Sadowski L, Taucher J, Steinbauer M, Zapotoczky H G
Universitätsklinik für Psychiatrie, Graz.
Wien Med Wochenschr. 1995;145(9):201-6.
The voice is the result of a complex network between mental condition, mood and cognition of a person. The voice not only serves as a means of communication, it has also an effect on the person who is uttering the sounds. Language development phases and the emotional development phases form the theoretical base for therapeutic interventions. The way the therapist proceeds depends on the momentary mental state the patient is in. The structuring of the intervention levels depends on the degree of the disorder. In patients with pronounced inhibitions the therapist tries to activate the patient's feelings by means of passive breathing exercises and kinaesthetic awareness exercises which are accompanied by low music (awareness phase). Once a patient is successfully activated, she/he is asked to actively breathe and use her/his voice for reading and reciting purposes. The texts are accompanied by appropriate music (instrumental phase). This intervention is meant to lead the patient away from his/her egocentric state towards social interaction. After an amelioration and/or stabilisation of the psycho-pathological state, therapeutic activities are continued in the setting of group work. Patients with disorders primarily in the social area take part in this group work right from the start of therapy. The patients learn social strategies in that they get practice in creatively working with texts in the form of readings and theatre performances. They also learn how to throw a party together. In this phase they realise their abilities but also their limits (communicational phase). Due to the playful character of the work in the group the patients experience themselves independently; they leave the passive role of the patient and become active human beings. That way this form of therapy provides a bridge between the "biotope" of the stationary area and everyday life.
声音是一个人心理状态、情绪和认知之间复杂网络的结果。声音不仅是一种交流手段，它对发声的人也有影响。语言发展阶段和情感发展阶段构成了治疗干预的理论基础。治疗师的治疗方式取决于患者当前的心理状态。干预水平的构建取决于障碍的程度。对于有明显抑制症状的患者，治疗师会通过被动呼吸练习和动觉意识练习来尝试激活患者的情感，这些练习会伴有轻柔的音乐（意识阶段）。一旦患者被成功激活，就会被要求主动呼吸，并运用声音进行阅读和朗诵。这些文本会伴有适当的音乐（器乐阶段）。这种干预旨在引导患者从自我中心状态走向社交互动。在心理病理状态得到改善和/或稳定后，治疗活动会在小组工作的环境中继续进行。主要在社交方面有障碍的患者从治疗一开始就参与这种小组工作。患者通过以阅读和戏剧表演的形式创造性地处理文本的实践来学习社交策略。他们还学习如何一起举办派对。在这个阶段，他们认识到自己的能力，也认识到自己的局限（交流阶段）。由于小组工作具有趣味性，患者能够独立体验自我；他们摆脱了患者的被动角色，成为积极的个体。这样，这种治疗形式就在住院区域的“生态环境”和日常生活之间架起了一座桥梁。
