1. health and fitness
2. therapy

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SECTION 1: INTRODUCTION
ORGANIZATION REVIEW
SECTION 1: INTRODUCTION
ORGANIZATION AND PROGRAM INFORMATION
Full Legal Name of Organization: Toronto Art Therapy Institute
Operating Name of Organization:
Toronto Art Therapy Institute
Common Acronym of Organization (if applicable):
TATI
URL for Organization Homepage (if applicable):
www.tati.on.ca
Proposed Degree Nomenclature: Master of Arts in Art Therapy
Location: 66 Portland Street, Suite 103, Toronto, ON M5V 2M6
Contact Information:
Person Responsible for this Submission: Helene Burt
Name/Title: Executive Director
Full Mailing Address: 66 Portland St., Ste. 103, Toronto, ON M5V 2M6
Telephone: (416) 925-6221
Fax: (416) 924-0156
E-mail: [email protected]
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SECTION 1: INTRODUCTION
TABLE OF CONTENTS
SECTION 1: INTRODUCTION.................................................................................................................................1
Organization and Program Information.......................................................................................................................................1
Table of Contents.............................................................................................................................................................................2
Executive Summary.........................................................................................................................................................................3
Program Abstract.............................................................................................................................................................................4
SECTION 2: MISSION STATEMENT AND ACADEMIC GOALS........................................................................ 5
SECTION 3: ADMINISTRATIVE CAPACITY........................................................................................................8
Legal Characteristics.......................................................................................................................................................................8
Governance and Administrative Structure................................................................................................................................8
Administrative Staff.........................................................................................................................................................................9
Curriculum Vitae Release.............................................................................................................................................................. 11
Curriculum, Academic Policies and Standards Development............................................................................................. 11
SECTION 4: ETHICAL CONDUCT...................................................................................................................... 12
Ethical Conduct Statement.......................................................................................................................................................... 12
SECTION 5: ACADEMIC FREEDOM AND INTEGRITY..................................................................................... 16
SECTION 6: STUDENT PROTECTION................................................................................................................23
SECTION 7: FINANCIAL STABILITY...................................................................................................................25
Reporting and Audit..................................................................................................................................................................... 25
Business Plans................................................................................................................................................................................ 25
SECTION 8: DISPUTE RESOLUTION..................................................................................................................27
SECTION 9: ORGANIZATION EVALUATION................................................................................................... 30
SECTION 10: POLICIES AND PROCEDURES MANUAL....................................................................................33
APPENDICES......................................................................................................................................................... 68
Appendix 1: Articles of Incorporation...................................................................................................................................... 68
Appendix 2: By-Laws.................................................................................................................................................................... 72
Appendix 3: Curriculum Vitae Executive Director ................................................................................................................75
Appendix 4: Audited Financial Statements............................................................................................................................ 78
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SECTION 1: INTRODUCTION
EXECUTIVE SUMMARY
History
The Toronto Art Therapy Institute (TATI) was established in 1968 by Dr. Martin A. Fischer, a psychiatrist,
psychoanalyst and one of the early pioneers in the field of art therapy in Canada. He first used art therapy in
his work at an Ontario hospital in 1947 and actively promoted its development as a form of therapy until he
died in 1992. He was also instrumental in the founding of the Vancouver Art Therapy Institute, gave lectures
and taught at the university level in Canada and the United States and had an international reputation as
lecturer and workshop leader.
When Dr. Fischer established TATI it was the first art therapy training program in Canada. During his lifetime,
he was internationally recognized for his contribution in the fields of residential treatment for severely
disturbed children and adolescents and was a pioneer in group therapy in Ontario. Dr. Fischer established art
therapy as a profession as founder and first president of the Canadian Art Therapy Association and was the
first editor of the Canadian Art Therapy Association Journal, a scholarly international peer-reviewed journal.
The Institute was established as a non-profit organization with three goals:
• training individuals who wish to become art therapists,
• developing preventative programs in schools for children and adolescents potentially at risk, and
• offering art therapy services to interested individuals.
The Program Today
The primary goal of the current program is to provide the highest quality of graduate level training in art
therapy for individuals who wish to become professional art therapists and to promote the growth of the
profession in Ontario and Canada. The current program is equivalent to a master’s degree in number of
credits, level of study and required coursework.
TATI is registered as a Private Career College with the Ontario Ministry of Training, Colleges and Universities.
The faculty of TATI is made up of highly experienced, knowledgeable and skilled instructors with either
graduate level or doctoral level educational qualifications. In addition we provide practicum opportunities for
our students with a wide range of populations and presenting problems in sites that include hospitals, longterm care centres, children’s mental health centres, women’s shelters, homeless shelters, public schools,
hospices, and other medical and mental health organizations.
TATI offers a comprehensive, post-baccalaureate diploma program in art therapy completed through an
accelerated 16 - month program of coursework after which students have two years to complete their thesis
or major project. Students must also complete 800 hours of practicum providing art therapy services. The
program integrates Art Therapy theory, practice and research and focuses on training culturally sensitive art
therapists who are responsive to the therapeutic needs of diverse communities.
The proposed credential to be awarded is a Master of Arts in Art Therapy (MA). The Canadian Art Therapy
Association (CATA) has established post-baccalaureate educational standards recognizing both institute
and university programs. TATI is a CATA - approved training program. The highest level of credential in art
therapy studies in Canada is a master’s degree or the equivalent post-baccalaureate diploma offered through
institute programs. CATA Educational Standards are the same for a master’s and a diploma program. The
demands of the professional world are changing and a master’s is now becoming an employment requirement
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SECTION 1: INTRODUCTION
in Ontario. Prospective students, current students and graduates of TATI wish to have their training recognized
appropriately. Students and graduates of TATI have expressed an urgent desire to upgrade TATI’s Graduate
Level Diploma to a Master of Arts in Art Therapy.
PROGRAM ABSTRACT
The Master of Arts in Art Therapy (M.A.) program of the Toronto Art Therapy Institute will train graduate
level students to become Professional Art Therapists. The 60 - credit curriculum meets the academic and
clinical requirements of the Canadian Art Therapy Association. Graduates are recognized as Professional
Art Therapists by the Canadian Art Therapy Association and can work towards their Canadian Art Therapy
Association registered status as indicated by R.C.A.T. (Registered Canadian Art Therapist). Graduates will also
be able to be registered with the Ontario College of Registered Psychotherapists and Registered Mental Health
Therapists once the College has been formed. The degree is offered as a 16 month accelerated program one
weekday a week and one Saturday a month. Year one and year two are eight months each and each consists of
two four - month semesters. It is a full-time program. Upon completion of the coursework students have two
years to complete their thesis or major project. Students graduate upon completion of their thesis or major
project.
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SECTION 2: MISSION STATEMENT AND ACADEMIC GOALS
History
The history of the Toronto Art Therapy Institute begins with Dr. Martin Fischer, a Viennese - trained medical
doctor and psychoanalyst who studied with Freud. In WWII Dr. Fischer escaped the Nazis and, via England,
arrived in Toronto. He taught at the University of Toronto Medical School, consulted to children’s mental
health centres and also had a private practice as a psychoanalyst. Dr. Fischer is recognized as a pioneer in
group therapy and residential treatment in Toronto. He was also very interested in the ways art making could
be helpful to his patients and in 1968 opened the Toronto Art Therapy Institute of which he was Director until
his death in 1992. TATI was located for 39 years at 216 St. Clair Avenue West in a lovely old Victorian manor
owned by Dr. Fischer.
Dr. Fischer also founded the Canadian Art Therapy Association and helped found the Vancouver Art Therapy
Institute with one of his early students, Lois Woolf. Dr. Fischer also established the Canadian Art Therapy
Association Journal, an international scholarly peer - reviewed journal.
For many years TATI had a partnership with Lesley College in Massachusetts from which TATI students could
obtain a master’s degree by attending a certain amount of course work at Lesley College for two consecutive
summers. However, given the cost of tuition at Lesley College, in addition to TATI tuition fees, as well as the
difficulty of moving to Massachusetts for two consecutive summers, only a few students ever completed this
program and eventually the agreement was not renewed.
In 1992 Gilda Grossman became Director of TATI and continued to provide high quality art therapy training
until her resignation in 2007. In 2007 Dr. Helene Burt, a graduate of TATI, became Director of TATI. Dr. Burt
changed and updated the curriculum while at the same time retaining elements of the program that Dr. Fischer
had initially introduced.
In 2008 TATI became a registered Private Career College with the Ontario Ministry of Training, Colleges and
Universities.
In 2009 TATI established a partnership with Nazareth College, a university in Rochester, New York. The
partnership allows TATI graduates to complete a Master of Science in Creative Arts Therapy. One TATI
graduate has since graduated from this program and others are registered. However, while our colleagues
at Nazareth College view our program as equivalent to a master’s degree, our students still have to complete
an additional year of curriculum (or five full credits) in order to obtain a master’s degree. We recognize that
another university is not going to grant our graduates a degree unless it is of benefit to their organization;
however, for those students who are determined to obtain a master’s in art therapy and can afford to do so, this
is the only option we can offer them at this time. At over $21,300.00, the cost of doing this is prohibitive to
most of our graduates.
Toronto Art Therapy Institute Mission Statement
It is the mission of the Toronto Art Therapy Institute to provide a supportive and inclusive atmosphere for
excellence in learning and research at a post - graduate level and to provide art therapy services to the
communities in which our students conduct their practica to foster growth and healing through the use of art
therapy to diverse communities.
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Academic Goals
TATI’s goals are to:
1. provide the highest quality training in Art Therapy at a graduate level in Canada;
2. ensure that TATI graduates have the skills and knowledge base to practice as professional art therapists
upon completion of the TATI program;
3. provide the most thorough foundational and contemporary curriculum in art therapy;
4. employ the most educated, knowledgeable and experienced instructors to teach our curriculum;
5. support the growth of the profession of art therapy in Canada;
6. support research in the field of art therapy in Canada; and
7. provide art therapy services to a wide range of non-profit agencies and a wide range of populations in need
of such services through our student practicum.
Relationship of Program to Mission
The mission of the Toronto Art Therapy Institute is to provide a supportive and inclusive atmosphere for
excellence in learning and research at a post - graduate level to students in art therapy, to provide art therapy
services to the communities in which our students conduct their practica and to foster growth and healing
through the use of art therapy to diverse communities.
As no other training program in art therapy exists in Ontario, we provide this training so that students do not
have to move to other provinces or countries in order to become professional art therapists.
We employ instructors who are highly experienced and skilled in the area of the curriculum they teach. For
example, the instructor of the Art Therapy with People with Severe and Persistent Mental Illness course has
many years of experience working as an art therapist with this population at the Centre for Addiction and
Mental Health. For the Psychodynamic Theory course the instructor is a psychodynamic psychoanalyst and
for the Jungian Theory course the instructor is a Jungian analyst.
Our practicum sites are numerous and serve a very diverse range of populations including all presenting
problems, age groups, ethnicities, race and sexualities. Practica exist with people who have mental health
issues, developmental delay, eating disorders, learning disabilities, challenges because of racism and
oppression, issues associated with old age, trauma and behavioral and psychosocial issues. Almost all of our
practicum settings are in non-profit agencies such as hospitals, children’s mental health centres, homeless
shelters, the Toronto District School Board, adult mental health providers, etc.
Proposed Program and Mission/Goals
The proposed program of study is a Master of Arts in Art Therapy (MA) granted by the Toronto Art Therapy
Institute upon completion of the requirements. This program would build upon the competencies and
knowledge students had gained through their undergraduate degree. Internationally art therapy is a profession
studied at a master’s (or graduate level) because, as with other types of psychotherapy, a certain level of
maturity as well as education at a certain level of study is required.
Art therapy is not offered at an undergraduate level in Canada and therefore students have a variety of
backgrounds in terms of their undergraduate degrees such as psychology, fine arts, nursing, social work,
education, etc. However, most students have completed a certain number of psychology and fine arts courses.
Students must also demonstrate that they can study, write and research at a master’s level.
In order to ensure that our students are able to assume the responsibility of providing art therapy services to
individuals, groups and families, we offer a learning experience that provides extensive theoretical education
in the areas of psychotherapy and art therapy, a range of practical experiences through supervised student
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practicum placements and a personal experience of the art therapy process through our Group Art Therapy
Experiential component of the curriculum. These three modalities of learning – theoretical, practical and
experiential – contribute to making our program one that ensures that our students graduate with an extremely
thorough breadth of knowledge and experience. As well, students are required to complete a thesis or major
project after their course work, which also ensures that they have the ability to research, write and conduct
projects at an advanced level.
Upon completion of all the requirements of our program, TATI students have demonstrated a strong
application of knowledge, excellent communication skills, awareness of limitations of their knowledge and
the ability to function as independent and responsible art therapists. Our curriculum is already equivalent
to a master’s level of study. Our students are currently graded at a master’s level and are evaluated by their
practicum supervisors at a master’s level.
Because our program is offered one day a week and one Saturday a month, students commute from
communities outside of Toronto to TATI to fulfill their dream of becoming an art therapist. We have students
from all over southern Ontario including Huntsville, Sudbury, London, Port Hope, St. Catharines, Hamilton and
Goderich. TATI supports each of these students in developing practicum sites in their home communities and
we have found that these practicum sites will often hire the students once they have graduated. In this way we
are fulfilling our mandate to promote and contribute to the growth of the profession of art therapy in Canada.
Relationship Between the Proposed Program and TATI’s Mission
Being able to offer a Master of Arts in Art Therapy would satisfy the mission of TATI by augmenting what we
are already able to do. It is the mission of TATI to provide a supportive and inclusive atmosphere for excellence
in learning at a graduate level to students in art therapy. Being able to grant a master’s degree would increase
the stature of our training program and therefore the stature of the profession and that of our students. Our
students would be able to work in agencies that currently hire only people with a master’s degree allowing
more people in Ontario to benefit from the effectiveness of art therapy treatment.
It is also the mission of TATI to provide art therapy services to the communities in which our students conduct
their practicum and to foster growth and healing through the use of art therapy to diverse communities. More
students would be attracted to our program and to becoming professional art therapists if TATI could grant a
master’s degree. This would mean even more communities in Ontario would be able to benefit by art therapy
treatment for a wide range of health problems. As art therapy is a highly regarded profession internationally,
the availability of more art therapy services would increase the profile of Ontario as a province that puts health
and wellness at the forefront.
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SECTION 3: ADMINISTRATIVE CAPACITY
LEGAL CHARACTERISTICS
Please see attached Articles of Incorporation
GOVERNANCE AND ADMINISTRATIVE STRUCTURE
Organizational Chart
Toronto Art Therapy Institute Oganizational Functions
BOARD OF DIRECTORS
Governance, strategy, resource allocation
EXECUTIVE DIRECTOR
Execution, compliance, externall relations,
budget, accreditation, academic and
administrative coordination, operations,
registration and records
ADVISORY
CLINICAL
THESIS/MAJOR
FINANCE AND
INFORMATION
FACULTY
PROJECT ADVISORS
ACCOUNTING
TECHNOLOGY
COMMITTEE
SUPERVISORS
Provide advice
Curriculum
Clinical
Thesis and major
Financial records,
Network
and feedback
content and
supervision
project advisement and
accounts payable
administration,
to Executive
development,
of art therapy
approval
and receivable
hardware
Director
student
services provided
and software,
evaluation
by students
maintenance and
standards
in practica,
training
practicum
evaluation
Five Year Business Plan
As the TATI Graduate Level Diploma program is already equivalent to a master’s degree in level of study and
required credits, and the program is self-sustaining, the five year business plan would be to continue to offer
the current program, incorporating any changes required by PEQAB.
Currently we market our program through various Internet-related methods (our website, Facebook, etc.) and
“info sessions” and we would continue to do this. As we are the only art therapy training program in Ontario,
we do not have to do a great deal of promotion as people who are interested in studying art therapy quickly
find us. TATI is also listed as a CATA - approved training program on the CATA website. We also market our
program by giving 1.5 hour in-house information sessions every two months. These sessions are always very
well attended and not only recruit students but also help to inform the general public about art therapy.
Our staffing and salaries would not change until we grew a certain amount. TATI would consider developing a
doctoral program, as there are no doctoral programs in art therapy in Canada. This is a considerable obstacle
to the growth of the profession as Canada is not producing candidates for academic positions.
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Responsibilities and Authority: TATI Board of Directors
The Board of Directors is responsible for overseeing the activities of TATI. The Board of Directors includes a
chair, vice chair, treasurer, secretary and a number of directors. The duties of each position are outlined in the
TATI By-Laws (Appendix 1.A ). The duties of the TATI Board of Directors include:
•
•
•
•
•
governing the organization by establishing broad policies and objectives;
selecting, appointing, supporting and reviewing the performance of the executive director;
ensuring the availability of adequate financial resources;
approving annual budgets; and
setting salaries and compensation.
Advisory Committee
The TATI Advisory Committee is made up of students, graduates, faculty and supervisors. The main function
of the advisory committee is to provide advice and feedback on TATI programs.
Faculty
TATI Faculty members provide teaching services on an contractual basis.
Clinical Supervisors
TATI clinical supervisors are registered art therapists who provide clinical art therapy supervision to students
on their practicum cases. They are usually registered with the Canadian Art Therapy Association but can also
be registered with the American Art Therapy Association. They are hired on an as-needed contractual basis.
Thesis/Major Project Advisors and Second Readers
TATI thesis and major project advisors are assigned to each student when the students submits a thesis or
major project proposal. The TATI thesis or major project advisor supports the student’s research and/ or
major project delivery processes and is responsible for completing the first reading of the thesis or major
project paper. The thesis or major project is read once by the advisor and a second time by the first reader.
Thesis and major project advisors and readers are hired on an as-needed contractual basis.
Administrative Assistant
The administrative assistant provides support to the program through secretarial and receptionist duties and
also tends to the TATI library.
ADMINISTRATIVE STAFF
TATI Executive Director
Reports to Board of Directors
The Executive Director develops academic policies and programs, develops budgets, coordinates student
activities and advises students and faculty on personal matters. The Executive Director is responsible for
approving faculty hiring, fundraising, and setting academic rules and policies. The Executive Director is the
link between students and faculty, practicum sites, clinical supervisors and thesis/major project advisors.
The Executive Director is the public voice of the institution, promotes initiatives and articulates TATI’s vision
locally, nationally and sometimes internationally. The Executive Director is responsible for the development
of programs and is also the central point of contact on disciplinary problems both within the student body
and faculty, supervisors and advisors. The Executive Director is responsible for communicating with the
information technology companies which support various areas of TATI’s program.
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General and Long-Range Responsibilities of Executive Director:
• The first and foremost task of the executive director is to plan strategies and developmental plans for the
welfare of the organization. Additional responsibilities are to:
• Coordinate with the board of directors for the development and implementation of such program;.
• Provide leadership for the entire organization and perform all the management functions at the
organizational level;
• Ensure that the developmental programs are designed in a way to meet the organizational goals and
objectives;
• Look after the overall management of the human resource department, quality and operations department;
• Work on the management succession planning of the organization, so as to ensure that a capable
management is in place to handle work effectively; and
• Maintain various official as well as higher management documents and produce them wherever necessary
in front of the board of directors.
Duties:
Program Management
• Interviewing and accepting or rejecting new applicants.
• Scheduling May and September Programs with faculty.
Operations
• Look after daily operations of premises and program including maintenance of TATI site
Practicum Coordination
• Maintain current practica and develop new practica
• Liaise between student and practicum setting and clinical supervisor.
• Keep track of student practicum hours and all paperwork related to TATI practicum
Qualifications Required
• Doctoral Degree in Art Therapy
• Leadership in post-secondary education
• Managerial experience
• Scholarly and/or professional or public service
• Over ten years of clinical experience as an art therapist
• Over five years of teaching experience
Financial Duties
• Currently financial duties and responsibilities are divided among the Treasurer (a Board member), the
Executive Director, the Bookkeeper and the Accountant.
Administrative Assistant
Reports to the Executive Director
Duties and responsibilities of administrative assistant:
1. Answering the phone and email, returning messages and forwarding message
2. Greet visitors to the building
3. Maintaining office co-ordination
4. Arranging meetings and other gatherings
5. Creating and maintaining office documents
6. Overall office keeping: arrange for repair and maintenance of office equipment, receive, store and maintain
inventory of office supplies and equipment, and send, receive and sort mail and other packages.
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7. Maintaining TATI library
Administrative Assistant Qualifications
• High school diploma
• Minimum 2-3 years of experience as a clerk
• Basic computer knowledge. Familiar with MS office tools and Internet
Skills and abilities
• able to work as a team and as an individual
• good writing and problem-solving skills
• can effectively communicate
• able to operate basic office equipment such as, computers, copiers, calculators, printers
Faculty, Thesis and Major Project Advisors and Supervisors
All faculty, thesis and major project advisors and supervisors are hired on a contract basis.
C.V.s of all staff above included in Appendix 1B.
CURRICULUM VITAE RELEASE
The organization has on file and available for inspection, from all faculty and staff whose CVs are included in
this submission, signatures that attest to the truthfulness and completeness of the information contained in
the CV and agreeing to the inclusion of their curriculum vitae in any documents/websites associated with the
submission, review and final status of the program application.
CURRICULUM, ACADEMIC POLICIES AND STANDARDS DEVELOPMENT
Participation in Standards and Policies
The Executive Director of TATI is charged with ensuring that policies and standards meet all applicable legal
and accreditation standards and with informing relevant personnel of any changes in legislation or directives
that require a response from TATI. The Executive Director is also responsible for coordinating personnel,
privacy and disability policies so that they are consistent with legal requirements. The Executive Director,
Chair of the Board of Directors and the Treasurer of the Board of Directors are responsible for all financial
policies so they are consistent with legal and best business practices.
TATI Curriculum Development Policy
The TATI Executive Director is responsible for determining the courses that make up the curriculum with
considerable input from the Advisory Committee, instructors and students. TATI instructors are expected
to make improvements to curriculum on an on-going basis by being familiar with the most current research
and literature in their fields. The Executive Director periodically reviews the curriculum, considers proposed
changes to it as recommended by the TATI instructors, supervisors, students and other interested parties
and makes changes as appropriate. Student course evaluations are utilized on an on-going basis and during
quarterly reviews to improve the curriculum. Curriculum development is further advanced through the formal
program evaluation described in the Program Review section of this application.
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SECTION 4: ETHICAL CONDUCT
SECTION 4: ETHICAL CONDUCT
ETHICAL CONDUCT STATEMENT
TATI upholds the highest standards of business practices, ensuring fair and honest dealings with students,
instructors, supervisors, staff and the public. TATI maintains careful and accurate accounting systems and
will continue to uphold its contractual and fiduciary obligations. It observes all requirements of the Ontario
Human Rights Code and of other legislation, statutes and regulations that apply to TATI. TATI will institute and
maintain procedures that ensure students, staff and faculty due process and the exercise of their rights.
TATI expects its officers, employees, staff, faculty and others employed by TATI to conduct all their activities
in accordance with the letter, spirit and intent of all relevant laws and to refrain from any illegal, dishonest
or unethical conduct. In putting this expectation into effect, the use of good judgment based on high ethical
principles should be a guide as to acceptable conduct. Where it is difficult to determine a proper course of
action, personnel are urged to discuss the matter with their immediate supervisor, instructors and supervisors
with the executive director, and students with their supervisors, instructors or the executive director.
Every director, employee, consultant, instructor or supervisor is responsible for observing the policy of
business and professional ethics and conduct. Failure to comply with this standard, or knowingly disregarding
it, may result in disciplinary action up to and including termination of employment or contract.
Students, instructors and supervisors are required to observe the ethical codes of the Canadian Art Therapy
Association or of the profession in which they practice.
Toronto Art Therapy Institute Statement of Ethical Values
Members of the Toronto Art Therapy Institute (TATI) community are committed to the highest ethical
standards in furtherance of our mission of teaching, research and public service. Our policies, procedures,
and standards provide guidance for application of the ethical values stated below in our daily life and work as
members of this community.
We are committed to:
Integrity
We will conduct ourselves with integrity in our dealings with and on behalf of TATI.
Excellence
We will conscientiously strive for excellence in our work.
Accountability
We will be accountable as individuals and as members of this community for our ethical conduct and for
compliance with applicable TATI policies and directives.
Respect
We will respect the rights and dignity of others.
Standards of Ethical Conduct
Purpose
Pursuit of the TATI mission of teaching, research and public service requires a shared commitment to the core
values of TATI as well as a commitment to the ethical conduct of all TATI activities. In that spirit, the Standards
of Ethical Conduct are a statement of our belief in ethical, legal and professional behaviour in all of our dealings
inside and outside of TATI.
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Applicability
The Standards of Ethical Conduct apply to all members of the TATI community, including the Board of
Directors, faculty and other academic personnel, staff, students, volunteers, contractors, agents and others
associated with TATI.
1. Fair Dealing
Members of the TATI community are expected to conduct themselves ethically, honestly and with integrity
in all dealings. This means principles of fairness, good faith and respect consistent with rules, regulations and
TATI policies govern our conduct with others both inside and outside the community. Each situation needs to
be examined in accordance with the Standards of Ethical Conduct. No unlawful practice or a practice at odds
with these standards can be justified on the basis of customary practice, expediency, or achieving a “higher”
purpose.
2. Individual Responsibility and Accountability
Members of the TATI community are expected to exercise responsibility appropriate to their position and
delegated authorities. They are responsible to each other and TATI for their actions and their decisions not
to act. Each individual is expected to conduct the business of TATI in accordance with the Core Values and
the Standards of Ethical Conduct, exercising sound judgment and serving the best interests of TATI and the
community.
3. Respect for Others
TATI is committed to the principle of treating each community member with respect and dignity. TATI prohibits
discrimination and harassment and provides equal opportunities for all community members and applicants
regardless of race, colour, national origin, religion, sex, gender identity, pregnancy, physical or mental
disability, medical condition (cancer-related or genetic characteristics), ancestry, marital status, age, sexual
orientation, citizenship, or status as a covered veteran. Further, romantic or sexual relationships between
faculty responsible for academic supervision, evaluation or instruction and their students are prohibited. TATI
is committed to creating a safe and drug-free workplace.
4. Compliance with Applicable Laws and Regulations
Institutions of higher education are subject to many of the same laws and regulations as other enterprises, as
well as those particular to public entities. There are also additional requirements unique to higher education.
Members of the TATI community are expected to become familiar with the laws and regulations bearing
on their areas of responsibility. Many but not all legal requirements are embodied in TATI policies. Failure
to comply can have serious adverse consequences both for individuals and for TATI, in terms of reputation,
finances and the health and safety of the community.
5. Compliance with Applicable TATI Policies, Procedures and Other Forms of Guidance
TATI policies and procedures are designed to inform our everyday responsibilities, to set minimum standards
and to give TATI community members notice of expectations. Members of the TATI community are expected
to transact all TATI business in conformance with policies and procedures and accordingly have an obligation
to become familiar with those that bear on their areas of responsibility. Each member is expected to seek
clarification on a policy or other TATI directive he or she finds to be unclear, out-dated or at odds with TATI
objectives. It is not acceptable to ignore or disobey policies if one is not in agreement with them, or to avoid
compliance by deliberately seeking loopholes.
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In some cases, TATI employees are also governed by ethical codes or standards of their professions or
disciplines. It is expected that those employees will comply with applicable professional standards in addition
to laws and regulations.
6. Conflicts of Interest or Commitment
Employee members of the TATI community are expected to devote primary professional allegiance to TATI
and to the mission of teaching, research and public service. Outside employment must not interfere with
TATI duties. Outside professional activities, personal financial interests, or acceptance of benefits from third
parties can create actual or perceived conflicts between TATI’s mission and an individual’s private interests.
TATI community members who have certain professional or financial interests are expected to disclose them
in compliance with applicable conflict of interest/conflict of commitment policies. In all matters, community
members are expected to take appropriate steps, including consultation if issues are unclear, to avoid both
conflicts of interest and the appearance of such conflicts.
7. Ethical Conduct of Research
All members of the TATI community engaged in research are expected to conduct their research with integrity
and intellectual honesty at all times and with appropriate regard for human and animal subjects. To protect the
rights of human subjects, all research involving human subjects is to be reviewed by institutional review boards.
Similarly, to protect the welfare of animal subjects, all research involving animal subjects is to be reviewed
by institutional animal care and use committees. TATI prohibits research misconduct. Members of the TATI
community engaged in research are not to: fabricate data or results; change or knowingly omit data or results
to misrepresent results in the research record; or intentionally misappropriate the ideas, writings, research, or
findings of others. All those engaged in research are expected to pursue the advancement of knowledge while
meeting the highest standards of honesty, accuracy and objectivity. They are also expected to demonstrate
accountability for sponsors’ funds and to comply with specific terms and conditions of contracts and grants.
8. Records: Confidentiality/Privacy and Access
TATI is the custodian of many types of information, including that which is confidential, proprietary and private.
Individuals who have access to such information are expected to be familiar and to comply with applicable
laws, TATI policies, directives and agreements pertaining to access, use, protection and disclosure of such
information. Computer security and privacy are also subject to law and TATI policy.
Information on TATI’s principles of privacy is available in the TATI Policies and Procedures Manual.
The public right to information access and the individual’s right to privacy are both governed by provincial and
federal law, as well as by TATI policies and procedures. The legal provisions and the policies are based upon
the principle that access to information concerning the conduct of the people’s business is a fundamental and
necessary right of every person, as is the right of individuals to privacy.
9. Use of TATI Resources
TATI resources may be used only for activities on behalf of TATI. They may not be used for private gain or
personal purposes except in limited circumstances permitted by existing policy where incidental personal
use does not conflict with and is reasonable in relation to TATI duties (e.g., telephones). Members of the TATI
community are expected to treat TATI property with care and to adhere to laws, policies and procedures for
the acquisition, use, maintenance, record keeping and disposal of TATI property.
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SECTION 4: ETHICAL CONDUCT
10. Financial Reporting
All TATI accounting and financial records, tax reports, expense reports, time sheets and effort reports, and
other documents including those submitted to government agencies must be accurate, clear and complete.
All published financial reports will make full, fair, accurate, timely and understandable disclosures as required
under generally accepted accounting principles for government entities, bond covenant agreements and
other requirements. Certain individuals with responsibility for the preparation of financial statements and
disclosures, or elements thereof, may be required to make attestations in support of the Standards.
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SECTION 5: ACADEMIC FREEDOM AND INTEGRITY
SECTION 5: ACADEMIC FREEDOM AND INTEGRITY
Academic Freedom Policy
TATI affirms the vital role of diverse perspectives in helping students to develop their own knowledge and
their ability to evaluate knowledge claims critically. The administration, faculty, staff and students share
responsibility for fostering a climate that is favorable to the free exchange of ideas and to the examination of
conflicting ideas and interpretations using generally accepted disciplinary standards of inquiry. Freedom of
speech and expression extends to all members of the academic community, subject to commonly accepted
constitutional limits on speech that is libelous or slanderous, incites violence, or discriminates against or
harasses others.
Academic freedom is essential to the integrity of intellectual inquiry and scholarly criticism, to the
dissemination of knowledge, and to the search for truth and wisdom. It is the foundation upon which all of
the intellectual activity of the TATI rests. Faculty members are free to pursue scholarly interests without
fear of censure, discipline or reprisal. This freedom extends to the display, publication and performance of
creative work. Faculty may speak freely on all matters of college governance, and may speak, work or act as an
individual in the public arena without fear of institutional discipline or restraint.
A fundamental goal of TATI’s program is the development of students’ skills of analysis and critical inquiry.
To this end, faculty are free to teach and discuss any aspect of a given topic pertinent to the course being
taught as a means of teaching students to explore and evaluate competing perspectives and interpretations
as they learn to assemble their own informed judgments. Faculty have a concomitant responsibility to teach
students to evaluate knowledge claims using standards of evidence accepted in their respective disciplines,
and to promote respect for competing views offered by others. Students have the right to a safe classroom
environment in which they can explore controversial ideas in an atmosphere characterized by openness,
tolerance and civility, and where they will be graded only on the intellectual merits of their work.
TATI has established formal grievance procedures for addressing claims of unfair academic treatment by any
member of the campus community.
Our view of academic freedom incorporates the following principles:
1. The teacher is entitled to freedom in the classroom in discussing his/her subject, but she/he should be
careful not to introduce into her/his teaching controversial matter which has no relation to his/her subject.
Limitations of academic freedom because of religious or other aims of the institution should be clearly
stated in writing at the time of the appointment.
2. The college or university teacher is a citizen, a member of a learned profession, and an officer of an
educational institution. When she/he speaks or writes as a citizen, she/he should be free from institutional
censorship or discipline, but her/his special position in the community imposes obligations. As a person of
learning and an educational officer, she/he should remember that the public may judge her/his profession
and her/his institution by her/his utterances. Hence she/he should at all times be accurate, should
exercise appropriate restraint, should show respect for the opinions of others, and should make every
effort to indicate that she/he is not an institutional spokesperson.
Intellectual Products Policy
TATI makes every effort to adhere to the letter and the spirit of copyright and other laws regarding intellectual
property and requires all students, faculty and staff to do the same. Class handouts and notes distributed
by instructors are presumed to be the intellectual property of the instructors, except where otherwise
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noted. School documents, including the TATI Student Manual, course descriptions and class outlines are the
intellectual property of TATI. Duplication other than for educational purposes is prohibited without consent of
the copyright holder.
Intellectual products that are the result of for-hire activities by contracted employees of TATI, whether
instructors, supervisors, students or staff, remain the sole property of TATI, which retains full copyright for
such products. Thus the curriculum, course descriptions, course outlines and course materials (including
handouts, slides or other presentation materials and evaluation tools) are the property of TATI.
A student thesis or major project paper is the property of the student who wrote it although in future
publications it is a courtesy to cite, acknowledge or list as co-authors thesis and major project advisors and
readers.
Policy on Ethical Conduct in Research
1. TATI expects of its members (which include faculty, students and anyone working or associated with TATI),
the highest standards of ethical conduct in every aspect of research including applications, proposals, the
research itself, reports and publications. The term “research” is broadly defined and is intended to include
both scientific and non-scientific research.
2. It is neither possible nor desirable to foresee or to define what constitutes ethical conduct in all
circumstances. This policy leaves many such matters untouched: It does not, for example, apply to the
question of whether a certain kind or line of research is itself ethical.
3. TATI considers that the highest ethical standards in research would entail (although not exclusively):
• The accurate presentation and interpretation of experimental data and other factual information;
• Due acknowledgement to another’s work;
• The maintaining of confidentiality with respect to information supplied by another when requested and
appropriate use of that information in a manner authorized by the supplier of the information, and in
accordance with scholarly practice;
• The appropriate use and allocation of money or other resources supplied for research purposes.
4. The TATI Human Subjects Policy (see below) must be adhered to at all times.
Toronto Art Therapy Institute Policy: Research with Human Subjects
1. Every research project involving human subjects should be preceded by careful assessment of the inherent
risks in comparison to foreseeable benefits to the research subjects or to others.
2. The researcher must obtain legally effective informed consent in writing from all subjects and must allow
subjects to terminate their participation in research studies and major projects at any time. The signed
consent forms should be kept by the researcher in a safe setting (preferably locked) and can be destroyed
upon completion of the study. TATI consent forms must be utilized.
3. Students conducting research studies or major projects involving human subjects must respect the rights
and privacy of research subjects and assure that maximum confidentiality of personal information will be
maintained.
TATI students will usually complete their thesis or major project with the involvement of human subjects
(participants).
• Students must ensure that their participants are informed of all of the benefits and risks of taking part in a
research study or major project.
• Students must demonstrate that their clients are able to freely choose to be involved in a study or major
project without there being any element of coercion or pressure.
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• Students must demonstrate that their participants are stable medically and psychologically.
• Students must demonstrate that their participants have adequate support should they need to deal with
issues arising from their participation in the study or major project.
Academic Honesty Policy
To continue to graduate high quality students and to sustain our reputation as a leading institution, TATI must
have the highest standards of academic honesty. Academic honesty means that all persons associated with
TATI will conduct themselves in an honest and trustworthy manner in all aspects of their academic career.
Engaging in any form of academic dishonesty to obtain any type of academic advantage or credit is an offence
under this policy and will not be tolerated by the College.
Academic Honesty Offenses
Offences under this policy include but are not limited to cheating, plagiarism, falsification, impersonation,
misrepresentation and procurement.
Plagiarism
Plagiarism is defined as using someone else’s work (words, images, ideas, phrases, signatures or
computations) and presenting it as one’s own, instead of properly documenting every source.
Penalties
The penalty for a first academic honesty offence is a grade of “0” on the work in which the offence occurred,
and will result in a comment being placed on the transcript.
The penalty for the second academic honesty offence is an “F” in the subject where the offence occurred, a
second comment on the transcript and suspension from TATI for a time period determined by TATI, normally
for a minimum of four (4) semesters. When a student returns to TATI, he/she will be placed on Academic
Honesty Probation. Any further violation of the Academic Honesty policy will result in a TATI - initiated
mandatory withdrawal for academic purposes.
The student has the right to appeal the decision of TATI with respect to academic honesty. Evidence will
be kept on file. It is every student’s responsibility to familiarize him/herself with the proper procedure for
maintaining academic honesty through the TATI Student Manual.
Academic Honesty Procedure
Purpose
The following procedures are provided for the investigation and resolution of cases of alleged violations of the
TATI Policy on Academic Honesty.
Allegations of a breach of academic honesty in a course shall be dealt with by the instructor offering the
course. All allegations of breaches of academic honesty shall be communicated by the instructor, staff or
clinical supervisor, etc. to the Executive Director.
Initiating an Investigation of Potential Academic Misconduct
When a TATI member (TATI instructor, supervisor, thesis or major project advisor or reader or staff) becomes
aware of a possible violation of academic honesty, it is the responsibility of that TATI member to notify the
Executive Director and initiate an investigation of the matter.
It is the responsibility of the TATI member to collect or assist in the collection of the necessary information,
to participate in an exploratory meeting and to be prepared to act as a witness at any meeting concerning the
matter.
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SECTION 5: ACADEMIC FREEDOM AND INTEGRITY
If the TATI member decides to proceed with a formal complaint alleging a breach of academic honesty, the
complaint shall be submitted in writing to the Executive Director as soon as is reasonably possible. The
complaint shall contain a full, but concise, statement of the facts as perceived by the complainant and be
accompanied by all available supporting evidence.
Exploratory Meeting
When a complaint is received by the Executive Director, an exploratory meeting shall be arranged to determine
whether or not there are reasonable and probable grounds to proceed with a charge of breach of academic
honesty. At least seven calendar days’ written notice of the meeting and a brief description of the reason for
the meeting shall be provided. At this meeting, convened and chaired by the Executive Director, the student
may be accompanied by a representative and the TATI member may have another person present. If the
student elects not to attend the meeting, the meeting may proceed without the student present.
The exploratory meeting will result in one of the following:
1. It is agreed by all parties that no breach of academic honesty occurred. No records of the matter shall be
retained.
2. If the student wishes to admit to a breach of academic honesty but no agreement is reached on
recommended penalty, or the breach is a second or subsequent incident by the student, a document
signed by the student and the faculty member, which includes the admission, a summary of the matter and
individual submissions by the student and TATI member as to penalty shall be forwarded to the executive
director, who will arrange a hearing to determine penalty, to which the student and TATI member will be
invited.
3. If the student wishes to admit to a breach of academic honesty, a document signed by the student and the
TATI member which includes the admission, a summary of the matter and a joint submission as to penalty
shall be completed. In such cases, the agreed-upon penalty shall not exceed failure in the course although
another penalty may be decided upon.
4. If it is decided that sufficient grounds exist to proceed with a formal charge of academic misconduct and
the student does not admit to this alleged breach of academic honesty, a formal charge shall be prepared
and submitted to the Executive Director and the student. The charge shall contain a full, but concise,
statement of the facts as perceived by the complainant and be accompanied by all available supporting
evidence.
Formal Hearing
The Executive Director shall provide the student with a written copy of the charge, a copy of the materials
submitted by the TATI member which includes a summary of the evidence, a copy of the procedures to be
followed and not less than twenty-one calendar days’ written notice of the time and location of the hearing. If
the student wishes to file a written response to the charge, it must be received within fourteen calendar days
of the date on which the charge was sent to the student. TATI will send a copy of the student’s response to
the charge to the TATI member concerned. Both parties must inform the committee of their intention to call
witnesses and file names of these witnesses at least seven calendar days prior to the hearing.
Prior to the hearing, if a student acknowledges the accuracy of the charges, the student may waive the right to
a hearing by submitting a written statement that both admits guilt and waives the right to a hearing.
1. In this statement, the student may make submissions as to appropriate penalty and give reasons. If the
TATI member submitting the charge concurs with the penalty recommendation of the student, a jointly
signed submission will be forwarded to the Executive Director. In such cases, the agreed-upon penalty
shall not exceed failure in the course. Should the TATI member and Executive Director find that some
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other penalty would be more appropriate, or if the breach is a second or subsequent offence, they shall
determine another penalty of which the student will be informed.
2. If the TATI member and student do not agree on a recommended penalty, individual submissions as to
penalty shall be made by the student and TATI member to the Executive Director, who will arrange a
hearing with an Academic Honesty Committee (made up of TATI members) to determine penalty, to
which the student and TATI member will be invited. If the breach is a second or subsequent offence by the
student, a copy of the written decision from the prior offence(s) shall be provided by the Executive Director
to the Academic Honesty Committee, TATI member and student at the penalty hearing.
Only the committee members, and the TATI member, the student, and the Executive Director and each party’s
representative(s)/adviser(s) (who may be lawyers), and the witnesses may be present at a hearing. Committee
members shall be at “arms length” from the student charged with a breach of academic honesty. Committee
members are not at “arms length” if they have had a significant personal or professional relationship with
the student charged. Witnesses shall be present at the hearing only while testifying. Exceptions to this policy
may be made at the discretion of the committee. The chair of the committee has full authority to assure an
orderly and expeditious hearing. Any person who disrupts a hearing, or who fails to adhere to the rulings of the
committee may be required to leave.
The committee shall consider the facts and circumstances of the case and determine whether there has been
a breach of academic honesty. If a finding of academic misconduct is determined, the committee shall hear
submissions as to the appropriate penalty and then decide the penalty.
If a student fails to appear at a hearing after proper notice, the hearing may proceed, a decision may be
made and sanctions may be imposed, unless the student can establish, in advance of the hearing and to
the satisfaction of the committee, that there are circumstances beyond her or his control which make an
appearance impossible or unfairly burdensome.
Parties must be allowed a full and fair opportunity to present their evidence and to respond to the evidence
presented against them. Parties are allowed to cross-examine each other’s witnesses in matters related to the
charge. The committee has the discretion to make rulings as to admissibility of evidence or the suitability of
cross-examination. The committee is not bound by formal rules of evidence applicable in courts of law.
When the parties have presented all available relevant evidence and witnesses, each party may present a
final argument. Following this the parties shall be excused without further discussion. The committee shall
then enter into closed session to determine whether a breach of academic honesty has occurred. A finding of
academic misconduct supported by a majority of committee members shall be binding.
If the committee does not render a finding of academic misconduct, all records of the charge and hearing
will be held by TATI in the student’s file until such time as appeals procedures are exhausted or abandoned.
Thereafter, a record consisting of the complaint and the decision letter will be kept in the student’s file.
Following a finding of academic misconduct, the committee shall next allow both parties to make a
presentation as to suitable penalty. At this point the committee may be made aware of prior academic offences
in the student’s file. In such cases a copy of the written decision from the prior offence(s) shall be provided by
the Executive Director to the committee. The committee will again enter into closed session to decide upon
the sanction. A decision by the majority of the committee to impose a particular penalty shall be binding. The
decision of the committee must be communicated to the parties in writing, delivered by hand or by mail.
A record of the proceeding will be retained in the student’s file, and held for a time consistent with the TATI’s
records retention guidelines. The Record of the Proceeding shall include:
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SECTION 5: ACADEMIC FREEDOM AND INTEGRITY
the formal charge of academic misconduct and all documentary evidence filed with the faculty committee,
written response from the student to the charge, if any,
notice of the hearing, and
decision of the committee.
Order of Hearings on Academic Honesty
The following indicates the order in which an Academic Honesty committee should proceed when hearing a
charge of breach of academic honesty. The Academic Honesty Committee may alter the order in the interests
of fairness or in cases where multiple students are charged with related offences.
The Academic Honesty Committee Chair shall:
• Introduce the parties and members of the committee;
• Identify the nature of the case and evidence before the committee.
The TATI member’s case. The member shall:
• Briefly describe the case to be presented, in an opening statement;
• Present support for the charge through oral testimony of complainant and witnesses, and through
documentary evidence;
• The student (or her/his representative) may ask questions of each of the TATI member or their witnesses
at the close of that person’s testimony;
• The student (or her/his representative) may interrupt if clarity is required.
The student’s case:
• The student (or her/his representative) shall briefly reply and indicate main arguments in an opening
statement
• Present support for her/his case through oral testimony provided by her/himself;
• The TATI member may ask questions of each of the student’s witnesses at the close of that person’s testimony;
• Committee members normally ask questions at the end of each person’s testimony but may interrupt if
clarity is required.
The TATI member shall be allowed to present testimony or other evidence in reply to new issues raised in the
student’s case which were not raised in the original presentation.
At any time the committee may require other witnesses or the production of other written or documentary
evidence and may, if it sees fit, adjourn the hearing after allowing both parties the opportunity to speak to the
adjournment.
Following the presentation of evidence, the parties are entitled to make closing arguments and to summarize
briefly the main points of their cases, but no new evidence may be introduced. This will proceed in the
following order: the student (or her/his representative) followed by the TATI member.
The committee will move into closed session for deliberations and decision. If there is a finding of academic
misconduct, the committee will then consider submissions as to appropriate penalty. If the breach is a second
or subsequent offence the Chair shall provide the committee with a copy of the written decision from the prior
offence. Following the presentation of submissions on penalty by both parties, the committee will return to
closed session to decide on the appropriate penalty.
The written decision of the committee shall include:
• The names of committee members and all who appeared;
• A summary of the cases of the parties;
• The committee’s findings of fact, decision and reasons; and
• The route of appeal.
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Appeals
Appeals from decisions made by the Academic Honesty Committee shall be heard by an Appeals Board made
up of four members of the TATI Board of Directors. Members of the Appeals Board shall self-appoint. The
Appeals Board will appoint a Chair of the Appeals Board.
An appeal shall be made by filing with the Chair, within 21 days after the giving of notice of the decision of the
Academic Honesty Committee, a notice of appeal stating briefly the relief sought and the grounds upon which
the appeal is taken.
If the appellant wishes to refer in the argument of the appeal to the transcript of oral proceedings recorded
at the trial four copies of such transcript certified by the reporter or recorder thereof shall be ordered by and
normally at the expense of the student. A transcript of the entire proceedings shall be produced unless the
parties can agree to dispense with certain portions.
The Appeals Board shall have power:
1. To dismiss an appeal summarily and without formal hearing if it determines that the appeal is frivolous,
vexatious or without foundations;
2. In circumstances which the Appeals Board hearing the appeal consider to be exceptional, to order a new
hearing; and
3. In any other case, to affirm, reverse, quash, vary or modify the verdict, penalty or sanction appealed from
and substitute any verdict, penalty or sanction that could have been given or imposed at trial.
An appeal shall not be a trial de novo, but in circumstances which it considers to be exceptional, the Appeals
Board may allow the introduction of further evidence on appeal which was not available or was not adduced
at trail, in such manner and upon such terms as the members of the Appeals Board hearing the appeal may
direct.
Where it is considered to be warranted by the circumstances, the Appeals Board may in it its discretion, award
costs of any proceedings on appeal, and may make orders as to the party or parties to and by whom and the
amounts and manner in which such costs are to be paid.
An appeal operates as a stay of the decision appealed from unless the Chair of the Appeals Board otherwise
orders upon application by the accused.
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SECTION 6: STUDENT PROTECTION
SECTION 6: STUDENT PROTECTION
Overall Aims of the Policy
The TATI student recruitment policy defines the application process and eligibility requirements and ensures
fair and equal opportunity to all students.
Selection is based on clearly specified criteria available on the TATI website.
No candidate is excluded from the entry to the TATI program by reason of religious belief, political opinion,
racial group, gender, age, marital status, sexual orientation, disability or responsibility for dependents.
Selection Criteria
To attract and retain students from a wide and diverse community who have the potential to complete the TATI
program successfully and benefit from the experience.
Selection is based on a combination of academic criteria and personal experience.
Selection criteria are reviewed regularly in order to ensure their ongoing relevance to developing curricula and
teaching and learning practice, and in the light of changes in the applicant pool.
Due to the fact that TATI is the only art therapy training program in Ontario, only Canadian Citizens or people
with Landed Immigrant status are considered for entrance to the program.
Entrance Requirements
Students must have an undergraduate degree preferably with fine art and psychology credits, however, other
undergraduate degrees will be considered when the student has relevant personal or professional or volunteer
experience.
Disabled Applicants with Special Needs
TATI strives to be an inclusive learning environment and welcomes and encourages applications from persons
with special needs.
Admissions Procedures
Applications to each new program are accepted by mail and numbered in order of acceptance of a completed
application package. Applicants whose applications are complete are contacted to schedule personal
interviews. A decision is made as to the acceptance or rejection of each applicant after the personal interview.
This is communicated to the applicant. This process continues until the maximum number (12) of students are
accepted for a given start date and then the application process is closed.
Feedback to Unsuccessful Applicants
TATI will provide feedback on request to unsuccessful applicants. This will not constitute a reconsideration
of an application. Feedback will only refer to the selection criteria employed by the program and will only be
provided on receipt of a written request from the applicant.
Procedure for Applicants Disclosing a Criminal Record
TATI has a duty to ensure the safety of its students and staff. Where an applicant indicates a criminal record,
the applicant will first be judged against the academic and other criteria specified for the program. If the
application meets these criteria, the applicant will be assessed in order to ensure that neither the applicant nor
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the TATI community will be put at risk if the applicant enrolls in the TATI program. The applicant’s information
will be disclosed only to those who are involved in the consideration of the application and the applicant will be
kept informed during this process.
Policy Awareness
All policies relevant to students are included in the student manual. All other TATI policies and procedures are
available on site for students at any time.
Academic Calendar
PAGE NUMBER IN ACADEMIC CALENDAR
INFORMATION
1
TATI’s mission and goals statement
1
The history of TATI and its governance and academic structure
1
General description of the diploma program
3
Academic credentials of faculty and senior administration staff
4
Individual descriptions of all subjects in the diploma program and their credit value
Credit transfer
If a student has completed graduate level courses in art therapy at another graduate level art therapy training
program, they may be eligible for transfer of credits. Each case is assessed on an individual basis by TATI. This
information is located on the TATI website.
Prior Learning Assessment
All prior learning is assessed by the TATI Equivalency Committee.
Entrance Examinations
There are no entrance examinations at TATI.
Student Support and Services
TATI is willing to provide student support services such as referrals to counselling and tutorial support upon
request.
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S E C T I O N 7 : F I N A N C I A L S TA B I L I T Y
SECTION 7: FINANCIAL STABILITY
REPORTING AND AUDIT
Financial Audit Policy
An arms-length public accountant licensed in Ontario will be engaged at each Annual General Meeting to
audit TATI’s financial methods, performance and stability for the coming year. The auditor will prepare and
TATI will submit to the Ontario Ministry of Training, Colleges and Universities annual special purpose financial
statements for the previous fiscal year which identify the following for each program under consent:
•
•
•
•
Schedule of required tuition payments;
The gross tuition fee revenue collected;
The dates earned and unearned tuition fees were collected and the amount collected on such dates;
The amount of tuition earned each month.
The Board of Directors will receive and review the previous year’s general and special purpose financial
statements at each Annual General Meeting.
See attached Audited Financial Statement for 2010, 2011 and 2012 (Appendix 4).
BUSINESS PLANS
TATI intends to offer a Master of Arts in Art Therapy as early as May 2013 should the Ontario Ministry of
Training, Colleges and Universities grant TATI permission to do so. A five-year business plan follows:
Timeline for Proposed TATI Master of Arts in Art Therapy Program
DATES
ACTIONS
Date consent granted for Master of Arts in
Art Therapy
Training for instructors and supervisors begins; recruitment for students begins
May 2013
First cohort of 12 students
September 2013
Second cohort of 12 students
May 2014
Third cohort of 12 student
September 2014
Fourth cohort of 12 students
May 2015
Fifth cohort of 12 students
September 2015
Sixth cohort of 12 students
May 2016
Seventh cohort of 12 students
May 2016
Eighth cohort of 12 students
Financial Resources
Between 2009 and 2010 TATI’s financial resources grew by 42.7 % due to the program coming under new
leadership in July 2007. Between 2010 and 2011 our financial resources grew by 25 %. This growth was
maintained between 2011 and 2012 although a large amount of our resources went to a special project. The
current amount of tuition we take in quarterly is expected to remain steady providing TATI with the necessary
financial resources to deliver and sustain a Master of Arts in Art Therapy program upon consent by PEQAB. In
September of 2012, due to the large number of qualified applicants, we registered a double cohort of students
and will likely see our resources grow in the fiscal year of 2012-2013.
Sufficient Capital
Please see the attached financial statements for 2010-2011 and 2011-2012 prepared by our accountant. Our
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assets at the end of the 2012 fiscal year clearly indicate that we have sufficient capital for the initiation and
operation of the TATI Master of Arts in Art Therapy program.
Projection: Tuition Fee Collection (Table 1)
Projected Tuition Fees Collected in the First Year of the TATI Master of Arts in Art Therapy
This program is offered without any breaks, that is, students attend 12 months a year. May and September are
the months when students commence the program. Tuition Fees are paid in quarterly installments.
MONTH
TOTAL TUITION FEES COLLECTED
TOTAL TUITION FEES COLLECTED
IN MONTH, $K
TO DATE, $K
1
Total revenues from diploma program
Total revenues from diploma program
2
0
Total Revenues from Diploma Program
3
0
Total Revenues from Diploma Program
4
0
Total Revenues from Diploma Program
5
$45,000*
$45,000*
6
0
$45,000*
7
0
$45,000*
8
0
$45,000*
9
$45,000*
$90,000*
10
0
$90,000*
11
0
$90,000*
12
0
$90,000*
*plus total revenues from diploma program
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SECTION 8: DISPUTE RESOLUTION
SECTION 8: DISPUTE RESOLUTION
STUDENT COMPLAINT PROCEDURES
Introduction
The complaint procedure is designed to assist students who have perceive unfair and/or unlawful treatment.
A complaint of unfair and/or unlawful treatment formally charged by a student against an Institute employee,
in regard to the application of Institute rules, policies, procedures and regulations, should be resolved without
initiating the formal procedure, if at all possible.
Please note that it is generally beneficial to the student to discuss the problem with Institute personnel prior to
filing a formal complaint. The Executive Director is available to advise students.
Informal Procedure
A complaint should be raised and resolved as quickly as possible. Within fifteen (15) business days following
either the event which preceded the complaint, or within fifteen (15) business days of the time when the
student reasonably should have gained knowledge of the issue, the Institute employee involved should be
contacted by the student. A business day is defined as a Monday through Friday when the Institute is open. An
attempt should be made to resolve the complaint informally.
The first step is for the student to meet with the Institute employee involved.
Formal Procedure
LEVEL 1
If the matter cannot be resolved informally, the student may file a written complaint within ten (10) business
days following the verbal response from the Institute employee involved. The student should forward copies
of all correspondence and relevant documents along with a cover letter to Helene Burt, Executive Director,
at TATI, 66 Portland Street, Ste. 103, Toronto, Ontario, M5V 2M6. The written complaint should contain the
following:
1. A complete description of the complaint;
2. Any supporting documents; and
3. The redress (desired outcome) sought.
The student will be asked to make an oral presentation prior to a decision being made by TATI and may be
accompanied by an advisor or representative of his/her choice who may present on their behalf and at the
student’s expense at any level of the procedure. Minutes will be taken of any meetings held during the formal
procedure and copies will be provided to the student as well as kept on file at TATI.
The Executive Director has ten (10) business days to adjudicate the matter and reply in writing to the student
with a decision and the reasons for the decision.
LEVEL 2
If the student is not satisfied with the written response from LEVEL 1, he or she may appeal to the Chair of
the Board of Directors, Regina Cowan, 1313 - 140 Simcoe St., Toronto, Ontario, M5H 4E9. This appeal must
be made within ten (10) business days after the reply from LEVEL 1. The student should forward copies of all
correspondence and relevant documents from LEVEL 1 along with a cover letter, to the President. The President
has ten (10) business days to adjudicate the matter and reply in writing to the student.
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LEVEL 3
If the student is not satisfied with the written response from LEVEL 2, he or she may contact the
Superintendent of Private Career Colleges in the Ontario Ministry of Training, Colleges and Universities.
General Guidelines
The student filing a complaint may be accompanied by an advisor or representative who may present on his
or her behalf and at the student’s expense at any level of the procedure. The student may not be represented
in these discussions by an attorney-at-law without prior written approval and a TATI legal council may also be
present.
Revision of the deadlines for filing appeals and providing written responses may be made due to extenuating
circumstances such as vacations or illnesses. If the deadlines are changed by either party, the respective
employee should inform the student of the receipt of the complaint and give an estimated date of the final
reply.
Copies of the Chair’s decision will be sent to the appropriate Institute employees at LEVELS 1 and 2.
Students will be provided with a copy of the complaint, and submissions filed and the decision made.
TATI will maintain a record of every student complaint for a period of at least three years from the date of the
decision, including a copy of the student complaint, any submissions or minutes filed and the decision.
STAFF COMPLAINT PROCEDURES
Introduction
The complaint procedure is designed to assist staff who have perception of unfair and/or unlawful treatment.
A complaint of unfair and/or unlawful treatment formally charged by a staff member against an Institute
employee, in regard to the application of Institute rules, policies, procedures and regulations, should be
resolved without initiating the formal procedure, if at all possible.
Please note that it is generally beneficial to the staff to discuss the problem with Institute personnel prior to
filing a formal complaint. The Executive Director is available to advise staff.
Informal Procedure
A complaint should be raised and resolved as quickly as possible. Within fifteen (15) business days following
either the event which preceded the complaint, or within fifteen (15) business days of the time when the staff
reasonably should have gained knowledge of the issue, the Institute employee involved should be contacted by
the staff. A business day is defined as a Monday through Friday when the Institute is open. An attempt should
be made to resolve the complaint informally.
The first step is for the staff to meet with the Institute employee involved.
Formal Procedure
LEVEL 1
If the matter cannot be resolved informally, the staff may file a written complaint within ten (10) business
days following the verbal response from the Institute employee involved. The staff should forward copies of all
correspondence and relevant documents along with a cover letter to Helene Burt, Executive Director, at TATI,
66 Portland Street, Ste. 103, Toronto, Ontario, M5V 2M6. The written complaint should contain the following:
1. A complete description of the complaint;
2. Any supporting documents; and
3. The redress (desired outcome) sought.
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The staff will be asked to make an oral presentation prior to a decision being made by TATI and may be
accompanied by an advisor or representative of his/her choice who may present on their behalf and at the
staff’s expense at any level of the procedure. Minutes will be taken of any meetings held during the formal
procedure and copies will be provided to the staff as well as kept on file at TATI.
The Executive Director has ten (10) business days to adjudicate the matter and reply in writing to the staff with
a decision and the reasons for the decision.
LEVEL 2
If the staff is not satisfied with the written response from LEVEL 1, he or she may appeal to the Chair of the
Board of Directors, Regina Cowan, 1313 - 140 Simcoe St., Toronto, Ontario, M5H 4E9. This appeal must
be made within ten (10) business days after the reply from LEVEL 1. The staff should forward copies of all
correspondence and relevant documents from LEVEL 1 along with a cover letter, to the President. The President
has ten (10) business days to adjudicate the matter and reply in writing to the staff.
LEVEL 3
If the staff is not satisfied with the written response from LEVEL 2, he or she may contact the Superintendent
of Private Career Colleges in the Ontario Ministry of Training, Colleges and Universities.
General Guidelines
The staff filing a complaint may be accompanied by an advisor or representative of his or her choice who
may present on their behalf and at the staff’s expense at any level of the procedure. The staff may not be
represented in these discussions by an attorney-at-law without prior written approval and a TATI legal council
also present.
Revision of the deadlines for filing appeals and providing written responses may be made due to extenuating
circumstances such as vacations or illnesses. If the deadlines are changed by either party, the respective
employee should inform the staff of the receipt of the complaint and give an estimated date of the final reply.
Copies of the President’s decision will be sent to the appropriate Institute employees at LEVELS 1 and 2.
Staff will be provided with a copy of the complaint, and submissions filed and the decision made.
TATI will maintain a record of every staff complaint for a period of at least three years from the date of the
decision, including a copy of the staff complaint, any submissions or minutes filed and the decision.
Procedures and policies regarding disputes over academic honesty are covered in the above section 9 entitled
“Academic Honesty”.
Policy Implementation and Awareness
Dispute resolution policies are outlined in the TATI Policy and Procedures Manual which all TATI members are
given and asked to read. Members are asked to sign a form stating that they have read it.
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SECTION 9: ORGANIZATION EVALUATION
Annual Organization Evaluation
On an annual basis, TATI will take part in and prepare an Organizational Evaluation reviewing the learning,
research, scholarly and applied activities of the TATI instructors, students and administration. The
Organization Evaluation will include the following:
•
•
•
•
•
Complaints and grievances; external networking; accreditation information
Financial and accounting information including revenue trends and fulfillment of budget projections
Annual retention and graduation figures; enrollment trends
Annual review of operations and space
Review of admissions and development including sources of potential student contacts, ratio of contacts
to applications and of applications to admissions, trends within the profession of art therapy, new program
development
• Review of information technology and the degree of satisfaction with current hardware, software,
equipment
The annual Organization Evaluation will also include an evaluation of Program Quality. These procedures
address the goals and principles of TATI; the structure of the curriculum in terms of the adequacy of the course
offerings and relationship to further graduate or educational and occupational goals; the extent to which
individual courses meet their stated goals; an assessment of the appropriateness of faculty size, diversity and
expertise; and the utilization of and satisfaction with the TATI physical plant.
The Organization Evaluation will be presented to the TATI Board of Directors for approval at the Annual
General Meeting to be held no later than five months after the end of each fiscal year.
Following the granting of consent for the TATI Master of Arts in Art Therapy Program and preceding the
subsequent review for consent, TATI will engage in a Five Year Organization Review which will review the
previous five years of TATI’s organization and development.
Five Year Organizational Evaluation
Every five years TATI will conduct a Five-Year Organizational Evaluation to review our operational and
administrative policies and procedures.
The Five-Year Organizational Evaluation will investigate the following areas of the organization in a thorough
manner:
1.
2.
3.
4.
5.
6.
7.
8.
Mission Statement and Academic Goals
Administrative Capacity
Ethical Conduct
Academic Freedom and Integrity
Student Protection
Financial Viability
Dispute Resolution
Organization Evaluation
The Five-Year Organizational Evaluation will include a Self Study. No less than 18 months preceding the due
date for a Self Study the Executive Director will appoint a chair of the Self Study Committee. The chair will
select members of the TATI community such as students, alumni, instructors, supervisors and staff to serve on
the committee.
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S E C T I O N 9 : O R G A N I Z AT I O N E VA L U AT I O N
Self Study
The Self Study will gather information that will enable an assessment of aspects of the program according to
the following criteria:
1. Continuing consistency of the program with the organization’s mission, academic goals and long-range
plan;
2. Learning outcome achievements of students and graduates by comparison with
• the program’s stated learning outcome goals and standards;
• the degree –level standard;
• the opinions of employers, students and graduates;
• the standards of any related regulatory, accrediting or professional association.
3. Measures of
• graduate employment rates,
• graduate satisfaction level,
• employer satisfaction level,
• student satisfaction level,
• graduation rate.
4. Evidence of the continuing relevance of the program to the field of practice it serves, including evidence of
revisions made to adapt to changes in the field of practice;
5. Evidence of the continuing appropriateness of the method of delivery and curriculum for the program’s
educational goals and standards;
6. Evidence of the continuing appropriateness of admission requirements (i.e. achievement level, subject
preparation, personal experience) for the program’s educational goals and standards;
7. Evidence of the continuing appropriateness of the program’s structure, method of delivery and curriculum
for its educational goals and standards;
8. Evidence of the continuing adequacy of the methods used for evaluating student progress and
achievement;
9. Evidence of the efficient and effective utilization of existing human, physical, technological and financial
resources;
10. Indicators of faculty performance, including the quality of teaching and supervision and demonstrable
experience in the field of specialization; and
11. Examples of individual student work in the final stage of the program that reflects exemplary, average, and
minimally acceptable performance and demonstrates that the degree level standard has been achieved.
The Self Study Committee will compile the above information and make it available to the Program Evaluation
Committee according to the schedule set by the Program Evaluation Committee in consultation with the
Executive Director and the Self Study Committee.
Program Evaluation Committee
The Executive Director will appoint a committee of no fewer than three members, a majority of whom must be
academic peers with relevant expertise from outside the institution and free of any conflict of interest. This will
be the Program Evaluation Committee. The Program Evaluation Committee will appoint one member to be the
Chair of the Committee.
The Program Evaluation Committee evaluates the program on an examination of the Self Study and information
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gathered from on-site meetings with faculty members, students, graduates, employers and administrators.
The overall purpose of the Program Evaluation Committee is to assess the quality of the program under review
and to make recommendation for strengthening that quality. The resulting assessment and recommendations
are contained in a report addressed to the Executive Director.
Report of the Committee
The Executive Director shares the report by the Program Evaluation Committee with the Board of Directors
and consults with any relevant bodies internal or external to TATI in order to design a plan of action to address
recommendations contained in the report. The report and action plan are then shared with the Board of
Directors as soon as completed and shared with all TATI members at the next AGM.
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SECTION 10: POLICIES AND PROCEDURES MANUAL
SECTION 10: POLICIES AND PROCEDURES MANUAL
TORONTO ART THERAPY INSTITUTE POLICIES AND PROCEDURES
FEBRUARY 5, 2013
Table of Contents
A. TATI BY-LAWS
B. B-1. B-2. B-3. B-4. B-5. B-6. B-7. B-8. B-9. B-10. B-11. B-12. B-13. B-14. B-15. B-16. B-17. B-18. B-19. GENERAL POLICIES
Academic Freedom Policy
Academic Goals
Academic Honesty Policy
Child Protection Reporting
Code of Behaviour of on Academic Matters
Copyright of Course Outlines, Lectures and Materials
Credit Transfer
Curriculum Development
Emergency Procedures
Ethical Conduct Statement
Group Art Therapy Experiential Class
Intellectual Products Policy
Prior Learning Assessment
Proficiency in English
Scholarly Referencing
Student Recruitment
Student Support and Services
Succession Planning
Program Evaluation Policies:
Annual Organization Evaluation
Five Year Organizational Evaluation
C. C-1. C-2. C-3. OPERATIONS
Accessibility for People with Disability
Disruptions in Service
Service Animals
D. FINANCIAL POLICIES
D-1. Financial Audit
E. E-1. E-2. E-3. E-4. E-5. STUDENT POLICIES
Assignment Submission
Attendance Policy
Probationary Period and Dismissal Policy
Interruption or Termination of Training Policy
Vacation and Holiday from Practicum Policy
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SECTION 10: POLICIES AND PROCEDURES MANUAL
F. F-1. F-2. F-3. F-4. INSTRUCTOR POLICIES
Invoice Policy
Photocopying of Readings Policy
Thesis and Major Project Advisement Policy
Grading Policy
G. G-1. G-2. G-3. PRACTICUM
Practicum Site Acceptance of Student
Practicum Site’s Responsibilitie
Role of Practicum Coordinator and Practicum Supervisors (On-Site and Off-Site)
H. SUPERVISION
H-1. Amount of Clinical Supervision Hours Required for Students in Practicum
H-2. Clinical Supervision for Students Conducting Thesis or Major Project Policy
H-3. Cancellation of Supervision Sessions
I. I-1. I-2. I-3. THESIS AND MAJOR PROJECT
Research with Human Subjects
Statement on Ethical Conduct in Research
Thesis or Major Project Extensions
J. J-1. BURSARIES AND SCHOLARSHIPS
Ann Francis Oakes Bursary
K. COMPLAINT PROCEDURES
K-1. Student Complaint Procedure
K-2. Staff Complaint Procedure
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SECTION 10: POLICIES AND PROCEDURES MANUAL
A. TATI BY-LAWS
BY-LAW NO. 1
A by-law relating generally to the
transaction of the business and affairs of
TORONTO ART THERAPY INSTITUTE
BE IT ENACTED as by-law of Toronto Art Therapy Institute (hereinafter referred to as the “Corporation”) as
follows:
HEAD OFFICE
1. The head office of the corporation shall be in the City of Toronto.
SEAL
2. The corporate seal of the corporation Toronto Art Therapy Institute shall be in the form impressed hereon.
MEETING OF DIRECTORS
3. The ANNUAL MEETING of the Directors shall be in the City of Toronto in the Spring of each year. The
Chairperson will call the Annual meeting.
APPOINTMENT OF AUDITORS
4. At the Annual Meeting, the Directors shall appoint an auditor to hold office until the next annual meeting.
The Auditor shall make such examinations as will enable him or her to present a report to the Directors on the
financial statement at the Annual Meeting.
5. SPECIAL MEETING - The board or Chairperson who is a Director shall have power at any time to call a
special meeting of the Directors to be held at such a time and place as may be determined by the board or the
person calling the meeting. The phrase “special meeting of the Directors”, shall include any meeting of the
directors as well as an annual meeting of the Directors.
6. NOTICES - Notice of the time and place of each meeting shall be given not less than 10 days before the day
on which the meeting is to be held.
DIRECTORS
7. POWER OF DIRECTORS - The affairs of the corporation shall be managed by its Board of Directors. Until
changed by special resolution or supplementary letters patent. The number of directors shall be at least three
and not more than ten; a quorum for the transaction of business at any meeting of the Directors shall be a
majority of the existing number of Directors. Notwithstanding vacancies, remaining directors may exercise all
the powers of the Board so long as a quorum of the board remains in office.
8. QUALIFICATIONS - Each Director shall not be less than 21 years of age.
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SECTION 10: POLICIES AND PROCEDURES MANUAL
9. ELECTION AND TERM - Directors shall be elected yearly to hold office until the next Annual Meeting of the
Directors and until their successors shall have been duly elected. The whole board shall be elected at each
annual meeting and all the Directors, then in office, shall retire but, if qualified, are eligible for re-election.
10. REMUNERATION - The Directors shall perform their duties without remuneration and no Director
shall directly or indirectly receive any profit from the position of Director; however, a Director may be paid
reasonable expenses in the performance of the Director’s duties, at the discretion of the Board.
11. ATTENDANCE - If a Director misses four consecutive meetings, without a valid reason, they are removed
from the Board.
12. REMOVAL - The Directors, at a general meeting, may remove a Director with two-thirds of votes cast and
may by a majority of votes cast at the meeting, elect another person for the remaining term.
13. VACANCIES - Vacancies in the board may be filled for the remainder of the term of office by a quorum of
the Directors at a regular meeting.
14. CALLING OF MEETINGS - Meetings of the Board shall be held as deemed by the Chairperson or any two
directors.
15. REGULAR MEETINGS - The Board shall set regular quarterly meetings advising the Directors of the date
and place.
16. PLACE OF MEETING - The Head Office of the Corporation.
17. VOTES TO GOVERN - At all meetings of the Board, every question shall be decided by the majority of the
votes cast and in the case of an equality of votes, the Chairperson of the meeting shall be entitled to a second
or casting vote.
18. LIMITATION OF AUTHORITY OF INDIVIDUAL DIRECTORS AND OFFICERS - No Director or officer,
without the authority of the Board of Directors, evidenced by a resolution passed at a meeting thereof, shall
enter into a contract on behalf of the corporation.
19. CONFLICT OF INTEREST
(a) Employee - No person who is a paid employee (including “part-time” employee) of the corporation shall
be permitted to hold office within the corporation or sit on the Board of Directors of the corporation until such
time as two years have elapsed since the cessation of paid employment.
(b) Directors and Committee Members - Every Director of the corporation who is in any way directly or
indirectly interested in a proposed contract or a contract with the company shall declare his or her interest at
the meeting of the board. Such director should not be in attendance at the meeting and such director should
not be eligible to vote.
(c) An individual is not eligible to serve on the board if any family member is employed by the corporation
(including “part-time” employee).
(d) No more than one family member from the same family membership shall be eligible to serve on the Board
of Directors at the same time. A family member includes a spouse (husband or wife), a same-sex partner,
son/daughter, stepson/stepdaughter or a sibling.
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SECTION 10: POLICIES AND PROCEDURES MANUAL
20. FOR THE PROTECTION OF DIRECTORS AND OFFICERS - No Director or Officer of the corporation
shall be liable for the act, receipts neglects or defaults of any other Director or Officer or employee or for
joining in any receipt or act for conformity or for any loss, damage, or expense happening to the corporation
through the insufficiency or deficiency of title to any property acquired by the corporation or for or on behalf
of the corporation or for the insufficiency or deficiency of any security in or upon which any of the monies
of or belonging to the corporation shall be placed out or invested or for any loss or damage arising from
the bankruptcy, insolvency or tortious act of any person, firm or corporation including any person, firm or
corporation, with whom or which any monies, securities or effects shall be lodged or deposited or for any loss,
conversion, misapplication or misappropriations of or any damage resulting from any dealings with any monies,
securities or affects shall be lodged or deposited for any loss, conversion, misapplication or misappropriations
of or any damage resulting from any dealings with monies or assets belonging to the corporation or for any loss
or damage or misfortunate whatever which may happen in the execution of the duties or his or her respective
office of trust or in relation thereto, unless the same shall happen by or through his or her failure to exercise the
powers and to discharge the duties of his or her office honestly in good faith, with a view to the best interest
of the corporation, and in connection therewith to exercise the care, diligence and skill that are reasonably
prudent person would exercise in comparable circumstances, provided that nothing herein contained shall
relieve a Director or Officer from the duty to act in accordance with the Corporation’s act or relieve him or her
from liability under that act.
21. INDEMNIFICATION OF OFFICERS AND DIRECTORS - Every Director and Officer of the corporation and
every member of the committee and their heirs, personal representatives, estate and affects respectively, shall
from time to time and at all times, be indemnified and saved harmless out of the funds of the Corporation from
and against:
(1) all costs, charges and expenses whatsoever which such Director, Officer or member of a committee
sustains or incurs in or about any action, suit or proceeding which is brought, commenced or prosecuted
against them, for or in respect of any act, deed, matter or thing whatsoever, made, done or permitted by them
in or relating to the execution of duties of their office; and
(2) all other costs, charges and expenses that they sustain or incur in or relating to the affairs of the
Corporation;
except such costs, charges or expenses as are occasioned by their own willful neglect, misconduct or default.
No Director or Officer of the Corporation or member of a committee shall be liable for, without limiting
the generality of the following, the acts, receipts, neglects, or defaults of any other Director or Officer or
committee member or for any loss or expense happening to the Corporation due to the insufficiency or
deficiency of any security in or upon which any of the monies of the Corporation shall be invested, or for any
loss or damage arising from the bankruptcy, insolvency or tortious act of any person with whom any of the
monies, securities of effect of the Corporation shall be deposited, or for any loss occasioned by any error of
the judgment or oversight on their part, or for any other loss, damage or misfortune whatsoever which shall
happen in the execution of the duties of their office or in relation thereto unless the same shall happen through
their own dishonesty.
22. CHAIRPERSON OF THE BOARD OF DIRECTORS - The Chairperson of the Board of Directors shall be
elected yearly until the next Annual Meeting of the Board; the chairperson of the Board of Directors shall be
chosen from the Board of Directors.
23. AMENDMENT TO CONSTITUTION AND BY-LAWS - The Directors may, at any time alter or amend the
constitution or by-laws of the corporation by a majority vote.
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OFFICERS
24. ELECTED OFFICERS - At the annual meeting of the Board, after the election of Directors, the Board shall
elect from its members a Chairperson, and such other officers as the Board by resolution decides.
25. APPOINTED OFFICERS - At the meeting of the Board which will follow the Annual Meeting, the Board shall
appoint a Secretary and Treasurer and such other officers as the Board may determine. The same person may
hold both the office of secretary and treasurer and will be known as secretary-treasurer.
ENACTED by the Directors of the Toronto Art Therapy Institute on the 31st day of
July 2003.
Rev. July 31, 2003
B. GENERAL POLICIES
B-1. Academic Freedom Policy
TATI affirms the vital role of diverse perspectives in helping students to develop their own knowledge and
their ability to evaluate knowledge claims critically. The administration, faculty, staff and students share
responsibility for fostering a climate that is favorable to the free exchange of ideas and to the examination of
conflicting ideas and interpretations using generally accepted disciplinary standards of inquiry. Freedom of
speech and expression extends to all members of the academic community, subject to commonly accepted
constitutional limits on speech that is libelous or slanderous, incites violence, or discriminates against or
harasses others.
Academic freedom is essential to the integrity of intellectual inquiry and scholarly criticism, to the
dissemination of knowledge, and to the search for truth and wisdom. It is the foundation upon which all of the
intellectual activity of the TATI rests. Faculty members are free to pursue scholarly interests without fear of
censure, discipline, or reprisal. This freedom extends to the display, publication, and performance of creative
work. Faculty may speak freely on all matters of college governance, and may speak, work, or act as an
individual in the public arena without fear of institutional discipline or restraint.
A fundamental goal of TATI’s program is the development of students’ skills of analysis and critical inquiry.
To this end, faculty are free to teach and discuss any aspect of a given topic pertinent to the course being
taught as a means of teaching students to explore and evaluate competing perspectives and interpretations
as they learn to assemble their own informed judgments. Faculty have a concomitant responsibility to teach
students to evaluate knowledge claims using standards of evidence accepted in their respective disciplines,
and to promote respect for competing views offered by others. Students have the right to a safe classroom
environment in which they can explore controversial ideas in an atmosphere characterized by openness,
tolerance and civility, and where they will be graded only on the intellectual merits of their work.
TATI has established formal grievance procedures for addressing claims of unfair academic treatment by any
member of the campus community.
Our view of academic freedom incorporates the following principles:
1. The teacher is entitled to freedom in the classroom in discussing [his/her] subject, but she/he should be
careful not to introduce into her/his teaching controversial matter which has no relation to his/her subject.
Limitations of academic freedom because of religious or other aims of the institution should be clearly
stated in writing at the time of the appointment.
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2. The college or university teacher is a citizen, a member of a learned profession, and an officer of an
educational institution. When she/he speaks or writes as a citizen, she/he should be free from institutional
censorship or discipline, but her/his special position in the community imposes obligations. As a person of
learning and an educational officer, she/he should remember that the public may judge her/his profession
and her/his institution by her/his utterances. Hence she/he should at all times be accurate, should
exercise appropriate restraint, should show respect for the opinions of others, and should make every
effort to indicate that she/he is not an institutional spokesperson.
B-2. Toronto Art Therapy Institute Academic Goals
The academic goals of the Toronto Art Therapy Institute are:
Goal 1: To continue to be a distinguished private career college, with an uncompromising commitment to
providing a preeminent student-centered learning experience to its students and to actively participating in the
communities we are privileged to serve.
Goal 2: To continue to be an innovative and progressive program that educates its students to become
compassionate, competent and well-rounded art therapists prepared for supervised practice.
Goal 3: To provide an environment that fosters collegiality, ethical practice and professionalism among
students, faculty and allied health professionals to produce art therapists capable of working cooperatively
within a team of health care providers.
Goal 4: To facilitate the acquisition of clinical problem solving skills through the use of clinical presentations,
early contact with patients and clients, and integration of the wide range of clinical art therapy theory.
Goal 5: To prepare students to remain competent throughout their career, being able to appraise new art
therapy information and thoughtfully modify their practice accordingly.
Goal 6. To continue to support the growth of the profession of Art Therapy in Canada.
Goal 7. To continue to support research in the field of Art Therapy in Canada.
Goal 8. To continue to provide Art Therapy services to a wide range of non-profit agencies and a wide range of
populations in need of such services through our student practicum.
B-3. Academic Honesty Policy
To continue to graduate high quality students and to sustain our reputation as a leading institution, TATI must
have the highest standards of academic honesty. Academic honesty means that all persons associated with
TATI will conduct themselves in an honest and trustworthy manner in all aspects of their academic career.
Engaging in any form of academic dishonesty to obtain any type of academic advantage or credit is an offence
under this policy and will not be tolerated by the College.
Academic Honesty Offenses
Offences under this policy include but are not limited to cheating, plagiarism, falsification, impersonation,
misrepresentation and procurement.
Plagiarism
Plagiarism is defined as using someone else’s work (words, images, ideas, phrases, signatures, or
computations) and presenting it as one’s own, instead of properly documenting every source.
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Penalties
The penalty for a first academic honesty offence is a grade of “0” on the work in which the offence occurred,
and will result in a comment being placed on the transcript.
The penalty for the second academic honesty offence is an “F” in the subject where the offence occurred,
a second comment on the transcript and suspension from TATI for a time period determined by TATI,
normally for a minimum of four (4) semesters. When a student returns to the TATI, he/she will be placed on
Academic Honesty Probation. Any further violation of the Academic Honesty policy will result in TATI initiated
mandatory withdrawal for academic purposes.
The student has the right to appeal the decision of TATI with respect to academic honesty. Evidence will
be kept on file. It is every student’s responsibility to familiarize him/herself with the proper procedure for
maintaining academic honesty through the TATI Student Manual.
Academic Honesty Procedure
Purpose
The following procedures are provided for the investigation and resolution of cases of alleged violations of the
TATI Policy on Academic Honesty
• Allegations of a breach of academic honesty in a course shall be dealt with by the Instructor offering the
course.
• All allegations of breaches of academic honesty shall be communicated by the instructor, staff, or clinical
supervisor, etc. to the TATI Executive Director.
Initiating an Investigation of Potential Academic Misconduct
When a TATI member (TATI instructor, supervisor, thesis or major project advisor or reader or staff) becomes
aware of a possible violation of academic honesty, it is the responsibility of that TATI member to notify the
Executive Director and initiate an investigation of the matter.
It is the responsibility of the TATI member to collect or assist in the collection of the necessary information,
to participate in an exploratory meeting and to be prepared to act as a witness at any meeting concerning the
matter.
If the TATI member decides to proceed with a formal complaint alleging a breach of academic honesty, the
complaint shall be submitted in writing to the Executive Director as soon as is reasonably possible. The
complaint shall contain a full, but concise, statement of the facts as perceived by the complainant and be
accompanied by all available supporting evidence.
Exploratory Meeting
When a complaint is received by the Executive Director an exploratory meeting shall be arranged to determine
whether or not there are reasonable and probable grounds to proceed with a charge of breach of academic
honesty. At least seven calendar days written notice of the meeting and a brief description of the reason for the
meeting shall be provided. At this meeting, convened and chaired by the executive director, the student may be
accompanied by a representative and the TATI member may have another person present. If the student elects
not to attend the meeting, the meeting may proceed without the student present.
The exploratory meeting will result in one of the following:
i)It is agreed by all parties that no breach of academic honesty occurred. No records of the matter shall be
retained.
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ii) If the student wishes to admit to a breach of academic honesty but no agreement is reached on
recommended penalty, or the breach is a second or subsequent incident by the student, a document
signed by the student and the faculty member, which includes the admission, a summary of the matter and
individual submissions by the student and TATI member as to penalty shall be forwarded to the executive
director, who will arrange a hearing to determine penalty, to which the student and TATI member will be
invited.
iii) If the student wishes to admit to a breach of academic honesty, a document signed by the student and the
TATI member which includes the admission, a summary of the matter and a joint submission as to penalty
shall be completed. In such cases, the agreed-upon penalty shall not exceed failure in the course although
other another penalty may be decided upon.
iv) If it is decided that sufficient grounds exist to proceed with a formal charge of academic misconduct and
the student does not admit to this alleged breach of academic honesty, a formal charge shall be prepared
and submitted to the Executive Director and the student. The charge shall contain a full, but concise,
statement of the facts as perceived by the complainant and be accompanied by all available supporting
evidence.
Formal Hearing
The executive director shall provide the student with a written copy of the charge, a copy of the materials
submitted by the TATI member which includes a summary of the evidence, a copy of the procedures to be
followed and not less than twenty-one calendar days’ written notice of the time and location of the hearing. If
the student wishes to file a written response to the charge, it must be received within fourteen calendar days
of the date on which the charge was sent to the student. TATI will send a copy of the student’s response to
the charge to the TATI member concerned. Both parties must inform the committee of their intention to call
witnesses and file names of these witnesses at least seven calendar days prior to the hearing.
Prior to the hearing, if a student acknowledges the accuracy of the charges, the student may waive the right to
a hearing by submitting a written statement that both admits guilt and waives the right to a hearing.
i) In this statement, the student may make submissions as to appropriate penalty and give reasons. If the
TATI member submitting the charge concurs with the penalty recommendation of the student, a jointly
signed submission will be forwarded to the Executive Director. In such cases, the agreed-upon penalty
shall not exceed failure in the course. Should the TATI member and Executive Director find that some
other penalty would be more appropriate, or if the breach is a second or subsequent offence, they shall
determine another penalty of which the student will be informed.
ii) If the TATI member and student do not agree on a recommended penalty, individual submissions as to
penalty shall be made by the student and TATI member to the Executive Director, who will arrange a
hearing with an Academic Honesty Committee (made up of TATI members) to determine penalty, to
which the student and TATI member will be invited. If the breach is a second or subsequent offence by the
student, a copy of the written decision from the prior offence(s) shall be provided by the Executive Director
to the Academic Honesty Committee, TATI member and student at the penalty hearing.
Only the committee members, and the TATI member, the student, and the Executive Director and each
party’s representative(s) / adviser(s) (who may be lawyers), and the witnesses may be present at a hearing.
Committee members shall be at “arms length” from the student charged with a breach of academic honesty.
Committee members are not at “arms length” if they have had a significant personal or professional
relationship with the student charged. Witnesses shall be present at the hearing only while testifying.
Exceptions to this policy may be made at the discretion of the committee. The Chair of the committee has
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full authority to assure an orderly and expeditious hearing. Any person who disrupts a hearing, or who fails to
adhere to the rulings of the committee may be required to leave.
The committee shall consider the facts and circumstances of the case and determine whether there has been
a breach of academic honesty. If a finding of academic misconduct is determined, the committee shall hear
submissions as to the appropriate penalty and then decide the penalty.
If a student fails to appear at a hearing after proper notice, the hearing may proceed, a decision may be
made and sanctions may be imposed, unless the student can establish, in advance of the hearing and to
the satisfaction of the committee, that there are circumstances beyond her or his control which make an
appearance impossible or unfairly burdensome.
Parties must be allowed a full and fair opportunity to present their evidence and to respond to the evidence
presented against them. Parties are allowed to cross-examine each other’s witnesses in matters related to the
charge. The committee has the discretion to make rulings as to admissibility of evidence or the suitability of
cross-examination. The committee is not bound by formal rules of evidence applicable in courts of law.
When the parties have presented all available relevant evidence and witnesses, each party may present a
final argument. Following this the parties shall be excused without further discussion. The committee shall
then enter into closed session to determine whether a breach of academic honesty has occurred. A finding of
academic misconduct supported by a majority of committee members shall be binding.
If the committee does not render a finding of academic misconduct, all records of the charge and hearing
will be held by TATI in the student’s file until such time as appeals procedures are exhausted or abandoned.
Thereafter, a record consisting of the complaint and the decision letter will be kept in the student’s file.
Following a finding of academic misconduct, the committee shall next allow both parties to make a
presentation as to suitable penalty. At this point the committee may be made aware of prior academic offences
in the student’s file. In such cases a copy of the written decision from the prior offence(s) shall be provided by
the executive director to the committee. The committee will again enter into closed session to decide upon
the sanction. A decision by the majority of the committee to impose a particular penalty shall be binding. The
decision of the committee must be communicated to the parties in writing, delivered by hand or by mail.
A record of the proceeding will be retained in the student’s file, and held for a time consistent with the TATI’s
records retention guidelines. The Record of the Proceeding shall include:
• the formal charge of academic misconduct and all documentary evidence filed with the Faculty committee
• written response from the student to the charge, if any
• notice of the Hearing
• decision of the committee.
Order of Hearings on Academic Honesty
The following indicates the order in which an Academic Honesty committee should proceed when hearing a
charge of breach of academic honesty. The Academic Honesty Committee may alter the order in the interests
of fairness or in cases where multiple students are charged with related offences.
The Academic Honesty Committee Chair shall:
• introduce the parties and members of the committee;
• identify the nature of the case and evidence before the committee.
The TATI member’s case:
• briefly describe the case to be presented, in an opening statement;
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• and through documentary evidence; present support for the charge through oral testimony of complainant
and witnesses, and through documentary evidence;
• the student (or her/his representative) may ask questions of each of the TATI member or their witnesses at
the close of that person’s testimony;
• may interrupt if clarity is required.
The student’s case:
• the student (or her/his representative) shall briefly reply and indicate main arguments in an opening
statement
• present support for her/his case through oral testimony provided by her/himself;
• the TATI member may ask questions of each of the student’s witnesses at the close of that person’s
testimony;
• committee members normally ask questions at the end of each person’s testimony but may interrupt if
clarity is required.
The TATI member shall be allowed to present testimony or other evidence in reply to new issues raised in the
student’s case which were not raised in the original presentation.
At any time the committee may require other witnesses or the production of other written or documentary
evidence and may, if it sees fit, adjourn the hearing after allowing both parties the opportunity to speak to the
adjournment.
Following the presentation of evidence, the parties are entitled to make closing arguments and to summarize
briefly the main points of their cases, but no new evidence may be introduced. This will proceed in the
following order: the student (or her/his representative) followed by the TATI member.
The committee will move into closed session for deliberations and decision. If there is a finding of academic
misconduct, the committee will then consider submissions as to appropriate penalty. If the breach is a second
or subsequent offence the Chair shall provide the committee with a copy of the written decision from the prior
offence. Following the presentation of submissions on penalty by both parties, the committee will return to
closed session to decide on the appropriate penalty.
The written decision of the committee shall include:
• the names of committee members and all who appeared;
• a summary of the cases of the parties;
• the committee’s findings of fact, decision and reasons;
• the route of appeal.
Appeals
Appeals from decisions made by the Academic Honesty Committee shall be heard by an Appeals Board made
up of four members of the TATI Board of Directors. Members of the Appeals Board shall self - appoint. The
Appeals Board will appoint a Chair of the Appeals Board.
An appeal shall be made by filing with the Chair, within 21 days after the giving of notice of the decision of the
Academic Honesty Committee, a notice of appeal stating briefly the relief sough and the grounds upon which
the appeal is taken.
If the appellant wishes to refer in the argument of the appeal to the transcript of oral proceeding recorded at
the trial four copies of such transcript certified by the rporter of recorder thereof shall be order by and normally
at the expense of the student. A transcript of the entire proceedings shall be produced unless the parties can
agree to dispense with certain portions.
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The Appeals Board shall have power:
a) To dismiss an appeal summarily and without formal hearing if it determines that the appeal is frivolous,
vexatious or without foundations;
b) In circumstances which the Appeals Board hearing the appeal consider to be exceptional, to order a new
hearing; and
c) In any other case, to affirm, reverse, quash, vary or modify the verdict, penalty or sanction appealed from
and substitute any verdict, penalty or sanction that could have been given or imposed at trial.
An appeal shall not be a trial de novo, but in circumstance which it considers to be exceptional, the Appeals
Board may allow the introduction of further evidence on appeal which was not available or was not adduced
at trail, in such manner and upon such terms as the members of the Appeals Board hearing the appeal may
direct.
Where it is considered to be warranted by the circumstances, the Appeals Board may in it its discretion, award
costs of any proceedings on appeal, and may make orders as to the party or parties to and by whom and the
amounts and manner in which such costs are to be paid.
An appeal operates as a stay of the decision appealed from unless the Chair of the Appeals Board otherwise
orders upon application by the accused.
B-4. Child Protection Reporting Policy
As per the guidelines stipulated by Metro Children’s Aid Services in Toronto, any information regarding a child
at risk, whether reported to a TATI student at their practicum or to any TATI faculty or supervisors, must be
reported to Metro Children’s Aids Services as soon as possible by the recipient of the information. This should
be done by calling Metro Children’s Aid Services at 416-924-4646 and reporting to the Intake department.
B-5. Code of Behaviour on Academic Matters Policy
Preamble
The concern of the Code of Behavior on Academic Matters is with the responsibilities of all parties to the
integrity of the teaching and learning relationship. Honesty and fairness must form this relationship whose
basis remains one of mutual respect for the aims of education and for those ethical principles which must
characterize the pursuit and transmission of knowledge in the Institute. The Code reflects the responsibility
of faculty members and students as a co-operation in the field of the teaching and learning relationship. It
is the responsibility of the Institute to ensure that academic achievement is not undermined by cheating and
misrepresentation and that the evaluative process meets the highest standards of fairness and honesty.
Offences
It shall be an offence for a student knowingly:
1. To forge or in any other way alter or falsify any document or evidence required by the Institute.
2. To use or possess an unauthorized aid or aids or obtain unauthorized assistance in papers and
presentations, or in connection with any other form of academic or clinical work.
3. To represent as one’s own idea or expression of an idea the work of another in any academic paper or
presentation or in connection with any other form of academic work, i.e., to commit plagiarism.
4. To submit, without the knowledge and approval of the instructor to whom it is submitted, any academic
work for which credit has previously been obtained or is being sought in another course or program of
study elsewhere.
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It shall be an offence for a faculty member knowingly:
1. To approve any of the previously described offences.
2. To evaluate academic work by a student by reference to any criterion that does not relate to its merits, to
the time within which it is to be submitted or the manner in which it is to be performed.
3. To forge or in any other way alter or falsify an academic record.
4. To engage in any form of cheating, academic dishonesty or misconduct, fraud or misrepresentation not
herein otherwise described, in order to obtain academic credit or other academic advantage of any kind.
A graduate of the Institute may be charged with any of the above offences committed knowingly while he or
she was an active student. The offence, if detected, would have resulted in a sanction sufficiently severe that
the diploma would not have been granted at the time that it was.
The Institute is committed to the principle of freedom of thought, inquiry and expression as well as to the
values of equal opportunity, equity and social justice.
Following this statement the Institute acknowledges:
1. Its teachings and other activities will be delivered within the context of diversity.
2. It will act in the pursuit of preventing or remedying discrimination or harassment on the basis of race,
gender, religion, sexual orientation, age, disability, ancestry, place of origin, ethnic origin, citizenship, creed,
marital status, family status, receipt of public assistance or record of offence.
3. It will act according to the Human Rights Code of the Province of Ontario.
B-6. Copyright of Course Outlines, Lectures and Materials
Payment for teaching includes course curriculum development. Any course material that an instructor
develops for TATI curriculum is the property of the Toronto Art Therapy Institute unless otherwise agreed
upon in writing by the instructor and TATI.
B-7. Credit Transfer
If a student has completed graduate level courses in art therapy at another graduate level art therapy training
program, they may be eligible for transfer of credits. Each case is assessed on an individual basis by TATI. This
information is located on the TATI website.
B-8. Curriculum Development
The TATI Executive Director is responsible for identifying the courses in the curriculum. Input from the
Advisory Committee and the Faculty are taken into consideration. The Executive Director periodically reviews
the curriculum, considers proposed changes to it as recommended by the TATI instructors, supervisors,
students and other interested parties and makes changes as seen appropriate. During the periodic reviews
instructors are asked to provide updates on curriculum. Student course evaluations are utilized on an on-going
basis and during quarterly reviews to improve the curriculum. Courses may be added or deleted from the
curriculum based on how well these courses meet the mission of TATI, “to provide a supportive and inclusive
atmosphere for excellence in learning at a post graduate level to students in Art Therapy, to provide art therapy
services to the communities in which our students conduct their practicum and to foster growth and healing
through the use of art therapy to diverse communities.”
B-9. Emergency Procedures
In the event of a fire persons are asked to pull the first alarm by the main front door and leave the premises by
the nearest exit as soon as possible. Persons are required to wait outside until the site has been declared safe
by fire officials.
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B-10. Ethical Conduct Statement
TATI upholds the highest standards of business practices, ensuring fair and honest dealings with students,
instructors, supervisors, staff and the public. TATI maintains careful and accurate accounting systems and
will continue to uphold its contractual and fiduciary obligations. It observes all requirements of the Ontario
Human Rights Code and of other legislation, statutes and regulations that apply to TATI. TATI will institute and
maintain procedures that ensure students, staff and faculty due process and the exercise of their rights.
TATI expects its officers, employees, staff, faculty and others employed by TATI to conduct all their activities
in accordance with the letter, spirit and intent of all relevant laws and to refrain from any illegal, dishonest
or unethical conduct. In putting this expectation into effect, the use of good judgment based on high ethical
principles should be a guide as to acceptable conduct. Where it is difficult to determine a propoer course of
action, personnel are urged to discuss the matter with their immediate supervisor, instructors and supervisors
with the executive director, and students with their supervisors, instructors or the executive director.
Every director, employee, consultant, instructor or supervisor is responsible for observing the policy of
business and professional ethics and conduct. Failure to comply with this standard, or knowingly disregarding
it, may result in disciplinary action up to and including termination of employment or contract.
Students, instructors and supervisors are required to observe the ethical codes of the Canadian Art Therapy
Association or of the profession in which they practice.
Statement of Ethical Values
Members of the Toronto Art Therapy Institute (TATI) community are committed to the highest ethical
standards in furtherance of our mission of teaching, research and public service. Our policies, procedures,
and standards provide guidance for application of the ethical values stated below in our daily life and work as
members of this community.
We are committed to:
Integrity
We will conduct ourselves with integrity in our dealings with and on behalf of TATI.
Excellence
We will conscientiously strive for excellence in our work.
Accountability
We will be accountable as individuals and as members of this community for our ethical conduct and for
compliance with applicable TATI policies and directives.
Respect
We will respect the rights and dignity of others.
Standards of Ethical Conduct
Purpose
Pursuit of the TATI mission of teaching, research and public service requires a shared commitment to the core
values of TATI as well as a commitment to the ethical conduct of all TATI activities. In that spirit, the Standards
of Ethical Conduct are a statement of our belief in ethical, legal and professional behaviour in all of our dealings
inside and outside of TATI.
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Applicability
The Standards of Ethical Conduct apply to all members of the TATI community, including the Board of
Directors, faculty and other academic personnel, staff, students, volunteers, contractors, agents and oth¬ers
associated with TATI.
1. Fair Dealing
Members of the TATI community are expected to conduct themselves ethically, honestly and with integrity
in all dealings. This means principles of fairness, good faith and respect consistent with rules, regulations and
TATI policies govern our conduct with others both inside and outside the community. Each situation needs to
be examined in accordance with the Standards of Ethical Conduct. No unlawful practice or a practice at odds
with these standards can be justified on the basis of customary practice, expediency, or achieving a “higher”
purpose.
2. Individual Responsibility and Accountability
Members of the TATI community are expected to exercise responsibility appropriate to their position and
delegated authorities. They are responsible to each other and TATI for their actions and their decisions not
to act. Each individual is expected to conduct the business of TATI in accordance with the Core Values and
the Standards of Ethical Conduct, exercising sound judgment and serving the best interests of TATI and the
community.
3. Respect for Others
TATI is committed to the principle of treating each community member with respect and dignity. TATI
prohibits discrimination and harassment and provides equal opportunities for all community members and
applicants regardless of race, color, national origin, religion, sex, gender identity, pregnancy, physical or mental
disability, medical condition (cancer-related or genetic characteristics), ancestry, marital status, age, sexual
orientation, citizenship, or status as a covered veteran. Further, romantic or sexual relationships between
faculty responsible for academic supervision, evaluation or instruction and their students are prohibited. TATI
is committed to creating a safe and drug free workplace.
4. Compliance with Applicable Laws and Regulations
Institutions of higher education are subject to many of the same laws and regulations as other enterprises, as
well as those particular to public entities. There are also additional requirements unique to higher education.
Members of the TATI community are expected to become familiar with the laws and regulations bearing
on their areas of responsibility. Many but not all legal requirements are embodied in TATI policies. Failure
to comply can have serious adverse consequences both for individuals and for TATI, in terms of reputation,
finances and the health and safety of the community.
5. Compliance with Applicable TATI Policies, Procedures and Other Forms of Guidance
TATI policies and procedures are designed to inform our everyday responsibilities, to set minimum standards
and to give TATI community members notice of expectations. Members of the TATI community are expected
to transact all TATI business in conformance with policies and procedures and accordingly have an obligation
to become familiar with those that bear on their areas of responsibility. Each member is expected to seek
clarification on a policy or other TATI directive he or she finds to be unclear, out-dated or at odds with TATI
objectives. It is not acceptable to ignore or disobey policies if one is not in agreement with them, or to avoid
compliance by deliberately seeking loopholes.
In some cases, TATI employees are also governed by ethical codes or standards of their professions or
disciplines. It is expected that those employees will comply with applicable professional standards in addition
to laws and regulations.
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6. Conflicts of Interest or Commitment
Employee members of the TATI community are expected to devote primary professional allegiance to TATI
and to the mission of teaching, research and public service. Outside employment must not interfere with TATI
duties. Outside professional activities, personal financial interests, or acceptance of benefits from third parties
can create actual or perceived conflicts between the TATI’s mission and an individual’s private interests. TATI
community members who have certain professional or financial interests are expected to disclose them in
compliance with applicable conflict of interest/conflict of commitment policies. In all matters, community
members are expected to take appropriate steps, including consultation if issues are unclear, to avoid both
conflicts of interest and the appearance of such conflicts.
7. Ethical Conduct of Research
All members of the TATI community engaged in research are expected to conduct their research with integrity
and intellectual honesty at all times and with appropriate regard for human and animal subjects. To protect the
rights of human subjects, all research involving human subjects is to be reviewed by institutional review boards.
Similarly, to protect the welfare of animal subjects, all research involving animal subjects is to be reviewed
by institutional animal care and use committees. TATI prohibits research misconduct. Members of the TATI
community engaged in research are not to: fabricate data or results; change or knowingly omit data or results
to misrepresent results in the research record; or intentionally misappropriate the ideas, writings, research, or
findings of others. All those engaged in research are expected to pursue the advancement of knowledge while
meeting the highest standards of honesty, accuracy, and objectivity. They are also expected to demonstrate
accountability for sponsors’ funds and to comply with specific terms and conditions of contracts and grants.
8. Records: Confidentiality/Privacy and Access
TATI is the custodian of many types of information, including that which is confidential, proprietary and private.
Individuals who have access to such information are expected to be familiar and to comply with applicable
laws, TATI policies, directives and agreements pertaining to access, use, protection and disclosure of such
information. Computer security and privacy are also subject to law and TATI policy.
Information on TATI’s principles of privacy is available in the TATI Policies and Procedures Manual.
The public right to information access and the individual’s right to privacy are both governed by provincial and
federal law, as well as by TATI policies and procedures. The legal provisions and the policies are based upon
the principle that access to information concerning the conduct of the people’s business is a fundamental and
necessary right of every person, as is the right of individuals to privacy.
9. Use of TATI Resources
TATI resources may only be used for activities on behalf of TATI. They may not be used for private gain or
personal purposes except in limited circumstances permitted by existing policy where incidental personal
use does not conflict with and is reasonable in relation to TATI duties (e.g. telephones). Members of the TATI
community are expected to treat TATI property with care and to adhere to laws, policies and procedures for
the acquisition, use, maintenance, record keeping and disposal of TATI property.
10. Financial Reporting
All TATI accounting and financial records, tax reports, expense reports, time sheets and effort reports, and
other documents including those submitted to government agencies must be accurate, clear and complete.
All published financial reports will make full, fair, accurate, timely and understandable disclosures as required
under generally accepted accounting principles for government entities, bond covenant agreements and
other requirements. Certain individuals with responsibility for the preparation of financial statements and
disclosures, or elements thereof, may be required to make attestations in support of the Standards.
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B-11. Group Art Therapy Experiential Class
The Toronto Art Therapy Institute believes that students should experience their own process of art therapy
for two reasons:
1. It is necessary for art therapy students to develop a certain amount of self awareness in order to become
professional art therapists. Students must develop an understanding of the personal issues in their
lives and how they impact them as a professional art therapist. Self awareness is necessary in order to
understand and to be able to work with transference and counter-transference issues in art therapy.
2. Experiencing the process of art therapy is part of learning process of becoming an art therapist. Having
experienced one’s own process of art therapy allows students to better understand how their clients’ art
therapy process may be experienced.
TATI students should complete their own process of art therapy experiential by the end of the sixteen month
accelerated program unless otherwise negotiated with the Executive Director.
If a student does not want to take part in the Group Art Therapy Experiential Class offered in the TATI program
they can negotiate with the Executive Director to complete a personal art therapy process outside of the TATI
program.
B-12. Intellectual Products Policy
TATI makes every effort to adhere to the letter and the spirit of copyright and other laws regarding intellectual
property and requires all students, faculty and staff to do the same. Class handouts and notes distributed
by instructors are presumed to be the intellectual property of the instructors, except where otherwise noted.
School documents, including the TATI Student Manual, course descriptions, class outlines are the intellectual
property of TATI. Duplication other than for educational purposes is prohibited without consent of the
copyright holder.
Intellectual products that are the result of for-hire activities by contracted employees of TATI, whether
instructors, supervisors, students or staff, remain the sole property of TATI, which retains full copyright for
such products. Thus the curriculum, course descriptions, course outlines and course materials (including
handouts, slides or other presentation materials and evaluation tools) are the property of TATI.
A student thesis or major project paper is the property of the student who wrote it although in future
publications it is a courtesy to cite, acknowledge or list as co-authors thesis and major project advisors and
readers.
B-13. Prior Learning Assessment
All prior learning is assessed by the TATI Equivalency Committee.
B-14. Proficiency in English
Minimum Score Requirements for the Speaking and Writing Proficiency in English
English Language Proficiency Minimum Test Scores Required for Entry to TATI
TOEFL: Test of English as a Foreign Language
Computer: 220
Paper: 560
iBT: 83
IELTS: International English Language Testing Service
Score: 6.5
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If you apply to either the On-Site or Distance Learning programs at TATI, you may meet our English-language
requirements if you have successfully completed, or are in the process of successfully completing, one of the
following:
• Four full years of study in Canada in English at the secondary-school level.
• Four full years of study at the secondary-school level in English in a country where English is a primary
language or where English is the primary language of study.
• One full year of study in an accredited university degree program in English in a country where English is a
primary language.
• Two full years of study in an accredited college diploma program in English in a country where English is a
primary language or where English is the primary language of study.
Note: time spent in ESL courses will not be counted towards meeting these requirements. Language
requirements will not be waived based on letters written by students or as a result of completing senior-level
high-school English courses.
These are general guidelines only. TATI reserves the right to request a successfully completed language
proficiency test.
Language test scores are reviewed in combination with academic credentials to determine your admissibility to
TATI.
B-15. Scholarly Referencing
Scholarly Referencing
Students must use scholarly sources for their research. Magazines and many websites are not scholarly. All
of your references should not be from web-based sources – most should be from actual scholarly journals or
books.
What is a Scholarly Source?
A “scholarly source” is a source that is peer reviewed or published in a recognized scholarly source, like a
journal or a university publisher. Additionally:
• the journal or book is published by a scholarly association or society, or a university, or a recognized
scholarly publisher
• the article is reviewed in some way -if the articles are sent out to “peers”, or other members in a field, for
anonymous review, that’s a good indication that the journal is scholarly.
Are internet sources scholarly?
There are some scholarly journals that publish a web version, and in some cases they only publish a web
version. The fact that the journal is on the web should not necessarily detract from using it. The real issue is
still the scholarly process it has gone through. Most journals now provide on-line versions, and these are as
reliable and acceptable as their hard-copy equivalents.
Sometimes you will find papers on the web that are not published. Some of these are papers in various stages
of completion. Others are papers that have been published. If a paper is published, then (usually) it has gone
through a review process, and it is fine to use. But other papers are just drafts, and have yet to go through that
process. They are what we sometimes call “pre-prints”, that is, a release of a paper before publication, meant
for discussion. These should not be used as scholarly sources, although in some cases you may find that the
writer has actually published the paper. Then it’s ok. Drafts, though, are works in progress, almost guaranteed
to change, and should not be trusted.
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Wikipedia and Encyclopedia Britannica are not scholarly sources. A wiki is a community-edited document,
one which anyone can add to or change. That’s not exactly peer review, because the reviewers aren’t
necessarily people who have studied an area. Wikipedia might, though, give you ideas to follow up elsewhere,
and that’s fine. But it is NOT a scholarly source. Encyclopedia Britannica: It has a real editorial staff, and high
quality articles. It is, however, a general encyclopedia, and so its purpose is to meet the needs of a general
audience, not a specialist audience. For philosophy, for instance, it is a better idea to use either the Routledge
Encyclopedia of Philosophy, or one of the two major on-line encyclopedias of philosophy (which are, by the
way, reviewed), the Stanford Encyclopedia of Philosophy and the Internet Encyclopedia of Philosophy.
B-16. Student Recruitment Policy
Overall Aims of the Policy
The TATI student recruitment policy defines the application process and eligibility requirements and ensures
fair and equal opportunity to all students.
Selection is based on clearly specified criteria available on the TATI website. No candidate is excluded from
the entry to the TATI program by reason of religious belief, political opinion, racial group, gender, age, marital
status, sexual orientation, disability or responsibility for dependents.
Selection Criteria
To attract and retain students from a wide and diverse community who have the potential to complete the TATI
program successfully and benefit from the experience.
Selection is based on a combination of academic criteria and personal experience.
Selection criteria are reviewed regularly in order to ensure their ongoing relevance to developing curricula and
teaching and learning practice, and in the light of changes in the applicant pool.
Due to the fact that TATI is the only art therapy training program in Ontario, only Canadian Citizens or people
with Landed Immigrant status are considered for entrance to the program.
Entrance Requirements
Students must have an undergraduate degree preferably with fine art and psychology credits, however, other
undergraduate degrees will be considered when the student has relevant personal or professional or volunteer
experience.
Disabled Applicants with Special Needs
TATI strives to be an inclusive learning environment and welcomes and encourages applications from persons
with special needs.
Admissions Procedures
Applications to each new program are accepted by mail and numbered in order of acceptance of a completed
application package. Applicants whose applications are complete are contacted to schedule personal
interviews. A decision is made as to the acceptance or rejection of each applicant after the personal interview.
This is communicated to the applicant. This process continues until the maximum number (12) of students are
accepted for a given start date and then the application process is closed.
Feedback to Unsuccessful Applicants
TATI will provide feedback on request to unsuccessful applicants. This will not constitute a reconsideration
of an application. Feedback will only refer to the selection criteria employed by the program and will only be
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provided on receipt of a written request from the applicant.
Procedure for Applicants Disclosing a Criminal Record
TATI has a mandated responsibility to ensure the safety of its students, staff and its praxis community. Where
an applicant indicates a criminal record, the applicant will first be judged against the academic and other
criteria specified for the program. If the application meets these criteria, the applicant will be assessed in
order to ensure that neither the applicant nor the TATI community will be put at risk if the applicant enrolls
in the TATI program. The applicant’s information will only be disclosed to those who are involved in the
consideration of the application and the applicant will be kept informed during this process.
B-17. Student Support and Services
TATI is willing to provide student support services such as referrals to counselling and tutorial support upon
request. Other types of support will be considered upon request.
B-18. Succession Planning
It is integral that TATI have a succession plan for all of the positions that are key to our organization’s success.
At all times high quality replacements for those individuals who currently hold positions of leadership in our
organization should be identified on an as needed basis. The positions targeted will be mainly the executive
director and the directors on the Board of Directors. This process should take place in the form of an annual
review in order to identify individuals within or outside of our organization who hold the skills and potential to
rise within the company and to nurture their advancement.
B-19. Program Evaluation Policies
Annual Organization Evaluation
On an annual basis, TATI will take part in and prepare an Organizational Evaluation reviewing the learning,
research, scholarly and applied activities of the TATI instructors, students and administration. The
Organization Evaluation will include the following:
• Complaints and grievances; external networking; accreditation information
• Financial and accounting information including revenue trends a fulfillment of budget projections
• Annual retention and graduation figures; enrollment trends
• Annual review of operations and space
• Review of admissions and development including sources of potential student contacts, ratio of contacts to
applications and of applications to admissions, trends within the profession of Art Therapy, new program
development
• Review of information technology and the degree of satisfaction with current hardware, software,
equipment
The annual Organizational Evaluation will also include an evaluation of Program Quality. These procedures
address the goals and principles of TATI, the structure of the curriculum in terms of the adequacy of the course
offerings and relationship to further graduate or educational and occupational goals, the extent to which
individual courses meet their stated goals, an assessment of the appropriateness of faculty size, diversity and
expertise, and the utilization of and satisfaction with the TATI physical plant.
The Organizational Evaluation will be presented to the TATI Board of Directors for approval at the Annual
General Meeting to be held no later than five months after the end of each fiscal year end.
Following the granting of consent for the TATI Master’s Degree in Art Therapy Program and preceding the
subsequent review for consent, TATI will engage in a Five Year Organization Review which will review the
previous five years of TATI’s organization and development.
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Five Year Organizational Evaluation
Every five years TATI will conduct a Five Year Organizational Evaluation to review our operational and
administrative policies and procedures.
The Five Year Organizational Evaluation will investigate the following areas of the organization in a thorough
manner:
1. Mission Statement and Academic Goals
2. Administrative Capacity
3. Ethical Conduct
4. Academic Freedom and Integrity
5. Student Protection
6. Financial Viability
7. Dispute Resolution
8. Organization Evaluation
The Five Year Organizational Evaluation will include a Self Study. No less than 18 months preceding the due
date for a Self Study the Executive Director will appoint a chair of the Self Study Committee. The chair will
select member of the TATI community such as students, alumni, instructors, supervisors and staff to serve on
the committee.
Self Study
The Self Study will gather information that will enable an assessment of aspects of the program according to
the following criteria:
1. continuing consistency of the program with the organizations mission, academic goals and long-range plan;
2.
learning outcome achievements of students and graduates by comparison with:
a) the program’s stated learning outcome goals and standards;
b) the degree –level standard;
c) the opinions of employers, students/graduates;
d) the standards of any related regulatory, accrediting or professional association
3.
measures of
a) graduate employment rates,
b) graduate satisfaction level,
c) employer satisfaction level,
d) student satisfaction level,
e) graduation rate,
4. evidence of the continuing relevance of the program to the field of practice it serves, including evidence of
revisions made to adapt to changes in the field of practice;
5. evidence of the continuing appropriateness of the method of delivery and curriculum for the program’s
educational goals and standards;
6. evidence of the continuing appropriateness of admission requirements (i.e. achievement level, subject
preparation, personal experience) for the program’s educational goals and standards;
7. evidence of the continuing appropriateness of the program’s structure, method of delivery and curriculum
for its educational goals and standards;
8. evidence of the continuing adequacy of the methods used for evaluating student progress and
achievement;
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9. evidence of the efficient and effective utilization of existing human, physical, technological and financial
resources;
10. indicators of faculty performance, including the quality of teaching and supervision and demonstrable
experience in the field of specialization;
11. examples of individual student work in the final stage of the program that reflects exemplary, average, and
minimally acceptable performance and demonstrates that the degree level standard has been achieved.
The Self Study Committee will compile the above information and make it available to the Program Evaluation
Committee according to the schedule set by the Program Evaluation Committee in consultation with the
Executive Director and the Self Study Committee.
Program Evaluation Committee
The Executive Director will appoint a committee of no fewer than three members, a majority of whom must be
academic peers with relevant expertise from outside the institution and free of any conflict of interest. This will
be the Program Evaluation Committee. The Program Evaluation Committee will appoint one member to be the
Chair of the Committee.
The Program Evaluation Committee evaluates the program on an examination of the Self Study and information
gathered from onsite meetings with faculty members, students, graduates, employers and administrators. The
overall purpose of the Program Evaluation Committee is to assess the quality of the program under review and
to make recommendation for strengthening that quality. The resulting assessment and recommendations are
contained in a report addressed to the Executive Director.
Report of the Committee
The Executive Director shares the report by the Program Evaluation Committee with the Board of Directors
and consults with any relevant bodies internal or external to TATI in order to design a plan of action to address
recommendations contained in the report. The report and action plan are then shared with the Board of
Directors as soon as completed and shared with all TATI members at the next AGM.
C. OPERATIONS POLICIES
C-1. Accessibility for People with Disability
The Toronto Art Therapy Institute (TATI) is committed to preventing, identifying and removing barriers
that impede the ability of people with disabilities to access care and services. This includes students, staff,
instructors, volunteers and members of the TATI community.
In June, 2005 the Ontario government passed the Accessibility for Ontarians with Disabilities Act (AODA).
The purpose of this enhanced Act is to develop, implement and enforce standards of accessibility for all
Ontarians. TATI’s Accessibility Policy is consistent with the AODA, 2005 and the Accessibility Standards
for Customer Service, Ontario Regulation 429/079 (see: http://www.e-laws.gov.on.ca/html/source/regs/
english/2007/elaws_src_regs_r07429_e.htm).
Purpose
The purpose of this policy is to outline practices and procedures in place at TATI to help identify and remove
barriers that impede a person’s ability to access care and services.
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Definitions
Assistive Devices and Measures:
Assistive devices and measures are supports made available by providers to improve access to care for
patients with disabilities. For example, wheelchairs, volunteers, real-time captioning services (on-screen
typing of what speakers are saying), sign language interpreters or deaf-blind interveners. Other examples
include, Telephone Teletypes (TTY) to communicate with clients who are deaf, hard of hearing, have speech
impairments or are deaf-blind (Guide to the Accessibility Standards for Customer Service, Ontario Regulation).
Disability:
According to the Ontario Human Rights Code, a “Disability” is defined as:
a)any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury,
birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus,
epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or
visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance
on a guide dog or other animal or on a wheelchair or other remedial appliance or device,
b) a condition of mental impairment or a developmental disability,
c)a learning disability, or a dysfunction in one or more of the processes involved in understanding or using
symbols or spoken language,
d) a mental disorder, or
e)an injury or disability for which benefits were claimed or received under the insurance plan established
under the Workplace Safety and Insurance Act, 1997 (See: http://www.e-laws.gov.on.ca/html/statutes/
english/elaws_statutes_97w16_e.htm).
Personal Assistive Devices:
For the purpose of this policy, Personal Assistive Devices are personal supports used by persons with
disabilities that enable them to carry out the activities of daily living and allow access to hospital services.
Patient-owned equipment such as power-mobility devices (power wheelchairs or scooters) are regarded as
Personal Assistive Devices.
Service Animals:
Service animals are used by people with many different kinds of disabilities. Examples of service animals
include dogs used by people who are blind, hearing alert animals for people who are deaf, deafened or hard of
hearing, and animals trained to alert an individual to an oncoming seizure and lead them to safety.
Support Person:
A “Support Person” accompanies a person with a disability, in order to help with communication, mobility,
personal care or medical needs or with access to goods or services. Medical needs may include, but are not
limited to, monitoring an individual’s health or providing medical support by being available in the event of a
seizure. A Support Person may be a paid professional, a volunteer, family member or friend of the person.
Procedure:
TATI will ensure we are identifying and removing barriers to access for people with disabilities by:
• Encouraging people with disabilities to use their own personal assistive devices to improve access to TATI’s
programs.
• Enabling people with disabilities to access our programs and utilize our programs by offering assistive
devices and measures.
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• Communicating with a person with a disability in a manner that takes into account his or her disability.
• Allowing people with disabilities to bring their guide dog or service animal with them to areas of the
premises that are open to the public.
• Permitting people with disabilities who use a support person to accompany them and ensuring that a
person with a disability has access to his or her support person while on our premises.
• Training staff, volunteers and students about key principles and accessibility strategies and tools.
• Providing notice when facilities or services that people with disabilities rely on to access our programs are
temporarily disrupted.
• Establishing a process for people to provide feedback on how programs are delivered and explaining
how TATI will respond to any feedback and what action will be taken. It is the responsibility of every
staff member to be attentive to the concerns of staff and students and to resolve concerns related to
accessibility.
C-2. Disruptions in Service
TATI will provide our community members with a reasonable amount of notice in the event of a planned
service disruption that affects access to our facilities or programs.
In the event of an unexpected disruption of programs, TATI will provide notice as soon as possible. During the
disruption, we will make every effort to provide alternative accommodations that take into consideration the
needs of the individual.
Notice of disruption will include the following information:
• The nature of the disruption in service
• The reason for disruption
• The expected duration of the disruption
• A description of alternatives to service, if available
C-3. Service Animals
TATI is committed to fostering an atmosphere which removes and prevents barriers that impact the
accessibility of people with disabilities. TATI acknowledges the vital relationship and dependency which exists
between a person with disabilities and their service animal. TATI staff and volunteers will ensure that they
make all reasonable efforts to accommodate persons with disabilities and their service animals.
D. FINANCIAL POLICIES
D-1. Financial Audit
An arms-length public accountant licensed in Ontario will be engaged at each Annual General Meeting to
audit TATI’s financial methods, performance and stability for the coming year. The auditor will prepare and
TATI will submit to the Ontario Ministry of Training, Colleges and Universities annual special purpose financial
statements for the previous fiscal year which identify the following for each program under consent:
• Schedule of required tuition payments;
• The gross tuition fee revenue collected;
• The dates earned and unearned tuition fees were collected and the amount collected on such dates;
• The amount of tuition earned each month.
The Board of Directors will received and review the previous year’s general and special purpose financial
statements at each Annual General Meeting.
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E. STUDENT POLICIES
E-1. Assignment Submission
Assignment Submission
Proper academic performance depends on students doing their work not only well, but on time. Accordingly,
assignments for courses must be received on the due date specified for the assignment.
Lateness Penalty
Assignments received later than the due date will be penalized in the following way:
1 day late= - 5%
2 days late= - 15%
3 days late= - 30%
4 days late= - 50%
5 days late= -100%
Exceptions to the lateness penalty for valid reasons, such as illness, compassionate grounds, etc. may be
considered by the instructor but will require supporting documentation (e.g., a physician’s letter).
E-2. Attendance Policy
Attendance
Students are asked to call the office if they cannot attend a class or supervision.
Students must attend 80% of all classes/supervision. In the case of long or consistent absence for reason of
illness or emergency, all missed assignments, internships and classes must be made up before the completion
of training. If students are away, they are responsible for informing themselves of any announcements or
changes that were made.
E-3. Probationary Period and Dismissal Policy
Probationary Period
There will be a three month probationary period for students in their first year, to help them determine whether
they wish to commit to their studies. Should a student withdraw before the three month period is over, he/
she will be refunded tuition fees minus: (1) tuition for classes attended up to the last month in school (2) the
$190.00 application fee and (3) the $500.00 deposit. Students wishing to withdraw must submit a letter in
writing to the Director of the Toronto Art Therapy Institute.
E-4. Interruption or Termination of Training Policy
Rationale for Interruption or Termination of Training
Should a student fail to attend 80% of classes and supervision and/or not complete assignments or internships
at a graduate level his/her work will be reviewed by the Director who may recommend that the student reenroll in areas considered incomplete and require the student to withdraw from parts or all of the program or
not proceed further.
E-5. Vacation and Holiday from Practicum Policy
Students should not attend practicum on statutory holidays and should let their practicum on-site supervisors
know that they will not be attending. For the 2 1/2 weeks we have at the end of December and the beginning of
January, and for the week off in March and June or July, we encourage students to take this off from practicum
as well. This can be a personal decision made by each student who is doing a practicum individually and a joint
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decision between two students who are doing a practicum together. The decision must be made two weeks in
advance of the vacation time and students must inform their on-site supervisor and the Director of TATI. If the
vacation time involves missing a supervision session the student is responsible for arranging this in advance
with their supervisor.
F. INSTRUCTOR POLICIES
F-1. Invoice Policy
Instructors and supervisors may email their invoices to TATI. All invoices concerning teaching or supervision
completed prior to June 30 of each year must be in prior to June 30 each year. Invoices must include name
and address of practitioner and should be numbered.
Invoices for teaching should include the name of the class taught, the date, the number of hours of teaching
and the program for which it was taught.
Invoices for supervision should include the name of the student(s) the supervision was provided to, the hours
and the dates.
F-2. Photocopying of Readings Policy
For the Saturday courses, students are given the readings at least two weeks in advance. For a quarter credit
course taught on a week day (over a four week period) students are given the readings on the first day of
classes. TATI photocopies all readings from all courses for the students and bills them at the end of each
semester. The course instructor is responsible for requesting that they be prepared two weeks prior to each
course. An email or a phone call is required stating which readings should be prepared and for which course.
F-3. Thesis and Major Project Advisement Policy
Remuneration
Thesis advisement remuneration is $800.00 per thesis.
Remuneration Schedule
Thesis advisors will invoice TATI for the thesis advisement in the following order:
Upon Completion of Thesis Proposal review: $200.00
Upon Receipt of Chapter One: $300.00
Upon Signing off as Thesis Advisor on Thesis: $300.00
Role of Thesis Advisor
Editing
A thesis advisor is not responsible for an unreasonable amount of editing. A certain amount of mistakes,
grammatical, spelling and otherwise, should be expected and the advisor should make corrections. All
spelling, grammatical and APA style mistakes should ideally be eliminated from any written work submitted to
the advisor. If a thesis is submitted with an unreasonable amount of mistakes it will be returned to the student
at the student’s expense’ for corrections. If a student has difficulty with spelling, grammar or APA style they
must have an editor or someone acting as an editor edit their written work before submitting it to the advisor.
However, if a thesis advisor does not return the thesis to the student for professional editing, then the advisor
is responsible for correcting mistakes. Most mistakes should be corrected before the thesis review process by
the Thesis Reader
Thesis Proposal
Thesis Advisors are responsible for supporting students to complete their thesis proposals. This will include
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reviewing the thesis proposal and helping the student to create a viable and high quality thesis proposal. Upon
completion of the proposal it must be reviewed and approved by the TATI Director before the student can
proceed to conducting their study or writing any or part of their thesis.
Thesis advisors shall keep the Director apprised as to whether they are able to accept new student thesis
proposals or whether they are unable to at a given time.
Thesis
After having their thesis proposal accepted, a student will submit Chapter One (as per TATI Thesis Outline)
of their thesis for review. The Thesis Advisor will review chapter one and comment in writing on areas that
could be strengthened and any other concerns and/or changes the advisor recommends. The Thesis Advisor’s
comments should be clear and concise so as to avoid any misunderstanding. The student then makes the
changes if any are required and re-submits the chapter. When the chapter is approved the student then
submits Chapter 2 and the same process takes place until all four chapters are complete. When the Thesis
Advisor feels the thesis meets the criteria of a graduate level thesis they sign the thesis approval form.
Thesis Reader’s Role
The Thesis Reader’s task is to read through the thesis and give their approval that it meets the criteria of a
graduate level thesis. If the Thesis Reader feels there are changes that need to be made they indicate this to
the student. Once the changes are made and the Thesis Reader is satisfied with the presentation of the thesis,
they sign the thesis approval form. The Thesis Reader will be remunerated in the amount of $150.00 upon
signing the thesis approval form.
F-4. Grading Policy
Instructors must provide a numerical and letter grade for each student as per the TATI Grade Scale. A hard
copy and digital copy of students’ grades is required by TATI. All assignments should be graded and returned
to students no later than three weeks after assignment submission. Course grades are required no later than
three weeks after the termination of each course.
G. PRACTICUM POLICIES
G-1. Practicum Site Acceptance of Student Policy
In order to be accepted to a TATI practicum site students will first have to have an interview with the relevant
practicum site personnel. It is entirely up to the practicum site personnel as to whether they accept a TATI
student for a practicum. No explanation is required if the practicum site does not accept a student although
it is appreciated both for TATI and the student in order to learn more about future interviews. Students
are expected to be able to engage successfully in interviews and if they are repeatedly rejected (from two
successive practicum sites) TATI reserves the right ask the student to leave the program.
G-2. Practicum Site Responsibilities Policy
Practicum Agency’s Role and Responsibilities
The practicum setting is responsible for providing an environment conducive to the student’s growth and
development as an Art Therapist.
1. Provide Students with learning opportunities in the following four areas: One-on-One Client Contact;
Group Facilitation; Documentation and Administrative Tasks; and Community Outreach or Special
Projects.
2. Create a positive learning environment by accepting the Student as a staff member and a “learning
professional”.
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3. Provide Site Supervisors who can take responsibility for the student’s experience at the practicum site and
who have the appropriate education and/or experience.
4. Provide the facilities necessary for the Student to fulfill his/her duties (i.e. desk, chair, telephone, art
materials, etc. as appropriate).
5. Provide the Student with remuneration for expenses incurred during Practicum, such as, travel costs
related to travel on behalf of the agency as agreed, or other authorized out-of-pocket expenses, i.e art
materials.
6. The agency must comply with the Occupational Health and Safety Act and other relevant provincial acts/
statutes.
7. Ensure that there is enough meaningful and productive work available for the student to meet their 21 hour
per week practicum commitment
8. Where an agency is not able to provide the necessary learning environment as agreed upon with TATI,
students may be moved to an alternate practicum at the discretion of the program.
SITE SUPERVISORS ROLE & RESPONSIBILITIES
1. Provide an orientation to the setting and introduce the Student to other staff members.
2. Familiarize the Student with the agencys policies and procedures including those related to confidentiality
and discuss with the Student the policies and procedures to ensure correct understanding.
3. Facilitate student learning by assigning learning opportunities to Students in the following four areas:
One-on-One Client Contact; Group Facilitation; Administrative/Documentation Tasks; and Community
Outreach and/or Special Projects.
4. Provide the Student with constructive, formative and summative evaluations related to on site praxis.
5. Ensure the student has a workplace and the resources needed for their practicum responsibilities and
enough constructive work for 21 hours per week.
SUPERVISION & EVALUATION FUNCTIONS
1. Discuss, negotiate and sign-off on the completed Practicum Contract
2. Provide the Student daily/weekly supervision or as required. This time should be set aside at regular
intervals and be a minimum of 30 min. one on one time per week. At the beginning of the term, more time
may be needed for orienting the Student to the agency.
3. Confirm Students practicum hours by signing the Monthly Practicum Hours form.
4. Review and complete the TATI Mid-Term Practicum Site Supervisor Evaluation and a Final Practicum Site
Supervisor Evaluation.
5. Contact the Practicum Coordinator immediately if there are concerns related to the students behaviour
and/or progress that cannot be addressed in the practicum site.
6. Attend or arrange any meetings that are necessary to resolve student practicum problems.
7. It is suggested, that site supervisors document issues addressed with the student.
8. Communicate feedback as appropriate, outside of formal supervision time.
TERMINATION OF FIELD PRACTICUM
TATI reserves the right to terminate and/or remove a student from practicum if it is considered to be in the
best interest of the student, agency and/or its clients.
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STUDENTS MAY BE TERMINATED UNDER THE FOLLOWING CIRCUMSTANCES:
1. Serious violations, up to and including breach of confidentiality, behaviours that disrupt or threaten agency
operations and/or services provided to clients.
2. Violation of agency policies, procedures and/or staff direction.
3. Failure to communicate absences to appropriate agency staff and/or the liaison.
4. Ongoing patterns of lateness and/or absence.
5. Breach of TATI and/or program policies and procedures.
TERMINATION PROCESS
If a student is at risk of being terminated from their practicum and/or has been terminated, it is important
that a 3-way consultation meeting take place with the student, agency staff, and Practicum Coordinator. The
purpose of this meeting is for the agency, student and TATI to receive and provide feedback, to clarify and
confirm the grounds for termination and learn to avoid future such situations from occurring.
G-3. Role of On-Site and Off-Site Practicum Supervisors Policy
Roles of Practicum Coordinator and Practicum Supervisors
Practicum Coordinator
The Practicum Coordinator (PC) works with each student individually to form a Practicum Plan based on their
interests and availability. The PC communicates with the Practicum Site to arrange for students to complete a
practicum at the Practicum site. This includes organizing an orientation, the dates and times of the practicum
and all other practical issues.
The PC is responsible for any issues which arise in the practicum. All practicum issues must be communicated
to the PC and any communication with the practicum site about practicum issues will be done by the PC.
Practicum Supervisors
Practicum supervisors are responsible for meeting the TATI Practicum Learning Objectives and completing
the Practicum Supervisor Evaluation of Student at the end of each practicum. Practicum supervisors are
responsible for communicating any concerns arising in the practicum to the PC in a timely manner.
On-Site Practicum Supervisor
On-site practicum supervisors are generally paid through the practicum site unless otherwise agreed upon
between TATI and the practicum site. The on-site practicum supervisor is responsible for introducing the
student to all policies and procedures at the practicum site and providing a detailed orientation to the
practicum site including introducing students to the staff at the practicum site.
On-Site Practicum Supervisor Who is An Art Therapist:
An on-site practicum supervisor who is an art therapist is responsible for providing an hour of supervision a
week (or every two weeks depending on the amount of client contact hours the student is conducting) to the
student as well as ad hoc supervision in the event that the student has a question or if there is an emergency.
On-Site Practicum Supervisor Who is not An Art Therapist:
An on-site practicum supervisor who is not an Art Therapist may provide weekly or bi-weekly clinical
supervision if they are in a clinical role at the practicum site. This is determined during the contracting
between TATI and the practicum site.
Off-Site Practicum Supervisors
Off-site practicum supervisors provide clinical art therapy supervision on a regular basis to the student and are
paid for their services by TATI.
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H. SUPERVISION POLICIES
H-1. Amount of Clinical Supervision Hours Required for Students in Practicum
TATI Student Practicum augment the learning experience by providing a practical experience of conducting art
therapy with individuals, families and groups. TATI practicum take place in a variety of institutions including
schools, hospitals, children’s mental health centres, community centres, and rehabilitation centres, long-term
care centres and homeless shelters.
Clinical Supervision for Students in Practicum Policy
As per the Canadian Art Therapy Association (CATA) guidelines for art therapy training programs, students
should receive, at minimum, one hour of clinical supervision per ten hours of clinical client contact. Some
practicum settings and some students may require more supervision than this. Each practicum situation will
be assessed on an individual basis and the student will be advised how often to arrange supervision with their
supervisors. Supervision will be provided by a Registered Art Therapist either in person or via the internet
depending on the student’s location.
H-2. Clinical Supervision for Students Conducting Thesis or Major Project Policy
TATI will pay for clinical supervision for students until they have completed their practicum hours. Clinical
supervision of thesis or major project client populations will only be paid for by TATI if the student’s practicum
hours are not complete. After this each student must ensure that they have the minimum amount of
supervision required and the student must pay for this. Students will be required to provide documentation
showing that they have engaged in supervision of any clinical work conducted with a thesis or major project
population by submitting monthly Thesis or Major Project Clinical Supervision Form.
H-3. Cancellation of Supervision Sessions Policy
Scheduling supervision sessions with the supervisor is up to the student and their supervisor. If a student
cannot attend a scheduled supervision meeting they must provide notice to their supervisor 24 hours in
advance unless there is an emergency. If notice is not given to the supervisor the student is obligated to pay
for the missed supervision session in the amount of $60.00 per hour. In the case of an emergency proof of an
emergency must be presented to the TATI Director.
I. THESIS AND MAJOR PROJECT POLICIES
I-1. Research with Human Subjects
i)Every research project involving human subjects should be preceded by careful assessment of the inherent
risks in comparison to foreseeable benefits to the research subjects or to others.
ii)The researcher must obtain legally effective informed consent in writing from all subjects and must allow
subjects to terminate their participation in research studies and major projects at any time. The signed
consent forms should be kept by the researcher in a safe setting (preferably locked) and can be destroyed
upon completion of the study. TATI consent forms must be utilized.
iii)Students conducting research studies or major projects involving human subjects must respect the rights
and privacy of research subjects and assure that maximum confidentiality of personal information will be
maintained.
TATI students will usually complete their thesis or major project with the involvement of human subjects
(participants).
• Students must ensure that their participants are informed of all of the benefits and risks of taking part in a
research study or major project.
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• Students must demonstrate that their clients are able to freely choose to be involved in a study or major
project without there being any element of coercion or pressure.
• Students must demonstrate that their participants are stable medically and psychologically.
• Students must demonstrate that their participants have adequate support should they need to deal with
issues arising from their participation in the study or major project.
I-2. Roles of Thesis Advisor and Thesis Reader and Major Project Advisor and Major Project Reader
A thesis advisor or a major project advisor is not responsible for editing. All spelling, grammatical and APA
style mistakes should be eliminated from any written work submitted to the advisor. If a thesis or major project
paper is submitted with mistakes it will be returned to the student’ at the student’s expense’ for corrections. If
a student has difficulty with spelling, grammar or APA style they must have an editor or someone acting as an
editor edit their written work before submitting it to the advisor.
Thesis
The thesis is an opportunity to contribute in a meaningful way to the art therapy literature and to research
an area of study that resonates for the student. The thesis should be 80-120 pages in length and can be
commenced once the proposal for the thesis is accepted. APA style must be followed.
Thesis Advisor’s Role
A thesis advisor is appointed to a student once the student has completed their thesis proposal. The thesis
advisor will review the thesis proposal and comments in writing on areas that could be strengthened and any
other concerns and/or changes the advisor recommends. The student then makes the changes if any are
required and re-submits the proposal. When the proposal is approved the student then implements their
study and gathers their data. When the study has been completed the student writes Chapter One as per the
TATI thesis outline and submits it to their thesis advisor. The advisor reviews Chapter One and comments in
writing on areas that could be strengthened and any other concerns and/or changes the advisor recommends.
The student then makes the changes, if any are required, and re-submits Chapter One. When Chapter One is
approved the student then commences to write Chapter Two and the same process takes place until all four
chapters are complete. When the advisor feels the thesis meets the criteria of a graduate level thesis they sign
the thesis approval form.
Thesis Reader’s Role
The thesis reader’s task is to read through the thesis and confirm that it meets the criteria of a graduate level
thesis. The reader gives their approval by signing the thesis approval form.
Major Project
The objective of this option is to conceive, plan, execute, and report on a major project. The proposal for a
major project should generally follow the proposal for a thesis and it should explain how the outcome of the
project is to be measured.
The Major Project is recorded in a minimum fifty page paper describing the reason for the project, the process
of conceiving of, planning and executing the project and the outcome. The contribution to the field of art
therapy must also be addressed.
Once the student’s proposal for a major project is accepted the student can commence the execution of their
major project. At this time they will also receive a Major Project Advisor.
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Major Project Advisor’s Role
The Major Project Advisor’s role is to advise the student during the course of the major project undertaking
on any issues pertaining to the major project as they arise. Providing clinical supervision of clinical work
undertaken during the major project is also part of the major project advisor’s role based on a ratio of one hour
of supervision to ten hours of client-contact. The major project advisor will initially read the approved major
project proposal. Once the project has been completed the student must submit a 50 page paper detailing
the results of the major project. The major project advisor will comment on any areas they feel could be
strengthened and return the paper to the student for changes. The student will then submit their major project
paper for review once they have made changes. The major project advisor will then sign the major project
acceptance form confirming that the major project has met the criteria of a graduate level major project.
Major Project Reader’s Role
The major project reader’s task is to read through the major project paper and confirm that it meets the
criteria of a graduate level major project paper. The reader gives their approval by signing the major project
approval form.
I-3. Statement on Ethical Conduct in Research
TATI expects of its members (which include faculty, students and anyone working or associated with TATI), the
highest standards of ethical conduct in every aspect of research including applications, proposals, the research
itself, reports and publications. The term “research” is broadly defined and is intended to include both scientific
and non-scientific research.
It is neither possible nor desirable to foresee or to define what constitutes ethical conduct in all circumstances.
This policy leaves many such matters untouched: it does not, for example, apply to the question of whether a
certain kind or line of research is itself ethical.
TATI considers that the highest ethical standards in research would entail (although not exclusively);
i) The accurate presentation and interpretation of experimental data and other factual information;
ii) Due acknowledgement to another’s work;
iii) The maintaining of confidentiality with respect to information supplied by another when requested and
appropriate use of that information in a manner authorized by the supplier of the information, and in
accordance with scholarly practice;
iv) The appropriate use and allocation of money or other resources supplied for research purposes.
v) The TATI Human Subjects Policy (see below) must be adhered to at all times.
I-4. Thesis or Major Project Extensions
Students are given two years to complete their thesis or major project following the completion of their
coursework. During this period readers and advisors will be paid for by TATI. After the two year period
students are required to pay $100.00 per semester to maintain their TATI student status and students must
pay their readers or advisors any on-going or outstanding fees.
All extensions must be requested formally in writing addressed to the Executive Director and a doctor’s note
may be requested.
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J. BURSARIES AND SCHOLARSHIPS
J-1. The Ann Francis Oakes Bursary
Ann Francis Oakes was a graduate of TATI and started the Therapy Through The Arts Foundation, the
mandate of which was to raise monies so that art therapists could be paid to provide art therapy services to the
community. Ann was also on the TATI Board of Directors for two years before she succumbed to pancreatic
cancer. To honour her work and memory TATI has started a bursary that is awarded to the student who shows
the most need for support during the process of completing a thesis or major project that promotes art therapy
and social activism. The student must be working on their thesis or major project and must have had their
thesis or major project proposal accepted. The amount of the bursary is $500.00 dollars.
How to Apply for the Ann Francis Oakes Bursary
If a student wishes to apply for the bursary they should ask for an application at the administration office of TATI.
K. COMPLAINT PROCEDURES
K-1. Student Complaint Procedure
Introduction
The complaint procedure is designed to assist students who have perception of unfair and/or unlawful
treatment. A complaint of unfair and/or unlawful treatment formally charged by a student against an Institute
employee, in regard to the application of Institute rules, policies, procedures, and regulations, should be
resolved without initiating the formal procedure, if at all possible.
Please note that it is generally beneficial to the student to discuss the problem with Institute personnel prior to
filing a formal complaint. The Executive Director is available to advise students.
Informal Procedure
A complaint should be raised and resolved as quickly as possible. Within fifteen (15) business days following
either the event which preceded the complaint, or within fifteen (15) business days of the time when the
student reasonably should have gained knowledge of the issue, the Institute employee involved should be
contacted by the student. A business day is defined as a Monday through Friday when the Institute is open. An
attempt should be made to resolve the complaint informally.
The first step is for the student to meet with the Institute employee involved.
Formal Procedure
LEVEL 1
If the matter cannot be resolved informally, the student may file a written complaint within ten (10) business
days following the verbal response from the Institute employee involved. The student should forward copies
of all correspondence and relevant documents along with a cover letter to the Executive Director, Helene Burt,
Executive Director, at TATI, 66 Portland Street, Ste. 103, Toronto, Ontario, M5V 2M6. The written complaint
should contain the following:
1. A complete description of the complaint;
2. any supporting documents; and,
3. the redress (desired outcome) sought.
The student will be asked to make an oral presentation prior to a decision being made by TATI and may be
accompanied by an advisor or representative of his/her choice who may present on their behalf and at the
student’s expense at any level of the procedure. Minutes will be taken of any meetings held during the formal
procedure and copies will be provided to the student as well as kept on file at TATI.
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The Executive Director has ten (10) business days to adjudicate the matter and reply in writing to the student
with a decision and the reasons for the decision.
LEVEL 2
If the student is not satisfied with the written response from LEVEL 1, he or she may appeal to the Chair of the
Board of Directors, (Name and Contact Information of the Current Chair). This appeal must be made within
ten (10) business days after the reply from LEVEL 1. The student should forward copies of all correspondence
and relevant documents from LEVEL 1 along with a cover letter, to the President. The President has ten (10)
business days to adjudicate the matter and reply in writing to the student.
LEVEL 3
If the student is not satisfied with the written response from LEVEL 2, he or she may contact the
Superintendent of Private Career Colleges in the Ontario Ministry of Training, Colleges and Universities.
General Guidelines
The student filing a complaint may be accompanied by an advisor or representative who may present on their
behalf of his/her choice and at the student’s expense at any level of the procedure. The student may not be
represented in these discussions by an attorney-at-law without prior written approval and a TORONTO ART
THERAPY INSITITUTE legal council also present.
Revision of the deadlines for filing appeals and providing written responses may be made due to extenuating
circumstances such as vacations or illnesses. If the deadlines are changed by either party, the respective
employee should inform the student of the receipt of the complaint and give an estimated date of the final reply.
Copies of the President’s decision will be sent to the appropriate Institute employees at LEVELS 1 and 2.
Students will be provided with a copy of the complaint, and submissions filed and the decision made.
The Toronto Art Therapy Institute will maintain a record of every student complaint for a period of at least
three years from the date of the decision, including a copy of the student complaint, any submissions or
minutes filed and the decision.
K-2. Staff Complaint Procedure
Introduction
The complaint procedure is designed to assist staff who have perception of unfair and/or unlawful treatment.
A complaint of unfair and/or unlawful treatment formally charged by a staff against an Institute employee, in
regard to the application of Institute rules, policies, procedures, and regulations, should be resolved without
initiating the formal procedure, if at all possible.
Please note that it is generally beneficial to the staff to discuss the problem with Institute personnel prior to
filing a formal complaint. The Executive Director is available to advise staffs.
Informal Procedure
A complaint should be raised and resolved as quickly as possible. Within fifteen (15) business days following
either the event which preceded the complaint, or within fifteen (15) business days of the time when the staff
reasonably should have gained knowledge of the issue, the Institute employee involved should be contacted by
the staff. A business day is defined as a Monday through Friday when the Institute is open. An attempt should
be made to resolve the complaint informally.
The first step is for the staff to meet with the Institute employee involved.
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Formal Procedure
LEVEL 1
If the matter cannot be resolved informally, the staff may file a written complaint within ten (10) business
days following the verbal response from the Institute employee involved. The staff should forward copies of
all correspondence and relevant documents along with a cover letter to the Executive Director, Helene Burt,
Executive Director, at TATI, 66 Portland Street, Ste. 103, Toronto, Ontario, M5V 2M6. The written complaint
should contain the following:
1. A complete description of the complaint;
2. any supporting documents; and,
3. the redress (desired outcome) sought.
The staff will be asked to make an oral presentation prior to a decision being made by TATI and may be
accompanied by an advisor or representative of his/her choice who may present on their behalf and at the
staff’s expense at any level of the procedure. Minutes will be taken of any meetings held during the formal
procedure and copies will be provided to the staff as well as kept on file at TATI.
The Executive Director has ten (10) business days to adjudicate the matter and reply in writing to the staff with
a decision and the reasons for the decision.
LEVEL 2
If the staff is not satisfied with the written response from LEVEL 1, he or she may appeal to the Chair of the
Board of Directors, (Name and Contact Information of the Current Chair). This appeal must be made within
ten (10) business days after the reply from LEVEL 1. The staff should forward copies of all correspondence
and relevant documents from LEVEL 1 along with a cover letter, to the President. The President has ten (10)
business days to adjudicate the matter and reply in writing to the staff.
LEVEL 3
If the staff is not satisfied with the written response from LEVEL 2, he or she may contact the Superintendent
of Private Career Colleges in the Ontario Ministry of Training, Colleges and Universities.
General Guidelines
The staff filing a complaint may be accompanied by an advisor or representative who may present on
their behalf of his/her choice and at the staff’s expense at any level of the procedure. The staff may not be
represented in these discussions by an attorney-at-law without prior written approval and a TORONTO ART
THERAPY INSITITUTE legal council also present.
Revision of the deadlines for filing appeals and providing written responses may be made due to extenuating
circumstances such as vacations or illnesses. If the deadlines are changed by either party, the respective
employee should inform the staff of the receipt of the complaint and give an estimated date of the final reply.
Copies of the President’s decision will be sent to the appropriate Institute employees at LEVELS 1 and 2.
Staffs will be provided with a copy of the complaint, and submissions filed and the decision made.
The Toronto Art Therapy Institute will maintain a record of every staff complaint for a period of at least three
years from the date of the decision, including a copy of the staff complaint, any submissions or minutes filed
and the decision.
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APPENDICES
APPENDIX 1
ARTICLES OF INCORPORATION
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APPENDIX 2
BY-LAWS
A by-law relating generally to the transaction of the business and affairs of
TORONTO ART THERAPY INSTITUTE
BE IT ENACTED as by-law of Toronto Art Therapy (hereinafter referred to as the “Corporation”) as follows:
HEAD OFFICE
1. The head office of the corporation shall be in the City of Toronto.
SEAL
2. The corporate seal of the corporation Toronto Art Therapy Institute shall be in the form impressed hereon.
MEETING OF DIRECTORS
3. The ANNUAL MEETING of the Directors shall be in the City of Toronto as determined by the Board or the
Chairperson of the Board.
APPOINTMENT OF AUDITORS
4. The members, at each annual meeting, shall appoint an auditor to hold office until the next annual meeting.
The Auditors shall make such examinations as will enable him or her to present a report to the members
on the financial statement to be laid before the members at the annual meeting of members.
5. SPECIAL MEETING - The Board or Chairperson who is a Director shall have power at any time to call a
special meeting of the Directors to be held at such a time and place as may be determined by the Board or
the person calling the meeting. The “phrase” special meeting of the Directors, shall include any meeting of
the directors as well as an annual meeting of the Directors.
6. NOTICES - Notice of the time and place of each meeting shall be given not less than 10 days before the day
on which the meeting is to be held.
DIRECTORS
7. POWER OF DIRECTORS - The affairs of the Corporation shall be managed by its Board of Directors. Until
changed by special resolution or supplementary letters patent, the number of Directors of the Corporation
shall be not more than ten; a quorum of transaction of business at any meeting of the Directors shall be a
majority of the number of Directors. Notwithstanding vacancies, remaining Directors may exercise all the
powers of the Board so long as a quorum of the Board remains in the office.
8. QUALIFICATIONS - Each Director shall be 21 years of age.
9. ELECTION AND TERM - Directors shall be elected yearly to hold office until the next annual meeting of the
Directors and until their successors shall have been duly elected. The whole Board shall be elected at each
annual meeting and all the Directors, then in office, shall retire but, if qualified, are eligible for re-election.
10. REMUNERATION - The Directors shall perform their duties without remuneration and no Director shall
directly or indirectly receive any profit from the position of Director; however, a Director may be paid
reasonable expenses in the performance of the Director’s duties.
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11. REMOVAL - The Directors, at a general meeting, may remove a Director with two-thirds of votes cast
and may by a majority of votes cast at the meeting, elect another person for the remaining of the term.
Directors are advised that if they miss four consecutive meetings, without a valid reason, they will be asked
to resign from the Board.
12. VACANCIES - Vacancies on the Board may be filled for the remainder of the term of office by appointment
by the Chairperson of the Board of Directors, without a formal meeting of the Board or by the remaining
Directors if constituting a quorum; otherwise such vacancies, shall be filled at the next meeting of
Directors at which Directors for the ensuing years are elected.
13. CALLING OF MEETINGS - Meetings of the Board shall be held as deemed by the Chairperson or any
two Directors. Notice of every meeting, so called, shall be given to every Director not less than 48 hours
(excluding a Sunday or holiday) before the time the meeting is to be held.
14. REGULAR MEETINGS - The Board shall set regular quarterly meetings advising the Directors of the date
and place.
15. PLACE OF MEETING - The Head Office of the Corporation.
16. VOTES TO GOVERN - At all meetings of the Board, every question shall be decided by the majority of
the votes cast and in the case of an equality of votes, the Chairperson of the meeting shall be entitled to a
second or casting vote.
17. LIMITATION OF AUTHORITY OF INDIVIDUAL DIRECTORS AND OFFICERS - No Director or officer,
without the authority of the Board of Directors, evidenced by a resolution passed at a meeting thereof, shall
enter into a contract on behalf of the Corporation.
18. CONFLICT OF INTEREST
• Employee - No person who is a paid employee (including “part-time” employee) of the Corporation
shall be permitted to hold office within the Corporation or sit on the Board of Directors of the
Corporation until such time as 2 years have elapsed since the cessation of paid employment.
• Directors and Committee Members - Every Director or Committee Member of the Corporation who
is in any way directly or indirectly interested in a proposed contract or a contract with the Corporation
shall declare his or her interest at the meeting of the Board.
• Staff eligibility to participate on the Board - No person who is paid employee (including “part-time”
employees) of the corporation shall be permitted to be a director of the corporation until such time as
two years have elapsed since the cessation of paid employment.
• An individual is not eligible to serve on the Board if any family member is employed by the Corporation
(including “part-time” employees).
• No more than one member from the same family shall be eligible to serve on the Board of Directors at
the same time.
• Two members who are each other’s spouse shall not be eligible to serve on the Board of Directors at
the same time.
19. FOR THE PROTECTION OF DIRECTORS AND OFFICERS - No Director or Officer for the time being of
the Corporation shall be liable for the act, receipts, neglects or defaults of any other Director or Officer or
employee or for joining in any receipt or act for conformity or for any loss, damage or expense happening
to the Corporation through the insufficiency or deficiency of title to any property of the Corporation for or
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
73
O R G A N I Z AT I O N R E V I E W
APPENDICES
on behalf of the corporation or for the inefficiency or deficiency of any security in or upon which any of the
monies of or belonging to the corporation shall be placed out or invested or for any loss or damage arising
from the bankruptcy, insolvency or tortuous act of any person, firm or corporation including any person,
firm or corporation with whom or which any monies, securities or effects shall be lodged or deposited or
for any loss conversion, misapplication or misappropriations of or any damage resulting from any dealings
with any monies securities or affects shall be lodged or deposited for any loss, conversion, misapplication
or misappropriations of or any damage resulting from any dealings with monies or assets belonging to
the Corporation or for any loss or damage or misfortune whatever which may happen in the execution of
the duties of his or her respective office of trust or in relation thereto, unless the same shall happen by or
through his or her failure to exercise the powers and to discharge the duties of his or her office, in good
faith, with a view to the best interest of the Corporation and in connection therewith to exercise the care,
diligence and skill that a reasonably prudent person would exercise in comparable circumstances, provided
that nothing herein contained shall relieve a Director or Officer from the duty to act in accordance with the
corporation’s act or relieve him or her from liability under that act.
20.INDEMNIFICATION OF OFFICERS AND DIRECTORS - Every Director and Officer of the Corporation
and every member of the committee and their heirs and personal representatives, estate and effects
respectively, shall from time to time and at all times, be indemnified and saved harmless out of the funds of
the corporation from and against:
• all costs, charges and expenses whatsoever which such Director, Officer or member of a committee
sustains or incurs in or about any action, suit or proceeding which is brought, commenced or
prosecuted against them, for or in respect of any act, deed, matter or thing whatsoever, made, done or
permitted by them in or relating to the execution of duties of their office;
• all other costs, charges and expenses that they sustain or incur in or relating to the affairs of the
corporation;
• except such cost charges or expenses as are occasioned by their own willful neglect, misconduct or
default.
21. CHAIRPERSON OF THE BOARD OF DIRECTORS - The Chairperson of the Board of Directors shall be
elected yearly until the next annual meeting of the Directors; the Chairperson of the Board of Directors
shall be chosen from the Board of Directors.
22. AMENDMENT TO CONSTITUTION AND BY-LAWS - The Directors may, at any time alter or amend the
constitution or by-laws of the Corporation by a majority vote.
OFFICERS
23. ELECTED OFFICERS - At the annual meeting of the Board, after the election of Directors, the Board shall
elect from its members a Chairperson, a Secretary and a Treasurer and such other officers as the Board by
resolution decide.
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PROGRAM REVIEW
SECTION 1: INTRODUCTION
PROGRAM REVIEW
SECTION 1: INTRODUCTION
ORGANIZATION AND PROGRAM INFORMATION
TITLE PAGE
Name of Organization:
TORONTO ART THERAPY INSTITUTE
URL:www.tati.on.ca
Proposed Degree Nomenclature:
Master of Arts in Art Therapy
Location:
66 Portland St. Suite 103, Toronto, ON M5V 2M6
Primary Contact:
Helene Burt
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
SECTION 1: INTRODUCTION
TABLE OF CONTENTS
SECTION 1: INTRODUCTION................................................................................................................................ 1
Organization and Program Information......................................................................................................................................1
Table of Contents............................................................................................................................................................................ 2
Executive Summary of Program Review Submission............................................................................................................. 3
Program Abstract............................................................................................................................................................................ 3
SECTION 2: DEGREE LEVEL.................................................................................................................................. 4
SECTION 3: ADMISSION, PROMOTION AND GRADUATION........................................................................ 6
Admission Requirements for Direct Entry................................................................................................................................6
Admission Policies and Procedures for Mature Students.....................................................................................................6
Promotion and Graduation Requirements................................................................................................................................6
Advanced Standing Policies and Requirements...................................................................................................................... 7
SECTION 4: PROGRAM CONTENT..................................................................................................................... 8
Program Advisory Committee.....................................................................................................................................................8
Professional Accreditation............................................................................................................................................................8
Graduate Course Schedule 1........................................................................................................................................................8
Work Experience............................................................................................................................................................................12
Course Outlines............................................................................................................................................................................. 15
SECTION 5: PROGRAM DELIVERY....................................................................................................................49
Quality Assurance of Delivery.................................................................................................................................................. 49
Student Feedback......................................................................................................................................................................... 49
SECTION 6: CAPACITY TO DELIVER.................................................................................................................51
Learning and Physical Resources.............................................................................................................................................. 51
Resource Renewal and Upgrading............................................................................................................................................ 51
Support Services........................................................................................................................................................................... 51
Faculty.............................................................................................................................................................................................. 51
Curriculum Vitae Release............................................................................................................................................................52
Curriculum Vitae of Faculty Assigned to the Degree Program.........................................................................................52
SECTION 7: CREDENTIAL RECOGNITION....................................................................................................... 53
SECTION 8: REGULATION AND ACCREDITATION........................................................................................ 55
SECTION 9: NOMENCLATURE.......................................................................................................................... 56
SECTION 10: PROGRAM EVALUATION............................................................................................................ 57
SECTION 11: POLICIES AND PROCEDURES MANUAL.....................................................................................59
APPENDICES
Appendix 1: Statements from the Evaluation Committee on the Educational Standard of the TATI Program.... 94
Appendix 2: The Canadian Art Therapy Association Educational Standards..............................................................97
Appendix 3: Off-Site Practicum Supervisor Evaluation of Student................................................................................102
Appendix 4: On-Site Practicum Supervisor Evaluation of Student................................................................................105
Appendix 5: Student Evaluation of Practicum Supervisor.............................................................................................. 106
Appendix 6: Letters Contesting to the Equivalency of TATI’s Diploma Program to a Master’s Degree............. 109
Appendix 7: Curriculum Vitae of Faculty Assigned to the Degree Program.............................................................. 122
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
SECTION 1: INTRODUCTION
EXECUTIVE SUMMARY OF PROGRAM REVIEW SUBMISSION
The TATI Program Review submission includes
PROGRAM ABSTRACT
The Master of Arts in Art Therapy (M.A.) of the Toronto Art Therapy Institute (TATI) trains graduate
level students to become Professional Art Therapists. The 60 credit curriculum meets the academic and
clinical requirements of the Canadian Art Therapy Association. Graduates are recognized as Professional
Art Therapists by the Canadian Art Therapy Association and can work towards their Canadian Art Therapy
Association registered status as indicated by R.C.A.T. (Registered Canadian Art Therapist). Graduates will also
be able to be registered with the Ontario College of Registered Psychotherapists and Registered Mental Health
Therapists once the College has been formed. The degree is offered as a 16 month accelerated program one
weekday a week and one Saturday a month. Upon completion of the coursework students have two years to
complete their thesis or major project. Students graduate upon completion of their thesis and major project
Graduates from the M.A. in Art Therapy at TATI can find employment in all of the helping professions at
settings including hospitals, children’s mental health centres, community mental health centres, etc. and may
also practice in private practice.
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PROGRAM REVIEW
SECTION 2: DEGREE LEVEL
SECTION 2: DEGREE LEVEL
Depth and Breadth of Knowledge
The TATI curriculum aims to inform our students of every relevant aspect of the field of art therapy including
history, development, theory, and practice. Our instructors draw on their extensive practical experience as art
therapists to provide training that includes instructive case examples and strong and supportive mentoring to
their students.
Not only does the TATI curriculum impart a thorough understanding of the profession of art therapy from
both theoretical and applied perspectives, but the curriculum also instructs students in all areas that inform
and have an impact on the field of art therapy as well as all contexts in which art therapy can be delivered. It
is a goal of TATI to provide to students all the information needed to work in todays’ helping organizations,
be they hospitals, children’s mental health centres, private clinics, community-based agencies, etc. All
these organizations provide different types of treatment or support to various population groups within our
communities. In order for our graduates to be integral to any of these agencies they must be aware of the most
contemporary models for treatment and the various different professional contexts in which these models are
employed. Therefore, it is not enough to cover the major theories of personality and development, student
must also be aware of other more recent ways of thinking that inform and reconsider the traditional theories.
In order for our graduates to be able to work on multidisciplinary teams with complimentary professionals, our
curriculum includes general understanding of relevant social work, counseling, psychology, psycho-educational
and psychiatric concepts and methods.
Conceptual and Methodological Awareness/Research and Scholarship
All of the TATI Master’s Degree in Art Therapy curriculum relies on the literature in the field and related fields
to as well as the latest research to ensure our students have a working comprehension of how research is
conducted and how to not only understand it but to incorporate it into their practice as art therapists. The
ability of TATI students to critically examine existing research, conduct research and apply the knowledge
they have gained is emphasized in the many reading assignments, written assignments and group interactive
assignments required in all coursework.
Communication Skills
Students develop strong communication skills through the coursework and practicum experience which allows
them to express their ideas, formulations and conclusions to both a wide range of helping professionals and the
general population. Because art therapy is a relatively new and innovative area many people are not familiar
with what it actually is. Being able to succinctly and clearly communicate the purpose and practice of art
therapy in ways that a wide range of audiences can appreciate is a basic skill imparted early in the program and
constantly reinforced.
The professionals art therapists will be working with include social workers, nurses, teachers, psychologists,
medical doctors, counselors and child and youth care workers. Each of these professions has its own lingo
and terminology and art therapists need to be familiar with the whole range in order to communicate in the
multidisciplinary teams that they work in. TATI provides, through our curriculum, practicum and our aim to
ensure that our students can work on multidisciplinary teams with ease, the knowledge of the different lingo
and terminology used. In order for art therapy as a profession to become more established in Canada, the
ability to effectively communicate to professionals, clients and lay persons is a skill TATI assumes responsibility
to impart to our students.
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PROGRAM REVIEW
SECTION 2: DEGREE LEVEL
Application of Knowledge
The TATI Empirical Research Methods course gives students a complete understanding of quantitative,
qualitative and arts based research methods. The final requirement to complete the TATI Art Therapy
Master’s Degree will be a thesis or major project. In this final assignment students have the opportunity
to combine all that they have learned in class and in practicum to either conduct a study and add to the art
therapy literature or conduct a major project and highlight the profession of art therapy in the community.
Professional Capacity/Autonomy
Through training, supervision and mentoring TATI students gain a certain degree of confidence in their abilities
and demonstrate creativity, innovation and responsibility in all of their professional activities. Many students
in the current graduate level diploma program so impress their superior in practicum settings that they are
offered employment. The frequency of this speaks to the high level of professionalism our students are able
to demonstrate while still students. Because the field of art therapy is a relatively new and innovative one,
people who are attracted to the field and wish to become art therapists have a certain amount of intellectual
independence and often become leaders because of this.
Awareness of Limits of Knowledge
As a profession, art therapy combines the process of psychotherapy with the process of creative expression
in visual arts. As a hybrid, art therapy requires a great deal of knowledge in both these areas. At the same
time, art therapists must develop a certain amount of medical and psychiatric knowledge and socio/cultural
knowledge in order to work with the wide range of clients that utilize art therapy in treatment. Our students
are trained to understand that upon graduation they are new art therapists and that their specialty area is art
therapy and no other.
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PROGRAM REVIEW
S E C T I O N 3 : A D M I S S I O N , P R O M O T I O N A N D G R A D U AT I O N
SECTION 3: ADMISSION, PROMOTION AND GRADUATION
ADMISSION REQUIREMENTS FOR DIRECT ENTRY
PROGRAM ADMISSION REQUIREMENTS
Academic
Prerequisite courses
Visual arts: University-level credits, which must include:
• Three one semester length courses in studio arts (EACH of the
following studio courses: painting, drawing, and 3-D)
• Three one semester length courses art history, art theory or art
education
Psychology: University-level credits, which must include one semester
length courses in each of the following:
• Introduction to Psychology
• Theories of Personality
• Abnormal Psychology
• Developmental Psychology
Portfolio
A portfolio of applicant’s artwork
An autobiographical paper with emphasis on life
experience rather than academics or professional
experiences
A statement detailing why the applicant is interested in
training in the profession of art therapy.
ADMISSION POLICIES AND PROCEDURES FOR MATURE STUDENTS
Mature student status does not permit entry to the program.
PROMOTION AND GRADUATION REQUIREMENTS
Students must complete all courses with marks as specified below in order to graduate. Grade point average
(GPA) is the mean, or average, of the student’s numerical grades.
Toronto Art Therapy Institute Grade Scale
GRADE MEANINGS
GRADE POINT VALUE
LETTER GRADE SCALE
NUMERICAL SCALE OF MARKS
Excellent
4.0
4.0
3.7
A+
A
A-
90-100 %
85-89 %
80-84 %
Good
3.3
3.0
2.7
B+
B
B-
77-79%
73-76%
70-72%
Adequate
2.3
2.0
1.7
C+
C
C-
67-69 %
63-66 %
60-62 %
Inadequate
0-59 %
Experiential Courses:
Pass: P
Fail: F
I.: Indicates incomplete
Comp.: Indicates complete
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
S E C T I O N 3 : A D M I S S I O N , P R O M O T I O N A N D G R A D U AT I O N
Practicum
Students must complete 800 hours of practicum, 350 of which must be direct client contact.
Thesis and Major Project
A thesis or major project is required to complete the program.
ADVANCED STANDING POLICIES AND REQUIREMENTS
Credit Transfer/ Recognition Policies and Procedures
Transfer Credit Policy
Only students from other graduate level training programs in art therapy will be considered for transfer of
credits. We review each applicant’s graduate level studies in art therapy to determine how much transfer
credit they will be awarded.
TATI reserves the right to assess Transfer Credits on an individual basis and to make such changes in Transfer
Credit equivalencies, regulations and policies as may be required.
Transfer credits cannot be used to replace a graded course for GPA purposes.
Transfer credits will only be considered if they are in the same area of study as a course in the TATI curriculum.
In order to be granted a transfer credit from another program of graduate art therapy study, the student must
show that the content of the course is equal to the proposed equivalent TATI course.
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
SECTION 4: PROGRAM CONTENT
SECTION 4: PROGRAM CONTENT
PROGRAM ADVISORY COMMITTEE
Susan Hogan, BA Hons; Dip. AT; MA; MA; Ph.D., Shelly Goebel-Parker, MSW, LCSW, ATR-BC and Jamie Bird,
MA in Art Therapy agreed to be the program advisory committee for the proposed program. Each person
reviewed the current TATI curriculum and assessed it as equivalent to a Master of Arts in Art Therapy.
NAME
OCCUPATION
CREDENTIALS
PROFESSIONAL
EMPLOYER
AFFILIATIONS
Susan Hogan
Full Professor in Cultural Studies
& Art Therapy at the University
of Derby
BA Hons; Dip. AT; MA; Prof. Reg. ANZATA; Prof
MA; Ph.D.
Membership BAAT; HPC
(UK) Registered. BAAT
Registered Supervisor.
University of Derby
Jamie Bird MA
Art Therapy
Senior Lecturer in Therapeutic
Arts, School of Health Sciences,
University of Derby, Britannia
Mill, Mackworth Road, Derby,
DE22 3BL
01332 594044
MA in Art Therapy
British Art Therapy
Association
University of Derby
Shelly Goebl-Parker
Director Art Therapy Program,
Associate Professor
MSW, LCSW, ATR-BC
MSW, LCSW, ATR-BC
American Art Therapy
Association
Southern Illinois
University
(314)374-1570 (US)
[email protected]
See attached letters from the program advisory committee in Appendix 1, “TATI Program Advisory Committee
Evaluation of Degree Standard.
PROFESSIONAL ACCREDITATION
TATI is a Canadian Art Therapy Association (CATA) approved training program. The CATA Educational
Standards (please see Appendix 2) are the same for a Master of Arts in Art Therapy and a Graduate Level
Diploma Program in Art Therapy.
GRADUATE COURSE SCHEDULE 1
COURSE TITLE
CALENDAR COURSE DESCRIPTION
HOURS/ COURSE
PROPOSED
COURSE
INSTRUCTORS
PREREQUISITE
Year 1 Semester 1
The History and
This course is designed to explore the history and
32
Development of the
the development of art therapy as a profession
Profession of Art Therapy throughout the years in Canada, the U.S, Britain
and Australia. This course will focus on the
pioneers of art therapy and their theoretical
orientations. In addition, students will have
the opportunity to explore their own personal
relationship to art, definitions related to art therapy,
and their creative process.
Nalini Iype, Masters
of CounsellingSpecialization: Art
Therapy
Psychodynamic Issues in
Theory and Practice
Mark Egit, PhD,
Psychoanalyst,
graduate of the
Toronto Institute
for Contemporary
Psychoanalysis
This course traces the development of psychotherapeutic theory from its beginnings. Students
will learn through classical, historical and current
examples and will gain insight into clinical practice.
The course proceeds through a series of short
papers addressing a variety of issues.
32
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
COURSE TITLE
Art Therapy Experiential
Group
SECTION 4: PROGRAM CONTENT
CALENDAR COURSE DESCRIPTION
This will be a two hour group art therapy
experience. Group process will include each
person engaging in an art making exercise; time for
reflection; journaling; sharing and cleanup.
HOURS/ COURSE
PROPOSED
COURSE
INSTRUCTORS
PREREQUISITE
136
Sharlene Friedman,
DTATI, RCAT
Art sessions may include spontaneous art work,
directives, and or themes. These art experiences
are confidential from the other faculty and no
student will be marked on their performance,
however course completion is based on your full
participation.
Practicum Preparation
In this course students will be introduced to the
various types of settings in which practicum take
place, the legislation that governs working with
children and adults in mental health and case
management. Students will be familiarized with
basic processes of psychiatry including diagnosis
and the DSM IV-R as well as special concerns
such as self-harming and suicidal behaviours. All
aspects of commencing and completing practicum
will be discussed. Basic counselling skills will
be covered from a theoretical and practical
perspective.
16
Helene Burt, DA,
DTATI, RCAT
Ethics and Art Therapy
This course is designed as an introduction to
ethics in the helping profession and in art therapy.
Students will review the ethical parameters
from beginning to the end of therapy from first
contact, assessment, treatment planning, and
documentation, course of therapy, termination and
disposition of the art work.
8
Olena Darewych,
PhD Cand.(PhD in
Art Therapy Lesley
College), MA in
Marital and Family
Therapy, emphasis
in Art Therapy
Introduction to Jungian
Psychology Part 1
This course introduces the basic psychological
theory of Carl Gustav Jung and its application
to exploring the dynamics of the psyche and the
healing potential of creative expression as it relates
to the practice of art therapy. The purpose
of the discussion is to facilitate student’s living
relationship to images and symbols both personally
and in practice.
8
Christina Becker,
MBA;Jungian
Analyst—Diploma
of Analytical
Psychology, C.G.
Jung Institute
Child and Adolescent
Development and Art
Therapy
In this course students will learn about attachment
theory and child and adolescent development.
Students will also learn about children’s art and art
therapy with latency aged children and adolescent
and how to apply theory on attachment and art
therapy to clinical issues
32
Carole Knibbe,
DTATI, RCAT
Principles of Group
Therapy Process
This course provides students with an
understanding of group therapy theory and
practice. Students will explore styles of
communication to improve interpersonal skills and
learn how to conduct art therapy groups.
8
Nalini Iype, Masters
of CounsellingSpecialization: Art
Therapy
Year 1 Semester 2
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
COURSE TITLE
SECTION 4: PROGRAM CONTENT
CALENDAR COURSE DESCRIPTION
HOURS/ COURSE
PROPOSED
COURSE
INSTRUCTORS
PREREQUISITE
Art Therapy, Spirituality,
Loss and Grief
In this course students will explore the major
theories of grief and learn to understand loss
at different life stages. Theories of spirituality
and how it impacts the grief process will also be
examined. Understanding the role of self care and
the impact on the art therapist of grief and loss
work will also be explored.
8
Nalini Iype, Masters
of CounsellingSpecialization: Art
Therapy
Medical Art Therapy
This course will focus on basic issues and
needs of the medical population with chronic
physical conditions, and introduce the student
to the application of art therapy in dealing with
chronic physical illnesses and their psychosocial
consequences using a solution-focused approach.
8
Ruth Luginbeuhl,
MD, DTATI, RCAT
Art Therapy Assessment
Techniques
This course is an introduction to art therapy
assessment techniques and projectives. Students
will develop familiarity with ways of measuring
effectiveness and outcomes of art therapy.
8
Yvonne Rose, Med,
DTATI, RCAT
The Elderly and Art
Therapy
Students will be introduced to the physical and
mental health status of older adults in Canadian
society. The course aims to present ideas about the
normal and abnormal aging process, the effects
of human development transitions in the life cycle
in later life, and the healthcare adjustments for
the prevalent major health issues associated with
older adults. The class will view current art therapy
approaches (personal-centred care) and theory,
assessments and treatments used in communitybased and institutionalized healthcare systems.
Students will view examples of art therapy case
studies for adults with various physical, emotional
and cognitive challenges including the effects of
vascular dementia (stroke), Parkinson’s disease,
first stage Alzheimer’s disease, depression, anxiety
and grief issues. Students will also be introduced
briefly to thanatology and palliative care.
8
Elva Palo, MA
in Creative Arts
Therapy, DTATI,
RCAT
Introduction to Jungian
Psychology Part 2
This course introduces the basic psychological
theory of Carl Gustav Jung and its application
to exploring the dynamics of the psyche and the
healing potential of creative expression as it relates
to the practice of art therapy. The purpose
of the discussion is to facilitate student’s living
relationship to images and symbols both personally
and in practice.
8
Christina Becker,
MBA;Jungian
Analyst—Diploma
of Analytical
Psychology, C.G.
Jung Institute.
Art Therapy in the
Assessment and
Treatment of People Who
Have Experienced Abuse
and Trauma
This course examines the use of art therapy in the
8
treatment of people who have survived trauma and
abuse. The nonverbal, visual, tactile and sensory
experiences of working with art materials to create
images makes art therapy an ideal modality for
the gradual processing of memories necessary to
master trauma and effectively move along a healing
journey.
Suzanne Thomson,
DTATI, RCAT
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
COURSE TITLE
Art Therapy With People
Who Have a Severe and
Persistent Mental Illness
SECTION 4: PROGRAM CONTENT
CALENDAR COURSE DESCRIPTION
HOURS/ COURSE
PROPOSED
COURSE
INSTRUCTORS
PREREQUISITE
This course will examine the role of Art Therapy
as an intervention for people living with a severe
and persistent mental illness. Students will gain
an understanding of severe and persistent mental
illness, develop an appreciation of the challenges
associated with treatment and learn about art
therapy standards of care with people who are
living with a severe and persistent mental illness.
8
Beth Merriam, MA,
Art Therapy
Empirical Research
Methods
This course introduces art therapy students
to basic research skills and terminology. Both
quantitative and qualitative research methods
will be covered in this course. An overview
of descriptive statistics will be taught as well.
Students will have the opportunity to write and
present a research proposal.
12
Olena Darewych,
PhD Cand.(PhD in
Art Therapy Lesley
College), MA in
Marital and Family
Therapy, emphasis
in Art Therapy
Postmodern
Psychotherapy
In this 8 week course students will be introduced
to models of therapy and counselling that are
neo-psychodynamic or commonly referred to
as postmodern. This includes Systems Theory,
Structural and Strategic Therapies, Feminist
Therapy, Relational Therapy, Solution-Focused
Therapy, Narrative Therapy and Social Justice
Therapy.
16
Helene Burt, DA,
DTATI, RCAT
Peer Supervision
In this course the art therapy work of each student
with their practicum clients is reviewed on a
rotating basis and supervised by the instructor.
Supervision is a mandatory practice in all mental
health agencies and is also required of private
practitioners through their Professional Standards
of Practice or Ethics. The peer group provides
additional input and feedback and the entire
student group learns from each other about a wide
range of presenting problems, interventions and art
therapy process in general.
40
Helene Burt, DA,
DTATI, RCAT
Art Therapy With
Diverse Populations
This course invites art therapists and expressive
arts therapists from the community to speak to the
students about the work they are currently involved
in with a wide range of populations and presenting
problems. The purpose of this course is to expose
students to the many ways in which art therapy is
utilized and applied in our community.
Unique Techniques in
Art Therapy: MaskMaking/ Phototherapy
Techniques/Sandplay/
Puppetry/Advanced
Media and Techniques
This course provides students with a greater
understanding of common techniques professional
art therapists integrate in their practice including
mask-making, phototherapy, sandplay and
puppetry. Advanced media techniques are also
included to add to the repertoire of each student.
This is an experiential course and no assignment is
required. Participation and some readings are the
only requirement.
Year 2 Semester 1
Various Art speakers
who are Professional
Art Therapists;
Supervised and
Graded by Helene
Burt, DA, DTATI,
RCAT
228
Esther Zeller Cooper,
DTATI, RCAT
Regina Cowan, RN,
Med.
Naomi Kates, DTATI
Ruth Danziger, DISIS
Helene Burt, DA,
DTATI, RCAT
TORONTO ART THERAPY INSTITUTE • MASTER OF ARTS IN ART THERAPY
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PROGRAM REVIEW
COURSE TITLE
SECTION 4: PROGRAM CONTENT
CALENDAR COURSE DESCRIPTION
HOURS/ COURSE
PROPOSED
COURSE
INSTRUCTORS
PREREQUISITE
Art Therapy in the
Treatment of Eating
Disorders
This course will introduce all types of eating
disorders as per DSM IV criteria and familiarize
students with the medical and co morbid
conditions associated with these diagnoses. Then,
a clinical presentation of art therapy case vignettes
will follow showing what the sufferers really feel
and experience, how they use the art and insight
gained, and how the therapeutic relationship
develops to enable growth/change. The focus
will be on how the clients identify and work
through the underlying issues of the illness vs. the
symptomology of the eating behaviour.
8
Charmaine Michael,
DTATI, RCAT
Art Therapy with People
Living with HIV and AIDS
In this course students will gain an understanding
of HIV/AIDS, develop an appreciation of the
challenges associated with living with HIV/AIDS
and explore the function of group art therapy with
people living with HIV/AIDS.
8
Sheila Hannon,
DTATI, RCAT
Social and Cultural Issues As art therapists in Toronto, the most multicultural
and Art Therapy
city in the world, and other increasingly
multicultural communities in Canada we are
required to have a deep understanding about the
meaning of difference whether it has to do with
race, ethnicity or culture. In this course we will
explore the issues that people from different race,
ethnicity and cultures face as well and the issues
this presents in our work as art therapists. We will
also explore the impact of other types of difference
such as gender, sexuality, physical challenge, and
age.
32
Helene Burt, DA,
DTATI, RCAT
Public and Private
Practice in Art Therapy:
Finding, Attaining and
Creating Employment as
an Art Therapist
This course will provide students with knowledge
as to how to obtain employment in the field of art
therapy, how to start a private practice and how to
write grant proposals.
8
Suzanne Thomson,
DTATI, RCAT
Thesis
The student is required to first submit a thesis
proposal of 10-20 pages in length. Once the
proposal is accepted the student can commence
the research for their thesis.
The thesis is an opportunity to contribute in a
meaningful way to the art therapy literature and
to research an area of study that resonates for the
student. The thesis should be 80-120 pages in
length and can be commenced once the proposal
for the thesis is accepted.
OR Major Project
A major project must be designed and
implemented by one student with a group of
voluntary clients. A major project highlights the
profession of art therapy in the community by
involving more than one larger system, a group of
clients, and the community.
Practicum
800 hours required.
DTATI (Diploma from the Toronto Art Therapy Institute); RCAT (Registered Art Therapist, CATA); DISIS (Diploma
from ISIS Canada); DA (Doctorate of Arts in Art Therapy)
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PROGRAM REVIEW
SECTION 4: PROGRAM CONTENT
WORK EXPERIENCE
Students engage in 800 hours of art therapy - related practicum in a wide range of non-profit agencies.
Agencies in which students may conduct practicum include hospitals, children’s mental health agencies,
community mental health agencies, rehabilitation and recovery programs for addictions and eating disorders,
long-term care agencies for the elderly, public and private schools, shelters for the homeless. An individualized
Practicum Plan is established with each student based on their interests and location and students receive
a good deal of support throughout their practicum. On-site supervisors and off-site registered art therapy
supervisors are assigned to each student to provide continuous and on-going clinical and practical supervision
for every aspect of their practicum. Students are evaluated by both the on-site and off-site supervisors with
a formal Practicum Supervisor Evaluation of Student (see Appendices 3 and 4 in this section). Students also
evaluate their supervisors (see Appendix 5 in this section). Students and supervisors are supported by the
TATI Practicum Coordinator.
TATI Practicum Settings Summary
TATI Provides practicum in a wide range of organizations, most of which are non-profit agencies such as
hospitals, public schools, children’s mental health organizations, community mental health organizations,
hospices, and shelters for the homeless. The following is a list of some of the practicum that TATI has students
placed in or has had students placed:
Toronto and the GTA
• Aisling Discoveries
• Barbara Schlifer Commemorative Clinic
• Baycrest
• Bishop Strachan School
• Caledon Community Services
• Council Fire
• Covenant House
• Delisle Youth Services
• Durham Rape Crisis Centre (Durham)
• Eating Disorders York Region
• Etobicoke Children’s Centre
• Drewry Secondary School-Special Needs Population
• Gilda’s Club
• Heart House Hospice
• Hincks-Dellcrest
• Hong Fook
• Hospice Dufferin
• Interim Place (Mississauga)
• L’Chaim Retirement Homes
• Lighthouse Community Centre
• Marc Garneau Senior Public High School
• Nelson Mandela Public School
• North York General Hospital In – Patient Adult Psychiatric Unit
• Oolagen Community Services
• Parkdale Community Health Centre
• Reena Foundation (Thornhill)
• Second Street Junior Public School
• Sheena’s Place
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PROGRAM REVIEW
•
•
•
•
•
SECTION 4: PROGRAM CONTENT
Sistering
Sunnybrook Health Sciences Centre
Toronto General Hospital In-Patient Psychiatric Unit
Wellspring Oakville
Youthdale Treatment Centres
Milton
• Darling Home for Kids Hospice
• Vanier Corrections Centre for Women
Oshawa
• Lakeridge Hospital
Whitby
• Ontario Shores Hospital
Barrie
• New Path Child and Family Services
• Royal Victoria Hospital
• Youth Haven
Hamilton
• The Good Shepard
• Homestead
• Jamesville Community Centre
• Lynwood Hall Child and Family Centre St. Joseph’s Hospital
• St. Joseph’s Hospital Mood Disorders Program
• Woodview Mental Health and Autism Services
Richmond Hill
• MacKenzie Richmond Hill Hospital Continuing Care Unit
• MacKenzie Richmond Hill Hospital In–Patient Adult Psychiatric Unit
Brantford
• St. Leonard’s Community Services
Huntsville
• Family Youth and Child Services of Muskoka
• One Child’s Place
Newmarket
• Canadian Mental Health Association
• Doane House Hospice
Aurora
• Canadian Mental Health Association
Waterloo and Kitchener
• Family Counselling Centre of Cambridge and North Dumfries
• Grand River Hospital
• Mary’s Place
• ROOF Youth Shelter
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PROGRAM REVIEW
SECTION 4: PROGRAM CONTENT
• Trillium Health Centre
Guelph
• Homewood Health Centre
• Hospice Wellington
• St. Joseph’s Health Centre
Burlington
• Danielle’s Place
• Woodview Mental Health and Autism Services
Niagara
• Hospice Niagara
• WARM
• Wellspring Niagara
West Lorne
• West Elgin Community Health Centre
London
• London Health Sciences Centre Pediatric Oncology Unit
• London Health Sciences Centre Traumatic Stress Services
• St. Joseph Health Care Veteran’s Hospital
• Women’s Community House
TATI Practicum Placement Learning Objectives
TATI works on an individual basis with the student and the practicum site to confirm such things as hours and
days of the week. In a practicum, whether there is an art therapist on site or not, we hope that a student can
get an opportunity to conduct either group or individual art therapy sessions. If there is no art therapist on site
the student usually has supervision with the social worker or other clinical staff on site for one hour a week and
also has supervision with a registered art therapist in the community. In hospital settings and mental health
centres we like our students to be able to attend rounds and any other team meetings and to be included in
whatever on - site training is available.
Practicum Students will learn:
1. To understand the therapeutic needs of the population they are working with
2. How to best engage and work with the population they are working with
3. How to do an assessment, treatment plan, progress reports, summaries and termination reports within the
context of the practicum site’s practices.
4. How to take part in rounds, team meetings, training or other meetings the practicum site has on a regular
basis.
5. How to conduct case management including:
• making reports to Child Welfare services
• making referrals to other agencies and services
• advocating for clients when needed
6. How to deal with any emergency and/or safety issues at the practicum site.
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PROGRAM REVIEW
SECTION 4: PROGRAM CONTENT
How Organizational and Reporting Structures Support the Stated Mission and Goals
The TATI Board is charged with overseeing the financial wellbeing of the Institute and setting long-term
goals and strategy. The Executive Director is appointed by the Board of Directors and oversees the daily
administration, management and operation of the program. The Executive Director appoints the faculty
members and supervises their work as well as oversees the practicum placement of students. All students are
evaluated in their practicum by their practicum supervisor(s) in a Practicum Supervisor Evaluation of Student
report (see Appendix 3&4). All supervisors and faculty report any concerns re; the performance of students
to the Executive Director so that the student can be supported to be successful. Students also evaluate
their clinical supervisors who supervise their practicum (See Appendix 5, Student Evaluation of Practicum
Supervisor) as well as their courses and course instructors (See p.49, Student Course Evaluation).
How Administrative Policies and Practices Promote the Learning and Educational Goals of Postsecondary
Education
TATI administrative policies and practices are based on forty four years of experience in offering graduate
level training in art therapy in the largest city in Canada. Our students are required to have an undergraduate
degree from a recognized university. Our enrolment is currently growing as Art Therapy becomes a more
popular way of providing mental health and rehabilitative services in the public and private spheres. Our
graduates are working in non-profit agencies internationally and also conduct successful private practices.
How Administrative Policies and Practices Ensure that Business Practices and Decisions Support the
Academic Integrity of Programs, and Protect Student Interests
As a non-profit organization all of TATI members are interested in the policies and procedures ensure that
business practices and decisions support the academic integrity of our program and protect our student’s
interests. Ongoing quality assurance procedures and the inclusion of students and graduates in the Advisory
committee protect academic integrity and student interests.
How Administrative Policies and Practices Support the Capacity of the Organization to Deliver the Program
The administrative team that has provided courses for our Graduate Level Diploma Program since 1968
has proven in practice that it can deliver courses leading to a master’s in art therapy since the program is
equivalent to a master’s degree.
The TATI Executive Director, Dr. Helene Burt, has over 28 years of experience in the field of art therapy as a
clinician, supervisor, educator, researcher and administrator.
Summary and Explanation of the Organization’s Financial Capacity to Develop, Sustain and Deliver the
Program in Ontario
As noted, TATI has been able to develop, sustain and deliver its program in Ontario for 44 years. We continue
to be able to do so and are experiencing substantial growth in our financial resources due to increasing
enrolment. As well as more than enough for our current operating expenses we currently have a substantial
amount in a GIC earning interest.
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PROGRAM REVIEW
SECTION 5: PROGRAM DELIVERY
SECTION 5: PROGRAM DELIVERY
QUALITY ASSURANCE OF DELIVERY
Every eight years the program delivery is reviewed and improved and/or updated if necessary. The last review
took place in 2007 and the next review will take place in 2015.
Program Delivery Review Process
A program review is conducted to ensure that the courses and practicum experiences are up to date and that
skills and knowledge associated with the program are periodically revised to include new scholarship. As a
matter of course, program reviews take into consideration: the experiences and views of current and former
students; the experience and credentials of instructors; and the views and perspectives on the program held by
employers, government, the general public, and partners involved in the program’s delivery. Program reviews
are normally conducted at arm’s length by academics from outside institutions who have special experience
and expertise in the area. The Program Delivery Review Committee will be headed by a Chair and include two
other members. The committee will consult with former and current students, faculty, practicum sites and
employers of our students.
STUDENT FEEDBACK
At the end of each course students are requested to fill out anonymously the TATI Student Course Evaluation.
Information from student evaluations is carefully considered by the Director. All copies of student course
evaluations are given to the instructor of each course. Feedback from student course evaluations can result in
changes to courses taking place when these changes can improve the curriculum. It is important to TATI that
the feedback from students indicates that they are learning the subject thoroughly and steadily increasing their
knowledge base. The following is the student course evaluation utilized:
1
The course outline/syllabus is clear and complete (e.g., learning
objectives, course topics, evaluation method).
2
The methods used for evaluating student work are fair and appropriate.
3
The subject matter of this course is something that I consider useful.
4
The instructor is enthusiastic about teaching the course.
5
The instructor covers the scheduled material and or activities within the
allotted time.
6
The instructor is well prepared for classes.
7
The instructor demonstrates a thorough knowledge of the subject
matter.
8
The instructor clearly explains the course concepts.
9
The instructor provides useful feedback on assigned work.
10
The instructor uses instructional methods (lecture, case –based media,
etc.) that are effective.
11
The instructor creates a learning environment that encourages student
participation.
STRONGLY
DISAGREE
DISAGREE
NEITHER
AGREE NOR
1=Strongly Agree, 2=Agree, 3=Neither agree nor disagree,
4=Disagree, 5=Strongly Disagree
AGREE
QUESTION
STRONGLY
AGREE
Toronto Art Therapy Institute Student Course Evaluation
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PROGRAM REVIEW
SECTION 5: PROGRAM DELIVERY
Further Comments:
Thank you for your feedback.
Practicum Evaluation
TATI also has policies and procedures in place for reviewing the effectiveness of practicum supervision.
Practicum supervisor evaluations (see Appendices 3 and 4 above in Section 4) are completed every three
months and at the end of each practicum. However, TATI policies require that Practicum Supervisors inform
the Practicum Coordinator immediately of any concerns about the student or their practicum site.
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PROGRAM REVIEW
S E C T I O N 6 : C A PA C I T Y TO D E L I V E R
SECTION 6: CAPACITY TO DELIVER
LEARNING AND PHYSICAL RESOURCES
On-Site and Electronic Library Resources
TATI has an on-site library with over 800 hard copy books specifically pertaining to Art Therapy and the
subjects covered in our curriculum. In addition we have subscriptions to all of the major scholarly journals in
Art Therapy in hard copy. Our student theses and major projects are also available in the reference section
of the library. We also provide two major research data bases for our students to use electronically. When
students need to access materials from other libraries they do so as members of the public.
On and Off-Site Computer Resources and Web Access
TATI provides wireless internet on-site to our students who bring in their own computers. We have a student
portal on our website allowing students to access research databases and other materials necessary to
conducting student practica.
Classroom Space and Seating Capacity
TATI has a large teaching space (760 square ft.) in which all classes take place. Seating capacity can
accommodate 12 students and one instructor.
Specialized Equipment, Workstations and Laboratory Space Available to Students
TATI has an on-site kitchen which allows students to prepare meals when attending classes. TATI provides an
LCD projector and laptop for electronic presentations. A photocopier is available to students for their use in
the library.
RESOURCE RENEWAL AND UPGRADING
Our resources are more than adequate for the current program. However, should TATI expand in future we
would explore obtaining a larger space. In October of 2005 our commercial lease will be up for renewal and
prior to this we will review our physical capacity needs in order to decide whether the current space still meets
our needs.
SUPPORT SERVICES
Other that the current support services additional support services for students are reviewed on an asrequested basis.
FACULTY
Four Year Projection of Enrollment and Staff
Year
Numbers of Students
Enrolled and Completing
Course Work
Numbers of Students
Number
Enrolled and Completing of Course
Thesis and Major Project Instructors
Number of Clinical Art
Therapy Supervisors
Number
of Thesis
Advisors
Year One (2013)
23 (plus 32 from 2012)
64
14
10
2
Year Two (2014)
34
86
14
10
3
Year Three (2015)
34
93
14
10
4
Year Four (2016)
34
115
14
10
4
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S E C T I O N 6 : C A PA C I T Y TO D E L I V E R
Faculty Policies
Qualifications
1. TATI instructors must have either a PhD or equivalent doctoral degree or a master’s degree or a DTATI or
the equivalent. If teaching art therapy in any area, the instructor must also be registered with the Canadian
Art Therapy Association.
2. TATI Clinical Art Therapy Supervisors must have either a PhD or equivalent doctoral degree or a master’s
degree or a DTATI or the equivalent and be registered with the Canadian Art Therapy Association.
3. TATI will retain on file evidence (supplied directly to the applicant by the granting agency) of the highest
academic credential and any required professional credential claimed by faculty members.
Faculty Performance
1. Faculty performance is reviewed on an annual basis by TATI. Student evaluations of teaching take place
after each course. Students evaluate their clinical art therapy supervisors after each practicum. All student
evaluations are reviewed by the TATI administration as soon as they are submitted. Our policy is to deal
with any irregularities or teaching issues as soon as possible.
2. Instructors and supervisors are expected to commit to an on-going process of research and professional
development in order to stay as current in their field as possible.
Faculty Availability to Students
1. Faculty should be available to students to during the courses they are teaching to consult about courserelated issues. Faculty can be available by phone or email to the students.
Teaching and Supervision Loads
As instructors and supervisors are all equivalent to part-time or less, teaching and supervision loads are not
generally an issue. However, when instructors or supervisors need special consideration due to their teaching
load, all attempts to support the needs of the instructor, in a way that is not detrimental to the program, are
made.
CURRICULUM VITAE RELEASE
The organization has on file and available for inspection, from all faculty and staff whose curriculum vitae
(CVs) are included in this submission, signatures that attest to the truthfulness and completeness of the
information contained in their CV and agreeing to the inclusion of their CV in any documents/websites
associated with the submission, review and final status of the program application.
CURRICULUM VITAE OF FACULTY ASSIGNED TO THE DEGREE PROGRAM
See Appendix 7.
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PROGRAM REVIEW
SECTION 7: CREDENTIAL RECOGNITION
SECTION 7: CREDENTIAL RECOGNITION
The TATI program is designed to maximize our graduates’ potential for employment by educating our students
in the policies and procedures of non-profit agencies which hire psychotherapists and in the current ideologies
and methods in delivering psychotherapy in these agencies. Our curriculum also focuses on the skills
necessary to successfully create and sustain a private practice as an art therapist. Our students learn how
to work both within a multidisciplinary team and independently. Our program emphasizes the development
of skills in assessment, decision making and leadership so that, once in the field, our graduates can excel and
therefore attain high level positions. As TATI has been training Professional Art Therapists since 1968, a
large number of TATI graduates have worked for agencies and organizations which have recognized the TATI
Graduate Level Diploma (DTATI) as equivalent to a master’s degree and have remunerated them at this level.
Appendix 6 includes letters from employers attesting to the fact that they view the TATI Diploma as equivalent
to a master’s degree and hire our graduates at that level. These agencies include:
•
•
•
•
•
•
•
•
•
•
•
•
Oolagen Community Services, Toronto, ON
Marc Garneau Collegiate Institute, Toronto District School Board, Toronto, ON
The Hincks Dellcrest Centre, Toronto, ON
Caledon Community Services, Caledon, ON
Hospice Wellington, Guelph, ON
YWCA, Toronto, ON
Youthdale Treatment Centres, Toronto, ON
Canadian Mental Health Association, York Region, ON
Betamarsh, Goderich, ON
Wilfred Laurier University, Kitchener, ON
Doane House Hospice, Newmarket, ON
Vitanova, Woodbridge, ON
In addition, we are approved by the Canadian Art Therapy Association as a training program that trains
Professional Art Therapists, which is the same level of approval granted to the Concordia Creative
Arts Therapy Master’s Degree program and the University of Alberta St. Stephen’s College Master of
Psychotherapy and Spirituality - Art Therapy Specialization program.
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PROGRAM REVIEW
SECTION 7: CREDENTIAL RECOGNITION
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S E C T I O N 8 : R E G U L AT I O N A N D A C C R E D I TAT I O N
SECTION 8: REGULATION AND ACCREDITATION
Currently art therapy is self-regulated in Ontario by the Canadian Art Therapy Association and the Ontario Art
Therapy Association. However, we will be government -regulated soon with the introduction of the Ontario
College of Registered Psychotherapists and Registered Mental Health Therapists (CRPRMHTO) (likely to open
in spring 2014). As a training program, TATI meets the current criteria of the proposed regulations for the
Registered Psychotherapist title.
i. a structured, coherent program of education and training in psychotherapy which has as a prerequisite
an undergraduate degree and which includes at least 360 hours of training and education central to the
practice of psychotherapy, which hours exclude practicum, direct client contact hours, and supervision
hours, and which program leads to the development of the entry-to-practice competencies listed in
Schedule B, (Draft Registration Regulation Transitional Council, College of Registered Psychotherapists and
Registered Mental Health Therapists of Ontario.
http://www.collegeofpsychotherapists.on.ca/UserFiles/Draft%20Registration%20Regulation%20
(as%20of%20August%202012)(1).pdf)
In addition, the Executive Director of the Toronto Art Therapy Institute has been a member of the Ontario
Alliance of Mental Health Professionals, which represents the professionals who will be regulated by the
new Ontario College of Registered Psychotherapists and Registered Mental Health Therapists and has been
supporting the development of the college for five years. She is now the Membership Chair of the Steering
Committee for the Ontario Alliance of Mental Health Professionals. This involvement on the part of the
Executive Director of TATI in the Ontario Alliance of Mental Health Professionals indicates the degree to which
TATI is abreast of developments in the development of the College and a supporter of the process.
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PROGRAM REVIEW
S E C T I O N 9 : N O M E N C L AT U R E S TA N D A R D
9. NOMENCLATURE STANDARD
The nomenclature of the Master of Arts in Art Therapy was assigned after review of similar programs in
Canada, the USA and Great Briton and is intended to accurately reflect the focus and level of the program and
to be clear to prospective students, employers, academics and the public.
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PROGRAM REVIEW
S E C T I O N 1 0 : P R O G R A M E VA L U AT I O N
10. PROGRAM EVALUATION
The program evaluation process for the TATI program has two levels of review.
1. The first is the ongoing internally focused process that is carried out quarterly or on an as-needed basis.
Students evaluate the courses taken every semester. Faculty are required to review individual courses
every year. It is an expectation that all teachers and students discuss, on an ongoing basis, content issues
that may arise in class from time to time and that these be brought forward to the Executive Director for
consideration if need be.
2. The second is a formal review process which takes place every five years, as required by PEQAB, through
established procedures by the Program Review Committee.
TATI PROGRAM REVIEW PROCESS
1. One of the strengths of the TATI program is our close tie to the community through our wide range of
practicum settings in which we provide free of charge art therapy services to a large number of Ontario
residents every year. In this way, we maintain a strong connection with the non-profit agencies that
provide health and mental health services to Ontario residents and to the best practice policies that they
adhere to. We can then integrate new knowledge and methodology into our curriculum to keep it current.
a. The TATI Program Review takes place every five years by a Program Review Committee which is struck
in order to complete the review. The Program Review Committee is made up of three TATI instructors
including one course instructor, one clinical art therapy practicum supervisor, and one thesis advisor.
b. The Program Review Committee reviews the current curriculum to determine if it meets the TATI
Mission statement and the TATI educational goals.
c. The Program Review Committee will assess the following:
• graduate employment rates,
• graduate satisfaction level,
• employer satisfaction level,
• student satisfaction level,
• graduation rate,
• student retention rates, and
• time to completion.
d.The Program Review Committee will assess the continuing relevance of the program to the field of art
therapy and will look for evidence of revisions made to adapt to changes in the field of art therapy.
e. The Program Review Committee will assess the continuing appropriateness of the method of delivery
and curriculum for the program’s educational goals and standards.
f.The Program Review Committee will assess the continuing appropriateness of admission requirements
(i.e., achievement level, subject preparation) for the program’s educational goals and standards.
g. The Program Review Committee will assess the continuing appropriateness of the program’s structure,
method of delivery and curriculum for its educational goals and standards.
h. The Program Review Committee will assess the continuing adequacy of the methods used for
evaluating student progress and achievement.
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PROGRAM REVIEW
S E C T I O N 1 0 : P R O G R A M E VA L U AT I O N
i.The Program Review Committee will assess the efficient and effective utilization and adequacy of
existing human, physical, technological and financial resources.
j. The Program Review Committee will assess indicators of faculty performance, including the quality of
teaching and supervision and demonstrable currency in the field of specialization.
k. The Program Review Committee will assess individual student work in the terminal stage of the
program that reflects exemplary, average and minimally acceptable performance and demonstrates
that the degree level standard has been achieved.
2. The TATI Program Review procedure includes:
a. A Self-Study
A study undertaken, with student input, by faculty members and administrators of the program based
on evidence relating to program performance against the criteria stated above, including strengths and
weaknesses, desired improvements and future directions.
b. An External Program Evaluation Committee:
An external Program Evaluation Committee made up of members who are at arm’s length in relation to
TATI will evaluate the program based on:
• the self-study; and
• a site visit during which members of the committee normally meet with faculty members,
students, graduates, employers and administrators to gather information. A majority of the
members will be senior academic peers (both scholars and administrators) with relevant expertise
from both outside the institution and internal to the institution but outside the program, and free of
any conflict of interest.
c. The Report of the Program Evaluation Committee:
The overarching purpose of the Program Evaluation Committee report is to assess program quality
and recommend any changes needed to strengthen that quality. The report will be addressed to
the Executive Director and shared with the Program Review Committee, the Advisory Committee,
faculty members and students in the program, together with a plan of action responding to the
recommendations in the report.
3. The implementation of the policy and procedures for the periodic review of programs:
a. is aligned with the Board’s requirements for such evaluations; and
b. achieves its intended aim of continuous improvement of the program.
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PROGRAM REVIEW
SECTION 11: POLICIES AND PROCEDURES MANUAL
SECTION 10: POLICIES AND PROCEDURES MANUAL
TORONTO ART THERAPY INSTITUTE POLICIES AND PROCEDURES
FEBRUARY 5, 2013
Table of Contents
A. TATI BY-LAWS
B. B-1. B-2. B-3. B-4. B-5. B-6. B-7. B-8. B-9. B-10. B-11. B-12. B-13. B-14. B-15. B-16. B-17. B-18. B-19. GENERAL POLICIES
Academic Freedom Policy
Academic Goals
Academic Honesty Policy
Child Protection Reporting
Code of Behaviour of on Academic Matters
Copyright of Course Outlines, Lectures and Materials
Credit Transfer
Curriculum Development
Emergency Procedures
Ethical Conduct Statement
Group Art Therapy Experiential Class
Intellectual Products Policy
Prior Learning Assessment
Proficiency in English
Scholarly Referencing
Student Recruitment
Student Support and Services
Succession Planning
Program Evaluation Policies:
Annual Organization Evaluation
Five Year Organizational Evaluation
C. C-1. C-2. C-3. OPERATIONS
Accessibility for People with Disability
Disruptions in Service
Service Animals
D. FINANCIAL POLICIES
D-1. Financial Audit
E. E-1. E-2. E-3. E-4. E-5. STUDENT POLICIES
Assignment Submission
Attendance Policy
Probationary Period and Dismissal Policy
Interruption or Termination of Training Policy
Vacation and Holiday from Practicum Policy
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SECTION 11: POLICIES AND PROCEDURES MANUAL
F. F-1. F-2. F-3. F-4. INSTRUCTOR POLICIES
Invoice Policy
Photocopying of Readings Policy
Thesis and Major Project Advisement Policy
Grading Policy
G. G-1. G-2. G-3. PRACTICUM
Practicum Site Acceptance of Student
Practicum Site’s Responsibilitie
Role of Practicum Coordinator and Practicum Supervisors (On-Site and Off-Site)
H. SUPERVISION
H-1. Amount of Clinical Supervision Hours Required for Students in Practicum
H-2. Clinical Supervision for Students Conducting Thesis or Major Project Policy
H-3. Cancellation of Supervision Sessions
I. I-1. I-2. I-3. THESIS AND MAJOR PROJECT
Research with Human Subjects
Statement on Ethical Conduct in Research
Thesis or Major Project Extensions
J. J-1. BURSARIES AND SCHOLARSHIPS
Ann Francis Oakes Bursary
K. COMPLAINT PROCEDURES
K-1. Student Complaint Procedure
K-2. Staff Complaint Procedure
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A. TATI BY-LAWS
BY-LAW NO. 1
A by-law relating generally to the
transaction of the business and affairs of
TORONTO ART THERAPY INSTITUTE
BE IT ENACTED as by-law of Toronto Art Therapy Institute (hereinafter referred to as the “Corporation”) as
follows:
HEAD OFFICE
1. The head office of the corporation shall be in the City of Toronto.
SEAL
2. The corporate seal of the corporation Toronto Art Therapy Institute shall be in the form impressed hereon.
MEETING OF DIRECTORS
3. The ANNUAL MEETING of the Directors shall be in the City of Toronto in the Spring of each year. The
Chairperson will call the Annual meeting.
APPOINTMENT OF AUDITORS
4. At the Annual Meeting, the Directors shall appoint an auditor to hold office until the next annual meeting.
The Auditor shall make such examinations as will enable him or her to present a report to the Directors on the
financial statement at the Annual Meeting.
5. SPECIAL MEETING - The board or Chairperson who is a Director shall have power at any time to call a
special meeting of the Directors to be held at such a time and place as may be determined by the board or the
person calling the meeting. The phrase “special meeting of the Directors”, shall include any meeting of the
directors as well as an annual meeting of the Directors.
6. NOTICES - Notice of the time and place of each meeting shall be given not less than 10 days before the day
on which the meeting is to be held.
DIRECTORS
7. POWER OF DIRECTORS - The affairs of the corporation shall be managed by its Board of Directors. Until
changed by special resolution or supplementary letters patent. The number of directors shall be at least three
and not more than ten; a quorum for the transaction of business at any meeting of the Directors shall be a
majority of the existing number of Directors. Notwithstanding vacancies, remaining directors may exercise all
the powers of the Board so long as a quorum of the board remains in office.
8. QUALIFICATIONS - Each Director shall not be less than 21 years of age.
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9. ELECTION AND TERM - Directors shall be elected yearly to hold office until the next Annual Meeting of the
Directors and until their successors shall have been duly elected. The whole board shall be elected at each
annual meeting and all the Directors, then in office, shall retire but, if qualified, are eligible for re-election.
10. REMUNERATION - The Directors shall perform their duties without remuneration and no Director
shall directly or indirectly receive any profit from the position of Director; however, a Director may be paid
reasonable expenses in the performance of the Director’s duties, at the discretion of the Board.
11. ATTENDANCE - If a Director misses four consecutive meetings, without a valid reason, they are removed
from the Board.
12. REMOVAL - The Directors, at a general meeting, may remove a Director with two-thirds of votes cast and
may by a majority of votes cast at the meeting, elect another person for the remaining term.
13. VACANCIES - Vacancies in the board may be filled for the remainder of the term of office by a quorum of
the Directors at a regular meeting.
14. CALLING OF MEETINGS - Meetings of the Board shall be held as deemed by the Chairperson or any two
directors.
15. REGULAR MEETINGS - The Board shall set regular quarterly meetings advising the Directors of the date
and place.
16. PLACE OF MEETING - The Head Office of the Corporation.
17. VOTES TO GOVERN - At all meetings of the Board, every question shall be decided by the majority of the
votes cast and in the case of an equality of votes, the Chairperson of the meeting shall be entitled to a second
or casting vote.
18. LIMITATION OF AUTHORITY OF INDIVIDUAL DIRECTORS AND OFFICERS - No Director or officer,
without the authority of the Board of Directors, evidenced by a resolution passed at a meeting thereof, shall
enter into a contract on behalf of the corporation.
19. CONFLICT OF INTEREST
(a) Employee - No person who is a paid employee (including “part-time” employee) of the corporation shall
be permitted to hold office within the corporation or sit on the Board of Directors of the corporation until such
time as two years have elapsed since the cessation of paid employment.
(b) Directors and Committee Members - Every Director of the corporation who is in any way directly or
indirectly interested in a proposed contract or a contract with the company shall declare his or her interest at
the meeting of the board. Such director should not be in attendance at the meeting and such director should
not be eligible to vote.
(c) An individual is not eligible to serve on the board if any family member is employed by the corporation
(including “part-time” employee).
(d) No more than one family member from the same family membership shall be eligible to serve on the Board
of Directors at the same time. A family member includes a spouse (husband or wife), a same-sex partner,
son/daughter, stepson/stepdaughter or a sibling.
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20. FOR THE PROTECTION OF DIRECTORS AND OFFICERS - No Director or Officer of the corporation
shall be liable for the act, receipts neglects or defaults of any other Director or Officer or employee or for
joining in any receipt or act for conformity or for any loss, damage, or expense happening to the corporation
through the insufficiency or deficiency of title to any property acquired by the corporation or for or on behalf
of the corporation or for the insufficiency or deficiency of any security in or upon which any of the monies
of or belonging to the corporation shall be placed out or invested or for any loss or damage arising from
the bankruptcy, insolvency or tortious act of any person, firm or corporation including any person, firm or
corporation, with whom or which any monies, securities or effects shall be lodged or deposited or for any loss,
conversion, misapplication or misappropriations of or any damage resulting from any dealings with any monies,
securities or affects shall be lodged or deposited for any loss, conversion, misapplication or misappropriations
of or any damage resulting from any dealings with monies or assets belonging to the corporation or for any loss
or damage or misfortunate whatever which may happen in the execution of the duties or his or her respective
office of trust or in relation thereto, unless the same shall happen by or through his or her failure to exercise the
powers and to discharge the duties of his or her office honestly in good faith, with a view to the best interest
of the corporation, and in connection therewith to exercise the care, diligence and skill that are reasonably
prudent person would exercise in comparable circumstances, provided that nothing herein contained shall
relieve a Director or Officer from the duty to act in accordance with the Corporation’s act or relieve him or her
from liability under that act.
21. INDEMNIFICATION OF OFFICERS AND DIRECTORS - Every Director and Officer of the corporation and
every member of the committee and their heirs, personal representatives, estate and affects respectively, shall
from time to time and at all times, be indemnified and saved harmless out of the funds of the Corporation from
and against:
(1) all costs, charges and expenses whatsoever which such Director, Officer or member of a committee
sustains or incurs in or about any action, suit or proceeding which is brought, commenced or prosecuted
against them, for or in respect of any act, deed, matter or thing whatsoever, made, done or permitted by them
in or relating to the execution of duties of their office; and
(2) all other costs, charges and expenses that they sustain or incur in or relating to the affairs of the
Corporation;
except such costs, charges or expenses as are occasioned by their own willful neglect, misconduct or default.
No Director or Officer of the Corporation or member of a committee shall be liable for, without limiting
the generality of the following, the acts, receipts, neglects, or defaults of any other Director or Officer or
committee member or for any loss or expense happening to the Corporation due to the insufficiency or
deficiency of any security in or upon which any of the monies of the Corporation shall be invested, or for any
loss or damage arising from the bankruptcy, insolvency or tortious act of any person with whom any of the
monies, securities of effect of the Corporation shall be deposited, or for any loss occasioned by any error of
the judgment or oversight on their part, or for any other loss, damage or misfortune whatsoever which shall
happen in the execution of the duties of their office or in relation thereto unless the same shall happen through
their own dishonesty.
22. CHAIRPERSON OF THE BOARD OF DIRECTORS - The Chairperson of the Board of Directors shall be
elected yearly until the next Annual Meeting of the Board; the chairperson of the Board of Directors shall be
chosen from the Board of Directors.
23. AMENDMENT TO CONSTITUTION AND BY-LAWS - The Directors may, at any time alter or amend the
constitution or by-laws of the corporation by a majority vote.
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OFFICERS
24. ELECTED OFFICERS - At the annual meeting of the Board, after the election of Directors, the Board shall
elect from its members a Chairperson, and such other officers as the Board by resolution decides.
25. APPOINTED OFFICERS - At the meeting of the Board which will follow the Annual Meeting, the Board shall
appoint a Secretary and Treasurer and such other officers as the Board may determine. The same person may
hold both the office of secretary and treasurer and will be known as secretary-treasurer.
ENACTED by the Directors of the Toronto Art Therapy Institute on the 31st day of
July 2003.
Rev. July 31, 2003
B. GENERAL POLICIES
B-1. Academic Freedom Policy
TATI affirms the vital role of diverse perspectives in helping students to develop their own knowledge and
their ability to evaluate knowledge claims critically. The administration, faculty, staff and students share
responsibility for fostering a climate that is favorable to the free exchange of ideas and to the examination of
conflicting ideas and interpretations using generally accepted disciplinary standards of inquiry. Freedom of
speech and expression extends to all members of the academic community, subject to commonly accepted
constitutional limits on speech that is libelous or slanderous, incites violence, or discriminates against or
harasses others.
Academic freedom is essential to the integrity of intellectual inquiry and scholarly criticism, to the
dissemination of knowledge, and to the search for truth and wisdom. It is the foundation upon which all of the
intellectual activity of the TATI rests. Faculty members are free to pursue scholarly interests without fear of
censure, discipline, or reprisal. This freedom extends to the display, publication, and performance of creative
work. Faculty may speak freely on all matters of college governance, and may speak, work, or act as an
individual in the public arena without fear of institutional discipline or restraint.
A fundamental goal of TATI’s program is the development of students’ skills of analysis and critical inquiry.
To this end, faculty are free to teach and discuss any aspect of a given topic pertinent to the course being
taught as a means of teaching students to explore and evaluate competing perspectives and interpretations
as they learn to assemble their own informed judgments. Faculty have a concomitant responsibility to teach
students to evaluate knowledge claims using standards of evidence accepted in their respective disciplines,
and to promote respect for competing views offered by others. Students have the right to a safe classroom
environment in which they can explore controversial ideas in an atmosphere characterized by openness,
tolerance and civility, and where they will be graded only on the intellectual merits of their work.
TATI has established formal grievance procedures for addressing claims of unfair academic treatment by any
member of the campus community.
Our view of academic freedom incorporates the following principles:
1. The teacher is entitled to freedom in the classroom in discussing [his/her] subject, but she/he should be
careful not to introduce into her/his teaching controversial matter which has no relation to his/her subject.
Limitations of academic freedom because of religious or other aims of the institution should be clearly
stated in writing at the time of the appointment.
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2. The college or university teacher is a citizen, a member of a learned profession, and an officer of an
educational institution. When she/he speaks or writes as a citizen, she/he should be free from institutional
censorship or discipline, but her/his special position in the community imposes obligations. As a person of
learning and an educational officer, she/he should remember that the public may judge her/his profession
and her/his institution by her/his utterances. Hence she/he should at all times be accurate, should
exercise appropriate restraint, should show respect for the opinions of others, and should make every
effort to indicate that she/he is not an institutional spokesperson.
B-2. Toronto Art Therapy Institute Academic Goals
The academic goals of the Toronto Art Therapy Institute are:
Goal 1: To continue to be a distinguished private career college, with an uncompromising commitment to
providing a preeminent student-centered learning experience to its students and to actively participating in the
communities we are privileged to serve.
Goal 2: To continue to be an innovative and progressive program that educates its students to become
compassionate, competent and well-rounded art therapists prepared for supervised practice.
Goal 3: To provide an environment that fosters collegiality, ethical practice and professionalism among
students, faculty and allied health professionals to produce art therapists capable of working cooperatively
within a team of health care providers.
Goal 4: To facilitate the acquisition of clinical problem solving skills through the use of clinical presentations,
early contact with patients and clients, and integration of the wide range of clinical art therapy theory.
Goal 5: To prepare students to remain competent throughout their career, being able to appraise new art
therapy information and thoughtfully modify their practice accordingly.
Goal 6. To continue to support the growth of the profession of Art Therapy in Canada.
Goal 7. To continue to support research in the field of Art Therapy in Canada.
Goal 8. To continue to provide Art Therapy services to a wide range of non-profit agencies and a wide range of
populations in need of such services through our student practicum.
B-3. Academic Honesty Policy
To continue to graduate high quality students and to sustain our reputation as a leading institution, TATI must
have the highest standards of academic honesty. Academic honesty means that all persons associated with
TATI will conduct themselves in an honest and trustworthy manner in all aspects of their academic career.
Engaging in any form of academic dishonesty to obtain any type of academic advantage or credit is an offence
under this policy and will not be tolerated by the College.
Academic Honesty Offenses
Offences under this policy include but are not limited to cheating, plagiarism, falsification, impersonation,
misrepresentation and procurement.
Plagiarism
Plagiarism is defined as using someone else’s work (words, images, ideas, phrases, signatures, or
computations) and presenting it as one’s own, instead of properly documenting every source.
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Penalties
The penalty for a first academic honesty offence is a grade of “0” on the work in which the offence occurred,
and will result in a comment being placed on the transcript.
The penalty for the second academic honesty offence is an “F” in the subject where the offence occurred,
a second comment on the transcript and suspension from TATI for a time period determined by TATI,
normally for a minimum of four (4) semesters. When a student returns to the TATI, he/she will be placed on
Academic Honesty Probation. Any further violation of the Academic Honesty policy will result in TATI initiated
mandatory withdrawal for academic purposes.
The student has the right to appeal the decision of TATI with respect to academic honesty. Evidence will
be kept on file. It is every student’s responsibility to familiarize him/herself with the proper procedure for
maintaining academic honesty through the TATI Student Manual.
Academic Honesty Procedure
Purpose
The following procedures are provided for the investigation and resolution of cases of alleged violations of the
TATI Policy on Academic Honesty
• Allegations of a breach of academic honesty in a course shall be dealt with by the Instructor offering the
course.
• All allegations of breaches of academic honesty shall be communicated by the instructor, staff, or clinical
supervisor, etc. to the TATI Executive Director.
Initiating an Investigation of Potential Academic Misconduct
When a TATI member (TATI instructor, supervisor, thesis or major project advisor or reader or staff) becomes
aware of a possible violation of academic honesty, it is the responsibility of that TATI member to notify the
Executive Director and initiate an investigation of the matter.
It is the responsibility of the TATI member to collect or assist in the collection of the necessary information,
to participate in an exploratory meeting and to be prepared to act as a witness at any meeting concerning the
matter.
If the TATI member decides to proceed with a formal complaint alleging a breach of academic honesty, the
complaint shall be submitted in writing to the Executive Director as soon as is reasonably possible. The
complaint shall contain a full, but concise, statement of the facts as perceived by the complainant and be
accompanied by all available supporting evidence.
Exploratory Meeting
When a complaint is received by the Executive Director an exploratory meeting shall be arranged to determine
whether or not there are reasonable and probable grounds to proceed with a charge of breach of academic
honesty. At least seven calendar days written notice of the meeting and a brief description of the reason for the
meeting shall be provided. At this meeting, convened and chaired by the executive director, the student may be
accompanied by a representative and the TATI member may have another person present. If the student elects
not to attend the meeting, the meeting may proceed without the student present.
The exploratory meeting will result in one of the following:
i)It is agreed by all parties that no breach of academic honesty occurred. No records of the matter shall be
retained.
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ii) If the student wishes to admit to a breach of academic honesty but no agreement is reached on
recommended penalty, or the breach is a second or subsequent incident by the student, a document
signed by the student and the faculty member, which includes the admission, a summary of the matter and
individual submissions by the student and TATI member as to penalty shall be forwarded to the executive
director, who will arrange a hearing to determine penalty, to which the student and TATI member will be
invited.
iii) If the student wishes to admit to a breach of academic honesty, a document signed by the student and
the TATI member which includes the admission, a summary of the matter and a joint submission as
to penalty shall be completed. In such cases, the agreed-upon penalty shall not exceed failure in the
course although other another penalty may be decided upon.
iv) If it is decided that sufficient grounds exist to proceed with a formal charge of academic misconduct and
the student does not admit to this alleged breach of academic honesty, a formal charge shall be prepared
and submitted to the Executive Director and the student. The charge shall contain a full, but concise,
statement of the facts as perceived by the complainant and be accompanied by all available supporting
evidence.
Formal Hearing
The executive director shall provide the student with a written copy of the charge, a copy of the materials
submitted by the TATI member which includes a summary of the evidence, a copy of the procedures to be
followed and not less than twenty-one calendar days’ written notice of the time and location of the hearing. If
the student wishes to file a written response to the charge, it must be received within fourteen calendar days
of the date on which the charge was sent to the student. TATI will send a copy of the student’s response to
the charge to the TATI member concerned. Both parties must inform the committee of their intention to call
witnesses and file names of these witnesses at least seven calendar days prior to the hearing.
Prior to the hearing, if a student acknowledges the accuracy of the charges, the student may waive the right to
a hearing by submitting a written statement that both admits guilt and waives the right to a hearing.
i) In this statement, the student may make submissions as to appropriate penalty and give reasons. If the
TATI member submitting the charge concurs with the penalty recommendation of the student, a jointly
signed submission will be forwarded to the Executive Director. In such cases, the agreed-upon penalty
shall not exceed failure in the course. Should the TATI member and Executive Director find that some
other penalty would be more appropriate, or if the breach is a second or subsequent offence, they shall
determine another penalty of which the student will be informed.
ii) If the TATI member and student do not agree on a recommended penalty, individual submissions as to
penalty shall be made by the student and TATI member to the Executive Director, who will arrange a
hearing with an Academic Honesty Committee (made up of TATI members) to determine penalty, to
which the student and TATI member will be invited. If the breach is a second or subsequent offence by the
student, a copy of the written decision from the prior offence(s) shall be provided by the Executive Director
to the Academic Honesty Committee, TATI member and student at the penalty hearing.
Only the committee members, and the TATI member, the student, and the Executive Director and each
party’s representative(s) / adviser(s) (who may be lawyers), and the witnesses may be present at a hearing.
Committee members shall be at “arms length” from the student charged with a breach of academic honesty.
Committee members are not at “arms length” if they have had a significant personal or professional
relationship with the student charged. Witnesses shall be present at the hearing only while testifying.
Exceptions to this policy may be made at the discretion of the committee. The Chair of the committee has
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full authority to assure an orderly and expeditious hearing. Any person who disrupts a hearing, or who fails to
adhere to the rulings of the committee may be required to leave.
The committee shall consider the facts and circumstances of the case and determine whether there has been
a breach of academic honesty. If a finding of academic misconduct is determined, the committee shall hear
submissions as to the appropriate penalty and then decide the penalty.
If a student fails to appear at a hearing after proper notice, the hearing may proceed, a decision may be
made and sanctions may be imposed, unless the student can establish, in advance of the hearing and to
the satisfaction of the committee, that there are circumstances beyond her or his control which make an
appearance impossible or unfairly burdensome.
Parties must be allowed a full and fair opportunity to present their evidence and to respond to the evidence
presented against them. Parties are allowed to cross-examine each other’s witnesses in matters related to the
charge. The committee has the discretion to make rulings as to admissibility of evidence or the suitability of
cross-examination. The committee is not bound by formal rules of evidence applicable in courts of law.
When the parties have presented all available relevant evidence and witnesses, each party may present a
final argument. Following this the parties shall be excused without further discussion. The committee shall
then enter into closed session to determine whether a breach of academic honesty has occurred. A finding of
academic misconduct supported by a majority of committee members shall be binding.
If the committee does not render a finding of academic misconduct, all records of the charge and hearing
will be held by TATI in the student’s file until such time as appeals procedures are exhausted or abandoned.
Thereafter, a record consisting of the complaint and the decision letter will be kept in the student’s file.
Following a finding of academic misconduct, the committee shall next allow both parties to make a
presentation as to suitable penalty. At this point the committee may be made aware of prior academic offences
in the student’s file. In such cases a copy of the written decision from the prior offence(s) shall be provided by
the executive director to the committee. The committee will again enter into closed session to decide upon
the sanction. A decision by the majority of the committee to impose a particular penalty shall be binding. The
decision of the committee must be communicated to the parties in writing, delivered by hand or by mail.
A record of the proceeding will be retained in the student’s file, and held for a time consistent with the TATI’s
records retention guidelines. The Record of the Proceeding shall include:
• the formal charge of academic misconduct and all documentary evidence filed with the Faculty committee
• written response from the student to the charge, if any
• notice of the Hearing
• decision of the committee.
Order of Hearings on Academic Honesty
The following indicates the order in which an Academic Honesty committee should proceed when hearing a
charge of breach of academic honesty. The Academic Honesty Committee may alter the order in the interests
of fairness or in cases where multiple students are charged with related offences.
The Academic Honesty Committee Chair shall:
• introduce the parties and members of the committee;
• identify the nature of the case and evidence before the committee.
The TATI member’s case:
• briefly describe the case to be presented, in an opening statement;
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• and through documentary evidence; present support for the charge through oral testimony of complainant
and witnesses, and through documentary evidence;
• the student (or her/his representative) may ask questions of each of the TATI member or their witnesses at
the close of that person’s testimony;
• may interrupt if clarity is required.
The student’s case:
• the student (or her/his representative) shall briefly reply and indicate main arguments in an opening
statement
• present support for her/his case through oral testimony provided by her/himself;
• the TATI member may ask questions of each of the student’s witnesses at the close of that person’s
testimony;
• committee members normally ask questions at the end of each person’s testimony but may interrupt if
clarity is required.
The TATI member shall be allowed to present testimony or other evidence in reply to new issues raised in the
student’s case which were not raised in the original presentation.
At any time the committee may require other witnesses or the production of other written or documentary
evidence and may, if it sees fit, adjourn the hearing after allowing both parties the opportunity to speak to the
adjournment.
Following the presentation of evidence, the parties are entitled to make closing arguments and to summarize
briefly the main points of their cases, but no new evidence may be introduced. This will proceed in the
following order: the student (or her/his representative) followed by the TATI member.
The committee will move into closed session for deliberations and decision. If there is a finding of academic
misconduct, the committee will then consider submissions as to appropriate penalty. If the breach is a second
or subsequent offence the Chair shall provide the committee with a copy of the written decision from the prior
offence. Following the presentation of submissions on penalty by both parties, the committee will return to
closed session to decide on the appropriate penalty.
The written decision of the committee shall include:
• the names of committee members and all who appeared;
• a summary of the cases of the parties;
• the committee’s findings of fact, decision and reasons;
• the route of appeal.
Appeals
Appeals from decisions made by the Academic Honesty Committee shall be heard by an Appeals Board made
up of four members of the TATI Board of Directors. Members of the Appeals Board shall self - appoint. The
Appeals Board will appoint a Chair of the Appeals Board.
An appeal shall be made by filing with the Chair, within 21 days after the giving of notice of the decision of the
Academic Honesty Committee, a notice of appeal stating briefly the relief sough and the grounds upon which
the appeal is taken.
If the appellant wishes to refer in the argument of the appeal to the transcript of oral proceeding recorded at
the trial four copies of such transcript certified by the rporter of recorder thereof shall be order by and normally
at the expense of the student. A transcript of the entire proceedings shall be produced unless the parties can
agree to dispense with certain portions.
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The Appeals Board shall have power:
a) To dismiss an appeal summarily and without formal hearing if it determines that the appeal is frivolous,
vexatious or without foundations;
b) In circumstances which the Appeals Board hearing the appeal consider to be exceptional, to order a new
hearing; and
c) In any other case, to affirm, reverse, quash, vary or modify the verdict, penalty or sanction appealed from
and substitute any verdict, penalty or sanction that could have been given or imposed at trial.
An appeal shall not be a trial de novo, but in circumstance which it considers to be exceptional, the Appeals
Board may allow the introduction of further evidence on appeal which was not available or was not adduced
at trail, in such manner and upon such terms as the members of the Appeals Board hearing the appeal may
direct.
Where it is considered to be warranted by the circumstances, the Appeals Board may in it its discretion, award
costs of any proceedings on appeal, and may make orders as to the party or parties to and by whom and the
amounts and manner in which such costs are to be paid.
An appeal operates as a stay of the decision appealed from unless the Chair of the Appeals Board otherwise
orders upon application by the accused.
B-4. Child Protection Reporting Policy
As per the guidelines stipulated by Metro Children’s Aid Services in Toronto, any information regarding a child
at risk, whether reported to a TATI student at their practicum or to any TATI faculty or supervisors, must be
reported to Metro Children’s Aids Services as soon as possible by the recipient of the information. This should
be done by calling Metro Children’s Aid Services at 416-924-4646 and reporting to the Intake department.
B-5. Code of Behaviour on Academic Matters Policy
Preamble
The concern of the Code of Behavior on Academic Matters is with the responsibilities of all parties to the
integrity of the teaching and learning relationship. Honesty and fairness must form this relationship whose
basis remains one of mutual respect for the aims of education and for those ethical principles which must
characterize the pursuit and transmission of knowledge in the Institute. The Code reflects the responsibility
of faculty members and students as a co-operation in the field of the teaching and learning relationship. It
is the responsibility of the Institute to ensure that academic achievement is not undermined by cheating and
misrepresentation and that the evaluative process meets the highest standards of fairness and honesty.
Offences
It shall be an offence for a student knowingly:
1. To forge or in any other way alter or falsify any document or evidence required by the Institute.
2. To use or possess an unauthorized aid or aids or obtain unauthorized assistance in papers and
presentations, or in connection with any other form of academic or clinical work.
3. To represent as one’s own idea or expression of an idea the work of another in any academic paper or
presentation or in connection with any other form of academic work, i.e., to commit plagiarism.
4. To submit, without the knowledge and approval of the instructor to whom it is submitted, any academic
work for which credit has previously been obtained or is being sought in another course or program of
study elsewhere.
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It shall be an offence for a faculty member knowingly:
1. To approve any of the previously described offences.
2. To evaluate academic work by a student by reference to any criterion that does not relate to its merits, to
the time within which it is to be submitted or the manner in which it is to be performed.
3. To forge or in any other way alter or falsify an academic record.
4. To engage in any form of cheating, academic dishonesty or misconduct, fraud or misrepresentation not
herein otherwise described, in order to obtain academic credit or other academic advantage of any kind.
A graduate of the Institute may be charged with any of the above offences committed knowingly while he or
she was an active student. The offence, if detected, would have resulted in a sanction sufficiently severe that
the diploma would not have been granted at the time that it was.
The Institute is committed to the principle of freedom of thought, inquiry and expression as well as to the
values of equal opportunity, equity and social justice.
Following this statement the Institute acknowledges:
1. Its teachings and other activities will be delivered within the context of diversity.
2. It will act in the pursuit of preventing or remedying discrimination or harassment on the basis of race,
gender, religion, sexual orientation, age, disability, ancestry, place of origin, ethnic origin, citizenship, creed,
marital status, family status, receipt of public assistance or record of offence.
3. It will act according to the Human Rights Code of the Province of Ontario.
B-6. Copyright of Course Outlines, Lectures and Materials
Payment for teaching includes course curriculum development. Any course material that an instructor
develops for TATI curriculum is the property of the Toronto Art Therapy Institute unless otherwise agreed
upon in writing by the instructor and TATI.
B-7. Credit Transfer
If a student has completed graduate level courses in art therapy at another graduate level art therapy training
program, they may be eligible for transfer of credits. Each case is assessed on an individual basis by TATI. This
information is located on the TATI website.
B-8. Curriculum Development
The TATI Executive Director is responsible for identifying the courses in the curriculum. Input from the
Advisory Committee and the Faculty are taken into consideration. The Executive Director periodically reviews
the curriculum, considers proposed changes to it as recommended by the TATI instructors, supervisors,
students and other interested parties and makes changes as seen appropriate. During the periodic reviews
instructors are asked to provide updates on curriculum. Student course evaluations are utilized on an on-going
basis and during quarterly reviews to improve the curriculum. Courses may be added or deleted from the
curriculum based on how well these courses meet the mission of TATI, “to provide a supportive and inclusive
atmosphere for excellence in learning at a post graduate level to students in Art Therapy, to provide art therapy
services to the communities in which our students conduct their practicum and to foster growth and healing
through the use of art therapy to diverse communities.”
B-9. Emergency Procedures
In the event of a fire persons are asked to pull the first alarm by the main front door and leave the premises by
the nearest exit as soon as possible. Persons are required to wait outside until the site has been declared safe
by fire officials.
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B-10. Ethical Conduct Statement
TATI upholds the highest standards of business practices, ensuring fair and honest dealings with students,
instructors, supervisors, staff and the public. TATI maintains careful and accurate accounting systems and
will continue to uphold its contractual and fiduciary obligations. It observes all requirements of the Ontario
Human Rights Code and of other legislation, statutes and regulations that apply to TATI. TATI will institute and
maintain procedures that ensure students, staff and faculty due process and the exercise of their rights.
TATI expects its officers, employees, staff, faculty and others employed by TATI to conduct all their activities
in accordance with the letter, spirit and intent of all relevant laws and to refrain from any illegal, dishonest
or unethical conduct. In putting this expectation into effect, the use of good judgment based on high ethical
principles should be a guide as to acceptable conduct. Where it is difficult to determine a propoer course of
action, personnel are urged to discuss the matter with their immediate supervisor, instructors and supervisors
with the executive director, and students with their supervisors, instructors or the executive director.
Every director, employee, consultant, instructor or supervisor is responsible for observing the policy of
business and professional ethics and conduct. Failure to comply with this standard, or knowingly disregarding
it, may result in disciplinary action up to and including termination of employment or contract.
Students, instructors and supervisors are required to observe the ethical codes of the Canadian Art Therapy
Association or of the profession in which they practice.
Statement of Ethical Values
Members of the Toronto Art Therapy Institute (TATI) community are committed to the highest ethical
standards in furtherance of our mission of teaching, research and public service. Our policies, procedures,
and standards provide guidance for application of the ethical values stated below in our daily life and work as
members of this community.
We are committed to:
Integrity
We will conduct ourselves with integrity in our dealings with and on behalf of TATI.
Excellence
We will conscientiously strive for excellence in our work.
Accountability
We will be accountable as individuals and as members of this community for our ethical conduct and for
compliance with applicable TATI policies and directives.
Respect
We will respect the rights and dignity of others.
Standards of Ethical Conduct
Purpose
Pursuit of the TATI mission of teaching, research and public service requires a shared commitment to the core
values of TATI as well as a commitment to the ethical conduct of all TATI activities. In that spirit, the Standards
of Ethical Conduct are a statement of our belief in ethical, legal and professional behaviour in all of our dealings
inside and outside of TATI.
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Applicability
The Standards of Ethical Conduct apply to all members of the TATI community, including the Board of
Directors, faculty and other academic personnel, staff, students, volunteers, contractors, agents and oth¬ers
associated with TATI.
1. Fair Dealing
Members of the TATI community are expected to conduct themselves ethically, honestly and with integrity
in all dealings. This means principles of fairness, good faith and respect consistent with rules, regulations and
TATI policies govern our conduct with others both inside and outside the community. Each situation needs to
be examined in accordance with the Standards of Ethical Conduct. No unlawful practice or a practice at odds
with these standards can be justified on the basis of customary practice, expediency, or achieving a “higher”
purpose.
2. Individual Responsibility and Accountability
Members of the TATI community are expected to exercise responsibility appropriate to their position and
delegated authorities. They are responsible to each other and TATI for their actions and their decisions not
to act. Each individual is expected to conduct the business of TATI in accordance with the Core Values and
the Standards of Ethical Conduct, exercising sound judgment and serving the best interests of TATI and the
community.
3. Respect for Others
TATI is committed to the principle of treating each community member with respect and dignity. TATI
prohibits discrimination and harassment and provides equal opportunities for all community members and
applicants regardless of race, color, national origin, religion, sex, gender identity, pregnancy, physical or mental
disability, medical condition (cancer-related or genetic characteristics), ancestry, marital status, age, sexual
orientation, citizenship, or status as a covered veteran. Further, romantic or sexual relationships between
faculty responsible for academic supervision, evaluation or instruction and their students are prohibited. TATI
is committed to creating a safe and drug free workplace.
4. Compliance with Applicable Laws and Regulations
Institutions of higher education are subject to many of the same laws and regulations as other enterprises, as
well as those particular to public entities. There are also additional requirements unique to higher education.
Members of the TATI community are expected to become familiar with the laws and regulations bearing
on their areas of responsibility. Many but not all legal requirements are embodied in TATI policies. Failure
to comply can have serious adverse consequences both for individuals and for TATI, in terms of reputation,
finances and the health and safety of the community.
5. Compliance with Applicable TATI Policies, Procedures and Other Forms of Guidance
TATI policies and procedures are designed to inform our everyday responsibilities, to set minimum standards
and to give TATI community members notice of expectations. Members of the TATI community are expected
to transact all TATI business in conformance with policies and procedures and accordingly have an obligation
to become familiar with those that bear on their areas of responsibility. Each member is expected to seek
clarification on a policy or other TATI directive he or she finds to be unclear, out-dated or at odds with TATI
objectives. It is not acceptable to ignore or disobey policies if one is not in agreement with them, or to avoid
compliance by deliberately seeking loopholes.
In some cases, TATI employees are also governed by ethical codes or standards of their professions or
disciplines. It is expected that those employees will comply with applicable professional standards in addition
to laws and regulations.
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6. Conflicts of Interest or Commitment
Employee members of the TATI community are expected to devote primary professional allegiance to TATI
and to the mission of teaching, research and public service. Outside employment must not interfere with TATI
duties. Outside professional activities, personal financial interests, or acceptance of benefits from third parties
can create actual or perceived conflicts between the TATI’s mission and an individual’s private interests. TATI
community members who have certain professional or financial interests are expected to disclose them in
compliance with applicable conflict of interest/conflict of commitment policies. In all matters, community
members are expected to take appropriate steps, including consultation if issues are unclear, to avoid both
conflicts of interest and the appearance of such conflicts.
7. Ethical Conduct of Research
All members of the TATI community engaged in research are expected to conduct their research with integrity
and intellectual honesty at all times and with appropriate regard for human and animal subjects. To protect the
rights of human subjects, all research involving human subjects is to be reviewed by institutional review boards.
Similarly, to protect the welfare of animal subjects, all research involving animal subjects is to be reviewed
by institutional animal care and use committees. TATI prohibits research misconduct. Members of the TATI
community engaged in research are not to: fabricate data or results; change or knowingly omit data or results
to misrepresent results in the research record; or intentionally misappropriate the ideas, writings, research, or
findings of others. All those engaged in research are expected to pursue the advancement of knowledge while
meeting the highest standards of honesty, accuracy, and objectivity. They are also expected to demonstrate
accountability for sponsors’ funds and to comply with specific terms and conditions of contracts and grants.
8. Records: Confidentiality/Privacy and Access
TATI is the custodian of many types of information, including that which is confidential, proprietary and private.
Individuals who have access to such information are expected to be familiar and to comply with applicable
laws, TATI policies, directives and agreements pertaining to access, use, protection and disclosure of such
information. Computer security and privacy are also subject to law and TATI policy.
Information on TATI’s principles of privacy is available in the TATI Policies and Procedures Manual.
The public right to information access and the individual’s right to privacy are both governed by provincial and
federal law, as well as by TATI policies and procedures. The legal provisions and the policies are based upon
the principle that access to information concerning the conduct of the people’s business is a fundamental and
necessary right of every person, as is the right of individuals to privacy.
9. Use of TATI Resources
TATI resources may only be used for activities on behalf of TATI. They may not be used for private gain or
personal purposes except in limited circumstances permitted by existing policy where incidental personal
use does not conflict with and is reasonable in relation to TATI duties (e.g. telephones). Members of the TATI
community are expected to treat TATI property with care and to adhere to laws, policies and procedures for
the acquisition, use, maintenance, record keeping and disposal of TATI property.
10. Financial Reporting
All TATI accounting and financial records, tax reports, expense reports, time sheets and effort reports, and
other documents including those submitted to government agencies must be accurate, clear and complete.
All published financial reports will make full, fair, accurate, timely and understandable disclosures as required
under generally accepted accounting principles for government entities, bond covenant agreements and
other requirements. Certain individuals with responsibility for the preparation of financial statements and
disclosures, or elements thereof, may be required to make attestations in support of the Standards.
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B-11. Group Art Therapy Experiential Class
The Toronto Art Therapy Institute believes that students should experience their own process of art therapy
for two reasons:
1. It is necessary for art therapy students to develop a certain amount of self awareness in order to become
professional art therapists. Students must develop an understanding of the personal issues in their
lives and how they impact them as a professional art therapist. Self awareness is necessary in order to
understand and to be able to work with transference and counter-transference issues in art therapy.
2. Experiencing the process of art therapy is part of learning process of becoming an art therapist. Having
experienced one’s own process of art therapy allows students to better understand how their clients’ art
therapy process may be experienced.
TATI students should complete their own process of art therapy experiential by the end of the sixteen month
accelerated program unless otherwise negotiated with the Executive Director.
If a student does not want to take part in the Group Art Therapy Experiential Class offered in the TATI program
they can negotiate with the Executive Director to complete a personal art therapy process outside of the TATI
program.
B-12. Intellectual Products Policy
TATI makes every effort to adhere to the letter and the spirit of copyright and other laws regarding intellectual
property and requires all students, faculty and staff to do the same. Class handouts and notes distributed
by instructors are presumed to be the intellectual property of the instructors, except where otherwise noted.
School documents, including the TATI Student Manual, course descriptions, class outlines are the intellectual
property of TATI. Duplication other than for educational purposes is prohibited without consent of the
copyright holder.
Intellectual products that are the result of for-hire activities by contracted employees of TATI, whether
instructors, supervisors, students or staff, remain the sole property of TATI, which retains full copyright for
such products. Thus the curriculum, course descriptions, course outlines and course materials (including
handouts, slides or other presentation materials and evaluation tools) are the property of TATI.
A student thesis or major project paper is the property of the student who wrote it although in future
publications it is a courtesy to cite, acknowledge or list as co-authors thesis and major project advisors and
readers.
B-13. Prior Learning Assessment
All prior learning is assessed by the TATI Equivalency Committee.
B-14. Proficiency in English
Minimum Score Requirements for the Speaking and Writing Proficiency in English
English Language Proficiency Minimum Test Scores Required for Entry to TATI
TOEFL: Test of English as a Foreign Language
Computer: 220
Paper: 560
iBT: 83
IELTS: International English Language Testing Service
Score: 6.5
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If you apply to either the On-Site or Distance Learning programs at TATI, you may meet our English-language
requirements if you have successfully completed, or are in the process of successfully completing, one of the
following:
• Four full years of study in Canada in English at the secondary-school level.
• Four full years of study at the secondary-school level in English in a country where English is a primary
language or where English is the primary language of study.
• One full year of study in an accredited university degree program in English in a country where English is a
primary language.
• Two full years of study in an accredited college diploma program in English in a country where English is a
primary language or where English is the primary language of study.
Note: time spent in ESL courses will not be counted towards meeting these requirements. Language
requirements will not be waived based on letters written by students or as a result of completing senior-level
high-school English courses.
These are general guidelines only. TATI reserves the right to request a successfully completed language
proficiency test.
Language test scores are reviewed in combination with academic credentials to determine your admissibility to
TATI.
B-15. Scholarly Referencing
Scholarly Referencing
Students must use scholarly sources for their research. Magazines and many websites are not scholarly. All
of your references should not be from web-based sources – most should be from actual scholarly journals or
books.
What is a Scholarly Source?
A “scholarly source” is a source that is peer reviewed or published in a recognized scholarly source, like a
journal or a university publisher. Additionally:
• the journal or book is published by a scholarly association or society, or a university, or a recognized
scholarly publisher
• the article is reviewed in some way -if the articles are sent out to “peers”, or other members in a field, for
anonymous review, that’s a good indication that the journal is scholarly.
Are internet sources scholarly?
There are some scholarly journals that publish a web version, and in some cases they only publish a web
version. The fact that the journal is on the web should not necessarily detract from using it. The real issue is
still the scholarly process it has gone through. Most journals now provide on-line versions, and these are as
reliable and acceptable as their hard-copy equivalents.
Sometimes you will find papers on the web that are not published. Some of these are papers in various stages
of completion. Others are papers that have been published. If a paper is published, then (usually) it has gone
through a review process, and it is fine to use. But other papers are just drafts, and have yet to go through that
process. They are what we sometimes call “pre-prints”, that is, a release of a paper before publication, meant
for discussion. These should not be used as scholarly sources, although in some cases you may find that the
writer has actually published the paper. Then it’s ok. Drafts, though, are works in progress, almost guaranteed
to change, and should not be trusted.
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Wikipedia and Encyclopedia Britannica are not scholarly sources. A wiki is a community-edited document,
one which anyone can add to or change. That’s not exactly peer review, because the reviewers aren’t
necessarily people who have studied an area. Wikipedia might, though, give you ideas to follow up elsewhere,
and that’s fine. But it is NOT a scholarly source. Encyclopedia Britannica: It has a real editorial staff, and high
quality articles. It is, however, a general encyclopedia, and so its purpose is to meet the needs of a general
audience, not a specialist audience. For philosophy, for instance, it is a better idea to use either the Routledge
Encyclopedia of Philosophy, or one of the two major on-line encyclopedias of philosophy (which are, by the
way, reviewed), the Stanford Encyclopedia of Philosophy and the Internet Encyclopedia of Philosophy.
B-16. Student Recruitment Policy
Overall Aims of the Policy
The TATI student recruitment policy defines the application process and eligibility requirements and ensures
fair and equal opportunity to all students.
Selection is based on clearly specified criteria available on the TATI website. No candidate is excluded from
the entry to the TATI program by reason of religious belief, political opinion, racial group, gender, age, marital
status, sexual orientation, disability or responsibility for dependents.
Selection Criteria
To attract and retain students from a wide and diverse community who have the potential to complete the TATI
program successfully and benefit from the experience.
Selection is based on a combination of academic criteria and personal experience.
Selection criteria are reviewed regularly in order to ensure their ongoing relevance to developing curricula and
teaching and learning practice, and in the light of changes in the applicant pool.
Due to the fact that TATI is the only art therapy training program in Ontario, only Canadian Citizens or people
with Landed Immigrant status are considered for entrance to the program.
Entrance Requirements
Students must have an undergraduate degree preferably with fine art and psychology credits, however, other
undergraduate degrees will be considered when the student has relevant personal or professional or volunteer
experience.
Disabled Applicants with Special Needs
TATI strives to be an inclusive learning environment and welcomes and encourages applications from persons
with special needs.
Admissions Procedures
Applications to each new program are accepted by mail and numbered in order of acceptance of a completed
application package. Applicants whose applications are complete are contacted to schedule personal
interviews. A decision is made as to the acceptance or rejection of each applicant after the personal interview.
This is communicated to the applicant. This process continues until the maximum number (12) of students are
accepted for a given start date and then the application process is closed.
Feedback to Unsuccessful Applicants
TATI will provide feedback on request to unsuccessful applicants. This will not constitute a reconsideration
of an application. Feedback will only refer to the selection criteria employed by the program and will only be
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provided on receipt of a written request from the applicant.
Procedure for Applicants Disclosing a Criminal Record
TATI has a mandated responsibility to ensure the safety of its students, staff and its praxis community. Where
an applicant indicates a criminal record, the applicant will first be judged against the academic and other
criteria specified for the program. If the application meets these criteria, the applicant will be assessed in
order to ensure that neither the applicant nor the TATI community will be put at risk if the applicant enrolls
in the TATI program. The applicant’s information will only be disclosed to those who are involved in the
consideration of the application and the applicant will be kept informed during this process.
B-17. Student Support and Services
TATI is willing to provide student support services such as referrals to counselling and tutorial support upon
request. Other types of support will be considered upon request.
B-18. Succession Planning
It is integral that TATI have a succession plan for all of the positions that are key to our organization’s success.
At all times high quality replacements for those individuals who currently hold positions of leadership in our
organization should be identified on an as needed basis. The positions targeted will be mainly the executive
director and the directors on the Board of Directors. This process should take place in the form of an annual
review in order to identify individuals within or outside of our organization who hold the skills and potential to
rise within the company and to nurture their advancement.
B-19. Program Evaluation Policies
Annual Organization Evaluation
On an annual basis, TATI will take part in and prepare an Organizational Evaluation reviewing the learning,
research, scholarly and applied activities of the TATI instructors, students and administration. The
Organization Evaluation will include the following:
• Complaints and grievances; external networking; accreditation information
• Financial and accounting information including revenue trends a fulfillment of budget projections
• Annual retention and graduation figures; enrollment trends
• Annual review of operations and space
• Review of admissions and development including sources of potential student contacts, ratio of contacts to
applications and of applications to admissions, trends within the profession of Art Therapy, new program
development
• Review of information technology and the degree of satisfaction with current hardware, software,
equipment
The annual Organizational Evaluation will also include an evaluation of Program Quality. These procedures
address the goals and principles of TATI, the structure of the curriculum in terms of the adequacy of the course
offerings and relationship to further graduate or educational and occupational goals, the extent to which
individual courses meet their stated goals, an assessment of the appropriateness of faculty size, diversity and
expertise, and the utilization of and satisfaction with the TATI physical plant.
The Organizational Evaluation will be presented to the TATI Board of Directors for approval at the Annual
General Meeting to be held no later than five months after the end of each fiscal year end.
Following the granting of consent for the TATI Master’s Degree in Art Therapy Program and preceding the
subsequent review for consent, TATI will engage in a Five Year Organization Review which will review the
previous five years of TATI’s organization and development.
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Five Year Organizational Evaluation
Every five years TATI will conduct a Five Year Organizational Evaluation to review our operational and
administrative policies and procedures.
The Five Year Organizational Evaluation will investigate the following areas of the organization in a thorough
manner:
1. Mission Statement and Academic Goals
2. Administrative Capacity
3. Ethical Conduct
4. Academic Freedom and Integrity
5. Student Protection
6. Financial Viability
7. Dispute Resolution
8. Organization Evaluation
The Five Year Organizational Evaluation will include a Self Study. No less than 18 months preceding the due
date for a Self Study the Executive Director will appoint a chair of the Self Study Committee. The chair will
select member of the TATI community such as students, alumni, instructors, supervisors and staff to serve on
the committee.
Self Study
The Self Study will gather information that will enable an assessment of aspects of the program according to
the following criteria:
1. continuing consistency of the program with the organizations mission, academic goals and long-range plan;
2.
learning outcome achievements of students and graduates by comparison with:
a) the program’s stated learning outcome goals and standards;
b) the degree –level standard;
c) the opinions of employers, students/graduates;
d) the standards of any related regulatory, accrediting or professional association
3.
measures of
a) graduate employment rates,
b) graduate satisfaction level,
c) employer satisfaction level,
d) student satisfaction level,
e) graduation rate,
4. evidence of the continuing relevance of the program to the field of practice it serves, including evidence of
revisions made to adapt to changes in the field of practice;
5. evidence of the continuing appropriateness of the method of delivery and curriculum for the program’s
educational goals and standards;
6. evidence of the continuing appropriateness of admission requirements (i.e. achievement level, subject
preparation, personal experience) for the program’s educational goals and standards;
7. evidence of the continuing appropriateness of the program’s structure, method of delivery and curriculum
for its educational goals and standards;
8. evidence of the continuing adequacy of the methods used for evaluating student progress and
achievement;
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9. evidence of the efficient and effective utilization of existing human, physical, technological and financial
resources;
10. indicators of faculty performance, including the quality of teaching and supervision and demonstrable
experience in the field of specialization;
11. examples of individual student work in the final stage of the program that reflects exemplary, average, and
minimally acceptable performance and demonstrates that the degree level standard has been achieved.
The Self Study Committee will compile the above information and make it available to the Program Evaluation
Committee according to the schedule set by the Program Evaluation Committee in consultation with the
Executive Director and the Self Study Committee.
Program Evaluation Committee
The Executive Director will appoint a committee of no fewer than three members, a majority of whom must be
academic peers with relevant expertise from outside the institution and free of any conflict of interest. This will
be the Program Evaluation Committee. The Program Evaluation Committee will appoint one member to be the
Chair of the Committee.
The Program Evaluation Committee evaluates the program on an examination of the Self Study and information
gathered from onsite meetings with faculty members, students, graduates, employers and administrators. The
overall purpose of the Program Evaluation Committee is to assess the quality of the program under review and
to make recommendation for strengthening that quality. The resulting assessment and recommendations are
contained in a report addressed to the Executive Director.
Report of the Committee
The Executive Director shares the report by the Program Evaluation Committee with the Board of Directors
and consults with any relevant bodies internal or external to TATI in order to design a plan of action to address
recommendations contained in the report. The report and action plan are then shared with the Board of
Directors as soon as completed and shared with all TATI members at the next AGM.
C. OPERATIONS POLICIES
C-1. Accessibility for People with Disability
The Toronto Art Therapy Institute (TATI) is committed to preventing, identifying and removing barriers
that impede the ability of people with disabilities to access care and services. This includes students, staff,
instructors, volunteers and members of the TATI community.
In June, 2005 the Ontario government passed the Accessibility for Ontarians with Disabilities Act (AODA).
The purpose of this enhanced Act is to develop, implement and enforce standards of accessibility for all
Ontarians. TATI’s Accessibility Policy is consistent with the AODA, 2005 and the Accessibility Standards
for Customer Service, Ontario Regulation 429/079 (see: http://www.e-laws.gov.on.ca/html/source/regs/
english/2007/elaws_src_regs_r07429_e.htm).
Purpose
The purpose of this policy is to outline practices and procedures in place at TATI to help identify and remove
barriers that impede a person’s ability to access care and services.
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Definitions
Assistive Devices and Measures:
Assistive devices and measures are supports made available by providers to improve access to care for
patients with disabilities. For example, wheelchairs, volunteers, real-time captioning services (on-screen
typing of what speakers are saying), sign language interpreters or deaf-blind interveners. Other examples
include, Telephone Teletypes (TTY) to communicate with clients who are deaf, hard of hearing, have speech
impairments or are deaf-blind (Guide to the Accessibility Standards for Customer Service, Ontario Regulation).
Disability:
According to the Ontario Human Rights Code, a “Disability” is defined as:
a)any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury,
birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus,
epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or
visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance
on a guide dog or other animal or on a wheelchair or other remedial appliance or device,
b) a condition of mental impairment or a developmental disability,
c)a learning disability, or a dysfunction in one or more of the processes involved in understanding or using
symbols or spoken language,
d) a mental disorder, or
e)an injury or disability for which benefits were claimed or received under the insurance plan established
under the Workplace Safety and Insurance Act, 1997 (See: http://www.e-laws.gov.on.ca/html/statutes/
english/elaws_statutes_97w16_e.htm).
Personal Assistive Devices:
For the purpose of this policy, Personal Assistive Devices are personal supports used by persons with
disabilities that enable them to carry out the activities of daily living and allow access to hospital services.
Patient-owned equipment such as power-mobility devices (power wheelchairs or scooters) are regarded as
Personal Assistive Devices.
Service Animals:
Service animals are used by people with many different kinds of disabilities. Examples of service animals
include dogs used by people who are blind, hearing alert animals for people who are deaf, deafened or hard of
hearing, and animals trained to alert an individual to an oncoming seizure and lead them to safety.
Support Person:
A “Support Person” accompanies a person with a disability, in order to help with communication, mobility,
personal care or medical needs or with access to goods or services. Medical needs may include, but are not
limited to, monitoring an individual’s health or providing medical support by being available in the event of a
seizure. A Support Person may be a paid professional, a volunteer, family member or friend of the person.
Procedure:
TATI will ensure we are identifying and removing barriers to access for people with disabilities by:
• Encouraging people with disabilities to use their own personal assistive devices to improve access to TATI’s
programs.
• Enabling people with disabilities to access our programs and utilize our programs by offering assistive
devices and measures.
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• Communicating with a person with a disability in a manner that takes into account his or her disability.
• Allowing people with disabilities to bring their guide dog or service animal with them to areas of the
premises that are open to the public.
• Permitting people with disabilities who use a support person to accompany them and ensuring that a
person with a disability has access to his or her support person while on our premises.
• Training staff, volunteers and students about key principles and accessibility strategies and tools.
• Providing notice when facilities or services that people with disabilities rely on to access our programs are
temporarily disrupted.
• Establishing a process for people to provide feedback on how programs are delivered and explaining
how TATI will respond to any feedback and what action will be taken. It is the responsibility of every
staff member to be attentive to the concerns of staff and students and to resolve concerns related to
accessibility.
C-2. Disruptions in Service
TATI will provide our community members with a reasonable amount of notice in the event of a planned
service disruption that affects access to our facilities or programs.
In the event of an unexpected disruption of programs, TATI will provide notice as soon as possible. During the
disruption, we will make every effort to provide alternative accommodations that take into consideration the
needs of the individual.
Notice of disruption will include the following information:
• The nature of the disruption in service
• The reason for disruption
• The expected duration of the disruption
• A description of alternatives to service, if available
C-3. Service Animals
TATI is committed to fostering an atmosphere which removes and prevents barriers that impact the
accessibility of people with disabilities. TATI acknowledges the vital relationship and dependency which exists
between a person with disabilities and their service animal. TATI staff and volunteers will ensure that they
make all reasonable efforts to accommodate persons with disabilities and their service animals.
D. FINANCIAL POLICIES
D-1. Financial Audit
An arms-length public accountant licensed in Ontario will be engaged at each Annual General Meeting to
audit TATI’s financial methods, performance and stability for the coming year. The auditor will prepare and
TATI will submit to the Ontario Ministry of Training, Colleges and Universities annual special purpose financial
statements for the previous fiscal year which identify the following for each program under consent:
• Schedule of required tuition payments;
• The gross tuition fee revenue collected;
• The dates earned and unearned tuition fees were collected and the amount collected on such dates;
• The amount of tuition earned each month.
The Board of Directors will received and review the previous year’s general and special purpose financial
statements at each Annual General Meeting.
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E. STUDENT POLICIES
E-1. Assignment Submission
Assignment Submission
Proper academic performance depends on students doing their work not only well, but on time. Accordingly,
assignments for courses must be received on the due date specified for the assignment.
Lateness Penalty
Assignments received later than the due date will be penalized in the following way:
1 day late= - 5%
2 days late= - 15%
3 days late= - 30%
4 days late= - 50%
5 days late= -100%
Exceptions to the lateness penalty for valid reasons, such as illness, compassionate grounds, etc. may be
considered by the instructor but will require supporting documentation (e.g., a physician’s letter).
E-2. Attendance Policy
Attendance
Students are asked to call the office if they cannot attend a class or supervision.
Students must attend 80% of all classes/supervision. In the case of long or consistent absence for reason of
illness or emergency, all missed assignments, internships and classes must be made up before the completion
of training. If students are away, they are responsible for informing themselves of any announcements or
changes that were made.
E-3. Probationary Period and Dismissal Policy
Probationary Period
There will be a three month probationary period for students in their first year, to help them determine whether
they wish to commit to their studies. Should a student withdraw before the three month period is over, he/
she will be refunded tuition fees minus: (1) tuition for classes attended up to the last month in school (2) the
$190.00 application fee and (3) the $500.00 deposit. Students wishing to withdraw must submit a letter in
writing to the Director of the Toronto Art Therapy Institute.
E-4. Interruption or Termination of Training Policy
Rationale for Interruption or Termination of Training
Should a student fail to attend 80% of classes and supervision and/or not complete assignments or internships
at a graduate level his/her work will be reviewed by the Director who may recommend that the student reenroll in areas considered incomplete and require the student to withdraw from parts or all of the program or
not proceed further.
E-5. Vacation and Holiday from Practicum Policy
Students should not attend practicum on statutory holidays and should let their practicum on-site supervisors
know that they will not be attending. For the 2 1/2 weeks we have at the end of December and the beginning of
January, and for the week off in March and June or July, we encourage students to take this off from practicum
as well. This can be a personal decision made by each student who is doing a practicum individually and a joint
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decision between two students who are doing a practicum together. The decision must be made two weeks in
advance of the vacation time and students must inform their on-site supervisor and the Director of TATI. If the
vacation time involves missing a supervision session the student is responsible for arranging this in advance
with their supervisor.
F. INSTRUCTOR POLICIES
F-1. Invoice Policy
Instructors and supervisors may email their invoices to TATI. All invoices concerning teaching or supervision
completed prior to June 30 of each year must be in prior to June 30 each year. Invoices must include name
and address of practitioner and should be numbered.
Invoices for teaching should include the name of the class taught, the date, the number of hours of teaching
and the program for which it was taught.
Invoices for supervision should include the name of the student(s) the supervision was provided to, the hours
and the dates.
F-2. Photocopying of Readings Policy
For the Saturday courses, students are given the readings at least two weeks in advance. For a quarter credit
course taught on a week day (over a four week period) students are given the readings on the first day of
classes. TATI photocopies all readings from all courses for the students and bills them at the end of each
semester. The course instructor is responsible for requesting that they be prepared two weeks prior to each
course. An email or a phone call is required stating which readings should be prepared and for which course.
F-3. Thesis and Major Project Advisement Policy
Remuneration
Thesis advisement remuneration is $800.00 per thesis.
Remuneration Schedule
Thesis advisors will invoice TATI for the thesis advisement in the following order:
Upon Completion of Thesis Proposal review: $200.00
Upon Receipt of Chapter One: $300.00
Upon Signing off as Thesis Advisor on Thesis: $300.00
Role of Thesis Advisor
Editing
A thesis advisor is not responsible for an unreasonable amount of editing. A certain amount of mistakes,
grammatical, spelling and otherwise, should be expected and the advisor should make corrections. All
spelling, grammatical and APA style mistakes should ideally be eliminated from any written work submitted to
the advisor. If a thesis is submitted with an unreasonable amount of mistakes it will be returned to the student
at the student’s expense’ for corrections. If a student has difficulty with spelling, grammar or APA style they
must have an editor or someone acting as an editor edit their written work before submitting it to the advisor.
However, if a thesis advisor does not return the thesis to the student for professional editing, then the advisor
is responsible for correcting mistakes. Most mistakes should be corrected before the thesis review process by
the Thesis Reader
Thesis Proposal
Thesis Advisors are responsible for supporting students to complete their thesis proposals. This will include
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reviewing the thesis proposal and helping the student to create a viable and high quality thesis proposal. Upon
completion of the proposal it must be reviewed and approved by the TATI Director before the student can
proceed to conducting their study or writing any or part of their thesis.
Thesis advisors shall keep the Director apprised as to whether they are able to accept new student thesis
proposals or whether they are unable to at a given time.
Thesis
After having their thesis proposal accepted, a student will submit Chapter One (as per TATI Thesis Outline)
of their thesis for review. The Thesis Advisor will review chapter one and comment in writing on areas that
could be strengthened and any other concerns and/or changes the advisor recommends. The Thesis Advisor’s
comments should be clear and concise so as to avoid any misunderstanding. The student then makes the
changes if any are required and re-submits the chapter. When the chapter is approved the student then
submits Chapter 2 and the same process takes place until all four chapters are complete. When the Thesis
Advisor feels the thesis meets the criteria of a graduate level thesis they sign the thesis approval form.
Thesis Reader’s Role
The Thesis Reader’s task is to read through the thesis and give their approval that it meets the criteria of a
graduate level thesis. If the Thesis Reader feels there are changes that need to be made they indicate this to
the student. Once the changes are made and the Thesis Reader is satisfied with the presentation of the thesis,
they sign the thesis approval form. The Thesis Reader will be remunerated in the amount of $150.00 upon
signing the thesis approval form.
F-4. Grading Policy
Instructors must provide a numerical and letter grade for each student as per the TATI Grade Scale. A hard
copy and digital copy of students’ grades is required by TATI. All assignments should be graded and returned
to students no later than three weeks after assignment submission. Course grades are required no later than
three weeks after the termination of each course.
G. PRACTICUM POLICIES
G-1. Practicum Site Acceptance of Student Policy
In order to be accepted to a TATI practicum site students will first have to have an interview with the relevant
practicum site personnel. It is entirely up to the practicum site personnel as to whether they accept a TATI
student for a practicum. No explanation is required if the practicum site does not accept a student although
it is appreciated both for TATI and the student in order to learn more about future interviews. Students
are expected to be able to engage successfully in interviews and if they are repeatedly rejected (from two
successive practicum sites) TATI reserves the right ask the student to leave the program.
G-2. Practicum Site Responsibilities Policy
Practicum Agency’s Role and Responsibilities
The practicum setting is responsible for providing an environment conducive to the student’s growth and
development as an Art Therapist.
1. Provide Students with learning opportunities in the following four areas: One-on-One Client Contact;
Group Facilitation; Documentation and Administrative Tasks; and Community Outreach or Special
Projects.
2. Create a positive learning environment by accepting the Student as a staff member and a “learning
professional”.
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3. Provide Site Supervisors who can take responsibility for the student’s experience at the practicum site and
who have the appropriate education and/or experience.
4. Provide the facilities necessary for the Student to fulfill his/her duties (i.e. desk, chair, telephone, art
materials, etc. as appropriate).
5. Provide the Student with remuneration for expenses incurred during Practicum, such as, travel costs
related to travel on behalf of the agency as agreed, or other authorized out-of-pocket expenses, i.e art
materials.
6. The agency must comply with the Occupational Health and Safety Act and other relevant provincial acts/
statutes.
7. Ensure that there is enough meaningful and productive work available for the student to meet their 21 hour
per week practicum commitment
8. Where an agency is not able to provide the necessary learning environment as agreed upon with TATI,
students may be moved to an alternate practicum at the discretion of the program.
SITE SUPERVISORS ROLE & RESPONSIBILITIES
1. Provide an orientation to the setting and introduce the Student to other staff members.
2. Familiarize the Student with the agencys policies and procedures including those related to confidentiality
and discuss with the Student the policies and procedures to ensure correct understanding.
3. Facilitate student learning by assigning learning opportunities to Students in the following four areas:
One-on-One Client Contact; Group Facilitation; Administrative/Documentation Tasks; and Community
Outreach and/or Special Projects.
4. Provide the Student with constructive, formative and summative evaluations related to on site praxis.
5. Ensure the student has a workplace and the resources needed for their practicum responsibilities and
enough constructive work for 21 hours per week.
SUPERVISION & EVALUATION FUNCTIONS
1. Discuss, negotiate and sign-off on the completed Practicum Contract
2. Provide the Student daily/weekly supervision or as required. This time should be set aside at regular
intervals and be a minimum of 30 min. one on one time per week. At the beginning of the term, more time
may be needed for orienting the Student to the agency.
3. Confirm Students practicum hours by signing the Monthly Practicum Hours form.
4. Review and complete the TATI Mid-Term Practicum Site Supervisor Evaluation and a Final Practicum Site
Supervisor Evaluation.
5. Contact the Practicum Coordinator immediately if there are concerns related to the students behaviour
and/or progress that cannot be addressed in the practicum site.
6. Attend or arrange any meetings that are necessary to resolve student practicum problems.
7. It is suggested, that site supervisors document issues addressed with the student.
8. Communicate feedback as appropriate, outside of formal supervision time.
TERMINATION OF FIELD PRACTICUM
TATI reserves the right to terminate and/or remove a student from practicum if it is considered to be in the
best interest of the student, agency and/or its clients.
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STUDENTS MAY BE TERMINATED UNDER THE FOLLOWING CIRCUMSTANCES:
1. Serious violations, up to and including breach of confidentiality, behaviours that disrupt or threaten agency
operations and/or services provided to clients.
2. Violation of agency policies, procedures and/or staff direction.
3. Failure to communicate absences to appropriate agency staff and/or the liaison.
4. Ongoing patterns of lateness and/or absence.
5. Breach of TATI and/or program policies and procedures.
TERMINATION PROCESS
If a student is at risk of being terminated from their practicum and/or has been terminated, it is important
that a 3-way consultation meeting take place with the student, agency staff, and Practicum Coordinator. The
purpose of this meeting is for the agency, student and TATI to receive and provide feedback, to clarify and
confirm the grounds for termination and learn to avoid future such situations from occurring.
G-3. Role of On-Site and Off-Site Practicum Supervisors Policy
Roles of Practicum Coordinator and Practicum Supervisors
Practicum Coordinator
The Practicum Coordinator (PC) works with each student individually to form a Practicum Plan based on their
interests and availability. The PC communicates with the Practicum Site to arrange for students to complete a
practicum at the Practicum site. This includes organizing an orientation, the dates and times of the practicum
and all other practical issues.
The PC is responsible for any issues which arise in the practicum. All practicum issues must be communicated
to the PC and any communication with the practicum site about practicum issues will be done by the PC.
Practicum Supervisors
Practicum supervisors are responsible for meeting the TATI Practicum Learning Objectives and completing
the Practicum Supervisor Evaluation of Student at the end of each practicum. Practicum supervisors are
responsible for communicating any concerns arising in the practicum to the PC in a timely manner.
On-Site Practicum Supervisor
On-site practicum supervisors are generally paid through the practicum site unless otherwise agreed upon
between TATI and the practicum site. The on-site practicum supervisor is responsible for introducing the
student to all policies and procedures at the practicum site and providing a detailed orientation to the
practicum site including introducing students to the staff at the practicum site.
On-Site Practicum Supervisor Who is An Art Therapist:
An on-site practicum supervisor who is an art therapist is responsible for providing an hour of supervision a
week (or every two weeks depending on the amount of client contact hours the student is conducting) to the
student as well as ad hoc supervision in the event that the student has a question or if there is an emergency.
On-Site Practicum Supervisor Who is not An Art Therapist:
An on-site practicum supervisor who is not an Art Therapist may provide weekly or bi-weekly clinical
supervision if they are in a clinical role at the practicum site. This is determined during the contracting
between TATI and the practicum site.
Off-Site Practicum Supervisors
Off-site practicum supervisors provide clinical art therapy supervision on a regular basis to the student and are
paid for their services by TATI.
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H. SUPERVISION POLICIES
H-1. Amount of Clinical Supervision Hours Required for Students in Practicum
TATI Student Practicum augment the learning experience by providing a practical experience of conducting art
therapy with individuals, families and groups. TATI practicum take place in a variety of institutions including
schools, hospitals, children’s mental health centres, community centres, and rehabilitation centres, long-term
care centres and homeless shelters.
Clinical Supervision for Students in Practicum Policy
As per the Canadian Art Therapy Association (CATA) guidelines for art therapy training programs, students
should receive, at minimum, one hour of clinical supervision per ten hours of clinical client contact. Some
practicum settings and some students may require more supervision than this. Each practicum situation will
be assessed on an individual basis and the student will be advised how often to arrange supervision with their
supervisors. Supervision will be provided by a Registered Art Therapist either in person or via the internet
depending on the student’s location.
H-2. Clinical Supervision for Students Conducting Thesis or Major Project Policy
TATI will pay for clinical supervision for students until they have completed their practicum hours. Clinical
supervision of thesis or major project client populations will only be paid for by TATI if the student’s practicum
hours are not complete. After this each student must ensure that they have the minimum amount of
supervision required and the student must pay for this. Students will be required to provide documentation
showing that they have engaged in supervision of any clinical work conducted with a thesis or major project
population by submitting monthly Thesis or Major Project Clinical Supervision Form.
H-3. Cancellation of Supervision Sessions Policy
Scheduling supervision sessions with the supervisor is up to the student and their supervisor. If a student
cannot attend a scheduled supervision meeting they must provide notice to their supervisor 24 hours in
advance unless there is an emergency. If notice is not given to the supervisor the student is obligated to pay
for the missed supervision session in the amount of $60.00 per hour. In the case of an emergency proof of an
emergency must be presented to the TATI Director.
I. THESIS AND MAJOR PROJECT POLICIES
I-1. Research with Human Subjects
i)Every research project involving human subjects should be preceded by careful assessment of the inherent
risks in comparison to foreseeable benefits to the research subjects or to others.
ii)The researcher must obtain legally effective informed consent in writing from all subjects and must allow
subjects to terminate their participation in research studies and major projects at any time. The signed
consent forms should be kept by the researcher in a safe setting (preferably locked) and can be destroyed
upon completion of the study. TATI consent forms must be utilized.
iii)Students conducting research studies or major projects involving human subjects must respect the rights
and privacy of research subjects and assure that maximum confidentiality of personal information will be
maintained.
TATI students will usually complete their thesis or major project with the involvement of human subjects
(participants).
• Students must ensure that their participants are informed of all of the benefits and risks of taking part in a
research study or major project.
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• Students must demonstrate that their clients are able to freely choose to be involved in a study or major
project without there being any element of coercion or pressure.
• Students must demonstrate that their participants are stable medically and psychologically.
• Students must demonstrate that their participants have adequate support should they need to deal with
issues arising from their participation in the study or major project.
I-2. Roles of Thesis Advisor and Thesis Reader and Major Project Advisor and Major Project Reader
A thesis advisor or a major project advisor is not responsible for editing. All spelling, grammatical and APA
style mistakes should be eliminated from any written work submitted to the advisor. If a thesis or major project
paper is submitted with mistakes it will be returned to the student’ at the student’s expense’ for corrections. If
a student has difficulty with spelling, grammar or APA style they must have an editor or someone acting as an
editor edit their written work before submitting it to the advisor.
Thesis
The thesis is an opportunity to contribute in a meaningful way to the art therapy literature and to research
an area of study that resonates for the student. The thesis should be 80-120 pages in length and can be
commenced once the proposal for the thesis is accepted. APA style must be followed.
Thesis Advisor’s Role
A thesis advisor is appointed to a student once the student has completed their thesis proposal. The thesis
advisor will review the thesis proposal and comments in writing on areas that could be strengthened and any
other concerns and/or changes the advisor recommends. The student then makes the changes if any are
required and re-submits the proposal. When the proposal is approved the student then implements their
study and gathers their data. When the study has been completed the student writes Chapter One as per the
TATI thesis outline and submits it to their thesis advisor. The advisor reviews Chapter One and comments in
writing on areas that could be strengthened and any other concerns and/or changes the advisor recommends.
The student then makes the changes, if any are required, and re-submits Chapter One. When Chapter One is
approved the student then commences to write Chapter Two and the same process takes place until all four
chapters are complete. When the advisor feels the thesis meets the criteria of a graduate level thesis they sign
the thesis approval form.
Thesis Reader’s Role
The thesis reader’s task is to read through the thesis and confirm that it meets the criteria of a graduate level
thesis. The reader gives their approval by signing the thesis approval form.
Major Project
The objective of this option is to conceive, plan, execute, and report on a major project. The proposal for a
major project should generally follow the proposal for a thesis and it should explain how the outcome of the
project is to be measured.
The Major Project is recorded in a minimum fifty page paper describing the reason for the project, the process
of conceiving of, planning and executing the project and the outcome. The contribution to the field of art
therapy must also be addressed.
Once the student’s proposal for a major project is accepted the student can commence the execution of their
major project. At this time they will also receive a Major Project Advisor.
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Major Project Advisor’s Role
The Major Project Advisor’s role is to advise the student during the course of the major project undertaking
on any issues pertaining to the major project as they arise. Providing clinical supervision of clinical work
undertaken during the major project is also part of the major project advisor’s role based on a ratio of one hour
of supervision to ten hours of client-contact. The major project advisor will initially read the approved major
project proposal. Once the project has been completed the student must submit a 50 page paper detailing
the results of the major project. The major project advisor will comment on any areas they feel could be
strengthened and return the paper to the student for changes. The student will then submit their major project
paper for review once they have made changes. The major project advisor will then sign the major project
acceptance form confirming that the major project has met the criteria of a graduate level major project.
Major Project Reader’s Role
The major project reader’s task is to read through the major project paper and confirm that it meets the
criteria of a graduate level major project paper. The reader gives their approval by signing the major project
approval form.
I-3. Statement on Ethical Conduct in Research
TATI expects of its members (which include faculty, students and anyone working or associated with TATI), the
highest standards of ethical conduct in every aspect of research including applications, proposals, the research
itself, reports and publications. The term “research” is broadly defined and is intended to include both scientific
and non-scientific research.
It is neither possible nor desirable to foresee or to define what constitutes ethical conduct in all circumstances.
This policy leaves many such matters untouched: it does not, for example, apply to the question of whether a
certain kind or line of research is itself ethical.
TATI considers that the highest ethical standards in research would entail (although not exclusively);
i) The accurate presentation and interpretation of experimental data and other factual information;
ii) Due acknowledgement to another’s work;
iii) The maintaining of confidentiality with respect to information supplied by another when requested and
appropriate use of that information in a manner authorized by the supplier of the information, and in
accordance with scholarly practice;
iv) The appropriate use and allocation of money or other resources supplied for research purposes.
v) The TATI Human Subjects Policy (see below) must be adhered to at all times.
I-4. Thesis or Major Project Extensions
Students are given two years to complete their thesis or major project following the completion of their
coursework. During this period readers and advisors will be paid for by TATI. After the two year period
students are required to pay $100.00 per semester to maintain their TATI student status and students must
pay their readers or advisors any on-going or outstanding fees.
All extensions must be requested formally in writing addressed to the Executive Director and a doctor’s note
may be requested.
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J. BURSARIES AND SCHOLARSHIPS
J-1. The Ann Francis Oakes Bursary
Ann Francis Oakes was a graduate of TATI and started the Therapy Through The Arts Foundation, the
mandate of which was to raise monies so that art therapists could be paid to provide art therapy services to the
community. Ann was also on the TATI Board of Directors for two years before she succumbed to pancreatic
cancer. To honour her work and memory TATI has started a bursary that is awarded to the student who shows
the most need for support during the process of completing a thesis or major project that promotes art therapy
and social activism. The student must be working on their thesis or major project and must have had their
thesis or major project proposal accepted. The amount of the bursary is $500.00 dollars.
How to Apply for the Ann Francis Oakes Bursary
If a student wishes to apply for the bursary they should ask for an application at the administration office of TATI.
K. COMPLAINT PROCEDURES
K-1. Student Complaint Procedure
Introduction
The complaint procedure is designed to assist students who have perception of unfair and/or unlawful
treatment. A complaint of unfair and/or unlawful treatment formally charged by a student against an Institute
employee, in regard to the application of Institute rules, policies, procedures, and regulations, should be
resolved without initiating the formal procedure, if at all possible.
Please note that it is generally beneficial to the student to discuss the problem with Institute personnel prior to
filing a formal complaint. The Executive Director is available to advise students.
Informal Procedure
A complaint should be raised and resolved as quickly as possible. Within fifteen (15) business days following
either the event which preceded the complaint, or within fifteen (15) business days of the time when the
student reasonably should have gained knowledge of the issue, the Institute employee involved should be
contacted by the student. A business day is defined as a Monday through Friday when the Institute is open. An
attempt should be made to resolve the complaint informally.
The first step is for the student to meet with the Institute employee involved.
Formal Procedure
LEVEL 1
If the matter cannot be resolved informally, the student may file a written complaint within ten (10) business
days following the verbal response from the Institute employee involved. The student should forward copies
of all correspondence and relevant documents along with a cover letter to the Executive Director, Helene Burt,
Executive Director, at TATI, 66 Portland Street, Ste. 103, Toronto, Ontario, M5V 2M6. The written complaint
should contain the following:
1. A complete description of the complaint;
2. any supporting documents; and,
3. the redress (desired outcome) sought.
The student will be asked to make an oral presentation prior to a decision being made by TATI and may be
accompanied by an advisor or representative of his/her choice who may present on their behalf and at the
student’s expense at any level of the procedure. Minutes will be taken of any meetings held during the formal
procedure and copies will be provided to the student as well as kept on file at TATI.
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The Executive Director has ten (10) business days to adjudicate the matter and reply in writing to the student
with a decision and the reasons for the decision.
LEVEL 2
If the student is not satisfied with the written response from LEVEL 1, he or she may appeal to the Chair of the
Board of Directors, (Name and Contact Information of the Current Chair). This appeal must be made within
ten (10) business days after the reply from LEVEL 1. The student should forward copies of all correspondence
and relevant documents from LEVEL 1 along with a cover letter, to the President. The President has ten (10)
business days to adjudicate the matter and reply in writing to the student.
LEVEL 3
If the student is not satisfied with the written response from LEVEL 2, he or she may contact the
Superintendent of Private Career Colleges in the Ontario Ministry of Training, Colleges and Universities.
General Guidelines
The student filing a complaint may be accompanied by an advisor or representative who may present on their
behalf of his/her choice and at the student’s expense at any level of the procedure. The student may not be
represented in these discussions by an attorney-at-law without prior written approval and a TORONTO ART
THERAPY INSITITUTE legal council also present.
Revision of the deadlines for filing appeals and providing written responses may be made due to extenuating
circumstances such as vacations or illnesses. If the deadlines are changed by either party, the respective
employee should inform the student of the receipt of the complaint and give an estimated date of the final reply.
Copies of the President’s decision will be sent to the appropriate Institute employees at LEVELS 1 and 2.
Students will be provided with a copy of the complaint, and submissions filed and the decision made.
The Toronto Art Therapy Institute will maintain a record of every student complaint for a period of at least
three years from the date of the decision, including a copy of the student complaint, any submissions or
minutes filed and the decision.
K-2. Staff Complaint Procedure
Introduction
The complaint procedure is designed to assist staff who have perception of unfair and/or unlawful treatment.
A complaint of unfair and/or unlawful treatment formally charged by a staff against an Institute employee, in
regard to the application of Institute rules, policies, procedures, and regulations, should be resolved without
initiating the formal procedure, if at all possible.
Please note that it is generally beneficial to the staff to discuss the problem with Institute personnel prior to
filing a formal complaint. The Executive Director is available to advise staffs.
Informal Procedure
A complaint should be raised and resolved as quickly as possible. Within fifteen (15) business days following
either the event which preceded the complaint, or within fifteen (15) business days of the time when the staff
reasonably should have gained knowledge of the issue, the Institute employee involved should be contacted by
the staff. A business day is defined as a Monday through Friday when the Institute is open. An attempt should
be made to resolve the complaint informally.
The first step is for the staff to meet with the Institute employee involved.
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SECTION 11: POLICIES AND PROCEDURES MANUAL
Formal Procedure
LEVEL 1
If the matter cannot be resolved informally, the staff may file a written complaint within ten (10) business
days following the verbal response from the Institute employee involved. The staff should forward copies of
all correspondence and relevant documents along with a cover letter to the Executive Director, Helene Burt,
Executive Director, at TATI, 66 Portland Street, Ste. 103, Toronto, Ontario, M5V 2M6. The written complaint
should contain the following:
1. A complete description of the complaint;
2. any supporting documents; and,
3. the redress (desired outcome) sought.
The staff will be asked to make an oral presentation prior to a decision being made by TATI and may be
accompanied by an advisor or representative of his/her choice who may present on their behalf and at the
staff’s expense at any level of the procedure. Minutes will be taken of any meetings held during the formal
procedure and copies will be provided to the staff as well as kept on file at TATI.
The Executive Director has ten (10) business days to adjudicate the matter and reply in writing to the staff with
a decision and the reasons for the decision.
LEVEL 2
If the staff is not satisfied with the written response from LEVEL 1, he or she may appeal to the Chair of the
Board of Directors, (Name and Contact Information of the Current Chair). This appeal must be made within
ten (10) business days after the reply from LEVEL 1. The staff should forward copies of all correspondence
and relevant documents from LEVEL 1 along with a cover letter, to the President. The President has ten (10)
business days to adjudicate the matter and reply in writing to the staff.
LEVEL 3
If the staff is not satisfied with the written response from LEVEL 2, he or she may contact the Superintendent
of Private Career Colleges in the Ontario Ministry of Training, Colleges and Universities.
General Guidelines
The staff filing a complaint may be accompanied by an advisor or representative who may present on
their behalf of his/her choice and at the staff’s expense at any level of the procedure. The staff may not be
represented in these discussions by an attorney-at-law without prior written approval and a TORONTO ART
THERAPY INSITITUTE legal council also present.
Revision of the deadlines for filing appeals and providing written responses may be made due to extenuating
circumstances such as vacations or illnesses. If the deadlines are changed by either party, the respective
employee should inform the staff of the receipt of the complaint and give an estimated date of the final reply.
Copies of the President’s decision will be sent to the appropriate Institute employees at LEVELS 1 and 2.
Staffs will be provided with a copy of the complaint, and submissions filed and the decision made.
The Toronto Art Therapy Institute will maintain a record of every staff complaint for a period of at least three
years from the date of the decision, including a copy of the staff complaint, any submissions or minutes filed
and the decision.
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APPENDIX 1
STATEMENTS FROM THE PROGRAM EVALUATION COMMITTEE ON THE
EDUCATIONAL STANDARD OF THE TATI PROGRAM
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APPENDIX 2
THE CANADIAN ART THERAPY ASSOCIATION EDUCATIONAL STANDARDS
Canadian Art Therapy Association Educational
Standards
Educational Standards for Masters Degree and Graduate
Diploma Programs in Art Therapy
Effective: September 1, 2009
Completed May 7, 2006 by Helene Burt and Nick Zwaagstra
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Canadian Art Therapy Association Educational Standards (Revised May 7, 2006)
Educational Standards for Master Degree and Graduate Diploma Programs in Art Therapy
Effective: September 1, 2009
Rationale:
The Canadian Art Therapy Association advocates for high standards in graduate art therapy training programs in
Canada. In order to support existing programs and to guide developing programs, the Canadian Art Therapy
Association has formulated the following standards for graduate degree and diploma art therapy programs in
Canada.
Introduction:
To become a professional art therapist in Canada a graduate level degree or diploma in art therapy is a
requirement. The Canadian Art Therapy Association (CATA) accepts art therapists for membership
who have graduated from CATA approved training programs. CATA considers approval of art
therapy training programs upon a request from that program to become a CATA approved training
program. Each decision is made on an individual basis by the CATA Executive Board and is based on
the degree to which the training program meets the suggested requirements below.
In order to build upon current standards and to make provisions for programs to comply with CATA’s new
educational standards, these standards will be in effect as of September 1st, 2009.
Institutional Accreditation
Standards:
All educational institutions or programs must be
accredited by appropriate provincial or applicable
federal accrediting bodies
Comments:
There are regional or provincial
differences but accreditation is
important for credibility, quality of
services and accountability.
Applicable professional
codes or Principles:
Canadian Art Therapy
Association [CATA]
Standards of Practice
(2003): D.1, D.5;
Canadian Counselling
Association [CCA] Code of
Ethics and Standards of
Practice (1999) Principle:
responsibility to society.
Admission and prerequisites for students
Standards:
Prerequisites for Students:
Students must minimally have an undergraduate
degree in fine arts, psychology social work or
counselling. If the undergraduate degree is in
another area, the student must have course work in
one or all of these subjects.
Students must submit a portfolio of their art work
which demonstrates their interest in and
understanding of the creative process in visual arts.
Comments:
A bachelor’s degree is considered the
usual entry point for graduate
programs. It is important to maintain
the quality of training compared with
other professions.
Applicable Professional
Codes or Principles:
The purpose of requesting a portfolio
is to consider applicant(s) affinity for
art and potential to intervene with art
as a therapeutic modality
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Faculty
Standards:
The director must be a Registered art therapist. All
faculty teaching subjects related to art therapy must
be registered art therapists.
Comments:
The qualifications of the director and
the professional status of the faculty
contribute to credibility.
It is recommended that at least half of the faculty
have practiced art therapy within the last five years
and/or demonstrate continuing competence and
current knowledge.
It is important to maintain current
standards, ‘cutting-edge’ applications
and relationship between theory and
practice.
Applicable Professional
Codes of Principles:
CATA Standards (2003): C:
Professional Competence &
Integrity; D: Responsibility
to the Profession.
Required Curriculum
Standards
A:
CATA recognizes that universities and diploma
programs may differ in the way they allocate units
or credits. The following course content must be
covered to the degree that students can be
competent and knowledgeable in each area:
1.
The History and Theory of Art Therapy
 Must include thorough study of historical
development of profession in Canada.
2. Techniques of Practice in Art Therapy
3. Application of Art Therapy with different
populations
4. Group Work, Theory and Practice
5. Art Therapy Assessment
6. Ethical and Legal Issues in Art Therapy
Practice
7. Professional Practice
 Includes developing knowledge of
professional organizations, public policy,
advocating for profession and client
advocacy
 Preparation to enter the job market, resume
writing and interviewing skills
8. Cultural and Social Issues in Art Therapy
9. Thesis or Major Project
B: Required Curriculum in Related Areas
1.
2.
3.
4.
5.
Psychopathology and the DSM IV
Human Growth and Development
Counselling and psychological theories
Research Methods
Studio Art
Comments:
The core curriculum assumes a
program that moves from
introductory to advanced levels of
study.
The content largely involves credit
courses but particular components
such as ethics may also constitute
special topics or within supervision.
It is assumed that the duration of the
program is sufficient length to offer a
depth of knowledge and practice and
opportunity for integration.
Professional practice may be covered
through special seminars or modules.
Educators have the responsibility to
orient perspective students and
trainees to all core elements of such
programs and activities.
Diversity training may consist of
self-awareness and sensitivity
training, special topics and class
assignments.
Applicable professional
codes or Principles:
CATA Standards of
Practice (2003) - Principles:
C. Professional
Competence and Integrity;
D. Responsibility to the
Profession; K. Treatment
Planning & Documentation.
CCA Standards of Practice
(1999): Counsellor
Education Training and
Supervision:
F.1 – General
Responsibility; F.2 –
Boundaries of Competence;
F.3 – Ethical Orientation;
F.4 – Clarification of Roles
and Responsibilities; F.5 –
Welfare of Clients; F.6 –
Program Orientation;
F.9 - Self-Development and
Self-Awareness.
A Thesis or Major project is required
in a graduate program to demonstrate
mastery of research skills and both
creative and critical thinking.
The studio art component may allow
equivalencies including mentoring
and mastery of art materials as part
of self-development.
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C: Practicum/Internship
In addition to coursework students need to develop
art therapy and counselling skills through practical
experience.
 The minimum requirement for all practicum is
700 hours. At least 350 of these hours should
involve direct client contact.
 The other hours should involve practicum
related tasks including but not limited to,
observation, case studies, supervision meetings,
recording and notes, planning and developing
treatment goals, and so forth.
Supervision:
Students should have an opportunity for both
individual and group supervision. A greater
proportion of individual supervision is
recommended.
 The minimum ratio for supervision is one (1)
hour for every ten (10) hours of client contact.
 The supervisor should be a registered art
therapist or a professional art therapist who is
licensed professional in a related field.
 If access to a registered art therapist is limited
other professionals having at least a master’s
degree (such as psychology, social work,
psychiatry) may provide supervision up to 50%
of the total supervision hours.
Standards:
Student Evaluation
 Students should be evaluated regularly
procedures to monitor student achievement and
progress in courses and professional
competencies.
 The program is responsible to maintain a secure
and confidential record of each student’s
evaluation and progress indicators regarding
coursework and supervision.
Program evaluation
 The art therapy training institute or educational
facility should have a policy and follow regular
procedure so that students can evaluate
instruction, courses, internship, and
supervision. Recommendations, where
appropriate should be considered to improve
program delivery and effectiveness.
Some programs may make provision
for equivalencies and consider
applicant’s prior training through
other master’s level counselling
professions. However direct
experience with the therapeutic art
materials is essentialt. The single
criterion for required hours applies to
both university and institute
programs.
CATA Standards of
Practice (1993): D.7; E.110.
CCA Standards of Practice
(1999) – Ethical Principles:
Responsible Caring;
Responsibility to Society
Excellent supervision contributes to
quality programs, students and the
advancement of best practice for the
welfare of clients and responsibility
to society.
Ideally there should more than one
practicum for broader exposure to a
variety of agencies client population
groups.
Supervision sessions should be
balanced and coincide with the
practicum and client hours for
effective learning.
Evaluation
Comments:
A process whereby students can
appeal their evaluation should exist
and students should be made aware
of this.
Applicable Professional
Codes of Principles:
CATA Standards of
Practice (2003): K.6; K.9.
Student transcripts should be
completed in a similar manner to
other universities and colleges in
Canada in order to support students’
further education, transfer, etc.
While it is important to maintain
clear boundaries and appropriate
roles it is assumed that art therapy
education programs are able to
monitor effectiveness and respond
appropriately to feedback and
recommendations for service
delivery.
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Facilities and Equipment
Standards:
The program (on-site) must have regular access to
the following:
 Classrooms
 Studio space for working with art materials
 Appropriate office and private space for
advising or supervising students.
The program should have customary access to the
following equipment:
 Audio-visual aids for classroom instruction
 Appropriate studio art equipment and supplies
 Office equipment and supplies as needed
 Computer and internet access where
appropriate
Students and faculty should at minimum have
access to a collection of art therapy literature,
journals and databases and opportunity to research
broader mental health and expressive arts issues.
Comments:
The program is responsible to
provide an environment that is
conducive to learning. This applies in
particular to on-site programs. Space
provided for studio activities should
be safe, well-lit and ventilated.
Applicable Professional
Codes or Principles:
CATA Standards of
Practice (2003): IA- II
Environment
Adequate and appropriate materials
are important for academic learning
and for experience with art materials.
Graduate education requires access to
art therapy literature and related
information. Quality education
should consider the historical,
contemporary and emerging trends in
the literature.
Staff Support
Standards:
Administrative or clerical support should be
available as needed for the director and faculty of
the art therapy program
Comments:
This is important to maintain quality
and effective provision of services
and educational opportunities.
Applicable Professional
Codes or Principles:
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APPENDIX 3
OFF-SITE REGISTERED ART THERAPIST PRACTICUM SUPERVISOR EVALUATION OF
STUDENT
Toronto Art Therapy Institute
Supervisor Evaluation of Art Therapy Student
Student _________________________________
Date: _____________________
Supervisor: __________________Year 1 ___ Year 2 ___ Semester: Fall___ Spring___
not observed (n/o)
DISAGREE (1) AGREE (3) STRONGLY AGREE (5)
1
2
3
4
5
COMMENTS
N/O
Professional Skills
Demonstrates responsibility through punctuality,
and organization of materials and work area.
Demonstrates confidentiality regarding clients and
personal responses to colleagues and co-facilitators.
Demonstrates awareness of dual relationships,
therapeutic boundaries, ethical dilemmas and
considerations.
Demonstrates skills in cultural awareness and
sensitivity.
Maintains a professional manner in all areas of work.
Communication Skills
Demonstrates the ability to give, receive and request
constructive feedback.
Demonstrates the ability to give "I" messages and to
self-reflect on personal responses.
Demonstrates the ability to communicate with and
support co-facilitators.
Demonstrates the ability to coordinate and
communicate with co-facilitators.
Teamwork
Demonstrates the ability to plan and facilitate
groups.
Demonstrates the ability to plan and facilitate
individual sessions.
Demonstrates the ability to communicate with cofacilitators during sessions.
Demonstrates the ability to bring co-facilitation
issues to supervision.
Therapeutic Skills
Shows observable respect of clients through
empathy, sensitivity and building trust.
Demonstrates communication skills of active
listening, mirroring, reflecting and probing.
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DISAGREE (1) AGREE (3) STRONGLY AGREE (5)
1
2
3
4
5
COMMENTS
N/O
Demonstrates the ability to maintain focus on the
client’s emotional life.
Demonstrates the ability to end sessions
appropriately and work on termination.
Demonstrates the ability to use interpretation
appropriately.
Demonstrates flexibility and awareness of nonverbal communication.
Demonstrates the ability to be assertive, and to set
limits and appropriate therapeutic boundaries.
Demonstrates the ability to initiate therapeutic
interventions in group situations.
Demonstrates the ability to perceive and assess the
evalue of therapy.
Therapeutic Presence
Demonstrates therapeutic presence through body
language, tone of voice, quality of eye contact and
non-verbal communication.
Demonstrates a therapeutic level of engagement
and empathetic response.
Demonstrates insight and depth of personal
experience, personal exploration and selfawareness.
Demonstrates skills in centering, grounding,
mirroring, containment, boundaries and empathy.
Clinical Skills
Maintains clear, succinct, readable, organized files
including notes, charts, treatment plans, summary
reports.
Demonstrates the ability to facilitate an intake and
write a clinical assessment.
Demonstrates the ability to discuss clinical work and
case studies clearly and succinctly.
Demonstrates the ability to be objective in relation
to client interactions and client artwork.
Demonstrates the ability to identify core issues:
dependency, rivalry, separation, abuse, etc.
Demonstrates the ability to articulate theory in
relation to clinical work.
Art Therapy Skills
Demonstrates the ability to perceive and assess the
therapeutic value of art therapy.
Demonstrates the ability to focus on the artwork
with the client, identifying feelings and exploring
issues.
Demonstrates the ability to describe the art in
detail with relation to form, movement, space,
mood, image, etc.
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DISAGREE (1) AGREE (3) STRONGLY AGREE (5)
1
2
3
4
5
COMMENTS
N/O
Demonstrates the ability to articulate theoretical
issues in relation to client’s art and demonstrate an
awareness of the use of metaphor and symbolic
significance.
Demonstrates the ability to use a variety of art
therapy approaches and to be flexible in responding
to clients.
Demonstrates the ability to use art materials
effectively in response to client needs.
Provides clear, succinct presentation of case studies
and supervision issues.
Supervision
Demonstrates the ability to use supervision actively
and constructively.
Demonstrates the ability to self reflect and accept
constructive feedback.
Demonstrates the ability to identify and work with
transference and counter transference issues.
Maintains a focus on self-awareness and self-care.
Further Comments regarding specific areas for consideration by the supervisor. Identify areas of strength and
areas for future growth. Outline Goals for skill development.
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APPENDIX 4
ON-SITE PRACTICUM SUPERVISOR EVALUATION OF STUDENT
Toronto Art Therapy Institute
Supervisor Evaluation of Art Therapy Student
Practicum Supervisor:
Practicum Student:
For the Period of:
Date of Report:
OBJECTIVES
Not attained/ Attained/ Exceeded
1
Does the student understand the needs of the therapeutic
population they are working with?
2
Has the student demonstrated how to engage and work with
the population they are working with?
3
Has the student learned how to do the tasks required by the
practicum setting?
For Example:
• Assessment
• Treatment plan
• Progress reports
• Termination reports
4
Has the student taken part in rounds, team meetings,
training or other site meetings as expected?
5
Has the intern learned how to conduct case management
including:
• Making reports to Child Welfare Services
• Making referrals to other agencies and services
• Advocating for clients when needed
6
Has the student learned how to deal with any emergency
and/or safety issues at the practicum site?
7
Further Comments and suggestions
COMMENTS
Practicum Supervisor Signature:____________________________________________
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APPENDIX 5
STUDENT EVALUATION OF SUPERVISOR
Date ___________
Supervisor _________________________ Qualifications _____________
Practica_________________________________________________________________
Supervision: on site ____ off site ____ group ______ individual ____
Student: 1st year ____ 2nd year _____
General questions:
Were you satisfied with the supervision schedule (regularity, length etc.) Please comment.
Did you participate fully in supervision? Did you bring art, issues, clinical concerns, and awareness of transference to
the supervision sessions? If not then why not?
Some of these points or approaches may not apply in certain practica situations or individual supervision.
Please evaluate the methods your supervisor uses.
Please rate as to U-unsatisfactory; S-satisfactory; E-excellent; N/A not applicable.
1
Gives advice or specific direction (tells what to do)
2
Encourages trainee to problem solve or generate ideas
3
Constructive criticism
4
Art making
5
Role play
6
Exploration of transference / counter-transference
7
Treatment planning
8
Reviewing the client’s art process and products
9
Interventions to accomplish established goals
10
Discussion regarding staff interactions and agency policies
11
Educational support (theoretical explanations, handouts, articles)
12
Focus on strengths as well as weaknesses
Additional comments: Please use the other side of the paper to write on
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Practica Supervision Requirements for Art Therapy Groups
1. A planning meeting to go over intakes, treatment plans and group goals.
2. A mid semester review of the group to look at the art, the therapeutic methods, treatment plans and group
goals.
3. End of semester evaluation of the group, of the art therapy student’s participation and client summaries.
4. Before and after group: set up, clean up, note taking, and informal and immediate supervision.
Practica Supervision Requirements for Individual Clients
1. Intake meeting, regular sessions once a week in an appropriate art therapy environment.
2. Student is expected to bring art and clinical issues to supervision at TATI on a weekly basis. Serious
concerns should be brought to the immediate attention of the director and the on site supervisor.
3. Meeting with on site supervisor once a month to review clinical work.
4. End of semester meeting with supervisor for evaluation of practica and the student.
Skills to focus on developing in practica placements: First Year: 1st semester
a. Responsibility: punctuality, organization of materials and work area; record keeping.
b. Respect of clients: confidentiality, empathy, communication, active listening, building trust.
c. Clarity in discussing clinical work in case studies, supervision and with other professionals.
d. Observation and assessment of the client’s use of art in therapy.
e. Flexibility and awareness of non-verbal clues.
f.
Uses supervision actively and constructively: willing to self reflect and accept constructive feedback.
2nd semester: All of the first semester points plus
a. More focus on record keeping and writing summaries.
b. Ability to end sessions, work on termination and use art materials effectively in response to client needs.
c. Discuss clients and case studies clearly and succinctly.
d. Objectivity in relation to client interaction and client’s art.
e. Ability to maintain focus on the client’s emotional life.
f.
Identify and work with transference and counter transference issues.
g. Ability to focus on the artwork with the client: identifying feelings, recognizing own interpretations.
h. Learning to identify core issues; dependency, rivalry, separation, abuse etc.
i.
Able to describe the art in detail with relation to form, movement, space, mood, image etc.
j.Ability to articulate theoretical issues in relation to client’s art and demonstrates an awareness of the use
of metaphor and symbolic significance.
Second Year: all of the above aspects plus 1st semester:
a. Professionalism in relationship to staff and clients.
b. Ethical awareness.
c. More in depth use of supervision.
d. More understanding of interpretation and ability to facilitate the client’s exploration of their art.
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e. Ability to articulate theory in relation to clinical work.
f.
Ability to use a variety of art therapy approaches and to be flexible in responding to clients.
g. Ability to handle an intake and clinical assessment.
2nd semester: All of the above plus:
a. Self-awareness and self-application to areas that need further development.
b. Clear succinct presentation of case studies combining clinical work with a clear articulation of theory.
c. Ability to plan and facilitate groups, workshops and individual sessions.
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APPENDIX 6
LETTERS CONTESTING TO THE EQUIVALENCY OF TATI`S GRADUATE LEVEL DIPLOMA
PROGRAM TO A MASTER`S DEGREE
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