团体箱庭对大学生自我同一性的干预效果

Interventional Effect of Sandplay Therapy on Ego- identity of College Students

目的:为了验证团体箱庭对大学生自我同一性的积极影响,探求增进大学生自我同一性的新方法。方法:选取16名心理学专业的大三学生作为被试,随机分配8名为实验组,另外8名为控制组,实验组的学生参与8次团体箱庭。实验前后用《大学生自我同一性状态问卷(中文简版)》测量学生的自我同一性状态,并对箱庭作品中的自我像进行分析。结果:实验组的学生除早期闭合状态的变化不显著(P>0.05)外,扩散状态和延缓状态的变化较显著(P<0.05),完成状态的变化达到非常显著的水平(P<0.01)。而控制组自我同一性四种状态的变化均不显著。结论:团体箱庭可以作为增进大学生自我同一性的新方法。

The purpose of this research is to seek new methods on enhancing the ego - identity of college students by researching the intervention effectiveness of Sandplay Therapy on a sample group. In this experiment, 16 psy- chology junior students were randomly chosen, and equally divided into two groups, i. e. the Experimental Group and the Control Group. Only the eight Experimental Group students were asked to take the Sandplay Therapy for eight times. Students in both two groups were asked to finish the ＂Questionnaire of the Ego - identity of College Students （Chinese simplified version）＂ before and after the experiment for comparison. After analyzing and com- paring the ego - identity of students in two groups, and self - image in the Experimental Group, through collected statistics in the questionnaires, the research report indicates that students in the Experimental Group not appear significant variation after participating in the experiment in terms of the Early Foreclosure Identity （ p 〉 0. 05 ）, whereas that of the Diffusion Identity, as well as the Moratorium Identity, were more significant （p 〈 0. 05）. Further- more, the Achievement Identity variation in the Experimental Group reaches a quite significant level （p 〈0. 01 ） . On the other hand, students in the Control Group show no significant change after the research in all the four identi- ties （Early Foreclosure Identity, Diffusion Identity, Moratorium Identity, and Achievement Identity） . Therefore, it is concluded that Sandplay Therapy can enhance the ego - identity of college students, and could be practical for the new method application in that field.