Outcomes of professional training in online arts therapies in the education system

Background: The COVID pandemic has caused uncertainty, anxiety and instability. Within educational frameworks, many arts therapists needed to shift rapidly to working online. This abrupt transition has challenged their skills and professional confidence, and constitutes a risk factor for increased professional burnout. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. Aim: The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. Method: Fifteen female arts therapists gave the research team access to the assignments they wrote at the beginning and end of the course. The data analysis was based on the principles of Consensual Qualitative Research. Results: The analysis dealt with four main domains: (1) Participants' expectations from the course. (2) Participants' acquisitions and insights. (3) Participants' feedback and recommendations. (4) Field applications. Overall, at the end of the course, the participants reported that they saw more possibilities in the remote arts therapy format. Conclusion: Rapid and focused support contributed to the arts therapists' sense of certainty, control, ability and flexibility in their work Implications for practice: Remote arts therapy is here to stay. Other similar courses should be offered for arts therapists working privately and publicly. Focused support during major changes in the therapeutic setting are recommended to prevent the risk of burnout and maintain the efficiency of therapy.