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九十七學年客座外籍教授 MARCIA L. ROSAL基本資料
CURRICULUM VITAE
MARCIA L. ROSAL, PhD, ATR-BC
Qualifications
1995 Qualified
for Board Certification, Art Therapy Credentials Board
1986 PhD
in Educational Psychology, University
of Queensland
1979 Qualified
as a Registered Art Therapist, American Art Therapy Association
1977 MA
in Art Therapy, University
of Louisville
1973 BS
in Art Education, Pennsylvania
State University
Professional Experience
Academic
1999-present Professor
& Chairperson, Art Education/Art Therapy Department,
Florida State
University
2000 Scholar-In-Residence, Illinois State University
1985-1998 Professor,
Expressive Therapies Program, University
of Louisville
1994, 1998, Visiting
Faculty, Illinois
State University
1982-1985 Research Fellow, Schonell
Educational Research Center, University
of Queensland
1979-1981 Assistant Professor, Art Therapy
Studies, State University
College at Buffalo
Clinical
1995-1998
Consultant,
Expressive Therapies Department, Kosair Children’s Hospital
1986-1998
Art
Therapist, Private Practice, Louisville,
KY
1981-1983
Art
Therapist, East Baton Rouge Parish Schools, Louisiana
1978-1979
Art
Therapist, Tulane
Medical Center
Hospital
1977-1978
Art
Therapist, East Louisiana
State Hospital
Service to Professional Associations
2006-2008 Treasurer, National
Coalition of Creative Arts Therapies
Associations
2005-2007 Nominating
Committee, American Art Therapy Association
1999-2001
President,
American Art Therapy Association
1997-1999 President-Elect,
American Art Therapy Association
1993-1997
Director,
American Art Therapy Association National Board
1987-1993 Education and Training Board,
American
Art Therapy Association, Chair 1991-1993
Editorial
Positions
1991-Present Editorial Board Member of The Arts in Psychotherapy: An International
Journal
1990-1993
Editorial
Board Member of Art Therapy:
Journal of the American Art
Therapy Association
Refereed
Publications
Rosal, M.L. (2006). Opening
the doors of art museums for therapeutic processes. The
Arts in
Psychotherapy, 33(4), 288-301 with C. Brown-Treadon
and V. Thompson-
Wylder.
Rosal, M.L. (2006). Book
review: Aggression and depression assessed through art by R.
Silver, Art therapy: Journal of the American Art Therapy
Association, 23(3), 147-148.
Rosal, M.L. (2006). Video
review: Art therapy has many faces
by J. Rubin, The Arts in
Psychotherapy,
33(2), 148.
Rosal, M.L. (2003). Book review:
Art, science and art therapy by F. Kaplan. Art
Therapy: Journal of the American Art Therapy
Association, 20(2), 113.
Rosal, M.L. (2003). Book review: Group
process made visible by S. Riley. Art
Therapy: Journal of the American Art Therapy
Association, 20(1), 43-44.
Rosal, M.L. (1998). Research thoughts: Learning from the literature and from
experience. Art Therapy: Journal of the American Art Therapy
Association, 15(1), 47-50.
Rosal, M.L., McCulloch-Vislisel, S. &
Neece, S. (1997). Keeping students in school:
An art therapy program to benefit
ninth-grade students. Art
Therapy: Journal of the American Art
Therapy Association, 14(1), 30-36.
Pleasant-Metcalf, A., & Rosal,
M.L. (1997). The use of art therapy to improve academic
performance. Art Therapy: Journal of the American Art Therapy
Association, 14(1), 23-29.
Rosal, M.L. (1996).
Book review: Expressive and
functional therapies in the treatment
of multiple personality disorder by E.S. Kluft (Ed.). American Journal of Art
therapy, 34(3), 87-88.
Rosal, M.L. (1995).
Video Review: Together we
heal: Mural messages from incest
survivors by F.E. Anderson.
Art Therapy: Journal of the
American Art Therapy
Association, 12(4), 270-271.
Rosal, M.L. (1995).
Mutual exchange and respect: A
philosophy of art therapy
according to Erika Lehnsen. American Journal of Art Therapy, 33(3),
69-73.
Rosal, M.L. (1995).
Book review: Four books on the
process of journaling by L.
Capacchione. Art Therapy: Journal of the American Art Therapy
Association,
12(1), 76-78.
Rosal, M.L. (1993).
Comparative group art therapy research to evaluate changes in
locus of control in behavior disordered
children. The Arts in
Psychotherapy: An International
Journal, 20, 231-241.
Lusebrink, V.B., Rosal, M.L., &
Campanelli, M. (1993). Survey of doctoral work by art
therapists. Art Therapy: Journal of the American Art Therapy
Association, 10(4), 226-234.
Malone, S., & Rosal, M.L. (1993).
Journey toward integration: The
use of collages to
assess the separation and individuation
process of an adult identical twin. Art
Therapy: Journal of the American Art
Therapy Association, 10(1), 16-22.
Neale, E.L., & Rosal, M.L. (1993).
What can art therapists learn from the research on
projective drawing techniques for
children: A review of the
literature. The Arts
in Psychotherapy: An International Journal, 20, 37-49.
Rosal, M.L. (1992).
Book review: Visual
perception by N.J. Wade & M. Swanson.
American Journal of Art Therapy, 31(1), 22.
Rosal, M.L. (1990).
Book review: Developing
cognitive and creative skills through art:
Programs for children with communication
disorders or learning disabilities (3rd
ed.) by R. Silver. Art Therapy: Journal of the American Art Therapy
Association, 7(3), 142-143.
Rosal, M.L. (1989).
Master’s papers in art therapy:
Narrative or research case studies?
The Arts in Psychotherapy: An International Journal, 16(2), 71-75.
Bowen, C., & Rosal, M.L. (1989).
The use of art therapy to reduce the maladaptive
behaviors of a mentally retarded
adult. The Arts in
Psychotherapy: An International
Journal, 16(3), 211-218.
Phillips, R.A., & Rosal, M.L. (1989).
Empowering women with PMS through the
creative process. The Arts in Psychotherapy: An International Journal, 16(4),
277-282.
Rosal, M.L. (1988).
Book review: Projective
techniques for adolescents and children
by A.I. Rabin. American Journal of Art Therapy, 27(2),
64-65.
Invited
Chapters in Published Edited Volumes
Rosal, M.L. (2007). A comparative analysis of American and
British approaches to
group art therapy. In D. Spring (Ed.), Art in treatment:
Transatlantic dialogue.
Springfield, IL:
Charles C. Thomas.
Rosal, M.L. (2001). Cognitive-behavioral approaches to art
therapy. In J.A. Rubin (Ed.),
Approaches to Art Therapy (2nd ed.). New
York:
Brunner/Mazel.
Rosal, M.L., Turner-Schikler, L., &
Yurt, D. (1998). Art therapy with obese teens:
Racial, cultural and therapeutic
implications. In A.R. Hiscox &
A.C. Calisch
(Eds.), Tapestry of cultural issues in
art therapy (pp.109-133). London: Jessica Kingsley.
Rosal, M.L. (1993).
The expressive therapies continuum:
The relationship to the arts in
medicine.
In F.J. Bejjani (Ed.), Current research in arts medicine (pp.
111-112).
Chicago, IL: A Capella Books.
Lusebrink, V.B, Rosal, M.L.,
Turner-Schikler, L., Schikler, K., & Ackerman, J. (1993).
A brief art therapy intervention with juvenile
rheumatoid arthritis patients. In F.J.
Bejjani (Ed.), Current research in arts medicine (pp. 113-116). Chicago,
IL: A Capella Books.
Rosal, M.L. (1992).
Approaches to art therapy with children. In F.E. Anderson (Ed.),
Art for All the Children (2nd ed.) (pp. 142-183). Springfield,
IL: Charles C. Thomas.
Rosal, M.L. (1992).
Illustrations of art therapy research.
In H. Wadeson (Ed.), A Guide
to Conducting Art Therapy Research (pp. 63-72). Mundelein,
IL: AATA, Inc.
Published Book
Rosal, M.L. (1996).
Approaches to art therapy with children. Burlingame,
CA:
Abbeygate Press. (Also translated in
Chinese by Liona Lu)
Papers
Presented
Refereed
Papers Presented at International Conferences
Rosal, M.L. (2004, July). The status of national art
therapy associations: An
international perspective.
Paper presented at the annual conference of the Taiwan Art Therapy
Association, Taipei.
Rosal, M.L. (2004, July). Rethinking and reframing group art
therapy. Paper presented
at the annual conference of the Taiwan
Art Therapy Association, Taipei.
Rosal, M.L. (2004, July). Using the art museum as a tool in art
therapy. Paper
presented at the 1st annual
conference of the Taiwan Art Therapy Association,
Taipei.
Rosal, M.L. (2004, July). A model of art therapy for violent
clients. Paper presented at
the 1st annual conference of the Taiwan Art Therapy
Association, Taipei.
Rosal, M.L. (1996, July). Art therapy with children and
adolescents: An Integrated
Model. Paper
presented at the meeting of National Australia Art Therapy
Association, Sydney, Australia.
Rosal, M.L. (1992, February). The expressive therapies continuum: Relationship to arts
in medicine. Poster
session presented at the MedArt International World Congress on Arts and Medicine,
New York, NY.
Lusebrink, V.B, Rosal, M.L.,
Turner-Schikler, L., Schikler, K., & Ackerman, J. (1992,
February). A brief art therapy intervention with
juvenile rheumatoid arthritis patients.
Poster session presented at the MedArt International World Congress on
Arts and Medicine, New York,
NY.
Rosal, M.L. (1989, September). Doing art in groups: A model for group process.
Paper presented at the meeting Australian
National Art Therapy Association, Brisbane,
Australia.
Rosal, M.L. (1989, September). The expressive therapies continuum: Applications for
treatment. Paper presented at the meeting Australian
National Art Therapy Association, Brisbane,
Australia.
Rosal, M.L. (1986, November). Relaxation and imagery in art therapy
for behavior
disordered children.
Paper presented at the meeting of the International Imagery
Association, San Francisco,
CA.
Rosal, M.L. (1985, September). Changes in the art of behavior
disordered children.
Paper presented at the 11th
Triennial Congress of the International Society for the Study of Art and
Psychopathology, London, England.
Refereed
Papers Presented at National Conferences
Rosal, M.L. (2007, November). The status of national art therapy
associations: a global
perspective. Paper presented at the annual
conference of the American Art Therapy Association, Albuquerque, NM.
Rosal, M.L. (2006, November). Using
museum objects for reflection on the meaning of
family. Paper presented at the annual
conference of the American Art Therapy Association, New Orleans, LA.
Rosal, M.L. (2005, November). Utilizing
the art museum as a therapeutic tool.
Paper
presented at the annual conference of the
American Art Therapy Association, Atlanta,
GA.
Rosal, M.L. (2003, November). A model of art therapy for violent clients. Paper
presented at the annual conference of the
American Art Therapy Association, Chicago,
IL.
Rosal, M.L. (2000, April). Towards a theory of group art therapy. Paper presented at
the annual conference of the American
Society of Group Psychotherapy and Psychodrama, New York, NY.
Rosal, M.L., Deaver, S.H., Julliard, K., Isis, P., & Vick, R. (1999, November).
Envisioning a framework for art therapy
research: AATA’s research agenda.
Paper presented at the annual conference of the American Art Therapy
Association, Orlando, FL.
Byers, J., Gerber, N., Hays, R., Linesch,
D., & Rosal, M.L. (1999,
November). Art
therapy education “back to the
future”: A discussion for the
millennium. Paper presented at the annual conference of
the American Art Therapy Association, Orlando,
FL.
Rosal, M.L. (1999, November). Interweaving art therapy into group work. Paper
presented at the annual conference of the
American Counseling Association, San
Diego, CA.
Kaplan, F.F.,
Bloomgarten, J., Knapp, N., Rosal, M.L., & Spaniol, S. (1998,
November).
Research is not a foreign country: Power and integrity in our own backyard.
Paper presented at the annual conference of the American Art Therapy
Association, Portland, OR.
Rosal, M.L. (1997, November). The art
of human rights as a model for personal action.
Paper presented at the annual conference
of the American Art Therapy Association, Milwaukee, WI.
Hartzler, J., & Rosal, M.L. (1997). Developing
resiliency in homeless preschool children
through group art therapy.
Poster session presented at the annual conference of the American Art
Therapy Association, Milwaukee,
WI.
Ohms, M., & Rosal, M.L. (1997, November). Increasing internal locus of control and
self-esteem in multiply-diagnosed
adolescents. Poster session presented at the annual
conference of the American Art Therapy Association, Milwaukee, WI.
Trowbridge, M., & Rosal, M.L. (1997,
November). Directive versus
nondirective art
therapy in the treatment of two
traumatized children. Poster session presented at the annual
conference of the American Art Therapy Association, Milwaukee, WI.
Rosal, M.L. & Schikler, L.T. (1996,
November). Art therapy with obese
teens:
Adolescents confront their weight issues.
Paper presented at the annual conference of the American Art Therapy
Association, Philadelphia,
PA.
Rosal, M.L., Linesch, D., & Hite, S.
(1995, November). Research in art
therapy
education: A dialogue. Paper
presented at the annual conference of the American Art Therapy Association, San Diego, CA.
Rosal, M.L., & Ackerman-Haswell, J.
(1995, October). Group art therapy
with special
needs offenders.
Paper presented at the annual conference of the Association for
Treatment of Sex Abusers, New
Orleans, LA.
Rosal, M.L. (1994, November). Group art therapy: What do we know and what do we
still need to consider?
Paper presented at the annual conference of the American Art Therapy
Association, Chicago, IL.
Rosal, M.L., Ackerman-Haswell, J., &
Johnson, L. (1994, November). Humanity
behind
the offense: Group art therapy with special needs sex
offenders. Paper presented at the annual conference of
the American Art Therapy Association, Chicago,
IL.
Ackerman, J., & Rosal, M.L. (1993,
November). The rebels: Development of an art
therapy group with resistant sex
offenders. Paper presented at the annual conference of
the American Art Therapy Association, Atlanta,
GA.
Ising, M.K., & Rosal, M.L. (1993, November). Why hast thou forsaken me: Spiritual
abandonment by victims of war.
Paper presented at the annual conference of the American Art Therapy
Association, Atlanta, GA.
Morgan, J.H., & Rosal, M.L. (1992,
November). Using expressive
journals to measure
feelings in an adolescent group.
Paper presented at the annual conference of the American Art Therapy
Association, Las Vegas, NV.
Rosal, M.L. (1991, November). Liberty
and conflict: Images from
psychologists in a
war torn country.
Paper presented at the annual conference of the American Art Therapy
Association, Denver, CO.
Rosal, M.L., Malone, S., & McCulloch-Vislisel.
(1989, November). Heading them off
at
the pass:
An expressive therapies program for adolescents.
Paper presented at the annual conference of the American Art Therapy
Association, San Francisco,
CA.
Graves, S.L., Lusebrink, V.B., & Rosal,
M.L. (1988, November). Developmental
model
of supervision.
Paper presented at the annual conference of the American Art Therapy
Association, Chicago, IL.
Rosal, M.L., Phillips,
R., Menne, K., & Kling, H. (1987, November). Individual
inquiries: Single case research in addiction, autism,
and multiplicity. Paper presented at the annual conference of
the American Art Therapy Association, Miami,
FL.
Rosal, M.L. (1987, November). Cognitive approaches in art therapy for
children. Paper
presented at the annual conference of the
American Art Therapy Association, Miami,
FL.
Rosal, M.L. (1986, November). The rating of personal construct
drawings to measure
behavior change.
Paper presented at the annual conference of the American Art Therapy
Association, Los Angeles,
CA.
Rosal, M.L. (1986, November). Understanding visual language. Paper presented at the
annual conference of the American Art
Therapy Association, Los Angeles,
CA.
Rosal, M.L. (1985, November). Comparative group art therapy research. Paper
presented at the annual conference of the
American Art Therapy Association, New
Orleans, LA.
Rosal, M.L. (1985, November). The use of personal construct drawings
as an art
therapeutic outcome measure.
Paper presented at the annual conference of the American Art Therapy
Association, New Orleans,
LA.
Rosal, M.L. (1985, September). Conducting research in the arts
therapies. Paper
presented at the annual conference of the
Network for Exploring Creativity in Therapy through the Arts, Melbourne, Australia.
Rosal, M.L. (1984, September). Rhythm and tempi in art therapy. Paper presented at
the annual conference of the Australian
Music Therapy Association, Brisbane,
Australia.
Rosal, M.L. (1984, September). Personal constructs in art. Paper presented at the
annual conference of the Network for
Exploring Creativity in Therapy through the Arts, Brisbane, Australia.
Rosal, M.L. (1983, November). Locus of control and adaptive behavior
in children and
adolescents. Paper
presented at the annual conference of the Australian Research in Education
Association, Canberra, Australia.
Rosal, M.L. (1982, November). The effect of tempo upon form and
reflective distance.
Paper presented at the annual conference
of the American Art Therapy Association, Philadelphia, PA
Rosal, M.L. (1981, November). Tempo and rhythm in art therapy. Paper presented at
the annual conference of the American Art
Therapy Association, Liberty,
NY.
九十七學年客座外籍教授 MARCIA L. ROSAL基本資料
Project Statement
Lecturing/Research Award (#8175) in Taiwan
Introduction
The Fulbright Scholarship will provide an
opportunity to teach art therapy and to conduct qualitative research in Taiwan. I have an invitation to teach in Taipei at the Taipei
Municipal Teacher’s College (TMTC).
The faculty in the art therapy program is eager for additional
international faculty to supplement the teaching staff and bring breadth and
depth to the course material for the students.
I am familiar with Taipei
and previously have made two brief trips to Taiwan. The first visit was in 1996 as a
representative of the Expressive Therapies Program at the University of Louisville
(UofL). The UofL faculty was interested in a student/faculty exchange with
the Department of Art Education at TMTC. The next visit was during the summer
of 2004, the year the Taiwan National Art Therapy Association held its
inaugural annual conference. I was the
keynote speaker and also presented a number of other papers during the
conference.
The reasons for wanting to return to Taiwan
are two-fold. First, a teaching
opportunity in an Asian culture will promote an exchange of ideas and
information. In particular, the
opportunity to teach and work with the students and faculty in the art
therapy program at TMTC would be enriching. Second, I am eager to research
the career decisions of art therapists in a collective culture.
Art Therapy
Art therapy is a relatively new profession,
particularly in Taiwan. Art therapists assist individuals who have
difficulty expressing themselves verbally.
For many people, including children and teens, art is a natural form
of expression. The ease with which
numerous populations create drawings illustrating their thoughts and
experiences is at the basis for the profession.
Art therapy education is intensive and
demanding. There are approximately 40
master’s programs in the US. TMTC houses the only program in Taiwan. The number of doctoral-level art therapists
is limited and thus, finding qualified educators is difficult. Working with
nascent programs around the globe can improve and strengthen art therapy
education.
Lecturing Component/Contributions to TMTC
The TMTC art therapy program first began accepting
students during the 2004-2005 academic year.
As often happens, the new degree program began with minimal
faculty. Each year new ways to
supplement the teaching staff are explored at TMTC. The TMTC program requested my assistance
for the fall of 2008 (see the TMTC letter of support). As a Fulbright
scholar, I will be given the opportunity to teach sections of various art
therapy courses during a three month period.
I would be available to advise the TMTC faculty on the program as a
whole and make recommendations for curricular revisions.
Courses taught and theses directed. For 24 years I have taught graduate
level art therapy courses and have expertise in teaching theories of art
therapy, use of media in art therapy, group art therapy, art therapy and
psychopathology, understanding symbols in the art of patients, and art
therapy research methods. I have an
equal number of years supervising students in internship or practicum. While
teaching at UofL, I supervised about 15 master’s theses each year over 14
years. Since moving to FSU in 1999, I
have directed seven students in completing their theses and seven doctoral
students in completing their dissertations.
Current teaching methods are based on a
constructivist approach. By offering
students information presented in a variety of formats, they have the freedom
to construct ideas of how to develop their own unique approach to art therapy
and style of practice.
Curriculum planning experiences. I was involved with curriculum
development at both the UofL and the Florida State University (FSU) art
therapy programs, particularly in research, group art therapy, and
psychopathology. The development of the curriculum for the art therapy
program at FSU was done under my direction as was the development of the
recently approved MS in Art Therapy degree.
Administrative experiences. Administrative roles include current
experience as Chairperson of the Department of Art Education and Director of
the Art Therapy Program at FSU. At
UofL, administrative positions included Clinical Coordinator for the art
therapy program and Director of Research.
I have held numerous administrative posts with the American Art
Therapy Association including a term as President.
Related research experiences. Art therapy research has been a major
focus my career. Research interests
include studies of various populations such as children with various behavior
and emotional issues, sex offenders, and individuals with mental
retardation. The use of art therapy
for behavior change and the effectiveness of group art therapy are other
research interests. Teaching research
methods to art therapy students at various institutions around the US
has continued to be a strong interest.
Adaptation of teaching style. Teaching in Taipei
will be remarkably different than teaching in the US. In Taipei,
students are accustomed to a didactic pedagogical style of learning, whereas
in the US,
students prefer a discussion and action model of learning. Asian students tend to come to class more
prepared than many US students, and have usually read the material assigned
for the class. This will permit me to
bring in information beyond the text and to supplement learning with deeper
levels of material. There will be a
translator to assist me with lectures; therefore extra time for translations
to occur will be built into lectures.
Effect of Fulbright opportunity on professional work. A comparative study of Taiwanese and US
art therapy training, practice, and student learning styles will be the
result of this award. Learning about
art therapy in an Asian collective cultural context and uncovering how art
therapists are perceived in Taiwan
is the major goal of this award.
Numerous Asian students are accepted in the FSU
Department of Art Education each year. This experience would inform me of
additional productive ways to accommodate the learning needs of international
students. Experiencing a different
approach to art therapy will broaden my skills as an art therapist and art
therapy educator.
Preparation for work in Taiwan. As a Hispanic American who has traveled
extensively in Central America to visit
friends and family, I have become sensitive to cultural differences. During one visit, in my early teens, I
realized that my behavior significantly impacted others. Since then I have been careful to check my
behavior while visiting cultures different than my own, both within the US
and when I travel to other parts of the world. For example, in the early 1980’s, my doctoral studies
where conducted in Australia. There were numerous reminders that personal
behavior influences Australians’ perceptions of Americans. The ability to adapt to Australian cultural
norms was rewarded with an invitation to stay for a post-doctoral year.
As a professional I conducted lectures and/or
workshops in Australia, New Zealand, Taiwan,
Guatemala, and Britain.
Invitations to return to these countries continue because of attempts to
listen carefully and ask for feedback on how ideas presented could be adapted
to the culture the audience serves.
Research Component
A qualitative study is proposed. This will be a study of the Taiwanese art
therapy students and professionals.
The main objective is to uncover how students and professionals make
the decision to become art therapists. I am interested in the participants’
points of view and their reasoning behind this career choice. The purpose of
the study is to research how this career decision evolves in a collective
culture that does not necessarily value counseling psychology or
therapy. The findings would benefit
both the Taiwanese art therapy field and the US art therapy field in that the
study may undercover clues on how to justify the art therapy profession to
potential students, employers, and patients/clients.
The research method would be ethnography where
interactions with art therapists and art therapy students over a prolonged
period of time can be conducted to understand participant beliefs,
motivations, and decisions. Fieldwork would include observing, working with,
interacting with, and interviewing the study participants.
The research questions are: (1) what factors lead to
the decision to become an art therapist, (2) how do the art therapists
perceive the value of their work within the Taiwanese culture, (3) how do art
therapists think they are perceived by other mental health clinicians, and
(4) what is an art therapist’s understanding of how clients, patients and
their family members perceive them as art therapists working within the
Taiwanese mental health system.
Proposed research activities include: (1) obtaining
permission from Human Subjects Committees to conduct research; (2) recruiting
4 – 6 individuals to be part of the study, (3) conducting introductory
semi-structured interviews with each of the subjects regarding their career
choice, (4) observing the students in courses and at internship sites, if
possible, (5) writing daily memos about the interactions with the students
and personal reactions to observations, (6) analyzing the data for initial
findings, and (7) conducting a focus group to verify the initial findings and
to uncover other experiences of the participants. All audiotapes will be transcribed and both
the transcripts and memos will be coded to uncover themes and major
influences.
Professional context. Taiwan, an Asian country, is a
collective culture where familial interdependence is valued (Ho, 1987;
Kagitcibasi, 2005). Counselors value independence, even in collective
cultures (Mallinckrodt, Shigeoka, & Suzuki, 2005). These opposing forces
become evident when Asian individuals seek counseling or therapy. Individuals seeking therapy in collectivist
cultures and who value interdependence may be encouraged to put themselves
above family (Kagitcibasi, 2005).
Thus, in collective cultures, therapy values may conflict with
cultural and familial values (Leong, Wagner, & Tata, 1995). Due to this conflict, it may be difficult
for individuals to make the decision to seek therapy.
Therefore, making a career choice in a counseling
profession such as art therapy must be difficult in a collective culture
(Henderson & Chan, 2005; Leong, Kao, & Lee, 2004). Yet each year numerous students apply for
the art therapy program at TMTC. The
proposed research may illuminate the decision-making process of art
therapists and uncover the conflicts students need to resolve prior to making
the commitment to such a career.
Teaching and professional experience related to
research.
Interacting with students who make career decisions is commonplace in
graduate art therapy programs. Even in
the US,
the decision to study art therapy as opposed to counseling or social work or
even business or law demands that students examine core beliefs and life
goals. In the US, art therapy students are
optimistic about their career choice. The relative novelty of art therapy as
a new field within mental health arena does not dampen their excitement. To
uncover the career decision struggles of Taiwanese students and to compare
their experience with US students would better inform art therapy advisors
and faculty members of career decision models. This information may aid in the development
of best practices for working with students trying to make these tough
decisions.
Significance of the project.
The research will contribute to the field of art therapy and
counseling psychology in both Taiwanese and US cultures. In general, the field will benefit from
understanding how the decision to pursue a career in art therapy is
made. The decision to become an art
therapist in Taiwanese culture will assist the program at TMTC in developing
programmatic materials that highlight the reasons to be practice art therapy
in that culture. Specifically,
uncovering any cultural influences that affect art therapy career choices
would be most beneficial to the profession.
Rationale for residency in Taiwan.
The research cannot be done without being immersed in the culture
being studied (Taiwan
or alternatively, another Asian country).
When conducting an ethnographic study, a researcher needs to be
situated in the culture of the participants and observe them in their native
surroundings.
TMTC has classrooms that are designated for the art
therapy students. I will have access
to the classrooms and will be able to observe them in the classroom
environment. I will have access to the
classrooms when not in use to conduct interviews and group meetings. Although
there is a shortage of office space, use of a faculty office can be arranged
when individual interviews are conducted.
Affiliation & project completion. The Department of Art Education at
TMTC, which houses the graduate art therapy program, has invited me to be a
visiting lecturer and they understand that research will be conducted during
the time there (see the TMTC letter of support). The plan is for a three month residency at
TMTC. This is adequate time to conduct
the necessary fieldwork for the research.
During the first couple week of residency, participants for the study
will be recruited. During the next
several weeks, interactive observations and interviews of the students will
take place. During the final weeks of
the project, at least one focus group will be arranged to gather final
information and test the preliminary findings of the study. .
Language/Translator. Although
the lecturing will be in English and Taiwanese students are proficient in
English, a translator for the interviews and the focus groups will be
arranged. Participants will then be
able to speak in their native tongue.
The translator will also transcribe audiotapes of interviews and focus
groups.
Dissemination of study results. Once the information is analyzed, a
manuscript for publication will be prepared and a paper will be developed for
presentation at a national conference of the American Art Therapy
Association. A manuscript to Dr. Liona
Lu at TMTC and she will co-author an article for publication in Taiwan.
Lecture topics. This request is for a Lecturing/Research
Award. In addition to the teaching
responsibilities assigned by TMTC, I am open to lecturing on topics related
to my research including conducting research in the field of art therapy, the
differences between qualitative and quantitative research in art therapy, and
the historical aspect of art therapy research in the US.
Preparation for work in Taiwan. As mentioned above under the lecturing
section of this essay, I have traveled extensively and have had two previous
visits to Taiwan. I studied for three years in Australia
and have traveled to several other countries around the world. Prior to living in Taiwan, I will research more
about the history and culture of the country and will attempt to learn some
Chinese.
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