Box Therapy I*** is divided into two days, today is the first day, it emphasizes a concrete experience, allowing psychotherapists to return to their true selves for treatment.
The busy reality of life has suppressed too many of our ideas and thoughts, so that many of us have lost their own inner self, so that our original freedom we are bound in a cage, return to the true.
It is because of this that it restricts our imagination, affects our speech and behavior, and also y affects our learning, life and work.
At the beginning of the course, Ms. He did not let us enter the course directly, nor did she use the microphone to speak, she believed that "there is a relationship before there is a relationship", therefore, she first used the actual action to explain her words. So, her unprocessed voice tells us her story and lets us see the real her.
? By listening to her, we saw that the dignified, strong woman had her vulnerable side, but she was able to adjust her emotions immediately, which showed us the power of a counselor to heal herself. At the same time, I also saw the important role of a counselor to the family, society and school. Each of us expects to be seen, especially by our nearest and dearest, and being seen and respected has tremendous power. This aroused the **** of our teachers and built a strong bridge between us and Mr. Ho. This has allowed us to move forward with our program much more smoothly!
At the same time, it made me reflect y on myself, on myself, on my treatment of my loved ones, my colleagues and friends, and most importantly, my students. For my loved ones, I feel that I have not done enough, they are far away from home, their loved ones, I did not communicate well with them, especially my parents, often a month or two before calling them, not knowing that they miss me, not knowing that they are at a loss in their hearts and look forward to; for coworkers, every day, busy life, I show myself, but did not see their needs for their own, and they look forward to seeing them in my eyes; for the students, every day busy life, I showed myself, but did not see their own needs, they are looking forward to seeing them from my eyes. They also expect to see them in my eyes; for the students, I am especially ashamed, I want them to hear my voice, hear my requirements, but I did not pay attention to the three classes of 175 students on my expectations and my needs, I neglected their need to be seen by me, the need for my understanding, the need for my care. Maybe that's why I was flawed in my relationships and why some students didn't listen to my lessons! It's because I don't have a hold on their hearts and minds, and I don't have them motivated to learn internally and externally. I believe that if I can change a little bit, I will become more perfect.
? After establishing a relationship, Ms. He began to lecture, and by this time, we had been captivated by her charisma. Ms. He emphasized Let us return to our own selves and take care of our own selves, in order to let us see our deepest selves, which is the most basic prerequisite for sand tray therapy. ? This in turn made me think about how I have not taken good care of myself all this time, which is why my life has become so bad now. Thinking back to the sweet, sour, bitter, salty and mixed flavors that I have tasted from graduation to now, I have been living in other people's worlds and have not looked at the real side of myself. Quietly think about yourself, through the loneliness, tasted and success and happiness, experienced helplessness and uncertainty, in the countless times by the difficulties of the time, I stood up, how brave they are, how kind they are, how ...... at this moment I would like to hug the past self and the present self, would like to say to it: you are awesome! In the future, after I become a counselor, I will be responsible for my visitors, and I will prepare myself first, and I will prepare my best self to deal with the visitors, which I believe can make my work better. At the same time, during class, I will prepare myself to feel each student, to pay attention to them, to care for them, to see them. This should improve my classroom and engage them.
Before the class, it has taught us so much. It has given us a deeper understanding of psychology, and it has also made me feel that learning psychology is important for dealing with family, social, colleague, and friend relationships, and it has made me fall in love with psychology and have a desire to become a counselor. We counselors are the harbor and station of the soul. We have to be good at tapping the internal and external motivation of students to learn, and we have to embrace everything in the mind of the students. Accordingly, it is very important to establish good interpersonal relationships with the students, which is the prerequisite and foundation for teaching.
? Ms. He used her most authentic self, she put her life experience in the use of psychology has done things and received the benefits of the real in front of our eyes, with magic language and unique charisma of the personality to attract us y.
? After establishing a relationship, Mr. He then taught us about sand tray therapy. At first, we were all curious about the sand tray. What is the use of a small sand tray? How to use the sand tray for psychotherapy? With questions and curiosity, we entered the classroom.
First of all, Mr. He told us the rules of sand tray and the layout of the counseling room. We learned that the standard size of the sand tray is 72cm*52cm*7cm, the base color is blue, and the sand is divided into dry sand and wet sand. Sand toys are divided into 1500 to 3000 kinds, and the rules of placement are categorized and placed from light to heavy from top to bottom.
Next, Mr. He told us the history of the development of the sand table, the use of the sand table, the rules of the sand table in the process.
? In the history of sandtray development, I met Swiss psychologist
Karl Kraft, who learned basic Chinese at a young age and became interested in Eastern philosophy, and then began a six-year study of Jungian analytical psychology at the Jung Institute. During his studies, Jung encouraged Kraft to pursue research in child psychology, and when Kraft attended Lowenfeld's discussions in Zurich in 1954, he was inspired to believe that the World Technique was exactly what he was looking for to help analyze children's psychology effectively. So Kraft came to London to study the World Technique with Lowenfeld for a year.
A year later, Kraft returned to Switzerland from England and combined Lowenfeld's World Technique with Jungian analytic psychology to form a new psychotherapy method, sandplay. In the continuous development of sand tray game therapy, Kraft also integrated the Eastern philosophy of Taoist thought, Zhou Dunyi Taiji thought and Zen into the sand tray game, forming the sand tray game we know today.
Sandtray technology, based on psychoanalytic theory of painting and sandtray technology, allows us to begin the journey of dialogue with the subconscious mind, and through the continuous presentation of images and sandtray, to make our subconscious conscious, so that we can discover the inner self needs and resources. In the process of continuous presentation and creation, we are already healing and repairing ourselves! Painting and sand tray techniques are widely used internationally and domestically, and because of their simplicity and effectiveness, they have become mandatory psychology techniques! Jingshi Boren has a series of authoritative and perfect sand tray equipment, able to complete the setup of a sand tray room; excellent team of therapists, able to give visitors the meaning of the door of the unconscious.
The elements of sand tray game therapy include a sand tray made to a specific scale, a water source, molds, shelves for the molds, as well as the rational planning of the game room and a therapist with *** emotional heart. Molds include people, animals, buildings, bridges, vehicles, furniture, food, plants, rocks, and shells. The role of the therapist is to create an atmosphere of freedom and security, he must face the actions of the player in a way that is "appreciative" rather than "judgmental", he must follow the play and be in step with it rather than intrude.
(I) Preparation of materials
The preparation of sand tray game includes the following aspects:
1. Selection of sand tray
A sand tray is a special kind of box filled with sand for people to carry out construction activities on it, which is usually placed on a low table. The size of a commonly used sandbox is 7 meters long, 5.5 meters wide and 1.1 meters high. It is painted blue on the bottom and sides and is waterproof, requiring that it be filled with sand about half the height of the box. The inside of the sandbox measures 57 x 72 x 7cm), and it is very important that the outside is painted a dark color or wood-burning, and the inside is painted blue, in order to make it so that a person digging in the sand will dig up water. Sandboard games are often used at the beginning of the tea-colored coarse sand, fine sand or white sand three, but also sometimes use the tea color and white two.
General sand tray game with at least two sand tray, a load of dry sand, a load of wet sand, for those who come to choose freely. Blue inside the sand tray is one of the key elements in the sand tray game, light blue itself can produce psychological and physiological impact on the human thought process and behavior. The color blue can be used to represent blue water and blue sky, and the color blue itself can be seen as an "object" that provides a clear visual representation in the sandbox.
In addition, the rectangular sand table also has a certain significance, the imbalance of the rectangular space can produce a feeling of tension, so that people have to move and the desire to enter. Squares and circles produce a feeling of balance and stillness, and people's attention can easily converge on the center, which lacks challenge. As a result, rectangles offer more room for exploration and greater challenge than squares and circles.
2. Game room setup
(1) Setting the scene
The first condition of the game room is the design of "privacy". In order to prevent others from seeing what is happening in the playroom, the therapist will install curtains inside the transparent glass windows to provide a private and secure environment for the children in therapy. The playroom should be easy to clean and safe, with plastic flooring instead of carpet for easy cleaning; sturdy and low wooden furniture should be nailed to the walls to avoid the danger of children picking up toys and climbing. In addition, it is best to set up a washstand and restroom in the playroom, and put a convenient children's drawing blackboard, and finally some of the selected and sorted toys in an open shelf, the shelf from the sandbox as close as possible, so that it is easy to see and take.
(2) the rational allocation of toys
family and nurturing toys - puppets, bottles, pots and pans, food, etc.
horror toys - rubber, sharks, snakes, spiders, springs, etc.
Attack toys - toy knives, guns, punching bags, etc.
Creative toys - transportation, medical kits, purses, tissues, etc.
(B) Specific operation process
Liking to play is the nature of young children, thus Sandplay becomes a kind of psychotherapy that is easily accepted by children, and is one of the widely used methods of treating children's psychological problems. The following is a specific introduction to the process of sandplay:
1. How to start sandplay therapy
Three basic modes of starting sandplay are manifested as follows: ① for the introduction to sandplay therapy - starting from the The three basic modes of starting sandplay are as follows: (1) introduction to sandplay therapy - starting with an appointment, interview with the initiator, etc.; (2) starting with the sand tray - touching the tray, and presenting the meaning of the bottom surface; (3) starting with the sand tools - seeing which one is talking to you.
First, look at the sand tools on the shelf, and when you see which one speaks to you, you set it up on the sandbox and add and complete it as you wish. You can, if you wish, use any of the sand models on the sand game shelf to pose whatever you want to express on the dry or wet sand tray. You can start by feeling the sand tray with your hands on the sand.
2. The process of sand tray game therapy
The child is generally accompanied by parents in the first consultation to the clinic, the therapist should first ask the parents some questions about the parents to fill out some questionnaires and scales, the time should not be too long, pay attention to do not let the child produce a feeling of being left out, blamed. Then the therapist will lead the child directly into the playroom without the parents following. Under special circumstances, if the child has a strong sense of insecurity, the parents are allowed to send him or her into the playroom, and the parents have to exit the playroom before the treatment begins. In the playroom, the therapist introduces the child to the sandbox, a variety of toys, and water provided for the wet sandbox, which the child can use to create any picture on the sandbox. Each session lasts 30 to 40 minutes, with a few minutes set aside before the end of the session in order to allow the child to talk about what he has set up and to give him the opportunity to express his inner feelings.
The process of sandplay can be summarized in the following stages
Stage 1: Creating the world of the sandbox
Introducing sandplay to the visitor: creating a safe, protected and free space, and forming a positive expectation; introducing the sandbox, objects and the process of sandplay to the visitor, and being in a position to make the visitor feel comfortable, so that the visitor knows that it doesn't matter how the sandplay is done. Let the visitor know that there is no right or wrong way to do sandwalking, and finally ask him to let you know when he is done.
Stage 2: Experiencing and reconstructing the sandbox world
Experiencing: Encourage the visitor to fully experience the sandbox world. As the visitor reflects on the scene, you simply sit quietly; this is the time to deepen the experience.
Reconstruction: Inform the visitor that the sand world can be left as it is or changed; allow time for the visitor to experience the changed sand world.
Stage 3: Therapy
Navigating the sand world: ask the client to navigate the sand world; pay attention to verbal and non-verbal cues; do not touch the sand board; encourage the client to stay in the triggered emotion.
Therapeutic intervention: ask the visitor some questions about the sandworld, reflecting only what the visitor relates to; focus on the objects in the sandbox; choose to use therapeutic interventions, such as completion techniques, psychodrama, mindfulness of imagery, regression, cognitive reframing, art therapy, and body awareness, and more change in the sandworld often occurs.
Stage 4: Documenting the sandworld
Photograph of the visitor: Provide the visitor with an opportunity to take a photograph of his sandworld from an angle of his choosing, preferably with a Polaroid camera, and the visitor can take this photograph home.
Therapist's photo: take a photo of the visitor's sand world with his consent for future reference.
Stage 5: Connecting the sandwalking experience to the real world
Meaning-making: Helping the visitor to understand and apply the insights that have been brought to consciousness through sandwalking.
Connecting the sandwalking experience to the visitor's real world: asking the visitor how the events in the sandbox reflect his life; helping the visitor to understand the meaning of the sandbox; encouraging the visitor to notice how the issues in the sandbox are presented in his daily life.
Stage 6: Dismantling the sand world
Understanding the sand world: carefully dismantle the sand world after the visitor has left the room; recall the visitor's sandwalking process.
Cleaning up the sand world: notice the changes that occur; return objects to their proper place on the shelf; complete your notes.
The child will automatically tell a story during or at the end of the process of creating the sandbox picture. If the child does not tell a story, the therapist can invite the child to tell what he/she did and what feelings he/she wanted to express. The story expresses the child's feelings, the theme of the sandbox, the symbolism of the toys, etc. The therapist does not have any influence on the content of the play or the content of the toys. The therapist does not evaluate or interpret the content of the game or the story told by the child, but rather listens attentively and is genuinely receptive.
The sandplay session takes at least five to six sessions, and the parents should be asked to agree whether they can continue.
If the parents want to stop counseling, they should notify the therapist in advance, and the therapist can let the child have the psychological preparation for the end and counseling for another 1 to 2 times, otherwise, the sudden stop will make the child uncomfortable, which in turn will have an adverse effect on the child's psychology.
In addition, in the first consultation should be clear to the patient some of the basic requirements of the sand tray game: (1) tell the patient can play with any toys on the shelf; (2) if you break something, the therapist will go to repair, but can not be intentionally destructive; (3) the game can not hurt themselves, and can not hurt the therapist; (4) the end of the treatment, by the therapist to clean up, the patient does not have to care. Because children do not understand well, the therapist should strive for simplicity of language when informing them of these rules, and should also be careful not to give too much information. All children need a clear definition of what is acceptable and unacceptable behavior, and they will only feel secure when they know the boundaries of their behavior. Once the child has begun to explore the sandbox and toys on his or her own, the therapist steps back and sits down at the child's side and back to observe and record the progress of the sandbox play. The record includes how the child begins the process, whether he or she is immediately engaged or more hesitant; what is the first toy chosen and what kinds of toys are chosen after that; where are the toys placed in the sandbox and how are they placed in relation to each other; how much space does the child have to explore the sandbox; and what is the result of the final set-up. After the child leaves the playroom, the therapist takes a picture of the sandbox and keeps it for analysis. In order to be able to realize the sandplay task, the therapist must be able to have two of the most important prerequisites:
(1) The sandplay process expresses itself in a set of symbolic language, and a profound knowledge of symbolic language - in religion, mythology, fairy tales, literature and art - is -is essential.
(2) The therapist must be able to create an atmosphere of freedom and safety. This means that the therapist should possess an openness that is open to the rewards of facing up to the ambiguous and unknown aspects of one's own being. Therefore, as a psychotherapist, it is not enough to be a good observer; one should also try to be a participant.
In the afternoon, Ms. He gave us a brief review of the operation of sand tray and then demonstrated the process of sand tray therapy. Teachers were actively involved and gained a lot.
? After the theory, Mr. He let each one of us take a sand play toy, bring it on the body and let us tomorrow morning to talk about themselves and their own hands the reason for the price. And initially, he taught us the process of individual sand tray therapy.
? In the afternoon, Mr. He gave us a brief introduction and review of sand tray theory, then began to give us a individual sand tray demonstration. We were able to witness the whole process of individual sand tray operation and the emotional changes that occurred before and after the therapist. In order to maintain the privacy of the therapist, I will not specify.
? All in all, it was a very rewarding day!
?
?
?