本研究旨在探討兒童藝術治療團體對於外籍配偶子女校園生活適應的介入效果。本研究邀請8位就讀國小階段之外籍配偶子女為本研究的參與者，透過藝術治療團體諮商的方式進行，瞭解藝術治療對校園生活適應的介入效果。為確實瞭解介入效果，研究者於藝術治療團體前後對這群外籍配偶子女之導師進行個別訪談，瞭解治療前後的改變。除此之外，針對團體過程進行錄音，並將治療後的藝術作品拍照整理，以蒐集到最真實的紀錄，提高內在信度。訪談資料的分析則採內容分析法，從資料中進行意義單元編碼，形成概念類別或主題，建構出藝術治療對於外籍配偶子女校園生活適應的效果資料。 本研究結果發現，兒童藝術治療團體可以提供新移民子女不同於現實生活的互動，增進其校園生活適應，以下透過三階段歷程來呈現：一、治療介入前參與者在校園適應的困擾問題；二、兒童藝術治療的介入歷程；三、治療介入後參與者在校園適應上的改變。首先，外籍配偶子女於校園中的生活適應以人際、生活與學習適應這三部分為主要困擾，這些適應困擾因素彼此相互影響；其次，藝術治療團體的介入，促成外籍配偶子女的內在改變，其改變包括：「個案自身的改變」，例如人際關係變好、生活自理能力變佳、社交技巧的改變、情緒調節的轉變及學習態度與行為的轉變五個部分；以及「同儕反應的轉變」，例如同儕對於這群外籍配偶子女的抱怨變少，願意主動一起玩樂。

This study explores using art therapy to help new immigrant children better adapt to elementary school life. To investigate the effects of intervention, 8 new immigrant children were invited to a children's art therapy group consisting of a series of small group counseling activities. The children's teachers were interviewed before and after the art therapy group to obtain their general observations of these children and to gather information on changes after treatment. To collect authentic records and to improve internal reliability, photos were taken of the art therapy group process. Data analysis was collected based on content analysis, from the data encoded in the meaning unit, to form categories or themes to construct adaptation to campus life for new immigrant children. Results of this study are presented as a 3-stage process: (1) adaptation problems on campus before treatment intervention; (2) child involvement in art therapy; and (3) adaptation to campus life after treatment intervention. The study found that new immigrant children have 3 adaptation problems: interpersonal relationships, life, and learning. After-treatment results show: (1) improvements in interpersonal relationships, self-care ability, social skills, ability to adapt to change, emotion regulation, attitude, and general behavior in immigrant children; and (2) fewer complaints from peers and a greater peer willingness to play with immigrant children.