洛溫菲爾德的沙盤游戲治療理論及其在幼兒園中的應(yīng)用
發(fā)布時間：2018-08-18 10:33
【摘要】： 沙盤游戲治療開始于20世紀20年代的英國，至今已有70多年的發(fā)展歷史。作為一種心理治療技術(shù)，它的基本要素有沙、沙盤和人與物的微縮模型。 瑪格麗特．洛溫菲爾德首創(chuàng)將沙盤作為心理治療的工具，并提出了相應(yīng)的理論。她的工作是開創(chuàng)性的。洛溫菲爾德將她的沙盤游戲治療命名為“世界技術(shù)”，其主要工具是一個金屬盤(裝-半的沙)、盛水的器皿、玩沙的工具(如鏟、篩網(wǎng)、漏斗等)、裝有大量微縮模型的柜子。兒童根據(jù)自己的意愿選擇干沙或是濕沙，，用微縮模型在沙盤中擺出一個場景。洛溫菲爾德將人的心理分為初級心理系統(tǒng)和次級心理系統(tǒng)。次級心理系統(tǒng)是實際的、理性的，可以語言為工具與他人交流；而初級系統(tǒng)中的內(nèi)容處于一種原始狀態(tài)，是個人化、非理性的，無法用語言與他人交流。因而給兒童提供合適的材料以及充分的游戲機會，可以讓初級系統(tǒng)中的能量找到在外部世界中的表達途徑�！笆澜缂夹g(shù)”正是提供了這樣一種途徑：治療者要忠實地記錄兒童對每一個微縮模型的使用情況；沙盤完成以后，治療者要向兒童提問以弄清每件玩具在兒童心中有什么具體的含義，而不是治療者主觀地給予解釋。沙盤為兒童提供了一個表達自己的自由空間，它不對兒童施加任何限制，參加治療的兒童也不必具備任何專門的知識和技能，是非常適合兒童的一種心理治療技術(shù)。 洛溫菲爾德的治療技術(shù)為許多不同理論背景的治療師所采用。他們從不同的角度對“世界技術(shù)”作了修改和發(fā)展。多拉．卡爾夫是其中最重要的一位。她將榮格的分析心理學(xué)理論引入沙盤游戲治療之中，加入了象征、原型的觀點，將沙盤游戲治療引向了另一個臨床維度，并將其命名為“沙盤游戲”。目前，卡爾夫于1985年成立的國際沙盤游戲治療組織(ISST)領(lǐng)導(dǎo)著沙盤游戲治療運動，并負責(zé)沙盤游戲治療師的資格培訓(xùn)。 在美國20世紀80年代，沙盤游戲治療被引入了學(xué)校，由于它在學(xué)業(yè)發(fā)展、心理成長、心理診斷及治療方面發(fā)揮了重要作用而被廣泛接受。我們在幼兒園的治療實踐也表明，沙盤游戲治療是一種易于為兒童所接受的十分有效的心理治療技術(shù)。它適用于有情緒障礙、行為障礙的兒童，對一般的心理壓力較大的兒童也有很好的緩解壓力的作用。將沙盤游戲治療引入我國的幼兒園中 將是一件十分有意義的工作。
[Abstract]:Sand game therapy began in Britain in the 1920s and has been developed for more than 70 years. As a psychotherapy technique, its basic elements are sand, sand tables and miniature models of people and objects. Margaret Lowenfeld was the first to use the sand table as a psychotherapy tool, and put forward the corresponding theory. Her work is groundbreaking. Lowenfeld named her sandtable therapy "world technology". Its main tools are a metal plate (loaded-half sand), water containers, sand-playing tools (such as shovels, sieve nets, funnel, etc.), and a large number of miniature models of cabinets. Children choose dry sand or wet sand according to their own wishes, and use a miniature model to set a scene in the sand table. Lowenfeld divides human psychology into primary psychological system and secondary psychological system. The secondary psychological system is practical, rational, and can communicate with others by means of language, while the content in the primary system is in a primitive state, which is personal, irrational and unable to communicate with others with language. Thus, children are provided with appropriate materials and adequate opportunities to play, so that the energy in the primary system can find a way to express itself in the outside world. "World Technology" provides a way for healers to faithfully document the use of each miniature model by children; once the sand table is complete, Instead of subjectively explaining what each toy means in the child's mind, the healer asks the child questions. The sand table provides a free space for children to express themselves. It does not impose any restrictions on children, and children who participate in treatment do not have to possess any special knowledge and skills. It is a very suitable psychotherapy technology for children. Lowenfeld's treatment techniques are used by many therapists from different theoretical backgrounds. They have modified and developed World Technology from different angles. Dora Karf is one of the most important. She introduced Jung's theory of analytical psychology into sandgame therapy, adding a symbolic, archetypal perspective, leading sandplay therapy to another clinical dimension and naming it "sand game." Currently, (ISST), an international sandgame therapy organization founded in 1985, leads the sandgame therapy campaign and is responsible for qualification training for sand game therapists. In the 1980s, sand game therapy was introduced into school, which is widely accepted because it plays an important role in academic development, psychological growth, psychological diagnosis and treatment. Our practice in kindergarten also shows that sand game therapy is a very effective psychotherapy technique that is easily accepted by children. It is suitable for children with emotional disorders and behavioral disorders, and also has a good effect on relieving stress in general children with high psychological stress. The introduction of sand game therapy into our kindergartens will be A very meaningful job.
【學(xué)位授予單位】：華南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2002
【分類號】：G610
本文編號：2189196
[Abstract]:Sand game therapy began in Britain in the 1920s and has been developed for more than 70 years. As a psychotherapy technique, its basic elements are sand, sand tables and miniature models of people and objects. Margaret Lowenfeld was the first to use the sand table as a psychotherapy tool, and put forward the corresponding theory. Her work is groundbreaking. Lowenfeld named her sandtable therapy "world technology". Its main tools are a metal plate (loaded-half sand), water containers, sand-playing tools (such as shovels, sieve nets, funnel, etc.), and a large number of miniature models of cabinets. Children choose dry sand or wet sand according to their own wishes, and use a miniature model to set a scene in the sand table. Lowenfeld divides human psychology into primary psychological system and secondary psychological system. The secondary psychological system is practical, rational, and can communicate with others by means of language, while the content in the primary system is in a primitive state, which is personal, irrational and unable to communicate with others with language. Thus, children are provided with appropriate materials and adequate opportunities to play, so that the energy in the primary system can find a way to express itself in the outside world. "World Technology" provides a way for healers to faithfully document the use of each miniature model by children; once the sand table is complete, Instead of subjectively explaining what each toy means in the child's mind, the healer asks the child questions. The sand table provides a free space for children to express themselves. It does not impose any restrictions on children, and children who participate in treatment do not have to possess any special knowledge and skills. It is a very suitable psychotherapy technology for children. Lowenfeld's treatment techniques are used by many therapists from different theoretical backgrounds. They have modified and developed World Technology from different angles. Dora Karf is one of the most important. She introduced Jung's theory of analytical psychology into sandgame therapy, adding a symbolic, archetypal perspective, leading sandplay therapy to another clinical dimension and naming it "sand game." Currently, (ISST), an international sandgame therapy organization founded in 1985, leads the sandgame therapy campaign and is responsible for qualification training for sand game therapists. In the 1980s, sand game therapy was introduced into school, which is widely accepted because it plays an important role in academic development, psychological growth, psychological diagnosis and treatment. Our practice in kindergarten also shows that sand game therapy is a very effective psychotherapy technique that is easily accepted by children. It is suitable for children with emotional disorders and behavioral disorders, and also has a good effect on relieving stress in general children with high psychological stress. The introduction of sand game therapy into our kindergartens will be A very meaningful job.
【學(xué)位授予單位】：華南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2002
【分類號】：G610
【引證文獻】
相關(guān)期刊論文 前2條
1 韋耀陽;馬小琴;;親子游戲治療兒童心理障礙[J];中國兒童保健雜志;2008年06期
2 朱靚琳;;關(guān)于兒童游戲治療的論述[J];吉林省教育學(xué)院學(xué)報(上旬);2012年09期
相關(guān)碩士學(xué)位論文 前6條
1 徐兒;游戲治療取向團體輔導(dǎo)對害羞兒童生活適應(yīng)的影響研究[D];浙江師范大學(xué);2006年
2 陳麗麗;沙箱游戲療法對攻擊性兒童的鑒別與干預(yù)研究[D];華東師范大學(xué);2008年
3 吳怡娜;自閉癥兒童的家庭教養(yǎng)方式與箱庭治療[D];河北大學(xué);2009年
4 陳燕;箱庭療法對情侶咨詢效果的探究[D];華東師范大學(xué);2010年
5 胡娜;阿德勒游戲治療對攻擊性行為兒童的療效研究[D];蘇州大學(xué);2012年
6 許翠;團體沙盤游戲技術(shù)對大學(xué)生孤獨人群的干預(yù)研究[D];上海師范大學(xué);2012年
本文編號：2189196
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