Thirdly, I examine the main overlapping principles between expressive arts therapy and Christianity, discuss their similarities and differences.I conclude my thesis in reflecting on how these themes have impacted me on my journey of becoming an expressive arts therapist.“Becoming an Artist through the Expressive Arts” is an art based research which presents the author’s experience with the arts and how this experience changed her perception of what it is to be an artist.Using the lens of activity theory, this is one account of a healthcare profession that pays unusual attention to patients' whole lives through genres that mediate shared agency between the caregiver and patient.
The analysis of total scores indicates an improvement in confidence after participation in the experiential learning activities offered on each campus.
There was a significant difference in the total scores for pretest (M= 460, SD= 64.4) and posttest (M=526, SD= 54.7) in student confidence levels (t(55)=-9.6, p=.000).
Secondly, I discuss my journey of becoming an artist, the art process and how my understanding of art developed throughout the years.
I explore the relationship between art and how it connects to the Christian faith and life.
A significant body of writing and rhetoric research focuses on the literate practices that reflect or construct the professional self, particularly in disciplines that rely heavily on the use of forms to categorize or identify customers, clients, or patients.
Many of these studies examine the influence of discipline-specific genres on the creation of a professional self for healthcare practitioners.A qualitative approach with phenomenolog- ical content was chosen based on observation through implementation of play- ful-creative exercises by considering the concept of low- skill-high-sensitivity into an occupational therapy setting.As a result of the interviews it can This thesis is a personal journey, a deeper understanding of my relationship with God as Creator.By emphasizing the development of professional self-efficacy in occupational therapy students, educators can support and maintain the use of occupation as a central philosophy and core value of our profession.By supporting the development of core professional attributes early in education, faculty can support the development of future practitioners who will maintain the use of occupation as the core of our profession, and will ensure that future occupational therapists do continue to use occupation as central to their practice.A mixed methods case study approach was used to evaluate student’s perceptions of self efficacy and identify characteristics of the service learning experience that contribute to improved perceived self-efficacy.A paired samples t test was conducted to compare student confidence levels before and after participation in the service learning project.Through carefully facilitated experiences, and subsequent enhanced professional characteristic development the students then develop core professional attributes.Collectively, the development of these core professional attributes contributes to a greater sense of self-efficacy and improved clinical reasoning for participants."Occupation" (commonly defined too narrowly by those outside of the profession as "work"), is, quite simply, anything that meaningfully and purposefully occupies a person's time.This broadly defined object invites an expansive professional vision that includes the patient's life and history outside of a diagnosis.