There is a growing body of research that supports the use of short-term art therapy to facilitate significant behavior change in individuals with behavior problems (Williams, 1976). Benefits of short-term art therapy include its possible perception as less threatening than many traditional therapeutic interventions (Williams, 1976), the ease with which it can be implemented in an educational setting and its appropriateness for students at all age levels, from pre-school through senior high school (Shostak, 1985). It can be a treatment of choice for children who have been identified as exceptional under Public Law 94-142 and also for children who have not been identified as exceptional, but who may experience difficulty in school as a result of social or emotional problems (Kramer, 1979). The art therapy process provides therapeutic art experiences that allow children to explore personal problems and potentials through both nonverbal and verbal expression and to develop physical, emotional and/or learning skills (Shostak, 1985). For children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that may impede academic success. When appropriate social behavior and healthy affective development are facilitated, children become more receptive to learning and are more likely to realize their potential in social as well as academic areas (Shostak, 1985; Tibbets & Stone, 1990). The beneficial effects of art therapy have been demonstrated with acting-out 6th and 7th graders, with a psychotic child and with a physically abused adolescent (Allen, 1988). Art therapy has also been used as a preventive intervention with pre-school children (Salant, 1975), as a means of working with suicidal adolescents (Alexander, 1990) and as an effective intervention with emotionally disturbed individuals (Ulman, 1977). Working with a group of seriously emotionally disturbed adolescents, Tibbets and Stone (1990) found individual art therapy to have a significant impact on emotional growth and development with this group. Some specific effects were greater self-awareness, more realistic views of themselves and increased sense of identity. Improvement in emotional functioning was followed by a reduction in negative behavior. Both improved behavior and more positive selfesteem following treatment with art therapy have been reported in a number of studies (Bowen & Rosal, 1989; Virshup, 1975; White & Richard, 1971). Increases in self-esteem, typically accompanied by positive behavior change following art therapy have been attributed to the facilitation of self-awareness (Bowen & Rosal, 1989; Stone, 1982) and to overcoming feelings of inhibition (Stone, 1982). Most short-term art therapy with children has focused on pre-adolescents. There has been little documentation of emotional and behavioral changes obtained through art therapy in the adolescent population (Tibbets & Stone, 1990). In the following case study, short-term art therapy was employed to assist the development of a more positive sense of self accompanied by positive behavior change. The subject of the study was an adolescent white male who had been referred for therapy because of aggressive and noncompliant behaviors. The therapist was a school psychologist who was studying art therapy. After interviewing the subject and reviewing