Date of Award

Summer 8-2016

Document Type

Master's Project

Degree Name

Master of Science (MS)

Department

EVMS School of Health Professions

Program/Concentration

Art Therapy and Counseling

Committee Director

Matthew Bernier

Committee Member

Geoffrey Thompson

Committee Member

Mary Roberts

Abstract

This self-study identified the effects of a disciplined practice of art making and reflective practice using methods such as open studio, visual journaling, and reflective writing on the professional art therapist identity formation of a graduate art therapy student. A qualitative heuristic research method was used as a guide to analyze the intrapersonal experience of a novice graduate art therapist in training. Committee members and I conducted a content analysis of 54 artworks and/or visual journal entries created during the immersion phase of this study conducted during my graduate school experience. The central themes that emerged were identity, creativity, and self-care. Sub-themes were identified as descriptive imagery emerged from the over-arching patterns of the art content and descriptive terms. Words used frequently in written reflections were noted and described as prominent terms. A disciplined practice of artmaking resulted in the illumination of major themes impacting life inside and outside of graduate art therapy training. Written reflections identified the subjective nature of the content of my artwork. Reviewing my written reflections encouraged my perceptions to shift from an affective level to a cognitive level. Using written reflections while maintaining a disciplined practice of artmaking encouraged the development of insight and a conscious awareness. This conscious awareness informed me as a growing artist and art therapist and to feel more confident during my training.

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