ABSTRACT This study examined the relationship between art therapists’ perceptions of their art therapy room in schools, and related outcome measures for 55 students. We posited that there would be a positive correlation between art therapists’ satisfaction and their perception of the suitability of the rooms in which they provide therapy, and their clients’ outcome measures. Thirty-six therapists completed a questionnaire about their perceptions of their therapy room. Students completed questionnaires on self-perception and loneliness, and their parents and homeroom teachers reported on behavioural problems before and after therapy. There were no correlations between the art therapists’ perceptions of the room and the outcome measures. However, there were correlations between improvement in outcome measures as reported by parents and teachers and single items; e.g. the location of the room, the suitability of its equipment, and perceiving the material and furnishings as positive. Plain-language summary The art therapy room provides a framework for therapeutic work and is designed to meet the needs of the theoretical approach and personality of the therapist, the characteristics of the client population, and the institution in which the therapy takes place. The therapy room has a crucial impact on the initial relationship between the therapist and the client and is perceived as an environment that acts as both container and containment during the therapeutic process. Although the physical conditions of the therapy room are likely to play a role in the success of therapy, scant research has explored this issue, in particular in the school setting. The current study examined the relationship between art therapists' perceptions of their art therapy room in schools, and related outcome measures for 55 1st to 7th graders. We expected a positive correlation between art therapists' satisfaction and their perception of the suitability of their therapy rooms and their clients' outcome measures. We asked 36 therapists to complete a questionnaire on the physical conditions of their therapy room. Their student clients completed questionnaires on self-perception and loneliness, and their parents and homeroom teachers reported on behavioural problems before and after therapy. No main correlations were found between the art therapists' perceptions of the room and the outcome measures. However, there were correlations between improvement in outcome measures as reported by parents and teachers and single items, including the location of the room, the suitability of its equipment, and perceiving the material and furnishings as positive.

中文翻译：

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艺术治疗室的适用性和教育系统结果测量的变化

摘要 本研究调查了艺术治疗师对学校艺术治疗室的看法与 55 名学生的相关结果测量之间的关系。我们假设艺术治疗师的满意度与他们对提供治疗的房间的适用性的看法以及客户的结果测量之间存在正相关关系。三十六名治疗师完成了一份关于他们对治疗室看法的问卷。学生完成了关于自我认知和孤独感的问卷，他们的父母和班主任报告了治疗前后的行为问题。艺术治疗师对房间的看法与结果测量之间没有相关性。然而，家长和老师报告的结果指标的改善与单个项目之间存在相关性；例如房间的位置、设备的适用性，以及对材料和家具的看法是积极的。简明语言总结艺术治疗室为治疗工作提供了一个框架，旨在满足治疗师的理论方法和个性、客户群体的特征以及治疗发生的机构的需求。治疗室对治疗师和来访者之间的初始关系具有至关重要的影响，并且被视为在治疗过程中既充当容器又充当容器的环境。虽然治疗室的物理条件很可能会影响治疗的成功与否，很少有研究探讨这个问题，特别是在学校环境中。目前的研究调查了艺术治疗师对学校艺术治疗室的看法与 55 名 1 至 7 年级学生的相关结果测量之间的关系。我们预计艺术治疗师的满意度与他们对治疗室适用性的看法以及客户的结果测量之间存在正相关关系。我们要求 36 位治疗师完成一份关于他们治疗室身体状况的问卷。他们的学生客户完成了关于自我认知和孤独感的问卷，他们的父母和班主任报告了治疗前后的行为问题。在艺术治疗师对房间的看法和结果测量之间没有发现主要的相关性。然而，