UTSDGs

【USR】The Good Cycle of "You and I, Together"—Advocacy, Care, and Field Management for Community Sustainability - Expressive Art Therapy Lecture & Professional Growth and Interdisciplinary Teacher Community Exchange Meeting

On September 23, 2024, the project team invited Dr. Zhang Rongrong to give a lecture on "Expressive Art Therapy: Professional Growth and Interdisciplinary Teacher Community" at the Silver Light Dance: Expressive Creative Therapy for Body, Mind, and Spirit, a community event involving the school's faculty and students. This event targeted project team members, interdisciplinary teacher community partners, and faculty and students from the school, with the aim of enhancing teachers' psychological support skills in teaching and counseling processes and helping students understand the professional field of "Expressive Art Therapy." It also incorporated University Social Responsibility (USR) themes, emphasizing how art therapy can have a profound impact on communities and educational environments. Dr. Zhang Rongrong began by sharing case studies, demonstrating how expressive art therapy helps individuals heal emotionally and psychologically, fostering self-awareness and growth. She emphasized that expressive art therapy is not limited to artistic techniques but involves using various media to allow participants to express their emotions without words. This is particularly important for individuals who struggle with emotional expression or have experienced trauma. Dr. Zhang noted that teachers often feel at a loss when dealing with students' psychological issues or stress, and expressive art therapy offers a new tool. It not only helps teachers with self-reflection but also provides a non-intrusive way to assist students in releasing emotions through creative activities. She further linked this professional growth course with USR, highlighting the practical value of expressive art therapy in University Social Responsibility initiatives. Dr. Zhang emphasized that university faculty should actively engage in social issues beyond teaching and research, using interdisciplinary collaboration to bring expressive art therapy into communities and marginalized groups, thus forming a two-way connection between education and social care. In her lecture, she explained how this therapeutic approach could be applied to interdisciplinary teacher communities, with teachers from various disciplines collaborating through group art creation activities. This approach enhances mutual understanding, collaboration, and communication across disciplines. Dr. Zhang shared that when teachers experience the benefits of art therapy in their personal growth, this experience naturally extends to their teaching and interactions with students, thereby improving the overall psychological health of the educational environment. Finally, Dr. Zhang urged participants to view expressive art therapy as a continuous tool for self-growth, offering maximum benefits not only in the educational field but also in the practice of social responsibility. The lecture was rich in content and thought-provoking, and participating teachers expressed a deeper understanding of expressive art therapy and its broad potential for application in teaching and social service. After the lecture, project team members, interdisciplinary teacher community partners, and Dr. Zhang engaged in a lively forum discussion on the application of expressive art therapy in teaching and social responsibility practices. Many teachers shared their experiences facing students' mental health challenges in teaching and expressed strong interest in the art therapy methods introduced by Dr. Zhang. The project team members and interdisciplinary teacher community partners agreed that this therapy is not only an effective tool for helping students express emotions and release stress but also significantly aids teachers' emotional management and professional growth. Many teachers mentioned that interdisciplinary collaboration could allow this form of therapy to have a greater impact both on and off campus, particularly in University Social Responsibility programs. Integrating art therapy into community service and care for vulnerable groups would promote deeper interactions and understanding between teachers and students, positively contributing to the overall quality of teaching and campus psychological health atmosphere.

Implemented by Center for Teaching and Learning Development
Date: 2024/09/23