisely, and provide examples of how they can aid CIT in addressing their health and wellness and increasing their knowledge and use of photography as a wellness tool with future clients. We discuss practice and research implications for CE and CIT.

This study adopted a qualitative case study approach to investigate the perceptions of immigrant children who participated in a puppet-making workshop about the story of an immigrant puppet, called Amal. The study involved 11 participants, 5 girls and 6 boys aged between 9 and 12 years, who joined the "Children Like Us" puppet-making workshop organized by the Association for Solidarity with Asylum Seekers and Migrants (ASAM) Izmir Al Farah Child and Family Support Center in Turkey. The data were collected using semi-structured interviews from the children. The interviews were conducted face-to-face by the second researcher. Content analysis was used to analyze the data. The results revealed that the migrant children expressed enthusiasm and joy in participating in the puppet-making workshop and used the Little Amal character to convey their perspectives on migration. The study offers useful methodological implications; it shows how artistic experiences can facilitate the expression of thoughts and feelings for children.

Self-cognition and self-acceptance are essential for mental health development and emotion in college students. The study investigated the efficacy of group drawing therapy in improving Chinese college students' positive self-cognition and self-acceptance. It is worth noting that Chinese college students in a collectivist culture have systematic and fluid conceptualizations of the self, such as "self in relation to others" and "self in background." In this study, the intervention group participated in group drawing therapy, and the control group did not participate in any mental health care. Our results demonstrated promising effects in improving the level of self-cognition and self-acceptance among college students. Group drawing therapy was beneficial to the growth-oriented development of college students. Additionally, it may provide an innovative direction for student development professionals and help mental health educators promote self-growth in psychologically disturbed college students.

The fertility policy liberalization in China has meant that many firstborn children are stressed by a newborn sibling's arrival. This case study explores creative arts intervention as an innovative stress management approach to alleviate a Chinese girl's maladaptive reactions during her transition to siblinghood. A weekly 17-session tailored creative arts program used diverse art forms for self-exploration, emotion regulation, and family dynamics reconstruction in stages. The study employed an AB single-case design and utilized a mixed-methods approach for data collection. The results demonstrated that the child's maladjustment appeared closely tied to the cultural context of Chinese families. Creative arts intervention effectively improved the child's emotion regulation, family involvement, and social confidence as well as sibling warmth and managing jealousy. This case offers culturally situated insights to guide future child-centred, arts-based transition support research in Chinese families undergoing rapid structural shifts.

Cancer is an overwhelming and life-altering diagnosis. Receiving this type of diagnosis typically requires traditional medical therapeutics, but relaxation and healing techniques that reduce stress and calm fears are also beneficial. Artmaking and visual journaling are healing techniques used to improve emotional and psychological health among cancer patients (Barrett, 2011; Collie et al., 2006; Heiney et al., 2015; Predeger, 1996). A community setting can offer individuals creative and transformative visual arts experiences that promote healing and lifelong learning (Lawton & La Porte, 2013).

As our world endures multiple crises, educators have turned their eye to what does and does not work effectively to assist students in the school environment, regardless of changing landscapes, such as lingering impacts of the COVID-19 pandemic, anti-critical race theory legislation, anti-LGBTQ+ legislation, personal crises students face, as well as other social and political movements that alter public discourse and impact education. This article, which J. Scott Baker coauthors with four of his preservice teachers (PTs), examines the use of retrospective and prospective reflection through artmaking as a coping mechanism to engage, disrupt, embrace, explore, or confront mitigating factors of multiple crises. With these two types of reflection in mind, this article questions: (1) as preservice teachers ponder their past, present, and possible selves, how do they perceive crises as influencing their teacher identity? and (2) how can teacher educators use art to assist preservice teachers in processing stressors associated with crises and model artmaking as a coping mechanism?

People with intellectual disability (ID) generally tend to have difficulties expressing their thoughts and feelings verbally. Art-based therapies rely less on cognitive ability and verbal skills and aim to promote mental health. Drama therapy provides a playful framework to communicate problematic issues and to foster social skills. Improvisational theatre (improv) methods applied in therapy settings were reported to show positive effects on social competences and self-esteem. This pilot study investigates the feasibility (N = 24) and appropriateness (n = 12) of an intervention using improv methods in people with mild to moderate ID. Feasibility was measured on the basis of the average participation period, while appropriateness was assessed through a standardised patient satisfaction questionnaire (CSQ-8) and a self-developed questionnaire. The frequency of the applied methods was compared in two subgroups with participants requiring different support. The average participation rate of 19 months indicated a good feasibility. High CSQ-8 scores (M = 27.6/max. 32) and positive feedback on the self-developed questionnaire indicated the overall appropriateness. The frequency analysis of the applied methods reflected the adaptive nature of the intervention. Further research on the efficacy of improv methods contributing to mental health in people with ID is recommended.

The proportion of students studying in higher education institutions who are experiencing mental health needs is increasing and becoming a serious concern. Using participatory arts projects may be key to enabling students to maintain well-being despite the pressures inherent in their student role. Therefore, this study aimed to ascertain whether such a course could be feasibly developed within a university setting, and to examine how esthetic experience influences university students' well-being. To understand the differences in students' esthetic experience and well-being before and after engaging in participatory art, this study implemented an intervention and collected quantitative and qualitative data. A total of 39 students volunteered to participate in the study. The results revealed that esthetic experience predicted student well-being, as the more students had an esthetic experience by concentrating on a particular artwork, the more effective it was in terms of enhancing their well-being. In addition, there was a significant difference between the pre- and postintervention, where students' esthetic experience and well-being improved after completing the art activities. These findings have implications for our understanding of university students' well-being, as well as the importance of considering participatory art, on its own, as a target for intervention.

The Person-in-the-Rain (PITR) drawing scoring system primarily assesses stress, excluding consideration of color usage. In contrast, the Formal Elements Art Therapy Scale (FEATS) effectively evaluates psychopathological disorders and provides a comprehensive assessment of color usage. This study aimed to: (1) develop an alternative scoring system for PITR by modifying FEATS, (2) explore the clinical significance of color in PITR by examining its relationship with Depression Anxiety Stress Scales (DASS-21), and (3) determine if color mediates the relationship between DASS-21 and FEATS-based PITR ratings. We recruited 61 college students who completed PITR and DASS-21. PITR drawings were coded using modified FEATS. Findings suggest that the modified FEATS scoring system provides clinically meaningful information for assessing stress, coping mechanisms, anxiety, and depression.

The symbol of the house has not been explored in contemporary art therapy. This case study describes how a 49-year-old woman constructed what she described as the picture-perfect home made in 18 art therapy sessions over a six-week period during a residential stay. The client's structure had two notable components--a facade and an interior--one corresponding to her public self and the other to her private self. Her artwork exemplifies how the house may be an ideal symbol for the synchronization of public self into harmonization with innermost psyche and intrafamilial relationships.

This study examined the impact of digital versus traditional mandala coloring on death anxiety levels among 69 adults over the age of 50. Participants were randomly assigned to a digital coloring, traditional coloring, or non-art activity (completing a word search) and levels of death anxiety were compared following a death anxiety induction. We hypothesized digital and traditional coloring conditions would result in lower levels of death anxiety compared to non-art activity, but traditional coloring would result in the lowest levels of death anxiety. Results indicated no main effect for the experimental condition, but among participants low in technology literacy, traditional coloring resulted in lower death anxiety compared to digital coloring, suggesting its therapeutic value.

The study examined the Bird's Nest Drawing (BND) of 14 adults who experienced child sexual abuse perpetrated by females, primarily their mothers. Descriptive analysis revealed the prevalence of insecure attachment and mainly an ambivalent representation. The drawings reflected vulnerability and under-protectiveness. Almost one-third of the drawings did not include caregiving and were suggestive of loneliness, abandonment, and rejection. When maternal caregiving was depicted, it was intrusive and characterized by a lack of separation, abandonment, or unsatisfying caregiving. The survivors' narratives (n = 4) revealed themes of sadness, lack of protection, and vulnerability related to their mothers' lack of competence. These findings suggest that the BND can serve as a valuable art therapy assessment tool to better understand attachment representations.

Prior research suggests that creating art can reduce mental health symptoms, such as anxiety. It has also been proposed that creating art within the geometric shape of a circle may confer additional therapeutic benefits. However, it remains unclear whether creating art within a circle or creating art with no restrictions reduces anxiety in both low and/or high stress conditions. A total of 158 students participated in an experimental 2 (high stress/low stress) x 3 (draw within a circle, draw freeform, and control) between-subjects design. Anxiety levels significantly decreased across all three conditions after a stressor, but only the drawing conditions decreased anxiety below baseline levels. Results suggest that drawing within a circle and drawing freeform both reduce anxiety following a stressor.

In order to provide clinical utility for research of how art therapists perceive clients' inner change, the authors created a structured observational framework. This note-taking and assessment consist of five themes and sub-themes: Therapeutic Alliance, Creating, Affect-Awareness, Self-Awareness, and Ego-Strength. The framework was designed to be clinically-friendly, adaptable to various settings, and assist communication with both patients and relevant healthcare professionals.

This viewpoint conveys insights about the Expressive Therapies Continuum (ETC) from the perspective of two students who trained under ETC co-creators Vija Lusebrink and Sandra (Kagin) Graves-Alcorn. The structure of the ETC is based on relationships among various kinds of information processing, and the function of the ETC is to provide integrative treatment through the modification of task complexity, task structure, and media properties, collectively known as Media Dimension Variables (MDV). Adjusting MDV potentiates activation of the Creative Dimension, where client-specific interventions serve to balance overused, underused, and blocked information processing patterns. ETC-based assessment determines the starting point for ETC-based treatment; a client's artmaking behavior, art products, and verbalizations are then used to ascertain subsequent steps in art therapy.

Older adults with mild cognitive impairment (MCI) are at increased risk of progression to dementia. Whether it is feasible to engage this population in expressive arts therapy and yield effects on cognition and depression for older adults with MCI remained unclear. The aim of this study examined the effects of expressive arts therapy on the cognitive function and depression levels of older adults with MCI in day care centers in Taiwan. A quasi-experimental design was conducted in a sample of day care centers older adults with MCI. A total of 88 participants with MCI were assigned to the intervention or comparison group. The intervention groups participated in an expressive arts therapy for 12 weeks in addition to their daily activities. Data were collected at the baseline point and immediately after post-intervention. Generalized estimating equations were used to examine the effect of the intervention on the outcomes. At week 12, findings indicated that the intervention group had significant improvement in cognitive function and depression over time than the comparison group. These findings provide evidence for the feasibility and efficacy of expressive arts therapy intervention in older adults with MCI.

This quantitative study investigated whether a "mandala set" consisting of 143 mandalas drawn by art therapy graduate students depicts archetypal patterns and stages as defined by Kellogg's "Archetypal Stages of the Great Round of the Mandala" and if these patterns explain events in their professional development. Eight standard mandalas were included to evaluate the reliability of the raters. The results demonstrate that all patterns were present but that seven archetypal patterns representing six stages occurred most frequently: stages 2, 3, 5, 6, 8, and 11. These stages relate to career directions, professional identity, struggles, untapped potential, transitions and change, fragmentation, and chaos, and directions. The process could be used for assessing graduate students' professional development.

Contributing factors to occurrences of workplace violence (WPV) vary based on the setting and clientele. While no workplace can be guaranteed free from potential violence, research shows that agencies and creative arts therapists (CATs) can use preventative measures to increase workplace safety. To illustrate the impact of WPV, three CATs share their experiences of being assaulted by clients and, based on best practices, eight protective factors are presented. These factors are: staff relationships, culture of safety, clear reporting and communication, environmental safety, training, duty to protect, resilience, and follow up.

Ar(t)chive, a retroactivist technique for queer worldmaking in art therapy, invites sexual, gender, and relationship diverse (SGRD) clients to engage with queer forms from history and construct a continuum of shared lived experiences across differences to challenge misinformation and discrimination, foster resilience, and build community. Phases include: (1) assessment and informed consent; (2) collection and curation; (3) display and artmaking; (4) intersubjective meaning making and synthesis; and (5) closing and reflexivity. A vignette illustrates its application within a queer adult online art therapy group. Resources are offered for adaptive implementation and advocates for the proliferation of more equitable and affirming art therapy practices.

The study examined art therapists' subjective experiences, attitudes, and perceptions when participating in a longitudinal study in the Israeli public education system. Seventy-six reflections written by 38 art therapists on their participation in art therapy research were analyzed. Sixteen therapists also took part in focus groups, 5-7 years after the original study. Findings indicated that despite the time and energy required to take part in the study, the therapists were proud to have made a contribution to research, learned a great deal from participating, and felt that taking part had a positive effect on the course of treatment. They viewed their participation in the research as an empowering and valuable experience for them and for their clients.

The purpose of this study was to evaluate if a single session mindfulness-based art therapy doodle intervention may support and improve: (a) mindfulness, (b) mindful creativity, and (c) positive and negative emotional states. A general community sample of 71 adult participants engaged in the mindful doodling virtual two-hour workshops. Based on retrospective methods from participant self-reported perceptions before and after the workshop, there were statistically significant increases in ratings of mindfulness, mindful creativity, and positive emotions, as well as decreases in negative emotions (p < 0.05). The results suggested the potential efficacy and clinical benefit of this single session art therapy intervention for promoting mindfulness, creativity, and positivity in the community.

The Florida State University (FSU)/Florida Department of Corrections (FDC) Art Therapy in Prisons Program is contractually required to conduct an annual art exhibition of the participants' work. Originally to be held inside the institutions, it evolved into a single art exhibition at an annual state-wide conference for prison educators. This report demonstrates, through survey data and discussions, that the exhibition and an accompanying experiential in which its attendees and prison inmates contributed provided an opportunity for the participants to feel that they were being seen and heard by those on the outside. In addition, the exhibition provided learning experiences about the program, assuring that there is continuous support, appreciation for the art created, and collaboration to meet the needs of those participating.

This article defines the term twice-exceptional as being gifted (highly able) and having challenges with learning or physical disabilities. The focus is on understanding these children, who are brilliant in one way but at the same time in some situations are at risk. The biggest challenges they face are misunderstanding and misdiagnosis. This article will assist those involved in the life and education of twice-exceptional children to help light the way towards better understanding them, focusing on their strengths and supporting them individually to change their life in an optimal direction. One million of our nation's most promising, innovative thinkers--children who learn differently, not "deficiently"--constitute a neglected national resource.

Expressive Art Therapy is an unconventional therapeutic technique that can help individuals to heal emotionally. Music, art, and creative writing can help clients to re-align their emotions and bring forth healing within themselves. Music brings people together and may evoke different emotions in each person. Art represents the thoughts, feelings, and emotions of all people by using imagery rather than words. Finally, creative writing lets intrusive thoughts out of the mind and releases them onto paper. When clients reconnect their heads and their hearts, positive emotional changes can begin in their lives.

In Manitoba, more than half of marriages end with divorce. Many of these families include children. This article addresses the need for school counsellors to understand the impact that divorce has on children's lives. Children require a method to deal with unresolved feelings related to divorce. A school counsellor can support children through the separation process by examining how divorcing parents' decisions disrupt the family system, understanding how children progress through the post-divorce developmental tasks, and exploring possible therapeutic approaches.

Medical students report high levels of psychological distress compared to the general population, yet they also underutilize mental health services. Our Mindfulness-Based Art Workshops (MBAW) combine two established, formal interventions: (a) Mindfulness-Based Stress Reduction, an 8-week group series teaching mindfulness practices, shown to reduce self-reported measures of stress, and (b) art therapy, the use of art exercises guided by certified therapists, shown to reduce stress and anxiety in hospitalized patients and students. The goal of our study was to determine if a peer-led, virtual workshop series designed specifically for and by medical students may be a feasible and effective method of adapting these models to improve student well-being. We hypothesized that virtual, medical student led MBAW are effective in reducing measures of stress, anxiety, and depression in medical students and improving well-being scores. In 2020, 24 University of Maryland School of Medicine first- and second-year medical students were randomized to either the MBAW or no-intervention control group. Primary outcomes included (a) short-term change in State Trait Anxiety Inventory (STAI) scores and (b) difference in the perceived stress scores between intervention and control group immediately after, and 2, 4, and 6 weeks after a 6-session intervention. At specific time points, participants completed questionnaires, which included STAI and National Institutes of Health (NIH) Toolbox Perceived Stress survey. We compared the percentage of intervention participants who had clinically significant anxiety before and after MBAW for each session using a generalized estimating equations methodology and compared change from baseline scores between intervention and control groups using a mixed-effects model for repeated measures analysis. In the intervention group, post-MBAW STAI scores decreased by 16.2 (p = 0.0001), 5 (p = 0.1544), 13.7 (p = 0.0002), 13.6 (p = 0.0006), 12.1 (p = 0.0009), and 11.9 (p = 0.0011) points after sessions 1, 2, 3, 4, 5, and 6, respectively. Intervention group perceived stress scores decreased from baseline by 5.9 (p = 0.07) and 4.7 (p = 0.09) points more than the control group immediately after, and 2 weeks after the 6-session intervention. MBAW sessions are effective at significantly reducing short-term anxiety, and a 6-session MBAW workshop intervention shows trends toward decreasing levels of perceived stress lasting 2 weeks following the intervention, although these findings were not statistically significant. Future studies should evaluate a larger population to confirm the positive findings of this pilot study, which we hope will encourage medical schools to consider integrating and supporting such programs as a method of addressing the urgent need to aid student well-being, within logistical, time, and cost constraints of students and administrators.

Teaching 5-7-year old children with fear problems to cope with them is a substantial issue for many parents. The techniques that rapidly and effectively correct problematic child fears are essential for child psychologists. This study aims to reveal how to work effectively with children's fears through short-term psychological support. A total of 90 students enrolled at various schools in Moscow between the ages of 5-7 participated to the study with a high number of fears. The study utilized the "Fear House" technique developed by Panfilova to determine the fears of children. The art therapy technique "Eliminating fears", developed by Venger was also used to help children cope with their fears. The application indicates that there was a significant decrease in children's fears.

This literature review highlights the utility of identifying early childhood adversities through dramatic play and theater arts. Understanding the impact of early childhood education, our focus included beneficial, qualitative observations of the positive therapeutic outcomes when participating in theater arts activities. We chose to search these individually: (1) to understand how to identify adversities in early childhood; and (2) to learn about the therapeutic effects that theater arts and dramatic play have on children. The findings amongst our articles show similar beliefs that theater arts can have a positive effect on a child's social and emotional development. Theater arts can be utilized as a venue for children to express themselves. We strongly believe that future studies should be conducted to further explore how theater arts and dramatic play can provide a means for identifying and treating children who have experienced early childhood adversities. Ending our literature review, we feel compelled to further investigate similar studies and/or design a study focused on identifying early childhood adversities using dramatic play and incorporating expressive arts as a therapeutic intervention. Particularly now, as the world determines how to navigate the multiple adversities of the COVID-19 pandemic, research informing educators, community leaders, and families of ways to protect children against the toxicity of pervasive stressors is vital.

The Kamishibai theatre is a traditional Japanese method of storytelling using illustrated boards successively taken out of a small wooden chest used as a screen. Although the method has a significant educational and therapeutic potential, researchers devote little attention to it, focusing mainly on its connection with developing language competency and promotion of reading. However, the Kamishibai theatre constitutes an excellent form of working with children with intellectual disability, as we try to demonstrate in this article. The article is devoted to the issues of using Kamishibai theatre in working with children with intellectual disabilities and the role the teacher plays in implementing this stimulation method. Considerations made are based on the results of two previous scientific projects oriented around the epiphanies and key experiences in the biographies of educators and the impact of various forms of communication within the Kamishibai theatre method on the perception of the content presented to children with intellectual disabilities. The article presents the results of our research, supplements the analysis with the indications regarding the role of the teacher conducting art therapy classes and an in-depth reflection on the predispositions a teacher should possess.

Visual arts are activities that contribute to educating learners with and without special needs. These activities provide an opportunity for learners with special needs (LSN) to freely express their feelings, conflicts, psychological problems, and their artistic creativity. Visual arts are considered as a source of satisfaction, development of the feeling of achievement, and happiness, and a means of activating thinking and learning. In the professional context, art therapy is one of the therapeutic interventions in special education programs. The aim of this research was to explore effects of a Special Art Education (SAE) Course on attitudes toward Omani LSN. Participants of 19 undergraduate students of Art Education Department (AED), Sultan Qaboos University (SQU) were involved in this research. Participants responded to the scale of attitudes towards the LSN before and after studying the SAE course. The scale consisted of 34 items distributed into three domains related to course instructor, course topics, and course teaching methods. The results indicated that these domains contributed to improving participants' attitudes. This improvement was demonstrated by the effects size of the SAE course on participants' attitudes toward Omani LSN.

Arts-based assessment is an objective measure that incorporates artistic experience or artistic materials into the assessment process and enables to get unique contributions about pupils. The current survey focused on arts-based assessment in the Czech Republic to explore the following issues: how did arts therapists assess suitability of therapy for pupils; which areas of therapeutic process were evaluated and what made the process of arts-based assessments specific in educational institutions. A mixed methods study used a statistical analysis of a survey with "The Practice in Arts Therapies questionnaire" (n = 142 arts therapists) and an inductive analysis of qualitative interviews (n = 10 arts therapists). Results revealed that arts-based assessments were more likely to be characterized by qualitative non-standardized assessments based on observation, analysis of artistic products/artistic process and reflexive techniques and are related to prevalent humanistic orientation. Educational environment influenced the assessments mainly in the content and organization of the process. On this basis, there is a need to support the usage of standardized arts-based assessments and to develop standards for the implementation of arts-based assessment suitable for educational institutions. More advanced training in this area should be included into professional courses and further education of arts therapists.

Art therapy reduces trauma-related psychopathology in refugee youth. Given the added stress of COVID-19 on traumatized refugee populations, we adapted art therapy for refugee youth and their families in the virtual space. We describe program development, implementation and experientials, and clinical recommendations illustrated through two cases. Observations and feedback support art therapy as a tool to address socioemotional functioning in families who resettle as refugees and foster positive emotions, sense of self and community, confer stress coping skills, and enhance resilience. In light of the persistence of the pandemic, the unprecedented number of global refugees, and their unique needs for mental health services, virtual art therapy can expand accessibility and reach of beneficial methods to address trauma in refugee groups.

The Compassionate Arts Psychotherapy (CAP) program integrates self-compassion and arts psychotherapy practices, which are informed by a compassionate arts media (CAM) continuum. A mixed methods pilot program evaluation with a pretest-posttest single group design, followed by an open-ended survey, was conducted. Participants included 18 graduate students who engaged in ten 2.5-hour meetings, over the course of two weekends. Results showed statistically significant increases in self-compassion, and cognitive and affective mindfulness over time and at two-week follow-up. Qualitatively, participants reported positive gains, specifically: openness to new experiences, here-and-now mindful awareness, and self-compassion. These results suggest the clinical utility of CAP and provide novel perspectives on the directionality of the traditional art therapy media continuum.

This case study describes an art therapy intervention with a client diagnosed with Alzheimer's disease who was coping with grief. The course of fifteen sessions included three phases: body awareness, grief emotions, and grief acceptance. The positive changes parallel ways that art therapy can benefit older adults by promoting communication, accessing memories, reconstructing identity, and supporting creativity.

This study set out to quantitatively examine the influence of art practice on art therapy students' subjective well-being. A total of 158 Korean art therapy graduate students participated in the study, completing the Art Practice Scale and Concise Measure of Subjective Well-Being. Data were analyzed using descriptive statistics, correlation, and regression analyses. The analyses revealed positive interrelationships between art practice and subjective well-being. A comparison of the two sub-variables art competency and attitudes toward art work showed that actually engaging in art work is more important than having a positive attitude toward art. The study's implications highlight the importance of art practice in art therapy students' psychological happiness.

This practice paper demonstrates an art therapy session that revealed the internalized monstrous and demonic identities amongst those who have sexually offended. Several of the participants represented their shadow-self as: (1) nebulous demonic self-representations, (2) internalized monstrous selves as hurtful or uncontrolled, or (3) a dichotomy of power and helplessness. Making these negative self-images visible during such an art therapy process can inform the initial step toward reconciliation, especially within the transitional space of reintegrating into society post-incarceration. Implications demonstrate the use of metaphorical expression and how such images can address the stigmatized and internalized negative self-perceptions of those who have sexually offended.

During the unprecedented time of COVID-19, one art therapist noticed that her clients created images expressing their loneliness. To foster a sense of community catharsis, the art therapist worked with her clients to create an art display at a public mall to enable the general population to receive secondary therapeutic support for their own feelings of isolation and depression during the pandemic. Such use of a therapeutic art exhibition promoted a sense of connection and understanding.

Undergraduate art therapy education programs in the United States have endeavored to prepare students for graduate level art therapy training and entry level positions in art facilitation since the mid-1970s with minimal published guidelines or established professional standards. The authors reviewed the art therapy literature regarding current undergraduate and graduate educational instructional content, and educational pathways. We scrutinized current undergraduate guidelines and standards for instructional content among allied disciplines and investigated current undergraduate level employment opportunities and skills required for these positions. Based on these findings, we propose seven undergraduate instructional content areas appropriate for non-clinical pre-professionals. Recommendations include expanding the scope of practice to include undergraduate level art facilitators, developing scaffolded learning outcomes, establishing tiered credentialing, and evaluating outcomes.

A 10 week supportive arts program was conducted in Jinja, Uganda via the collaboration between a local nongovernmental organization, a Ugandan artist, and two art therapists from the United States. The artist facilitated weekly artmaking sessions for former unhoused youth being served by the organization, as well as engaged in weekly virtual meetings with the art therapists. Anecdotal observations of the program indicated therapeutic benefits, such as participant's general willingness and flexibility, increased adaptability to art making, and investment in program sessions. Further implications include the impact of colonialism and the resulting power imbalance that influences the relationship between artists and art therapists.

The integration of somatic approaches in art therapy can counter the trauma of microaggressions. By adopting a power-from-within stance, art therapists can facilitate sessions for clients to affirm their LGBTQIA+ identities while resisting the impact of discrimination. This article, co-written by an art therapist and client, provides lived experience examples of somatic art therapy: Somatic Experiencing® integrated with body tracing, and sensorimotor art therapy (the Clay Field®). The authors concur that somatically integrated art therapy has helped replace automized behavioral patterns based on fear with behavioral choices that emerged from a place of safety. Implications for therapeutic alliance and power dynamics within art therapy sessions are explored as tenets of body-based self-reflection.

To examine the complex layers of those who are multi-racial/ethnic/cultured, the mixed-identity of the first author -- an art therapy doctoral student -- is first deconstructed, followed by the delineation of systemic and historical contexts. This viewpoint further examines how the therapists' multiple identity[ies] informs and intersects with those they work with. This includes not only clients, but also those with whom they find themselves in a potentially hierarchical relationship such as within the coauthors' teacher/student dynamic. Recognizing how these examinations may inform a dissertation agenda, this viewpoint identifies gaps that need to be bridged to inform cultural and mixed-identity humility and awareness, and untangle these invisible intersections.

The study evaluated the impact of an international online summer program for art therapy students from Mexico, the United States, and Israel on their cultural and global perspectives. Quantitative (pre- and post-program measures of the Global Perspective Inventory) as well as qualitative tools (focus groups, art and written responses) were used. There were significant mean increases in four of the six global perspective inventory scales. Students' narratives and art responses illuminated four overarching themes: (1) gratitude for global connection; (2) growing awareness of one's experience and context; (3) growing understanding of similarities and differences; and (4) art as facilitator of intercultural communication. Findings suggest that the program supported the development of culturally informed art therapy.

This article conceptualizes art therapy as an intercultural contact zone or social ecotone, defined as the liminal space that emerges when two or more habitats overlap. In the unresolved tensions of their interaction, negotiation of power through cultural humility is an ongoing, profoundly ethical process. This premise is illustrated with examples from a high-contrast contact zone the author experienced as an art therapist in collaboration with a social justice-oriented organization serving marginalized communities in their emancipatory goals. The implications of cultural borderlands are discussed as transgressive zones of transformative power and exchange.

The authors recount a collaborative art-making journey centered on self-reflexivity to sustain a partnership across racial, social, and cultural differences. The image of a chair, re-imagined as a Humble Chair, was a symbol to anchor critical inquiry. The authors' explorations provide a pragmatic and artful approach to fostering cultural humility.

The multicultural orientation framework centers on three pillars of cultural humility, cultural opportunities, and cultural comfort. Cultural humility is the foundational pillar that encompasses intrapersonal and interpersonal essence of which cultural self-awareness is a vital component. Cultural self-awareness involves an awareness of a therapist's cultural and social identities, beliefs, assumptions, and behaviors. Addressing self-awareness through self-portraiture offers a reflective process for self-exploration.

Art therapy is an alternative therapeutic intervention implemented with individuals with autism spectrum disorders (ASD). Researchers, therapists, and parents suggest that art therapy is an effective treatment for targeting social and communicative behaviors. However, there is a paucity of evidence-based research to support this claim. A systematic literature review of peerreviewed studies was conducted to determine the effect of art therapy on students with ASD,ages 4-21 years. Nineteen studies met the inclusion criteria. A summary and analysis of the research are presented with specific strategies and outcomes of art therapy identified as an effective treatment method. Nine of the studies reviewed are of qualitative design: observational case studies with one or two participants; with the remaining six studies using quantitative research methods. Implications for researchers and practitioners are discussed.

This article identifies the importance of art therapy integrating a sex-positive approach to support healthy sexuality and sexual well-being. It outlines the harmful impact of the sex-negative culture in the United States and defines a sex-positive social justice approach. Based on a review of relevant art therapy literature and the author's teaching experience, steps toward incorporating a sex-positive approach in art therapy include awareness, knowledge, and skills.

When working with sex workers, mental health professionals should provide affirming and validating health care that does not further perpetuate victimization. This brief report introduces a community and open studio approach to art therapy as a potential means of increasing mental health accessibility for sex workers. Based on two case studies, participants who explored their identities about being sex workers described reduced isolation, heightened respect, and mutual support.