CAET

Current Issue

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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Authors: Gilang Cempaka , Ira Adriati , Nuning Y Damayanti

ABSTRACT
The idealized image of mothers in Indonesian culture often creates psychological pressure and affects maternal mental health. This research examines how maternal-themed illustrations on Instagram, particularly those created by Indonesian illustrator Puty Puar, serve as a form of art therapy. Unlike previous studies that focused on fine art, this study emphasizes emotional expression and therapeutic dimensions. Using a descriptive qualitative method, the research analyzes three illustrations uploaded between 2020 and 2025, selected through purposive sampling. These works depict a range of emotions, from nurturing to frustration and guilt, accompanied by captions that articulate the struggles and coping mechanisms of motherhood. Audience responses demonstrate empathy and validation, revealing a shared emotional resonance. The study finds that Instagram serves not only as a platform for personal catharsis and self-actualization for the illustrator but also as a space that fosters solidarity among mothers. This research contributes to interdisciplinary discourse connecting visual art, maternal mental health, and digital media in the Indonesian context.
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Authors: Najlaa Salim Al Saadi , Suhail Al-Zoubi , Fakhriya Al-Yahyai , Yusra Al-Mughairi

ABSTRACT
This bibliometric analysis aimed to identify trends in art therapy publications in special education. The analysis included 183 publications indexed in Arabic databases between 2010 and 2025. The results indicated that 14.75% of the publications were published in 2025, 84.15% of the publications were peer-reviewed articles, and that Arabic dominated 92.35% of these publications. The results also showed that 69.40% of the publications were indexed in the Almandumah database, and that Egypt accounted for 56.83% of the publications. Of the publications, 64.48% targeted autism spectrum disorder (ASD) category, and 50.82% focused on visual and fine arts. The study recommended that Arab researchers conduct studies on the effectiveness of digital arts in special education, as well as other studies addressing special education categories such as sensory impairment (SI), learning disabilities (LDs), and communication disorders (CDs).
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Authors: Vivien Marcow Speiser , Tony Yu Zhou

ABSTRACT
This webinar report documents The Arts in Health and the Creative Arts Therapies: Convergences and Intersections, convened on January 10, 2026, as part of the International Association for Creative Arts in Education and Therapy (IACAET) Global Dialogue Series. Curated by Vivien Marcow Speiser and Tony Yu Zhou, the dialogue brought together international leaders to examine the evolving relationship between Arts in Health and the Creative Arts Therapies at a pivotal historical moment. The conversation explored how these historically distinct yet epistemologically aligned fields share foundational commitments to aesthetic experience, embodied imagination, and relational presence as central to health and resilience. While the Creative Arts Therapies maintain clinically grounded psychotherapeutic frameworks, Arts in Health extends across community, educational, and public health contexts. Rather than framing these domains as competing or hierarchical, participants described them as braided traditions - clinical, communal, ritual, and artistic - each accountable to cultural context, ethical responsibility, and lived histories. Resisting simplistic integration, the dialogue embraced productive tensions: clinical depth alongside community practice, credentialed therapy alongside cultural ritual, and policy frameworks alongside lived memory. Together, both fields affirm that creativity is not peripheral to health, but foundational to it.
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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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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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IACAET Arts & Health Global Dialogue Series

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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

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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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IACAET Arts & Health Global Dialogue Series

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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