Characteristics of parent-child art psychotherapy in the education system

Rona Tamir, Dafna Regev

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Article number101725
JournalArts in Psychotherapy
StatePublished - Feb 2021

Bibliographical note

Publisher Copyright:
© 2020 Elsevier Ltd


  • Consensual qualitative research
  • Education system
  • Journal entries
  • Parent-child art psychotherapy

ASJC Scopus subject areas

  • Health Professions (miscellaneous)
  • Clinical Psychology
  • Psychiatry and Mental health


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