Developing the professional identity of art therapy students as reflected in art therapy simulation sessions

The current study examined central themes in the developing professional identity of art therapy students that emerged in simulated art therapy sessions during academic coursework. Sixteen female art therapy students in their second year of their M.A. took part in six to eight simulated art therapy sessions. They were divided into pairs where one was the viewer (“therapist”) and the other was the creator (“client”). The data processing included a hermeneutic inquiry of the reflective journal entries all students completed after each simulation session. Four central themes were identified: "Internal working tools", "Interventions", “The development of professional self-perception through the simulation process” and "The students' perceptions of the power of art during the simulation". The students' experiences suggest that simulations can be a significant component of instruction in art therapy during the training period and can lead to professional development and growth.