[Self-Study] Arts-Based Supervision: Supporting Development and Professional Identity in Student and Early-Career Art Therapists (N/NY)
Recorded On: 04/22/2026
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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.
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.
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