ART THERAPY ON THE MAPTHE STATE OF ART THERAPY IN ESTONIA |
|
- ELÜ - EESTI LOOVTERAAPIATE ÜHING (Estonian Society of Creative Arts Therapies), founded in 2004
https://loovteraapiateyhin.wixsite.com/elty
Art therapy education is provided by Tallinn University School of Natural Sciences and Health as a specialisation of the creative arts therapies master programm (120 ECTS). Other specialisations of the programm are dance movement therapy and music therapy. The academic degree after
graduation is Master in Health Sciences (MSc). The creative arts therapies master programm is approved by the Estonian Ministry of Education and Research and the quality of the programm is regularly assessed by the Estonian Quality Agency for Higher and Vocational Education.
Applicants for art therapy master program are often qualified psychologists, teachers, social workers, occupational therapists and other professionals who have education and/or practice in the visual arts.
Tallinn University’s website: www.tlu.ee
graduation is Master in Health Sciences (MSc). The creative arts therapies master programm is approved by the Estonian Ministry of Education and Research and the quality of the programm is regularly assessed by the Estonian Quality Agency for Higher and Vocational Education.
Applicants for art therapy master program are often qualified psychologists, teachers, social workers, occupational therapists and other professionals who have education and/or practice in the visual arts.
Tallinn University’s website: www.tlu.ee
Art therapy is recognised by the Health Professional Council of the Estonian Qualifications Authority since 2014. Art Therapist is one of the three specialisations (beside Music Therapist and Dance Movement Therapist) in the professional standard of Creative Arts Therapist, level 7.
Visual art therapy is conducted in a variety of settings, e.g. health care, rehabilitation, education, social care.
Ratnik, M., & Rüütel, E. (2019). The field of work of the school art therapist and its unique potential for the school’s support team. Problems of Education in the 21st Century, 77(1), 142−155. http://www.scientiasocialis.lt/pec/node/files/pdf/vol77/142-155.Ratnik_Vol.77-1_PEC.pdf
Rüütel, E., Kruus, K., Ivanova, A., & Laas, K. (2018). Structured short-term group art therapy for patients with fibromyalgia. A pilot study. Journal of Rehabilitation Sciences: Nursing, Physiotherapy, Ergotherapy, 18(1), 42−52. https://doi.org/10.33607/rmske.v1i18.753
Ratnik, M., & Rüütel, E. (2017). School factors affecting Estonian students`s subjective well-being at the basic school. Problems of Education in the 21st Century, 75(6), 599−611. http://oaji.net/articles/2017/457-1513710735.pdf
Rüütel, E. (2017). Loovteraapia kontseptsioonist, rakendamisest ja tõenduspõhisusest [The concept, implementation and evidence base of creative arts therapy]. Eesti Arst, 96(11), 661–668. https://eestiarst.ee/loovteraapia-kontseptsioonist-rakendamisest-ja-toenduspohisusest/
Heinla, E. (2016). Estonian teachers' creative teaching methods: Supporting mini-c creativity in the classroom. In: I. Briška & D. Kaleja-Gasparovica (Ed.), Creativity is everywhere. Radošums mums visapkart (pp. 14−17). Riga: SIA "Izdevniecib RaKa".
Heinla, E. (2014). Estonian students’ creative thinking in connection to their creative self-efficacy at university and self-esteem. In: E. Xeni, R. Fisher, L. Howard & K. Monteith (Eds.), Creativity in education research and practice (pp. 67−74). Freeland, UK: Inter-Disciplinary Press.
Heinla, E., & Nemeržitski, S. (2014). Students' perceptions regarding expression of creativity in post-Soviet Estonian society. The International Journal of Creativity and Human Development, 1-12.
Nemeržitski, S., Loogma, K., Heinla, E., & Eisenschmidt, E. (2013). Constructing model of teachers' innovative behaviour in school environment. Teachers and Teaching: Theory and Practice, 19(4), 398−418.
Rüütel, E. (2013). Solution-focused art therapy in prevention and treatment of eating disorders. In E. Krevica & K. Martinsone (Ed.), Arts therapies for different client/patient groups (pp.67-83). Riga: Riga Stradins University.
Nemeržitski, S., & Heinla, E. (2012). Relationship between arts-related hobbies, creative activities and creative thinking among school students, and its relation to wellbeing factors that support creativity. CFMAE: The Changing Face of Music and Art Education, 4(1), 81-96.
Sein-Garcia, M., Rüütel, E., Scotti, V., Hentinen, H., Tartes-Babkina, H., & Tuomela O. (Eds.), Promoting natural materials (pp. 150 – 154). Turku, Finland: Turku University of Applied Sciences.
Sein-Garcia, M., Vahtrapuu, A., Rüütel, E., Tartes-Babkina, H., Scotti, V., Hentinen, H., & Ratnik, M. (2012). Materials in art therapy. Educational film. Tallinn: Tallinn University.
Rüütel, E. (2012). Solution–focused approach in art psychotherapy. In P.-M. Hautala & E. Honkanen (Eds.), Kuva kantaa – kuvataideterapia kasvatuksen, opetuksen, hoidon ja kuntoutuksen tukena (pp. 181-185). Pori, Finland: Satakunnan Ammattikorkeakoulu.
Gramakovski, K.-L., & Rüütel, E. (2011). Relationship between the first grade students’ adjustment to school and creativity. In J. Mikk, P. Luik & M. Veisson (Eds.), Preschool and primary education (pp. 77-90). Estonian Studies in Education, Volume 3. Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: P. Lang.
Rüütel, E., Kruus, K., Ivanova, A., & Laas, K. (2018). Structured short-term group art therapy for patients with fibromyalgia. A pilot study. Journal of Rehabilitation Sciences: Nursing, Physiotherapy, Ergotherapy, 18(1), 42−52. https://doi.org/10.33607/rmske.v1i18.753
Ratnik, M., & Rüütel, E. (2017). School factors affecting Estonian students`s subjective well-being at the basic school. Problems of Education in the 21st Century, 75(6), 599−611. http://oaji.net/articles/2017/457-1513710735.pdf
Rüütel, E. (2017). Loovteraapia kontseptsioonist, rakendamisest ja tõenduspõhisusest [The concept, implementation and evidence base of creative arts therapy]. Eesti Arst, 96(11), 661–668. https://eestiarst.ee/loovteraapia-kontseptsioonist-rakendamisest-ja-toenduspohisusest/
Heinla, E. (2016). Estonian teachers' creative teaching methods: Supporting mini-c creativity in the classroom. In: I. Briška & D. Kaleja-Gasparovica (Ed.), Creativity is everywhere. Radošums mums visapkart (pp. 14−17). Riga: SIA "Izdevniecib RaKa".
Heinla, E. (2014). Estonian students’ creative thinking in connection to their creative self-efficacy at university and self-esteem. In: E. Xeni, R. Fisher, L. Howard & K. Monteith (Eds.), Creativity in education research and practice (pp. 67−74). Freeland, UK: Inter-Disciplinary Press.
Heinla, E., & Nemeržitski, S. (2014). Students' perceptions regarding expression of creativity in post-Soviet Estonian society. The International Journal of Creativity and Human Development, 1-12.
Nemeržitski, S., Loogma, K., Heinla, E., & Eisenschmidt, E. (2013). Constructing model of teachers' innovative behaviour in school environment. Teachers and Teaching: Theory and Practice, 19(4), 398−418.
Rüütel, E. (2013). Solution-focused art therapy in prevention and treatment of eating disorders. In E. Krevica & K. Martinsone (Ed.), Arts therapies for different client/patient groups (pp.67-83). Riga: Riga Stradins University.
Nemeržitski, S., & Heinla, E. (2012). Relationship between arts-related hobbies, creative activities and creative thinking among school students, and its relation to wellbeing factors that support creativity. CFMAE: The Changing Face of Music and Art Education, 4(1), 81-96.
Sein-Garcia, M., Rüütel, E., Scotti, V., Hentinen, H., Tartes-Babkina, H., & Tuomela O. (Eds.), Promoting natural materials (pp. 150 – 154). Turku, Finland: Turku University of Applied Sciences.
Sein-Garcia, M., Vahtrapuu, A., Rüütel, E., Tartes-Babkina, H., Scotti, V., Hentinen, H., & Ratnik, M. (2012). Materials in art therapy. Educational film. Tallinn: Tallinn University.
Rüütel, E. (2012). Solution–focused approach in art psychotherapy. In P.-M. Hautala & E. Honkanen (Eds.), Kuva kantaa – kuvataideterapia kasvatuksen, opetuksen, hoidon ja kuntoutuksen tukena (pp. 181-185). Pori, Finland: Satakunnan Ammattikorkeakoulu.
Gramakovski, K.-L., & Rüütel, E. (2011). Relationship between the first grade students’ adjustment to school and creativity. In J. Mikk, P. Luik & M. Veisson (Eds.), Preschool and primary education (pp. 77-90). Estonian Studies in Education, Volume 3. Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: P. Lang.
