Expressive Arts in Counseling: Creativity, Ethics, and Theory Fused in Curriculum

This article examines the integration of expressive arts techniques within graduate-level counselor education. The authors share the curriculum of a previously taught expressive arts elective class. By implementing diverse modalities, including guided imagery, projective-style drawings (e.g. The Rosebush), and creative writing, students bridge the gap between theoretical orientation and clinical application. Beyond practicing technique, these experiential exercises facilitate increased student self-awareness and understanding the ethics of using expressive arts interventions, which are core components of professional identity. The authors conclude by proposing a research agenda for qualitative and quantitative investigations into the efficacy of expressive arts in both supervision and clinical practice.