Art Therapy Northern Programme MA Art Psychotherapy Practice

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1 Based on a partnership between Sheffield Health and Social Care Trust & Leeds Beckett University Art Therapy Northern Programme MA Art Psychotherapy Practice The late D.W. Winnicott was one British analyst who drew particular attention to the need, throughout life, for a third area of human experiencing which was concerned exclusively with neither subjective fantasy, nor objective knowledge, but involved a mingling of both. Towards the end of his life, he became increasingly interested in the relevance of these ideas to art and human creativity in general... Art may be necessary for human health and happiness, but it is becoming harder and harder for ordinary men, and ordinary women, to practise it. Not only those in our society who have become ill, old, imprisoned, or mentally disturbed lack contact with creative processes and their restorative powers. Fuller, P. (1984) Foreword. In T. Dalley, ed., Art as Therapy. London: Tavistock. Return application forms to: Art Therapy Northern Programme Netherthorpe House, 101 Netherthorpe Road, Sheffield, S3 7EZ The MA Art Psy Sheffield Health and Social Care NHS Foundation Trust

2 The MA Art Psychotherapy Practice is the pre-registration course required for practice as an Art Psychotherapist or an Art Therapist in the UK. Art Psychotherapist and Art Therapist are the protected titles for registration with the Health and Care Professions Council; both titles describe the same professional practice. This MA Art Psychotherapy Practice is one of a small number of courses provided by the Art Therapy Northern Programme in Sheffield. Our provision includes registration for higher degrees, a foundation course and short courses relevant to CPD. These are described at the web site: It has been indicated that the fees for the session will be in the region of: Full time: 5,250 per annum for two years Part time: 3,500 per annum for three years Course fees are subject to small incremental increases each year, the precise details of these and of payment by instalments are provided by Leeds Beckett University when students register. 1. Final Award MA, Art Psychotherapy Practice 2. Awarding Body Leeds Beckett University 3. Teaching Institution 4. Programme Approved by 5. Programme Title 6. QAA Benchmarking Groups Art Therapy Northern Programme based in Sheffield with Sheffield Health and Social Care NHS Foundation Trust (in partnership with Leeds Beckett University). The Health and Care Professions Council (HCPC) and recognised by the British Association of Art Therapists MA in Art Psychotherapy Practice and associated MA in Art Psychotherapy post registration [described separately]. Academic and Practitioner Standards in Health and Social Care for the Arts Therapies (2004) Background Although these courses have a number of innovative features, they build upon more than twenty-five years experience within Sheffield and Leeds of education, research and practice. Consequently the history of Art Therapy/Art Psychotherapy education in the north of England is a tale of two cities and it includes the long provision of popular courses with a good reputation. In Sheffield a training course was established in At that time Professor Alec Jenner was the Professor of Psychiatry and he together with the psychiatrist and psychotherapist Dr Jim Gommersall agreed to host the course within the University of Sheffield. Their support as radical public sector psychiatrists helped establish a good professional ethos for a training course. The training enabled practitioners to establish therapeutic relationships with the clients of the public sector, the majority of who do not have access to therapy of any kind. Dave Edwards, Professor Joy Schaverien and Dr Chris Wood are well-known figures in the development of Art therapy in the UK, they worked with Nick Howard in developing the course as a form of training. David Maclagan and John Henzell also worked with the staff team at a later stage. The programme has the strong support of members of the Sheffield Health and Social Care Trust Executive, Kevan Taylor, and also the Dean of the Faculty of Health and Social Sciences at Leeds Beckett University, Ieuan Ellis. The lead for mental health at Leeds Beckett University is Sue Sherwin. Julie Leeson, Director of Therapy Services for Sheffield 2

3 Health and Social Care Trust, has provided a strong base for the programme by agreeing to host it. Professor Joy Schaverien is visiting professor. Current staff includes Germaine Bryant, Deborah Gibson, Naomi Perry and Dr Chris Wood. Additional supervisors and tutors are: Charlotte Allen, Dr Simon Bell, Lizzie Taylor Buck, Dave Edwards, Dr Arnell Etherington, Dr Jo Garber, Hannah Godfrey, Helen Greenwood, Anthea Hendry, Themis Kyriakidou, Dr Claire Lee, Bobby Lloyd, Catriona McInnis, Debbie Michaels, Deena Northover, Amanda Platt, Samantha Stubbs, Caroline Turner, Sally Weston and Katie Wilson. The course is fortunate in also being able to invite a wide range of visiting lecturers with art therapy and other relevant experience, past speakers have included for example: a number of different service user experts; Philippa Brown; Dr Peter Byrne; Dr Jane Burns; Caroline Case; Tessa Dalley; Professor Michael Edwards; Dr Andrea Gilroy; Penelope Hall; John Henzell; Dr Margaret Hills; Karen Huckvale; Val Huet; Linda Irving; Malcolm Learmonth; David Maclagan; Dr Jackie Mahony; Jackie McKoy-Lewens; Frances Prokofiev; Mary Silcott; Neil Springham; Dr Robin Tipple; Dr Jill Westwood; and Ami Woods. The Art Therapy Northern Programme is based upon the partnership of Leeds Beckett University and the large Health and Social Service provision of Sheffield Health and Social Care Trust. It uses the combined organisational experience of higher education and service provision. Students benefit from the experience available to them in both organisations and their sense of what it means to combine theory with practice has strong foundations. The Programme continues to build upon the robust practice-based network of placements established by the previous course at the University of Sheffield. Aims of the MA Art Psychotherapy Practice This programme aims to: enable graduates to undertake safe and effective practice of art therapy in which visual art and the process of image-making play a central role in the context of therapeutic relationships; meet the national training criteria for practice and registration as an Art Therapist or Art Psychotherapist (both titles are protected) in ways that encompass the standards of proficiency and those of conduct, performance and ethics; ensure that students gain systematic knowledge and understanding of a range of theories and, at the threshold of their careers, they have the transferable skills to practice effectively and ethically in what are often complex and unpredictable specialised settings in the public or independent sector. Produce therapists of a high quality who are able to play a leading role in the development of services. The most important values that inform this programme are found in the intention to make a contribution through its graduates to confident development of art therapy practice with clients from all care groups, including many who, because of the weight of social exclusion, might not otherwise have access to psychological therapy. 3

4 Intended Learning Outcomes (this abbreviated summary is supplemented in the Course Handbook) Students must able to demonstrate proficiency in the following ways: Professional autonomy and accountability; Knowledge of Professional Relationships; Identification and assessment of health and social care needs; Formulation and delivery of plans and strategies for meeting health and social care needs; Critical evaluation of the impact of, or response to, their professional practice; Knowledge, understanding and the skills of their profession (Health Professions Council, 2003). Students of the MA in Art Psychotherapy Practice will be able to do the following: 1) Demonstrate self-direction and creativity in dealing with the complex combination of elements involved in art psychotherapeutic theory and practice, i.e. reflective knowledge and understanding of the self (i.e. of the therapist themselves); the process of object and image making within therapy and art; the nature of psychotherapeutic relationships within contemporary philosophies of care and treatment; the organisational, policy, political and cultural contexts in which practice takes place; the need to establish evidence of effectiveness. 2) Demonstrate substantial knowledge and critical understanding of the theories and practice of art psychotherapy and of the art forms central to it. 3) Develop the critical skills and understanding required to synthesise, compare and contrast theories and apply to practice, relevant aspects of anthropology, psychology, psychiatry, sociology, psychotherapy, psychoanalysis and cultural theory. 4) Demonstrate substantial knowledge and critical understanding of the therapeutic relationship, disciplinary methodologies, and cultural and ethical issues appropriate to the management of the therapeutic process. 5) Evidence that they can make appropriate professional use of supervision for their therapeutic practice, both individual and group. 6) Be demonstrably capable of using advanced practice skills and critical knowledge required for the assessment, formulation and evaluation of therapy. 7) Be demonstrably capable of the management of professional issues such as codes of ethics, confidentiality and informed consent, record keeping, referral systems, team structures, different work specifications, regulation by the Health Professions Council and the implications of the Mental Health Act and other relevant legislation such as the Children Act etc. 8) Manage a client caseload within a practice setting or settings for between 100 and 120 days. 9) Evidence and use their critical awareness of the relevance and application of research to practice. 4

5 Skills Students will be able to develop their skills in the following areas: Organisation and Planning; Communication; Study and Research. In addition to skills generic to courses at Masters level students develop subject specific skills: the ability to integrate to their own knowledge and skill of art-making within their therapeutic relationships; the appropriate introduction for clients to different cultural forms in artmaking (ranging from the ancient and ongoing use of painting, sculpture etc to the contemporary use of computers and popular culture); the ability to pass on knowledge of art-making processes and their application; the ability to pass on knowledge of a range of art materials and their application. These learning outcomes and skills are achieved incrementally as a result of progression through the course. What is described above is a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if she/he takes advantage of the learning opportunities that are provided. Teaching, learning and assessment The learning, teaching and assessment strategies are in parallel with the philosophy of the course and the belief that students, in the last analysis, must take a critical and selfreflective responsibility for their own development and learning, while being provided with a learning community to encourage and support such a process. A number of different learning and teaching approaches are used. These include experiential training groups using art studios, group process work, placement supervision groups and reflective practice sessions using visual media and creative writing. These are structured and designed to present opportunities for guided, peer and self-directed learning and assessment. Students are asked to make written self-assessments of their overall learning for each year of their course and these contribute to their exam and professional portfolios. Knowledge-based academic lectures, seminars, tutorials and a requirement for assessed pieces of written work complement the self-reflexive and experiential learning. Assessed elements of the course include a series of written submissions and oral presentations. The further development of professional knowledge, competence and experience is supported by the placement experiences of working alongside other professionals, having a client case load and receiving supervision with a therapeutically aware practitioner. Assessment of the placement includes the student placement portfolio, course staff and placement supervisor reports, students in consultation with course staff and placement supervisors. Members of the staff team are in regular contact with placement supervisors. Placements are found in a wide range of appropriate settings including multidisciplinary teams, services for young people, general hospitals, medical centres, GP settings, psychiatric in-patient teams, community mental health teams, forensic settings, services for people with learning disabilities, services for the elderly and some hospice settings. 5

6 Programme Structures and Requirement, Levels, Modules, Credits and Awards The MA in Art Psychotherapy Practice has gained approval of the Health and Care Professions Council (HCPC, formerly Health Professions Council, HPC) and the recognition of the British Association of Art Therapists (BAAT). In accordance with national core course training criteria the MA in Art Psychotherapy Practice is full-time for not less than two years or part-time for not less than three years. In addition to theoretical components and the opportunities at master s level the course provides: A series of training groups with registered Art Therapists. The experience of days of placement with an experienced mentor or supervisor. Course-based supervision groups running in parallel to the practice placement. Throughout the duration of the programme of study, a candidate must be in personal therapy with a therapist not otherwise involved in teaching (the student pays for this component of their training). Notes on this component of the course are provided in the course handbook. The course contains opportunities for both in-depth study in the conventional sense and also for experiential learning in the art studios and on placement. The course comprises the combination of several modes of delivery, including four modules and three different forms of experiential learning, underpinned by the experience of therapeutic practice on placement. Course modules critically consider the theories and practices of the discipline and their relevance to professional life. They practically addresses the processes involved in learning how to learn and research. The experiential workshops provide students with the chance to explore processes of art-making and their relevance to self-reflection and to a range of different clients and therapeutic practice. Supervision Groups enable students to share and critically review with staff and other students their therapeutic practice on placement. (These groups are in addition to mentoring and supervision on placement.) Elements of the award MA in Art Psychotherapy Practice Credit Points 1. Psychotherapeutic and Mental Health Theories Studio Based Training Groups and Reflective Practice Adapting Art Therapy for different Contexts The Practice Placement and Supervision Group (in parallel to placement) Thresholds of Practice Dissertation 60 6

7 Support for Learning The course is based within the Mental Health section of the Faculty of Health and Social Sciences at Leeds Beckett University. In addition there are University facilities: Access to University Libraries in Leeds and Sheffield and the student s home town where possible (including an off-campus postal scheme for books from Leeds Beckett University). Finance advice and support Health and Safety Accommodation Office International Office Counselling services Disability support Child care Health Centre Chaplaincy Careers Advice University services provided centrally include: Learning Centres, including extensive library and IT provision Library facilities for the course use the SCONUL system giving access and lending rights from University libraries in the students home towns. There is also a free postal service for receiving books from the library at Leeds Beckett University. Students receive books from the library posted to their home address and return them via the course. Learning Centre Offsite-Service WebCT Skills for Learning materials, available on-line and in the Learning Centres Individual students accounts Language centre School office for administrative enquiries and help Criteria for Admission: Applicants must demonstrate commitment and suitability. Applicants normally require a degree. This is often in Fine Art, but a number of applicants have other degrees in, for example, the humanities, psychology, the social sciences or in the arts therapies. The course also have a small but significant number of candidates with science degrees and a number of students from the teaching, social work, nursing and medical professions. In cases where applicants have graduate qualifications but not in fine art, then evidence of a substantial and developing body of current artwork is essential. All candidates are asked to demonstrate their ongoing commitment to their own artwork. Showing a portfolio of artwork is a part of the interview. 7

8 All applicants are required to provide evidence of pre-course experience, this is usually over a period of at least one year, in a field related to caring work, e.g. mental health work, counselling or special needs counselling/special needs teaching. International applicants who do not have English as a first language must be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System (IELTS) with no element below 6.5 In such cases where no first degree has been obtained, candidates must demonstrate the ability to complete academic studies in higher education. All applicants will need good references. Compliance with the terms of the Rehabilitation of Offenders Act, 1974, and mental health legislation for practice placements and employability in the NHS, local authority social services departments (LASSDs), working with children, and other similarly sensitive areas of employment. Please note all successful candidates have a police check undertaken by the Disclosure & Barring Service (DBS) before they embark upon their placement work with clients. 8

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