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A review of current and historical materials highlights the importance of art therapists’ personal qualifications and frames them as specific competencies. The article proposes a pathway for linking these competencies to education standards and concludes with recommendations to guide how such qualifications can be identified, developed, and nurtured during graduate preparation.",{"@graph":69,"@context":113},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/linking-personal-qualifications-to-education-standards-art-therapy/592134/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/linking-personal-qualifications-to-education-standards-art-therapy/592134.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107],{"name":108,"@type":109,"acceptedAnswer":110},"Does the 2007 AATA Education Standards directly address personal qualifications?","Question",{"text":111,"@type":112},"No single standard directly addresses them, but certain sub-categories make implicit reference, which can be interpreted as supporting identification, development, and nurturing of personal qualifications through meeting the standards’ theoretical and methodological aspects.","Answer","https://schema.org",{"og:url":83,"og:type":115,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":117,"canonical":83},"index,follow",{"doc_id":119,"site_id":62},592134,1792073932,{"code":4,"msg":5,"data":122},{"doc_id":119,"user_id":123,"nickname":92,"user_avatar":124,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":130,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":131,"faqs":132,"seo_title":133,"seo_description":67,"update_tm":120,"read_time":134},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Linking Personal Qualifications to Education Standards  \nHolly Feen-Calligan, Detroit, MI  \nAbstract  \nThis paper examines how the personal qualifications required to practice art therapy can be integrated into the American Art Therapy Association Education Standards. Areview of current and historical documents demonstrates the importance of personal qualifications of art therapists. The author proposes a link between education standards and personal qualifications by identifying the latter as specific competencies. The article concludes with recommendations for how to proceed with linking personal qualifications to education standards. This article is intended to provoke thought and discussion about what personal qualifications are necessary to practice art therapy, and how these qualifications can be developed during graduate preparation.  \nIntroduction  \nIn 2004-2005, the American Art Therapy Association (AATA) Board of Directors began the process of updating the Education Standards (Kapitan, 2004). Art therapy program directors contributed their input for updating the education standards in a national email dialogue facilitated by Education Chair Josie Abbenante. These new standards have since been approved by the AATA Board of Directors, becoming effective in 2007. The purpose for updating the education standards was to upgrade the professional credentials of art therapists and to align art therapy curricula with criteria for licensure in counseling.  \nAround the time of this email dialogue, a parallel discussion took place among the faculty of the College of Education (COE) of Wayne State University. The concern was how to address the attitudes and other personal qualifications of students preparing for careers in teaching, counseling, and art therapy. The COE discussion was prompted by the problematic attitudes of the students; initial recommendations consisted of issuing warnings and ultimatums. Our discussion shifted to questioning how certain students were admitted in the first place, and whether the solution was to impose greater stringency upon admissions criteria. We recognized that often it isnot possible initially to fully assess personal attitudes or  \nEditor’s note: Holly Feen-Calligan, PhD, ATR-BC, is Coordinator ofthe Art Therapy Program at Wayne State University, Detroit, MI, and past member of the AATA Education Program Approval Board. Correspondence concerning this article should be addressed to [hfeen@wayne.edu. The](hfeen@wayne.edu. The) author would like to thank Navaz Bhavnagri, Myra Levick, Shaun McNiff, Vija Lusebrink, and Cathy Malchiodi for their contributions to the writing of this article.  \nqualifications. Furthermore, most faculty recalled that frequently students make remarkable personal growth and gain maturity during their college careers, and that one should anticipate that change and thus not judge students prior to admission.  \nTherefore, we asked ourselves, should the personal qualifications thought to be important for teachers, art therapists, and other education professionals be identified explicitly and required for admission to our college? Should certain personal qualities be considered actual objectives for students to achieve during their education? As education faculty, should we be denying admission or threatening expulsion? Shouldn’t we be nurturing students’ growth into their professional roles? Moreover, what do we actually mean when we speak of personal qualifications?  \nFor teachers, an answer to the last question is provided in the education standards of the National Council for Accreditation of Teacher Education (NCATE), which mandates that personal dispositions be addressed during professional career preparation. The NCATE defines teacher-candidates’ personal dispositions as  \nthe values, commitments, and professional ethics that influence behaviors toward students, families, colleagues and communities and affect student learning, motivation and development as well as t","cbCaiqXOkGTLN6Kv","https://ap.wps.com/l/cbCaiqXOkGTLN6Kv","pdf",82708,"English","# Abstract\n# Introduction\n## Updating AATA Education Standards\n## Personal qualifications and admissions\n## Dispositions in teacher education\n## Linking qualifications to art therapy standards","[{\"question\":\"Does the 2007 AATA Education Standards directly address personal qualifications?\",\"answer\":\"No single standard directly addresses them, but certain sub-categories make implicit reference, which can be interpreted as supporting identification, development, and nurturing of personal qualifications through meeting the standards’ theoretical and methodological aspects.\"}]","Linking Personal Qualifications to Education Standards - Art Therapy | PDF",18]