MAART4300 Art Therapy in Prevention, Treatment and Rehabilitation Course description

Art therapy is conducted in different professional environments that effect on the chosen approach and goal setting. This course focuses on aiding students to construct a research-based overview on how art therapy is used in prevention, treatment, or rehabilitation context. Students will focus on their personal interest area and learn how to conduct a literature review that can work as a background for their master’s thesis. Students will gain practice in academic writing process and in professional presenting skills.

Admission to the program

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills, and competence: 

Knowledge

The student:

• has knowledge of different groups of clients, health problems and diagnoses that can be treated with art therapy

• can describe, how art therapy is used to answer clients’ needs and to reach therapeutic goals in specific areas of prevention, treatment, or rehabilitation
• can reflect and critically evaluate the role of previous research for the practice of art therapy in a specific context with certain group of clients and/or diagnosis

Skills

The student:  

• has developed advanced skills to conduct literature review, write academically and summarize knowledge from previous research

• can use relevant digital tools in conducting literature review, handling data, referencing, and writing
• can present and convey research-based knowledge from a specific field of art therapy and participate on constructive professional discussions

Competence

The student has developed competence to:

• critically evaluate and value different art therapy research approaches and create research-based arguments in professional discussions

• conduct and write a literature review on art therapy in an independent manner

The course is combining campus seminars, distant learning, and individual writing. Teaching and learning methods include lectures, supervision, group discussions and presentations. The course will use different student-active learning methods that support the reading and writing process. Between the seminars, there will be digital teaching and the students will present and discuss their ongoing literature review writing process in group.

The following coursework must have been approved in order for a student to take the exam:

• participation in seminars, compulsory attendance of 80 %
• oral presentation to fellow students and teachers

The course requirements can be conducted in English or Scandinavian language.

Project exam in pairs, which consists of an academic literature review that is worked during the course. Up to 2500 words, excluding references.

New or postponed exam: If the exam is graded F, the student can resubmit a reworked version one (1) time.  

The exam answer can be given in English or a Scandinavian language.

The exam can be arranged individually with the same word count, if decided beforehand in dialogue between programme coordinator and student.

All aids are permitted, as long as the rules for source referencing are complied with.

Kunnskapsområdet samfunn, religion, livssyn og etikk (SRLE) omfatter barnehagens samfunnsmandat og særskilte verdigrunnlag i et samfunn preget av mangfold.

Kunnskapsområdet gir en forståelse av barnehagen med utgangspunkt i det samfunnet barnehagen er en del av. Kunnskap om samfunnsmessige forutsetninger samt kulturelle og religiøse utviklingslinjer er en viktig innfallsvinkel. Målet er å gi barnehagelæreren en konkret forståelse av hva det vil si å leve i et flerkulturelt samfunn og pedagogisk kompetanse i arbeid med religiøse, språklige, kulturelle og sosiale forskjeller i barnehagen. Utdanningens plassering i en storby understøtter dette perspektivet. Barnehagelæreren trenger innsikt i og evne til å forholde seg til en barnegruppe med ulike tros- og livssynstradisjoner og ulik sosial og kulturell bakgrunn. Kunnskapsområdets arbeid med grunnleggende verdier i barnehagen gir barnehagelæreren et godt grunnlag for samarbeid med foreldre, samt gir et grunnlag for personalmessig og pedagogisk ledelse i barnehagen.

All exams are assessed by two examiners, one internal and one external.