Study Design and Outcome Measures in Art Therapy for Children Art therapy has been used with success with children and adolescents for a variety of physical, behavioral, and mental health condions. Art therapy may be parcularly useful for children and adolescents with mental health disorders or for whom it may be difficult to communicate as it provides a means to explore difficult topics, thoughts, and/or feelings without having to verbalize (Braito et al., 2021). The types of mediums (e.g., self-directed drawing, mandala creaon, dramac play, creaon of sock puppets) and primary outcomes vary (e.g., decreased percepons of pain, reduced anxiety and depressive symptoms, or improvements in self-resilience or hope) but all seek to ease suffering in vulnerable populaons through self-expression. A cursory review of the literature on the use of art therapy for children with clinical problems revealed a variety of study designs and outcome measures. Three studies performed in hospital sengs executed randomized controlled trials (Abdulah & Abdulla, 2018; Chapman et al., 2001; Snley et al., 2015). The most frequently ulized study design found in this review was a quasi-experimental repeated measures design. Some of these studies included a control or wait-listed control group (Amjad & Jami, 2020; D. Coholic et al., 2020; Siegel et al., 2016) while the majority did not (Dionigi & Gremigni, 2017; Hartz & Thick, 2005; Lock et al., 2018; Ness et al., 2021). These studies relied heavily on self or parent-reported quesonnaires and/or observaonal checklists for outcome measures. Only one study measured objecve biophysical data in the form of blood saturaon levels (Snley et al., 2015) in addion to a self-report quesonnaires. Qualitave or mixed methods studies add another important type of data that cannot be extracted through numbers alone to understand the child’s experience in art therapy. A cluster of studies in this review carried out qualitave or mixed methods studies to meet this need. Qualitave data analysis strategies included grounded theory (Lee, 2013), interpretave themac analysis coupled with a “composite vignee” (D. A. Coholic & Eys, 2016), and an unnamed theory developed by Morse & Field (1996) that relied heavily on the clinician’s interpretaon and cultural understand to analyze the artwork produced (Wikström, 2005). In another study by Coholic (2020), interpretave themac analysis was used in addion to self- report quesonnaires of resiliency (i.e., Piers-Harris Children’s Self-Concept Scale and the Resiliency Scales for Children and Adolescents) in a mixed methods design. Gaa et al. (2014) ulized the clinician-rated Group Climate Quesonnaire to take pre-post measures in a single group design in addion to narrave analysis of individual works of art created in the therapy group. A closer search into Jungian-specific approaches with children yielded five studies; although, it can be inferred that many of the aforemenoned studies are grounded in Jungian thought. Three studies employed a case-study design (Addison, 1999; Green et al., 2013; Walsh, D., & Allan, J., 1994). Green et al. (2013) created a clinical vignee based on the author’s interpretaons of the client’s art and verbal statements about their mandala. Walsh & Allan (1994) followed a similar approach in describing the artwork produced by each client in the study. Addison (1999) administered the Culture Free Self-Esteem Inventory, Revised Manifest Anxiety scale, and the Communicaon Atudes Scale to assess the psychosocial and communicaon impacts of Jungian sandplay therapy in adolescents who stuer for pre-post-