ABSTRACT This study examined the specific characteristics of art therapy practice that takes place within the school system. The study is based on the perspectives of 16 art therapists working in primary schools, as reflected in 113 journal entries that were recorded during 2015–2016. These entries were analysed according to the principles of consensual qualitative research Hill, C. E., Knox, S., & Hess, S. A. [2012. Qualitative meta-analyses of consensual qualitative research studies. In C. E. Hill (Ed.), Consensual qualitative research: A practical resource for investigating social science phenomena (pp. 159–171). Washington, DC: American Psychological Association]. The findings fall into five primary domains: (1) the therapeutic setting; (2) methods, tools and techniques; (3) the therapeutic interaction; (4) themes that emerged in the sessions; and (5) the therapists’ evaluation of the contribution of the therapeutic process. The findings highlight specific gaps between art therapy practices and field training, and the reality of the education system. These suggest changes that could be made as regards the training of school art therapists, that should be broadened to varied modalities and the construction of therapeutic models applicable to the educational setting, including the adoption of more short-term therapeutic approaches.

中文翻译：

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在学校系统中实施艺术治疗的实践和挑战

摘要 本研究考察了在学校系统内进行的艺术治疗实践的具体特征。该研究基于 16 名在小学工作的艺术治疗师的观点，反映在 2015-2016 年记录的 113 篇日记条目中。根据双方同意的定性研究 Hill, CE, Knox, S., & Hess, SA [2012. 共识定性研究的定性元分析。在 CE Hill（Ed.），共识定性研究：调查社会科学现象的实用资源（第 159-171 页）。华盛顿特区：美国心理学会]。研究结果分为五个主要领域：（1）治疗环境；（二）方法、工具和技术；(3) 治疗相互作用；（四）会议出现的主题；(5) 治疗师对治疗过程贡献的评价。调查结果突出了艺术治疗实践和实地培训之间的具体差距，以及教育系统的现实。这些建议可以在学校艺术治疗师的培训方面做出改变，应该扩大到各种模式和适用于教育环境的治疗模式的构建，包括采用更短期的治疗方法。