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团体沙盘游戏干预对大学生自我和谐与宿舍人际关系的促进效应

The Promoting Effect of Group Sandplay Intervention on College Students’ Self-Harmony and Dormitory Interpersonal Relationships

Theory and Practice of Psychological Counseling / 2024,6(9): 590-600 / 2024-10-10 556 195

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• Authors: 孙志萍¹      艾波²      贺霞¹     
• Information:

  1. 武汉文理学院教育学院，武汉；
  2. 武汉工程大学心理健康中心，武汉

• Keywords: Group sandplay intervention; Psychological boundaries; Self-harmony; Dormitory interpersonal relationships 团体沙盘游戏干预；心理边界；自我和谐；宿舍人际关系
• Abstract: Objective: To improve the self-harmony and dormitory interpersonal relationship quality of college students. Methods: College students (15 in the experimental group and 15 in the control group) were recruited for group sandplay intervention, and the Self-Harmony Scale, Psychological Boundary Scale and Interpersonal Relationship Questionnaire were filled in before and after the intervention, and the sand table content record form, sand table theme characteristic analysis form and sand table unit feedback form were used to record the experimental process. Results: With the advancement of group sand table intervention, the participants’ sense of belonging, autonomy and competency in the group were significantly improved. The theme of trauma in the sand table works decreased, and the theme of healing increased, gradually becoming more neutral and integrated. According to the paired sample t-test, the psychological boundary (t=-2.76, p<0.05) of the experimental group was significantly thinner, the score of self-experience disharmony (t=2.53, p<0.05) was significantly decreased, and the score of flexibility (t=-2.29, p<0.05) was significantly improved. The total score of dormitory relationship (t=-5.52, p<0.001) and the scores of verbal communication, disturbing behavior, sharing behavior, and personality factors were significantly improved. Conclusion: As a psychological technique, group sandplay is widely used in school psychological education, which can effectively improve college students’ self-harmony and interpersonal relationship in dormitory. 目的：提升高校大学生自我和谐与宿舍人际关系质量。方法：招募大学生（实验组15人，对照组15人）进行团体沙盘游戏干预，干预前后分别填写“自我和谐量表”“心理边界量表”和“大学生宿舍人际关系问卷”，并使用沙盘内容记录表、沙盘主题特征分析表和沙盘单元反馈表进行实验过程记录。结果：随着团体沙盘干预的推进，被试在小组中的归属感、自主感以及胜任感显著提升。沙盘作品的创伤主题减少，治愈主题增多，逐渐趋于中和与整合。通过配对样本t检验发现，实验组大学生心理边界（t=-2.76，p<0.05）显著变薄，自我经验不和谐维度得分（t=2.53，p<0.05）显著下降，灵活性得分（t=-2.29，p<0.05）显著提升，宿舍关系总分（t=-5.52，p<0.001）及言语沟通、扰他行为、共享行为、个性因素维度得分显著提高。结论：团体沙盘游戏作为一种心理技术方法广泛应用于学校心理育人工作中，可以有效提升大学生自我和谐水平并改善宿舍人际关系。
• DOI: https://doi.org/10.35534/tppc.0609072
• Cite: 孙志萍，艾波，贺霞．团体沙盘游戏干预对大学生自我和谐与宿舍人际关系的促进效应［J］．心理咨询理论与实践，2024，6（9）：590-600.