Abstract
This study explored the adoption of computer, Health Information Technology (HIT), and Digital Imagery Technology (DIT) by art therapists for personal, professional, and client-focused tasks. This study used Everett M. Rogers’ Diffusion of Innovation model to explore the diffusion of technology as a tool for professional practices and as a new media for art therapy treatment. Much of this research’s design was adopted from diffusion research completed in the fields of art education and mental health treatment. Data was gathered using a survey questionnaire and interviews. The researcher concluded that the adoption of new media for art therapy treatment is a two stage process, which has been termed the Media Adoption Stage Model (MASM). The MASM consists of Rogers’s diffusion model, Stage I adoption, and a secondary circular adoption process, Stage II adoption. The findings have implications for: 1) personal technology use, 2) professional tasks (i.e. record keeping, administrative, and appointments), 3) supervision, 4) teaching, 5) art-therapy treatment, and 6) student use of technology for art therapy education.This study explored the adoption of computer, Health Information Technology (HIT), and Digital Imagery Technology (DIT) by art therapists for personal, professional, and client-focused tasks. This study used Everett M. Rogers’ Diffusion of Innovation model to explore the diffusion of technology as a tool for professional practices and as a new media for art therapy treatment. Much of this research’s design was adopted from diffusion research completed in the fields of art education and mental health treatment. Data was gathered using a survey questionnaire and interviews. The researcher concluded that the adoption of new media for art therapy treatment is a two stage process, which has been termed the Media Adoption Stage Model (MASM). The MASM consists of Rogers’s diffusion model, Stage I adoption, and a secondary circular adoption process, Stage II adoption. The findings have implications for: 1) personal technology use, 2) professional tasks (i.e. record keeping, administrative, and appointments), 3) supervision, 4) teaching, 5) art-therapy treatment, and 6) student use of technology for art therapy education.
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