(2026) Art Therapy Supervision - CE Series
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Register
- Non-member - $210
- Member - $138
Toward a Lifespan Framework for Art Therapy Supervision: Integrating Relational–Cultural, Ecological, and Developmental Models
This series introduces a lifespan developmental framework for art therapy supervision that integrates relational–cultural supervision, ecological perspectives, and contemporary developmental models. Drawing on foundational supervision scholarship and art therapy theory, participants will explore a three-stage model of professional growth across the career trajectory: formation, integration, and generativity. The model recognizes that art therapists develop not only clinical competence but also aesthetic identity, relational capacity, and cultural awareness over time. Through didactic presentation, reflective dialogue, and arts-based experiential activities, participants will examine developmental markers in supervisees from student training through advanced practice. Particular attention will be given to growth-fostering supervisory relationships, power and identity in supervision, and the use of art-based interventions to support reflective practice. In session 1, participants will also be introduced to a multicultural concentric circles collage intervention designed by Diana Wallace, to help supervisees visually map identity, positionality, and systemic influences within the supervisory process.
Session 1 - Relational Cultural Supervision in Art Therapy: Power, Context, and Creative Reflection (N/NY)
Recording Date & Time: Tuesday, April 14, 2026, from 7:00–9:00 PM ET
Session Description:
This session explores the intersections of power, relational competencies, and creativity within Relational Cultural Supervision (RCS) in art therapy practice. Participants will examine how ecological and multisystemic contexts, including culture, identity, power, and privilege, influence supervisee development and supervisory relationships. The presentation introduces core RCS practices that support relational, multicultural, and social justice competencies in supervision. Through discussion and experiential engagement with response art, participants will explore art-based supervisory approaches that support reflective practice, case conceptualization, and awareness of stress, transference, and countertransference. The session also clarifies distinctions between supervisory teaching and consultation roles to strengthen culturally responsive and relationally attuned supervision practices.
Learning Objectives:
Upon completion, participants will be able to:
1. Identify at least three core practices of Relational Cultural Supervision (RCS) that support supervisee relational and developmental growth.
2. Describe how ecological and multisystemic factors influence supervisee development, including the roles of culture, power, and social context.
3. Apply response art as a supervision strategy to support reflective practice, including case conceptualization and exploration of stress, transference, and countertransference.
4. Differentiate between supervisory teaching and consultation roles within culturally responsive supervision.
Presenter Information:
Kathryn Snyder (Moderator)
Diana Wallace (Speaker)
Session 2 - Arts-Based Supervision: Supporting Development and Professional Identity in Student and Early-Career Art Therapists (N/NY)
Recording Date & Time: Wednesday, April 22, 2026, from 7:00–9:00 PM ET
Session Description:
Arts-based supervision centers artmaking as a primary mode of reflection, learning, and meaning-making in supervisory relationships. Grounded in the belief that “images do the heavy lifting,” this approach invites emerging art therapists to engage directly with visual processes to deepen insight, rather than relying solely on verbal analysis. It attends to predictable developmental needs of students and early-career clinicians, such as building confidence, tolerating ambiguity, and forming a professional identity, by using structured and responsive art-based interventions. Supervisory practices may include progression art to track growth over time, response art to process clinical experiences and countertransference, and other creative exercises that support reflexivity and ethical awareness. Informed by phenomenological philosophy, arts-based supervision emphasizes presence, lived experience, and meaning as it emerges through image-making. It also situates the supervisee within relational, cultural, and systemic contexts, encouraging imagination as a tool for understanding both self and client. Through these methods, supervision becomes an embodied, creative, and identity-forming process aligned with the core values of art therapy.
Learning Objectives:
Upon completion, participants will be able to:
1. Assess predictable developmental characteristics of new-to-early-career art therapists.
2. Apply progression art as a supervisory intervention for reflective growth.
3. Examine how response art supports art therapists’ professional identity development.
4. Name at least three arts-based supervision activities for use in art therapy supervision.
5. Apply phenomenological philosophy to art therapy supervision.
Presenter Information:
Kathryn Snyder (Moderator)
Danielle Moss (Speaker)
Session 3 - Shifting the Lens: Supervising Seasoned Professionals (NY)
Recording Date & Time: Tuesday, April 28, 2026, from 7:00–9:00 PM ET
Session Description:
Supervision strategies and models often need to change when engaging with art therapists in the later part of their careers. Effective supervision of seasoned professionals often requires a more collaborative approach. Reflective supervision practices will be introduced and explored through discussion and art making to identify helpful strategies that can support continued professional growth along a shared supervision journey.
Learning Objectives:
Upon completion, participants will be able to:
1. Describe two developmental characteristics of late-career art therapists.
2. Identify the supervisory shift from consultation to mentorship.
3. Apply relational-cultural principles to generative supervision.
Presenter Information:
Kathryn Snyder (Moderator)
Margaret Carlock (Speaker)
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Contains 4 Component(s), Includes Credits Recorded On: 04/14/2026
The 1st session of our three-part 2026 Supervision Series! Eligible for 2.0 CE Credit hours. (ATCB, NBCC & LCAT eligible)
Presenters:
Diana Wallace (Speaker)
Kathryn Snyder (Moderator)Description:
This session explores the intersections of power, relational competencies, and creativity within Relational Cultural Supervision (RCS) in art therapy practice. Participants will examine how ecological and multisystemic contexts, including culture, identity, power, and privilege, influence supervisee development and supervisory relationships. The presentation introduces core RCS practices that support relational, multicultural, and social justice competencies in supervision. Through discussion and experiential engagement with response art, participants will explore art-based supervisory approaches that support reflective practice, case conceptualization, and awareness of stress, transference, and countertransference. The session also clarifies distinctions between supervisory teaching and consultation roles to strengthen culturally responsive and relationally attuned supervision practices.
Learning Objectives:Participants will be able to:
- 1. Identify at least three core practices of Relational Cultural Supervision (RCS) that support supervisee relational and developmental growth.
- 2. Describe how ecological and multisystemic factors influence supervisee development, including the roles of culture, power, and social context.
- 3. Apply response art as a supervision strategy to support reflective practice, including case conceptualization and exploration of stress, transference, and countertransference.
- 4. Differentiate between supervisory teaching and consultation roles within culturally responsive supervision.
Additional Information:
- Focus Area: Supervision
- This session is worth 2 CECs
- This session is ATCB, NBCC, and LCAT eligible.
Diana Wallace
LPCC-S, LPAT, ATR-BC
Diana Wallace, LPCC-S, LPAT, ATR-BC, is a full-time faculty instructor and clinical supervisor in the graduate program for Professional Counseling and Art Therapy at Ursuline College and is currently a doctoral candidate in Counselor Education and Supervision (CES) at Walden University. Diana has over 16 years of clinical experience and 8 years of clinical supervisory experience providing art therapy and individual, group, and family psychotherapy, emphasizing the competent treatment of diverse, marginalized populations. Diana’s primary clinical practitioner focus has been within community mental health settings, treating complex trauma. RCT applications, projective assessments, and multicultural and ecologically focused art-based supervision are her main areas of interest within teaching, supervision, research, and advocacy.Kathryn Snyder
MA, ATR-BC, LPC, PhD
Kathryn Snyder, MA, ATR-BC, LPC, PhD, is a board-certified art therapist, licensed professional counselor, and founder of Parent to Child Therapy Associates and Spark School-Based Art Therapy in Philadelphia. With over 20 years of clinical experience, she specializes in integrative mental health care for children, young adults, and families, emphasizing early intervention for developmental, emotional, and learning challenges. Kathryn is also known for her expertise in postpartum support and group programming focused on social skills and emotional regulation. Through Spark, she has expanded access to art therapy in public and charter schools, particularly for underserved and immigrant populations. A PhD candidate at Drexel University, Kathryn’s research explores the impact of art therapy on emergent literacy in preschoolers and broader applications in pediatric care and museum-based therapy. She also teaches and presents her work nationally.
Statement of Confidentiality:
Due to the sensitive nature of our presenters’ work, please refrain from using any images, content, or statements from the presenter(s) without their explicit permission. Thank you for your cooperation.
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Contains 4 Component(s), Includes Credits Recorded On: 04/22/2026
The 2nd session of our three-part 2026 Supervision Series! Eligible for 2.0 CE Credit hours. (ATCB, NBCC & LCAT Eligible)
Presenters:
Danielle Moss (Speaker)
Kathryn Snyder (Moderator)Description:
Arts-based supervision centers artmaking as a primary mode of reflection, learning, and meaning-making in supervisory relationships. Grounded in the belief that “images do the heavy lifting,” this approach invites emerging art therapists to engage directly with visual processes to deepen insight, rather than relying solely on verbal analysis. It attends to predictable developmental needs of students and early-career clinicians, such as building confidence, tolerating ambiguity, and forming a professional identity, by using structured and responsive art-based interventions. Supervisory practices may include progression art to track growth over time, response art to process clinical experiences and countertransference, and other creative exercises that support reflexivity and ethical awareness. Informed by phenomenological philosophy, arts-based supervision emphasizes presence, lived experience, and meaning as it emerges through image-making. It also situates the supervisee within relational, cultural, and systemic contexts, encouraging imagination as a tool for understanding both self and client. Through these methods, supervision becomes an embodied, creative, and identity-forming process aligned with the core values of art therapy.
Learning Objectives:Participants will be able to:
- 1. Assess predictable developmental characteristics of new-to-early-career art therapists.
- 2. Apply progression art as a supervisory intervention for reflective growth.
- 3. Examine how response art supports art therapists’ professional identity development.
- 4. Name at least three arts-based supervision activities for use in art therapy supervision.
- 5. Apply phenomenological philosophy to art therapy supervision.
Additional Information:
- Focus Area: Supervision
- This session is worth 2 CECs
- This session is ATCB, NBCC & LCAT Eligible.
Danielle Moss
DAT, ATR-BC, LPC, ATCS, NCC
Dr. Danielle Moss, DAT, ATR-BC, LPC, ATCS, NCC, is a registered and board-certified art therapist and licensed professional counselor in Pennsylvania. She teaches and supervises graduate interns in art therapy and brings extensive clinical experience working with children, families, and diverse community settings. Her work is grounded in systems theory, psychodynamic and humanistic approaches, and evidence-based cognitive behavioral therapy. Dr. Moss has developed art therapy programs across community health centers, senior care, private practice, and outreach organizations. Her research focuses on art therapists’ professional identity development, particularly the transition from graduation to board certification. She is actively committed to advancing state licensure for art therapists through professional advocacy.
Kathryn Snyder
MA, ATR-BC, LPC, PhD
Kathryn Snyder, MA, ATR-BC, LPC, PhD, is a board-certified art therapist, licensed professional counselor, and founder of Parent to Child Therapy Associates and Spark School-Based Art Therapy in Philadelphia. With over 20 years of clinical experience, she specializes in integrative mental health care for children, young adults, and families, emphasizing early intervention for developmental, emotional, and learning challenges. Kathryn is also known for her expertise in postpartum support and group programming focused on social skills and emotional regulation. Through Spark, she has expanded access to art therapy in public and charter schools, particularly for underserved and immigrant populations. A PhD candidate at Drexel University, Kathryn’s research explores the impact of art therapy on emergent literacy in preschoolers and broader applications in pediatric care and museum-based therapy. She also teaches and presents her work nationally.
Statement of Confidentiality:
Due to the sensitive nature of our presenters’ work, please refrain from using any images, content, or statements from the presenter(s) without their explicit permission. Thank you for your cooperation.
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Contains 4 Component(s), Includes Credits Recorded On: 04/28/2026
The 3rd session of our three-part 2026 Supervision Series! Eligible for 2.0 CE Credit hours. (ATCB & LCAT eligible)
Presenters:
Margaret Carlock (Speaker)
Kathryn Snyder (Moderator)Description:
Supervision strategies and models often need to change when engaging with art therapists in the later part of their careers. Effective supervision of seasoned professionals often requires a more collaborative approach. Reflective supervision practices will be introduced and explored through discussion and art making to identify helpful strategies that can support continued professional growth along a shared supervision journey.
Learning Objectives:Participants will be able to:
- 1. Describe two developmental characteristics of late-career art therapists.
- 2. Identify the supervisory shift from consultation to mentorship.
- 3. Apply relational-cultural principles to generative supervision.
Additional Information:
- Focus Area: Supervision
- This session is worth 2 CECs
- This session is ATCB & LCAT eligible.
Dr. Margaret Carlock
ATCS, ATR-BC, EdD, LCAT
Prescott College
Dr. Margaret Carlock is an art therapist with over 28 years of experience working with individuals and groups. Much of her career has been focused on increasing accessibility to art therapy services to the public and creating creative arts based programs in a wide variety of settings, including schools, after school programs, day programs, community based mental health, memory care, assisted living, and most recently, she developed Chroma Soul Arts, an organization focused on providing community groups, workshops, and retreats, for individuals seeking social connection, self-care, and wellness based creative arts opportunities. She is an experienced art therapy and expressive arts therapy educator, with more than 23 years of teaching and directing higher education programs.Kathryn Snyder
MA, ATR-BC, LPC, PhD
Kathryn Snyder, MA, ATR-BC, LPC, PhD, is a board-certified art therapist, licensed professional counselor, and founder of Parent to Child Therapy Associates and Spark School-Based Art Therapy in Philadelphia. With over 20 years of clinical experience, she specializes in integrative mental health care for children, young adults, and families, emphasizing early intervention for developmental, emotional, and learning challenges. Kathryn is also known for her expertise in postpartum support and group programming focused on social skills and emotional regulation. Through Spark, she has expanded access to art therapy in public and charter schools, particularly for underserved and immigrant populations. A PhD candidate at Drexel University, Kathryn’s research explores the impact of art therapy on emergent literacy in preschoolers and broader applications in pediatric care and museum-based therapy. She also teaches and presents her work nationally.
Statement of Confidentiality:
Due to the sensitive nature of our presenters’ work, please refrain from using any images, content, or statements from the presenter(s) without their explicit permission. Thank you for your cooperation.