Qiu-Qiang Zheng, Guang-Zhi Zhuo, Qi-Zhe Zhang
Huizhou University, Huizhou, China.
Institute of Analytical Psychology, City University of Macau, Macao, Macao SAR, China.
Front Psychol. 2022 Jul 15;13:936390. doi: 10.3389/fpsyg.2022.936390. eCollection 2022.
The purpose of this study is to explore the characteristics of the initial sandplay of high school students with poor family function, by studying the initial sandplay of high school students with different levels of family function, so as to provide the basics for the psychological assessment and intervention of high school students.
To provide data support for high school students' mental health education and sandplay therapy, and to apply sandplay as an intervention method to play a healing role in high school mental health work.
High school students ( = 345) were divided into 11 groups and participated in a sandplay experiment for 8 weeks from February to March 2021. Each group completed the Chinese version of the Epstein et al. Family Assessment Device. Samples with scores of one standard deviation below and above the sample mean were placed in the low family functioning group ( = 30; 15 girls) or high family functioning group ( = 30; 15 girls), respectively. The initial sandplay was evaluated on multiple dimensions using an established coding system.
Samples with low family functioning used fewer animal figurines in their sandplay ( = 2.176, < 0.05); had more family scenes (χ = 4.356, < 0.05); fewer rural scenes (χ = 4.344, < 0.05); and fewer healing themes ( = -2.336, < 0.05). In particular, there were fewer examples of connected healing themes (χ = 7.500, < 0.05); in-depth healing themes (χ = 5.455, < 0.05); and more hindered trauma themes (χ = 4.812, < 0.05). Logistic regression analysis was conducted using the sandplay characteristics as predictors of group membership. Using forward stepwise selection, themes of hindered trauma ( = -2.030) and connected healing (B=1.765) were shown to be significant predictors of group membership ( = 17.784, < 0.01, Δ = 0.214).
Students who reported high and low family functioning showed significant differences in their sandplay characteristics. We propose sandplay characteristics can help identify low family functioning of adolescents during psychological evaluations.
本研究旨在通过对不同家庭功能水平的高中生进行初始沙盘游戏研究，探索家庭功能不良的高中生初始沙盘游戏的特点，为高中生的心理评估和干预提供依据。
为高中生心理健康教育和沙盘游戏治疗提供数据支持，并将沙盘游戏作为一种干预方法，在高中生心理健康工作中发挥治愈作用。
选取345名高中生分为11组，于2021年2月至3月参加为期8周的沙盘游戏实验。每组完成中文版的爱泼斯坦等人的家庭评估量表。得分低于和高于样本均值一个标准差的样本分别被纳入低家庭功能组（n = 30；15名女生）或高家庭功能组（n = 30；15名女生）。使用既定的编码系统对初始沙盘游戏进行多维度评估。
低家庭功能样本在沙盘游戏中使用的动物小雕像较少（t = 2.176，p < 0.05）；有更多的家庭场景（χ² = 4.356，p < 0.05）；农村场景较少（χ² = 4.344，p < 0.05）；治愈主题较少（t = -2.336，p < 0.05）。特别是，连接治愈主题的例子较少（χ² = 7.500，p < 0.05）；深度治愈主题较少（χ² = 5.455，p < 0.05）；受阻创伤主题较多（χ² = 4.812，p < 0.05）。以沙盘游戏特征作为组成员身份的预测指标进行逻辑回归分析。采用向前逐步选择法，受阻创伤主题（B = -2.030）和连接治愈主题（B = 1.765）被证明是组成员身份的显著预测指标（χ² = 17.784，p < 0.01，ΔR² = 0.214）。
报告家庭功能高和低的学生在沙盘游戏特征上存在显著差异。我们提出，沙盘游戏特征有助于在心理评估中识别青少年的低家庭功能。
