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Unit (2020)

Information on this page, including unit offerings, is from the 2020 academic year.

Art Therapy with Children and Adolescents (CSL577)

Organisational Unit Psychology, Counselling, Exercise Science and Chiropractic
Credit Points 3
Availability MANDURAH: S1-internal
Teaching Timetables MANDURAH (FROM 2017 ON) S1
Description Talk therapy alone is often inadequate when working with children and adolescents, especially with young children. Play, drawing, art, and sand play are common techniques that allow counsellors to work with children and access thoughts, feelings and experiences that are difficult for young people to understand cognitively, or to express or share verbally. This unit will provide knowledge, skills and experience using art and play therapy techniques to work therapeutically with children and adolescents individually, in groups, and in family settings.
Unit Learning Outcomes Students will:
1. Develop understanding of the developmental stages of childhood, attachment stages of childhood, and developmental stages of play that can provide foundational knowledge for therapeutic work with children.

2. Acquire knowledge, experience, and skills in a range of play and expressive arts therapy modalities that Students will:
1. Develop understanding of the developmental stages of childhood, attachment stages of childhood, and developmental stages of play that can provide foundational knowledge for therapeutic work with children.

2. Acquire knowledge, experience, and skills in a range of play and expressive arts therapy modalities that can be used to enrich the counselling process with children and adolescents, and in the context of family therapy.

3. Demonstrate a depth of engagement when working with this knowledge, experience and skills to develop imaginative and expressive responses that explore situational and individual experiences.

4. Gain understanding of the philosophical and theoretical frameworks that inform different modalities of expressive arts therapies and their use as a counselling medium.

5. Describe and evaluate the efficacy of expressive arts therapy in the context of clinical practice.

6. Identify the characteristics of play and expressive arts therapies that most resonate with each student and which they choose to develop further during practice as a counsellor.
Timetabled Learning Activities 3 hour workshop per week
Unit Learning Experiences After a review of the developmental stages of childhood, attachment theory, and an introduction to the history, theory and practice of art therapy with children, this unit incorporates structured timetabled learning in the form of interactive workshops with experiential learning activities that require active student engagement and participation. Module one will feature applied learning, with students engaged in interactive learning activities requiring active student participation in art, play, sand tray, and expressive therapies. Module two will combine theoretical and applied learning activities to explore the use of art therapy with different groups of children and adolescents. Students will document and reflect on their learning in the workshops through an online learning portfolio. Two components of the portfolio to be assessed separately include a tabulated summary of developmental stages and tasks, and a demonstration of an evidence-based intervention performed with the class. Students will engage in weekly readings to prepare for each workshop. Learning experiences are designed to facilitate critical thinking, reflection, peer interaction and collaboration.
Assessment This unit will use written, creative, and reflective assessment strategies to allow students to demonstrate their understanding of the unit learning objectives. Students will demonstrate their understanding of important foundational information, including developmental tasks and stages, as relevant to children in arts therapies counselling contexts. Students will create a tabulated document and an online portfolio using PebblePad during the semester to document their experiences, reflections, and responses to the different experiential learning activities involving the expressive arts. Students will lead a demonstration of one play or expressive arts therapy intervention relevant to the child populations with their classmates. The assessment strategies reflect the counselling discipline's learning and teaching approach of student-centred, experiential and transformational learning.
Prerequisites Enrolment in the Graduate Diploma in Creative Arts Therapies. Other students wanting to study this unit can be interviewed by the Counselling Academic Chair.
Appears in these Courses/Majors:
see individual structures for context
Graduate Diploma in Creative Arts Therapies (GradDipArtTherapy)
Master of Creative Arts Therapies (MCAT) (MCAT)
Internet Access RequirementsMurdoch units normally include an online component comprising materials, discussions, lecture recordings and assessment activities. All students, regardless of their location or mode of study, need to have access to and be able to use computing devices with browsing capability and a connection to the Internet via Broadband (Cable, ADSL or Mobile) or Wireless. The Internet connection should be readily available and allow large amounts of data to be streamed or downloaded (approximately 100MB per lecture recording). Students also need to be able to enter into online discussions and submit assignments online.

Contacts

Unit Coordinator
CSL577
Ms Fiona Gardner
Lecturer in Counselling (Art Therapy)

Mandurah Campus
t: 9582 5507
e: F.Gardner@murdoch.edu.au
o: 100.2.009 - Building 100 Mandurah, Mandurah Campus
Unit Contacts
CSL577

MANDURAH: S1-Internal
Ms Fiona Gardner
Lecturer in Counselling (Art Therapy)

Mandurah Campus
t: 9582 5507
e: F.Gardner@murdoch.edu.au
o: 100.2.009 - Building 100 Mandurah, Mandurah Campus
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