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Master of Arts in Art Therapy and Counseling

Program

The Art Therapy and Counseling graduate program equips students with the skills and knowledge to apply the theory of art therapy in various treatment situations. Working with specified treatment objectives, students learn to combine art therapy theory and practice with psychodynamic and psychotherapeutic technique. They can work with individuals and/or groups using the theoretical and clinical education they have received. This integrated approach provides a comprehensive foundation for sound clinical work with many different clinical and culturally diverse populations.

This distinctive program was founded in 1967 at Hahnemann Medical College and Hospital; it was the first continually operating program in the world to offer graduate-level art therapy education. Committed to progress within the field of art therapy and counseling, the program provides students with extensive exposure to current psychological, developmental, psychotherapy, and art therapy theory and practice.

The Art Therapy and Counseling program's 90-quarter-credit curriculum is designed to meet the Pennsylvania Licensed Professional Counselor (LPC) educational requirements. Be advised, however, that licensure requirements vary widely from state to state, and may change at any time. Therefore, if you are or will be interested in counseling licensure in the future, you are strongly advised to access and check the requirements for any state(s) in which you plan to work and practice. It is the students' responsibility to know and understand the requirements for any type of future licensure.

What you'll learn

Through a dynamic and multi-dimensional learning process, students of the Art Therapy and Counseling program develop a clear understanding of the significant role that imagination and empathy for the patient plays in art therapy. The students also learn about themselves and the role that their cognitive and emotional reactions play in the relationship between themselves, as art therapists, and the patient/client.

The Art Therapy curriculum is a synthesis of multiple dynamic and interactive educational components including theory, practice/clinical, intersubjective experience, clinical supervision, and research. Together, these interactive components provide a foundation for the development of an understanding of the complex interaction that occurs in the art therapy process between the therapist, the patient/client, and the art process.

Key program components include:

  • Advanced education in the theoretical and clinical foundations of art psychotherapy;
  • Multiple supervised clinical placement opportunities with a range of populations in a variety of settings, such as medical and psychiatric hospitals, inpatient and outpatient behavioral health facilities, schools, continuing care facilities, community health centers, correctional facilities and more;
  • Emphasis upon the study of emergent art making within the context of the therapeutic relationship;
  • Integration with students of other creative arts therapies while helping each student develop a strong identity as an art therapist;
  • Master's thesis research or capstone project guided by a chosen multidisciplinary committee;
  • Experiential art making processes integrated with theoretical, clinical and self-exploratory learning.

What makes the Drexel Art Therapy and Counseling program unique?

  • This groundbreaking program was the first of its kind.
  • Students combine art theory with real-life clinical fieldwork.
You are part of the Drexel University College of Nursing and Health Professions with access to various practice environments, the arts studio and educational facilities.

COMPLIANCE

The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Admission Requirements

Background checks:

As a student of the College of Nursing and Health Professions you will be required to satisfactorily complete a criminal background check, child and elder abuse checks, drug test, immunizations, physical exams, health history, and/or other types of screening before being permitted to begin clinical training.

You will not need to submit documentation of these requirements as part of your application to the master's program. Failure to fully satisfy these requirements as directed upon enrollment may prevent assignment to a clinical site for training. A background check that reflects a conviction of a felony or misdemeanor may affect your ability to be placed in certain facilities, and later, to become board certified and licensed.

Deadline:

Priority deadline: Completed applications due December 1, 2018. Regular deadline: Completed applications due January 15, 2019.

Degree:
A Bachelor's degree from an accredited institution and a minimum overall GPA of 3.0 or above on all previous coursework.

Standardized Tests:
N/A

Transcripts:

  • Official transcripts must be sent directly to Drexel from all the colleges/universities that you have attended. Transcripts must be submitted in a sealed envelope with the college/university seal over the flap to Drexel University, Applications Processing, PO Box 34789, Philadelphia, PA 19101, or submitted through a secure electronic transcript delivery service to enroll@drexel.edu. Please note that transcripts are required regardless of number of credits taken or if the credits were transferred to another school. An admission decision may be delayed if you do not send transcripts from all colleges/universities attended.
  • Transcripts must show course-by-course grades and degree conferrals. If your school does not notate degree conferrals on the official transcripts, you must provide copies of any graduate or degree certificates.
  • If your school issues only one transcript for life, you are required to have a course-by-course evaluation completed by an approved transcript evaluation agency
  • Use our Transcript Lookup Tool to assist you in contacting your previous institutions

Prerequisites:
18 credits in studio art courses demonstrating range of media; 12 credits in psychology, including mandatory courses in developmental psychology and abnormal psychology. Behavioral research methods course recommended.

References:
Three letters of recommendation required. At least two recommendations should be from current or former academic instructors. Letters of recommendation should be requested and submitted electronically through your online application.

    Personal Statement/ Essay:
    A 300-750 word typed essay. Considered an autobiography, this essay is intended to serve as a writing sample while telling us more about you.

    CV/Resume:
    Required. Include relevant education, work and service/volunteer experience.

    Interview/Portfolio:
    Art portfolio:
    Submit a portfolio of 10-15 works of art that demonstrates facility with a range of media and personal understanding of creative process. Must include image descriptions documenting title, media, dimensions and year. Submit through drexelgraduate.slideroom.com.

    Interview: Select applicants will be invited to attend a required, in-person, group interview. International applicants will be contacted individually to arrange for a video or telephone interview. Due to the number of applications received, we are not able to schedule an interview with every applicant.

    Additional Requirements for International Applicants

    • Transcript Evaluation: All international students applying to a graduate program must have their transcripts evaluated by the approved agency: World Education Services (WES), 212.966.6311, Bowling Green Station, P.O. Box 5087, New York, NY 10274-5087, Web site: www.wes.org/.
    • TOEFL/IELTS: Applicants who have not received a degree in the United States are required to take the Test of English as a Foreign Language (TOEFL) or International English Language Testing System test. An official score report must be sent directly to Drexel University Application Processing. The minimum TOEFL score is 90, and the minimum IELTS score is 6.5. For more information visit the Web site: www.ets.org, then click on TOEFL.
    • I-20/DS-2019 and Supporting Financial Documents (international students only): After confirming attendance to Drexel, students will receive an email from ISSS with instructions for applying for their I-20/DS-2019 and submitting supporting financial documents.

    International Consultants of Delaware, Inc.
    P.O. Box 8629
    Philadelphia, PA 19101-8629
    215.222.8454, ext. 603

    Commission on Graduates of Foreign Nursing Schools
    3600 Market St., Suite 400
    Philadelphia, PA 19104-2651
    215.349.8767

    World Education Services, Inc. (WES)
    Bowling Green Station, P.O. Box 5087
    New York, NY 10274-5087
    212.966.6311

    Tuition and Fee Rates:
    Please visit the Tuition and Fee Rates page on Drexel Central

    Application Link (if outside organization):
    N/A

    Curriculum

    The MA in Art Therapy & Counseling is a 90-quarter credit program. The minimum completion time for the program is two years (seven quarters) on a full-time plan of study, although some students may take longer to complete all program requirements, or opt for a decelerated plan of study. The majority of classes are taught in-person on Drexel's College of Nursing and Health Professions campus in Center City Philadelphia, with select classes offered online.

    The coursework consists of both Art Therapy-specific and general mental health counseling coursework. Art Therapy-specific topics include:

    • Assessment and treatment planning for children, adolescents, adults, older adults and families
    • Group dynamics in art therapy
    • Neuroscience and trauma approaches
    • Studio art for art therapists
    • Media, materials and processes
    • Social and cultural foundations in art therapy
    • Symbolism, creativity and metaphor in art therapy
    • Professional identity for art therapists

    Mental health counseling coursework covers theories and skills in:

    • Human psychological development
    • Psychopathology and the Diagnostic and Statistical Manual of Mental Disorders
    • Social and cultural foundations in counseling
    • Behavioral research
    • Group dynamics in counseling
    • Theories of counseling and psychotherapy
    • Career counseling
    • Clinical appraisal and diagnosis
    • Professional ethics
    • Foundations of Creative Art Therapies

    Clinical experience is integrated with classroom learning, with students participating in two practicums and one internship throughout the course of the program. For more information on the clinical education component of the Art Therapy program, click on the "Clinical Practices" tab above.

    A Culminating Project rounds out the curriculum. Second-or third-year students conduct a Culminating Project that integrates practice with theory and/or research. Under the guidance of their Culminating Project advisor, students design a project that explores aspects of both their respective Creative Arts Therapies discipline and counseling. Examples of Culminating Projects include development of a method, a community engagement project, research thesis or artistic project. Culminating Projects may be connected to a student's internship, but it is not a requirement. At the end of each academic year, students present their Culminating Projects to peers, faculty, friends and family at their respective program's Colloquium. Students are also encouraged to submit projects to regional and national conferences when applicable.

    Accreditation

    AATA: Approved by the American Art Therapy Association.www.arttherapy.org/

    Clinical Practices

    The students learn how to apply the theory of art therapy in various treatment situations. Working with specified treatment objectives, students learn to combine art therapy theory and practice with psychodynamic and psychotherapeutic technique. They can work with individuals, groups or families using the theoretical and clinical education they have received. This integrated approach provides a comprehensive foundation of sound clinical work in different treatment settings and with different clinical populations.

    The Art Therapy program offers 1200 clinical art therapy educational hours. The number of clinical practicum and internship hours offered by the program meets the educational standards of the American Art Therapy Association and exceed the hours required in most art therapy graduate programs. Students begin their clinical experience as soon as they enter the program. The clinical education parallels the classroom education and is enhanced by 3 to 3.5 hours of individual and group supervision per week. As part of the clinical and supervisory experience, students receive a visual/verbal log in which to record their clinical experiences in words and artwork. They use these logs in their supervision in order to better articulate and understand the complex dimensions of the art therapy process.

    First-year students have three clinical practicum experiences, one in each quarter. The first quarter clinical practicum is accompanied by an intensive course on Professional Orientation and Ethics I. The first practicum experience is one in which the art of clinical art therapy observation is taught through practical experience, role modeling, and art therapy supervision. The second practicum emphasizes a gradual increase in active participation in art therapy sessions while integrating their learned observational skills. This occurs with the guidance of the on-site art therapy supervisor. The degree of involvement in the art therapy process increases concomitant to the student's skill development which is discussed in various clinical supervision venues, and evaluated through the clinical evaluation process. The third quarter is a continuation of practicing art therapy under the guidance of an art therapist wherein observation skills and art therapy skills begin to mature. In order to provide a range of clinical art therapy experience, the student spends the first two quarters at one clinical site and the third quarter at a different clinical site. Consequently, the student experiences two different treatment settings, two different human service provider systems with different organizational dynamics, and two different clinical populations. These clinical practicum experiences are assigned by the Clinical Coordinator, and require that an art therapist be on site with the student during the first year. The on-site art therapist serves as a role model for the first-year student to observe.

    The second-year internship offers an opportunity for students to mature and specialize as clinical interns. With the guidance of the Clinical Coordinator and the clinical guidelines and requirements students can choose their own clinical site which need not have an art therapist on site. This internship lasts the entire academic year and gives the student the experience of being part of a treatment team. Often when students choose an internship site where there is not a pre-existing art therapy service, they receive first hand experience of developing this service, with administrative and clinical supervision. The result of this experience often is the creation of job. A large percentage of the students are offered jobs at the conclusion of their internship in sites where they have created the service. Students receive off-site supervision by a registered art therapist as well as two group small supervisions on campus.

    News & Events

     

    10/15/18

    Better Living With Dementia -  Implications for Individuals, Families, Communities and Societies by Laura N. Gitlin and Nancy Hodgson

    Meet the Authors

    Please join Laura N. Gitlin, PhD, FAAN and Nancy A. Hodgson, PhD, as they celebrate the publication of their new book, Better Living With Dementia: Implications for Individuals, Families, Communities, and Societies (Academic Press).

    Wednesday, November 28, 2018

    5:00 - 5:30 p.m. Networking Reception
    5:30 - 7:00 p.m. Formal program
    7:00 p.m. Dessert and coffee service

    Mitchell Auditorium
    The Bossone Research Enterprise Center

    Drexel University
    3140 Market Street Philadelphia (Map)

    This free event is open to the public, but we request that you RSVP.

    Following the networking reception at 5 p.m., we will host presentations and discussions on changing dementia care in Philadelphia moderated by Marie Savard, MD, former ABC News medical contributor.

    Setting the Stage for Improving Dementia Care in Philadelphia

    Laura N. Gitlin, PhD, distinguished University professor and dean of the Drexel University College of Nursing and Health Professions

    Nancy A. Hodgson, PhD, the Anthony Buividas Term Chair in Gerontology and associate professor of nursing at the University of Pennsylvania School of Nursing

    Jason Karlawish, MD, contributing author, professor of medicine, medical ethics and health policy and neurology, at the University of Pennsylvania Perelman School of Medicine as well as co-director of the Penn Memory Center

    Panel Discussion: Caregivers and Healthcare Professionals as Ambassadors for Change

    Caregiver: Yvonne Latty, director of the reporting New York and reporting the National programs at New York University’s Carter Journalism Institute

    Dance/Movement Therapist: Natasha Goldstein-Levitas, MA, BC-DMT ’02, board certified dance/movement therapist and senior and dementia care advisor

    Physician: G. Peter Gliebus, MD, interim chair of the department of Neurology, director of the Memory and Cognitive Disorders Center, Drexel Neurosciences Institute, as well as director of the Behavioral Neurology and Neuropsychiatry Fellowship Program

    RSVP HERE

    Following the program, Drs. Gitlin and Hodgson will be on hand to sign your copy of their book. Either bring your copy or purchase it on site from Drexel’s Barnes & Noble Bookstore team. Most major credit cards accepted.

    For more information about the event, contact Rachel Barnett at 267.359.5936.

    Continue the conversation with Drexel University College of Nursing and Health Professions’ new AgeWell Collaboratory, a center without walls, bringing together community-based agencies, scholars, policy makers and educators committed to addressing key health challenges facing aging individuals and their families through interprofessional research, education and practice.

    Mark your calendar for upcoming AgeWell Collaboratory meetings in 2019.

    • February 19
    • May 16
    • October 2

    For more information about the AgeWell Collaboratory, send a brief message to agewell@drexel.edu.

    08/14/18

    Citizens Bank Park Commencement 2018The tradition continues as the all-University Commencement ceremony was held for the third straight year under the bright lights of Citizens Bank Park. This video captures not only the excitement of the day, but also the essence of the Dragon.

    Hollywood legend M. Night Shyamalan addressed the new graduating class and issued a challenge for our graduates to go out and change the world. We're looking forward to witnessing all the incredible achievements of our CNHP alumni!

    04/24/18

    This is the first edition of R & B News (Rundio & Brooks News) or as we like to refer to it: “R & B (Rhythm & Blues) or R & B Rocks.”

    The following are nursing highlights from the past month:

    The most significant item to highlight is the excellent Collegiate Commission on Nursing (CCNE) accreditation site visit that we had from February 26th through February 28th, 2018. The CCNE will make their final board decision in early October 2018 regarding our reaccreditation of all nursing programs. So, we cannot state that we have been re-accredited. We can state that we had an accreditation site visit and that we met all four standards and elements with no recommendations.

    I want to bring attention to the American Heart Association—a passion of mine for several years now. I became involved while supervisor of emergency services at Atlantic City Medical Center, City Division, now AtlantiCare. While serving as chair of the emergency cardiovascular care committee for New Jersey for three years, I led the way to regionalize this committee becoming the DE-NJ-PA ECC Regional Committee and creating more effective use of resources. A group of representatives from each state, not including me, took up the planning of how the committee would proceed. As a result, they requested that I chair the new regionalized committee. I have served two years thus far.

    The committee has changed its focus from being, what I call “the CPR police” to getting CPR and AEDs out in the community and policy changes like mandating CPR and AEDs in schools. I would like to encourage everyone to join You’re the Cure—the American Heart Association’s health policy site. There you’ll be able to learn about significant initiatives by state, communicate with key legislators using sample letters provided, connect with advocates near you and stay up-to-date on the heart and stroke issues that matter most to you. This takes less than five minutes to do. As cardiac arrest happens to any one of us, our loved ones and colleagues, I am really passionate about AHA’s initiative.

    If you feel the same as I do, please send me the information requested below and I will send it to AHA for you. Yes, I want to join You’re the Cure.

    • NAME
    • EMAIL
    • ADDRESS
    • TELEPHONE NUMBER

    In future issues, I will share more about my work with AHA. And, for anyone who really knows me well, there will certainly be some humorous things that have happened.

    Congratulations to Suzan Blacher, PhD (c), MSN, RN, CARN on her appointment as chair of the ANCB (Addictions Nursing Certification Board) for the International Nurses Society on Addictions. Congratulations, Professor Blacher!!!

    The next issue will focus more on the Health Professions. Please submit any item that you want published in this newsletter, and don’t forget, anyone, faculty, staff and students, can submit items to the Daily Dose.

    Al Rundio, PhD, DNP, RN, ARPN, NEA-BC, FAAN
    Clinical Professor of Nursing
    Associate Dean for Academic Nursing
    Chief Academic Nursing Officer

    Stephanie Brooks, PhD, LCSW, LMFT
    Clinical Professor
    Associate Dean for Academic Health Professions
    Director of PMC Program

    More News & Events