Policy #35: Standards of Practice

The Canadian International Institute of Art Therapy (CiiAT) adheres to the Canadian Art Therapy Association Standards of Practice. Art Therapy Clinicians, Clinical Instructors, Clinical Supervisors, and students in the Art Psychotherapy Diploma Program must adhere to the Standards of Practice, Ethical Guidelines/Code of Ethics, and the Entry-to-Practice Competencies of the Canadian Art Therapy Association and the College of Registered Psychotherapists of Ontario. Best practices are to be demonstrated in all areas of involvement with CiiAT.

Entry to Practice Competencies

In particular, students should be aware that CiiAT follows the Entry-to-Practice Competencies from the College of Registered Psychotherapists of Ontario as guidelines for evaluation during studies in the Art Psychotherapy Diploma Program. Students are expected, over the course of the program, to demonstrate professional ability in or working toward professional ability in all competency areas, including but not limited to:

• Integrate a theory of human psychological functioning and development
• Work within a framework based upon an established psychotherapeutic theory
• Integrate knowledge of comparative psychotherapy relevant to practice
• Integrate awareness of self in relation to professional role
• Integrate knowledge of human and cultural diversity in relation to psychotherapy practice
• Engage in psychotherapy with clients and maintain a professional frame for therapy
• Establish and maintain an effective therapeutic relationship
• Apply safe and effective use of self in the therapeutic relationship
• Conduct an appropriate risk assessment
• Structure and facilitate the therapeutic process

Clinical Competency Evaluation

Students are evaluated on clinical competencies across all relevant academic and clinical components of the program, including coursework, clinical placement, supervision, and practical evaluations. When faculty members, clinical supervisors, or instructors raise concerns regarding a student’s ability to meet one or more Entry-to-Practice Competencies, a formal review of the concern will be undertaken.

If a student is found not to demonstrate the ability to fulfill one or more Entry-to-Practice Competencies, or if serious concerns arise related to ethical conduct or standards of practice that may impede the student’s ability to practice safely and professionally, CiiAT may place the student on academic probation or initiate the formal dismissal process. Students should refer to the Student Dismissal Policy for further details regarding dismissal procedures.

Clinical Competency Dispute Review Committee

Where a student receives a clinical competency evaluation indicating that one or more required competencies have not been met and wishes to dispute the outcome, the student may request a secondary review through the Clinical Competency Dispute Review Committee. Where a student receives a clinical competency evaluation indicating that one or more required competencies have not been met and wishes to dispute the outcome, the student may request a secondary review through the Clinical Competency Dispute Review Committee.

Committee Composition

The Clinical Competency Dispute Review Committee shall consist of the following members:

• One (1) member of CiiAT administration
• One (1) faculty member
• One (1) clinical supervisor
• One (1) external clinician who is not otherwise affiliated with the student’s evaluation or placement

Committee members must have appropriate professional qualifications and experience relevant to clinical training and supervision and must not have been directly involved in the original competency evaluation being disputed.

Scope and Purpose

The purpose of the Committee is to:

• Review the prior clinical competency evaluation and the areas in which the student was deemed not to have met required competencies
• Consider the student’s written dispute and any supporting documentation submitted
• Evaluate whether the assessment process was fair, consistent with CiiAT policies, and aligned with Entry-to-Practice Competencies
• Provide informed feedback regarding the student’s demonstrated competencies
• Identify specific areas for growth and recommend strategies, remediation plans, or learning supports to assist the student in improving clinical competence

The Committee does not function as a re-grading body but as a professional review panel focused on fairness, competency development, and student learning.

Review Process

1. The student must submit a written request for review within seven (7) days of receiving the evaluation, clearly identifying the competencies being disputed.
2. Relevant documentation may include clinical evaluations, supervision reports, reflective assignments, and any written response from the student.
3. The Committee will review all submitted materials and may, at its discretion, request additional information or clarification from involved parties.
4. The Committee may meet with the student to clarify concerns and discuss perceived gaps in competency, where appropriate.
5. Following deliberation, the Committee will provide a written summary of findings and recommendations.

Outcomes and Recommendations

Following review, the Committee may:

• Uphold the original clinical competency evaluation
• Recommend targeted remediation, additional supervision, skills development activities, or revised learning objectives
• Suggest a revised timeline for competency reassessment
• Recommend the student be transferred to a different clinical supervisor
• Advise on conditions related to continued enrollment, probation, or progression within the program, where applicable

Committee recommendations are advisory and will be considered by CiiAT administration in determining next steps. Final decisions regarding academic standing, probation, remediation requirements, or dismissal rest with CiiAT, in accordance with institutional policies.

Participation in the Clinical Competency Dispute Review process does not guarantee modification of the original evaluation outcome, continued progression, or eligibility for graduation.

Transparency and Student Support

CiiAT is committed to transparent, fair, and educationally sound processes that support student development while ensuring public safety and professional standards. Students engaging in the Clinical Competency Dispute Review process will be informed in writing of outcomes and next steps and will be provided with guidance and support resources as appropriate.

Records and Confidentiality

All documentation and deliberations associated with the Clinical Competency Dispute Review process will be treated as confidential and retained in the student’s academic record in accordance with institutional policies and privacy legislation.