химия 8 класс контрольные работы химические реакции
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химия 8 класс контрольные работы химические реакции, Art therapy in the Israeli education system–a qualitative meta-analysis , Practices and challenges in implementing art therapy in the school system., The Role of Arts Therapy on Fostering Social Inclusion in the Education , Helpful and hindering events in art therapy as perceived by art , SUPERVISORS' PERCEPTIONS OF ART THERAPY IN THE EDUCATION SYSTEM - Tel-Hai, Art therapy in the Israeli education system - Ingenta Connect, Sharon Snir (0000-0002-7233-6123) - ORCID.
© 2017, © 2017 British Association of Art Therapists.PY - 2018/10/2Y1 - 2018/10/2N2 - Nine studies involving 131 interviews were conducted between 2013 and 2015 with female art therapists, supervisors, counsellors, teachers and school principals in the Arab and Jewish educational systems on the state of art therapy in the Israeli school system. This article presents a qualitative meta-analysis of these studies to provide an up-to-date comprehensive picture of the integration of art therapy in the Israeli education system. It also addresses zones of conflict between the therapeutic and educational approaches. The advantages and disadvantages of integrating art therapy into the education system are discussed in parts 1 and 2. Part 3 details the recommendations emerging from the interviews. Part 4 summarises the problems and conflicts. The discussion examines these findings in the light of the Guidelines for Teaching Staff From the Health Professions and Creative Arts Therapists Who Work in the Education System, published by the Israel Ministry of Education in 2015.AB - Nine studies involving 131 interviews were conducted between 2013 and 2015 with female art therapists, supervisors, counsellors, teachers and school principals in the Arab and Jewish educational systems on the state of art therapy in the Israeli school system. This article presents a qualitative meta-analysis of these studies to provide an up-to-date comprehensive picture of the integration of art therapy in the Israeli education system. It also addresses zones of conflict between the therapeutic and educational approaches. The advantages and disadvantages of integrating art therapy into the education system are discussed in parts 1 and 2. Part 3 details the recommendations emerging from the interviews. Part 4 summarises the problems and conflicts. The discussion examines these findings in the light of the Guidelines for Teaching Staff From the Health Professions and Creative Arts Therapists Who Work in the Education System, published by the Israel Ministry of Education in 2015.KW - Art therapyKW - education systemKW - qualitative meta-analysisUR - https://www.scopus.com/pages/publications/85037741628U2 - 10.1080/17454832.2017.1409775DO - 10.1080/17454832.2017.1409775M3 - ArticleAN - SCOPUS:85037741628SN - 1745-4832VL - 23SP - 169EP - 179JO - International Journal of Art Therapy: InscapeJF - International Journal of Art Therapy: InscapeIS - 4ER - , This article presents a qualitative meta-analysis of these studies to provide an up-to-date comprehensive picture of the integration of art therapy in the Israeli education system. It also addresses zones of conflict between the therapeutic and educational approaches., The findings highlight specific gaps between art therapy practices and field training, and the reality of the education system. These suggest changes that could be made as regards the training of school art therapists, that should be broadened to varied modalities and the construction of therapeutic models applicable to the educational setting .
The arts therapists (Snir et al. 2018) suggested that this type of model should be based on input from specialists in the field of ethics and confidentiality in the education system, as well as in the field of arts therapy, and that this may be one of the unresolved challenges to integrating arts therapy into schools., A recent comprehensive study conducted in Israel examined how art therapy is applied in schools under the auspices of the Ministry of Education by asking art therapists (Regev, Green-Orlovich, & Snir, 2015), educators (Keinan, Snir, & Regev, 2016), supervisors (Belity, Regev, & Snir, 2016), counselors and principals (Snir et al., 2017) to express their opinions and discuss their experiences on , Dafna Regev, The Graduate School of Creative Art Therapies and the Emili Sagol Creative Arts Therapies Research Center, University of Haifa, Israel; Sharon Snir, Department of Education and Department of Drama Therapy, Tel Hai College, and The Graduate School of Creative Art Therapies, University of Haifa, Israel., This article presents a qualitative meta-analysis of these studies to provide an up-to-date comprehensive picture of the integration of art therapy in the Israeli education system. It also addresses zones of conflict between the therapeutic and educational approaches., Art therapists’, supervisors’ and school counselors’ perceptions of the substitute art therapist's role in the education system during maternity leave International Journal of Art Therapy, The present study examined art therapists’ subjective experiences, attitudes, and percep- tions with respect to their participation in a longitudinal study on art therapy that took place in the Israeli public education system. Sharon Snir is a faculty member in the Art Therapy MA Program at Tel-Hai College, Tel-Hai, Israel..