This study documents the specific characteristics of parent-child art psychotherapy practices in the education system, based on diaries recorded by four parent-child art therapists working in primary schools with six clients. Fifty-five journal entries recorded during 2016–2017 were analyzed according to the principles of Consensual Qualitative Research. The findings fall into six primary domains: (1) Therapeutic objectives, (2) The therapeutic setting, (3) Parent-child interaction characteristics, (4) The art therapist’s position in parent-child art psychotherapy, (5) The roles of art, and (6) Emotional content that emerges in the parent-child art psychotherapy process, and are examined broadly in the Discussion. Overall the analysis shows that integrating parents in art therapy with their children in the school system increases the impact of the therapy in the life of the child.

这项研究基于在小学工作的四名亲子艺术治疗师与六名客户一起记录的日记，记录了教育系统中亲子艺术心理治疗实践的特定特征。根据共识定性研究的原则，分析了2016-2017年间记录​​的55种期刊条目。研究结果分为六个主要领域：（1）治疗目标，（2）治疗环境，（3）亲子互动特征，（4）艺术治疗师在亲子艺术心理治疗中的地位，（5）艺术；以及（6）亲子艺术心理治疗过程中出现的情感内容，并在讨论中进行了广泛研究。