Distance supervision: Research, findings, and considerations for art therapy

An Investigation into Art Therapy Aided Health and Well-Being Research: A 75-Year Bibliometric Analysis

Considering the physical, and psychological impacts and challenges brought about the coronavirus disease 2019 (COVID-19), art therapy (AT) provides opportunities to promote human health and well-being. There are few systematic analysis studies in the fields of AT, which can provide content and direction for the potential value and impact of AT. Therefore, this paper aims to critically analyze the published work in the field of AT from the perspective of promoting health and well-being, and provides insights into current research status, hotspots, limitations, and future development trends of AT. This paper adopts a mixed method of quantitative and qualitative analysis including bibliometric analysis and keyword co-occurrence analysis. The results indicate that: (1) the current studies on AT are mostly related to research and therapeutic methods, types of AT, research populations and diseases, and evaluation of therapeutic effect of AT. The research method of AT mainly adopts qualitative research, among which creative arts therapy and group AT are common types of AT, and its main research populations are children, veterans, and adolescents. AT-aided diseases are trauma, depression, psychosis, dementia, and cancer. In addition, the therapeutic methods are mainly related to psychotherapy, drama, music, and dance/movement. Further, computer systems are an important evaluation tool in the research of AT; (2) the future development trend of AT-aided health and well-being based on research hotspots, could be focused on children, schizophrenia, well-being, mental health, palliative care, veterans, and the elderly within the context of addressing COVID-19 challenges; and (3) future AT-aided health and well-being could pay more attention to innovate and integrate the therapeutic methods of behavior, movement, and technology, such as virtual reality and remote supervision.

In Search of a Cyber Supervision Process: From the Perspective of Social Work Supervisees in Mainland China

PURPOSE

The need for cyber supervision has arisen owing to a lack of access to supervision resources in remote locations in Mainland China. This study explores the experiences of receiving or implementing cyber supervision.

METHODS

Twenty-four graduates of a nationwide supervision training program participated in telephone interviews.

RESULTS

The findings revealed the themes concerning the process of conducting cyber supervision. Methods used by cyber-supervisors to understand supervision context and build supervisory relationships were identified.

DISCUSSION

The findings lead to an increased understanding of the process of cyber supervision and will have implications for the further development of cyber supervision.

CONCLUSION

Implications of this study provide insights into the important process of cyber supervision.

Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online

•

Arts based and aesthetic pedagogy is a necessary part of training in the creative arts therapies.

•

Aesthetic presence supports creative arts therapies pedagogy online and in-person.

•

Aesthetic presence enhances the Community of Inquiry online pedagogical framework.

•

Aesthetic presence supports accessibility principles of Universal Design for Learning.

•

Multi-sensory engagement attends to absence of a physical encounter and the ubiquity of multimedia.

Literature about the integral role of the arts in learning is widely available, but much less has been written about how the arts and aesthetics support education in the creative arts therapies, particularly in the online learning environment. This article introduces the concept of aesthetic presence within the Community of Inquiry pedagogical model in line with values espoused within a Universal Design for Learning framework. The authors contextualize this concept with examples of how attention to the use of aesthetic and multimedia strategies in the classroom and in the online learning environment may foster openness and connection, encourage flexibility, humor, critical thinking, and animate and facilitate conversations about emergent and emotionally difficult themes while increasing accessibility for different kinds of learners.