CAET

Current Issue

Authors: Dinny Devi Triana , Riyan Arthur , Yuliawan Kasmahidayat , Khairul Anuar Bin Zainudin , Fikri Nurcahya

ABSTRACT
This study developed and tested a Labanotation-based movement literacy game designed to foster analytical, creative, and reflective thinking skills among junior high school students. The research employed a Research and Development (R&D) approach guided by the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework, involving expert validation, a small-scale pilot with university students, and a larger implementation with 79 junior high school students in Jakarta and Banten, but 45 students were able to complete the exercises up to practice chart level 6. Data were collected through gameplay scores, motion detection records, classroom observations, and interviews and analyzed using descriptive statistics, regression methods, and thematic coding. Findings indicated that students were actively engaged in interpreting symbols and performing embodied tasks, though technical limitations and cultural considerations influenced their experiences. Symbolic knowledge alone did not automatically translate into embodied reflection, highlighting the importance of motivation, context, and bodily involvement. This study contributes to the discourse on embodied cognition and game-based pedagogy by presenting a culturally adapted model of movement literacy. Future research should refine motion detection algorithms, expand trials across schools, and further explore how body, symbol, and culture interact to shape higher-order thinking.
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Authors: Yaxin Hu , Jack Shu

ABSTRACT
Drama education offers a unique avenue for enhancing the 5Cs (5 basic competencies) for pre-service teachers. This article examines the 16-week project that involved pre-service teaching students in a higher vocational college dedicated to middle school-age students in China. Participants engaged in drama education processes and then shared their experiences through performance, written reflection, and collaborative meaning-making. The findings from this research indicate that participants demonstrated greater mastery of the five competencies: collaboration, communication, critical thinking, creativity, and cultural awareness. The qualitative data revealed that through drama activities such as role-play, improvisation scripts, and performance, participants gained more embodied, relational, and aesthetic knowledge about teaching. Teacher participants reported feeling more confident in their teaching abilities, more empathetic toward their students, and more creative and reflective in their instructional planning. Observations of the students in drama activities revealed greater trust, more active engagement, a higher degree of responsiveness, and intercultural awareness. This study examines the potential of drama pedagogy as an integral approach to fostering holistic vocational competence training and development in teacher education.
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Authors: Amos En Zhe Lian , Jing Wen Ho , Lophren Wen Sheue Yong , Pei Fern Lim , Shubashini Mathialagan , Su Rou Low

ABSTRACT
Depression is prevalent in Malaysia; however, existing interventions remain insufficient. Conservative stigma and cultural norms in Asia necessitate alternative, culturally sensitive approaches. This study evaluated the preliminary efficacy of an expressive arts intervention for individuals with depression in Asia, drawing on the theoretical overlap between the Beck Depression Inventory (BDI) and the Expressive Therapies Continuum (ETC). A one-group pretest and post-test design involving 16 therapy sessions was conducted with ten young Malaysian adults. The results explained a significant reduction in depressive symptoms (z = –2.807, p = 0.005), supporting the efficacy of the intervention. Qualitative data revealed positive outcomes across emotional, cognitive, social, and behavioural domains. Overall, this tailored intervention offers a novel and promising approach to address mental health challenges in Asian communities.
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Authors: Heli Ravid Horesh

ABSTRACT
This article explores the integration of arts-based methods in clinical supervision through a qualitative case study of the One Canvas model. Drawing on psychodynamic and developmental theories, the study documents a year-long individual supervision process with an art therapy trainee in her final practicum year, conducted at an out-of-home residence for children at risk in Israel during the 2024–2025 wartime context. The evolving shared canvas served as both a symbolic and relational space, enabling the externalization of unconscious material, reflection on countertransference and parallel process, and exploration of professional identity. Through selected images and supervisee reflections, the paper demonstrates how visual arts can deepen supervisory dialogue and support emotional containment, narrative coherence, and transformative learning. Implications for supervisory practice and ethical considerations including dual countertransference and boundary discernment are discussed.
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Authors: Gal Abramovski , Aya Katz , Maya Gronner Shamai

ABSTRACT
This article documents and conceptually frames a long-standing clinical training model implemented in Israel during the first year of master’s-level art therapy education. The model, termed Individual Art Therapy Within a Group, integrated experiential learning, supervised clinical practice, and art-based supervision within a single structured therapeutic setting. In this format, first-year graduate students provide individual art therapy to assigned clients while working simultaneously in a shared group environment under the continuous presence and guidance of senior art therapists who serve as clinical supervisors. The structure’s intention is to combine principles of individual psychotherapy, group process, and art-based intervention, enabling students to develop clinical competencies while being supported within an intensive supervisory framework. Over three decades of cumulative supervisory experience, this reflective practitioner outlines the pedagogical rationale, structural components, ethical framework, and use of response art as a core supervisory practice. By formally articulating a model of historical transmission through professional practice rather than publication, this article contributes to expanding international literature on postgraduate art therapy education and experiential clinical training.
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About CAET

An international peer-reviewed journal dedicated to advancing the fields of creative arts in education, therapy, and health through interdisciplinary research and practice.

Indexed in Scopus (Q1) | International Editorial Board | Established 2015

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The official journal of the International Association of Creative Arts in Education and Therapy (IACAET), contributing to a global platform connecting research, practice, and professional development.

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Editorial Board

Vivien Speiser, PhD
Professor Emerita
Lesley University, USA
Editor-in-Chief, EEC
Tony Yu Zhou, PhD
Founder, Director
Inspirees Institute, China
Founder & Publisher, EEC
Rebecca Zarate, PhD
Professor
University of Utah, USA
Co-Editor, EEC
Teresa Torres de Eça, PhD
Researcher
Research Group on Arts, Community & Education, Portugal
Co-Editor, EEC
Michal Lev, PhD, LCAT, CMFT

Researcher
Ono Academic College, Israel
Co-Editor, EEC
Ma Liwen, PhD
Associate Professor
Beijing Normal University, China
Editorial Board member

…

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CAET is part of IACAET, a global network connecting professionals, researchers, and institutions across disciplines and cultures.

Through publications, training programs, international dialogues, and professional development pathways, CAET contributes to a growing ecosystem that bridges research, practice, and global collaboration.

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Featured Authors

Amanda Musicka-Williams
Jo Kelly
Sohini Chakraborty
Akihito Suzuki
Donna Dodson
Ying Ingrid Wang
Liz Cameron
Sudesh Mantillake
Fiona Man-Yan Chang
Min-Jeong Bae
Guo Hai-ping
Yong-wen Peng
Karen K. Bradley
Clive Holmwood
James Miller
Sharina
Li Qian
Karen Studd
Fan Xing

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Creative Arts in Education and Therapy (CAET)

East, West and Global Perspectives

International peer-reviewed journal in arts, therapy, education, and health.

ISSN 2451-876X (Print)

ISSN 2468-2306 (Online)

Publisher: Inspirees Publishing | Inspirees International B.V.

CAET is indexed by Scopus, OCLC, WorldCat, CNKI, EBSCO and Google Scholar

Current Issue

Recent Issues

Important Updates

Call for Papers – Winter 2026 Issue

Submission System Transition

Access Model Update

About CAET

Featured Articles

Editorial Board

Professor Emerita Lesley University, USA Editor-in-Chief, EEC

Founder, Director Inspirees Institute, China Founder & Publisher, EEC

Professor University of Utah, USA Co-Editor, EEC

Researcher Research Group on Arts, Community & Education, Portugal Co-Editor, EEC

Researcher Ono Academic College, Israel Co-Editor, EEC

Associate Professor Beijing Normal University, China Editorial Board member

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Insights & Media

Global Community & Ecosystem

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Professor Emerita
Lesley University, USA
Editor-in-Chief, EEC

Founder, Director
Inspirees Institute, China
Founder & Publisher, EEC

Professor
University of Utah, USA
Co-Editor, EEC

Researcher
Research Group on Arts, Community & Education, Portugal
Co-Editor, EEC

Researcher
Ono Academic College, Israel
Co-Editor, EEC

Associate Professor
Beijing Normal University, China
Editorial Board member