regarding culture:

• learn from being exposed to different cultures in the context of an international student body
• identify one’s own cultural standards and values and be capable of taking a critical perspective on them

regarding communication:

• improve his/her language skills in developing a precise vocabulary
• articulate one’s own individual perspective in ways that others can understand
• interact with an open mind in an interdisciplinary mode
• mobilize community engagement through artistic project

regarding relational skills:

• be aware of closeness to and distance from others and find a balance between solitude and interaction
• increase sensitivity to other students and be able to accept differences
• develop sensitivity to and develop capacity with other learners
• learn to respect the abilities of those within the learning community
• recognize existing resources within a community
• integrate the environment into his/her studies

regarding expressive arts theory and application:

• learn the basic principles and practices of intermodal expressive arts
• understand phenomenological perspectives on the arts and be capable of engaging in phenomenological reflection
• integrate the arts into theory and practice
• engage in productive theoretical discourse
• document a process and be able to present it in a meaningful and effective way
• develop further one’s own capacities for critical and innovative thinking
• practice literary criticism of texts
• present theory and discourse in a meaningful and logical way
• use lectures as an inspiration to integrate into ones own discourse, and to widen the range of thinking

regarding anthropological understanding:

• be able to understand cross-cultural perspectives on illness and healing
• place expressive arts theory within an understanding of cultural differences regarding healing practices
• be capable of connecting different healing practices to underlying Menschbilder and Weltbilder
• understand health, illness and recovery in connection with art-making and the reception of the arts

regarding health and illness (salutogenesis and psychopathology):

• understand salutogenesis and the different forms of psychopathology within differing theoretical perspectives
• learn practical ways of working with salutogenesis within an expressive arts framework
• able to present cases and situations clearly and comprehensively
• able to take feedback in supervision on presentations
• reflect critically therapeutic material from internship, or own professional practice regarding assessment, diagnosis and treatment plan
• assess the course of a therapeutic process

regarding philosophical aesthetics:

• gain an understanding of the philosophical basis of aesthetics relevant to the expressive arts
• think about aesthetics in the context relevant to the intermodal expressive arts
• present one’s own aesthetic perspective clearly and articulately

regarding the therapeutic relationship:

• understand the nature of the therapeutic relationship from the perspective of both the therapist and the client
• apply this understanding to the ways in which the expressive arts therapist can use the arts to make the therapeutic relationship more effective
• to create a safe space for the client and be able to build trust within the relationship

regarding body and movement awareness:

• employ awareness of the body and its capacity for movement within the context of an expressive arts session
• understand the central importance of body and movement in the art-making process

regarding theoretical understanding and practice of an expressive arts session:

• comprehend the overall structure of a session (the architecture)
• able to conduct a conversation with the client about their issues that encourages them to give a full resource oriented description in concrete language
• able to help the client step into an art-making process that is appropriate to their capacities but also challenges them to go further
• conduct an aesthetic analysis of the art-making process and the work that emerged in a phenomenological manner
• facilitate the client in finding meaning in the art-making process in relationship to the initial issue they presented
• practice expressive arts therapy methods and integrate critical feedback on his/her performance
• develop his/her own style of therapeutic work
• know how to structure a session, in an individual, team, and group context
• make oneself available for faculty demonstrations and place the learning in a   methodological and didactic context

regarding arts-based interventions:

• develop the confidence to bring the arts into a session
• move between artistic modalities according to the need of the client at the appropriate time
• give artistic responses to the client’s work when appropriate
• help the client to have a meaningful art-making experience
• practice intervention techniques and aesthetic analysis with peers
• recognize group processes, and actively contribute to the group hygiene

regarding team:

• give and receive constructive feedback
• take responsibility for one’s own role in the group process
• know how to address conflict and crisis using expressive arts therapy methods
• be a contributing member of a larger learning community
• use the group context for one’s own professional learning and personal growth

regarding one’s own resources and capacities:

• develop the capacity to become attentive to the present moment in one’s own experience
• recognize and validate one’s resources in the field of expressive arts
• become realistic about one’s own limits
• become comfortable with taking risks to develop further one’s own resources and capacities
• identify one’s own learning style
• recognize and find ways to attend to self-care
• learn to develop one’s own style of learning

regarding the artistic process and the work:

• engage in art-making projects on an on-going basis
• train one’s own aesthetic sensibility by attending to the work of others
• learn new artistic skills and expand one’s range of possibilities in the arts
• focus on one artistic modality to develop a deeper understanding of the art-making process