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Constructing professional identity t...

Feen-Calligan, Holly Rae.

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Constructing professional identity through practica and service learning: A study in art therapy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Constructing professional identity through practica and service learning: A study in art therapy./
作者:	Feen-Calligan, Holly Rae.
面頁冊數:	309 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3447.
Contained By:	Dissertation Abstracts International63-10A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3068859
ISBN:	0493885293

Constructing professional identity through practica and service learning: A study in art therapy.
Feen-Calligan, Holly Rae.

Constructing professional identity through practica and service learning: A study in art therapy. - 309 p.

Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3447.

Thesis (Ph.D.)--University of Michigan, 2002.

This study explored how participation in service learning and practica influenced professional identity construction of graduate art therapy students. The study took place over one academic semester, in an art therapy practicum class at a state university. Eleven graduate students enrolled in the class were the subjects of the study. During the semester, students completed 300 hours of practicum and service learning activities. Each student was placed at a practicum site of her choosing, and together as a class, participated in a service learning project at an elementary school.

ISBN: 0493885293Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Constructing professional identity through practica and service learning: A study in art therapy.
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500 $a Chair: Janet Lawrence.
502 $a Thesis (Ph.D.)--University of Michigan, 2002.
520 $a This study explored how participation in service learning and practica influenced professional identity construction of graduate art therapy students. The study took place over one academic semester, in an art therapy practicum class at a state university. Eleven graduate students enrolled in the class were the subjects of the study. During the semester, students completed 300 hours of practicum and service learning activities. Each student was placed at a practicum site of her choosing, and together as a class, participated in a service learning project at an elementary school.
520 $a The influences of practica and service learning on professional identity were studied throughout the semester, through students' participation in practica, in service learning, in practicum seminars, through personal interviews and through written reflections. The students were interviewed at the beginning and end of the semester. They completed self-portraits as art therapists that provided additional verification of the processes of identity construction.
520 $a These multiple sources of data were analyzed using phenomenological methods. Findings suggest that distinct features of the practica and service learning contexts made certain issues salient to the co-researchers and that the ways in which the issues were addressed contributed to professional identity development. Practica and service learning contexts both provided meaningful service to the community and enhanced academic learning. Both contributed to professional skill development and expertise. In addition, service learning contributed opportunities to develop professional identity through social responsibility and inter- and intra-personal learning. The practicum seminar and its reflective assignments helped the co-researchers to understand and resolve professional identity issues.
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