摘要
社交焦虑包括社交回避和社交苦恼两个部分,社交回避,即个体在面临社交场合时,表现出的回避的行为倾向,这主要是通过行为来表现出来的。社交苦恼,即个体在身处社交场景中时,自身的不适或是烦躁等负面类的情绪体验,这些都是由情绪来表现出来的。聋生由于先天听力的丧失,其社会适应与社会交往可能面临着比常人更为严峻的困难和挑战。而由于躯体方面的障碍,很难同他人进行言语交流,这对普通的心理咨询来说是不小的阻碍。而箱庭疗法以其高度形象生动的超越语言的特点,特别适用于听力障碍、言语困难的儿童。为了探讨箱庭疗法对低自尊社交焦虑聋生的心理治疗的有效性。本研究采用个案研究法,对一名17岁的初中三年级低自尊、社交焦虑的聋生进行每周一次,持续10次的箱庭干预。并采用访谈法、观察法和问卷法进行多维度的评估。在干预前、中、后、3个月后均使用罗森博格自尊量表(SES)、社交回避与苦恼量表(SAD),对干预的过程和结果进行评估。研究结果发现:(1)个案的箱庭作品经历了问题呈现、冲突对抗、问题解决、个人成长这四个阶段;(2)通过箱庭,个案很好的表达和宣泄了自己在社会交往中的恐惧的情绪,对残忍的社会竞争的恐惧,以及低自尊带来的自卑和不安全感。(3)箱庭不仅能够帮助来访者表达情绪,同时也能处理情绪。来访者在问题处理阶段,呈现出对危机情景火灾、战争的处理和化解,并在最后将对危机的处理演绎到自身。(4)个案的自我像从最初的没有自我像,到最后有明确的强壮的自我像,表现出个案对自我的认识逐渐清晰;(5)个案的社交苦恼和社交回避随着箱庭干预的开展而逐渐降低,并且在干预结束的3个月后,依然保持稳定。但是自尊量表的得分虽然有些波动,但基本上保持稳定。研究表明,箱庭疗法能有效改善中学聋生的社交焦虑,但自尊较为稳定,短期的干预作用不大。
Social anxiety includes social avoidance and distress. Social avoidance is a kind of behavior tendency to avoid facing up with social situations. Social distress includes uncomfortable and negative emotional feelings that individual experiences in social occasions. Due to listening disability, the deaf students have more difficulties and challenges on society adaption and social intercourse. Also without verbal communication, it's hard for traditional counseling to carry out.But Sand-play therapy is vivid and over-verbal which is especially suitable for people with listening disabilities as well as dysphasia. To explore the psychotherapeutic process and effect of sandplay therapy for deaf students with low self-esteem and social anxiety. By case study, a 17-year-old deaf boy with low self-esteem and social anxiety received 10 sessions individual sandplay therapy. And Self-esteem Scale(SES), Social avoidance and distress Scale(SAD) are used to evaluate the process and effects. Results:(1) The process of sandplay therapy included 4 stages: problems presentation, conflict and antagonism, problem-solving, and self-improvement;(2) Through sandplay the boy express his fear of the cruel competition between people, and his feeling of inferiority and unsafety;(3) Sandplay not only can help clients express their emotional feelings, but also deal with those feelings. The boy found solutions to solve the conflict in his sandplay, and transferred it into reality problem-solving;(4) Stable positive Self-image's appear shows the boy's self awareness became gradually clear;(5) According to the score of scales, the boy's self-esteem is almost stable. But his social avoidance and distress were both gradually reducing during this intervention, and keep stable after 3 months ofthe last session of sandplay. In conclusion, sandplay therapy is effective for deaf students with social anxiety, and has its own therapeutic process and mechanism. But this shor-term intervention has its limitation on improving self-esteem.
引文