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具身认知视域下的非语词干预陶瓷艺术疗愈在青少年心理健康教育中的本土化实践

Nonverbal Intervention from the Perspective of Embodied Cognition: Localized Practice of Ceramic Art Therapy in Adolescent Mental Health Education

魏一凡, 方嘉媛

Psychology of China / 2026,8(5): 831-836 / 2026-06-03 20 15

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• Information:

  江西陶瓷工艺美术职业技术学院，景德镇

• Keywords:
  Embodied cognition; Nonverbal intervention; Ceramic art therapy; Adolescent mental health education; Wang Yangming’s philosophy
  具身认知; 非语词干预; 陶瓷艺术疗愈; 青少年心理健康教育; 阳明心学
• Abstract: Against the backdrop of the transformation of adolescent mental health education from crisis intervention to holistic development, conventional talk therapy shows certain limitations when working with adolescents who have difficulty verbalizing emotions, strong defensive patterns, or preverbal traumatic experiences. From the perspective of embodied cognition, this paper takes ceramic art therapy as a localized nonverbal intervention and integrates Bion’s container-contained model, Jungian concepts of archetypes and active imagination, and indigenous Chinese philosophical resources from Wang Yangming’s philosophy, including “no thing outside the mind,” “investigating things and extending knowledge,” and “cultivating oneself through concrete practice.” Through an analysis of local practice projects such as “Clay for Mind Nourishing” and a mixed-methods evaluation, the paper examines how clay-based making facilitates emotional containment, reconstruction of subjectivity, and enhancement of psychological resilience. The findings suggest that ceramic art therapy helps adolescents bypass the limitations of purely verbal expression by transforming implicit emotional experiences into tangible, malleable, and reflective embodied experiences through tactile perception, bodily movement, material transformation, and symbolic creation. The paper argues that ceramic art therapy is characterized by cultural rootedness, medium-based safety, and educational operability, and may provide schools with a professional, culturally responsive, and locally grounded pathway for nonverbal mental health intervention. 在青少年心理健康教育从“危机干预”向“全面育人”转型的背景下，传统谈话疗法在面对情绪表达困难、防御机制较强及前语言创伤经验时存在一定局限。基于具身认知理论，本文以陶瓷艺术疗愈为切入点，结合精神分析中的“容器—被容纳者”模型、荣格分析心理学的原型与积极想象理论，以及阳明心学“心外无物”“格物致知”“事上练”等本土思想资源，阐释陶泥媒介在情绪涵容、主体性重构与心理韧性提升中的作用机制。研究通过对“陶泥润心”等实践项目的案例梳理与混合研究评估，发现陶瓷艺术疗愈能够借由触觉感知、身体动作、材料转化和器物象征，帮助青少年绕开单纯语言表达的限制，将难以言说的情绪经验转化为可感知、可塑造、可反思的具身经验。本文认为，陶瓷艺术疗愈具有文化本土性、媒介安全性和教育实践可操作性，可为学校心理健康教育提供一种兼具专业深度与地方文化温度的非语词干预路径。
• DOI: 10.35534/pc.0805123 (registering DOI)
• Cite: 魏一凡, 方嘉媛. (2026). 具身认知视域下的非语词干预陶瓷艺术疗愈在青少年心理健康教育中的本土化实践. 中国心理学前沿, 8 (5), 831-836.