The article examines the methodological foundations of applying integrative art therapy in the process of developing creative competence among psychology students. A theoretical analysis of national and international studies made it possible to clarify the essence of the concept of "creative competence" and define its structure, which includes cognitive, emotional-value, and activity components. The role of art-therapeutic methods (sand therapy, art therapy, clay modeling, cinema therapy) in fostering students’ creative potential is substantiated. A model of creative competence formation through integrative art therapy is presented, which includes targeted, substantive, procedural, organizational, technological and evaluative blocks. A special course "Integrative Art Therapy" was developed and implemented to promote the formation of professionally significant qualities of students. It is concluded that integrative art therapy contributes to the development of creativity, professional flexibility, and self-reflection of psychology students, meeting the modern requirements of higher education. The article is methodological in nature, aimed at clarifying the conceptual framework, developing the model, and substantiating the psychological and pedagogical conditions for the application of integrative art therapy in the training of psychology students. The model was piloted with psychology students and demonstrated its effectiveness.