The Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredits programs upon the recommendation of ACATE.

The ACATE is sponsored by the American Art Therapy Association (AATA).

Prepared by the Accreditation Council for Art Therapy Education (ACATE) 4875 Eisenhower Avenue, Suite 240, Alexandria, VA 22304

http://www.caahep.org/ACATE | acatecouncil@gmail.com | (724) 830-1140

January 2018.

HANDBOOK FOR COMPLETING A SELF-STUDY FOR INITIAL ACCREDITATION

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If you have any questions during the preparation of this Self-Study Report, please e-mail or call ACATE for assistance: ACATE Chair Dana Elmendorf, MA, ATR-BC, LPC

E-mail: acatecouncil@gmail.com | Phone: (724) 830-1140

PART I: INTRODUCTION The members of the Accreditation Council for Art Therapy Education (ACATE) welcome you to the Initial Self Study Report (ISSR) Handbook for programs seeking Initial Accreditation. This Handbook serves as your guide to program Self-Study Reports as part of the Initial accreditation application. Please follow the procedures closely. If you have questions at any time during your self-study process, you may contact the ACATE Chairperson. The Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Accreditation Council for Art Therapy Education (ACATE) cooperate with the American Art Therapy Association (AATA) to establish, maintain and promote appropriate standards of quality for educational programs that meet or exceed the minimum standards. *Prior to reviewing the steps below, programs are asked to review materials on the CAAHEP website. (www.caahep.org ). Review the “Program Directors” tab for resources, paying particular attention to “Accreditation Process”, “Accreditation ABC’s” and “Frequently Asked Questions”. Topics listed will answer many of your questions. Specific instructions for preparing the Initial Self-Study Report are contained in this Handbook, which is intended to be a guide. It is important to distinguish between the Self-Study Analysis Process and the Self-Study Report. Although a self-study analysis is comprehensive, the Self-Study Report need contain only enough documentation to substantiate compliance with the Standards. The report must contain a qualitative and documented self-analysis summary based on application of the Standards and conclude with changes anticipated to strengthen the program. A template for the Self-Study Report is provided separately.

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STEPS TO APPLY FOR ACCREDITATION a) Request for Accreditation Services

Programs should first submit a Request for Accreditation Services (RAS), which is available on the CAAHEP) website (www.caahep.org). You may find the link for the “Request for Accreditation Services” under the “Program Directors” tab. The RAS form is sent to ACATE automatically when it is completed online and the individual from the program that signs the form provides their email so that a copy of the form is also automatically sent to them through the system. If completing manually, we prefer you email the RAS to ACATE. Program Directors are not always the person to compete the form, however, and so the electronic copy of the RAS received by ACATE will be forwarded to the Program Director by ACATE, in order to assist with organization of materials. At time of submission of self –study report you will then print/scan the RAS and include it with the self-study report.

The main purpose of the RAS is to confirm assurance there is support from Administration of an institution to pursue accreditation. The RAS also provides contact information for CEO, Dean and Program Director. (It is unlikely art therapy programs will have a medical director, and thus this item does not likely need to be completed). If you have more than one art therapy program for which you wish to pursue accreditation, you will submit just one RAS, but will need to contact the ACATE chair to inform them of the number of programs for which you are pursuing accreditation. A Self-Study report will be submitted for each program.

Upon successful processing of the request, the ACATE Chair will notify ACATE staff to forward an Invoice to the program and to also request student emails for the Student Survey (survey questions are established by ACATE) . ACATE staff create the survey in online form and share the link with the Program Director. This assures student responsiveness to requests to complete the survey (it comes from someone they know) but individual results are reviewed only by ACATE staff and are then compiled into a summary report provided to the Program Director (this offers students the assurance of anonymity). This summary report is then included in a program’s self-study analysis and related report materials. According to FERPA, student information may be released for matters related to accreditation.

* New programs requesting accreditation services must have existed for three (3) academic years and have graduated at least one (1) class of students in order to be eligible to request accreditation services.

b) Fees Payment of half of the non-refundable registration fee is required upon submission of the Request for Accreditation Services (RAS). ACATE staff will forward an invoice for payment to the program upon receipt of the RAS. Please see the ACATE Policy & Procedures Manual and/ or the ACATE Fee Structure document on the ACATE website for the specified fee: http://www.caahep.org/ACATE. Payment of HALF of the required application fee covers establishing/updating the program record/file and ACATE responding to program questions about the preparation of the ISSR, as needed.

Payment of the remaining half of the application fee is then required with completed submission of the Initial Self Study Report. This fee covers ACATE processing, reviewing, and commenting on the ISSR. A completed report and payment of the remaining half of the application fee will constitute a formal application for accreditation review

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c) Completion of the Self-Study Analysis * Begin by reviewing the Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy (2016). The Standards are available on the CAAHEP and ACATE webpages http://www.caahep.org/ACATE and were approved after a multi-year period of development. They are meant to reflect national aims for entry-level competency of art therapists and minimum requirements for programs. Programs are also encouraged to develop their own unique focus and teaching practices in their planning while including, at minimum, areas and elements detailed in the Standards.

* After reviewing the Standards and Guidelines, go on to review the related template for submission of the Initial Self-Study Report (ISSR Template). Programs may complete their self-study analysis in whatever way they determine most effectively covers all areas of analysis of the program and each of the elements listed in the Standards, even as a template for report responses is provided in order to ensure consistency.

d) Writing and Submission of the Initial Self Study Report (ISSR) While programs are encouraged to develop their own self-study analysis processes, the written report will be submitted according to the template and structure requested. The template provides a clear structure for programs to compile their self-study materials and narrative in a logical way, as the documents follow each area of the Standards and Guidelines and detail what to consider, provide or describe.

e) Next Steps – Timing of the On-Site Visit Upon submission of the ISSR, payment of the remaining application fee and assurance that all materials have been provided, an on-site visit will be scheduled (according to the site visitor’s and program’s schedule availability). Two ACATE reviewers will read the report to confirm all required areas have been included. If any areas are incomplete, the program will have an opportunity to submit additional information before the site visit is then scheduled. Site visit evaluators then observe, verify, and clarify evidence that the program is substantially in compliance with the standards. The site visit is typically completed in two days and includes interviews with the program director, administrators, faculty, students, the advisory committee and related representatives of internship supervisors, employers and graduates. More information on the Site Visit process may be found by reviewing the document entitled “Site Visitor’s Are Coming!” which ACATE will provide to program directors and which is posted to the ACATE website.

f) Program Response to Site Visit Report After the on-site review, the site visit evaluators will then prepare a report which is presented to ACATE for their full review. The education program, meanwhile, is provided site visit findings in the form of a Findings Letter, written by ACATE, and given a chance to respond to the findings. As mentioned above, full details on the Site Visit processes may be found in the related document provided by ACATE.

g) ACATE Review and CAAHEP Accreditation Action Based on the material submitted through Self-Study and Site Visit reports, ACATE will forward a recommendation to either grant Initial Accreditation or Withhold Accreditation to the CAAHEP Board of Directors. CAAHEP is the agency that grants accreditation and accreditation of the program is not final until the CAAHEP Board of Directors acts on the recommendation of ACATE. The CAAHEP Board considers accreditation actions during its regularly scheduled board meetings which occur six times per year. ACATE recommendations must be submitted to the CAAHEP Board by the 15th of the prior month to be considered.

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CONDUCTING A SELF-STUDY ANALYSIS (Prior to writing the report) A self-study analysis is considered a holistic internal review, analysis and assessment of the entire range of educational operations that contribute to accomplishing objectives. It should be considered a partnership conducted by program faculty with input from administrators, students, employers of graduates, and others identifiable as representing the “broad community of interests” of the program. The self-study analysis process begins well in advance of submission of the program’s ISSR, although survey results and other compiled data should be current within the year of self-study analysis. The conducting institution should appoint a committee for overseeing the completion of the self-study analysis, as well as a project director to coordinate all aspects of this self-assessment. The project director is often the director of the art therapy program. Many programs assign specific sections of the Standards to a sub-committee, which then reports back to the full committee for further discussion and analysis. The broad areas of the Standards you may wish to assign to subcommittees include: I. Sponsorship (but no committee needed here) II. Program Goals III. Resources (personnel, facility, instructional supports) III.C. Curriculum IV. Student and Graduate Evaluation/Assessment V. Fair Practices Before beginning to prepare your ISSR, you will need to gather the data necessary for documenting the compliance of your program with the Standards and Guidelines. It is suggested that you begin with establishment of your Student Learning Outcomes and how those in turn support program goals. See the related section at end of this document entitled Outcomes-Based Learning and Program Development in Art Therapy: Information for self-study analysis and annual reports. This information will offer explanations to assist with establishment of your Student Learning Outcomes and begin to answer the question, What do students know and what are they able to do as a result of their participation in the program? What is the story, from beginning to end, of how we get our students there and what is our shared story in art therapy? In accreditation – and therefore, in the planning for your educational program – you want to impact students in three domains of learning to include knowledge, skills and professional attitudes/values. The Standards clearly outline these three areas to attend to while your Student Learning Outcomes will allow you to collect data (as part of ongoing annual reports once accredited) that reflects outcomes on these kinds of domains. Move on to reviewing all course syllabi to ensure that they are in compliance with and include the curriculum content and competency requirements for art therapy along with clinical education experiences. There must be evidence that the required curriculum knowledge and competencies, as documented in Appendix B of the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy, are included in actual existing coursework. Each syllabus for each class offered in the program must be submitted with the ISSR and will be evaluated to determine compliance. Remember that according to Section III.C.1. of the Standards and Guidelines, course syllabi must include course description, course objectives, methods of evaluation, topic outline, and competencies required for graduation. Your Curriculum Content Assessment (chart found at end of this Handbook) will convey which courses address each of the required content areas listed in Appendix B of the Standards. . In addition, your Competencies Matrix (chart found at end of this Handbook) will convey which courses address each of the required competencies listed in Appendix B of the Standards and how those link in a logical and integrated way to

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assessment of your established Student Learning Outcomes. The provided chart template at the end of this handbook, Mapping Your SLO Assessment Plans, will also assist you to plan and present an integrated curriculum. By way of reminder, the Standards cover minimum required areas and programs are encouraged to also develop their own unique focus that is responsive to their particular program goals. * Note that all charts given as examples in this Handbook may be requested in fillable form from ACATE if you prefer.

Additionally, feedback data in the form of Surveys is requested from faculty, current students and your advisory committee. If able to obtain responses, a Graduate Survey and Employer Survey are also included (these are not required for the initial self –study but will become part of the Annual Reporting process once accredited) This feedback is obtained through these surveys which cover program effectiveness and two additional surveys which cover program resources. The purpose of each survey is identified on each document. You should collect this data prior to writing your self-study report as the results will inform your assessment of your program. Sample survey forms are provided for program use in all survey areas and you may request fillable versions which can be emailed or convert them to an online tool such as Survey Monkey or Qualtrix. The questions contained in each of the sample surveys MUST be used, but you may add your own questions as well if you would find that helpful. Additional questions are not required by ACATE. We are particularly encouraging each program to develop additional questions for the employer survey, in order to foster a sense of the needs of your employers in your specific region of the country. You will be asked to include an example of your survey instruments in your self-study report, along with an analysis of results you obtain in aggregate. * Reminder a link to the Student Survey will be sent to the Program Director by ACATE staff, in order to provide anonymity to current students. Once you submit the RAS, you will be contacted by ACATE staff with an invoice and also a request for current student emails. As noted previously, according to FERPA, student information may be released for matters related to accreditation. Programs will be provided with a summary report of the results to assist their self-study analysis. The purpose of the Self-Study Report is to present information demonstrating the program’s substantial compliance with the current accreditation standards. These standards are outcomes-based and require that programs applying for CAAHEP accreditation identify and demonstrate the following:

• Program Goals and corresponding Student Learning Outcomes

• Assessment processes in place to measure each Student Learning Outcome and evaluate student support services, curriculum and teaching/learning practices, fiscal and physical resources, technological resources and instructional and clinical resources which support program goals and student learning outcomes.

• Plans to use date from outcomes based assessments to enhance and improve the program.

• Note that aggregated data from Student Learning Outcomes and some of the specifically requested Outcomes Data is not required as part of the initial Self-Study Report, but will be included in a program’s Annual Report process once accredited. In the planning for your educational program you will need to consider how you intend, once accredited, to collect data and review it in aggregate to reflect student learning outcomes and to inform program improvement.

Once accredited, programs will then annually report on specific Outcomes Data, (and will also include ongoing collection of and the results of the data in their yearly discussions about areas of improvement needed in the program). Please see the section on Outcomes Data later in this handbook, for brief explanation of the Outcomes Data collection, analysis, and reporting system that will be part of an accredited program’s Annual Report. Eventually, as a program matures and collects the data over a three year trending period, ACATE will be better able to assess compliance with the threshold percentages identified and the

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program will be better able to use the Outcomes data in a meaningful way. Annual review of data and ongoing program improvement efforts are an essential part of accreditation. If you have not yet established an Advisory Committee for your program, begin immediately to do so as the Advisory Committee will become an invaluable part of your program’s process of continual quality improvement. The accreditation process involves developing the idea of what it means to engage in “ongoing program improvement” in partnership with an advisory board of individuals who are working, consuming, funding or administrating in the programs efforts. Programs are expected to utilize feedback from an Advisory Committee on an annual basis. Information on the composition of your committee can be obtained in the Standards and Guidelines and is further clarified in this Handbook. NOTE: Programs submitting an ISSR may not have had sufficient time to conduct Advisory Committee meetings but should be able to provide a roster for their Advisory Committee that includes representatives from all Communities of Interest. If programs are newly forming an Advisory Committee and it has not yet met, programs must submit dates of future meetings for the coming year along with agendas for the meetings. Minutes will then be submitted with Annual Report. Finally, there is administrative information and data you will be required to submit in your ISSR, so begin compiling information on the number of students enrolled in your program, number of graduates annually, accreditation of your institution, etc. You will also need to familiarize yourself with the Standards and Guidelines, the Curriculum Competency Requirements, and each form required for the Self-Study prior to writing the report. The Self-Study Committee should closely review the Standards and determine what data it also needs to provide. Remember that this Handbook along with the ISSR Template laid alongside the Standards and Guidelines, will allow you to review the self-study analysis and report writing process.

DESCRIPTION OF THE INITIAL SELF-STUDY REPORT (ISSR)

INTRODUCTION TO TEMPLATE FORMAT. A template for the Self-Study Report is provided separately.

The Initial Self-Study Report (ISSR) is designed to provide programs with a tool by which they can describe the quality of their program and its educational activities in relation to the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy. The program is asked to evaluate itself, as outlined in the Standards by considering national educational standards, their institution’s mission, the program’s goals and objectives, the appropriateness of the curriculum, direct and indirect data which supports conclusions and a plan for measured outcomes once accredited. The internal review process of the self-study analysis then culminates in the writing of an Initial Self-Study Report (ISSR). ACATE will use the report, and any additional information submitted during the site visit, to assess the Art Therapy program’s degree of compliance with the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy. The ISSR report must contain a qualitative self-analysis summary based on application of the Standards and conclude with changes anticipated to strengthen the program. This report provides the Program an opportunity to compile materials that will include a narrative description and to also include pdf documents or URL hyperlinks which serve as data to support the narrative description. This Initial Self-Study Report format is designed to provide programs with an opportunity to assess and document qualitative and quantitative educational assets and to demonstrate how students are helped to learn effectively. The ISSR is a tool by which programs assess and record the quality of their program and its educational activities in relation to national standards, their. Criteria established by the Standards assure the program is functioning under sound administrative, budgetary, curricular and ethical policies. Each program is asked, in this self-study report, to describe and provide data and documentation as to how they are meeting each area of the Standards.

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Two ACATE council members will review the ISSR and any additional documentation for completeness and conduct an analysis of the report prior to a site visit being scheduled. Programs will be notified of any missing information and will have the opportunity to complete their submission.

FEES: Upon receipt of your report, you will receive an invoice for the remaining portion of your application fee. By way of reminder, according to ACATE Policies and Procedures (2017), one-half ( ½ ) of the application fee was paid with initial submission of your Request for Accreditation Services (RAS) form with the second half of the fee payable within 30 days of submission of your ISSR report. Please see the ACATE website http://www.caahep.org/ACATE for ACATE Policies and Procedures/Fees. Submission of the ISSR and payment of the remaining fee is considered a formal application for accreditation. According to the CAAHEP Policies and Procedures Manual, once a site visit has been scheduled by the appropriate Committee on Accreditation, a program may publish the following statement: “The [name of program] at [institution] has a site visit scheduled for pursuing initial accreditation by the Commission on Accreditation of Allied Health Education Programs (www.caahep.org). This step in the process is neither a status of accreditation nor a guarantee that accreditation will be granted.” There should be no claims of when accreditation will be achieved.

INSTRUCTIONS AND REPORT FORMAT: A template for the Self-Study Report is provided separately. Expectations of each Narrative Description response: 1) Is written on a criterion-by-criterion basis, with both the Standard number and the Standard statement preceding each narrative response. The narrative

response is an explanation of how the program meets each Standard. 2) The Self-Study Report need contain only enough documentation to substantiate compliance with the Standards. The report must contain a qualitative and

documented self-analysis summary based on application of the Standards and conclude with changes anticipated to strengthen the program. 3) Provides any data/documentation (i.e. URL hyperlink or pdf in subfolder) which directly supports the narrative responses to a specific Standard. 4) Remember that a Standard is written in regular type, and is a requirement that educational programs must meet to be accredited. Guidelines are written

in italics and are descriptions, examples, or recommendations that elaborate on the Standards. Guidelines are not required, but can assist with interpretation of the Standards. More on this and a wealth of other information can be found on the CAAHEP website www.caahep.org.

5) Other materials are not precluded from being included by the program. The key word is “essential”. The Initial Self-Study Report itself should define the program activities as they relate to specific Standards, and be stated clearly, cogently and succinctly. Supportive materials should be included only to the extent that they are needed to provide substantive clarification of program activities. Select only those additional documents which lend support to and/or provide verification for what is being discussed in your narrative responses.

CHECKLIST OF DOCUMENTATION TO COMPILE OR HAVE AVAILABLE AS YOU COMPLETE YOUR SELF-STUDY ANALYSIS AND REPORT:

REQUIRED DOCUMENTS AND CHARTS Checklist of compilation

Copy of request for Accreditation Services (RAS) form

Title Page: Verification (may be revised upon launch of online portal)

Letter and/or certificate showing current institutional (not program) accreditation

Institutional Organizational Chart demonstrating a clear chain of communication between the President/CEO/other individual of similar capacity, the program [Program Director and faculty] and other administrative and non-administrative

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personnel. If your institution does not provide a single chart indicating this information, you will need to either create your own, select several relevant charts available, or develop a way to convey the information without use of a chart.

Institutional/Program Data ( see template for details. May be provided in chart, list or narrative format)

Program publications indicating Institutional mission, program goals and student learning outcomes if not provided as URL hyperlink in narrative

Program document indicating “minimum expectations goal” in writing if not provided as URL hyperlink in narrative

Curriculum Content Assessment Chart (see appendix in this handbook)

Competencies Matrix (see appendix in this handbook)

Mapping Your SLO Assessment Plan Chart (programs may instead develop their own consistent formatting of this information if preferred (see handbook)

Samples of assessment tools that will be linked to SLO and outcomes data collection – assessments identified by your Mapping SLO Assessment Plan chart may suffice though programs are encouraged to further create their own and further develop their assessment tools once accredited

As relevant to narrative, additional samples of other rubrics, evaluation tools or methods which are used to evaluate student progress

Advisory Committee Agenda and checklist (programs may instead develop their own consistent formatting of this information if preferred. See template in this handbook)

Advisory Committee Minutes if available

Resource Assessment Matrix (see template in this handbook)

Aggregate summary report results for Student Survey on Program Effectiveness (ACATE staff sends)

Aggregate results for Faculty and Advisory Committee Survey on Program Effectiveness

Aggregate results for Personnel Survey of Program Resources

Aggregate results for Student Survey of Program Resources

Instructional Reference Materials (library/online) report on holdings

Program Modality and Distance Education /Online Learning practices (see related ISSR template and information in this handbook.)

Faculty Meeting Minutes as relevant to support narrative info. If none available, begin keeping once accredited as a way of confirming faculty involvement in program development.

Evidence faculty and clinical instructors show involvement in continuing education, professional development and/or scholarly pursuits or have opportunity to do so by way of policy

Syllabi for all courses in program

Chart or figure of curriculum sequencing

CV for all faculty teaching in program during the year of self-study analysis. Information per faculty beginning after submission of ISSR will be provided as follow-up at time of site visit.

Faculty Biographical Sketch chart for each faculty member (See template in this handbook-programs may instead develop their own consistent formatting of this information if preferred)

Chart indicating which faculty , along with their credentials, teach specific content areas identified in the standards

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Publications and Disclosure Chart (see template in this handbook. Items may be submitted as url link in narrative or as related attachments if program prefers)

Program Budget (See template in this handbook-programs may instead develop their own consistent formatting of this information if preferred)

Job Descriptions for Program Director, Faculty and Practicum/Internship Coordinator

Practicum/Internship Handbook or Manual

Clinical education/practicum and clinical internships/field placements for the past three years, including year of self-study analysis

Sample placement agreement forms or example of Memorandum of Understanding and/or Affiliation Agreements

Information per verification of qualifications, credentials and experience of clinical site supervisors

Program Student Manual or Handbook

Program website

University Catalogue

Links or examples of program marketing announcements, publications, handbooks and advertising

Institutional non-discrimination policy

Faculty grievance policy/procedures

Program Application and admissions process

Online teaching training methods

Samples of competency assessment tools/rubrics/assignments used by faculty during practicum/internship

Samples of competency assessment tools used by site supervisors during practicum/internship

A flow chart depicting your planned SLO assessment plan, mechanisms, timeline and review process once accredited

If available, outcomes data in aggregate from past year to past three years trending period – recommended if available though not required at time of ISSR, will be submitted by accredited programs as part of annual report.

1) Student Retention 2) Positive Placement 3) Graduate Satisfaction – use Graduate Survey 4) Employer Satisfaction – use Employer Survey

Internship site supervisor orientation training media and materials

Examples or Sampling of student time sheet logs for Internship

Examples of tracking mechanisms for each student per ongoing student advisement

Publications and Disclosures chart (see related template in appendix in this handbook)

ADDITIONAL DOCUMENTS YOU MAY PROVDE REFERENCE TO

Annual Report of program if available and relevant to narrative

Institutional policy regarding data management

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SELF-STUDY REPORT FORMAT THE ISSR TEMPLATE (2018) IS CURRENTLY AVAILABLE AS A PDF ON THE ACATE WEBSITE . PLEASE NOTE THAT LAUNCH OF AN ONLINE PORTAL FOR SUBMISSION OF THE ISSR IS IN DEVELOPMENT AND WILL ALLOW A STREAMLINED PROCESS OF ISSR SUBMISSION. THE PROVIDED TEMPLATE WILL ALLOW PROGRAMS TO RESPOND TO EACH AREA OF THE STANDARDS AS THEY COMPILE THEIR REPORT, FOLLOWING INTERNAL SELF-STUDY ANALYSIS. The ISSR Template provides the program the opportunity for verification of compliance with the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy. This verification should be supported by information or data. For each standard area, document and provide narrative of how the standard is met at your institution and in your program and provide related supporting documents. The ISSR Template will walk you through each area for which to include narrative and acts as a guiding checklist of your program’s compliance with the Standards as you write your report. INSTRUCTIONS FOR UNDERSTANDING SPECIFIC AREAS OF THE TEMPLATE AND STANDARDS: Please review this information after having reviewed the Standards and while viewing the ISSR template alongside.

INTRODUCTION SND PROGRAM OVERVIEW Your narrative is not meant to be extensive, but rather a brief overview to offer contextual understanding of the program and introducing ACATE and site reviewers to the program and its goals.

INSTITUTIONAL/PROGRAMMATIC DEMOGRAPHIC INFORMATION Your analysis of demographic information allows a program to look at the overall program picture for cross measures of what contributes to or impedes student success. Each institution (generally the Registrar) compiles particular types of demographic information for a program and the institution as a whole. How might this factual information inform your program goals and structure?

PROGRAM MODALITY AND DISTANCE EDUCATION This method of course delivery is identified as distance/online if the institution defines the course as such. Hybrid courses with some blend of online and seated teaching and learning activities are not considered specifically if not defined as a distance education/online course by the institution. It is important to note that the same educational Standards would be required to be met and the same evidence would be gathered by the site visit and would not vary for on-ground vs. distance/online teaching and learning. For example, collecting data on student learning outcomes would not vary. However, there may be some elements of some Standards that require additional descriptors to supplement the narrative.

I. Sponsorship A. Sponsoring Educational Institution

A list of approved accrediting organizations can be found on the US Department of Education’s website.

Distance/Online learning Programs that provide distance education/online learning should also provide a listing of states from which students attend and approvals for each state or show membership in a consortium that covers those states.

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Example: SARA is the State Authorization Reciprocity Agreement, which is an agreement among member states, districts and territories that establishes national standards for interstate offering of postsecondary distance education courses and programs: http://www.nc-sara.org/

B. Consortium Sponsor

A consortium agreement is generally established between a hospital and educational institution and is not part of any current art therapy programs, as far as ACATE is aware. A consortium agreement is an agreement, contract, or memorandum of understanding between two entities to provide governance of a program. The members of the consortium set up a separate Board to establish and run an educational program. The governance, lines of authority, roles of each partner must be established in the agreement, and have an organizational chart.

C. Responsibilities of Sponsor

The sponsoring institution should demonstrate a clear chain of communication between the President/CEO/other individual of similar capacity, the program seeking accreditation [Program Director and faculty] and other administrative and non-administrative personnel. The sponsoring institution/school’s President, Chief Executive Officer (CEO), or another individual in a similar capacity is ultimately responsible for assuring that the art therapy program demonstrates compliance with CAAHEP Standards.

II. Program Goals A. Program Goals and Outcomes

Program goals and learning domains (measured by Student Learning Outcomes (SLO’s)) must also be written to use or incorporate the overall learning outcomes for Art Therapy identified in Appendix B, Section 1.a-o, of the Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy (pp. 13-14). Please review the later section of this Handbook for a full explanation of this area, in particular the section entitled “Outcomes Based Learning and Program Development in Art Therapy” Program Goals Statements then become representative of expectations of entry level competency of an art therapist according to national standards along with a responsiveness to key stakeholders. Course objectives, student evaluations and program assessments are then developed to support the overall program goals. A needs assessment can then assist with determining the focus of the remaining goals statements and the maximum capacity for the program. Consider the needs and expectations of your communities of interest when it comes to outcomes of the program and development of program goals.

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What outcomes are the most important for that specific community of interest? As the program is applying for initial accreditation, and may be learning about the needs and expectations, it may find that it can be a good and fruitful discussion to focus on expectations and needs around outcomes for these groups. The communities of interest are listed in II. A. to include:

• Students

• Graduates

• Faculty

• Administration

• Employers (may be Practicum/Internship Supervisors)

• Public

• Others Finally, in addition to program established Student Learning Outcomes which integrate Appendix B Standards, programs may also, and would likely want to, include goals and learning outcomes unique to their institution mission and program focus

B. Appropriateness of Goals and Learning Domains

Standard II.B requires that a program have an active assessment plan in place. Assessment plans vary in structure, but should reflect an annual assessment cycle that analyzes outcomes related to the program’s goals and SLO’s and is involved in a process of continuous improvement Describe the review and revision process planned for the program’s outcome-based education framework and which indicate the program will regularly assess program goals, student learning outcomes, and other outcomes. In the assessment plan, describe how feedback from identified communities of interest will be utilized. You may not yet have begun to collect data on the program goals and SLO’s but describe in your narrative the clear assessment plan the program intends to use. Discuss how data will be collected, once accredited, for each SLO and how other outcomes related to student and graduate achievement will be collected (see Outcomes Section of this ISSR Handbook for more information). Describe how you plan to aggregate and analyze the data and use it for a feedback loop.

An advisory committee, which is representative of at least each of the communities of interest named in these Standards, must be designated and

Has the advisory committee met at least once? If no, please explain. Describe the planned frequency of advisory committee meetings and how it

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charged with the responsibility of meeting at least annually to assist program and sponsor personnel in formulating and periodically revising appropriate goals and learning domains, monitoring needs and expectations, and ensuring program responsiveness to change.

will assist with program review, monitor needs and expectations, and ensure appropriate change as part of your feedback loop. This component of Standard II.B requires that the Advisory Committee which is part of the assessment plan/cycle, meet once within a twelve (12) month period (annually) to provide feedback and assess annual program outcomes data and curricular issues. The Advisory Committee should maintain an active role in the continued assessment and revision of program goals and learning domains (see Standard II.C) review of program resources (see Standard III.D) and review of program outcomes (see Standard IV.B.1). The Advisory Committee will conduct analysis of the goals, action plan, and results of action where appropriate and review the annual report and other objective data that supports program evaluation. The Advisory Committee meetings must have Minutes reflecting the attendees, and meaningful discussion and actions during the meetings.

Advisory committee meetings may include participation by synchronous electronic means

Please note, items italicized are Guidelines offering clarification to the Standard. Comments and documentation do not need to be provided for an italicized Guideline specifically as it is meant to serve as a clarification or recommendation only, Guidelines are embedded at various areas throughout the Standards.

C. Minimum Expectations

Every program needs to develop goals in order to best evaluate the specific needs for program planning, implementation and evaluation. Every program responds to this differently but one goal must be the “minimum expectation” that is outlined in standard II.C. “To prepare competent entry-level Art Therapists in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.” This goal delineates that the program is preparing entry-level art therapy clinicians as its primary aim. It must be in writing in program materials, though does not need to be incorporated into the formal program goals available to the public. It instead becomes a defining aim of all accredited art therapy programs and this goals statement provides a contextual explanation for how the program goals and SLO’s support the development of entry-level art therapists. It can be stated in the academic catalogue, the student handbook, or the strategic plan. The location can vary but it does need to be documented that the program will support the development of entry-level art therapists and intends to impact students through the 3 domains of learning.

Programs adopting educational goals beyond entry-level competence must clearly delineate this intent and provide evidence that all students have achieved the basic competencies prior to entry into the field.

It is unlikely programs will have any additional educational aims beyond entry-level practice. Examples of additional aims would be programs also

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offering certificates, for example. If the program does not have goals beyond entry level, simply indicate “not applicable”

III.Resources A. Type and Amount

There are no ACATE established required numbers for resources as sufficiency can vary by program, based on enrollment capacity. There is, however, the requirement that the resources are sufficient to meet program goals and educational outcomes as documented by the ongoing Resource Assessment system (see Standard III.D) and other objective data. Resources should be assessed for adequacy based on the program’s maximum enrollment capacity and should provide for all aspects/needs of the art therapy program, and therefore ensure achievement of the goals and outcomes of the program. Self-Study analysis and the ISSR report will allow a program to determine and demonstrate it has sufficient resources to fulfill its obligation to the students who are enrolled, including what they will need two to three years hence during their entire time in the program.

Laboratory should include art studios.

Reminder, italicized items are Guidelines offering clarification to the Standard. The Guidelines are offered to assist you with understanding and being able to meet the Standard. Clarification on this Guideline: The same space can be used for class and lab/studio space provided the space is adequate for the number of students and can accommodate the required activity. Also make note of how, if students are working at a distance, you provide studio (lab) experiences and art-making interactions to students online so they can interact and create art.

Continuing education may consist of..... This is a guideline to offer clarification to what is meant by “continuing education”. As you provide narrative for section III.A Resources, you will describe how the program environment encourages faculty continuing education/professional development/scholarly pursuits. Program faculty should have a current and working knowledge of innovative changes within art therapy education in order to achieve program goals and be responsive to their communities of interest.

Programs should also provide continuing education opportunities for Practicum/Internship Site Supervisors.

When completing your report, you will indicate ways site supervisors are oriented to an understanding of art therapy, art therapy program goals and student learning outcomes. The training media may take many forms: written documents, formal course, PowerPoint presentation, video, on-line. The program should tailor the method of delivery to the type of site setting. There may also be a written packet provided by the program, which is read and signed by the supervisor, or a representative of the program may meet with the potential supervisor at that location.

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B. Personnel

As you respond to this entire section of the Standards, you will be offering narrative and data regarding the extent to which faculty qualifications and the number of faculty appointed impact the program’s ability to achieve its goals and learning outcomes, including faculty achievement of position responsibilities. “Instructional Faculty” includes full-time, part-time, or adjunct faculty associated with the responsibilities for the instruction and assessment of the student in classes and clinical supervision groups, including any teaching responsibilities of the Program Director. If any portion of the curriculum is provided through distance education/online teaching and learning methods, your narrative will convey how the program ensures personnel are qualified/experienced to provide distance education/online learning and what training in online teaching methods and curriculum development faculty receive. Art Therapy curriculum content and competencies described in Appendix B, 1 of the Standards and Guidelines for Art Therapy Education include areas which must be taught by credentialed art therapy faculty and areas that may be taught by Related Professions Faculty, though they may instead be taught by credentialed Art Therapy Faculty if the program prefers.

B. 1. a) 1..Attention should be given to the number of practicum/internship students in each supervision group assigned to Art Therapy faculty to assure that each student receives

This is a guideline to offer clarification to what is meant by Program Director responsibilities towards “ensuring program effectiveness”. Comment in your narrative for B. 1.a. the process used to determine the program director is able to provide attention to the number of students in each supervision group in order to ensure achievement of program goals and student learning outcomes.

B.1. a) .2. develop criteria for selection of Comment on what the Program Director does to provide leadership in development of practicum/internship settings, in conjunction with the Practicum/Internship Coordinator if that role is fulfilled by a separate individual.

B. 1. a) 3. and 4. advise students, ensure achievement of program’s goals and outcomes

Describe processes for advising students throughout their progression in the program. Describe the processes and procedures for oversight of the program and how these assist in the accomplishment of program goals and student learning outcomes.

References throughout the Standards, including Appendix B which refer national certification in the field of Art Therapy by an organization accredited by the National Commission for Certifying Agencies (NCCA).

At this time, the Art Therapy Credentials Board (ATCB) is the sole national credentialing organization for art therapy which meets these requirements and thus any references in this document to national certification in the field of Art Therapy are referencing ATCB credentialing and the ATR-BC

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B. 3. b) A field related or complementary to Art Therapy may include Creative Arts Therapy, Counseling, Psychology, Psychiatry, Social Work, and Marriage and Family Therapy.

This guideline is offered for clarification and this list of possible fields does not preclude additional fields that may be considered complementary or related, with sufficient explanation.

B.3.b) 2. Be knowledgeable in course content and effective in teaching their assigned subjects....

The purpose of including aggregate data from ACATE provided surveys will be to offer demonstration of faculty effectiveness in support of program mission, goals and outcomes, not to evaluate particular teaching styles.

C. Curriculum

Refer to the ATCB website and current ATR handbook for educational requirements in terms of types of clinical practice opportunities, adequate mentoring of students through direct observation, types of supervision structure (individual/group), student-supervisor ratios for individual supervision, overall duration of clinical experiences and amount of supervision per individual/group supervision formats as relates to direct client contact oversight

2. The program must demonstrate by comparison that the curriculum offered meets or exceeds the content and competencies of the Curriculum Competency Requirements for Educational Programs in Art Therapy (Appendix B)

Program length and number of credits should be sufficient to ensure achievement of the cognitive (knowledge), psychomotor (skills), and affective (attitudes and behaviors) competencies described in Appendix B.

Your narrative will describe the methods used by the program to determine that its curriculum is aligned with the requirements stated in Appendix B of the CAAHEP Standards and Guidelines for Art Therapy Education. Results of the self-study analysis and its related data will be expected to indicate the program is planned to be of sufficient length to ensure achievement of student learning outcomes and their related benchmark indicators, while students progress in a logical sequence. This guideline is offered for clarification as to determination of “sufficient” and how programs must demonstrate required entry-level competency and student learning outcomes are being met. Competence must be measured and evaluated and program length must support achievement of that. Please also note that in terms of clinical experiences (practicum/internship) programs must attend to current Art Therapy Credentials Board (ATCB) educational requirements for practicum/internship hours, type, supervision. Programs must also collect and provide data indicating the intensity and structure of the clinical component supports demonstration of student learning outcomes

CAAHEP is committed to the inclusion of emergency preparedness (EP) content in the curriculum.....

Additional information on emergency preparedness (EP) may be obtained from ACATE if needed. However, these content and competency areas have been integrated into the required curriculum for art therapy programs as delineated in Appendix B.

D. Resource Assessment

The program should provide evidence of a plan for annual resource assessment. Programs are required to use, at minimum, ACATE survey

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instruments but may also develop their own resource assessment tool with benchmark targets associated with each area to be assessed.

IV. Student and Graduate Evaluation/Assessment

The Competencies Matrix (Form F) is used to provide a mapping of examples of recurring assessment processes

B. Outcomes 1. Outcomes Assessment

This component of Standard IV focuses on program outcomes assessment rather than specific student evaluation methods. Program outcomes involve direct or indirect, summative measurement of indicators of the program’s ability to achieve its stated goals. Outcomes Data and reporting will be part of the Annual Report submitted after a program is granted accreditation. However, for purposes of this self-study, a system should be identified where the program will convey its Assessment Plan to begin collecting, analyzing and recording the required data in aggregate as the program matures.

It is important you review information provided in the following section of

this handbook entitled OUTCOMES DATA: BEGINNING STEPS TO COMMIT TO COMPILING ON AN ANNUAL BASIS. Programs seeking Initial Accreditation are not required to yet have outcomes data, but must have a plan as to how they will collect and analyze the data upon achieving Initial Accreditation

“Positive placement” means that the graduate is employed full or part-time in Art Therapy or in a related field; or continuing his/her education; or serving in the military. A related field is one in which the individual is using cognitive, psychomotor, and affective competencies acquired in the educational program.

Clarification on this Guideline: When reporting graduate placement statistics, graduates should only be listed once, using the following categories:

• Placed in the field of art therapy or a related field* or on active military duty

• Continuing their education

• Placed in field of art therapy or related field* AND continuing their education

• Placed in a volunteer capacity related to art therapy or a related field* and under clinical supervision for the work

*Placement in a related field requires use of a majority of knowledge and skills acquired via the curriculum offered in the art therapy program.

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V. Fair Practices A. Publications and Disclosure

Programs are required to publish their policies and practices so that students and the public (prospective students) are aware of the institution’s and program’s policies.

4. The sponsor must maintain, and make available to the public current and consistent summary information about student/graduate achievement that includes the results of one or more of the outcomes assessments required in these Standards

ACATE policy regarding what outcomes data must be available to the public will be described in a separate document per the Annual Report process Data available after submission of one annual report (following initial accreditation) must be published, preferably in a readily accessible place on a program’s website. As part of the Annual Report the program must state the website link (or other publication available through an online link from the website) where the outcomes data results are published in order to foster full disclosure of program outcomes to constituents. More information to be forthcoming on what outcomes must be listed once accredited

C. Safeguards All activities required in the program must be educational and students must not be substituted for staff.

The intent of this Standard is to prevent “abuse” of students as labor. The student is considered an additional person and staffing levels at an agency must remain the same regardless if the student is present or not. There is nothing to either prevent or require paid internships but any work performed by students should be educational in its focus. Every program must have a policy that defines their “rules” around students performing clinical work – for example – under what conditions can they perform work (after specific training has occurred, after a specific course has been taken, etc.), what type of work they can perform, and that they cannot be used for substitute staff (for example someone calls in sick so a student covers for the day).

E. Substantive Change

Note: The Annual Report Process will further clarify material to be submitted on an annual basis, and ways to document program improvements and less substantive changes, after awarding of accreditation. For programs providing Distance Education/Online Learning, you will report new states in which there are enrolled students and certify that state approval has been obtained

APPENDIX A Application, Maintenance and Administration of Accreditation

Narrative and documentation per Appendix A is not required for the ISSR. This section of the Standards is informational for program review. Programs are also asked to review the separate fee table, located in the ACATE Policies and Procedures Manual, along with additional explanations of application, maintenance, and administration of accreditation located in that document. Note: Any student who completes a program that was accredited by

20

CAAHEP at any time during his/her matriculation is deemed by CAAHEP to be a graduate of a CAAHEP-accredited program.

APPENDIX B Curriculum Competency Requirements for Educational Programs in Art Therapy

Required Student Learning Outcomes, Curriculum Content, and Competencies are addressed in the Curriculum Section of your Self-Study Report, Section III.C. and additional prior sections on program goals, curriculum effectiveness, and student measures Data will also be collected from the Annual Reports collected by ACATE looking for trends and potential thresholds to best determine program effectiveness and a process of continual improvement

2. Foundational Learning Content Areas

As part of your Self-Study Analysis and narrative submitted earlier in your Self-Study Report, you will have identified the places within the curriculum where this content learning takes place and explain how it is sequential, comprehensive and substantive. Programs are also encouraged to attend to current ATCB educational learning requirements, including prerequisites to graduate study, for future credentialing of their graduates.

Programs may combine content into a single course or distribute content over multiple courses as they develop curriculum to address program mission, goals, and outcomes. Attention to state licensing requirements also may assist in determining course structure and content.

This guideline is offered to clarify content areas vs. course titles and the contexts that inform your programs educational planning

4. Clinical Education Experiences a) The curriculum must include clinical education experiences that provide students with opportunities to practice the cognitive, psychomotor, and affective/behavior competencies that Art Therapy students must develop through their coursework and which lead to overall student learning outcomes. Clinical education experience should allow students opportunities to practice with varied client populations and practice settings.

An experiential component must be a part of the educational process. Programs are asked to indicate the ways student site options are linked to learning outcomes and offered on a consistent basis to all students as prepared through a sequential course of learning.

b) Clinical education experiences must include .... Describe how students receive appropriate and adequate mentoring during clinical experiences. These experiences must include a face-to-face component of supervision by a site supervisor and consultation with observable data by faculty supervisors (e.g. client artwork, site visits, video recording of observation of student work are options to be considered per observable data )

d) The structure and duration of clinical education experiences must meet educational program clinical experience requirements for credentialing and entry level practice as an Art Therapist

Programs must attend to current Art Therapy Credentials Board (ATCB) educational requirements for practicum/internship hours, type, and supervision. Programs must also collect and provide data indicating the

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intensity and structure of the clinical component supports demonstration of student learning outcomes.

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PART II: INSTRUCTIONS & EXPLANATIONS FOR SUPPORTING DOCUMENTS

This section contains instructions for documents and materials which will be submitted as data to support the report narrative. This Handbook is to be reviewed in conjunction with these related supporting documents.

SURVEYS (See sample surveys posted to the ACATE website and which may be requested in fillable form) At a minimum, the intent of the use of the surveys is to allow programs to provide data that can be related to program goals and objectives. In applying for initial accreditation, the program is attesting that is has begun the process of collecting information in order to demonstrate that it is achieving three specific goals:

1. Adhering to the practice of collecting and maintaining data 2. Evaluating its processes in order to best achieve the outcomes 3. Considering what resources the program has that affects its outcomes

Surveys provide additional data to document the program and compliance with the Standards. You must use, but may add to, the Survey data forms provided by ACATE. See the ACATE website for these survey forms and they may also be requested as fillable forms if you prefer not to convert them to an online tool yourself such as Survey Monkey or Qualtrix.

• Student Survey on Program Effectiveness (required for self-study). Will be sent to students by ACATE staff for anonymous responses. Programs submit email contact list for students to ACATE staff and program directors are provided with a summary report of results. While required for Self-Study, not required for annual report though may be used to provide additional feedback to program on an annual basis if desired)

• Faculty and Advisory Committee Survey on Program Effectiveness (required for self-study. Not required for annual report though may be used to provide additional feedback to program on an annual basis)

• Personnel Survey of Program Resources (required for self-study and annual report) * Note that for purposes of the Initial Self-Study report, faculty and advisory committee members complete the two above surveys, one on program effectiveness, and one on perceptions of program resources.

• Student Survey of Program Resources (required for self-study and annual report)

• Graduate Survey (highly recommended, though not required for self-study as a feedback loop. Required for annual report)

• Survey of Employer Satisfaction (highly recommended, though not required for self-study as a feedback loop. Required for annual report) Additional questions may be added to all surveys provided that minimum information as displayed in the sample forms is included. For each survey, be sure to insert a “blank” copy of the survey forms used. These forms are used by the Program to collect required “outcomes” data and those noted above are also used as part of the self-study analysis of program resources and effectiveness.

To review: Surveys required for Self-Study (survey questions may be added to). SEE BELOW

Surveys required for Annual Report once accredited (survey questions may be added to) SEE BELOW

Student Survey on Program Effectiveness (ACATE staff sends) – required

May be used though not required. Feedback from students is likely obtained through course evaluations and other methods determined by the University.

Faculty and Advisory Committee Survey on Program Effectiveness - required

May be used though not required. Faculty meetings and Advisory Committee meetings will allow for ongoing review of the program annually

Personnel Survey of Program Resources - required Required

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Student Survey of Program Resources - required Required

Graduate Survey - Recommended though not required Required

Employer Survey - Recommended though not required Required- please consider adding program identified questions to the survey in order to highlight and assess regional needs

ADVISORY COMMITTEE MEETINGS See explanation in this Handbook and example of an agenda and minutes at the end of this Handbook.

RESOURCE ASSESSMENT MATRIX See template at the end of this Handbook. Related surveys and program budget information compliment the completion of this matrix. It is important to note that while this matrix chart and system allows programs to collect data to support their decisions about resources, neither ACATE nor CAAHEP establish a required cut score or threshold for data results as a program analyzes the sufficiency of its resources. The concept is that the program must demonstrate that it has adequate resources to achieve its program goals and student learning outcomes. This relates to "institutional autonomy" which is a guiding CAAHEP policy, so determinations about resources may vary from program to program. Data, however, ensures that programs, and ACATE reviewers, have measured data to back up and inform decisions about adequacy of resources, and that determinations are not made in a biased or uninformed way, while any assessed needs for additional resource support can be made with data to back up the conclusion.

INFORMATION ON FACULTY

Include the provided Faculty Biographical Sketch for all current paid faculty at time of ISSR submission (full, part time, adjunct). Programs may choose to use another format approved by the University, but all biographical summaries submitted must be in a consistent format for each faculty member in the Program and include the type of info on this template in order to foster consistency of review by ACATE. Information on faculty newly hired after ISSR submission will be provided at time of site visit.

CURRICULUM Five (5) types of documents will provide programs with the opportunity to identify places in the curriculum where the required content learning and competencies assessment takes place and how students are mastering achievement of overall student learning outcomes and program goals. Some of the forms provided by ACATE must be utilized, while others may be adapted according to program preference. Submitting the documents and information listed below will provide data to support your analysis of curriculum. Consider the following questions as part of your analysis of your program in advance of writing your report:

• How does curriculum help support development of formative competencies which in turn support summative practice behaviors and eventual attainment of overall Student Learning Outcomes (SLOs)?

• What gaps in depth or scope of coverage exist?

• How do students progress through the program, what is the logic behind sequencing of courses/program requirements and what ways do Program Goals and Student Learning Outcomes provide a rational for the structure? In your planning are you impacting students in 3 domains of learning – knowledge, skills and professional attitudes?

• What is the type and frequency of evaluations students receive as they move through didactic, lab (studio) and clinical aspects of the curriculum? How

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are preparatory classroom and studio experiences linked to field practice and how does the program inform students of the academic progress they are making as they move through didactic, studio and clinical experiences?

• How are students tracked through the courses and internships? How and where is achievement of the overall Student Learning Outcomes (SLO’s) in the Standards measured?

1. Course Syllabi

Section III.C. of the art therapy Standards states Instruction must be based on clearly written course syllabi that include course description, course objectives, methods of evaluation, topic outline, and competencies required for graduation. This reference to the “competencies required for graduation” allow us to return to an essential question: What do students know and what are they able to do as a result of their participation in the program? Course syllabi include, at minimum, selected program SLO’s and also, at minimum, the content and the competencies required by Appendix B of the CAAHEP Standards and Guidelines for Educational Programs in Art Therapy so the course reflects the motivations for its course objectives and the link to program goals, along with the steps students will be taking on their journey. Each syllabi helps to tell the story of the student’s overall journey across the program and allows students to understand the progress they will be making. These elements include (1) course description, (2) course objectives including SLO’s the course is fostering (3) methods of evaluation, (4) topic outline, and (5) competencies required for graduation to include a reference to the specific item # and designation of each ACATE competency, as listed Appendix B, Section 1 of the CAAHEP Standards and Guidelines for Art Therapy Education. The syllabus must include the full wording of the competency item(s) the course will cover (for example, Standard a.K.1. Identify major contributors and contributions that shaped the field of Art Therapy). Inclusion of SLO’s and competencies on syllabi will allow programs to show they are sufficiently ensuring students understand and are being assessed on performance required to progress through the program and to gain nationally recognized entry-level skills for art therapists. Further information and examples of syllabi are included in the following section of this Handbook entitled Outcome-Based Learning and Program Development in Art Therapy.

2. Program Modality and Distance Education /Online Learning Information ( will be provided as narrative explanation in the ISSR) This chart is provided here to inform your thinking about what will be addressed in your narrative regarding online teaching and learning practices

Is any portion of the program or courses offered via distance education/online teaching? Note that teaching and learning practices are increasingly including a blend of online and seated learning. For purposes of the Self-Study Report and ACATE review, distance education is identified as such if the university your program is housed in defines the course as a distance education/online course.

If yes, describe what content is offered through distance modality/online learning.

If so, what percentage of the program is offered through distance education? (Excluding required face-to-face site supervision during Practicum/Internship)

Please explain. Reminder to include only courses identified as distance/online by your university.

If your program includes distance education/online courses according to the definition given above, how are interpersonal and relational skills taught and assessed via online methods?

Please explain.

What training in online teaching methods have your faculty received? What resources and supports do they participate in

Please explain

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on an ongoing basis in order to foster effective online teaching?

What technology supports and resources are offered to students who participate in distance education/online learning courses?

Please explain

3. Curriculum Content Assessment Chart - see example provided in Handbook To assess a program’s compliance with required content of the CAAHEP Standards and Guidelines for Art Therapy Education, complete and submit a Curriculum Content Assessment Chart. This submission will allow a program to identify places in the curriculum where required content learning takes place and allow program faculty and reviewers to identify gaps in delivery.

4. Competencies Matrix - see example provided in Handbook A Competencies Matrix will allow programs to give examples of how student progress is tracked through the courses and how students are regularly informed of their progress throughout the program. Programs are encouraged to develop their own processes for assessment of student learning and to be engaged in ongoing improvement of their assessment tools while also providing evidence the program is ensuring all graduates are being regularly assessed as to their performance and progress towards overall Student Learning Outcomes (SLO’s).

5. Mapping Your SLO Assessment Plans - see example provided in Handbook Further information provided in the section in this Handbook entitled Outcome-Based Learning and Program Development in Art Therapy.

CLINICAL EDUCATION & EXPERIENCES

Programs create their own forms/charts/templates for some of these items to supplement narratives provided in Self Study Report. Your narrative per the ISSR will provide information about clinical experiences including:

• clinical education/practicum and clinical internships/field placements for the past three years;

• description of how practicums/internships are established;

• the process for orientation and interactions with clinical supervisors of the clinical education/practicum and clinical internships/field placements;

• information per verification of qualifications, credentials and experience of clinical site supervisors;

• policies for placing students

• types (individual and group) and hours of supervision being provided:

• maximum size of supervision groups;

• specifications of activities and tasks that allow a student to demonstrate art therapy competencies during clinical experiences ; and

• policy on how students are evaluated throughout their experience (examples of assessment processes and student product must be saved in a file for potential review by site visitors).

• In your narrative, discuss how the program’s practicum/internship policies, criteria and procedures for selecting settings and supervisors; placing and monitoring students; maintaining contact with settings and evaluating student learning and site effectiveness are congruent with achievement of the program’s goals.

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• Discuss your program’s integration of curriculum and competencies being mastered in earlier coursework with field assignments during supervised clinical experiences. How are you effectively ensuring a pathway to student achievement of overall student learning outcomes during practicum/internship. In other words, what are the linkages of classroom to field which the program is fostering?

• The Standards reference

OUTCOMES DATA: BEGINNING STEPS TO COMMIT TO COMPILING ON AN ANNUAL BASIS In CAAHEP accreditation, and therefore in the planning for your educational program, you want to demonstrate the impact you are making on students through measurements that review specific outcomes. Your analysis of data in the following areas will lead to program improvement. Data should demonstrate that the program is meeting its goals, benchmarks and thresholds. If data reviewed over a three year trending period, indicates the program is not meeting its benchmarks or goals, you will, as part of the annual report, indicate what plans the program has for meeting or modifying its goals. For more information about the thresholds and the importance of outcomes, see the ACATE Policies and Procedures Manual, (Policy IX.B.C.), Section IV.B.1 of the Standards and Guidelines, and information provided below. The Outcomes are:

5) Student Retention 6) Positive Placement 7) Graduate Satisfaction 8) Employer Satisfaction 9) Student Summative Measures (assessments linked to Student Learning Outcomes (SLO’s) )

Outcomes Data and reporting will be part of the Annual Report submitted after a program is granted accreditation. However, for purposes of this self-study, a system should be identified where the program will convey its Assessment Plan to begin collecting, analyzing and recording the required data in aggregate as the program matures. Please note specific surveys are provided to collect some of the outcomes data. Please see the Surveys section of this handbook for additional explanation. Once accredited, trending is an important aspect of outcomes based assessment. A trend should be based on three (3) years of outcomes assessment data; one year’s data is not sufficient to drive curricular or program changes. As part of the ongoing annual report process, programs will gather, analyze, and compare data across the three (3) year trending period to:

• Determine if graduates are demonstrating intended learning experiences and outcomes

• Adhere to the practice of collecting data and using it for program improvement

• Evaluate the impact of teaching and learning practices in order to best achieve thresholds required per outcomes areas

According to CAAHEP Policy 206A4: Initial accreditation recommendations should not include citations of Standards IV.B. (Outcomes) for which the program has not had sufficient time, due to the formative stage of the program, to collect and assess the data needed to demonstrate compliance. Lack of a system in place to collect and assess the data may result in a citation.

For your self-study report, the program will be expected to have at least a system in place to begin its collection of outcomes data to then use for later annual follow-up and to attest that is has begun the process of collecting information in order to demonstrate that it is engaged in a process of continuous quality improvement. Your Initial Self-Study Report narrative will describe the process you plan to use to collect and analyze data along with indicating how you plan to apply the results to discussion of program improvement. Remember that in order to be truly useful, analysis of this data will be based on a 3-year period of compilation in order to identify trends; one year’s data is not sufficient to drive curricular or program changes. A program will gather, analyze, and compare data across the 3-year trending period, and report the info as part of the Annual Report once accredited, to then determine over a sufficient window of time if graduates are demonstrating intended learning experiences and outcomes.

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Outcomes Thresholds for Accredited Programs in Art Therapy

Comment on how the program plans to annually track and/or collect the raw data for the outcome. Remember, in addition to use of ACATE provided surveys, feedback from your advisory committee and faculty which will be included as part of the Annual Report in coming years will allow you to show examples of your ongoing review of Outcomes Data results. In other words, how will you collect and use this information as a feedback loop to improve your program, when you look at data results over a three year range in order to identify trends?

Student Retention. The threshold for student retention is (>80%)

Make note of what trigger course and/or formal admission process the program uses in order to designate its admission cohort. Students must continue in the program at a rate reasonable justified by the college/university. The annual report will ask for retention rates for your program. A simple formula on the annual report will help you calculate these rates

Positive Placement. The threshold for Positive Placement is (>80%)

An important measure of an academic program’s performance is reflected by outcomes measures such as placement. Programs should institute methods to track graduates and their post-graduate placement. The sample Graduate Survey provided by ACATE may be used in addition to measures the program develops

Graduate Survey Return Rate. The threshold for the Graduate Survey return rate is (>35%)

The sample Graduate Survey provided by ACATE should be used at minimum. This survey should be administered to students who have recently graduated approximately six months to no more than one year after graduation. Institutions should report the survey return rate as well as document efforts to reach a majority of their graduates for the preceding year. While this data is required as part of the annual report once accredited, it is highly recommended, though not required for the self-study analysis. Programs able to secure this data will find it a helpful feedback loop for their self-study.

Graduate Satisfaction. The threshold for Graduate Satisfaction is (>85%). Items taken in aggregate and having 3 or better on a 5 point Likert scale will be considered to meet the threshold

See “Graduate Survey” provided by ACATE. Describe how the program will survey its graduates within 6-12 months after graduation. While this data is required as part of the annual report once accredited, it is highly recommended, though not required for the self-study analysis. Programs able to secure this data will find it a helpful feedback loop for their self-study.

Employer Satisfaction. The threshold for employer satisfaction is (>85%). The threshold for send rate is 100% of those graduates who give permission on their survey for their employer to be contacted. Items taken in aggregate and having 3 or better on a 5 point Likert scale will be considered to meet the threshold

Will be compiled as part of the Annual report, once program has been accredited. This information is designed to help program faculty determine their program’s strengths and those areas that need improvement, not to evaluate individual graduates. The questions on the employer survey are linked to the Student Learning Outcomes of Appendix B of the Standards and Guidelines and are meant to provide assessment of entry-level achievement of those from an employer perspective.

Summative Measures. Student Learning Outcomes (SLO) data is measured and collected then reviewed in aggregate.

What is the evidence students are learning and developing entry level skills? Explain how the program will annually analyze SLO data in aggregate in order to assess whether the data indicates students are achieving expected SLOs or to apply to program improvement measures. See the related explanatory information which follows, entitled Outcomes-Based Learning and Program Development in Art Therapy: Information for self-study analysis and annual reports for further explanation of this item.

Student Learning Outcomes (SLO's)

measured at benchmark stops along way and at summative end points.

SLO's written by program and

incorporating ACATE general learning outcomes and

competencies from Standards

Student Learning Outcomes(SLO's) - what students are expected to

demonstrate -

Established by program, informed by national Standards to ask>

What are we trying to do? How well are we doing it?

How can we improve what we are doing?

Institution's Mission

Program's Mission-

supports development of Art Therapists and also derived from Institution's Mission

Program Goal 1

Program Goal 2

Program Goals - Broad definition of what a program is expected to

accomplish.

Establshed by progam , integrate overall learning outcomes in art

therapy Standards.

Program Goal 3

Outcomes-Based Learning and Program Development in Art Therapy: Information for Self-Study Analysis and Annual Reports

Competencies: Knowledge, Skills, Affective–

list on syllabus, introduce and reinforce in teaching practices, use to inform

benchmark measurements of SLO’s

Other program

Outcomes such as grad satisfaction,

employer feedback, retention,

etc.

Core Curriculum Content

Competencies: Knowledge, Skills, Affective–list on

syllabus, introduce and reinforce in teaching

practices, use to inform benchmark

measurements of SLO’s

COURSE SYLLABI List SLO’s, content

and competencies

What is outcome-based assessment? Art Therapy education has been on a learning curve along with much of higher education in regard to establishing meaningful indicators that programs are effective in training entry level practitioners, that students are learning, and that programs have processes for continuous improvement. Outcome-based assessment is a means of demonstrating learning skills and achievements and thus evaluating program quality. It is a way of showing that programs are doing what they say they can do or if not, using that information for program improvement. The 2016 CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy (the Standards”) have shifted education for art therapy programs to this outcomes-based focus. The shift is the result of US Dept. of Education requirements that accreditors move toward outcome-based assessment rather than being input based. What this means is that there is now more of an emphasis on core competencies through which students demonstrate their abilities and skill sets (student learning outcomes) rather than just what teachers or the program do (inputs).The change gives programs the opportunity to demonstrate success with what they are doing with students, to comprehensively monitor what’s working, and to also review what needs changed. Most measures of quality are reviewed through outcomes, although some inputs continue to be considered.

As art therapy education standards have begun this shift to an outcomes-based focus, programs are working to determine the measures that will best provide useful data or indicators of student achievement of skills and program accomplishment of its goals. Meaningful application of what is learned by the data can allow education programs across the country to participate in the development of not only their students, but also their program and the profession as a whole. What makes a quality entry-level art therapist? What makes a program unique and effective and what unites us as we aim for the development of art therapy practitioners of the future?

What do students know and what are they able to do as a result of their participation in the program? What is the story, from beginning to end, of how we get our students there and what is our shared story in art therapy? Rather than thinking about the need for outcomes-based assessment in accreditation as a need to report and defend your practices, programs are encouraged to consider the focus on outcomes as a way of developing internal practices for ongoing quality improvement. How does your program support student development towards necessary entry-level skills? How do your student outcomes inform your unique program goals and how you determine what works in your program? Student learning outcomes, and the data collected as a result, are being used to promote quality teaching and learning practices. Outcomes-based assessment and the annual report for programs (once they are accredited) is a way of telling the story of the student’s journey through your program, coupled with a desire to improve on the process.

Rather than making this an added burden, how can it be truly useful to faculty in a way that sparks curiosity? Keeping with the metaphor of a journey allows us to ask, “Do I know where I am going? Do I know how to get there?” The Student Learning Outcomes you establish are the destination and student progress is tracked at benchmarks along the way. The steps students take along the path are, at minimum, the competencies and content domains established by the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy and which are included on course syllabi, so students know the steps they will take in a class. Overall program goals, meanwhile, are broad areas that could be considered a map of the territory, while the reasons for the travel include the program and institutional values that inform the

mission. What does a graduate of your unique program look like, even as they also demonstrate skills consistent with entry -level art therapists across the

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country? What story can you tell about the students who travel through your program? What measures help you understand what students know and can do as a result of their education? What works to get them there? Along the way, what measures will you use at pause points to determine if students are getting to these points or if not, to determine where improvement is needed in classes, in the program, or at an institutional level?

Begin with the end in mind. “Do I know where I am going? Do I know how to get there?” Broadly speaking, there are two types of outcomes: Learning outcomes and program outcomes. Learning outcomes describe what students are expected to demonstrate and program outcomes describe what a program is expected to accomplish and can be thought of as program goals. Student Learning Outcomes (SLO’s) are more specific than program goals. A significant amount of material is available via online resources through a search that includes the terms “writing measurable learning outcomes”. Several of these resources clarify the distinction between student learning outcomes and program outcomes/goals, specifically http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf. Osters and Tiu (2003), provide a thoughtful framework to faculty who are considering how they wish to collect data about their program’s mission, goals, curriculum, students and learning outcomes. According to the authors:

Student Learning outcomes describe what students are able to demonstrate in terms of knowledge, skills, and values/attitudes upon completion of a course, a span of several courses, or a program. Clear articulation of learning outcomes serves as the foundation to evaluating the effectiveness of the teaching and learning process.

Program and performance outcomes/goals describe what you want a program to do or accomplish rather than what you want students to know, do or value. The Components of a Measurable Program Outcomes/Goals are the same as for learning outcomes except the actor is the program not the student. In accreditation, and therefore in the planning for your educational program, you want to be thinking about how you impact students in necessary knowledge/skills/professional attitudes and you want to collect data that reflects these kinds of outcomes. How programs analyze the data and how they use the data to make improvements in the overall program and student learning will be a key part of the annual report process for accredited art therapy programs. Section II of the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy requires the following: Program- specific statements of goals and learning domains provide the basis for program planning, implementation, and evaluation. Such goals and learning domains must be compatible with the mission of the sponsoring institution, the expectations of the communities of interest, and nationally accepted standards of roles and functions. Accredited programs will be asked to describe and annually review key teaching/learning practices used to accomplish program goals and student learning outcomes. Where are the goals and outcomes addressed and also assessed in the curriculum and program design? What measures help you understand what students know and can do as a result of their education? As Osters and Tiu (2003) further describe, assessment is then a systematic and on-going process of collecting, interpreting, and acting on information relating to the goals and outcomes developed to support the institution’s mission and purpose.

Use collected data for program improvement: Once accredited, programs will be required, as part of their Annual Report process, to collect and analyze SLO data in aggregate to answer the following three questions: (1) What we are trying to do? (2) How well are we doing it? and (3) How can we improve what we are doing? In addition to evaluating students, according to section IV of the art therapy Standards the program must periodically assess its effectiveness in achieving its stated goals and learning domains by also measuring a range of outcomes such as programmatic retention/attrition, graduate satisfaction, employer satisfaction, job (positive) placement, along with summative measures of students. The results and evaluation of this data must be reflected in the review and timely revision of the program. In other words, cross validation measures with data from graduates, employers, job placement, etc. allow programs to

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determine how well they are achieving their goals and are reviewed alongside data on student learning outcomes in a cycle of continuous quality improvement.

Student learning outcomes (SLO’s) are established to cover the span of several courses and the program as a whole. Overall student learning outcomes (SLO’s) should be measurable and have clear benchmarks (shorter and longer-range stops along the way) that allow the program to collect data in aggregate and determine whether the students are achieving the desired outcome and in turn whether the program is achieving its broader goals. In other words, SLO’s provide indicators of program goals. However, the challenge for art therapy education at this point in time is that as we attempt to develop a shared vision for new education standards, we are also in a process of identifying learning outcomes and competencies that are sufficient and effective. The transition to a learner centered, outcomes-based pedagogy in art therapy has not been without its challenges. Due in part to the learning curve caused by this shift to an outcomes-based focus , some of the Appendix B, Section 1.a-o, Learning Outcomes of the Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy can be difficult to measure as they are not written in fully quantifiable terms. These learning outcomes listed in Appendix B of the art therapy Standards were created based on a compilation of competencies/content from each of the learning domains also detailed in the Standards (covered in charts in Appendix B). Learning outcomes listed in the art therapy Standards were meant to serve as a more general compilation of the numerous competencies and content areas listed in the Standards.

Program assessment processes begin with identifying questions of interest – what does a student who is successful in the program know and is able to do? What are the characteristics of effective teaching and supervision? Programs must then have mechanisms in place for evaluating and reviewing student learning outcomes. – Are we getting them there? Measurable outcomes are essential to this process. As part of the Self Study Report for accreditation application, programs are required to identify where learning outcomes are addressed and assessed in the curriculum. Additionally, programs are asked to use these learning outcomes to then answer (on an annual basis, not as a required part of the self-study report), “How well are we doing it?” Finally, programs will detail how they plan to use these learning outcomes to inform and revise program goals. However, given that the Appendix B learning outcomes, as currently written, are broad and more general statements, some are not specific enough to be quantifiable or measurable. This makes assessment of their achievement difficult.

A solution to the difficulty of working with the more generally worded learning outcomes in the art therapy Standards is possible if it is noted that rather than being comprehensive or directive, these learning outcomes established in the Standards (appendix B, Section 1. a-o) are essentially intended to represent a compilation of the numerous competencies and content areas listed in the domains under them. They are broad categories or key indicators of the more specific competencies and content areas. Given that measurable outcomes are

essential to effective processes, programs may interpret and use the listed Appendix B, a-o outcomes as guides to establish their own more measurable and specific Program SLO’s. In other words, programs may “marry” or integrate various Appendix B , a-o general learning outcomes with their own wording to form their own more measurable SLO’s established by the program, and by doing this will be integrating nationally established learning outcomes with learning outcomes of specific interest to their faculty. Program established SLO’s might incorporate concepts or reflect wording from specific Appendix B general learning outcomes , or programs can develop SLO’s that clearly retain the wording of one or more of these Appendix B learning outcomes. Once establishing program SLO’s, it is then up to the program to state how they measure them at various benchmark points. (For example, end of year 1 and last semester

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before graduation with performance on an exam, reflection paper, and case analysis?) and to, as part of their annual reports, compile the data in aggregate in order to determine if they are achieving their aims.

Align your program Student Learning Outcomes (SLO’s) with the more general, overarching outcomes identified in Appendix B, section 1 of the art therapy Standards to integrate nationally established aims with your own program interests, values and unique expertise. Consider the Appendix B, a-o learning outcomes as broad categories of the more specific knowledge, skills and attitudes listed in the content and competencies tables below them. Use the more general learning outcomes in the art therapy Standards as inspiration and guidance to establish your own SLO’s. Create intended SLO’s in terms of your overall program, not individual courses, and align them closely with accreditation Standards.

Beyond integrating the general learning outcomes addressed in Appendix B, a-o Standards, decisions regarding the number and type of SLO’s you establish, and indicators of them, are made by program faculty based on what they feel would best allow them to comprehensively assess student learning in key areas which are established by the art therapy Standards. The SLO statements are expressed in terms of what students will do, not what the program will do, and are worded in a way where it is possible to collect accurate and reliable assessment data for each one. Program faculty monitor student progress towards these key areas over time, and identify points throughout a student’s education where assessment applicable to each item would be most beneficial. Providing early review and then repeating with more summative mastery assessment of each SLO allows programs to show they are monitoring student progress across the program. Returning to the metaphor of a journey, the learning outcomes listed in the Appendix B art therapy Standards are meant to inform a program’s writing of its own program SLO’s , as a way of mapping the territory in the journey of art therapy education. Benchmarks are then established at meaningful points to track student progress.

What, then, is expected of programs, once they are accredited, as they evaluate and review their established Student Learning Outcomes at benchmark points? Benchmark assessments foster the ability of faculty to engage with the program focus and to develop an integrated curriculum. With each class, faculty attend to ways they may revisit important elements of the overall program SLO’s and in turn the ways the specific skills being fostered by the class link to the overall program. In order to support clear articulation and specifics of what skills are needed to meet each SLO, the Standards also provide charts of Core Curriculum Content domains and related Competencies, as detailed in Appendix B, section 3. Specific knowledge, skills and affective/behaviors (attitudes which can be measured) are listed as the skills needed (competencies) to demonstrate mastery of each core area. The competencies can be read to begin.....Art Therapists are able to.... and the benchmark assessments can be read....as demonstrated by........ In other words, rather than just focusing on what teachers teach, the competencies convey what students, at minimum, will be able to show us they can do and know and value as they move through courses in a program and towards the overall Student Learning Outcomes. In order to best foster students’ ability to fully understand the steps on the learning journey which they are taking with each course, the competencies must be listed on the course syllabi that will address them. The program SLO’s are also listed on the syllabi, in order for the course to reflect the teaching and learning practices that will be involved and not only the steps of learning (competencies) but also the way the course is embedded in overall aims for student learning outcomes (program SLO’s).

What should be included on course syllabi? As discussed throughout this document, measurable SLO’s provide essential aims and avenues for assessing both student and program success. After establishing SLO’s, programs continue by developing curriculum that aligns with overarching and specific goals for student learning and also links intentionally to content and competencies required by nationally established Standards. By way of reminder, the Standards are considered minimum areas and skills to attend to, even as programs are encouraged to also develop their unique focus.

Section III.C. of the art therapy Standards states Instruction must be based on clearly written course syllabi that include course description, course objectives,

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methods of evaluation, topic outline, and competencies required for graduation. This reference to the “competencies required for graduation” allow us to return to an essential question: What do students know and what are they able to do as a result of their participation in the program? Course syllabi include at minimum selected program SLO’s and also, at minimum, the content and the competencies required by Appendix B of the CAAHEP Standards and Guidelines for Educational Programs in Art Therapy so the course reflects the motivations for its course objectives and the link to program goals, along with the steps students will be taking on their journey. Each syllabi helps to tell the story of the student’s overall journey across the program and allows students to understand the progress they will be making. If the SLO’s and Competencies listed on each course syllabi describe an answer to, “What are we trying to do?” how does a program then go about determining “How well are we doing it?” Accreditation requirements do not tell programs HOW to assess students or what assessments to use, but rather require programs to gather data as indicators of learning, which is then compiled in aggregate for program evaluation purposes. SLO data is gathered over time at relevant points. Benchmark points of assessment allow programs to monitor student progress over time and according to best practice, occur at introductory and advanced (formative and summative) levels that are determined by the program to be most beneficial. In other words, after SLO’s are established and curricula is intentionally planned, the next step is to determine how the program will go about assessing student learning early on and closer to graduation. This step will link to the Standards and specific info on the knowledge, skills and attitudes (competencies steps) needed for learning mastery.

Show how you are monitoring student progress across the program from introductory to summative points. Once accredited, compile the data in aggregate to analyze how well you are impacting your students. Use the information to spark curiosity about program improvement. The program’s plan for establishing benchmark assessments of student progress should be designed by program faculty but intentionally utilize competencies listed per Appendix B, section 3 of the art therapy Standards. Curricula and syllabi must address all competencies listed, be fostered in courses and assessed along the way by using assessments that are distributed throughout the program (yours to design) and centralized at key benchmarks. Returning once again to the metaphor of a journey, each and every step along the way does not need to be reported, but rather key points that became highlights or stops early on and as one comes to the end, at minimum. Programs provide a description of processes and procedures they are using to ensure and monitor student progress across the program, and use specific data in aggregate from these benchmark points to inform program improvement.

Sampling of the required competencies is a sufficient method for developing key indicators of meeting learning outcomes at formative and summative benchmarks. Programs are required to identify a minimum of two competencies from each content area in the Standards in order to represent indicators that are serving as benchmark stops towards overall program SLO’s. Programs then show their planned processes for evaluating SLO’s through these chosen indicators at formative and summative benchmarks. In other words, programs use the Standards to identify key skills needed to demonstrate achievement of a SLO. Programs measure the skills at formative and summative points. Please note this process entails a sampling approach, rather than requiring programs to report on each and every one of the competencies listed in the Standards even as all competencies must be addressed in courses. In your planning for your educational program you want to impact students in knowledge/skills/professional attitudes but you collect and analyze data in aggregate on a sampling of these three kinds of domains.

Consider the example of an overarching program learning outcome being to “Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change.” How do you monitor student progress towards this and assess a student has arrived at mastery of this? The when of assessment is fairly straightforward as students, at minimum, learn about and practice skills in this area in an introductory course and implement theory closer to graduation, likely in internship. The what to assess is done so in a way that includes attention to the competencies which serve as key indicators of mastery. For example, choosing two competencies from Standards core area a. History and Theory of Art Therapy might be a.K.1. Identify major contributors and contributions that shaped the field of art therapy and also a.A 1. Value the historical antecedents to current professional Art Therapy practice. Your program designs the

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assessments you use but does so in a way that includes attention to, at minimum, two chosen core competencies which seem to be meaningful indicators of mastery of the SLO. Use those chosen competencies, at minimum, to collect data at formative and summative benchmarks. The assessments you design are thus linked to SLO’s in an intentional way. Your benchmark assessments might be an exam in a class early on that measures knowledge of early art therapy history and development of a visual chart that conceptualizes the continuum of practice that has developed. At a summative level, this may include a personal application paper in which a student explores resonance to a particular art therapy approach and application to work with a client in Internship. To summarize, consider the example SLO... Students will be able to “Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change.” Students will be able to evidence mastery of this by identifying major contributions........and valuing historical antecedents.......... as measured by an exam and visual chart at an early level and a personal application paper later on. You will collect data that reflects this outcome and analyze it as part of your annual reports.

Form F, Competencies Matrix, which is submitted as part of the Initial Self-Study Report, provides a system for programs to map out their overall framework for student assessment and indicators of ways programs are monitoring student progress across the program. It is comprehensive in showing where the Standards are being met, while providing a sampling of the related benchmarks programs are using to collect and assess data on student competency development.

Benchmark assessments and Student Learning Outcomes assessment then becomes a form of backwards thinking where we begin with the question (1) What we are trying to do? What does a quality program graduate look like?, and end up with data that helps us to answer that question.... in order to look forward to program improvements. By way of review, established art therapy learning outcomes in Appendix B of the Standards are offered as a compilation of the numerous minimum competencies which have been established for entry level art therapy practice. Program faculty in turn use the Standards to establish their own more specific program SLO’s and must also develop assessment methods in order to collect data that reflects their SLO’s. The accreditation process does not tell you HOW to do your assessment, but requires that the Standards, and the specific competencies they include, are used to develop the assessment processes. What skills, at minimum, are most needed to show mastery? How will the development of those skills be monitored across the program at formative and summative points? How will the data be compiled and evaluated to inform program improvements?

To review:

• Step 1: Identify Program established SLO’s and program goals, incorporating learning outcomes from Appendix B, section 1 of the art therapy Standards. Step 2: Provide chart indicating how Appendix B, section 1 learning outcomes have been integrated into program goals and program SLO’s. (See possible chart template below)

• Step 3: Map the program SLO’s to curriculum and clinical experiences in intentional ways. (See possible chart template below) • Step 4: Map the required core content and competencies listed in the Standards to your program curriculum in intentional ways.

• Step 5: Plan how to monitor and evaluate student progress across the program. Develop direct and indirect measures of student achievement that link to target SLO’s, including measures that will occur at stopping points/benchmarks along the way. Choose a sampling of competencies in the Standards (2 minimum) from each content area to serve as key indicators of your SLO’s, and data to collect at introductory and more advanced levels. Once accredited, as part of the annual report, evaluation templates/rubrics for SLO’s gathered at introductory and more advanced benchmark levels will be provided and data will be compiled and analyzed in aggregate.

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• Step 6: For your Self-Study Report, describe your intended plan to use the collected data to promote program improvement. Describe your planned process for collecting and analyzing the SLO data in aggregate, at benchmarks (after a course or series of courses) and at summative end points (near graduation).

• Step 7: Once accredited, at least annually faculty members and the advisory committee will review the data collected, discuss it in relation to the overall program objectives, and determine what, if any, changes need to be made to the program.

• Step 8: As part of the formal Annual Report once your program is accredited, describe how aggregate data from measured student learning outcomes (SLO’s) was analyzed and applied to program improvement. This analysis will include consideration of the importance of a three-year trending range for the analysis.

In short, how can data from Student Learning Outcomes demonstrate the program is meeting its’ goals? Can you describe the processes and procedures the program will use to monitor student progress across the program and in turn the program’s ability for students, in aggregate, to achieve the program SLOs and goals? Outcomes-based assessment will also look at the overall program picture for cross measures. What other program processes contribute to student success? Do admissions processes, course sequencing, advising, etc.? How might graduate achievement and also governance processes in terms of implementing, reviewing and changing the program contribute? How might data from retention inform? How might faculty meetings and advisory committee meetings assist with ongoing review and development?

Mapping your SLO Assessment plans (example chart): Program Goal #1:

To develop practitioners that are able to apply theory to practice:

Program written Student Learning Outcome(s) (SLO’s) that relate to program goal. Should be clear, simple; measurable.

“Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change”

List associated Appendix B, a-o general learning outcomes indicating alignment of your SLO’s to the Standards

a. Understand the historical development of Art Therapy as a profession, Art Therapy theories and techniques, as a foundation for contemporary Art Therapy professional practice. b. Continuously deepen self-understanding through personal growth experiences, reflective practice, and personal art-making to strengthen a personal connection to the creative process, assist in self-awareness, promote well-being, and guide professional practice.

List chosen sampling of associated competencies from Standards which are used as minimum indicators of the SLO.

a.K.1. Identify major contributors and contributions that shaped the field of art therapy a.A.1. Value the historical antecedents to current professional Art Therapy practice. d.A.1. Demonstrate belief in the value of using art-making as a method for exploring personal symbolic language

Associated course/clinical experience. List course name(s) and number where SLO assessed through benchmark formative and summative measures of competencies

AT 555 AT875

Describe the measurement systems being used to assess, when used, who collects. Use your Competencies Matrix to address this item.

Course based exam and visual chart in AT555 as formative and personal reflection paper in AT875 as summative measure

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How will the data be reviewed and analyzed. What is the indicator of success?

Course based assessment end of first term and per faculty evaluation of paper during Internship. Success analyzed by student scoring 8 out of ten on all components on the rubric for each assignment.

What happens to the data after it is collected and aggregated? How do you plan to use the aggregate data (to take action/ program improvement/changes)?

Review procedures include compiling scores and further reviewing areas scoring below an 8 when results compiled in aggregate for the course. Review will be discussed with program faculty and advisory committee. annually

Can what we do in the arts and therapy really be measured? As art therapy programs make the shift to outcomes based pedagogy, many are asking what tools and techniques might be used to determine the extent to which stated competencies, student learning outcomes and program goals are achieved. In particular, are there direct or indirect assessment methods useful to art-based learning? A few resources we know of at this time which offer significant information that may be useful to art therapy programs:

1. Osters, S. and Tiu, S. (2003), Writing measurable learning outcomes. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf (Contains wonderful examples of direct and indirect measures and assessments to use for course assignments, in addition to helpful information on writing learning outcomes)

2. Minton, C., Gibson, D., Wachter Morris, C. (2016). Evaluating student learning outcomes in counselor education. American Counseling Association: Alexandria, VA. (Excellent overview of the SLO movement in higher education along with examples of assessments and rubrics ties to SLO’s in counselor education)

3. The AATA Education Committee has dedicated itself to working with ACATE and program faculty to develop a sharing of resources and training materials on student assessment tools in art therapy education.

4. Using a Logic Model for your program may help you to clearly articulate intended outcomes and focus evaluation efforts where they will provide the most useful feedback. A Logic Model is essentially a way of engaging in backwards thinking.

5. Material from related professions that can inform art therapy efforts to shift to an outcomes focused, competency-based education pedagogy: Gehart,D. (2011) The core competencies and mft education: Practical aspects of transitioning to a learning-centered, outcome-based

pedagogy . Journal of Marital and Family Therapy, vol. 37, no. 3, 344–354 doi: 10.1111/j.1752-0606.2010.00205 Minton, C., Gibson,D., Morris, C. (2016). Evaluating student learning outcomes in counselor education. Alexandria, VA: American Counseling

Association Sperry, L. (2010) Core competencies in counseling and psychotherapy: Becoming a highly competent and effective therapist. New York, NY:

Routledge Stasson, M. L. A., Doherty, K. & Poe, M. (2001). Program-based review and assessment: Tools and techniques for program improvement.

Amherst, MA: Office of Academic Planning & Assessment, University of Massachusetts, Amherst. University of Connecticut Assessment Related Resources http://assessment.uconn.edu/

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EXAMPLES OF POSSIBLE FORMATTING ON SYLLABI TO SHOW SLO’S, COMPETENCIES AND ASSESSMENTS:

SAMPLE 1: Course Description: _________________________________________________________________________________________________________

Objectives and Expected Student Learning Outcomes:

By the end of the semester, students will Student Learning Outcomes (SLO) and Art Therapy Competencies Assessment and evaluation

Understand the historical development of Art Therapy as a profession and art therapy theories and techniques as a foundation for practice

SLO 1: Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change. Competencies: Standard a.K.1. Identify major contributors and contributions that shaped the field of art therapy Standard a.A.1. Value the historical antecedents to current professional Art Therapy practice

- Exam - Visual chart completion - Reflection Paper

Etc. Etc. to link to other SLO’s and competencies

SAMPLE 2

Course Description: _________________________________________________________________________________________________________

Student Learning Outcomes Assessments and Rubric:

Objective/Outcome Assessment Target Acceptable Developing

SLO 1: Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change. Competencies: Standard a.K.1. Identify major contributors and contributions that shaped the field of art therapy Standard a.A.1. Value the historical antecedents to current professional Art Therapy practice

Visual chart indicating continuum of practice and shifts over time

Student demonstrates strong ability to synthesize historical perspectives concerning the meaning and purpose of art therapy practice

Student demonstrates ability to synthesize historical perspectives concerning the meaning and purpose of art therapy practice

Student demonstrates minimal ability to synthesize historical perspectives concerning the meaning and purpose of art therapy practice

Etc. to link other SLO’s and competencies

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SAMPLE 3 Course Description: _________________________________________________________________________________________________________

Student Learning Outcomes and Course Specific Competencies The program has identified three overall Student Learning Outcomes (SLO’s) listed below which are part of this course: SLO 1: Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change SLO 2: Etc. SLO 3: Etc.

Upon completion of the course, students will be able to demonstrate the following competencies: Standard a.K.1. Identify major contributors and contributions that shaped the field of art therapy Standard a.A.1. Value the historical antecedents to current professional Art Therapy practice Etc. to link to other SLO’s

Assessments: - Exam - Visual chart completion - Reflection Paper

SAMPLE 4

Course Description: _________________________________________________________________________________________________________

Student Learning Outcome 1: Graduates of the Art Therapy program demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change

Student Learning Outcome 2: Graduates of the Art Therapy program.......etc. Indicators assessed in the course assure that students are able to: Standard a.K.1. Identify major contributors and contributions that shaped the field of art therapy Standard a.A.1. Value the historical antecedents to current professional Art Therapy practice Etc. to link to other SLO’s

Assessments: - Exam - Visual chart completion - Reflection Paper

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SAMPLE 5 Course Description: _________________________________________________________________________________________________________

This course will help students: SLO 1: Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change SLO 2: Etc. SLO 3: Etc.

Course Learning Goals: This class will focus on the following core competencies:

• Students will be able to Identify major contributors and contributions that shaped the field of art therapy (Standard a.K.1)

• Students will value the historical antecedents to current professional Art Therapy practice (Standard a.A.1)

• Etc. to link to other SLO’s

Assessments: - Exam - Visual chart completion - Reflection Paper

DOCUMENTS & FORMS This section contains examples for the following supporting documents:

A. Title Page: Verification B. Faculty Biographical Sketch Form C. Resource Assessment Matrix D. Mapping Your SLO Assessment Plan Chart E. Curriculum Content Assessment Chart F. Competencies Matrix G. Advisory Committee Agenda and Checklist Template H. Publications and Disclosures Chart I. Program Budget Chart J. Standards and Guidelines Compliance Response Form (See separate document) K. Surveys (See separate documents)

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Example Form A. Title Page: Verification

1. Program Sponsor Contact Information Name: Address: City, State Zip: Phone: Institution Website: Art Therapy Program Website:

2. Contact Information for Person(s) Responsible for Report Preparation Name: Title: Phone: E-mail:

3. Chief Administrator of the Program Sponsor Name: Credentials: Title: Contact information:

4. Dean or Comparable Director Name: Credentials: Title: Contact information:

5. Program Director Name: Credentials: Title: Contact information:

6. Billing Contact Name:

Contact information:

7. Type of Award Upon Program Completion Award Type:

By signing the Self-Study Report Verification, we attest that the information in this submission is true and correct, and an accurate description of the art therapy program. Submitting the Initial Accreditation Self-Study Report (ISSR) is authorization for initiating the accreditation process. _____________________________________________________________ Director of the Art Therapy Program, Signature and Title _____________________________________________________________ Date _____________________________________________________________ Dean and/or Director, Signature and Title _____________________________________________________________ Date _____________________________________________________________ Chief Administrator of the Art Therapy Program, Signature and Title _____________________________________________________________ Date

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Example Form B. Faculty Biographical Sketch – may be requested as fillable form Programs may choose to use another format, but all information submitted on faculty must be in a consistent format and include the following information. Please provide the following information for all key personnel listed as instructors Name of College/University/Institution: Name of Program: Faculty Name: Education/Training:

Institution Location (City, State) Degree (if applicable) Years Field of Study

Professional Experience: (List previous employment and experience in chronological order.)

Certification/Licensure: (List current certifications at the national and state level, year received, and renewal date.)

Certification/Licensure: Year Received: Renewal Date:

Instruction: (List the course number, title, and semester of any courses taught within the past 2 years.)

Course Number: Course Title: Semester Date:

Scholarships and/or Presentations: (List or attach in reverse chronological order: Author, Title, Complete references to all publications/presentations during the past five years.)

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Example Form C. Resource Assessment Matrix – may be requested as fillable form Programs seeking Initial Accreditation are required to complete in chart form at least columns B, C, D of this matrix (Purpose, Measurement System and Dates of Measurement) or complete the same information using alternative full page forms and narratives. Listed Purpose statements and Measurement Systems require minimal descriptors seen below and programs may write additional Purpose statements and Measurement systems for resources. If programs seeking Initial Accreditation have not completed the results analysis of columns E. and F. they will be required to include the further information as part of their Annual Report following accreditation. Programs will then be required to complete and submit this Resource Assessment Matrix in full at least annually, as part of the Annual Report process (Standard III.D.). It is important to note that while this matrix chart and system allows programs to collect data to support their decisions about resources, neither ACATE nor CAAHEP establish a required cut score or threshold for data results. The concept is that the program must demonstrate that it has adequate resources to achieve its goals and outcomes. This relates to "institutional autonomy" which is a guiding CAAHEP policy, so determinations about resources may vary from program to program. Data, however, ensures that programs, and ACATE reviewers, have measured data to back up and inform decisions about adequacy of resources, and that determinations are not made in a biased or uninformed way, while any assessed needs for additional resource support can be made with data to back up the conclusion.

# A. RESOURCE B. PURPOSE(S) Role(s) of the Resource in the

Program

C. MEASUREMENT SYSTEM Types of Measurements *

D. DATE(S) OF MEASUREMENT

E. RESULTS & ANALYSIS

Include the # meeting, the

cut score, and the # that fell below the cut

score.

F. ACTION PLAN/ FOLLOW

UP What is to be done? Who is responsible?

Due date? Expected

result?

1 FACULTY Provide instruction, supervision and timely assessments of student progress in meeting program requirements. Work with advisory committee, administration, clinical/internship sites and communities of interest to enhance the program.

1. Program Personnel Resource Survey

2. Student Resource Survey Any additional systems being used by program

2 SUPPORT PERSONNEL Clerical, Academic, Ancillary

Provide support personnel/services to ensure achievement of program goals and outcomes (e.g. admissions, registrar, disability services, clerical).

1. Program Personnel Resource Survey

2. Student Resource Survey Any additional systems being used by program

3 CURRICULUM Provide foundational and core courses to ensure achievement of program goals, learning domains

1. Program Personnel Resource Survey

2. Student Resource Survey

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and student learning outcomes Meet or exceed the content and competency demands of the latest edition of the documents referenced in Standard III.C.

3. Any additional systems being used by program

4 FINANCIAL RESOURCES

Fiscal support, Acquisition/Maintena

nce of Equipment/Supplies, Continuing education

Provide fiscal support for personnel, acquisition and maintenance of equipment/supplies, and faculty/staff continuing education.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

5 FACILITIES and EQUIPMENT/

SUPPLIES Classroom, Studio

Lab (Includes physical and online learning

spaces)

Provide adequate classroom, lab (studio) and ancillary facilities and lab supplies for students and faculty.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

7 CLINICAL/ INTERNSHIP RESOURCES

Provide a variety of clinical practicum/internship experiences to achieve the program’s goals and outcomes.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

8 LEARNING RESOURCES Print,

Electronic Reference Materials, Computer

Resources

Provide learning resources to support student learning and faculty instruction.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

9 FACULTY/ STAFF CONTINUING

EDUCATION

Provide time and resources for faculty and staff continuing education, as described in Section III.A of the Standards, to maintain current knowledge and practice.

1. Program Personnel Resource Survey

2. Any additional systems being used by program

* Programs are required to use the questions/items in the ACATE “Personnel Survey of Program Resources” and also the “Student Survey of Program Resources” instruments and incorporate the results into the assessment of all of the above categories (rows). Programs are encouraged to use other instruments and mechanisms to provide additional information about the status of program resources.

39

Example Form D: Mapping your SLO Assessment plans Use this example to construct your own chart. The left hand column would not change, while you will list your information in the

right hand column. See example earlier in this Handbook

Program Goal #1:

Program written Student Learning Outcome(s) (SLO’s) that relate to program goal. Should be clear, simple, measurable.

List associated Appendix B, a-o general learning outcomes indicating alignment of your SLO’s to the Standards

List chosen sampling of associated competencies from Standards which are used as minimum indicators of the SLO.

Associated course/clinical experience. List course name(s) and number where SLO assessed through benchmark formative and summative measures of competencies

Describe the measurement systems being used to assess, when used, who collects. Use your Competencies Matrix to address this item.

How will the data be reviewed and analyzed. What is the indicator of success?

What happens to the data after it is collected and aggregated? How do you plan to use the aggregate data (to take action/ program improvement/changes)?

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Example Form E. Curriculum Content Assessment – may be requested as fillable form Identify places in the curriculum where the following content learning takes place and explain in your narrative analysis how it is sufficient to ensure achievement of program goals and learning domains. NOTE: Remember, as stated in the Standards, these are not course titles but are rather content areas to be covered in either one or through multiple courses. Clarification added Oct 2017, in response to questions received, Programs may determine for themselves how they define a primary and secondary course, based on how they are structuring the placement of content in their courses. There is not requirement to have a secondary course addressing content areas. Additionally, reminder per Standards Appendix B, Section 3, the following Guideline is delineated> Programs may combine content into a single course or distribute content over multiple courses as they develop curriculum to address program mission, goals and outcomes. Attention to state licensing requirements also may assist in determining course structure and content.

REQUIRED CONTENT AREA PRIMARY COURSE ADDRESSING THE AREA List Course Number: Course Title (List as course appears on the syllabus.)

COURSE; NUMBER

OF CREDITS

SECONDARY COURSE(S) ADDRESSING THE AREA

(If applicable.) List Course Number(s): Course Title(s) as appears on syllabus.)

COURSE; NUMBER

OF CREDITS

2.a. Foundational Learning Studio Art proficiency in 2-D media techniques and processes

(If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.a. Foundational Learning Studio Art proficiency in 3-D media techniques and processes

(If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.b. Foundational Theories in Psychology (If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.b. Developmental Psychology (If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.b. Abnormal Psychology (If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

3.a. History and Theory of Art Therapy To be taught by credentialed faculty per III.B.2: • Historical antecedents of the field

• Ongoing conceptual development of the field,

• Overview of approaches and theory from related fields,

• The continuum of art therapy practice,

• The development of Art Therapy as a distinct therapeutic profession.

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3.b. Professional Orientation, Ethical, and Legal Issues To be taught by credentialed faculty per III.B.2: • Professional identity as an art therapist

• Ethical, professional, and legally principled practices while performing roles and responsibilities in mental health and community-based settings

• Importance of supervision

• Benefits of professional organizations and credentialing

• Collaboration, advocacy for the profession

• Advocacy for clients and their access to mental health services.

3.c. Materials and Techniques of Art Therapy Practice To be taught by credentialed faculty per III.B.2: • Safety, psychological properties, and ethical and

cultural implication of art-making processes and materials selections in order to design art therapy strategies which address therapeutic goals

3.d. Creativity, Symbolism, and Metaphor To be taught by credentialed faculty per III.B.2: • Knowledge of creativity, symbolism, metaphor,

and artistic language to the practice of Art Therapy

• Applications to work with individuals, groups, families and/or communities of diverse cultures

3.e. Group Work To be taught by credentialed faculty per III.B.2: • Theory, processes, and dynamics of group work

• Knowledge to form and facilitate ethically and culturally responsive art therapy groups that have been designed with a clear purpose and goals

• Principles of group dynamics

• Therapeutic factors

• Member roles and behaviors

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• Leadership styles and approaches

• Selection criteria

• Art-based communication

• Short and long-term group process

3.f. Art Therapy Assessments To be taught by credentialed faculty per III.B.2: • Art therapy instruments and procedures used in

appraisal and evaluation

• Selection of assessments with clients/patients as the basis for treatment planning

• Establishing treatment effects

• Evaluating assessment validity and reliability

• Documentation of assessment results

• Ethical, cultural, and legal considerations in their use

3.g. Thesis or Culminating Project To be taught by credentialed faculty per III.B.2: • Integration of knowledge in the profession of Art

Therapy Literature in the field

• Use of established research methods (e.g., quantitative, qualitative, mixed methods, arts-based), innovative methods of inquiry, clinical practice, or a synthesis of clinically-based personal and professional may be included in keeping with the program mission and goals, along with established education standards

3.h. Human Growth and Development May be taught by related professions faculty: • Stages of human growth and development in

assessment and treatment of typical and atypical client and patient populations

• Contextual/ecological factors that impact these groups

• Recognition that development exists along a continuum

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• The feasibility of health across the lifespan

To be taught by credentialed faculty per III.B.2: • Developmental stages in artwork

Note: a small correction was made to this area on 10/3/17. The clarification better delineated areas that must be taught by credentialed faculty, as listed in the Standards. Our attempt to create a useable chart for programs to provide info on how they are meeting this requirement resulted in a slight switch in information which we have now corrected. See below and the fillable form posted to the ACATE website. The information you see here is corrected and now aligns properly with the education standards. 3.i. Helping Relationships and Applications To be taught by credentialed faculty per III.B.2: • Therapeutic benefits of art processes and media,

strategies and interventions

• Culturally-appropriate, collaborative, and productive applications to the treatment process

• Importance of and processes for the therapist’s own responsive art-making to reflect on treatment, evaluate progress and build self-awareness

• Art therapist’s characteristics that promote the therapeutic process

• Utilization of art materials and processes within the context of building the therapeutic relationship

• Implications for incorporating one’s own art making into session,

• Trauma-focused art therapy approaches,

• Sensory-based art therapy interventions

• Development of a personal approach to the practice of art therapy

44

May be taught by related professions faculty:

• Content which supports the development of helping relationships competencies not addressed above

3.j. Psychopathology and Diagnosis May be taught by related professions faculty: • Major categories of mental illness using the DSM

and/or the ICD

• Diagnostic processes

• Commonly prescribed psychopharmacological medications

• Effects that culture, society, and crisis have on individuals with mental illness

• Ongoing conceptual developments in neuroscience

To be taught by credentialed faculty per III.B.2: • Applications of neuroscience theory and research

to art therapy practice

• Possible art-based indicators of mental disorders/psychopathology in patient/client artwork

3.k. Psychological and Counseling Theories May be taught by related professions faculty: • Major psychological and counseling theories

• Applications to practice

3.l. Appraisal and Evaluation May be taught by related professions faculty: • Culturally and developmentally appropriate

assessment and evaluation methods

• Administration and interpretation of results to identify individual or familial challenges, strengths, resilience, and resources for art therapy treatment planning

3.m. Research May be taught by related professions faculty:

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• Purposes, methods, and ethical, legal, and cultural considerations of research

• Skills to design and conduct a research study

• Use of research to assess effectiveness of mental health and art therapy services

• Becoming an informed consumer of art therapy research

To be taught by credentialed faculty per III.B.2: • Art-based research methodologies as related to

art therapy

3.n. Cultural and Social Issues May be taught by related professions faculty: • Relevance of cultural competence to strategies

for working with diverse communities

• Understanding of privilege and oppression Reflective thinking in regards to the therapist’s own attitudes and beliefs

To be taught by credentialed faculty per III.B.2: • Role of the arts in social justice, advocacy and

conflict resolution

• Overview of AATA’s Multicultural and Diversity Competencies

3.o. Studio Art May be taught by related professions faculty: • Maintain contact with the discipline of art making

• Continuously engage in a personal creative process

• Expand knowledge and skills via ongoing explorations of media potentials

• Understanding personal symbolic language

• Integrative thinking in regards to intellectual, emotional, artistic, and interpersonal knowledge

3.p. Specializations May be taught by related professions faculty: One or more areas of treatment specialization with specific clinical populations, settings, and

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interventions that recognize their unique characteristics To be taught by credentialed faculty per III.B.2: • Content specific to art therapy theory and

practice

3.q. Career Development (Optional) May be taught by related professions faculty • Enabling individuals and organizations to

positively affect career development and aptitude

• Methods of assessment and strategies to facilitate career development with diverse clients

*Clarification reminder: Note per Standards, Appendix B, Clinical Education Experiences, Section 4.d: The structure and duration of clinical education experiences must meet educational program clinical experience requirements for credentialing and entry level practice as an Art Therapist. The structure, duration and supervision type of practicum/internship experiences required during education experiences may be found by reviewing the current edition of the ATR Handbook, which can be located on the Art Therapy Credentials Board (ATCB) website.

Clinical Education Experiences Course(s) Providing Individual and Group Supervision Number of Clinical Hours Number of Credits

Practicum and Supervision

Internship and Supervision

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Example Form F. Competencies Matrix – may be requested as fillable form

This Competencies Matrix is meant to provide an overall framework for student assessment. It is meant to foster a beginning process of evidence a program is monitoring student progress across the program in three domains of learning (knowledge/skills/professional attitudes). It is comprehensive in showing where the Standards are being met, while indicating a sampling of the related benchmarks data programs will use to assess student learning outcomes.

COMPETENCY OBJECTIVES COURSE NUMBER WHERE MASTERY

INTRODUCED (e.g. SAT 501, SAT 507)

COURSE NUMBER WHERE MASTERY

REINFORCED (e.g. SAT 501, SAT 507) In some instances, may be same as introductory course Pract/Internship clinical experiences may also be listed

KEY ASSESSMENT ELEMENTS Use a sampling approach. Select two competencies from each content area, at minimum, as your chosen key performance indicators and describe benchmark assessment methods that include attention to these two, at minimum. List the type of assessment tools being used to measure a student’s demonstration of competence at the introductory then at the more advanced level for your chosen sampling of competencies. Be detailed (quizzes, essay, presentation, report, paper, portfolio, analysis, art response with verbal explanation, etc.) and indicate if used for Introductory (formative) or advanced (summative) assessment

a. History and Theory of Art Therapy

a.K.1 Identify major contributors and contributions that shaped the field of Art Therapy

a.K.2 Identify the relationship between art therapy approaches and theories from psychology, counseling

a.K.3 Compare and contrast approaches to Art Therapy unique to the field: a) Art psychotherapy b) art-as-therapy c) open studio and studio-based approaches d) art-based clinical theories e) community-based approaches

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a.S.1 Demonstrate how theory informs art therapy assessment and treatment planning

a.A.1 Value the historical antecedents to current professional Art Therapy practice

b. Professional Orientation, Ethical, and Legal Issues

b.K.1 Define the professional role and function of an Art Therapist

b.K.2 Recognize the ethical principles for practice of the American Art Therapy Association and the Art Therapy Credentials Board, as well as those of related fields as applicable (e.g., American Counseling Association)

b.K.3 Describe the purpose and goals of supervision, including models, practices, and processes

b.K.4 Define the role and process of professional Art Therapists advocating on behalf of the profession

b.K.5 Identify professional organizations and membership benefits, activities, services to members, and current issues

b.K.6 Summarize roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams

b.K.7 Describe how ethical principles guide the use of technology in professional practice (i.e., electronic records, professional and social networking, and distance therapy and supervision)

b.S.1 Demonstrate how to apply decision-making models and legal principles to ethical dilemmas

b.S.2 Demonstrate how to complete professional documentation required in clinical mental health settings such as treatment plans and progress notes

b.S.3 Practice conducting a job search, resume writing and professional interviewing skills to prepare for the transition from student role to professional practice

b.A.1 Acknowledge the value of developing a strong professional Art Therapist identity founded in ethical practice

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b.A.2 Recognize the importance and impact of professional credentialing (e.g., Registration, Board Certification, and Licensure) and the effects of public policy on these issues

b.A.3 Value advocacy processes necessary to address barriers that block access and equity to mental health and related services for patients/clients

b.A.4 Recognize the need for collaboration and consultation within and among organizations, including interagency and inter-organizational collaboration

b.A.5 Recognize the impact of personal and professional development through supervision, self-care practices appropriate to the Art Therapist professional role, and continuing education

c. Materials and Techniques of Art Therapy Practice

c.K.1 Describe theory of specific properties and effects of art processes and materials informed by current research such as Expressive Therapies Continuum

c.K.2 Identify toxic materials, safety issues with select populations, allergic reactions

c.K.3 Identify requirements for studio set-up and maintenance

c.K.4 Identify resources and programs for using technology as it relates to creating artwork

c.K.5 Identify ethical and safe storage methods for client artwork

c.S.1 Develop therapeutic goals and art-based intervention strategies based on the therapeutic effect of art making, including benefits, limitations and contraindications of art materials

c.S.2 Develop strategies to effectively manage resistance to creative expression

c.S.3 Demonstrate understanding of therapeutic utility and psychological properties of a wide range of art processes and materials (i.e., traditional materials, recyclable materials, crafts) in the selection of processes and materials for delivery of art therapy services

c.S.4 Adapt tools and materials for clients with disabilities

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c.SA1 Incorporate ethical and cultural considerations in materials selection and therapeutic applications

c.A.2 Formulate the potential value of and contraindications for public display of client artwork

c.A.3 Evaluate the potential appropriateness of various venues for display of artwork

d. Creativity, Symbolism, and Metaphor

d.K.1 Describe theories and models of creativity

d.K.2 Describe theories and models for understanding symbolism, metaphor, and artistic language

d.S.1 Apply understanding of artistic language, symbolism, metaphoric properties of media and meaning across cultures and within a diverse society

d.S.2 Practice skills for developing awareness and insight into art processes and images

d.A.1 Demonstrate belief in the value of using art-making as a method for exploring personal symbolic language

d.A.2 Recognize the need for awareness of and sensitivity to cultural elements which may impact a client’s participation, choice of materials and creation of imagery

d.A.3 Value the benefits of student/therapist reflective art-making to inform clinical practice

e. Group Work

e.K.1 Describe the theoretical foundations of group work with an emphasis on group art therapy

e.K.2 Explain dynamics associated with group process and development

e.K.3 List therapeutic factors and how they influence group development and effectiveness

e.K.4 Identify types of groups and formats

e.S.1 Develop approaches to forming groups, including recruiting, screening, and selecting members

e.S.2 Demonstrate characteristics, skills, and functions of an effective group leader

e.S.3 Consider purpose, goals, population characteristics, when designing art therapy groups in a variety of settings

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e.S.4 Facilitate ethical and culturally responsive group practices, including informed approaches for designing and facilitating diverse groups

e.A.1 Incorporate critical thinking skills and defend rational of art processes and media selection for the group therapy context

e.A.2 Evaluate the experience of art-making on group development and effectiveness

e.A.3 Recognize the value of participating in a group and engaging in group process, group stages, and group dynamics

f. Art Therapy Assessments

f.K.1 Discuss definitions and purpose of Art Therapy assessments

f.K.2 Describe historical development of Art Therapy assessments and current assessments and applications

f.K.3 Compare and contrast terminology used in Art Therapy assessments such as, but not limited to, tests and assessments that are standardized, non-standardized, norm-referenced, criterion-referenced, group and individual testing and assessment, behavioral observations, and symptom checklists

f.S.1 Differentiate between assessment and testing, and appropriate applications of each

f.S.2 Demonstrate the ability to administer and apply appropriate Art Therapy assessments

f.S.3 Present purposes of summative and formative assessment in art therapy practice and research

f.S.4 Assess purposes of Art Therapy assessments to establish treatment goals

f.S.5 Cite methods to determine validity and reliability of Art Therapy assessments

f.S.6 Execute methods to interpret data from Art Therapy assessments

f.A.1 Display ethical, cultural, and legal considerations when selecting, conducting, and interpreting art therapy and related mental health fields’ assessments

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f.A.2 Incorporate critical thinking skills when determining the role of assessment in diagnosis and diagnosing in the field of Art Therapy

g. Thesis or Culminating Project

g.K.1 Organize research on the literature in the field as the basis for an extensive thesis or culminating project

g.S.1 Create an in-depth study of one aspect of Art Therapy or an integration of knowledge and clinical skill in Art Therapy

g.S.2 Complete a thesis or culminating project based on established research methods (e.g., quantitative, qualitative, mixed methods, arts-based), innovative methods of inquiry, clinical practice, or a synthesis of clinically-based personal and professional growth (e.g., service learning, designing a program, designing a “tool kit” for art therapists)

g.A.1 Participate in opportunities and support for sharing thesis or culminating project outcomes in a public forum (e.g., thesis presentations, written article for publication, submission of grant application)

h. Human Growth and Development

h.K.1 Compare and contrast theories of individual and family development across the lifespan, including, but not limited to typical and atypical cognition, personality, human sexuality, moral and creative capacities

h.K.2 Examine theoretical and biopsychosocial roots of developmental crises, trauma, disabilities, addictions, and exceptionality on development across the lifespan

h.S.1 Assess developmental stages in artwork, including typical, atypical, and exceptional characteristics for all age groups

h.S.2 Integrate contextual/ ecological factors bearing on human development such as cultural identities, spiritual, systemic within and outside family nucleus, physical, neurological, biological, and physiological

h.A.1 Justify methods of advancing wellness and actualization of potential, coping capacity, creativity, and optimal development throughout life

53

i. Helping Relationships and Applications

i.K.1 Identify evidence-based strategies and clinically-grounded approaches for assessment and treatment

i.K.2 Describe approaches to crisis intervention

i.K.3 Describe trauma-focused art therapy interventions

i.K.4 Describe theories, assessment, and treatment of addictive behaviors and disorders

i.K.5 Review therapeutic process (relationship building; mid-phase; termination)

i.K.6 Identify theories of effective programs in various settings including strategies for program development and evaluation

i.K.7 Understand a systems approach (family, community, political)

i.S.1 Utilize art materials and processes within the context of building the therapeutic relationship

i.S.2 Perform interviewing skills

i.S.3 Demonstrate case conceptualization skills

i.S.4 Formulate treatment planning/goal setting

i.S.5 Identify the steps of suicide risk assessment

i.S.6 Develop relevant sensory-based art therapy interventions

i.S.7 Integrate evaluation of treatment

i.S.8 Provide examples of referral processes and accessing community resources

i.S.9 Plan clinical interventions for the treatment of children, adolescents, adults, couples, and families in a variety of settings including inpatient, outpatient, partial treatment, aftercare

i.A.1 Recognize and display a professional commitment to Art Therapist characteristics that promote the therapeutic process

i.A.2 Respond to clinical and ethical implications for incorporating one’s own art-making process in a session to develop therapeutic rapport, facilitate creative expression, and promote the therapeutic process

i.A.3 Value the development of a personal approach to the practice of Art Therapy

54

I.A.4 Acknowledge transference and counter-transference

i.A.5 Value consultation, collaboration and inter-professional teamwork

j. Psychopathology and Diagnosis

j.K.1 Identify major categories and criteria of mental disorders according to the current Diagnostic and Statistical Manual (DSM) and/or the International Classification of Diseases (ICD)

j.K.2 Understand potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders

j.K.3 Describe basic classifications, indications and contraindications among commonly prescribed psychopharmacological medications for appropriate referral and consultation

j.K.4 Understand neuroscience theory as applied to art therapy interventions

j.S.1 Apply use of the diagnostic process in treatment planning

j.S.2 Exhibit a basic understanding of art-based indicators of mental disorders/ psychopathology in patient/client artwork

j.S.3 Demonstrate understanding of basic diagnostic process, including differential diagnosis

j.S.4 Demonstrate use of behavioral observations as indicators of mental disorders

j.S.5 Describe applications of neuroscience theory and research to art therapy practice

j.A.1 Value cultural factors impacting the diagnostic process and

j.A.2 Critique use of diagnostic categories in treatment and intervention

j.A.3 Display sensitivity to the prevalence of mental illness and impact on individuals and society

j.A.4 Display sensitivity when considering the impact of crisis on individuals with mental health diagnoses

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k. Psychological and Counseling Theories

k.K.1 Describe basic tenets of psychotherapy and counseling theories (including psychodynamic, humanistic, cognitive-behavioral, systemic)

k.S.1 Apply theory to practice through case analysis or critique of clinical scenarios

k.A.1 Recognize the implications of applying theoretical foundations to therapeutic practice

l. Appraisal and Evaluation

l.K.1 Understand historical perspectives of assessment procedures in treatment

l.K.2 Describe concepts of standardized and non-standardized testing and assessment throughout treatment process (intake, treatment planning, diagnoses, termination)

l.K.3 Demonstrate knowledge of rudimentary statistical concepts related to assessment and testing

l.K.4 Understand procedures for identifying/reporting suspected abuse

l.S.1 Apply risk assessment strategies and tools (danger to self, others)

l.S.2 Display skills for conducting bio-psychosocial assessment, mental status exam, and substance abuse disorder assessments

l.S.3 Recognize cultural, social, and co-occurring issues that affect assessment outcomes

l.A.1 Value culturally and developmentally appropriate assessment tools and applications to utilization and interpretation of results

m. Research

m.K.1 Recognize foundational purposes of research with emphasis on applications to the field

m.K.2 Define research methodologies (e.g., quantitative, qualitative, mixed-methods) and research design formats used in the field

m.K.3 Describe art-based research methodologies as related to art therapy

56

m.K.4 Understand concepts of validity and reliability and applications to selection and application of assessments and tests

m.S.1 Apply methods used to conduct a review and critique of the literature on a topic of interest

m.S.2 Perform basic steps required to design and conduct a research study

m.S.3 Demonstrate basic statistical concepts such as scales of measurement, measures of central tendency, variability, distribution of data, and relationships among data as applied in research studies

m.A.1 Recognize ethical and legal considerations used to design, conduct, interpret, and report research

m.A.2 Recognize cultural considerations used when conducting, interpreting, and reporting research

n. Cultural and Social Issues

n.K.1 Identify research addressing characteristics of help-seeking behaviors of diverse cultural and social groups and implications for responsive practice

n.K.2 Demonstrate an understanding of current issues and trends in a multicultural society

n.K.3 Describe cultural and social diversity theories and competency models including AATA’s Multicultural and Diversity Competencies

n.S.1 Plan strategies for identifying the impact of oppression and privilege on individuals and groups and eliminating barriers, prejudices, intentional and unintentional oppression, and discrimination

n.S.2 Make use of experiential learning activities (e.g., cultural genogram) designed to explore and develop student cultural and social self-awareness including self-assessment of attitudes, beliefs, and acculturative experiences

n.S.3 Apply cultural and social diversity theories and competency models to an understanding of identity development, empowerment, collaboration, advocacy, and social justice

57

n.A.1 Value strategies for collaborating with and advocating for wellness within diverse communities

n.A.2 Display a professional commitment to AATA’s Multicultural and Diversity competencies

n.A.3 Justify the role of arts in social justice, advocacy, and conflict resolution

n.A.4 Contrast connections of student cultural and social self-awareness to their view of others, including their cultural assumptions and biases

o. Studio Art

o.K.1 Identify methods and venues for displaying artwork

o.S.1 Incorporate knowledge and skills about art materials and processes

o.S.2 Demonstrate personal, hands-on contact with the discipline of art making

o.S.3 Recognize personal symbolic language (student recognition of their own imagery as opposed to client imagery)

o.A.1 Display connections to a personal creative process and artist identity

p. Specializations

p.K.1 Demonstrate advanced knowledge of a well-defined, specialized area of clinical or community-based practice

p.S.1 Describe in-depth experience with specific patient/client populations, practice settings and methods of interventions

p.A.1 Display cultural competence in consideration of unique characteristics of specific populations and settings

q. Career Development (recommended but not required)

q.K.1 Define theories and models of career planning and decision-making

q.K.2 Understand assessment tools and techniques, including art therapy assessments, relevant to career development

q.S.1 Apply information/resources available to support client choice

q.S.2 Use approaches for assessing the relationship between career development and client match in terms of lifestyle, life roles and mental health factors

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q.A.1 Value multicultural and ethical strategies for facilitating career and educational planning and development with diverse clients

59

Example Form G. Advisory Committee Agenda and Checklist – may be requested as fillable form Standards II.B state: The program must regularly assess its goals and learning domains. Program personnel must identify and respond to the changes in the needs and/or expectations of its communities of interest. The Advisory Committee must meet at least annually to discuss how the program mission and feedback from its various communities of interest are incorporated into program goals, assessment of effectiveness of the program, and program improvements to better ensure achievement of outcomes. ACATE is providing this Advisory Committee Agenda and Checklist Template for the use of the Program Directors in order to help them cover the substantive issues outlined in the Standards and Guidelines. This form is optional, and it certainly can be revised and adopted. (Online submission portal will facilitate submission of this item.)

SPONSORING INSTITUTION DATE, TIME, LOCATION OF MEETING

COMMUNITY OF INTEREST NAME(S) List all in attendance next to the Community they represent. It is acceptable to have multiple names in a category.

AGENCY/ORGANIZATION

● Current Student ● Graduate ● Employer(s) of graduates - representative may be

internship supervisor ● Public Member - holds a duty to represent the

interest of clients and other types of participants ● Faculty ● Program Director ● Sponsor Administration ● Other

AGENDA ITEM REVIEWED? DISCUSSION ACTION REQUIRED LEAD PERSON GOAL DATE

1. Sharing News and Knowledge

2. Follow-up from Last Advisory Meeting

• Previous suggestions explored

• Changes Achieved

• Shifts in changes

3. Program Goals & Learning Objectives: Reviewing and Revising

4. Annual Report and Outcomes: Monitoring Needs and Expectations

• Graduate Surveys

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• Resource Assessments

• Outcomes Thresholds

5. Other Assessment Results: Monitoring Needs and Expectations

• Student

• Faculty

• Program Employer/Intern Site Feedback

• Other

6. Program Changes (possible): Responsiveness to Change

• Course changes

• Practicum/Internship changes

• Curriculum o Content o Sequencing o Competencies o Other (???)

7. Substantive Change (possible changes): Responsiveness to Change

• Program Status

• Sponsorship

• Sponsor Administrator Personnel

• Program Personnel

• Change in Instruction Modality (Distance, Hybrid)

• Additional practicum/internship sites

8. Other Identified Strengths

9. Other Identified Weaknesses

10. Action Plan for Improvement: Responsiveness to Change

11. Other Business

12. Future Meetings

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Example Form H. Publications & Disclosure – may be requested as fillable form

ITEM PUBLISHED LOCATION Where is this published (e.g. catalogue, student handbook, brochure, website, other)?

PAGE NUMBER OR SPECIFIC WEB ADDRESS

Institutional Accreditation Status Including name, address, and phone number of accrediting agency

Program Accreditation Status Including name, address, website address, and phone number of accrediting agency - CAAHEP

(This is to be included once CAAHEP Initial Accreditation is awarded but NOT before.)

Academic Calendar

Admissions Policies and Practices

Policy on Advanced Placement

Policy on Transfer of Credits

Policy on Experiential Learning

Criteria for Graduation

Practicum/Internship Policies (Supervision, non-remuneration)

Number of Credits Required for Completion of the Program

Tuition/Fees and Other Costs Required to Complete the Program

Policies and Processes for Student Withdrawal from Program

Policies and Processes for Refunds

Student Grievance Policy

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Example Form I. Program Budget – may be requested as fillable form. – provide budget information for next academic year if available. If not available at time of analysis, current and prior years are accepted along with your projection for

the future budget. The purpose of requesting budget information is to demonstrate the support the program has received from your sponsoring institution in the past and present.

DESCRIPTION

PAST YEAR CURRENT YEAR PROJECTED YEAR

SALARIES & WAGES: Full-Time Faculty

SALARIES & WAGES: Part-Time /Adjunct Faculty

SALARIES & WAGES: Full-Time Staff

SALARIES & WAGES: All Other Salaries/Wages

SALARIES & WAGES: Fringe Benefits

INSTRUCTIONAL SUPPLIES Including books, journals, A/V software, minor equipment

TRAVEL

CAPITAL EXPENDITURES Including major equipment, building renovations

TOTAL BUDGET

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PART IV: GLOSSARY OF TERMS

Also refer to the CAAHEP website, under the Accreditation Tab, for a Glossary of Accreditation Terms

Accreditation is granted when a program is in substantial compliance with the accreditation Standards and remains in effect until due process has demonstrated cause for its withdrawal. Only the CAAHEP Board of Directors has the authority to remove accreditation. Accreditation is a systematic and ongoing process of asking and answering the question "How good is this educational program?" Accreditation Standards are qualitative and quantitative measures used in assessing a health care education program's compliance with established national norms. In the CAAHEP system, the Standards for all professions accredited by CAAHEP are described in a document called Standards and Guidelines for an Educational Program in (name of profession) and are found on the CAAHEP website. Adverse Accreditation Decision is a CAAHEP action of Probation, Withhold Accreditation or Withdraw Accreditation. A program may Appeal an accreditation decision if the decision resulted in a withdrawal or withhold of accreditation. The program sponsor must show that regarding CAAHEP’s decision:

1. The record does not support the decision; and/or 2. Due process and proper procedure were not followed. Programs recommended for probation are not eligible for appeal nor are programs in an initial

status of accreditation when that status is allowed to expire. Annual Report: An annual outcomes=-based assessment of a program’s ability to demonstrate compliance with the Standards and Guidelines; includes three (3) sections – Current Program Information for the current academic year; Program Outcomes and Graduate Outcomes. CoA is an acronym for Committee on Accreditation which is the organization that serves as the content experts in a given profession and works in cooperation with CAAHEP to manage documentation related to accreditation and makes recommendations to CAAHEP regarding accreditation actions. They work in cooperation with CAAHEP by managing the accreditation process in their respective professions and then forwarding recommendations for accreditation to CAAHEP. Each is also responsible for providing CAAHEP with the draft language for Standards and Guidelines in their specific profession. Commission on Accreditation of Allied Health Education Programs (CAAHEP) or, simply, the Commission, currently accredits over 2200 education programs in 20 health care fields. CAAHEP is an accreditor of programs at the entry level of each profession. CAAHEP was formed in 1995. Its predecessor organization was the Committee on Allied Health Education and Accreditation CAHEA. CAHEA was part of the American Medical Association (AMA). CAAHEP is a Section 501(c)3 tax exempt organization. Continuing Accreditation is awarded after a program has already been initially accredited and then subsequently reviewed by the CoA at specified intervals. Continuing accreditation remains in place until the CAAHEP Board votes otherwise. Continuing accreditation is not time limited. The Degree Awarded refers to the type of “degree” awarded upon completion of the program (Diploma, Certificate, Associate Degree, and Baccalaureate Degree). The type of degree offered is dependent on the type of institution within which the program is housed.

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Distance education. Per use of this term for CAAHEP website listing of “online programs”, distance education is defined as a formal educational process in which the majority of synchronous and asynchronous instruction occurs when student and instructor are not in the same place. Distance education includes, but is not limited to, correspondence study or audio, video and/or computer/internet technologies. A Distance Education Program is defined as the delivery of the complete program that allows the completion of the entire curriculum without the need to attend any instruction on a campus location. NOTE: This delivery is not hybrid or partial e-learning delivery. Per ACATE program review, Distance Education/Online classes are identified according to whether the course is defined as such by the University. A face-to-face, seated component from site supervision is required for clinical aspects of the program. Guidelines are descriptions, examples, or recommendations that elaborate on the Standards. Guidelines are not required, but can assist with interpretation of the Standards. CoAs develop language for Guidelines as well as Standards; the CAAHEP Board approves and adopts Guidelines as well as Standards. The Standards and Guidelines document published by CAAHEP for each profession includes all the Standards and all the Guidelines. Initial Accreditation is the accreditation status given the first time a program receives accreditation in the CAAHEP system. It is granted only after a program has demonstrated substantial compliance with CAAHEP Standards. A program is only awarded initial accreditation once and each subsequent accreditation award is then referred to as "continuing." Initial accreditation is time limited and is for a period of either three years or five years, depending upon the policy of the specific Committee on Accreditation (CoA) that is making the recommendation to the CAAHEP Board of Directors. At the end of the allotted time, the program may be recommended for continuing accreditation or probationary accreditation. If no such recommendation is forthcoming, the Initial Accreditation will automatically expire and the program will no longer be considered CAAHEP accredited. A program may request reconsideration of a CoA's decision to allow Initial Accreditation to expire. However, the CoA's decision is final and not appealable to the CAAHEP Board of Directors. Involuntary Withdrawal of Accreditation occurs when a program is no longer in compliance with the accreditation Standards and all attempts to remedy the deficiencies have failed. Probationary Accreditation is a temporary status of accreditation for programs that are not currently in substantial compliance with the accreditation Standards but are expected to be able to meet them within a specified time. CAAHEP is a Programmatic Accreditor. This means that CAAHEP reviews programs not institutions. Each program that wishes to achieve CAAHEP accreditation must apply for and receive accreditation separately. A Satellite program is off-campus location(s) that are advertised or otherwise made known to individuals outside the sponsor. The off-campus location(s) must offer all of the professional didactic and laboratory content of the program. A satellite does not pertain to the sites used by completing on-line/distance education program for individual students. Satellite(s) are included in the CAAHEP accreditation of the sponsor and function under the direction of the Key Personnel of the program. Committees on Accreditation may establish additional requirements that are consistent with CAAHEP Standards and policies. Sponsoring Organizations are associations of professionals that, among their many activities, sponsor CAAHEP and CoAs. Some associations sponsor more than one CoA.

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A Standard is a requirement that educational programs must meet to be accredited. Voluntary Withdrawal of Accreditation occurs when a sponsoring institution requests that its program(s) be removed from the CAAHEP system of accreditation. A program may request voluntarily withdrawal from the CAAHEP system of accreditation at any time. Withhold of Accreditation occurs when a program seeking initial accreditation is not in compliance with the accreditation Standards making it impossible for the CoA is to forward a positive accreditation recommendation.