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Students' artistic experience before and during graduate training

机译：研究生培训前后的艺术经验

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This qualitative study investigated creative arts therapies students' relationship with the arts during a pre-training phase beginning student phase, and advanced student phase. Thematic analysis was used to identify themes and patterns within the data. Major findings suggest that during the pre-training phase, art therapy students, followed by dance movement therapy students, had more extensive learning and practical experience in their art form than drama therapy students. Also during this phase, art therapy students use their art form for self-care more often than did dance movement therapy students, and there were no indications of drama being used for self-care by drama therapy students. During training, most students refrained from personal art making outside of training due to lack of time and money; students' conception of their art form changed from aesthetic product to expressive process; and in-training exposure to different modalities as well as professional socialization in practicum cultivated students' individual and collective professional identity. Policy and practice implications are suggested and recommendations for further research are offered. (C) 2012 Elsevier Inc. All rights reserved.
机译：这项定性研究调查了在预训练阶段，学生阶段和高级学生阶段，创意艺术疗法学生与艺术之间的关系。主题分析用于确定数据中的主题和模式。主要发现表明，在预训练阶段，与戏剧治疗专业相比，艺术治疗专业的学生，​​其次是舞蹈动作治疗专业的学生，​​其艺术形式具有更广泛的学习和实践经验。同样在此阶段中，艺术疗法专业的学生比舞蹈动作疗法专业的学生更频繁地使用自己的艺术形式进行自我保健，并且没有迹象表明戏剧疗法专业学生会使用戏剧来进行自我保健。在培训期间，由于缺乏时间和金钱，大多数学生不参加培训以外的个人艺术创作。学生的艺术形式观念从审美产品转变为表达过程;在实践中接受不同方式的培训以及职业社会化，培养了学生的个人和集体专业身份。建议了政策和实践的含义，并提供了进一步研究的建议。 （C）2012 Elsevier Inc.保留所有权利。

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