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A Theoretical Framework for Journaling in Graduate Art Therapy Education Curriculum

This paper examined the different ways in which graduate and undergraduate college students were required to utilize a journal as an academic tool, for the purpose of stimulating reflection and recording experiences. The use of journaling in academic programs was examined in the context of both implementation and assessment. Based on an understanding of pertinent learning theories, the underlying journaling frameworks, and perceptions of faculty and students, the journal was suggested as an academic tool to support learning and synthesis of information. By analyzing how and why journals are used in undergraduate and graduate college programs, a proposed curricular plan for the use of a centralized journal was established for application in graduate level art therapy programs.