Outcomes of professional training in online arts therapies in the education system

IF 2.3 Q2 PSYCHOLOGY, CLINICAL International Journal of Art Therapy: Inscape Pub Date : 2022-12-13 DOI:10.1080/17454832.2022.2144920
Shir Korman-Hacohen, D. Regev, E. Roginsky
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引用次数: 2

Abstract

ABSTRACT Background The COVID pandemic has caused uncertainty, anxiety and instability. Within educational frameworks, many arts therapists needed to shift rapidly to working online. This abrupt transition has challenged their skills and professional confidence, and constitutes a risk factor for increased professional burnout. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. Aim The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. Method Fifteen female arts therapists gave the research team access to the assignments they wrote at the beginning and end of the course. The data analysis was based on the principles of Consensual Qualitative Research. Results The analysis dealt with four main domains: (1) Participants’ expectations from the course. (2) Participants’ acquisitions and insights. (3) Participants’ feedback and recommendations. (4) Field applications. Overall, at the end of the course, the participants reported that they saw more possibilities in the remote arts therapy format. Conclusion Rapid and focused support contributed to the arts therapists’ sense of certainty, control, ability and flexibility in their work. Implications for practice Remote arts therapy is here to stay. Other similar courses should be offered for arts therapists working privately and publicly. Focused support during major changes in the therapeutic setting are recommended to prevent the risk of burnout and maintain the efficiency of therapy. Plain-language summary In the State of Israel, at the beginning of the COVID pandemic, more than 3,500 arts therapists employed in the education system were declared vital workers. These therapists have continued their therapeutic work with tens of thousands of children and adolescents across the country through remote arts therapy. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. The study involved 15 female arts therapists who participated in a remote arts therapy advanced training in the education system, which took place from October to December 2020. The participants gave the research team access to the assignments they wrote at the beginning and end of the course. The assignments made it possible to examine what the arts therapists learned from the training, the tools they acquired and whether and how they felt they had benefitted from it. Overall, advanced training programme allowed the participants to become familiarised with theory, and explore therapeutic practices and ways of using the arts in the online space. The training format also enabled the participants to share and help each other. Clearly, these courses specifically related to the online format are important and should be recommended in the future both for arts therapists in the education system and for graduate students as part of the curriculum.
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教育系统中在线艺术治疗专业培训的结果
摘要背景新冠肺炎疫情造成了不确定性、焦虑和不稳定。在教育框架内,许多艺术治疗师需要迅速转向在线工作。这种突然的转变挑战了他们的技能和职业信心,并构成了职业倦怠加剧的风险因素。以色列教育部采取了一系列措施,其中之一是在危机高峰期提供30小时的远程艺术治疗课程。目的本研究考察了该项目在教育系统中提供在线技能和降低艺术治疗师倦怠风险的方式。方法15名女性艺术治疗师让研究小组获得她们在课程开始和结束时写的作业。数据分析基于一致定性研究的原则。结果分析涉及四个主要领域:(1)参与者对课程的期望。(2) 参与者的收获和见解。(3) 参与者的反馈和建议。(4) 现场应用。总的来说,在课程结束时,参与者报告说,他们看到了远程艺术治疗形式的更多可能性。结论快速、集中的支持有助于提高艺术治疗师工作的确定感、控制感、能力和灵活性。对实践的启示远程艺术疗法将继续存在。其他类似的课程也应提供给私人和公开工作的艺术治疗师。建议在治疗环境发生重大变化时提供重点支持,以防止倦怠风险并保持治疗效率。简明语言摘要在以色列国,在新冠肺炎疫情开始时,教育系统中雇用的3500多名艺术治疗师被宣布为重要工作者。这些治疗师通过远程艺术治疗,继续为全国数万名儿童和青少年开展治疗工作。以色列教育部采取了一系列措施,其中之一是在危机高峰期提供30小时的远程艺术治疗课程。本研究考察了该项目在教育系统中提供在线技能和降低艺术治疗师倦怠风险的方式。这项研究涉及15名女性艺术治疗师,她们参加了2020年10月至12月在教育系统进行的远程艺术治疗高级培训。参与者让研究小组可以访问他们在课程开始和结束时写的作业。通过这些任务,可以检查艺术治疗师从培训中学到了什么,他们获得了什么工具,以及他们是否以及如何从中受益。总的来说,高级培训计划让参与者熟悉了理论,并探索了在在线空间中使用艺术的治疗实践和方法。培训形式还使参与者能够相互分享和帮助。显然,这些专门与在线形式相关的课程很重要,将来应该作为课程的一部分推荐给教育系统中的艺术治疗师和研究生。
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来源期刊
CiteScore
5.40
自引率
0.00%
发文量
19
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