About the Program
What is Transpersonal Contemplative Art–Based Counseling?
Written by Michael A. Franklin, PhD, ATR-BC
Transpersonal psychology is viewed within the graduate art therapy program as an evolving, researched discipline that integrates established models of psychology with valuable subjects from spiritual disciplines and wisdom traditions. This transdisciplinary assimilation, which strives to prevent cultural appropriation, results in a comprehensive model of psychology.
Transpersonal Contemplative Art–Based Counseling draws on this wide ranging premise through its core value to embrace the imaginal elements of the creative process as a rich healing opportunity. Any artistic act is a sample of multiple behaviors (cognitive, affective, kinesthetic, contemplative and spiritual), leading to the awareness that to form materials and processes is to transform oneself through art—we can literally create our way out of and through our suffering. The living image that results from the art process is the true teacher of this path. An art therapist working within the transpersonal approach strives to remain open to differences and to work for change at personal, cultural, institutional, and spiritual levels of transformation. Overall, this work is offered with empathic intentions, compassion for self and other, and the desire to transformatively serve communities and larger social systems.
Foundations
The Transpersonal Contemplative Art–Based Counseling program supports Naropa’s mission by training students to become master’s-level graduates of Clinical Mental Health Counseling, licensed professional counselors, and art therapists.
Transpersonal psychology recognizes and integrates the insights, attitudes and practices of world wisdom traditions with modern psychological approaches. This integration provides the context for training students within the program, and it offers a context and a variety of techniques for the practice of professional counseling following the program. The program seeks to provide training that is grounded in rigorous academic work, a blend of critical thinking and contemplation, and skillful application of effective clinical skills, and it seeks to integrate this training with the practice of moment-to-moment awareness and present-centeredness.
Internships
The internship is designed to provide students with training and supervision in the practice of psychotherapy through field placements in human service agencies. The Professional Seminar class is taken concurrently with the field placement and is designed to educationally enhance and support the field placement experience.Field Placement
Below is an incomplete list of some of the agencies (both past and present) which have participated in the field placement program for the Transpersonal Contemplative Art–Based Counseling concentration:- Attention Homes
- The Blue Bench
- Care Link Adult Day Program
- Center for Change
- The Children’s Hospital Colorado: Ponzio Creative Arts Therapy Program
- Colorado Recovery
- Denver Children’s Home
- The Denver Hospice
- The Empowerment Program
- Florence Crittenton School
- Frasier Meadows
- GALS Denver—Girls Athletic Leadership School
- Imagine!
- The Mariposa Center
- MDS Counseling Center
- Mental Health Partners
- Mesa Vista of Boulder
- Mount Saint Vincent Home
- Naropa University Student Counseling Center
- Naropa Community Counseling Center
- Noeticus Counseling Center and Training Institute
- Pathways Hospice, Community Care for Northern Colorado
- Play Therapy Institute of Colorado
- Positive Pathways of Recovery
- SPAN—Safehouse Progressive Alliance for Nonviolence
- Specialized Offender Services
- Spectra Autism Center
- Streets Hope
- Whole HeARTS Family Center
Suggested Reading
Art Therapy Journals
- Art Therapy: The Journal of the American Art Therapy Association
- The Arts in Psychotherapy Journal
- The Journal of Transpersonal Psychology
General Art Therapy
- Allen, P.B. (1995). Art is a way of knowing. Boston: Shambhala.
- Cane, F. (1983). The artist in each of us. Caftsbury Common, Vermont: Art Therapy Publications.
- Chodorow, J. (1997). Jung on active imagination. Princeton, NJ: Princeton.
- Cohen, B.M., Barnes, M.M., Rankin, A. (1995). Managing traumatic stress through art. Lutherville, MD: The Sidran Press.
- Cozolino, L. (2006). The neuroscience of human relationships: Attachment and the developing social brain. New York, NY: Norton.
- Farrelly-Hansen, M. (Ed) (2000). Spirituality and art therapy: Living the connection. London, UK: Jessica Kingsley Publisher.
- Gerity, L. A. (2001). Art as therapy: Collected papers of Edith Kramer. London: Jessica Kingsley.
- Horovitz-Darby, E. (1994). Spiritual art therapy: An alternate path. Springfield, IL: Thomas. Langer, S. K. (1953). Feeling and form. New York, NY: Scribner’s.
- Howie, P., Prasad, S., & Kristel, J. (2013). Using art therapy with diverse populations: Crossing cultures and abilities. Philadelphia: Jessica Kingsley Publishers.
- Levine, S. K., & Levine, E. G. (1999). Foundations of expressive arts therapy: Theoretical and clinical perspectives. London, UK: Kingsley.
- Kramer, E. (1979). Childhood and art therapy. New York, NY: Schocken Books.
- London, P. (1989). No more secondhand art awakening the artist within. Boston: Shambhala.
- MacGregor, J.M. (1989). The discovery of the art of the insane. Princeton, New Jersey: Princeton University Press.
- Malchiodi, C. (1999). Understanding childrens drawings. New York and London: The Guilford Press.
- McNiff, S. (1992). Art as medicine. Boston: Shambhala.
- Moon, B. (1997). Art and soul: Reflections on an artistic psychology. Springfield, IL: Thomas.
- Moon, B. (1998). The dynamics of art as therapy with adolescents. Springfield, IL: Charles C. Thomas.
- Moon, C. (2002). Studio art therapy: Cultivating the artist identity in the art therapist. London, Jessica Kingsley.
- Proulx, L. (2003). Strengthening emotional ties through parent-child-dyad art therapy: Interventions with infants and preschoolers. Philadelphia: Jessica Kingsley Publishers.
- Rappaport, L. (2009). Focusing oriented art therapy: Accessing the body’s wisdom and creative intelligence. Philadelphia, PA: Kingsley.
- Rappaport, L. (ed.). (2013). Mindfulness and the Arts Therapies. London: Jessica Kingsley.
- Rhyne, J. (1973). The gestalt art experience. Monterey, CA: Brooks/Cole.
- Richards, M.C. (1964). Centering: In pottery, poetry, and the person. Connecticut: Wesleyan University Press.
- Rubin, J. A. (2009). Introduction to art therapy: Sources and resources. New York: Taylor & Frances.
- Rubin, J. (2005). Child art therapy: 25th anniversary edition. New Jersey: Wiley.
- Rubin, J.A. (Ed.). 2001. Approaches to art therapy: Theory and technique. New York: Brunner/Mazel, Inc.
- Rubin, J.A. (1984). The art of art therapy. New York: Brunner/Mazel, Inc.
Art-Based Research
- Chodorow, J. (1997). Jung on active imagination. Princeton, NJ: Princeton University Press.
- McNiff, S. (1998). Art-based research. Philadelphia, PA: Kingsley.
- McNiff, S. (ed.) (2013). Art as research: Opportunities and challenges. Chicago: Intellect, The University of Chicago Press.
- Rothenberg, A., Hausman, C. R. (1976). The creativity question. Durham: Duke University Press.
- Sullivan, G. (2010). Art practice as research: Inquiry in the visual arts. Los Angeles: Sage.
- Trungpa, C. (1996). Dharma art. Boston: Shambhala.
Introduction to Transpersonal Psychology & Psychotherapy
- Bennett-Goleman, T. (2001). Emotional Alchemy. New York: Three Rivers.
- Boorstein, S. (1996). Transpersonal Psychotherapy. New York: State University of New York Press.
- Cortwright, B. (1997). Psychotherapy and Spirit: Theory and practice in transpersonal psychotherapy. Albany: State University of New York Press.
- Epstein, M. (1995). Thoughts without a Thinker: Psychotherapy from a Buddhist perspective. New York: BasicBooks.
- Germer, C., Siegel, R., and Fulton, P. (Eds.). (2005). Mindfulness and Psychotherapy. New York: Guilford Press.
- Nelson, J. (1994). Healing the Split: Integrating spirit into our understanding of the mentally ill. New York: State University of New York Press.
- Scotton, B., Chinen, A., and Battista, J.(Eds.). (1996). Textbook of Transpersonal Psychiatry and Psychology. New York: Basic Books.
- Walsh, R. (1999). Essential Spirituality: The 7 central practices to awaken heart and mind. New York: Wiley & Sons.
- Walsh, R. and Vaughan, R. (1993). Paths beyond Ego: The transpersonal vision. San Francisco: Tarcher.
Counseling
- Goleman, D. (2003). Destructive Emotions: A scientific dialogue with the Dalai Lama. New York: Bantam.
- Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam.
- Muller, W. (1992). Legacy of the Heart: The spiritual advantage of a painful childhood. New York: Fireside.
- Naranjo, C. (1993). Gestalt Therapy: The attitude and practice of an atheoretical experientialism.Nevada City, CA Gateways.
- Ram Dass and Gordon, P. (1985). How can I Help? New York: Knopf.
- Satir, V. (1972). Peoplemaking. Palo Alto: Science and Behavior Books.
- Vaughan, R. (1995). The Inward Arc: Healing in psychotherapy and spirituality. Nevada City, CA: Blue Dolphin Press.
- Wegela, K. (1996). How to be a Help Instead of a Nuisance. Boston: Shambhala
Meditation
- Beck, C.J. (1989). Everyday Zen: Love and work. San Francisco : Harper & Row
- Boorstein, S. (1996). Don’t Just do Something, Sit There: A mindfulness retreat. New York: HarperCollins.
- Brach, T. (2003). Radical Acceptance. New York: Bantam.
- Chodron, P. (1994). Start Where You Are: A guide to compassionate living. Boston: Shambhala.
- Chodron, P. (1991). The Wisdom of No Escape and the Path of Loving Kindness. Boston: Shambhala.
- Chodron, P. (1997). When Things Fall Apart: Heart advice for difficult times. Boston: Shambhala.
- Epstein, M. (1998). Going to Pieces without Falling Apart. New York: Broadway.
- Friedman, L. (1987). Meetings with Remarkable Women: Buddhist teachers in America. Boston: Shambhala.
- Germer, C., Siegel, R., and Fulton, P. (Eds.). (2005). Mindfulness and Psychotherapy. New York: Guilford Press.
- Goldstein, J. (1983). The Experience of Insight. Boston: Shambhala.
- Goleman, D. (1988). The Meditative Mind. New York: Tarcher/Putnam.
- Kornfield, J. (1993). A Path with Heart. New York: Bantam.
- Salzberg, S. (1995). Lovingkindness: The revolutionary art of happiness. Boston: Shambhala.
- Shapiro, D. and Walsh, R. (Eds.). (1984). Meditation: Classic and contemporary perspectives. New York: Aldine.
- Suzuki, S. (1970). Zen Mind, Beginner’s Mind. New York: Weatherhill.
- Welwood, J. (1983). Awakening the Heart. Boston:Shambhala.
- Welwood, J. (1990). Journey of the Heart: Path of conscious love. New York: HarperCollins.
Contemporary and Historical Transpersonal Perspectives
- Assagioli, R. (1965). Psychosynthesis: A manual of principles and techniques. New York: Hobbs, Dorman.
- Grof, C. and Grof, S. (1990). The Stormy Search for the Self. San Francisco: Tarcher.
- Grof, C. and Grof, S., eds. (1989). Spiritual eEmergency. San Francisco: Tarcher.
- Grof, S. (1985). Beyond the Brain. New York: SUNY.
- Jung, C. (1961). Memories, Dreams, Reflections. New York: Vintage Books.
- Singer, J. (1972). Boundaries of the Soul. Garden City, NY: Doubleday.
- Whitmont, E. (1969). The Symbolic Quest. Princeton, NJ: Princeton University Press.
- Washburn, M. (1988). The Ego and the Dynamic Ground: A transpersonal theory of human development. Albany: State University of New York Press.
- Wilber, K. (1981). No Boundary. Boston: Shambhala.
- Wilber, K. (1996). A Brief History of Everything. Boston: Shambhala.
- Wilber, K. (2000). Integral Psychology: Consciousness, spirit, psychology, therapy. Boston: Shambhala.
Spiritual Traditions
- Glazer, S. (1999). The heart of Learning: Spirituality in education. New York: J.P. Tarcher/Putnam.
- Hixon, L. (1989). Coming Home: The experience of enlightenment in sacred traditions. Los Angeles: Tarcher.
- Huxley, A. (1970). The Perennial Philosophy. New York: Harper/Colophon.
- Muller, W. (1999). Sabbath: Finding rest, renewal, and delight in our busy lives. New York: Bantam.
- Ram Dass. (1978). Journey of Awakening: A meditator’s guidebook. New York: Bantam.
- Ram Dass. (2000). Still Here. New York: Riverhead.
- Smith, H. (1994).The Illustrated World’s Religions: A guide to our wisdom traditions. San Francisco: HarperSanFrancisco.
An Interview with Christie Helm, MA, LPC, LADC, CCD
1. WHEN DID YOU GRADUATE FROM THE ART THERAPY PROGRAM AT NAROPA UNIVERSITY?
Spring 2000
2. WHAT SORT OF PROFESSIONAL WORK HAVE YOU BEEN DOING, IN ART THERAPY, SINCE GRADUATION?
Since graduation, I have been working as a counselor, primarily in the substance abuse field. I have worked in a variety of settings ranging from Detox, inpatient, outpatient and intensive outpatient. I have been able to utilize art therapy interventions with both adults and adolescents. Although I have never held the official title of “Art Therapist,” I feel that my additional expertise and training has given me an advantage over other applicants during the interviewing process. Once welcomed into an “art free” agency, I have had the pleasure of familiarizing my co-workers and clients with art therapy and how it can enhance group and individual substance abuse counseling.
3. WHAT SORT OF ARTWORK HAVE YOU BEEN DOING SINCE GRADUATION?
Well, I have not been doing much formal artwork recently although I created a beautiful nursery for my daughter who was born last year. A few years ago I did do a series of chalk pastel drawings after being inspired by the work of artist R. John Ichter.
4. HOW DID THE ART THERAPY PROGRAM PREPARE YOU FOR YOUR PROFESSIONAL CAREER AFTER SCHOOL?
In addition to being a Licensed Professional Counselor (LPC) in Connecticut, I hold a License as an Alcohol and Drug Counselor (LADC) and am a Certified Co-Occurring Disorders Professional (CCDP). My coursework at Naropa prepared me to sit for the NBCC’s examination and to earn my LPC. Additional training I received at my internship sight put me on the path to earning the additional substance abuse credentials I hold.
On a more personal note, The Warrior Exams and frequent oral presentations were some of the most beneficial aspects of the program for me as they prepared me for interviewing for jobs as well as being more confident as group facilitator. The Art Therapy program at Naropa University often pushed me to the edge of my comfort zone which also prepared me for the real world experiences of my professional life. The mindfulness training also continues to assist me on a daily basis and allows me to work with an emotionally intense population year after year while maintaining empathy rather than becoming callous. I had started an Art Therapy program at another institute on the East Coast prior to coming to Naropa and have never regretted my decision.
An Interview with Julie Mearkle, MA, Naropa University
I graduated in May of 2007.
2. WHAT SORT OF PROFESSIONAL WORK HAVE YOU BEEN DOING, IN ART THERAPY, SINCE GRADUATION?
Since March 2008, I have been working at a day treatment school as a school-based therapist. I work with a wide range of students (mostly boys) between the ages of 6-18, who have been referred to us from their home school for behavioral issues. I meet with students individually and in group settings, utilizing art therapy interventions as time and supplies permit.
3. WHAT SORT OF ARTWORK HAVE YOU BEEN DOING SINCE GRADUATION?
While I feel inspired to make art around my experiences at the school, I find that I also need to create space for myself in order to keep doing this intense work. My art has currently been in the service of self-care and mindfulness. Lately I enjoy sketching and experimenting with watercolors while outside, usually on a hike or camping trip. Being in nature has always been deeply revitalizing for me. My art-making helps me to further engage the beauty and serenity around me, thus renewing my own inner resources.
4. HOW DID THE ART THERAPY PROGRAM PREPARE YOU FOR YOUR PROFESSIONAL CAREER AFTER SCHOOL?
In many ways, I feel as though I am still in school! Each day I learn so much from my students and with each answer I find more questions. The Naropa Art Therapy Program has prepared me by teaching me to be open to these questions, to be curious, and to trust the process, myself, and my training. I also find that my art therapy education gives me a wider avenue with which I can approach students and assist them in exploring, expressing, and healing themselves. My colleagues often comment on how well our students respond to the art process and interventions. Creativity, resourcefulness, is one skill that has been crucial to my work with students. Naropa has not only helped me to appreciate this skill, but to celebrate and cultivate it. I was supported throughout the art therapy program and continue to find support as my journey goes on.
An Interview with Pam Sica, MA, Naropa University
I graduated from the Art Therapy Program in May 2006. Since then I have been working with a Denver based agency on a unique School Based Therapy Team as an art therapist. I have been fortunate to work long term and in depth with many children and their families around issues including learning disabilities, abuse, trauma, domestic violence, substance abuse, homelessness, foster care and custody situations. The Art Therapy program has a strong emphasis on the therapist’s identity as an artist in combination with a meditation practice and strong clinical skill. The program encouraged me to embrace myself as an artist, to explore personally difficult emotions and to use art materials in a safe and respectful way with another human being. Art materials and images illicit various emotional responses for the client and the therapist. The Art Therapy program taught me how to evoke and contain another person’s human experience through the use of art, as well as my own. PAINTING BIO The process of painting for me is at once a refuge and a mirror. Images often arise without a plan but with intent. I paint from my body and emotions become color and shape informing me of my present moment. I get lost in the paint, the texture, the chaos, the formlessness until suddenly something resonates from beyond my consciousness. Color, shape and detail transform into story, memory, wish and wonder.
MAKING OF A MESS
BY PAM SICA
Making of a mess…with color and the rhythms of my body, breath and emotions.
The urgency to throw paint around on canvas and paper.
A safe place,
a contained ground,
shapes, lines and
Colors blend like open wounds, dripping, and bleeding.
A catastrophe of formlessness and
Form, bounce, blend and melt into the background,
The foreground.
Ooze drip and highlight.
“This is Art!” I say.
Something,
which has never happened before, never existed in this life.
Brought to life.
Feelings become formed before my eyes.
Somewhere,
they have never been. Here on this conscious surface
in order to be seen, witnessed and
integrated into my being,
my own understanding
of Myself.
“This is healing!” I demand.
Trust the mess.
- Students demonstrate knowledge of core counseling curriculum.
- Students demonstrate proficiency in clinical counseling skills.
- Students demonstrate professional competence in counseling.
- Students will demonstrate an ability to utilize subjective investigation with objective research methods.
- Students will demonstrate applied art therapy and counseling knowledge as it pertains to case conceptualization skills.
- Students will demonstrate applied knowledge of diversity awareness and social engagement within art therapy and counseling practice.
- Students will demonstrate the clinical application of a transpersonal approach to art therapy.
Connect
with your counselor
Matt Rivera
Graduate Admissions Counselor
- Attend An Info Session
- Schedule a Meeting
- matt.rivera@naropa.edu
- (303) 970-9855
Connect
with your counselor
Matt Rivera
Graduate Admissions Counselor
