Graduate Certificate in Experiential and Creative Arts Therapy

Graduate Diploma in Experiential and Creative Arts Therapy

Master of Arts by Supervision in Experiential and Creative Arts Therapy

Master of Arts by Research in Experiential and Creative Arts Therapy 

Professional Doctorate in Experiential Arts Therapy

Graduate Certificate & Graduate Diploma Course Outline

The Graduate Certificate* comprises the first 2 units of the Graduate Diploma.

The Graduate Diploma* comprises 4 units of study, each of 60 hours. 

Students are expected to complete each semester subject/unit before enrolling in the following semester in the Graduate Certificate and Graduate Diploma.  

Students selected for the Graduate Certificate who successfully complete this qualification are eligible to apply for entry into the Graduate Diploma.  

Students are expected to complete the Graduate Certificate in 1 year of part time study (minimum completion time) or in the case of deferrals or illness in 2 years part time study (maximum completion time.

Students are expected to complete the Graduate Diploma in 2 years of part time study (minimum completion time) or in the case of deferrals or illness in 3 years part time study (maximum completion time.

Study options for the Graduate Certificate and Graduate Diploma are either

In intensive blocks     or  As weekly workshops

Graduate Certificate

Entry requirements and Selection Process

1. Attendance at a selection workshop and interview.

AND

2. Completion of an undergraduate degree or equivalent.

AND

3. Demonstration of a keen interest in acquiring knowledge and skills in this field.

‡ Special Entry (via RPL Policy) into the Graduate Certificate may be granted no more than 10% of total applicants in any given year, who have not completed an undergraduate degree or equivalent. 

All applicants are interviewed by a selection panel convened by the Education Committee and a recommendation forwarded to the Education Committee for ratification.

Graduate Diploma

Entry requirements and Selection Process

1. Attendance at a selection workshop and interview

AND

2. Completion of a tertiary degree or equivalent.

AND

3. Demonstration of a keen interest in acquiring knowledge and skills in this field.

All applicants are interviewed by a selection panel convened by the Education Committee and a recommendation forwarded to the Education Committee for ratification. 

Course Outline Graduate Diploma and Graduate Certificate 

Subject Title: Core 1 – Experiencing and Multi-modality

Prerequisites: Selection into the Graduate Diploma/Certificate

Subject hours: 60

Subject outline:

Part 1: In this unit students will investigate and practice the key procedural steps in the MIECAT form of inquiry, along with their exploration of the experiential and conceptual knowing related to experiencing.

Specifically students are expected to articulate and show basic competence in the procedures of:

• Description (of experiences and multi modal representations)
• Reduction (and the identification of access points – key words and phrases related to the story of experiencing)
• Bracketing in and out
• Intersubjective responding

Students will also attend to their inner responding and experiences of resonance (including consonance and dissonance)

These basic procedures of inquiry are part of the process of companioning oneself and others in understanding patterns of being in the world, and for making choices about being differently.

In addition students are introduced to the MIECAT ethics document and are required to become familiar with the guidelines (ethical procedures and responsibilities) and practice ethical interactions with other participants in the class.

Students participate in individual movement, visual and dramatic presentations of lived experience, paired work, as well as participate in small group discussions, peer review process and whole group discussion. In addition all students are encouraged to form a self care group and meet weekly to practice procedures and discuss the readings provided for the unit.

Part 2: In part 2 students develop further their inquiry into the nature of multi-modal presentational knowing and the MIECAT form of inquiry as Participatory Inquiry. Throughout this core unit students engage in giving musical, visual, kinaesthetic, dramatic and verbal forming to experiences of ordinary events. (For example: Giving or receiving an ordinary act of kindness; writing a letter)

They explore their experience of the different arts as ways of knowing, and how these inquiry processes align with Heron and Reason’s (1997) conceptualisation of a collaborative, extended epistemology.

Students are required to reflect on their in-class experiences each week and then by way of artistic forming, create a weekly contribution to a multi-modal presentation that is performed in class in the final workshop.

Students participate in individual and collaborative movement, visual and dramatic presentations of lived experience, paired work, as well as participate in small group discussions, peer review process and whole group discussion. In addition all students are encouraged to form a self care group and meet weekly to practice procedures and discuss the readings provided for the unit.

Subject assessment: 4,000 word descriptive (of procedures) and reflective journal (50% OF ASSESSMENT) plus written 2,000 word conceptual paper plus arts presentation. (50% OF ASSESSMENT)

Hurdle requirements: 75% class attendance

Assessment Criteria

It is expected that students will be able to

• show appropriate use of

      Phenomenological description

      Reduction

      Bracketing

      Amplification

      Intersubjective responding

• articulate what is meant by experiencing?
• show an awareness of being present to one’s experience specifically how one is with self/other/in time and space
• show a conceptual understanding and enact the MIECAT ethics of being in a group – specifically to attend to issues of informed consent, confidentiality, respect for difference, to take responsibility for one’s experiences
• show multi-modal representations
• articulate an understanding of the idea of an extended epistemology and presentational knowing
• engage in a meaningful dialogue with the arts, and arts making, and the literature as “other” 
• show an exploration of a variety of arts based modes of representation
• conceptualise the differences between the arts in, and the arts as, therapy 
• present appropriately referenced and edited written and other multi-modal presentations
• edit, spell check and appropriately reference written work
• demonstrate appropriate language for the assignment, for example the use of first person and fitting multi modal representation.

Subject Title: Core 2 - The Form of Inquiry and its applications.

Pre-requisites:   Core 1

Subject hours:  60

Subject outline:

In this subject students will be introduced how the form of inquiry into human meaning attends to the three major questions:

• What do we think we know (about our current lived experience)?
• What might we do with what we think we know (exploration of possibilities and values applied to life matters)?

* How do you wish to be in your life now? (Application of understandings of potential possibilities, values and choices to change or for stabilisation).

The teaching will focus firstly on the nature of a companioning inquiry and the values attached to this.

Secondly students will move through the processes of attending - focusing – description – representation – intersubjective responding- identifying emotions and values - mapping themes and patterns of lived experience in context. Approximations to meaningfulness are made and co created enabling reflective knowing to be applied to the life concerns explored. It is anticipated that students will develop skills in the integration of “literature” (academic journals, poetry, art works etc) into the process of companioning another.

Thirdly, and alongside the practice of companioning another, students will develop skills in the documentation of the inquiry.

Also included are ethical considerations regarding the nature of the companioning relationship, issues arising from intimacy and the intersubjective space and interpersonal boundaries. Students will be required to review the ethics requirements for research.

Teaching utilises demonstration by staff with class members, personal inquiry, small group inquiry and practice. Practice companioning occurs in small groups, in class time. Applications of the concepts and the procedures are used to inquire into the lives of the participants experientially. Frequent class checking and discussion is structured and facilitated to ensure that understanding arises from practice and that adequate conceptualisation also occurs.

Assessment: 4000 research report and student practice assessment of 30 minutes. In this students will be expected to demonstrate their understanding of the form of inquiry in companioning another.

Assessment Criteria

It is expected that students will be able to

• show appropriate and flexible use of the following procedures:

      Description

      Reduction of key words and from key words to clusters

      Bracketing in and out

      Mapping and depictions

      Intersubjective responding

      Theme construction in dialogue

• show beginning skills in the exploration of preferred ways of being with another
• describe experiences of resonance including dissonance
• articulate an understanding of the concepts of co-construction, relational ethics and how this intersubjective epistemology has implications for practice
• describe what is meant by the integrated flow of ontology, epistemology and axiology
• articulate the basics similarities and differences between positivism, post positivist and post modern inquiries
• show evidence of reflexivity in the research report 
• show evidence of research transparency and internal consistency
• present appropriately referenced (APA 5^TH) and edited written and other multi-modal presentations
• demonstrate the capacity to edit, spell check and appropriately reference written work

Subject Title: Core 3- Working With Emotions, Values and Action in Relationships.

Pre-requisites:  Successful completion of the Graduate Certificate (Year 1 of the Graduate Diploma)

Subject hours: 60

Subject outline:

The relational qualities of the inquiry processes are paramount in this subject, and so it is expected that students will develop their skills in relational learning and will be required to complete an assessment task that is collaborative.

Part 1.  The place of emotion and connections to values and choices is a central aspect of the experiential inquiry into meaning. The purpose is to teach the nature and functions of emotions in relationships in our daily living, and the ways in which they can be explored and understood, and their connectedness to value-laden dilemmas and existential choices that arise therein.

Students are expected to participate in the explorations by using data from within the group experiencing and a companioning relationship in class. Multi-modal forms of exploration and representations are used, and the procedures of inquiry taken to description, representation and mapping patterns of lived experience in order to reveal the coherence of emotions-values and contextual related choices. Students are encouraged to learn emotional management as well as expressiveness, as part of their companioning skills development.

There is an expectation that students will learn to inquire into emotion and values, and to stay with their inquiries using the procedures taught. Students are taught skills into the inquiry of emotions within an intersubjective context. It is expected that students will acquire the skills of using the art forms and dialogues to assist the inquiry, and to be capable of giving support to each other and to make decisions about safety and boundaries.

Part 2.  In part 2 the orientation is towards working in the present with a relationship that can be companioned in using the multi-modal, experiential form of inquiry. The patterns of relationships allow the themes, emotions, values and “stuckness” to be identified and explored. The purpose is to gain understanding of the patterned nature of experiencing and to inquire in to the questions of values, preferred choices and ways of being in relationships which will enhance well-being and relating.

In all sessions the work is experientially derived from the lives of the participants, and the MIECAT concepts applied to create and understand experiencing, and do lead to conceptualisation of experiencing.

Hurdle requirements: 75% class attendance

Subject assessment:  8,000 word relational/collaborative paper (50% assessment)

Practice assessment task (50% of assessment).

Assessment Criteria:

It is expected that students are able to

• attend to embodied processing within a relational inquiry
• inquire into the relationships between emotional experiencing, values and needs
• inquire into relational patterning –specifically the patterning of emotions and values to understanding
• demonstrate emotional resilience, arousal, and regulation
• demonstrate how intersubjective companioning can attend to emotional experiencing
• consider the options for preferred choices of being within relationships
• show multi-modal representations of the self, other and the “host” in the relationship.
• dialogue reflexively with representations.
• present appropriately referenced (APA 5^TH) and edited written and other multi-modal presentations
• To demonstrate the capacity to edit, spell check and appropriately reference written work

Subject title: Core 4 - Adaptations of the procedures in various contexts

Subject hours : 60

Prerequisites:  Successful completion of the Graduate Certificate

Subject outline:

Students will gain an understanding of how to adapt the multi-modal, experiential procedures in working with people for whom verbal communication is difficult. It is anticipated that students will develop skills in the adaptation of the procedures of inquiry, to suit the specific context, skills and needs of the participants. These adaptations are considered from spatial, temporal, relational and embodied/intersubjective perspectives. In addition students are afforded the opportunity to work with arts therapy/education practitioners and consultants from a wide range of employment situations. Each workshop explores the application of the MIECAT form of inquiry with specific client populations, the ethical implications inherent in this inquiry in different work contexts

Subject assessment:

Hurdle requirements: 75% class attendance

Students will be required to read and review 2 articles of choice from set journals.

Assessment: Book chapter or article (as if for publication) – Adaptations of procedures (5,000 words max)

Assessment Criteria:

It is expected that students are able to

• show how to adapt the MIECAT procedures with participants who have special needs and skills, and in contexts where the time and space for companioning is modified
• demonstrate ways of enabling others to amplify significant aspects of multi-modal representations
• articulate how the temporal, spatial, relational and embodied experiencing impacts on the application of the procedures
• demonstrate a clear understanding of the relational ethics in companioning others using this form of inquiry
• participate effectively in a peer review process
• articulate the use of the form of the inquiry in relationship to specific work contexts.
• plan multimodal workshops for specific groups.
• present a paper for publication that shows the capacity to edit, spell check and appropriately reference written work, and to describe the procedures of inquiry in a specific context and to conceptualize about the inquiry

MA by Supervision – Year 1

Entry Requirements and Selection Process

Applications will be based on the following criteria – please note that both Academic and Work experience criteria must be met. 

Academic Qualifications

1. MIECAT Graduate Diploma with an “A” grade (average) assessment in the second year of the Graduate Diploma.

OR

Equivalent post graduate qualifications to the MIECAT Grad Diploma

AND

2. Successful completion of the Graduate Certificate with “A” grade average

AND

Work Experience

3. Significant work experience in the field of:

• counselling
• education
• community
• arts

All professional referees will be contacted and applicants will be interviewed by a selection panel.

Students are required to complete all subjects and units in the MA programs. There are no elective options and successful completion of year 1 is a pre-requisite for enrolment in year 2. Given the experiential nature of the program there are attendance hurdle requirements for each subject/unit.

Subject Title: RESEARCH AND PRACTICE 1 - Introduction to emergent inquiry and relational ethics

Prerequisites:  Selection into MA by Supervision

Subject hours:  30

Subject outline: The aim of this subject is to develop students’ understanding of multi-modal inquiry, intersubjective inquiry methods. Students will be introduced to the following concepts and practices: iterative reflexivity; relational ethics in research and practice; emergence and ontological choice; the integrated flow of ontology, epistemology and axiology; creative forming of “voices” in and through emergent inquiry

Assessment:  5,000 word paper:  Reflections on emergent inquiry (100% of assessment for subject)

Hurdle requirement: 80% attendance

Assessment Criteria See the following concepts and skills. 

Concepts:  It is anticipated that students will be able to articulate an understanding of

• Emergence and content in process,
• Iterative reflexivity,
• relational and participatory ethics,
• post modern paradigms in research.

Skills: It is anticipated that students will be able to:

• present an inquiry with multiple voices,
• demonstrate an awareness of the emergent material and
• demonstrate a capacity to enact the key ideas and values of post modern inquiry
• show adaptations of the Miecat’s inquiry method
• show appropriate referencing - to literature, and use APA 5^th style.

Subject title: WORKING MULTI-MODALLY WITH GROUPS (communities and organisations)

Pre-requisites:  Completion of Research and Practice 1

Subject hours:  20 hours

Subject outline: The aim of this subject is to develop students’ skills in working with groups. We intend that students will develop their own emergent inquiry into a community to which they are connected, to reflect on the culture of MIECAT and to meet practitioners and inquirers who work in and with community contexts.

The following questions will be the focus for student inquiry in this subject

• What status do we have as inhabitant, worker in role, consultant, committee member, change agent, researcher, teacher, artist in relationship to this context?
• How do we propose to become a participant in any strategic or collaborative way of being with other members of this context?  
• How do we consider making some form of inquiry might be made possible or acceptable by other members? 
• What is the proposed value base of the proposed contribution via inquiry? 
• How will participants experience the potential value of this process/form of intervention in their lived spaces? 

We will  reflect on how communities may be understood as contexts of being sharing implicit and explicit values,  and the adaptations of the inquiry for contexts of being, is to assist the learning of how to be, how  to relate and inquire into are the values that assist flourishing and being.

Assessment: Ethics application.  Due: September Ethics meeting (100% of assessment for subject)

Students are expected to submit an Ethics Application to the Miecat HREC and for this application to be approved.

Assessment Criteria: The key criteria for approval are outlined in the MIECAT Guidelines for Ethical Research.

Subject title: MULTI-MODAL FORMING PART 1

Pre-requisites:  Completion of Research and Practice 1 & Working Multi-modally with Groups

Subject hours:  40 hours

Subject  Outline: The aim of part 1 of this subject is to develop students’ skills in creative, multi-modal expression and explore how expressive forming and engagement with a variety of artistic works help us to answer the questions “what do we think we know? Attention will be given to developing an understanding of how to use the procedures of inquiry in digital and non digital expressive formats; exploring the notions of isomorphism and intersubjectivity and the arts, and how the values and beliefs related to these concepts impact on practitioner development.

MULTI-MODAL FORMING PART 2

Part 2 focuses on ways of articulating the Miecat approach in the work place, through multi-modal forms. These may be articulated through the development of arts based programs, through exhibitions or public displays of arts works, in project submissions, via grant applications, or staff development activities and conferences.

Assessment:      2,000 word exegesis and Exhibition or Public Art performance.(100% of assessment for subject)

Hurdle requirement: 80% attendance

Assessment Criteria for exegesis: It is anticipated that students will show

• evidence of an emergent multimodal application of the form of inquiry.
• evidence of the understandings that have developed throughout the year and through the process of writing the exegesis.
• evidence of coherence between the written paper the multi-modal presentation and professional practice.

Assessment Criteria for Multi-modal presentations: Exhibition or presentation of a body of work that demonstrates the student’s:

• aesthetic sensibility,
• sound understanding and competent implementation of multi-modal forming,
• evidence of a refinement of creative forming, and the links between this and personal and professional understanding.

Subject title: SUPERVISED PRACTICE 1

Subject hours:  35 hours small groups (max 4)

(If  students wish to apply to be on the PACFA Register at some future time they will also require 100 hours client/ group work – to be completed outside the MIECAT program – this is NOT  a MIECAT coursework requirement as the vast majority of students do not wish to pursue PACFA registration)

Subject outline: In small groups students will be encouraged to attend to Identification and management of significant client illness and referral processes; working with other professionals in management of client health and wellbeing; “content in process”, empathic confrontation, resonance and intersubjective responding, values clarification, and the co-construction of meanings in their companioning experiences. All material developed in the group will be related to students’ professional experience as well as their to their ways of being together in the supervision group

Hurdle requirement: 100% attendance

Assessment: Students are required to write and keep up to date a professional multi-modal journal “Reflections on the companioning process” By the end of this subject students will have written a minimum of 15 journal entries using the guidelines provided.  15,000 words. (100% of assessment for subject)

Assessment Criteria:  It is anticipated that students will comment on all of the following where appropriate to their professional activities

• identification and management of significant client illness and referral processes
• Working with other professionals in management of client health and wellbeing
• Content in process
• Ethical issues
• Empathic confrontation
• Collaborations/co-constructions in companioning experiences
• Reflections on the use of the procedures

Students will be expected to complete a summary sheet where they identify where each of these issues are addressed in the journal, and give reasons why any are not be included

MA by Supervision – Year 2

Subject Title:  RESEARCH AND PRACTICE 1

Pre-requisites: Satisfactory completion of year 1 MA by supervision

Subject hours:  40 hours total (2x3 day intensives)

Subject outline:

In Intensive 1 it is anticipated that students will work collaboratively with the MIECAT procedures in their inquiry (approved by the Ethics Committee in the previous year). It is anticipated that data will be emergent and the procedures relevant to understanding and managing the data, intersubjectively responding to the emergent material, constructing themes and identifying patterns will be reviewed. Other issues that arise in the implementation of the research project (such as values confrontation, giving voice to other participants, and trustworthiness) will also be explored.

By intensive 2 it is anticipated that students will have completed their work with the data and so in this 20 hours they will be assisted in developing conceptual material for their research through linking their “tellings/findings” with the relevant academic and practice oriented literature.

Hurdle : 80% attendance

Assessment:     2 x 4,000 word progress reports. (40% of assessment)

Final Published Report - 10,000 words.  This research project will be assessed by 2 internal examiners and will be disseminated to all collaborators in the inquiry. (60% of assessment)

Assessment Criteria

The paper will be assessed against the criteria noted below

1. LAYOUT AND PRESENTATION

      The paper should not exceed 15,000 words

      All referencing conforms to the APA 5^th style.

      The paper is 1.5 spaced, edited, is multi-modal and generally well presented.

2. COMMITMENT TO ETHICAL RESEARCH

      The paper demonstrates an attention to the ethics of the inquiry process.

The paper demonstrates the values that inform the MIECAT inquiry process and how these are located in the research within a particular discipline.

This paper shows the implementation of action-values that support participants’ well being and enhancement of professional practice

3. METHODOLOGY

The paper shows the emergent MIECAT procedures and reflections on the use of these.

The paper demonstrates an engagement with the “truthfulness” or integrity of the inquiry and the knowings that are claimed.

4. RELEXIVITY

The paper shows substantial commitment to reflexivity in terms of the use of procedures, as well as developing personal and conceptual understanding

5. LITERATURE

The paper demonstrates an interaction with relevant literature that informs the findings/telling and informs the practice.

Subject Title: SUPERVISED PRACTICE 2

Pre-requisites: Supervised Practice 1

Subject hours:  35 hours small groups (max 4)

(If  students wish to apply to be on the PACFA Register at some future time they will also require 100 hours client/ group work – to be completed outside the MIECAT program – this is NOT  a MIECAT coursework requirement as the vast majority of students do not wish to pursue PACFA registration)

Subject outline:  See Supervised Practice 1.

Hurdle:  100% attendance

Subject assessment: 

Students are required to write and keep up to date a professional journal “Reflections on the companioning process” By the end of this subject students will have written a minimum of 15 journal entries using the guidelines provided.  15, 000 words  This journal will be sighted and deemed satisfactory or not satisfactory (100% of assessment)

Assessment Criteria:  Students will be required to comment on the following where appropriate to their professional practice:

• Identification and management of significant client illness and referral processes
• Working with other professionals in management of client health and wellbeing
• Content in process
• Ethical issues
• Empathic confrontation
• Collaborations/co-constructions in companioning experiences
• Reflections on the use of the procedures

Students will be expected to complete a summary sheet where they identify where each of these issues are addressed in the journal, and give reasons why any are not included

Master of Arts by Research

Entry Requirements and Selection Process

1. MIECAT Graduate Diploma with an equivalent A average in the second year of the program

OR

  Equivalent post graduate qualifications and demonstrated research experience.

AND

Concurrent enrolment in the MA by Supervision Research Unit 1 – Emergent Inquiry

OR

2. A Bachelor’s Degree plus demonstrated competency in post-modern research methods.

AND

Concurrent enrolment in the MA by Supervision Research Unit 1 – Emergent Inquiry

All applicants are interviewed by a selection panel convened by the MIECAT Education Committee and a recommendation forwarded to the Education Committee for ratification.

MA by Research Year 1

Subject Title: RESEARCH AND PRACTICE 1 -Introduction to emergent inquiry and relational ethics

Prerequisites:  Selection into MA by Research

Subject hours:  30

Subject outline: The aim of this subject is to develop students’ understanding of multi-modal inquiry, intersubjective inquiry methods. Students will be introduced to the following concepts and practices: iterative reflexivity; relational ethics in research and practice; emergence and ontological choice; the integrated flow of ontology, epistemology and axiology; creative forming of “voices” in and through emergent inquiry

Assessment:       Ethics application – to be approved by the MIECAT HREC (100% of assessment)

Assessment Criteria      For assessment criteria see MIECAT Ethics Guidelines

Hurdle requirement: 80% attendance

Subject Title: SMALL GROUP SUPERVISION 1

Pre- requisites: Entry into the MA by Research

Subject hours: 24 contact hours of small group supervision

Subject outline: In small group supervision students will have the opportunity to work collaboratively with other students and their supervisor on their research.

Subject assessment: 1x 2,000 word research progress report (100% of assessment)

Assessment Criteria: Research Report 1

It is expected that students will demonstrate the following:

• Evidence of well developed academic writing skills including the capacity to reference appropriately, to write reflexively, to write succinctly and evocatively.
• Evidence of an understanding and capacity to document emergent inquiry
• Evidence of an understanding of post modern research paradigms
• Evidence of multi-modality

Hurdle requirements: 80% attendance

MA by Research Year 2

Subject Title: SMALL GROUP SUPERVISION 2

Pre requisites: Satisfactory completion of MA by Research Year 1

Subject hours: 24 contact hours of small group supervision; plus maximum of 10 hours 1 to 1 supervision.

Subject outline: In small group supervision and one to one supervision, students will have the opportunity to work collaboratively on their research. 

Subject assessment: 1x 40,000 word thesis. (100% of assessment)

Hurdle requirements: 80% attendance small group supervision

External Examination Procedures – MA Research

The Education Committee will appoint 3 external examiners for the research thesis. The academic practice of normally using examiners who have a qualification equal to or above the level being examined will be adhered to.

• In the first instance 2 examiners will advise the education committee of their assessment* of the thesis.
• In the event that the 2 examiners cannot concur, a third examiner will be invited to assess the research thesis.

* refer to assessment criteria below

Possible Recommendations from Examiners

The following are recommendations that must be ratified by the Education Committee:

• That the candidate be awarded the MA by Research without further examination or amendment.

• That the candidate be awarded the MA by Research without further examination, subject to inserting in the thesis the corrections and/or additions of the kind specified and which may be subsequently carried out to the satisfaction of the Education Committee, without further reference to the examiner.

• That the candidate be awarded the MA by Research subject to revising parts of the thesis to the satisfaction of the examiners

• That the candidate not yet be awarded the degree, but be permitted to re-submit the thesis in a revised form for re-examination within a 6 month period.

• That the candidate not be awarded the degree.

Assessment Criteria Research Thesis

• Evidence of originality in content and presentation.
• Clarity of data presentation and transparency of procedures
• Satisfactory discussion regarding the methods used in the inquiry or presentation.
• A demonstrated knowledge of the relevant literature.
• Extensive discussion of the significance of the project, and the potential value of its findings to others in the field
• Competency and appropriateness of a) academic writing style and b)other multi-modal representations

Professional Doctorate

Entry requirements and Selection Process

1. Completion of the MIECAT MA by Supervision or Research

OR

Completion of any other University Masters Degree by course work or research

AND

2. A minimum of 5 years working as a multi modal practitioner in community arts, counselling, education or health promotion

AND

3. Concurrent enrolment in the MA by Supervision Research Unit 1 – Emergent Inquiry

All applicants will be interviewed by a panel constituted by the MIECAT Education Committee and its recommendation ratified by the MIECAT Education Committee.

Applicants must show evidence of a commitment to an inquiry that can be undertaken using multi-modal, experiential and collaborative research methods

Professional Doctorate – Year 1

Subject Title:   RESEARCH SUPERVISION 1

Pre-requisites:  Admission into Doctoral Programme

Co-requisites:  80% Attendance at Workshop Series 1

Subject hours:  50

Teaching format:  Collaborative, multi-modal group learning

Subject outline:  Students will have the opportunity to work collaboratively on their research. The conceptual material presented will exemplify the research approaches within post modern inquiry contexts. These will include emergent arts based, experiential inquiry, participatory, action and intersubjective research processes and emergent inquiry methods. These approaches will be presented through examples of completed research related to multi modal counselling, arts practice and community development. 

Assessment:  1 x 5,000 research proposal (50% of assessment)

Assessment Criteria: It is expected that students will demonstrate the following:

Evidence of well developed academic writing skills including the capacity to reference appropriately, to write reflexively, to write succinctly and evocatively.

Evidence of an understanding and capacity to document emergent inquiry

Evidence of an understanding of post modern research paradigms

Evidence of multi-modality

Approval following  submission of ethics application (For criteria see MIECAT HREC  Guidelines) (50% of assessment).

Hurdle requirements:  80% supervision attendance                  

Subject Title:   WORKSHOP SERIES 1

Pre- requisites:  Entry into Professional Doctorate

Co-requisites:  80% Attendance at Supervision 1

Subject hours:  15

Subject outline: Students will attend workshops on issues related to their research. It is expected that each student will then present material (via blogging) related to the progress of their inquiry and material that explores issues related to emergent research ethics, credibility and trustworthiness, multi modal reporting of the inquiry, questions arising from their methodological procedures and the meaning of artistic forming in their research.

Hurdle requirement: 80% attendance

Each student is required to establish a blog, to post regularly (at least 10 posts) on this blog (postings related to the above topics) and to add comments regularly to other students’ blogs.

Professional Doctorate – Year 2

Subject title:  RESEARCH SUPERVISION 2

Pre–requisites:  Successful completion of year 1

Co-requisites:  80% Attendance at Workshop series 2

Subject hours:  24

Teaching format: Collaborative, multi-modal small group learning (4 maximum)

Subject outline: In supervision students will have the opportunity to work collaboratively on their research.

Hurdle requirements: 80% attendance and 1x 2,000 words progress report

Subject title:  WORKSHOP SERIES 2

Pre–requisites:  Successful completion of year 1

Co-requisites:  80% Attendance at Supervision 2

Subject hours:  15

Subject outline: Students will attend workshops on issues related to their research. It is expected that each student will present material (via blogging) related to their inquiry that explores issues related to writing as a form of inquiry within arts based research theses. Students will also be required to engage with each other’s writing and offer responses on a regular basis.

Hurdle requirement: 80% attendance

Each student is required to post regularly (at least 10 posts) on their blog (postings related to the above topics) and to add comments regularly to other students’ blogs.

Professional Doctorate – Year 3

Subject title:  RESEARCH SUPERVISION 3

Pre–requisites:  Successful completion of year 2

Co-requisites:  80% Attendance at Workshop Series 3

Subject hours:  35

Subject outline: In supervision students will have the opportunity to work collaboratively on their research and will have the opportunity of 1 to 1 supervision

Hurdle requirement: 80% attendance and 1x 2,000 word progress report

Subject title:  WORKSHOP SERIES 3

Pre–requisites:  successful completion of year 2

Co-requisites:  80% Attendance at Supervision 3

Subject hours:  15

Subject outline: Workshops will be designed to respond to issues arising within the cohort, for example: those associated with multi-modal representation of research.

Hurdle requirement: 80% attendance

Each student is required to post regularly (at least 10 posts) on their blog (postings related to the above topics) and to add comments regularly to other students’ blogs.

Professional Doctorate – Year 4

Subject title:  RESEARCH SUPERVISION 4

Pre–requisites:  Successful completion of year 3

Co-requisites:  80% Attendance at Supervision 3

Subject hours:  40

Subject outline: In small group supervision students will have the opportunity to work collaboratively on their research and will have the opportunity of 1 to 1 supervision

Subject title:  DOCTORAL  PRESENTATIONS

Pre–requisites:  Successful completion of year 3

Co-requisites:  80% Attendance at Supervision 4

Subject hours: 15

Subject Outline: In this students will present their thesis to MIECAT staff and invited guests

Hurdle requirements:  Attendance & thesis/exegesis presentation

Assessment:  External examination of thesis (60,000 words) or public art presentation/performance and exegesis (of 30,000 words)

Examination Procedures Exegesis and Public Art Presentation or Performance

The Education Committee will appoint 3 external examiners for the exegesis  and public art presentation/performance.  The academic practice of normally using examiners who have a qualification equal to or above the level being examined will be adhered to. 

2 months prior to the candidate’s submission for examination of the public art performance/exhibition and exegesis all examiners will be invited to meet with the candidate who, 2 weeks prior to this meeting will provide the examiners with a background paper that articulates the underpinnings of their study and key philosophical and practice issues investigated. The candidate will be invited to speak about their research and questions by the examiners will be encouraged.

In the case of the exegesis, in the first instance 2 examiners will advise the education committee of their assessment*. In the event that the 2 examiners cannot concur, a third examiner will be invited to assess the exegesis. * refer to assessment criteria

All 3 external examiners will be required to attend the candidate’s public art presentation/performance and present their assessment to the education committee.

It is the task of the Education Committee to facilitate agreement between the 3 assessors of the public performance.  The Education Committee will meet once all examination is complete and forward the results and a recommendation regarding the conferring of the award to the MIECAT Executive.

Possible Recommendations from Examiners

The following are recommendations that must be ratified by the Education Committee:

That the candidate be awarded the Doctorate in Experiential Arts Therapy without further examination or amendment.

That the candidate be awarded the Doctorate in Experiential Arts Therapy without further examination, subject to:

inserting in the exegesis the corrections and/or additions of the kind specified and which may be subsequently carried out to the satisfaction of the Education Committee, without further reference to the examiners

and/or

provide brief rationale related to contentious aspects of the public display/performance as requested by the examiners, carried out to the satisfaction of the Education Committee, but without further reference to the examiners

That the candidate not yet be awarded the Doctorate in Experiential Arts Therapy, but be permitted to re-submit the thesis and/or re present the public art display/performance in a revised form for re-examination within a 6 month period.

That the candidate not be awarded the Doctorate in Experiential Arts Therapy.

Assessment Criteria Exegesis

Competency and appropriateness of writing style, referencing, and placement in the relevant fields of professional dialogue.

Satisfactory discussion regarding the methods used in the exegesis.

Proper discussion of the significance of the project, related literature and the potential value of this work to others in the field.

Assessment Criteria - Public Art Display/Performance

Demonstration of a sound knowledge of the art discipline, including relevant professional knowledge, skills and techniques

Demonstration of a well developed capacity to confidently communicate multi modally opinions, ideas and observations related to their work

Exhibition of a body of work which demonstrates the candidate’s conceptual ability; aesthetic sensibility, sound understanding and competent implementation of methodologies and a coherent multi modal language.

Demonstration of the use of appropriate art forms and an ability to expound upon the issues presented verbally in the exegesis.

Examination Procedures – Thesis Research

The Education Committee will appoint 3 external examiners for the research thesis. 

2 months prior to the candidate’s submission for examination of the public art performance/exhibition and exegesis all examiners will be invited to meet with the candidate who, 2 weeks prior to this meeting will provide the examiners with a background paper that articulates the underpinnings of their study and key philosophical and practice issues investigated. The candidate will be invited to speak about their research and questions by the examiners will be encouraged.

In the first instance 2 examiners will advise the education committee of their assessment of the thesis. In the event that the 2 examiners cannot concur, a third examiner will be invited to assess the research thesis. * refer to assessment criteria below

Possible Recommendations from Examiners

The following are recommendations that must be ratified by the Education Committee:

That the candidate be awarded the Doctorate in Experiential Arts Therapy without further examination or amendment.

That the candidate be awarded the Doctorate in Experiential Arts Therapy without further examination, subject to inserting in the thesis the corrections and/or additions of the kind specified and which may be subsequently carried out to the satisfaction of the Education Committee, without further reference to the examiner.

That the candidate be awarded the Doctorate in Experiential Arts Therapy subject to revising parts of the thesis to the satisfaction of the examiners

That the candidate not yet be awarded the degree, but be permitted to re-submit the thesis in a revised form for re-examination within a 6 month period.

That the candidate not be awarded the degree.

Assessment Criteria Research Thesis

Evidence of an original or a substantial contribution to the field. (Extensive discussion of the significance of the project, and the potential value of its findings to others in the field.)

An integrated engagement between the research inquiry and the multi-modal artistic element(s) presented in this thesis.

Satisfactory discussion regarding the methods used in the inquiry or presentation.

Clarity of data presentation and transparency of procedures

A demonstrated knowledge of the relevant literature.

Competency and appropriateness of academic writing style.