ABSTRACT
Creating their own art, role-playing with other students, and practicing on willing helpers, are all excellent ways for trainees to be involved in the learning process at a feeling level. Art therapy, by its very nature, involves both doing and reflecting. If teaching, like therapy, is to have any kind of lasting impact, it must be internalized and eventually generalized by the learner. Although the principles of good pedagogy probably apply to the teaching of any subject matter, it is the author's impression that art therapists, like most clinician-educators, find themselves offering courses or leading seminars without any background or training in higher education. Most apply to any teaching situation, whether the students are one-time workshop attendees or 2-year master’s degree candidates. With some groups, simply getting across the understanding that art therapy is complicated and requires a great deal of skill and supervised learning might be the main objective.
