Course 1 Certificates in Del Giacco Art Therapy

$480.00 $419.99



Course 1 Title:The Foundations of Del Giacco Art Therapy

Study Type: Self Study for Continuing Education Credit Hrs.12.

Please note: New York Education Department Board of Creative Arts Therapy requires that LCAT’s  earn 36 continuing education credits in a 3 year period: 12 can be earned by self study. See below for more specific information

Please note: With the successful completion of Course 1 you will be issued 2 Certificates. The first certificate is for12 Continuing Education Credit hours and the second Certificate is for Completion of Del Giacco Art Therapy. As a bonus you will receive free Course 2. Title: How to Use the Therapeutic Drawing Series with Assessments.  Upon successful completion the Certificates will be emailed to you within 2 to 4 weeks.

Please note: A digital text book is included with the purchase of this course.   After you have paid for the course a link will be provided to down load the book. Book title: Del Giacco’s Art Therapy and the Therapeutic Drawing Series 4th Edition: A Missing Link in Cognitive Rehabilitation for the Neurologically Impaired, Maureen Del Giacco, Ph.D., LCAT 2004.

Who should take this course: While most art therapists are trained to work with many different populations, they may not have been trained to work with a specialty in the area of traumatic brain injury. Whether familiar or unfamiliar with the concepts of implementing art therapy for the purpose of working with cognitive deficits students could benefit from taking this course. This unique book shows how using very specific abstract drawing exercises can be linked to the primary functions of Attention.

The student will learn the foundations of the Del Giacco Art Therapy program (DAT). In this Chapter we will review the foundations of the Therapeutic Drawing Series (TDS). Upon completion of this course will be able to use the Del Giacco TDS with clients with have cognitive deficits. 

Course Objectives:

  • To learn the foundations of the Del Giacco Art Therapy Methods.
  • To learn appropriate therapy techniques for working with traumatic brain injury.
  • To become familiar with a variety of  art interventions that may be applied in your practice.
  • To become familiar with terms used in Cognitive Science and the Information Processing Model of Attention.
  • To learn specific areas of the brain related to cognitive functioning.
  • To learn techniques to help the client manage anxiety.
  •  Provided assessments, therapeutic exercises, therapeutic interventions and historical information to support the implementation of using Del Giacco Art Therapy in a clinical therapeutic environment.
  • Exam for the course includes 50 questions. The exam may be taken 2 times and a grade of 80% accuracy must be obtained to pass the course.

Course Goals/Out Comes:

  • To provide application of the Therapeutic Drawing Series (TDS) with various neurologically impaired populations.
  • To synthesis critical choices in how to implement the TDS art exercises.
  • To have tools to analyze a clients needs for rest.
  • To demonstrate a comprehensive understanding of the subject matter.
  • To be awarded a certificate of completion in the Del Giacco Art therapy methods.


  1. Del Giacco’s Art Therapy and the Therapeutic Drawing Series 4th Edition: A Missing Link in Cognitive Rehabilitation for the Neurologically Impaired, Maureen Del Giacco, Ph.D., LCAT 2004
  2. Del Giacco’s Art Therapy, Del Giacco’s Art Therapy Conference August 11, 2004
  3. Arnheim, Rudolf, Visual Factors in Concept Formation, US Department of Education, ERIC, Washington D.C., May 1968
  4. Robertson C. Lynn,: BINDING, SPATIAL ATTENTION AND PERCEPTUAL AWARENESS, Veterans Administration Medical Research, 150 Muir Road, Martinez, California 94553, USA and Department of Psychology and Helen Wills Neuroscience Institute, 3210 Tolman Hall, University of California, Berkeley, California 94720-1650
  5. 3 Case Studies, Power Point,  Maureen Del Giacco, Ph.D., LCAT, 2000. 1Hr.


Andrews, Ted, How to Heal With Color. St. Paul, Mn: Llewellyn Publications, 1992.

Arnheim, Rudolf, Toward a Psychology of Art: Collected Essays. Berkley, California: University of California Press, 1966.Arnheim, Rudolf,

Arnheim, Rudolf, Visual Factors in Concept Formation, US Department of Education, ERIC, Washington D.C., May 1968.

Blakeslee, Sandra, How the Brain Might Work: A New Theory of Consciousness, New York Times March 21, 1995

Benson, Herbert, Klipper, Mariam Z. The Relaxation Response. New York, NY: Harper Collins Publishers Inc., 1975.

Birren, Faber.The Power of Color: How It Can Reduce Fatigue, Relieve Monotony, Enhance Sexuality and More. Citadel Press, March, 1997.

Breiling, Brian and Arglsle, Bethany.Light Years Ahead: the illustrated Guide to Full Spectrum and Colored Light in Mindbody Healing.Berkley, California: Celestial Arts, 1996.

Del Giacco, Maureen, PhD, LCAT, Sowa, John, PhD and Tucci, Jan, PhD. Del Giacco Art Therapy: The Therapist Training Manual. Albany, New York: The Brain Trauma Recovery Center, Inc., 1997.

Del Giacco, Maureen, PhD, LCAT, Lost Inside My Brain: The Discovery of a New Therapy. Albany, New York: Del Giacco Art Therapy Institute, 1999.

Del Giacco, Maureen, PhD, LCAT, Del Giacco Art Therapy: A Missing Link in Cognitive Rehabilitation for the Neurologically Impaired. Albany, New York: Del Giacco Art Therapy Institute, 20004

Hall-Flavin, Daniel M.D., What’s the Relationship Between Vitamin B-12 and Depression? Mayo Clinic, Internet, 2016.

Gardner, Howard, The Shattered Mind: The Person after Brain Damage,  Second edition, New York, Vintage Books,  1976.

Glass, A. and Holyoak, K, Cognition: Introduction to Cognition. Second Edition. New York, New York: Newberry Award Records Inc., Random House, 1986.

Glass, A. L. and James., Cognition. Second Edition . New York: Random House USA, June, 1988.

Haier, Richard. Cerebral Glucose Metabolism and Intelligence, Irvine, California: Department of Psychiatry and Human Behavior. College of Medicine, University of California, Irvine, 1990.

Haier, Richard. “Regional Glucose Metabolic Changes After Learning a Complex Visual Spatial Motor Task: A Positron Emission Tomographic Study,” Brain Research , 1999, pp. 134-143.

Kargere, Audrey and Weiser, Samuel. Colour and Personality. First Paperback Edition. York Beach, Maine: Weiser Books Publisher, 1978.

Leaf, LE, Price, T., Swiercinsky, DP. Traumatic Brain Injury Causes and Consequences. Head Injury Association of Kansas, 1997.

London, R.Diagnosis and Management of Special Populations, Normal and Abnormal Visual Development: Clinical Implications for Neurobiological Research ,New York, NY: Mosby, 1997

Mark, Vernon and Jeffrey P., Brain Power: A Neurosurgeon’s Complete Program to Maintain and Enhance Brain Fitness Throughout Your Life. Boston, Massachusetts: Houghton Milttlin Co., 1989.

National Institute of Health. Clinical Study: The Brain Grows New Cells, The Department of Neurology, April, 1998.

Robertson, Lynn C., BINDING, SPATIAL ATTENTION AND PERCEPTUAL AWARENESS. National Institute of Health, Nat.Rev Neurosci. 2003 February:2(2):93-102. don:10.1038/nrn1030.

Sheldon, BA.Visual Factors in Concept Formation. Washington, DC: George Washington University, 1968.

The Brain: Our Universe Within: Perception, University of Ohio, Neurology Clinic; Video Perception, PBS Documentary, 1984.

Thompson, Carolyn, Brain-injured Man Makes Progress, Times Union Newspaper, May 2005.

Wall, Vicky. Miracle of Colour Healing: Aura and Soma Therapy as the Mirror of the Soul. Thomas Publishers, July , 1990. Herbet Benson, Morrow, N.Y., 1990.

Three Case Studies:Presentation, Del Giacco, Maureen, Albany, New York, 2004

Whittrock, MC. Human Psychology and the Learning Process.Englewood, New Jersey: Spectrum Books, 1977.

General Information

Please click here for information on Exchange/Refund Policy/Records

Provider #: #CAT-0053

Beginning January 1, 2017 each Licensed Creative Arts Therapist (LCAT) must complete 36 hours of approved continuing education courses for each triennial registration period. No more than 12 hours of continuing education activities in any 36 month period, or one-third of the total hours in periods of other length, may consist of self-study educational activities from New York State Education Department approved providers.

NYSEDCAT uses the term contact hours to refer to continuing education credit hours. Our system normally refers to CEU for credit hours these terms may be considered synonymous.



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