Visual Reflective Journaling for Graduate Art Therapy Students

Abstract

This qualitative, art-based, single subject study explored the lived experience of graduate art therapy student’s experiences with a visual reflective journaling process. The study was conducted over the course of six weeks through a three-part process: journaling, art making, and reflection writing. At the end of the single subject study, the individual and two additional reviewers completed a thematic analysis of each individual part of the journaling process generating codes and themes. The findings indicated that visual reflective journaling can be helpful in reducing stress, improving coping skills, and creating distance, allowing the individual to see the bigger picture and shifting perspectives.