Standards Of Conduct

Salutations Policy

Students are expected to address faculty members using formal academic titles, such as Doctor or Professor, as appropriate. This standard of professional communication is required in both written and verbal interactions. Consistent adherence to this practice reflects respect for faculty roles and upholds the standards of the program. 

Attendance Policy

Attendance is a professional expectation in clinical training and is essential for meeting course outcomes and accreditation competencies. Students are expected to attend all scheduled classes and clinical sessions, arrive on time, and remain for the full duration of the class or clinic.

If a student misses more than two classes or clinical sessions, their final course grade may be reduced by one letter grade. Arrangements for any make-up work must be made directly with the instructor. More than two absences will also trigger a Level One meeting to review the student’s participation and engagement.

In exceptional circumstances, the Department Chair will determine whether the student may continue in the course. A formal letter documenting the student’s attendance and workload will be drafted by the Program Director and Chair and shared with all course instructors. More than two absences are considered excessive, and will result in the student being withdrawn from the course.

Chronic lateness (more than two instances of arriving late or leaving early) is disruptive and will result in a Level One meeting. Timely and consistent attendance reflects professionalism, respect for peers and faculty, and a commitment to learning.

We recognize that some students may face disability-related barriers that affect in-seat participation. Students who anticipate needing attendance modifications are encouraged to work with Disability Services as early as possible. In collaboration with the instructor, an individualized plan may be developed to support access while ensuring all course competencies and CAAHEP standards are met.

Students experiencing extended absences that may compromise learning outcomes will be invited to meet with program faculty to explore options such as formal accommodations or a temporary leave of absence, as appropriate.

Standards of Conduct

Students in the graduate art therapy program are regarded as developing professionals and are expected to consistently demonstrate professional behavior in all aspects of their training, including coursework, clinical placements, and external presentations. 

Clinical Expectations

During clinical placements, students are expected to arrive at least 30 minutes prior to their first client session. This time should be used to review progress notes, prepare treatment materials, and set up the therapy space, if applicable. Active engagement and full participation are required throughout the placement experience. 

Classroom Conduct and Technology Use

Professional behavior extends to classroom settings. Students are expected to disengage from cell phone use during class. In the case of an emergency, students should inform the instructor in advance if they need to keep their phone accessible. Texting, emailing, social media use, and unrelated electronic communication are not permitted during class sessions. If laptops or other devices are used, they must be restricted to class-related content.

Confidential or course-related content, including discussions and clinical placement information, must not be shared on external digital platforms (e.g., social media). Moodle provides an appropriate forum for course discussions. Violations of these policies may result in dismissal from the class or course. 

Statement Regarding Class Recording  

Official Statement Regarding Class Recording Nazareth University has equipped multiple instructional classrooms with lecture recording equipment which can digitally capture lectures and presentations. Lecture recording is primarily intended to extend virtual accessibility of the lecture experience to students who have registered for a specific course for a specific period of time.  Whether the course is fully in-person or fully online, class sessions may be recorded at the instructor’s discretion. Student access to digital records of classes is also determined by the instructor for each course. Student access to the recordings should be linked through the password-protected learning management system (Moodle).  Students must not independently record class sessions without instructor permission. Doing so may be considered a violation of academic integrity. Please visit our Echo360 and Zoom sites for additional information about student privacy and Nazareth’s recording policies.   

Professional Attire

Professional appearance is an essential aspect of clinical and academic presence. Business casual attire is required in the clinic at all times. On campus, attire should also reflect professionalism. Avoid clothing that is overly revealing, such as crop tops, short shorts or skirts, or attire that may be inappropriate for a professional setting. Students represent Nazareth University both on and off campus and are expected to uphold the university’s standards in all environments. 

Respectful Behavior

Students are expected to treat clients, peers, faculty, staff, supervisors, and guest presenters with respect and dignity at all times. This includes maintaining ethical boundaries, demonstrating empathy, and communicating with professionalism.

Fragrance-Free Environment

To support the well-being of individuals with chemical sensitivities, students are asked to refrain from wearing scented products such as perfume, aftershave, fragranced lotions, or hair products, particularly in classrooms, offices, and the clinic.

For additional details, refer to Section 2.2.3a: Standards of Professional Behavior and Online Use and Communication in the CAT Department Handbook.

Departmental Policies

Due to the clinical and professional nature of the Creative Arts Therapy (CAT) program at Nazareth University, students are held to standards that differ from those in non-professional academic programs. These expectations are designed to ensure that students understand and uphold the ethical, academic, and clinical responsibilities of the profession. They also provide a framework for faculty to address academic, professional, or clinical concerns consistently and transparently.

All incoming and current students are required to read and familiarize themselves with the relevant ethical codes governing the practice of art therapy. These include:

• The Ethical Principles for Art Therapists published by the American Art Therapy Association (AATA, 2013): AATA Code of Ethics
  Code of Ethics

• The Code of Ethics, Conduct, and Disciplinary Procedures of the Art Therapy Credentials Board (ATCB, 2016): ATCB Code of Ethics
  ATCB Code 

Students will be required to sign an acknowledgment form confirming that they have read, understand, and agree to abide by these codes. This signed form will be placed in each student’s academic file as a record of ethical accountability.

Criteria for Evaluating Professional & Academic Performance

The Creative Arts Therapy (CAT) Department evaluates student performance across four key domains:

1. Basic capacity to acquire professional skills

2. Mental and emotional readiness for clinical work

3. Professional performance skills

4. Scholastic performance

While strong academic achievement is essential, it is not the sole determinant of a student’s continued enrollment. Students must demonstrate competency in both professional behavior and academic performance to remain in good standing. These domains collectively define the program’s academic standards.

Professional competency refers not only to appropriate professional conduct and demeanor, but also to demonstrated proficiency in key areas such as:

• Communication and interpersonal skills

• Cognitive and physical capabilities

• Stress management

• Emotional regulation and psychological readiness

• Ethical and responsible professional behavior

These expectations are further outlined in this handbook.

A deficiency in either scholastic performance or professional competency—including issues related to behavior or demeanor—may trigger a formal review process. In some cases, such deficiencies may result in academic probation or dismissal from the program.

Communication Skills

Students are expected to demonstrate strong communication skills in both written and oral forms, as these are essential to success in academic, clinical, and professional settings.

1. Written Communication: Students must write clearly and coherently, using correct grammar, punctuation, and spelling. All written work should reflect appropriate academic tone and formatting, including proper citation and referencing according to APA (American Psychological Association) guidelines. Issues related to academic integrity, including plagiarism and improper citation, are addressed in Section 4.0 of this handbook.

2. Oral Communication: Students are expected to communicate effectively and respectfully with peers, faculty, staff, clients, and other professionals. This includes demonstrating active listening, thoughtful verbal expression, and cultural sensitivity. Students must possess sufficient proficiency in spoken English to fully engage with course content and successfully meet the expectations of all clinical placement experiences.

Interpersonal Skills

Students are expected to demonstrate the interpersonal competencies necessary to engage effectively with peers, faculty, staff, clients, and other professionals. These skills are essential to fulfilling the ethical and relational responsibilities of the profession.

Key interpersonal qualities include:

• Compassion and empathy in understanding the experiences of others

• Altruism and a commitment to service

• Integrity in personal and professional interactions

• Respect and consideration for diverse perspectives and individual differences

The ability to form collaborative and ethical relationships is fundamental to the practice of art therapy. Concerns related to academic or professional integrity are addressed in Section 4.0 of this handbook.

Cognitive Skills

Students are expected to demonstrate a solid foundation in relevant social, behavioral, and biological sciences, as well as the ability to apply this knowledge effectively in clinical and academic settings.

This includes competency in:

• Building therapeutic relationships

• Gathering and interpreting client data

• Conducting assessments

• Implementing appropriate interventions

• Evaluating the effectiveness of clinical practice

These cognitive skills support informed, ethical, and evidence-based decision-making and are essential to the development of competent art therapy practitioners.

Physical Skills

Students must possess adequate motor and sensory abilities to fully participate in all academic and clinical activities, including coursework and practicum placements. This includes the ability to observe, engage, and respond appropriately in classroom and clinical environments.

Students who require accommodations are encouraged to work with the appropriate campus disability services to ensure equal access and support.

See the Nazareth University student-accessibility-services

Stress Management

Students are expected to demonstrate the ability to manage current life stressors through the use of healthy and appropriate coping strategies. This includes practicing effective self-care, maintaining emotional regulation, and cultivating supportive relationships with peers, colleagues, faculty, and others.

The ability to recognize and respond to stress in a constructive manner is essential for sustaining professional functioning and ensuring safe, ethical clinical practice.

Emotional & Mental Capabilities

Students are expected to exercise sound judgment and maintain psychological well-being in order to meet the academic, clinical, and ethical demands of the program.

Students are encouraged to seek appropriate support—such as counseling, medical care, or other resources—when personal issues, psychosocial stress, substance use, or mental health challenges arise that may:

• Compromise academic or clinical performance

• Impair professional judgment or behavior

• Place clients, peers, or others at risk, in violation of the ethical standards outlined in the American Art Therapy Association (AATA) Code of Ethics

Proactive engagement in self-awareness and help-seeking behavior is considered an essential aspect of professional responsibility and development.

Professional Competency – Behavior & Demeanor

Students are expected to demonstrate behavior that aligns with program policies, ethical standards, and applicable laws across all academic, clinical, and community settings. This includes maintaining a professional appearance, appropriate dress, and demeanor that reflects readiness for professional practice.

Key expectations include:

• Respecting others and maintaining appropriate boundaries

• Meeting deadlines and completing assignments in a timely manner

• Keeping scheduled appointments or proactively rescheduling when necessary

• Accepting supervision and constructive feedback with openness and professionalism

• Using feedback to support growth and enhance clinical and academic performance

Students must also demonstrate the ability to engage in respectful communication and effective problem-solving across all forms of interaction—whether in person, virtual, written, or on social media. This includes classroom discussions, internship settings, team meetings, and broader community engagement.

Professionalism in behavior and demeanor is an essential component of the program and reflects a student’s readiness to enter the field as an ethical, competent art therapist.

Standard of Professional Behavior & Online Use and Communication

Social media and communication platforms—including but not limited to Facebook, Instagram, X (formerly Twitter), TikTok, WhatsApp, Snapchat, and LinkedIn—can facilitate connection among students. However, students must be aware of the potential risks and consequences associated with inappropriate or unprofessional conduct online.

Students are held accountable for their online behavior and may face disciplinary or academic consequences for any actions that:

• Compromise the integrity of Nazareth University or the Creative Arts Therapy (CAT) program

• Violate the University’s Student Conduct Code or departmental policies

• Breach federal, state, or local laws

Examples of misconduct include, but are not limited to:

• Posting or sharing content that depicts or promotes harassment (including sexual harassment), underage drinking, vandalism, hazing, illegal drug use, or any criminal behavior

• Sharing confidential or protected information about peers, clients, faculty, or others—even if names are removed. Identifying details such as age, gender, race, or evaluation date may still violate confidentiality and HIPAA standards

• Disclosing private academic information of another student, such as grades, evaluations, or disciplinary actions

• Misrepresenting yourself as an official spokesperson for Nazareth University or the CAT department

• Engaging in relationships that violate ATCB ethical guidelines, including exploitative or dual relationships

• Using social media or messaging platforms during class, internship, or clinical hours in a way that disrupts participation or performance

• Posting content related to classroom discussions or clinical placements on any external digital platform

Respectful Communication & Professional Online Presence

Students are expected to present themselves professionally in all digital communications. Respectful, inclusive language should be used at all times. Students are strongly advised to consider how their online presence may be interpreted by faculty, peers, supervisors, and future employers. Even with privacy settings in place, content may be shared, accessed, or archived beyond your control.

The following behaviors are strongly discouraged and may be considered professionalism violations:

• Harassment, bullying, or conduct that could reasonably be interpreted as intimidating or hostile

• Demeaning or derogatory comments, jokes, or posts targeting peers, faculty, clients, or members of any group

• Sharing images or language that imply disrespect based on age, race, gender, ethnicity, sexual orientation, or other protected identities

• Displaying images that condone or glamorize illegal or unethical behavior

If you encounter a conflict or issue related to social media or online communication, please refer to the Problem-Solving Steps outlined in the CAT Department Handbook to seek resolution through the appropriate channels.

Scholastic Performance

Graduate students in the Creative Arts Therapy (CAT) program are expected to maintain a high level of academic achievement and professional readiness. A cumulative GPA below 3.0 is considered academic difficulty and may result in academic review or dismissal.

Field Placement Performance

Failure to maintain a passing grade in field placement—due to clinical performance rather than lack of completion—may result in dismissal from the program.

• A formal review will be initiated if a student earns a grade of C or an Incomplete (I) in any field placement.

• A review may also be called if a student receives a grade of C, below C, or an Incomplete (I) in any required CAT course.

Course Requirements for Clinical Progression

Certain courses serve as prerequisites for progressing in the program. For example:

• In the Art Therapy specialization, students must earn a grade of B or better in PSY 535: Principles and Techniques of Counseling in order to begin the clinical training sequence.

• Students must also earn a minimum grade of B in the following clinical foundation courses: ATR 501, ATR 502, ATR 506, ATR 508
  Failure to meet the B grade requirement in any of these courses will require the student to repeat the course before continuing in the program.

Professionalism Evaluation

• In addition to meeting academic requirements, students are evaluated on their professional readiness through a Professionalism Evaluation, which is informed by faculty observations and input.

• A minimum score of 24 out of 36—reflecting a rating of Proficient—is required to remain in good standing and continue in the program.

• Students who score below this threshold may be deemed not ready to advance to the internship sequence. In such cases, faculty may recommend remediation, which could include repeating specific coursework, engaging in additional supervision, or other corrective actions to support professional growth.

• In more serious cases, if a student demonstrates ongoing difficulties with professional behavior or fails to meet developmental expectations, faculty may recommend that the student explore alternative career paths, as the Creative Arts Therapy profession may not be an appropriate fit.

Source of Evidence for Academic Performance Criteria

In the CAT department, evaluation of a student’s academic and professional performance is based on multiple sources of evidence. These may include, but are not limited to:

• Written feedback or reference letters from faculty, workplace supervisors, or volunteer supervisors

• Formal evaluations from agency-based clinical supervisors (submitted on approved forms)

• Direct observation of behaviors in classroom, clinical, or field settings

• Performance on oral presentations and written assignments

• Review of recorded interviews or video submissions, when applicable

These sources provide a comprehensive picture of each student’s academic progress, professional readiness, and overall competency within the program.

Policies & Procedures for Review of
Professional & Academic Performance

The Creative Arts Therapy (CAT) program utilizes a tiered system to review student academic and professional performance. Reviews are conducted to assess concerns, offer support, and guide professional development. The level of review is determined by the nature and potential severity of the issue.

Confidentiality and Information Sharing: Information disclosed during meetings with faculty, program coordinators, or university administrators is not considered confidential if it raises concerns about a student’s professional or academic performance. Relevant information may be shared among faculty and program leadership for the purpose of addressing concerns, supporting student development, and protecting the integrity of the clinical and academic environment.

Purpose of Review: Reviews are not necessarily disciplinary. They are designed to:

• Offer clear, constructive feedback

• Identify areas for growth and improvement

• Develop actionable plans to support student learning and professional readiness

Review Process: There are three levels of review, depending on the seriousness of the concern. These levels are flexible and do not need to occur in sequential order. A higher-level review may be initiated immediately if warranted by the situation.

Performance That May Result in a Review and/or Possible Dismissal

The CAT department reserves the right to initiate a formal review—and, if warranted, dismiss a student from the program—based on academic, ethical, or professional concerns. Situations that may lead to a review and/or dismissal include, but are not limited to:

• Failure to meet or maintain academic standards as outlined under Scholastic Performance

• Acts of scholastic dishonesty, including but not limited to: cheating, plagiarism, fabrication, collusion, falsification of academic records, or misrepresentation

• Behavior that violates the ethical standards outlined by the American Art Therapy Association (AATA), the Art Therapy Credentials Board (ATCB), or the American Music Therapy Association (AMTA)

• Any threat of harm or attempt to harm oneself or others

• Commission of a criminal act that violates ethical or professional expectations, whether occurring during the course of study or prior to admission and discovered after enrollment

• A demonstrated and consistent pattern of unprofessional behavior

• Failure to meet any of the academic, clinical, or behavioral standards outlined in this handbook