Art Therapy Education

Teaching Philosophy

Erin Rafferty-Bugher, ATR-BC, LPCC

Creativity is embedded into all aspects of my teaching approaches and is the most important component in my philosophy of teaching.  Creativity encourages flexibility, collaboration and provides a space to build equity, access, empathy and compassion as well as belonging (Aslina et.al., 2011,Talwar, 2019).  Creativity encourages problem solving in various ways and demonstrates that there are multiple approaches to find answers. Creativity as a value in teaching encourages all preferred learning types within the classroom setting including visual, tactile, auditory, kinesthetic, verbal processing.  These modalities are imperative, crucial, and our ethical obligation to integrate for a culturally responsive, and holistic student learning experience.  Creativity is the conduit to create a safe environment for the exchange of ideas and thoughts where various student learning styles, types and preferences are welcome and supported.   Hinz (2009) demonstrated that including kinesthetic, sensory, perceptual, affective, cognitive and symbolic levels of information processing integrates both right and left hemispheres of the brain.   These processes promote a higher-level synthesis of integrated synthesis of information in which the whole brain is engaged and results in optimal brain functioning.  

A successful learning atmosphere must be established initially and is imperative before any learning can begin.    Creating a safe, supportive, welcoming environment that encourages a sense of belonging and equality, while providing an opportunity for student connections where each person feels capable and valued is priority.  This may include ensuring the environment is prepared with inclusive symbols and visual information, tables mindfully prepared to support the goals of learning and considerations such as temperature, scents and sounds need to be attended.  The space is managed in a way that students feel calm, relaxed and ready to contribute.  I typically start with a ritual, this may consist of a creative check in process that supports mindfulness and focused attention on the present moment.  It is imperative to help students separate the stressors brought into the classroom setting to prepare their brains for learning.  I do this through a quick meditation or guided imagery experience, a bi-lateral scribble drawing, a check in process using cards, objects or collage materials etc.  Providing sensory based media engages the parasympathetic nervous system overall creating a calm, relaxed and regulated internal state for a successful learning environment that is neuro and trauma informed (King, 2016).  

  I aim to build relationships based on mutual respect that is earned. Engaging in the art process promotes the healing benefits of expression, art is a tool for change that empowers the community. I believe all people should have access to creativity, the arts and mental health care. The values I uphold are healing centered engagement, leveling the power dynamics towards horizontal striving, responding to community need, cultural sensitivity and humility, invitation, offering, partnership, space, access, equity, the power of creativity, openness, connections, antiracism, intersectionality. I recognize that racism is systemic and structural and that, because of the various privileges I hold, I aim to be a change agent and not complicit in these systems. Being antiracist means being aware of the ways in which we benefit from systemic racism and actively seeking out ways to redistribute power and resources. I am committed to listening to and learning from the experiences and identities of the people I work/partner with as well as being aware and critical of the ways in which our own identities and experiences inform our understandings of people from cultures different than our own. I am dedicated to critically assessing and shifting training from a De-Colonized approach.

I most align with feminist,  social justice, narrative approaches, and a relational-cultural Adlerian framework as well as Humanistic models which are all woven into the experience as a foundational model. Self-directed learning is crucial as a value and encourages transformational learning as a constant focus in creating an equitable classroom environment.    Adlerian theory as a foundational model throughout the courses supports the relationship, connection to community, equality and holistic conceptualization of the unique humans we are training/ serving.  Each developmental stage of a student’s growth is important to consider when addressing approaches to teaching including ways to provide appropriate and supportive feedback to balance out courage to foster bravery in expanding ideas and concepts to apply in practice.  I believe these models emphasize flexibility and creativity while honoring each students' unique experience based on their personal and professional developmental level and cultural identity.  Overall health and wellness of a students experience is integral to the learning process, instructors are tasked with this fragile opportunity to support the health and wellness of our students so that they can be prepared to show up the best they can to serve.

I truly feel inspired by creating a learning space for the purpose of sharing ideas, thoughts, struggles, pains, insights and awareness’.  I believe students and instructors learn and grow from honoring each person’s unique experience regardless of role.  I also love learning and researching new information and take particular interest in expanding ways of thinking and feeling related to the human experience.   It is a privilege to work as a teacher on any level, I am dedicated to continuing to develop and grow as a culturally competent instructor.

Aslinia, S. D., Rasheed, M., & Simpson, C. (2011). Individual psychology (Adlerian) applied to international collectivist cultures: Compatibility, effectiveness, and impact. Journal for International Counselor Education, 3, 1-12. Retrieved from http://digitalcommons.library.unlv.edu/jice

Awais, Y., Blausey, D. (2021). Foundations of art therapy supervision: Creating common ground for supervisors and supervisees. Routledge.

Hinz, L. (2009). Expressive Therapies Continuum: A framework for using art in therapy.  NY: Taylor and Francis.

King, J. L. (2016). Art therapy, trauma, and neuroscience: Theoretical and practical

perspectives. Routledge: Taylor & Francis Group.

King, J., Kaimal, G., Konopka, L., Belkofer, C., & Strang, C. (2019) Practical applications of neuroscience-informed art therapy. Art Therapy: Journal of the American Art Therapy Association, 36(3), 149-156. doi: 10.1080/07421656.2019.1649549

Talwar, S. (2019). Art therapy for social justice: Radical intersections. NY: Routledge.

Drexel, University PA (current)

Theories of Counseling and Psychotherapy for the Creative Arts Therapy Department MA Degree Program. Summer 2023/ 2024

Adler Graduate School MN (2007-2023)

MA Level Art Therapy Courses; 

Studio Art Therapy: Media Exploration, Child and Adolescent Art Therapy, Foundations of Art Therapy, Ethical Issues in Art Therapy, Art Therapy on the Autism Spectrum, AT Group. 

MA Level CMHC Courses; Group Counseling, Introduction to Field Experience, Group Psychotherapy, Foundations of Clinical Mental     Health Counseling 

Adler Graduate School

Associate Professor; Field Experience Coordinator; 2017-2023, 

o Responsible for the master’s level training field experience program as a core associate professor/ faculty for Adler Graduate School’s art therapy department. Develop program initiatives/ goals, syllabi, program manuals, paperwork, forms and electronic platform to support the program. 

o Hire, train, supervise and support instructor professional growth and development within the field experience program. Develop, manage, support, maintain relationship with community partnership organizations and program affiliations.

o Provide supervision trainings, support ongoing outreach, and program development for supervisors and site contacts. Implement orientation and onboarding for students entering field work.

o Facilitation of student placement site needs, building relationships with the community to establish and develop new field placement partnerships.  Facilitation of conflicts encouraging growth and professional development.

o Maintain connection and communication between established sites including managing student and site needs. Supervise students and teach field experience courses within the art therapy program. Manage conflicts, provide monitoring and gatekeeping related to student's professional disposition and overall health and wellness. 

o Developed and created the field experience program manuals, site supervisor manual and student training paperwork and associated digital platforms for student access. 

Art Therapist Practicum and Internship Faculty Supervisor;

o Teach Practicum and Internship courses in art therapy.

o Develop syllabi, update and address competencies and Student Learning Outcomes to support program accreditation. 

o Supervision and oversite of students at placement sites.

AT Faculty;

o Group Art Therapy, AT Internship, AT Practicum, Introduction to AT Field  Experience, AT Ethics, AT Child/ Adolescent Development, Art Therapy  Studio Media, Art Therapy and Autism Spectrum Disorder, co-developed  Art Therapy Trauma and Neuroscience course and collaborated on a  number of course development and professional initiatives. 

Art Therapy Studio Supervisor; 

o Provide field site training opportunities as a practicing art therapist for various partners and agencies. Populations include; Alzheimer’s and Dementia, children and adolescents on the Autism Spectrum/ 

Neurodivergence, support and supervise groups for adults with SPMI and 

cognitive challenges as well as partners with agencies supporting folks with developmental disabilities and varying cognitive abilities. Provide art therapy services in the community art therapy studio on campus that addresses each unique population's mental health challenges and goals.  Mission of the art therapy studio is to provide services for the community and to support student professional development and art therapy training to promote a more healthy and resilient community as well as to de-stigmatize mental illness. 

o Support AT studio assistant in managing the AT studio.

 Advisor; 

o Provide ongoing student advising and professional identity developmental, academic and field experience support including overall student health and well-being. Work with students individually and within a group context to address advising needs, support student successful professional

development. Developed art therapy program manual art therapy program webpage and informational handouts for student needs. Address 

dispositional issues and ‘student success plans. 

·       Social Interest and Action Committee.

o Developed, facilitate and lead committee that provides service to our internal organization as well as commitment to providing service externally to our community. Organize wellness trainings, social interest 

opportunities to enhance and create connections with our community by providing volunteer and training services based on community and 

organizational needs. Liaison to our AGS community Hub. 

o Hub; Organizational support for student success services. Provide ongoing trainings and professional development opportunities for the Adler 

community.

Art Therapy Studio Gallery; 

o Manage, lead and support ongoing development of the art therapy studio gallery. Develop art shows in collaboration with students, community members, alumni. Created paperwork, procedures and guidelines for managing the gallery.

Adler Graduate School Full Time Faculty, Field Experience and Placement Coordinator/  Supervisor for Clinical Mental Health Counseling Program 2014-2017:  

·   Responsible for developing the field experience program as a Core Faculty for  Adler Graduate School’s art therapy and clinical mental health counseling  program. Developed program initiatives/ goals, developed syllabi, program manuals, paperwork, and forms to support the programs. Hired, trained, supervised and supported instructor professional growth and development within the field experience program. Developed, managed and sustained relationships with over 65 community partner organizations and program affiliations between the school.  Provided supervision training, support ongoing outreach and program development for our supervisors and site contacts. Implemented orientation for students, facilitation of student placement site needs, building relationships with the community to establish and develop new field placement partnerships.  Maintain connection and communication between established sites including managing student and site needs. Supervised students and taught field experience courses within the counseling and art therapy programs. Managed conflicts, provided monitoring and gatekeeping related to student's professional wellness.  Developed and created the field experience program manuals, site supervisor manual and student training paperwork and associated digital platforms for  student access. Led site supervisor trainings.

·   Faculty teaching experience MA level Courses: 

Introduction to Clinical Mental Health Counseling, Group Therapy, Group Art  Therapy, Internship, Practicum, Introduction to Field Experience, Ethics, Child/  Adolescent Development, Art Therapy Studio Media, Art Therapy and Autism  Spectrum Disorder, co-developed art therapy, trauma and neuroscience course  and collaborated on a number of course development and professional initiatives.  Taught Practicum and Internship Courses in the counseling program.