Feen-Calligan Holly, Moreno Julie, Buzzard Emma
Art Therapy Program, Wayne State University, Detroit, MI, United States.
Front Psychol. 2018 Sep 24;9:1548. doi: 10.3389/fpsyg.2018.01548. eCollection 2018.
This article is a descriptive study of two groups who came together through service-learning: The first group is graduate art therapy students enrolled in a research class, who partnered with six community agencies to help them prepare assignments for undergraduate service-learning students in a subsequent semester. The art therapy research students also assisted the agencies with program evaluation. The second group is the six directors of the community agencies who were preparing for service-learning students enrolled in an art history class titled Art as A Social Practice. Service-learning is an experiential pedagogy where community service is integrated into an academic course, and where the services performed meet genuine community needs. The hyphen in service-learning represents the ideal that both the students and community agencies experience benefits from the relationship, although in reality, it is often the experiences of the students rather than the agencies that receive greater attention in the scholarly research literature. The present article places focus on the community agencies that, in the process of planning for service-learners, made two unexpected requests: First they requested that the service-learners stay longer than one semester, and secondly, they requested assistance with evaluating the effectiveness of programs. This article is about the efforts to respond to these requests through the assistance of art therapy research students. With growing trends in community-based art therapy practice, greater attention to the community agencies where art therapists work is necessary and valuable to art therapy preparation. The present article describes six distinctive communities, illustrating new frontiers of practice. The research students' experiences and the experiences of the community partners were assessed using qualitative methods that included pre and post-questionnaires, written reflections of students, interviews of agency directors and agency, student, and researcher focus group transcripts. This study will inform other art therapy programs who may want to use a service-learning approach to teaching research. A discussion of the promising practices of service-learning and research, as well as the challenges leads to recommendations for art therapy education.
第一组是参加研究课程的艺术治疗专业研究生，他们与六个社区机构合作，帮助这些机构为下一学期参与服务学习的本科生准备作业。艺术治疗专业的研究生还协助这些机构进行项目评估。第二组是六个社区机构的负责人，他们正在为参加一门名为“作为社会实践的艺术”的艺术史课程的服务学习学生做准备。服务学习是一种体验式教学法，将社区服务融入学术课程，且所提供的服务要满足社区的实际需求。服务学习中的连字符代表着一种理想状态，即学生和社区机构都能从这种关系中受益，不过在现实中，在学术研究文献里受到更多关注的往往是学生的经历而非机构的经历。本文重点关注在为服务学习者做规划的过程中提出两项意外请求的社区机构：第一，他们要求服务学习者的停留时间超过一个学期；第二，他们请求协助评估项目的有效性。本文讲述的是通过艺术治疗专业研究生的协助来回应这些请求所做的努力。随着基于社区的艺术治疗实践的不断发展，更多地关注艺术治疗师工作的社区机构对于艺术治疗专业的培养是必要且有价值的。本文描述了六个独特的社区，展示了新的实践前沿。通过定性方法评估了研究生的经历以及社区合作伙伴的经历，这些方法包括前后调查问卷、学生的书面反思、对机构负责人的访谈以及机构、学生和研究人员焦点小组的文字记录。这项研究将为其他可能想采用服务学习方法进行研究教学的艺术治疗项目提供参考。对服务学习与研究的有益实践以及挑战的讨论，引出了对艺术治疗教育的建议。
