Affiliation:
1. 0000000092155771Lesley University
2. 0000000122985718CUNY
3. 0000000102905872California Institute of Integral Studies
Abstract
This article describes and documents a step-by-step, iterative process of competency modelling ‐ a way of identifying, generating and disseminating professional knowledge-based competencies in the field of drama therapy. The authors, the Education Competency Team (ETC) designated
by the North American Drama Therapy Association (NADTA) board, discuss the significance of and the need for knowledge competencies, as well as the importance of transparency in their design. Relevant literature defining competency-based learning, its connection to skill, employment and equity,
as well as a detailed outline of the three-tiered recursive method used collaboratively to create this inaugural document are included. We conclude with a discussion of limitations and future directions for the model, which also evidences as a living document.
Subject
Visual Arts and Performing Arts,Complementary and Manual Therapy
Reference40 articles.
1. Defining characteristics of educational competencies;Medical Education,2008
2. Findings from Monash University update understanding of health education (the development of competency frameworks in healthcare professions: A scoping review),2021
3. The great divide between social work educational policy and licensure examinations: Differing approaches to identifying competency that are challenging the profession;Journal of Social Work Education,2021
4. A snapshot of empirical research in drama therapy: Conducting a general review of the literature;German Medical Sciences Journal of Art Therapies,2019a
5. Prominent themes in drama therapy effectiveness research;Drama Therapy Review,2019b
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献