(RECS OUSESESR STR TEE SETS ASP MES CRN VRE ER SERNA I CY SD A PS a EB TU SET AIR SORT BY I PO I TY instructors, speaking in front of others, interacting socially, and developing their own creativity). All of these individuals desire to overcome the barriers and do well in school. Evaluation As part of the assessment of our pilot program, the VSST Handicapped Program Coordinator sends an anonymous questionnaire to participants, asking them to evaluate the program. Consistently, the ratings are 9 or 10 ona scale of 0-10. All participants recommend its continuation, and more than half request that the program be expanded to include an additional semes- ter. They say that they would participate again and that they have made significant changes in their school and personal lives. I interpret the request for an expanded program to indicate that while the experience is positive, many students recognize that one semester is not enough time for a person to develop adequate self-confidence. Other students see the experience as valuable and do not feel a need to continue after one semester. This indicates that the nature of the program is not building dependency but, rather, is beginning to address the emotional issues that are barriers to learning. Budget Currently, HJC is not budgeted for an ongoing program using art therapy to address EBTL. But in fall 1990 I offered “Art as Introspection,” through continu- ing education, and a three-credit course, “Art and Self” (with transfer credit potential). In this way, we are responding to the student/client request for expansion as we work within our budget. The continuing education art therapy groups are intended to help students who are at risk of dropping out of school and need a forum in which to work on issues that block learning. We want the groups to be accessible but not free; therefore, students will be charged a minimum fee of five dollars to register. The college’s VSST Handicapped Program will pay my professional fees for art therapy services. Students will initially self-select and then be interviewed. In “Art and Self,” students do not discuss personal emotional issues that get addressed in therapy. In- stead, students are given an introduction to the struc- ture of visual language and develop cognitive skills. Students contract to spend time doing art study ona course in which they want to do exceptionally well. The art time is in addition to the normal study time for the selected course. Students observe their patterns in the visual images and learn about their personal process. [The course uses Rhyn’s research that ad- dresses the visible structure and not the emotional or symbolic level of the visual language.] Students are graded on their ability to observe their motivation process, their methods of processing information, and their ability to develop critical observation skills. They write a mid-term plan based on their critically observed process and then an end- term evaluation of the plan. This course format is for students who want to understand their personal learning process and who desire to improve their achievement through these insights. In the winter and the spring, we will take an in- depth look at our modification, assess the impact of these two changes, and plan our next steps. Proposition My perception is that the significant success of this small number of students is not coincidental nor circumstantial and that my model will work with both homogeneous and heterogeneous populations. My plan is to continue using the art therapy model to gather information that will either confirm or modify my judgment. Our hope is that the modifications will evolve into a design for providing this service to all interested students. Roz Rutstein, Associate Professor, Art For further information, contact the author at Hagerstown Junior College, 751 Robinwood Drive, Hagerstown, MD 21740-6590. Suanne D. Roueche, Editor Pace lected Bechet May 3, 1991, Vol. XIli, No. 15 ©The University of Texas at Austin, 1991 Further duplication is permitted by MEMBER institutions for their own personnel. INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD), Department of Educational Administration, College of Education, EDB 348, The University of Texas at Austin, Austin, Texas 78712, (512) 471-7545. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring terms. ISSN 0199-106X. —10— eo ww o