M.A. in Clinical Art Therapy
The Clinical Art Therapy program at LIU Post offers a creative educational experience that leads to a Master of Arts in Clinical Art Therapy. The 54-credit program is approved by the American Art Therapy Association and is a New York State educational training program for licensure to practice art therapy in New York State. Students are welcome to study full-time (9-12 credits per semester) or part-time (a minimum of 6 credits per semester) in a curriculum that provides individualized attention and prepares the art therapist to practice clinically within the helping professions.
We are a small and intimate program with class sizes that range from eight to 22 students. We have a strong international and national student presence. Emphasis is placed on creating a clinical art therapy community in which students, faculty, the Art, Psychology and Counseling Departments, as well as the New York area artist community, contribute to a cohesive and stimulating training experience. The program offers more than 100 clinical training internship sites for students to fulfill the clinical training portion of the curriculum. To augment course study, students will visit museums and galleries on Long Island and in New York City.
The curriculum's focus is on the practice of art psychotherapy; however, the art process and the art object are continually emphasized as they apply to the clinical practice of art psychotherapy. Consequently, art is made in all foundational art therapy seminars in large art studio settings. Three credits are taken in drawing, painting and clay works for the art therapist. This foundational art therapy course culminates with a gallery opening where students present their 2-D and 3-D work. Additionally, students exhibit their artwork a minimum of two times per year in campus galleries, either as individual artists or in art-therapy-themed group shows. An art studio elective is required; students may choose from a variety of Art Department offerings that include world-renowned graduate level studio courses in printmaking, painting sculpture, photography, photography and ceramics.
The diagnostic and therapeutic value of painting, drawing, photography and sculpture is explored in-depth within this clinical and diagnostic curriculum. You will focus on children, adults and disabilities in art therapy clinical classes that utilize the latest research findings, theories and techniques.
Research is one of the hallmarks of this clinical program. Our students are required to take nine credits in research and thesis preparation. Often our students present their findings at national conferences or in publication or video format to fulfill the thesis requirements. Our students have also written grants that are implemented after graduation. Our faculty is internationally known within the art therapy community for their research efforts across a range of clinical topics. Some of our recent student publications are can be found in journal and on line journal format
International Journal of Psychology Research
Volume 7, Number 3/4
Table of Contents
I’m Falling”: A Statement During Mandala Water coloring That May Be An Indicator for Developing
Janeen Mary Ilardo, Joseph Wallach, and Lino A. Faccini
Janeen Mary Ilardo is a graduate of the Clinical Art therapy class of 2011
ATOL: Art Therapy Online, 1(4) © 2012
Art Therapy Online: ATOL
Benefits of Art Therapy for an Adolescent living with HIV/AIDS Sarah Soo Hon, ATR-BC and Dr.Christine Kerr, ATR-BC, LCAT
Sara Soo Hun is a graduate of the Clinical Art therapy class of 2009
Art Therapy Online: ATOL
(In press) The Ritual of Los Dias De los Muertos and Community Art Therapy
Justine Brown, MA, ATR and Dr. Christine kerr, ATR-BC, LCAT
Justine Brown is a graduate of the Clinical Art therapy class of 2011
The emphasis of the use of art as a therapeutic tool is demonstrated in this program's commitment to multicultural methods of art therapy treatment. Our students not only come from many U.S. states but also from Korea, Taiwan, Japan, Russia, Israel, India, Trinidad, Brazil and the Bahamas. Core faculty routinely present and teach internationally. Yearly, our graduate students engage in a social action project. As a group, faculty and students work with underprivileged populations engaging in community art therapy experiences. In 2012, the LIU Post Art Therapy community visited Nicaragua working in orphanages. This March 2013, we are travelling to St. Petersburg, Russia to work in orphanages and meet with the Russian Art Therapy organizations.
The emphasis of the use of art as a therapeutic and global tool is demonstrated in this program's strong commitment to multicultural methods of art therapy treatment. Our students not only come from many U.S. states but also from Korea, Taiwan, Japan, Russia, Israel, India, Trinidad, Brazil and the Bahamas. Core faculty routinely present and teach internationally.
The internship component of the art therapy program draws upon the vast mental health and rehabilitative resources of the New York-metropolitan area. The emphasis is on placements that meet the professional and personal interests of each student. An internship occurs after the completion of two semesters of clinical foundation classes; this allows the beginning clinician to actively participate as an intern at their 350-hour placement. Overseen by the clinical internship coordinator, Professor Naomi Schwartz, MA, ATR-BC, LCAT. Students use their placements as a means of specializing within different client populations. Additionally, internships are offered nationally and internationally. We are strongly connected to the international art therapy community and can facilitate internship placements outside the United States.
The integration of theory, practice, creativity and self-growth remains the ultimate goal of the program. We are committed to providing a quality experience that will prepare each student for a professional career in art therapy. Recent job placement data reveals that 95% of Long Island University graduates obtained a full-time art therapy position within one year of graduation. Our students return year after year as guest speakers and as mentors, helping to guide current students towards their professional goals. Because our faculty has local, national and international visibility, students often make use of faculty contacts as a means of finding jobs, internships and other professional opportunities. Additionally, postgraduate success of passing the ATCB Board certification is within the 90% percentile.