Skip to main content
SpringerLink
Log in

Practicum Learnings for Counseling and Art Therapy Students: the Shared and the Particular

  • ORIGINAL ARTICLE
  • Published:
International Journal for the Advancement of Counselling Aims and scope Submit manuscript

Abstract

Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students’ development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from a pragmatic inquiry, where seven on-site supervisors were interviewed about their experiences supervising counseling and art therapy practicum students. By using qualitative analysis, the authors were able to elicit themes that demonstrated important qualities for all counseling and therapy students during this learning stage, as well as for art therapy students in particular.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Art Therapy Association. (2013). What is art therapy. Retrieved from http://www.arttherapy.org/upload/whatisarttherapy.pdf.

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa.

    Article  Google Scholar 

  • Braun, V., Clarke, V., & Terry, G. (2014). Thematic analysis. In P. Rohleder & A. Lyons (Eds.), Qualitative research in clinical and Health Psychology (pp. 95–113). Basingstoke, UK: Palgrave MacMillan.

    Google Scholar 

  • Duncan, B. (2010). On becoming a better therapist. American Psychological Society: Washington D.C.

    Book  Google Scholar 

  • Ducheny, K., Alletzhauser, H. L., Crandell, D., & Schneider, T. R. (1997). Graduate student professional development. Professional Psychology: Research and Practice, 28(1), 87–91. Retrieved from http://dx.doi.org/10.1037/0735-7028.28.1.87.

  • Elliot, R., Fischer, C., & Rennie, D. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British Journal of Clinical Psychology, 38(3), 215–229. doi:10.1348/014466599162782.

    Article  Google Scholar 

  • Elkis-Abuhoff, D., Gaydos, M., Rose, S., & Goldblatt, R. (2010). The impact of education and exposure on art therapist identity and perception. Art Therapy: Journal of the American Art Therapy Association, 27(3), 119–126. doi:10.1080/07421656.2010.10129666.

    Article  Google Scholar 

  • Feen-Calligan, H. (2005). Constructing professional identity in art therapy through service-learning and practica. Art Therapy: Journal of the American Art Therapy Association, 22(3), 122–131. doi:10.1080/07421656.2005.10129490.

    Article  Google Scholar 

  • Feen-Calligan, H. (2012). Professional identity perceptions of dual-prepared art therapy graduates. Art Therapy: Journal of the American Art Therapy Association, 29(4), 150–157. doi:10.1080/07421656.2012.730027.

    Article  Google Scholar 

  • Flückiger, C., Wüsten, G., Zinbarg, R., & Wampold, B. (2010). Resource activation: Using clients’ own strengths in psychotherapy and counseling. Cambridge, MA: Hogrefe Publishing.

    Google Scholar 

  • Furr, S. R., & Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling and Development, 81(3), 483–489.

    Article  Google Scholar 

  • Gussak, D. E., & Orr, P. (2005). Ethical responsibilities: Preparing students for the real art therapy world. Art Therapy: Journal of the American Art Therapy Association, 22(2), 101–104. doi:10.1080/07421656.2005.10129445.

    Article  Google Scholar 

  • Hazler, R., & Kottler, J. (2005). The emerging professional counselor: Student dreams to professional realities (2nd ed.). Alexandria, VA: American Counseling Association.

    Google Scholar 

  • Hill, C. E., Sullivan, C., Knox, S., & Schlosser, L. Z. (2007). Becoming psychotherapists: experiences of novice trainees in a beginning graduate class. Psychotherapy: Theory, Research, Practice, Training, 44(4), 434–449. doi:10.1037/0033-3204.44.4.434.

    Article  Google Scholar 

  • Hersoug, A. G., Høglend, P., Havik, O., von der Lippe, A., & Monsen, J. (2009). Therapist characteristics influencing the quality of alliance in long-term psychotherapy. Clinical Psychology & Psychotherapy, 16(2), 100–110. doi:10.1002/cpp.605.

    Article  Google Scholar 

  • Kapitan, L. (2012). Educating the future practitioner of art therapy. Art Therapy: Journal of the American Art Therapy Association, 29(4), 148–149. doi:10.1080/07421656.2012.735930.

    Article  Google Scholar 

  • Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Koltz, R., & Champe, J. (2010). A phenomenological case study: The transition of mental health counseling interns from students to professionals. Ideas and Research You Can Use: VISTAS 2010. 1–11. Retrieved from http://counselingoutfitters.com/vistas/vistas10/Article_31.pdf.

  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.

    Google Scholar 

  • McNiff, S. (1986). Educating the creative arts therapist: A profile of the profession. Springfield, IL: Charles C. Thomas.

    Google Scholar 

  • Moon, B. (2003). Essentials of art therapy education and practice (2nd). Springfield, IL: Charles C Thomas.

    Google Scholar 

  • Oppegard, K., Omaha, N., Elkins, D., Abbenante, J., & Bangley, B. (2005). Choosing art therapy as a career. Art Therapy: Journal of the American Art Therapy Association, 22(2), 92–100. doi:10.1080/07421656.2005.10129444.

    Article  Google Scholar 

  • Orkibi, H. (2010). Creative art therapies students’ professional identity and career commitment: A brief pilot study. The Arts in Psychotherapy, 37(3), 228–232. doi:10.1016/j.aip.2010.04.008.

    Article  Google Scholar 

  • Orkibi, H. (2011). Creative arts therapies students’ professional development: Mixed methods longitudinal research (Unpublished doctoral dissertation). Massachusetts: Lesley University.

    Google Scholar 

  • Orkibi, H. (2012a). A field training model for creative arts therapies: Report from a 3-year program evaluation. Art Therapy: Journal of the American Art Therapy Association, 29(4), 174–179. doi:10.1080/07421656.2012.730930.

    Article  Google Scholar 

  • Orkibi, H. (2012b). Arts therapies students’ scores in profession related variables: Quantitative results of a longitudinal study. Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice, 7(2), 129–144. doi:10.1080/17432979.2012.659678.

    Article  Google Scholar 

  • Orkibi, H. (2014). The applicability of a seminal professional development theory to creative arts therapies students. Clinical Psychology & Psychotherapy, 21(6), 508–518. doi:10.1002/cpp.1851.

    Google Scholar 

  • Orlinsky, D. E., Rønnestad, M. H., & Willutzki, U. (2004). Fifty years of psychotherapy process outcome research: Continuity and change. In M. J. Lambert (Ed.), Bergin and Garfield’s handbook of psychotherapy and behavior change (5th ed., pp. 307–389). New York: Wiley.

    Google Scholar 

  • Orr, P., & Gussak, D. (2005). Getting tangled in the web: A systems theory approach to supervision. Art Therapy: Journal of the American Art Therapy Association, 22(3), 161–163. doi:10.1080/07421656.2005.10129494.

    Article  Google Scholar 

  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Los Angeles, LA: Sage.

    Google Scholar 

  • Potash, J. S., Bardot, H., & Ho, R. (2012). Conceptualizing international art therapy education standards. The Arts in Psychotherapy, 39(2), 143–150. doi:10.1016/j.aip.2012.03.003.

    Article  Google Scholar 

  • Robbins, A., & Seaver, L. (1994). Becoming an art therapist. In A. Robbins (Ed.), A multi-modal approach to creative arts therapy (pp. 18–30). London, UK: Jessica Kingsley.

    Google Scholar 

  • Rønnestad, M., & Skovholt, T. (2003). The journey of the counselor and therapist: research findings and perspectives on professional development. Journal of Career Development, 30(1), 5–44. doi:10.1023/A:1025173508081.

    Google Scholar 

  • Rorty, R. (1999). Philosophy and social hope. New York, NY: Penguin.

    Google Scholar 

  • Rosiek, J. (2013). Pragmatism and post-qualitative futures. International Journal of Qualitative Studies in Education, 26(6), 692–705. doi:10.1080/09518398.2013.788758.

    Article  Google Scholar 

  • Schaverien, J. (2000). The triangular relationship and the aesthetic countertransference in analytical art psychotherapy. In A. Gilroy & G. McNeilly (Eds.), The changing shape of art therapy: New developments in theory and practice (pp. 55–84). London, UK: Jessica Kingsley.

    Google Scholar 

  • Skovholt, T., & Jennings, L. (2004). Master therapist: Exploring expertise in therapy and counseling. Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Skovholt, T., & Rønnestad, M. (2003). Struggles of the novice counselor and therapist. Journal of Career Development, 30(1), 45–58. doi:10.1023/A:1025125624919.

    Google Scholar 

  • Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). IDM: The integrated developmental model of supervision. San Francisco: Jossey-Bass.

    Google Scholar 

  • Strübing, J. (2007). Research as pragmatic problem-solving: the Pragmatist Roots of Empirically-grounded Theorizing. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of grounded theory (pp. 580–602). London, UK: Sage.

    Chapter  Google Scholar 

  • Wampold, B. E. (2001). The great psychotherapy debate: Models, methods, and findings. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Winnicott, D. W. (1964). The child, the family, and the outside world (2nd ed.). Harmondsworth, UK: Penguin Books.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Art Education, Florida State University, William Johnston building, 143 Honors Way, Tallahassee, FL, 32306-1231, USA

    Theresa Van Lith & Lorelei Voronin

Authors
  1. Theresa Van Lith
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lorelei Voronin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Theresa Van Lith.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Van Lith, T., Voronin, L. Practicum Learnings for Counseling and Art Therapy Students: the Shared and the Particular. Int J Adv Counselling 38, 177–193 (2016). https://doi.org/10.1007/s10447-016-9263-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10447-016-9263-x

Keywords

Search

Navigation