Darbe atlikta teorinė meno terapijos sampratos ir meno terapeuto veiklos sričių bei funkcijų analizė. Hipotezė: Meno terapeutas, teikdamas psichosocialinę pagalbą ir atlikdamas ugdymo bei korekcinę-intervencinę funkcijas, gali tenkinti specialiuosius ugdytinių poreikius. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas – nustatyti meno terapeuto veiklos sritis bei funkcijas teikiant psichosocialinę pagalbą specialiųjų poreikių asmenims švietimo, sveikatos ir socialinėse institucijose. Atlikta statistinė (aprašomoji dažnių, vidurkių), faktorinė pagrindinių komponenčių bei turinio duomenų analizė. Tyrime dalyvavo 114 švietimo, sveikatos ir socialinių institucijų specialistų, savo veikloje taikančių meno terapijos metodus arba administruojančių tokių specialistų veiklą. Empirinėje dalyje nagrinėjami meno terapeuto paslaugų resursai, meno terapeuto specializacijos, papildomų studijų motyvacija ir poreikis bei vertinamos meno terapeuto veiklos sritys ir funkcijos meno terapijos metodų taikymo veiksmingumo aspektu. Svarbiausios empirinio tyrimo išvados: 1. Meno terapijos metodus dažniausiai taiko ugdymo srities specialistai, dirbantys su 7–18 metų amžiaus asmenimis ne tik ugdymo, bet ir sveikatos priežiūros, socialinės pagalbos ir rekreacijos srityse. Šiek tiek mažiau negu pusė specialistų yra įgiję sertifikuotą meno terapijos specialybę. Didesnė dalis specialistų kvalifikaciją yra įgiję kursuose, seminaruose, mokymuose. 2. Identifikuotos galimos meno terapeuto... [toliau žr. visą tekstą] / The theoretical analysis of art therapy comprehension, art therapist’s activity fields and functions, revealed the urgency of an art therapist’s activity in contemporary humanistic development system and health care sphere. Scientific studies prove and substantiate the effectiveness of art therapy process in health care, social and development areas, it presents the art therapy as an effective method for emotional upbringing and dealing with conflicts. Therefore, an assumption can be made, that art therapy offers a new, very different way to give psychosocial support for individuals with special needs and change attitude towards creative self-expression importance in the development process and everyday life. Hypothesis: By applying art therapy methods and fulfilling functions of education, intervention and correction, the art therapist can satisfy the special needs of pupils. The research was made in order to establish the activity fields and functions for an art therapist, who could provide psychosocial help for individuals with special needs in educational, health care and social institutions. The questionnaire method was used, and it is presented in statistic (descriptive frequency, the average etc.), factor and content analysis. In this research, 114 specialists were surveyed. Respondents work in educational, health care and social institutions, they apply or administer methods of art therapy in their activity. In the empirical part, the resources of art therapist... [to full text]

This research explores the overlap between community-based art therapy and school-based art therapy through the surveyed experiences of art therapists working in school settings, and informed by community-based art therapy components and characteristics identified in A Model for Art Therapists in Community Practice by Dylan Ottemiller and Yasmine Awais. A literature review focused on five components and characteristics identified within the community-based art therapy literature, and informed the review of school-based art therapy literature based on the community-based art therapy themes. A qualitative survey approach was utilized through the distribution and data analysis of an electronic survey and findings were enriched by the researcher’s participation in the development and implementation of a brief community-based art therapy program providing an art therapy experience to families receiving services at a domestic violence intervention center. Analysis of the data revealed three major themes and specific areas where school-based practice is facilitating community-based art therapy (CBAT) components and characteristics. The findings discuss which CBAT components and characteristics are and are not being facilitated within school-based practice, and in conclusion the research offers ways school-based art therapy programs may offer opportunities for community-based practice.

This study investigates the healing experience that current practicing art therapists’ have had with art prior to their training, and how that experience influenced their decision to peruse a career in art therapy. Narrative inquiry was the primary methodology in the current study. Six current practicing art therapists, all females who currently reside in the area of Victoria BC, participated in the process of co-constructing their 1st person narratives with the primary researcher. The six stages of Braun & Clarke's (2006) Thematic Analysis was used as the guiding framework developing themes across the stories told. Themes and the implications that came out of these narratives with respect to future research and counseling practice are also discussed.