CAET

Current Issue

Authors: Persephone Sextou , Stelios Kiosses

Abstract
Witnessing illness in childhood and hospitalization can be deeply challenging experiences for researchers, yet the emotional labor involved often remains unspoken. This article explores how one artist-researcher navigated the emotional impact of conducting research in pediatrics through arts-based autoethnography and reflective practice. Through drawings, journaling, and metaphor, the first author shares her emotional journey during a 4-month research period in a children’s hospital. A psychodynamic therapist offers a series of reflections on the emotional material presented, offering clinical insight into metaphors for emotional safety. Together, this dialogic format provides a model for understanding and supporting emotional well-being in challenging research settings. The article concludes that arts-based autoethnographic methods provide a powerful tool for reflection, emotional processing, and knowledge generation. Building on these insights, we introduce a preliminary framework designed to guide researchers working in healthcare and other emotionally sensitive environments through creative and reflective approaches.
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Authors: Xin Liu

Abstract
This article is grounded in the perspective of “harmony” and the tradition of “embodying the Dao” from classical Chinese philosophy and integrated with phenomenological body theory. It explores the intrinsic alignment between the traditional life cultivation theory of “imbibing the great harmony”¹ and modern embodied cognition theory, supported by practical case studies. Through the practice of authentic movement from foundational forms to the “breathing circle” in group settings, it addresses a series of critical issues concerning the relationship between body and space, consciousness and the subconscious, individual and collective, and non-verbal and verbal communication. The article proposes three practical dimensions of “realizing the Dao through movement”² in dance therapy: first, achieving perceptual reconstruction within the intentionality of movement to deconstruct the mind-body dualism; second, cultivating a state of “self-emptiness to respond to things” through non-judgmental movement awareness; and third, achieving holistic synergy of body and mind through the dialogue and balance between consciousness and the subconscious and between seeing and being seen.
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Authors: María de Jesús Blanco Vega , Juliana Patricia León Suárez , Leidy Carolina Riveros Rosas , Paulina Avellaneda Ramírez

Abstract
This article presents the results of the final stage of our research on inclusive dance applied to a diverse group of children in Bogotá, Colombia. The objective of this research was to design, apply, and improve our dance teaching approach through the Action Research (AR) methodology, conducted with dance laboratories. Data collected during observation sessions and interviews were analyzed qualitatively. The results reveal that it is crucial for teachers to possess suitable and didactic knowledge in key areas of dance: epistemological, physical-corporeal, communicative-mediational, intellectual-affective, and socio-cultural. The conclusions highlight that our proposal challenges conventional education expectations, allowing teachers to explore chaos, intuition, and improvisation as tools for helping children engage with and recognize their own diversity, as well as their context and environment.
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Authors: Nidhi Kiran Bhandari , Nanditha Gogate

Abstract
Growing up in the South Asian city of Bengaluru and experiencing its rapid development left us feeling isolated, uprooted from community, and ourselves. We develop an outdoor peer-art practice: the na-dhi method to reflect on changing ideas of home. In the course of the study, we use the practice to reflect on larger conversations on alienation and the question of access to public spaces in an urban Indian context.
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Authors: Natalie Qian Yi Kang , Candice Pooi Yan Chan

Abstract
The early years of life are critical for the development of a child’s sense of self, identity, cognitive, emotional, and social skills. However, for some children, these developments are impacted by congenital developmental delays and difficulties. Early intervention (EI) can help prevent these delays from becoming long-term challenges. Drawing on the belief that art is the natural language of all children, we posit that developmental art therapy has transformative potential when working with children with developmental delays. This article shares a structured developmental art therapy framework focusing on three core domains: creative, affective/motivational, and social/behavioral. Through practical examples and artworks, the article demonstrates how art therapy enhances children’s sense of self across these domains. The framework offers a holistic approach adaptable to the unique developmental profiles of children in EI programs, providing valuable insight for practitioners and researchers in creative arts in education and therapy.
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Important Updates

Call for Papers – Winter 2026 Issue

Submissions are now open. The deadline for manuscript submission is 1 September 2026.

Submission System Transition

CAET is transitioning to a new manuscript submission system to enhance the author and reviewer experience.

Access Model Update

CAET is transitioning to a subscription and hybrid model.

About CAET

An international peer-reviewed journal dedicated to advancing the fields of creative arts in education, therapy, and health through interdisciplinary research and practice.

Indexed in Scopus (Q2) | International Editorial Board | Established 2015

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The official journal of the International Association of Creative Arts in Education and Therapy (IACAET), contributing to a global platform connecting research, practice, and professional development.

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Editorial Board

Vivien Speiser, PhD
Professor Emerita
Lesley University, USA
Editor-in-Chief, EEC
Tony Yu Zhou, PhD
Founder, Director
Inspirees Institute, China
Executive Editor, EEC
Rebecca Zarate, PhD
Professor
University of Utah, USA
Co-Editor, EEC
Michal Lev, PhD, LCAT, CMFT

Researcher
Ono Academic College, Israel
Co-Editor, EEC
Ma Liwen, PhD
Associate Professor
Beijing Normal University, China
Editorial Board member
Shaun McNiff, PhD

University Professor Emeritus
Lesley University, USA
Co-Editor-in-Chief Emeritus

…

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Open Access (2015–2025) — freely available

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Members receive access to CAET as part of their membership benefits

Insights & Media

A Tribute to Janet Adler (1941 – 2023)
Helen Payne
Western Educators, Chinese Students: How Shall We Meet?
Tony Yu Zhou
Activating and Awakening Life with “Desire Finger”
Guo Haiping
How Art Heals: Integrating Practice and Research
Dance with Moon

Global Community & Ecosystem

CAET is part of IACAET, a global network connecting professionals, researchers, and institutions across disciplines and cultures.

Through publications, training programs, international dialogues, and professional development pathways, CAET contributes to a growing ecosystem that bridges research, practice, and global collaboration.

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Featured Authors

Amanda Musicka-Williams
Jo Kelly
Sohini Chakraborty
Akihito Suzuki
Donna Dodson
Ying Ingrid Wang
Liz Cameron
Sudesh Mantillake
Fiona Man-Yan Chang
Min-Jeong Bae
Guo Hai-ping
Yong-wen Peng
Karen K. Bradley
Clive Holmwood
James Miller
Sharina
Li Qian
Karen Studd
Fan Xing

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IACAET Arts & Health Global Dialogue Series

A high-profile global initiative featuring pioneers and experts from around the world, fostering dialogue, research, and innovative practices.

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Creative Arts in Education and Therapy (CAET)

East, West and Global Perspectives

International peer-reviewed journal in arts, therapy, education, and health.

ISSN 2451-876X (Print)

ISSN 2468-2306 (Online)

Publisher: Inspirees Publishing | Inspirees Education Group

CAET is indexed by Scopus, DOAJ, OCLC, WorldCat, CNKI, EBSCO and Google Scholar

Current Issue

Recent Issues

Important Updates

Call for Papers – Winter 2026 Issue

Submission System Transition

Access Model Update

About CAET

Featured Articles

Editorial Board

Professor Emerita Lesley University, USA Editor-in-Chief, EEC

Founder, Director Inspirees Institute, China Executive Editor, EEC

Professor University of Utah, USA Co-Editor, EEC

Researcher Ono Academic College, Israel Co-Editor, EEC

Associate Professor Beijing Normal University, China Editorial Board member

University Professor Emeritus Lesley University, USA Co-Editor-in-Chief Emeritus

News & Updates

Access CAET

Insights & Media

Global Community & Ecosystem

Featured Authors

IACAET Arts & Health Global Dialogue Series

Journal

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Services & Partners

Professor Emerita
Lesley University, USA
Editor-in-Chief, EEC

Founder, Director
Inspirees Institute, China
Executive Editor, EEC

Professor
University of Utah, USA
Co-Editor, EEC

Researcher
Ono Academic College, Israel
Co-Editor, EEC

Associate Professor
Beijing Normal University, China
Editorial Board member

University Professor Emeritus
Lesley University, USA
Co-Editor-in-Chief Emeritus