Veidlapa Nr. M-3 (8)
Study Course Description
Visual Art Therapy II
Course Code
VPUPK_355
Branch of Science
Clinical medicine
ECTS
6.00
Target Audience
Medicine
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Elīna Akmane
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Riga, 16 Dzirciema Street, vppk@rsu.lv, +37167061587
About Study Course
Objective
To deepen students’ knowledge of theoretical approaches, methods and basic principles of process organisation of visual art therapy in a healthcare environment, so that students are able to reasonably develop an art therapy strategy for a particular group or disorder of clients/patients. Develop skills to organise and manage individual art therapy examination periods individually and in a group in simulation format, as well as critically evaluate the conduct and professional activities of the examination period based on self-reflection.
Preliminary Knowledge
Professional Activity in Art Therapy and its Legal Foundations; Principles and Process of Assessment in Art Therapy; Psychology of Personality and Development; Individual Counselling in Art Therapy and Psychodynamics; Visual Plastic Art Therapy I.
Learning Outcomes
Knowledge
1.Explains the theoretical justification of visual art therapy (VMT) methods and techniques and how they relate to the needs of clients/patients in different healthcare environments. Describes the VMT’s theoretical approaches to dealing with different customer/patient groups, indicating the scope and limitations of application. Identify and justify the basic principles of organizing the art therapy process and tailoring them to a particular client/patient group or disorder.
Individual work and tests
Presentation of the basic principles of the art therapy process in dealing with a particular client/patient group
Skills
1.Sets and formulates art therapy objectives and tasks for a particular group or disorder of clients/patients, taking into account age and potential risks. Develop an art therapy strategy (including examination period plan), justifiably choosing the theoretical approach and methods/techniques according to the defined objectives. Organise and manage a separate VMT examination period in simulation format (either individually or in a group), taking into account the structure of the examination period, the time frame and the purposeful use of the counselling skills. Document the examination period by drawing up a minutes and describing the relevant elements and results of the process in accordance with academic requirements.
Individual work and tests
Simulation of an examination period in the nature of a role play
Competences
1.Analyse and evaluate the progress of the art therapy process and the results achieved, arguing conclusions with theoretical justification and client/patient needs. Critically reflect on their professional activities in simulation, identifying limitations, solutions and directions of professional development.
Individual work and tests
Development of art therapy strategies
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Presentation of the basic principles of the art therapy process in dealing with a particular client/patient group |
-
|
Test
|
|
Within the framework of the study course, the student prepares and presents a structured presentation outlining the main basic principles of the art therapy process in working with a selected client/patient group (or specific client/patient according to course setting). In the presentation, the student demonstrates theoretical knowledge, conceptualizes it and justifiably associates it with the needs of the selected client/patient group, inherent difficulties and potential support resources. In the presentation, the student shall substantiate the suitability of the basic principles for the selected client/patient group, as well as evaluate at least 1-2 potential limitations or risk aspects in the art therapy process and briefly outline appropriate risk mitigation considerations. The presentation is designed according to a predefined structure and academic language requirements. |
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Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Simulation of an examination period in the nature of a role play |
70.00% from total grade
|
10 points
|
|
Within the framework of the study course, the student implements the role of simulations of an art therapy examination period in a game format (individually or in a group according to the course setting) demonstrating the ability to organise, manage and structure the art therapy process in a simulated professional situation. During the simulation, the student rightly implements the chosen art therapy strategy and examination period plan, taking into account the purpose, structure, time frame of the examination period and the needs of the client/patient (or group). Student demonstrates targeted use of communication and counselling skills, as well as appropriate professional attitudes and work organisation. After the examination period, the student shall analyse and evaluate the conformity of the examination period with the objectives set. The student shall reasonably identify the successful aspects and elements to be improved, assess the limitations or risks that have affected the conduct of the examination period and formulate conclusions on the next steps in the art therapy process. The assessment of the simulation of the examination period shall be performed using the assessment of the teaching staff and the peer assessment (peer assessment) on an equivalent basis, based on predefined criteria. The peer assessment is presented in an academic and professional communication style, focusing on observable activities, the structure and purposefulness of the examination period. In order for the study course to be passed, a successful assessment must be received in this examination. |
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|
2.
Development of art therapy strategies |
30.00% from total grade
|
10 points
|
|
Within the framework of the study course, the student shall develop an art therapy strategy plan intended to work with an individual client/patient or group selected from the specified client/patient group list. At work, the student formulates the goals of the art therapy process and justifies their compliance with the art therapy process, the selected client/patient group or disorder, as well as the specialisation framework. In the strategy, the student selects and applies the basic principles of the art therapy process and rightly chooses the theoretical approach and appropriate methods/techniques, linking choice to defined goals and client/patient needs. The work must include a 10-examination period plan with clearly structured content, the objectives of each examination period and the methods/techniques envisaged. The student also assesses the limitations and potential risks of implementing the strategy (e.g. age, motivation, safety, group dynamics or environmental factors) and outlines mitigation considerations. In addition, the academic design of the work, the use of references and the use of the academic language shall be evaluated in accordance with the requirements of the study course. |
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Study Course Theme Plan
FULL-TIME
Part 1
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Class/Seminar
|
Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
|
Topics
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Introduction to examination period simulations: analysis of video examples and discussion of the structure and basic professional principles of the art therapy examination period.
Description
In the lesson, students engage in viewing video examples and structured analysis of the conduct of an art therapy examination period, identifying basic professional principles, the logic of the structure of the examination period and the characteristics of the quality of communication. In discussions, students make reasoned observations on successful and improved aspects, as well as outline potential risk aspects and mitigation considerations in the context of simulated practice. At the end of the lesson, there is a common understanding of the organisation of simulations, the distribution of roles and the use of evaluation criteria in future lessons. |
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Introduction to examination period simulations: analysis of video examples and discussions on conceptualising and linking the art therapy process to client/patient needs.
Description
In the lesson, students analyze video examples and participate in discussions focusing on conceptualizing the art therapy process and how the objectives, tasks, and interventions of the examination period are linked to the needs of clients/patients. In the practical part, students train to formulate goals and reasoning for the suitability of basic principles, as well as identify 1-2 potential limitations or risk aspects, and highlight risk mitigation considerations relevant to the quality of future simulations. |
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Class/Seminar
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with schizophrenia spectrum disorder (Autumn in semester - individual, spring semester - group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
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Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with oncology (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with an addiction disease (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
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Modality
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Location
|
Contact hours
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|---|---|---|
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On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with chronic pain (individual in the autumn semester, group in the spring semester). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with depression (individual in the autumn semester, group in the spring semester). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: work with a client/patient with somatoform disorders (individual in the autumn semester, group in the spring semester). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: work with a patient after a stroke (individual in the autumn semester, group in the spring semester). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with anxiety (individual in the autumn semester, group in the spring semester). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a geriatric patient (individual in the autumn semester, group in the spring semester). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: work with a client/patient with emotional and behavioural disorders (individual in the autumn semester, group in the spring semester). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Test (Semester)
Part 2
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with schizophrenia spectrum disorder (Autumn in semester - individual, spring semester - group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with oncology (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with schizophrenia spectrum disorder (Autumn in semester - individual, spring semester - group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with schizophrenia spectrum disorder (Autumn in semester - individual, spring semester - group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with oncology (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with schizophrenia spectrum disorder (Autumn in semester - individual, spring semester - group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with oncology (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with schizophrenia spectrum disorder (Autumn in semester - individual, spring semester - group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with oncology (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with oncology (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of mental health: working with a client/patient with schizophrenia spectrum disorder (Autumn in semester - individual, spring semester - group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Visual arts therapy in the field of medical rehabilitation: working with a patient with oncology (in the autumn semester - individually, in the spring semester - in a group). Theoretical presentation of students and simulation of examination period.
Description
In the lesson, the student presents a structured theoretical presentation on the basic principles of the art therapy process in working with the relevant client/patient group, conceptualizes the theory and links it to needs, inherent difficulties and support resources, while evaluating 1-2 potential limitations/risks and highlighting risk mitigation considerations. After presentation, the student implements the simulation of the examination period in the role play format (in the autumn semester – individually, in the spring semester – in the group), taking into account the purpose, the structure of the examination period and the time frame. At the end of the class, the student analyses the conformity of the examination period with the objectives, identifies the successful and improving aspects and receives the assessment of the teaching staff, as well as the assessment of colleagues and peer assessment (peer assessment) according to predefined criteria. |
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Case, C., Dalley, T. & Reddick, D. 2022. The Handbook of Art Therapy (4th ed.). Routledge.
2.
Mārtinsone, K., un Krevica, E. 2014. Mākslu terapija dažādām kllientu/pacientu grupām. Rīga: RSU.
3.
Malchiodi, C.A. 2013. Art Therapy And Health Care. New York, London: Guilford Press.
4.
Malchiodi, C.A. 2012. Handbook of art therapy. New York, London: Guilford Press. (akceptējams izdevums)
Additional Reading
1.
Bull, S. & O’Farrell, K. 2012. Art Therapy and Learning Disabilities: “Don’t Guess My Happiness”. Hove, East Sussex; New York: Routledge.
2.
Mākslu terapija dažādām klientu/pacientu grupām. Tēzes. ERASMUS Intensīvā programma 30.06.-09.07.2012. Rīga: RSU.
3.
Buchalter, S.I. 2011. Art Therapy and Creative Coping Techniques for Older Adults. London, Philadelphia: Jessika Kingsley Publishers.
4.
Mārtinsone, K. 2010. Pētījumi mākslu terapijā. Rīga: Drukātava.
5.
Buchalter, S.I. 2009. Art Therapy Techniques and Applications. London, Philadelphia: Jessika Kingsley Publishers.
6.
Silverstone, L. 2009. Art Therapy Exercises: Inspirational and Practical Ideas to Stimulate the Imagination. London, Philadelphia: Jessika Kingsley Publishers.
7.
Case, C. & Dalley, T. 2008. Art Therapy With Children: From Infancy to Adolescence. London, New York: Routledge.
8.
Greenman, C. 2008. Expression and Survival : An Aesthetic Approach to the Problem of Suicide. Iegūts no ProQuest Ebrary.
9.
Hass-Cohen, N. & Carr, R. 2008. Art Therapy and Clinical Neuroscience. London, Philadelphia: Jessika Kingsley Publishers.
10.
Malchiodi, C.A. 2007. The Art Therapy Sourcebook. New York: McGraw-Hill.
11.
Abrams, H.I., & Pearman, H. 2007. Art Therapy for Children of All Ages: A Cookbook for Therapists. Denver, Colorado: Outskirts Press.
12.
Moon, B.L. 2015. Ethical Issues In Art Therapy. Springfield: Charles C. Thomas.
13.
Hinz, L.D. 2006. Drawing from Within : Using Art to Treat Eating Disorders. Iegūts no ProQuest Ebrary.
14.
Gilroy, A. 2006. Art Therapy, Research and Evidence-based Practice. London: Sage Publications.
15.
Liebmann, M. 2004. Art Therapy for Groups: A Handbook of Themes and Exercises. Hove, East Sussex, New York: Brunner-Routledge.
16.
Safran, D.S. 2002. Art Therapy and AD/HD: Diagnostic and Therapeutic Approaches. London, Philadelphia: Jessika Kingsley Publishers.
17.
Moon, B.L. 2012. The Dynamics of Art as Therapy With Adolescents. Springfield: Charles C. Thomas.
18.
Malchiodi, C.A. 2018. The Handbook of Art Therapy and Digital Technology. London: Jessika Kingsley Publishers.