Author(s)

Ahmed Al-Salaymeh¹, Rasha Albeek¹, Rasmieh Al-Amer², Majd Jarrar³, Sara Twassi¹, Nele Kelchtermans⁴, Chloe Mentens⁴, Mohammad Nazzal⁵, Hanan Hasan¹, Intesar Tannous², Wassim Jomaa⁶, Mamoon Obiedat⁷, Ahmad Odat⁸, Konstantina Tsoli⁹, Thomas Babalis^9*

¹Department of Mechanical Engineering, School of Engineering, The University of Jordan, Amman, Jordan.
²School of Nursing, Isra University, Isra, Jordan.
³School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan.
⁴Department of Research and Expertise (Digital Solutions), University College Leuven-Limburg, Hasselt, Brussels.
⁵School of Rehabilitation, Jordan University of Science and Technology, Irbid, Jordan.
⁶Higher Institute of Musicology of Sousse, University of Sousse, Sousse, Tunisia.
⁷Faculty of Prince Al-Hussein Bin Abdallah II for Information Technology, The Hashemite University, Zarqa, Jordan.
⁸School of Information Technology, Irbid National University, Irbid, Jordan.
⁹Department of Pedagogy and Primary Education, School of Education, National and Kapodistrian University of Athens, Athens, Greece.

Background: Art therapy is a discipline that involves creative art therapy activities with various applications in health. It fosters healing and promotes mental well-being through self-expression. Purpose: This study aimed to research the existing practices on art therapy in Jordanian Universities with the goal to develop a multi-disciplinary diploma on art therapy to be integrated into Jordan’s health disciplines curriculum. Methods: In particular, the study utilized a quantitative approach to evaluate the perception of the academic staff, students, and stakeholders in relation to art therapy application in health and psychology disciplines. The survey was used to collect data regarding introducing educational material related to art therapy in health schools’ curricula. Results: Most of the participants believed that art therapy is vital in tertiary education, with 39% and 49% of academic staff considering it essential or required, respectively. Communication skills and ethics are also viewed as important subjects. Medical knowledge and practical skills were considered important, along with personal skills and creativity. 60% of professors believed that professional communication skills are crucial features for art therapists. Conclusion: Courses and skills related to art therapy need to be increased, skills to be strengthened and resources and facilities to be improved. Implications-Relevance to Practice: The findings of this study provided empirical data and pointed out the necessity of establishing Art Therapy Centers at Jordanian Universities. Healthcare providers and health policymakers are invited to use the findings of this study to be involved in developing educational material related to art therapy in health settings.

Art Therapy, Health Education, Multidisciplinary Diploma, Jordanian Universities

Al-Salaymeh, A. , Albeek, R. , Al-Amer, R. , Jarrar, M. , Twassi, S. , Kelchtermans, N. , Mentens, C. , Nazzal, M. , Hasan, H. , Tannous, I. , Jomaa, W. , Obiedat, M. , Odat, A. , Tsoli, K. and Babalis, T. (2023) Development of a Multidisciplinary Diploma on Art Therapy in Health Education—Research into Existing Practices in Jordanian Universities: The “HEALING” Project. Psychology, 14, 1000-1014. doi: 10.4236/psych.2023.146053.