Methodological insights from a small-scale study with school-based art therapists on the utility of combining audio diary and arts-based research

Purpose While quantitative and qualitative approaches have been used to capture school-based creative arts therapy practice, the integration of audio diaries with arts-based methods remains unexplored. Audio diaries support in-depth, vocalized reflection that reduces communication barriers and enhances access to individual perceptions, while arts-based responses extend inquiry through symbolic expression. Design/methodology/approach This methods-focused examination investigates four art therapists' experiences with both tools in a multiple case study of professional successes and challenges in school-based creative arts therapy. Post-participation semi-structured interviews evaluated the utility of each method, both isolated and in conjunction with one another. Findings Results highlighted the unique positive potential of combining audio diaries with arts-based responses to advance qualitative, arts-based research in school-based creative arts therapy. Originality/value Recommendations are offered for implementation and sequencing of these data collection tools in school-based creative arts therapy research, particularly for investigating practitioner experiences.