【摘要】：繪畫治療屬于表達(dá)性藝術(shù)治療之一,但其真正運(yùn)用于聾啞兒童則少之又少,在國內(nèi)幾乎是空白。在以往的兒童個案咨詢中只是把繪畫作為一種輔助工具應(yīng)用于健康的兒童心理治療,而對聾啞兒童團(tuán)體全程進(jìn)行繪畫治療還是第一次。 本研究以上海福利院的7位聾啞兒童為被試群體,其中1位5歲男童是非孤兒,其余6位均是福利院的孤兒,7位中有2位女童,他們的年齡在5—9歲之間。被試分為三類,一類為非孤兒參加語訓(xùn)的聾啞兒童；二為參加語訓(xùn)的孤兒；三為先參加繪畫治療再開始參加語訓(xùn)的孤兒。本研究以繪畫為媒介,采用團(tuán)體治療的形式對聾啞兒童的情緒管理和人際交往進(jìn)行干預(yù)。通過研究來驗(yàn)證繪畫治療是否適用于聾啞兒童的情緒管理,是否適用于聾啞兒童團(tuán)體治療,是否干預(yù)有效。 借用繪畫治療的過程來進(jìn)一步的了解和認(rèn)識這一特殊群體的內(nèi)心世界和他們的情感表達(dá)方式,通過解讀他們的繪畫作品,結(jié)合繪畫過程中的非語言信息,來改善和提高聾啞兒童的情緒管理水平。其實(shí)繪畫過程就是一個情緒宣泄過程,把一些壓抑的潛意識的情緒通過繪畫創(chuàng)作安全的表達(dá)出來。該團(tuán)體干預(yù)持續(xù)一個月,包括每周2次,每次1小時,共8次的繪畫治療。 通過前后測數(shù)據(jù)的對比分析發(fā)現(xiàn),非孤兒參加語訓(xùn)的聾啞兒童,其情緒表達(dá)是多樣化的,其問題解決和自我安慰的數(shù)值高與孤兒同學(xué)；而參加語訓(xùn)的孤兒前后測數(shù)值幾乎沒有變化,可以推測其行為模式比較固定,而其替代活動數(shù)值均屬于高分,從而可以推測其情緒被壓抑了；而剛剛參加語訓(xùn)的聾啞兒童,其自我安慰的數(shù)值與有父母的聾啞兒童差不多,可以看出其情緒表達(dá)是本我的,社會化程度還不高。本研究結(jié)果表明,繪畫治療是適用于聾啞兒童的情緒管理,其團(tuán)體治療的形式是有利于聾啞兒童情緒管理和人際交往的,其干預(yù)是有效的。
[Abstract]:Painting therapy is one of expressive art therapy, but it is rarely used in deaf and mute children, and is almost blank in our country. In the past, painting was only used as an auxiliary tool in children's counseling, but it was the first time that the deaf and mute children's groups were treated with painting in the whole process. In this study, 7 deaf-mute children from Shanghai Welfare Institute were selected as subjects. One 5-year-old boy was a non-orphan, the other six were orphans, and two of them were girls aged 5-9 years. The subjects were divided into three categories, one was the deaf and mute children who were not orphans, the other was the orphans who took part in the language training, the third was the orphans who took part in the painting therapy and then began to take part in the language training. In this study, group therapy was used to intervene in emotional management and interpersonal communication of deaf and mute children. To verify whether painting therapy is suitable for emotional management of deaf and mute children, whether it is suitable for group therapy of deaf and mute children, and whether the intervention is effective. Using the process of painting therapy to further understand and understand the inner world of this special group and their emotional expression, through the interpretation of their paintings, combined with the painting process of non-verbal information, To improve and improve the deaf-mute children's emotional management level. In fact, painting process is a process of emotional catharsis, some depressed subconscious emotions are safely expressed through painting. The group's intervention lasted one month, including 8 painting sessions twice a week for an hour. Through the comparison and analysis of the data before and after the test, it is found that the deaf and mute children who are not orphans participate in language training have a variety of emotional expressions, and the value of problem-solving and self-consolation is higher than that of the orphaned students. However, there is almost no change in the values of orphans before and after taking part in language training, so it can be inferred that their behavior patterns are relatively fixed, while the values of their substitution activities are all of high scores, so it can be inferred that their emotions are suppressed. The self-comforting value of deaf and mute children who just participated in language training is similar to that of deaf and mute children with parents. It can be seen that the emotional expression of deaf and mute children is primordial, and the degree of socialization is not high. The results show that painting therapy is suitable for emotional management of deaf and mute children, and the form of group therapy is beneficial to emotional management and interpersonal communication of deaf and mute children, and its intervention is effective.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842.6

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