Supervision is a critical component of quality clinical practice and training. This article describes an arts-based supervision course, and reports the results of a mixed method study on 78 practicing creative arts therapists composed of former students (n = 56) and current students (n = 22). Quantitative analysis of the pre-test to post-test changes indicated that the current students became more comfortable using creative techniques in their own practice as supervisors, and that both samples viewed the arts-based supervision course as having made a contribution to their professional identity. The qualitative results for the current students yielded four themes: the contribution of the arts-based process, personal development, the importance of the group and participants’ recommendations. The discussion centers on the value of creative artistic methods in supervision. These methods contribute to a more in-depth understanding and exploration of supervisory themes such as the clinical process, the therapeutic and supervisory relationships, and the connection to the profession in ways that enhance professional identity.

监督是高质量临床实践和培训的重要组成部分。本文描述了一个以艺术为基础的督导课程，并报告了对 78 名实践创造性艺术治疗师的混合方法研究的结果，该研究由以前的学生 ( n = 56) 和在校学生 ( n= 22）。对前测到后测变化的定量分析表明，当前学生作为督导在自己的实践中使用创造性技巧变得更加自在，并且两个样本都认为艺术类督导课程对他们的职业认同做出了贡献. 当前学生的定性结果产生了四个主题：基于艺术的过程的贡献、个人发展、小组的重要性和参与者的建议。讨论集中在监督中创造性艺术方法的价值。这些方法有助于更深入地理解和探索监管主题，例如临床过程、治疗和监管关系，以及以增强专业身份的方式与专业的联系。