Date of Award

Spring 5-2004

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

EVMS School of Health Professions

Program/Concentration

Art Therapy

Abstract

This study explored visual journaling in the Graduate Art Therapy Program at Eastern Virginia Medical School, using a Participatory Action Research model. Eight students, from the art therapy class of 2004, and four faculty members volunteered and participated. Two complete cycles of inquiry were completed and changes were implemented within the program based on researcher collaboration with student and faculty stakeholders. Data consisted of questionnaires, magazine collages, and discussion material. Questionnaire and discussion data were analyzed by the researcher using direct question analysis. Themes of the artwork were pulled from stakeholders’ verbal and written comments. Results from the first cycle of inquiry included the need for increased autonomy of students and an alternate form of journal review to address feelings of intrusion and subsequent censorship of entries. Seven out of eight students found value in the journaling experience. All four faculty members viewed journaling as a useful teaching tool, but were concerned with differing levels of student participation. Changes were agreed upon by all stakeholders and the following changes were implemented: a self-review questionnaire, personal journal review in practicum supervision, and the creation of journal covers by each student. During the second cycle of inquiry changes were seen as positive, but concern for lack of student participation remained. Data addressed boundaries within supervision and student individuation and maturation. Student and faculty stakeholders found journaling to be more useful in response to practicum experiences and less useful overall. Future changes were suggested. Continuation of research would include an outside auditor to reduce insider bias, stakeholder review of data to increase consistency, and an in-depth review of the artwork.

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