Constructing Professional Identity in Art Therapy Through Service-Learning and Practica

Work Identity: Clarifying the Concept

“…This involves the acquisition of technical skills and the learning of behaviour associated with the profession through formal and informal learning processes. The identity is relatively stable over time (Beckett and Gough 2004 ;Coster et al 2008 ;Crawford et al 2008 ;Dobrow and Higgins 2005 ;Empson 2004 ;Feen-Calligan 2005 ;Hotho 2008 ;Marhuenda et al 2004 ;Miller 1998 ;Pratt et al 2006 ;Quinones and Mason 1994 ). Quinones and Mason ( 1994 : 136) defi ne professional identity "…as the acknowledgment and concern for improving the knowledge, skills and values of the profession".…”

Looking back, looking forward: New masters-level creative arts therapists reflect on the professional impact of an interprofessional community health internship

“…The BTG experience provided a worthwhile vehicle aimed at toward furthering service and civic engagement among creative arts therapy students and graduates, which has been encouraged by numerous creative arts therapy academic programs and credentialing boards. Both Clark (1999) and Feen-Calligan (2005) have emphasized the development of a sense of social responsibility and caring for others as an outcome of service learning experiences.…”

“…"As students experience direct interaction with a patient population, their mental images are challenged and redefined" (Elkis-Abuhoff, Gaydos, Rose, & Goldblatt, 2010, p. 119). Feen-Calligan (2005) identified the 'ethic of care' that students develop as they "struggle to solve important problems through action and reflection" (p. 126).…”

“…Although little has been published about the role of service learning in creative arts therapy education, Feen-Calligan (2005) has suggested that it is influential in preparing students for active civic participation, as well as creating a professional identity (e.g., a combination of personal attributes and experiences plus the knowledge, skills, and obligations of a particular profession). Feen-Calligan (2005) compared the service learning and clinical practicum experiences by providing opportunities for students to explore multiple roles in an art therapy context.…”

The Impact of Education and Exposure on Art Therapist Identity and Perception

“…The in-session self-awareness of a student can deter the therapeutic process just as much as it can enhance it; it is important that the developing self-awareness of the student be supported in the supervisory relationship in order to provide both insight and understanding into the student's overall perception (Fauth & Williams, 2005). Self-awareness also can coincide with the development of professional identity, which can be altered based on interactions with patients (Feen-Calligan, 2005).…”