[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592127-105":59,"doc-detail-592127-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cultural-diversity-curriculum-design-an-art-therapists-perspective","Cultural Diversity Curriculum Design - An Art Therapist’s Perspective","","This article presents multicultural curriculum guidelines developed by the American Art Therapy Association (AATA) Multicultural Committee for use by art therapy educators. It addresses challenges related to meeting AATA educational requirements and offers strategies to build cultural competence course design. The guidelines are organized into key content areas: program philosophy, faculty preparedness, curriculum content, cross-cultural supervision, and multicultural resources, encouraging educators to apply them when designing coursework and assessing individual competency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cultural-diversity-curriculum-design-an-art-therapists-perspective/592127/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cultural-diversity-curriculum-design-an-art-therapists-perspective/592127.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the multicultural curriculum guidelines in this article?","Question",{"text":112,"@type":113},"They propose multicultural curriculum guidelines for art therapy educators to support the development of cultural competence and help meet AATA educational requirements.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which critical content areas are covered by the guidelines?",{"text":117,"@type":113},"The guidelines are divided into program philosophy, faculty preparedness, curriculum content, cross-cultural supervision, and multicultural resources.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue art therapists must develop cultural competence?",{"text":121,"@type":113},"U.S. demographic projections and related clinical implications challenge art therapists to become multicultural treatment experts, making cultural competence essential for effective, ethical, and culturally sensitive services.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592127,1792210839,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Cultural Diversity Curriculum Design: An Art Therapist’s Perspective  \nCheryl Doby-Copeland, Washington, DC  \nAbstract  \nThis article represents the culmination of a long-standing goal of the American Art Therapy Association’s (AATA) Multicultural Committee to propose multicultural curriculum guidelines for use by art therapy educators. Challenges faced by art therapy educators endeavoring to meet the AATA Educational requirements are discussed with an emphasis on presenting strategies for cultural competence course development. The guidelines are divided into critical content areas: program philosophy, faculty preparedness, curriculum content, cross-cultural supervision, and multicultural resources. Readers are encouraged to use the guidelines as a point of departure in the design of coursework and when evaluating their own individual multicultural competency.  \nIntroduction  \nThe U.S. Census Bureau (2004) projects that by the year 2050, Whites will constitute 72.1%; Blacks 14.6%, Asians 8.0%, Hispanics 24.4%, and American Indian, Alaskan natives, Native Hawaiians and other Pacific Islanders 5.3%, of the United States population. An important implication of these demographics is that art therapists are increasingly challenged to become multicultural treatment experts. Therefore, art therapists must become culturally competent if they are to provide effective services to culturally and linguistically diverse clients. Infact, Calisch (2003) states:  \nSeveral issues, however, remain matters of concern in both educational and clinical art therapy settings: a) lack of clearly defined standards or content for multicultural education and cultural competence; b) failure to encourage students to contextualize persons in their cultural settings; c) lack of, or haphazard application of, research information relevant to multicultural therapeutic practice; d) professional practice  \nEditor’s note: Cheryl Doby-Copeland, MPS, ATR-BC, LPC is a Mental Health Specialist with the DC Government, Department of Mental Health Community Services Agency, anda faculty member of George Washington University. She is completing a doctorate in the urban school psychology program at Howard University. Correspondence concerning this article maybe addressed to her at [cdc53@verizon.net](cdc53@verizon.net).  \nThe author extends special appreciation to her students and supporters Cheri Avery-Black, Laura Cherry, Ana C. Gardano, Cyndie Westrich and Katherine Williams, and members of the AATA Multicultural Committee, including Charlotte Boston, Jayashree Iyer-George, Savneet Talwar and Jordan Potash.  \nthat is characterized by an increasing separation between research and practice; e) lack of multicultural training for educators; and f ) lack of diversity in regard to both gender and culture within the profession. (p. 12) .  \nAs early as 1979, the American Psychological Association issued its resolution encouraging all psychology departments/schools to prepare students to function effectively in a multicultural society (Jackson, 1999) . My own interest in developing AATA organizational cultural competence began as early as 1978, when AATA formed theAd Hoc Committee to Investigate Encouraging Minority Groups to Enter and Study in the Field of Art Therapy (Doby-Copeland, 1998, p. 14) . The committee goals included recruitment of culturally diverse students to become art therapists and the development of a multicultural bibliography.  \nPederson (1999) characterized multiculturalism as a“fourth force” in explaining human behavior, joining the ranks alongside the three major “forces” of psychoanalytic, behavior modification, and humanistic counseling. Thus, a paradigm shift must occur to foster the needed emphasis on organizational and individual cultural competence development for art therapists. If art therapists fail to adjust their stance of cultural blindness, they are at risk of their art therapy interventions being irrelevant, unethical and culturally insensit","cbCaiqA1fSM9s78L","https://ap.wps.com/l/cbCaiqA1fSM9s78L","pdf",269847,"English","# Introduction\n## Demographic pressures for multicultural competence\n# Multicultural education challenges and standards\n## Gaps in standards, research, and training\n# Curriculum design guidelines\n## Program philosophy, faculty preparedness, curriculum content\n## Cross-cultural supervision and multicultural resources","[{\"question\":\"What is the purpose of the multicultural curriculum guidelines in this article?\",\"answer\":\"They propose multicultural curriculum guidelines for art therapy educators to support the development of cultural competence and help meet AATA educational requirements.\"},{\"question\":\"Which critical content areas are covered by the guidelines?\",\"answer\":\"The guidelines are divided into program philosophy, faculty preparedness, curriculum content, cross-cultural supervision, and multicultural resources.\"},{\"question\":\"Why does the article argue art therapists must develop cultural competence?\",\"answer\":\"U.S. demographic projections and related clinical implications challenge art therapists to become multicultural treatment experts, making cultural competence essential for effective, ethical, and culturally sensitive services.\"}]","Cultural Diversity Curriculum Design - An Art Therapist’s Perspective | PDF",1792073918,23]