Reframing the triangular relationship: reflections on modern and postmodern theory in German art therapy education

Objective: The triangular relationship has long been considered foundational to art-therapy theory and practice. Despite its enduring relevance, critical voices have challenged the model for reproducing power hierarchies—critique which aligns with broader postmodern concerns about the self, originality, and patriarchal as well as colonial structures. The aim of this article is to investigate where terminology and theory of the triangular relationship in art-therapy education in Germany stand within an ever-evolving contemporary artistic and cultural landscape. Methods: Through an informative survey (n=63) conducted in German and combining quantitative questions with qualitative response options, data from art therapists in Germany were collected and integrated into a theoretical discussion of key concepts and terminology. Results: Survey data convey that although nearly all participants learned about the triangular relationship during their art-therapy education, critical discussions about underlying power structures seem to have been missing in most curricula. Still, the triangular relationship remains highly valued, with participants strongly advocating for its continued inclusion in art-therapy education. Conclusions: In its effort to foster a more diverse and inclusive society, postmodern theory has evolved from modernism, prompting greater self-reflection on biases and blind spots within oppressive structures. Data from the informative survey suggest that postmodern theory does not yet sufficiently reflect in art-therapy education in Germany.