Masters of Art, Recreation and Leisure Therapy (MAARLT)
The Portside Art and Relational Therapy Institute (PARTI) offers a comprehensive training program in the theory and practice of art, recreation, leisure therapy. Training takes place in Tuesday evening interactive learning groups, September – April, and in two residential weekends per year, and in five Monday workshops. Each year’s group moves through three years of intensive training together.
COMPONENTS OF TRAINING:
- Ethical, legal and professional issues of Addiction Therapy
- Therapy Trainings and Techniques
- Clinical Supervision
- Research Methods
- Family Therapy
- Group Therapy
- Health, Wealth, Happiness and the Billable Hour
- Case Studies
- Therapeutic activities
- Response to abuse
- Equity and Diversity
- History, Theories, and arts modalities
- Trauma-Informed Therapy
- Mental Health
- Human Development
- Human Sexuality
- Aging and Relational Practice
- Group process that emphasizes authenticity and empathy
- Theory readings, with connections made to students’ personal and professional experience
- Supervised practice child and youth therapy in a supportive learning group
- Supervised work with clients starting in year two
- Case presentations in a supportive learning group starting in year three
- All aspects of training aim to help students develop their own best personal integration of self, theory, and practice
ADVANTAGES OF TRAINING AT PARTI:
Choosing to train at PARTI is a wise choice because the program is:
- Academically sound. PARTI’s synthesis of Art, Recreation and Leisure Therapy theories provides a solid foundation for general practice and further specialization.
- Attention to Diversity. Training is embedded in an awareness of social power and diversity and how social context constructs self-experience.
- Practical. From year one, theory, experience, and practice are integrated in training sessions; by year three, a student is developing a supervised private practice.
- Intensive. Training is experiential in small groups.
- Manageable part-time. All course work, supervision, and client work can be scheduled for evenings and weekends.
- Personally rewarding. As members of a community committed to diversity and to respectful mutual interaction, students enjoy enhanced personal and professional self- esteem and the beginnings of long-lasting bonds of friendship and collegiality.
WHAT IS ART, RECREATION AND LEISURE THERAPY?
Art, Recreation and Leisure Therapy is a powerful, effective model for working with individuals, couples, families, children and youth who suffer from chronic emotional, psychological, and/or relational distress. To promote the optimal development of children, youth and their families. Assess needs, design and implement programs and planned environments and daily life events to support and facilitate growth. Counselling is based on the following principles:
- Emotional well-being depends on having satisfying mutual relationships with others.
- Emotional distress is often rooted in patterns of relational experience, past and present, which have the power to demean and deaden the self.
- The art, recreation and leisure therapist tries to understand the client’s unique self-experience in its social/relational context and to respond with empathy and genuine presence.
- Together, client and therapist create a new in-depth relationship which is supportive, strengthening, and enlivening for the client.
- Within this secure relationship, the client can safely re-experience, and then find freedom from, the powerful effects of destructive relationships, past and present.
Art, Recreation and Leisure Therapy helps clients understand, on the one hand, their own patterns of thoughts and feelings about themselves, and on the other hand, the power of significant relationships, past and present, to shape this self-experience. Through the interpersonal process of therapeutic interaction, expressive arts therapy strengthens and transforms a client’s sense of self, which in turn enhances his/her/their confidence and well-being in the world. Empowerment and growth through interpersonal connection are both the process and the goal of expressive arts therapy. Looking through the lens of reconciliation, restoration, and resilience.
With this perspective on Art, Recreation and Leisure Therapy, a therapist takes seriously the interpersonal impact of power differentials and social issues such as race, class, culture, gender, and sexual difference, and works with these issues as they are present in the client’s life and in the therapeutic relationship.
The principles of art, recreation and leisure therapy taught by the Portside ART Institute are drawn from self-psychology, positive psychology, intersubjectivity theory, relational psychoanalysis, interpersonal neurobiology, psychodynamic developmental theory, trauma theory, attachment theory, polyvagal theory and feminist theories of psychotherapy.
Becoming an art, recreation and leisure therapist is a demanding process involving many kinds and levels of learning. The PARTI program is designed to offer the necessary learning components. Our ultimate goal is the integration of these components in each student’s professional sense of self
The core group: Through the experience of group process, students learn about the dynamics and patterns of relational interaction. They experience the power of empathic attunement and the challenge of being with another deeply without losing oneself. As they learn a therapeutic use of self, students deepen their self-awareness, which includes the capacity to work with a wide range of emotional states in themselves and others.
Theory: In each phase, theory seminars are presented on topics fundamental to relational counselling. Students participate in theory presentations and write integrative papers in response to theory they have read and discussed.
Practice counselling: Practice child and youth sessions with peers are introduced in Phase 1, and practice counselling remains an important part of training in Phases 2 and 3. In a practice child and youth session, a student child and youth therapist works respectfully with a peer’s real issues, and then the student therapist receives immediate, constructive feedback from peers and faculty who have observed the session.
Supervised work with clients: Unless students have clients when they begin training (in which case they will have individual clinical supervision all along), students begin direct work with clients and regular supervision of that work early in Phase 2.
Personal counselling: To integrate personal and professional growth, students are engaged in their own personal counselling, on a weekly basis, while they are in training.
Additional Workshops: In addition to the curriculum activities students are expected to take 5 additional workshops covering Social Justice, Respectful Relationship with Clients, Anti-oppression / Anti-Racism Workshop, Jurisprudence & Ethics Workshop etc.
Time: 3 hours weekly, September to April, two weekends (Friday evening to Sunday afternoon), readings and papers.
Primary focus: An introduction to Art, Recreation and Leisure Therapy through group experience, theory, and practice art therapy. Experience in the intensive group process is a ground for learning the dynamics of relational patterns and responses. Theory seminars encourage dialogue with current addictions therapy concepts. Students begin practice therapy sessions in the second semester.
Content: Students are introduced to basic concepts of relational psychodynamic theory: self-psychology, intersubjectivity, self-in-relation theory, attachment theory, motivational interviewing and feminist therapy perspectives on diversity and trauma.
- Attendance at weekly classes (absent from no more than three classes) and mandatory attendance at the Anti-oppression / Anti-Racism Workshop, Jurisprudence & Ethics Workshop and at two scheduled weekend intensives
- Weekly reading assignments
- Integrative papers
- Students should note that prior to beginning Phase 2 they should have a (student) membership in a professional organization or association of their choice and have contracted for professional and commercial general liability insurance through that professional organization.
Evaluation: At the end of the year students will be evaluated by their peers and faculty and will provide a self-evaluation. Progress of all students is routinely discussed at faculty meetings and decisions about whether or not students successfully complete the year are made following completion of all classes. Readiness to proceed to Phase 2 will be based on an assessment of:
- Capacity to be in relationship
- A sense of self cohesion
- Ability to engage in group process
- Comprehension of theory presentations and reading assignments
- Ability to be self-reflective, to work with the patterns of relationship within the group, and to make use of the concepts being taught in the course
Time: 3 hours weekly, September to April, two weekends (Friday evening to Sunday afternoon), weekly readings, seminar and paper preparation, at least 30 hours of client work and 15 hours of supervision before commencing Phase 3.
Primary focus: Development of the student’s self through integrating theory and practice; continued learning through the dynamics of group process with an emphasis on using group experience to enhance self-understanding within a practical and theoretical framework, supervision of clinical work.
Content: Theory is expanded from the previous year with a focus on moving theory into practice. Increased attention is paid to empathic attunement, forming a therapeutic alliance, understanding transference and co-transference, and the use of the intersubjective field, all in preparation for work with clients. Students continue in practice therapy and begin work with clients under supervision.
- Attendance at weekly classes (absent from no more than three classes); and mandatory attendance at the Safety Planning Workshop and at two scheduled weekend intensives
- Weekly reading assignments and preparation for seminar presentations and discussions
- Integrative papers
- Students will begin to work with clients in October. Bi-weekly supervision is mandatory. Weekly supervision is required with 4 weekly client hours or more.
- At least 30 hours of direct work with clients is required before commencing course work for Phase 3.
Evaluation: Students will be evaluated by their peers, faculty and supervisors and will provide a self-evaluation. Progress of all students is routinely discussed at faculty meetings and decisions about whether or not students successfully complete the year are made following completion of all classes. Readiness to proceed to Phase 3 will be based on an assessment of:
- A growing capacity to be in relationship
- Comprehension of theory presentations and reading assignments
- Supervision of 30 hours of direct clinical work with clients
- Deepening self awareness and empathy as a therapist
- Increased understanding of the intersubjective dynamics of the therapy relationship
Time: 3 hours weekly, September to April; two weekends (Friday evening to Sunday afternoon); preparation time for theory and case presentations; client work and at least bi-weekly supervision.
Primary focus: Further development of the student’s professional self; integration of theory and practice; continued learning through the dynamics of group process with an emphasis on using group experience to enhance self understanding within a practical and theoretical framework, supervision of clinical work.
Content: Theory content includes self psychology, intersubjectivity, motivational interviewing, relational and attachment theory, with a special emphasis on applying content to practice. Specific clinical issues will be highlighted. Students are also involved in practice art therapy and in presenting their own case material.
- Attendance at weekly classes (absent from no more than three classes) and mandatory attendance at two scheduled weekend intensives
- Reading assignments and theory presentations
- Integrative papers
- Maintaining a practice of at least 2 clients with at least bi-weekly supervision
- Regular case presentations to the core group and one presentation to / with the student training community on the spring residential weekend.
Evaluation: Students will be evaluated by their peers, faculty and supervisors, and will provide a self-evaluation. Progress of all students is routinely discussed at faculty meetings and decisions about whether or not students successfully complete the year are made following completion of all classes. Completion of the course work will be based on an assessment of:
- Capacity to integrate theory and practice
- Ability to sustain a therapeutic alliance and to provide effective therapy
- Demonstration of a sound working knowledge and clinical ability in central aspects of counselling.
- Download and complete the Application Form Write a brief essay of at least 2-3 pages that describes your readiness for this program. Include relevant autobiographical information -significant life experiences that relate to your desire to become a counsellor. If you have at least 2 years of post secondary education but not an undergraduate degree please contact the registrar.
- Include a current resume outlining your academic background and work experience.
- Proof of academic prerequisites are required. Include proof of your highest degree and / or post secondary education details earned. An official transcript is not required. A photo / photocopy of a transcript, or a degree / diploma etc. is sufficient.
- Email or mail us your completed application materials dated or post-marked on or before the deadline (August 31).
We strongly recommend email.
- E-transfer or mail the $150 application fee on or before the deadline (August 31). Send e-transfer to email@example.com. Make cheques payable to The Counselling House (firstname.lastname@example.org).
- Download and send a Recommendation Form to two different colleagues (not your therapist or a family member) who are able to evaluate your readiness and aptitude for this program. Have them email or mail the completed reference forms directly to PARTI, dated or post-marked on or before the deadline (August 31).
We will confirm receipt of your application by email when we receive it. If you do not hear from us within a reasonable time, contact us at email@example.com.
Once we have had time to review all applications, we will contact you about whether or not you have been selected to participate in a group interview with PARTI faculty and other applicants.
If you have any questions about the application process, contact us.
Send all material via email (preferred).
Send all material to:
The Portside ART Institute
5-187 B Main St.
Port Stanley, ON
The Portside ART Institute invites applications from professionals who have experience and current responsibilities in areas such as social work, pastoral counselling, crisis intervention, addictions counselling, marriage and family therapy, and other therapy modalities. Persons exploring career change and retraining are also encouraged to apply.
If you are applying to PARTI and have at least 2 years of post-secondary education but not an undergraduate degree, PARTI requires that you submit two additional documents. The first document outlines your learning experiences and the second is a short paper written in response to a provided reading. These additional documents will help us to establish an equivalent level of learning and competence. Contact the Registrar for more information.
In recognition of the requirements the College of Registered Psychotherapists of Ontario, PARTI asks applicants to submit a Bachelor’s level of post-secondary education or to participate in a Prior Learning Assessment process to establish an equivalent level of academic competence.
$6,600 tuition + 16 prepaid supervision sessions ($150+HSTx16 =$2,712) = $9312
$6,600 tuition + 20 prepaid supervision sessions ($150.00+HSTx20 =$3,392) = $9,992
The remaining 64 required hours will be paid per session at $150.00+HST ($10.854.40) payable to The Counselling House through the PARTI faculty supervisor. These fees must be paid once any pre-paid fees (16 sessions included in Phase 2 and 20 sessions included in Phase 3) have been used.
Fees for the total amounts for tuition and pre-paid supervision hours are paid in monthly instalments by e-transfer.
Fee structure is reviewed annually, and may be subject to change.
Students in Phases 1-3 will pay for the room and board cost of two weekend retreats per year (range of $350 – $400 per weekend). Allow for additional expenses such as books/photocopied articles.
Membership in a professional organization and professional liability insurance are required by the beginning of second year.
Five mandatory workshops (see Curriculum page) which cost $250/workshop.
To complete the PARTI training program, a student will have successfully completed:
- 372 hours of successful participation in Phases 1-3 including mandatory workshops and residential weekends
- 100 hours of supervision
- We also require that you work with a relational counsellor before entering phase 2.
- 350 client hours
Students come to PARTI from across Ontario and from diverse social, cultural, educational, and professional backgrounds.
Many have experience in education, social work, nursing, or other helping professions. Others use PARTI as part of a major change in career direction.
PARTI students bring with them self-awareness they have gained in their personal therapy, and a willingness to continue to explore their relational patterns in group process and individual therapy.
Students who prosper at PARTI enjoy experiential learning, self-directed study, and lively, authentic engagement with peers and faculty.