The effectiveness of Sandplay Therapy versus Cognitive Behavioral Therapy: a comparative study / A eficácia da Terapia do Sandplay versus Terapia Cognitiva Comportamental: um estudo comparativo

Objective This study was designed to compare the effectiveness of Sandplay Therapy and Cognitive Behavioral Therapy in the reduction of clinical/borderline symptoms in children and adolescents. Method The participants were 21 victims of domestic violence with clinical or borderline scores on the Child Behavior Checklist and Young Self Report. They were also tested with Wechsler Abbreviated Intelligence Scale (T0) and designed by random to treatment and control groups. They were tested with the same instruments at T1 (after 20 sessions/ 20 weeks) and T2 (after 6 months). Results For the children, there were no changes across the groups, but a significant improvement in internalizing behavior problems in the sandplay group and in externalizing and total behavior problems in the Cognitive Behavioral Therapy group. For the adolescents, there was a significant improvement in externalizing behavioral problems in the sandplay group and in the total behavior problems for the Cognitive Behavioral Therapy group. Conclusion The results of this research do not allow to conclude that one technique is better than another since we did not have a consistent significative difference across the groups. These results may be due to the different approaches of the techniques. While Sandplay Therapy provides a free and protected space to allow the participants to express their feelings through images and histories, Cognitive Behavioral Therapy follows a program that focuses more on promoting behavior adaption to outside world. The application of this research design with a large population and with more sessions will allow to observe the consistence of these findings, providing a more solid ground to choose which technique would be more efficient for each specific case.

Objetivo Esta pesquisa tem como objetivo comparar a efetividade da terapia de sandplay com a terapia cognitiva comportamental na redução de sintomas clínicos ou limítrofes em crianças e adolescentes. Método Os participantes foram 21 vítimas de violência doméstica com sintomas clínicos ou limítrofes nas escalas Child Behavior Checklist ou Young Self Report. Os participantes foram também testados com a escala abreviada de inteligência Wechsler (T0) e designados randomicamente para os grupos de tratamento e controle. Os participantes foram testados novamente em T1 (20 sessões/20 semanas) e em T2 (6 meses). Resultados Para as crianças, não houve mudança entre os grupos, mas uma melhora nos problemas internalizantes no grupo de sandplay e nos problemas externalizantes e total de problemas no grupo de terapia cognitiva comportamental. Para os adolescentes, houve uma melhora significativa nos problemas externalizantes no grupo de sandplay e no total de problemas no grupo de terapia cognitiva comportamental. Conclusão Os resultados desta pesquisa não permitem concluir que uma técnica é melhor que outra, pois não tivemos uma diferença significativa consistente entre os grupos. Esses resultados podem ser devidos às diferentes abordagens das técnicas. Enquanto a Sandplay Therapy oferece um espaço livre e protegido para permitir que os participantes expressem seus sentimentos por meio de imagens e histórias, a Cognitive Behavioral Therapy segue um programa que se concentra mais em promover a adaptação do comportamento ao mundo exterior. A aplicação deste desenho de pesquisa a uma grande população e com mais sessões permitirá observar a consistência destes resultados, proporcionando terreno sólido para escolher qual técnica seria mais eficiente para cada caso específico.

Effects of step-by-step fusion sandplay therapy on clinical symptoms, emotional cognition and quality of life in children with autism spectrum disorder / 中华行为医学与脑科学杂志

Objective:To explore the effect of step-by-step fusion sandplay therapy on clinical symptoms, emotional cognition and quality of life in children with autism spectrum disorder(ASD).Methods:Eighty children with ASD who were admitted in Zhumadian Central Hospital and the Third Affiliated Hospital of Zhengzhou University from January 2019 to January 2021 were selected as the research objects, and they were divided into the study group( n=45) and the control group ( n=35) according to the random number table method.The children in control group were given structured education combined with auditory system training intervention, while the children in study group were given step-by-step fusion sandplay therapy combined with pretend play training on the basis of the control group.Children in the two groups were intervened for 6 months.Autism behavior checklist (ABC), childhood autism rating scale (CARS), social responsiveness scale (SRS), emotion recognition tools and pediatric quality of life (PedsQL) were applied before and after 6 months of intervention.The scores of ABC, SRS, CARS, emotion recognition and PedsQL were compared between the two groups, and Pearson correlation analysis was used to analyze the relationships between the scores of ABC, SRS, CARS, emotion cognition and PedsQL. Results:Compared with pre-intervention, the two groups of children after 6 months of intervention, the sensation, social interaction, body movement, language, self, ABC total score, social perception, social cognition, social communication, social motivation, autistic behavior, SRS total score and CARS scores decreased ( tstudy group= 5.182, 7.200, 6.778, 7.302, 5.140, 36.178, 3.955, 15.294, 9.014, 11.063, 9.723, 45.354, 25.827, all P<0.05, tcontrol group= 1.971, 2.612, 1.665, 2.294, 2.129, 10.809, 2.305, 5.544, 2.650, 2.955, 2.849, 16.485, 5.910, all P<0.05), upright, inverted, upper half face, lower half face emotion discrimination rate, physiological function, emotional function, social function, school function and PedsQL total scores all increased ( tstudy group= 16.723, 31.037, 10.951, 7.234, 7.572, 7.393, 9.036, 7.236, 6.223, all P<0.05. tcontrol group= 5.458, 14.008, 4.196, 2.653, 3.260, 3.566, 3.298, 2.766, 3.876, all P<0.05). After 6 months of intervention, the ABC total score and the scores of sensation, social interaction, body movement, language, and self-care of children in the study group were all lower than those in the control group (ABC total score difference: the study group (21.9±2.8) points, the control group (7.5±2.6) points), t=23.537, P<0.05). The scores of social perception, social cognition, social communication, social motivation, autistic behavior and SRS total score were all lower than those in the control group (SRS total score difference: study group (18.7±0.7) points, control group (8.1±0.6) points, t=71.448, P<0.05). The CARS score of study group was lower than that in control group (CARS score difference: study group (7.7±1.1) points, control group (2.2±0.8) points, t=24.887, P<0.05), while the scores of upright, inverted, upper and lower face emotion discrimination rate, physiological function, emotional function, social function, school function and the PedsQL total score were all higher than those in the control group (PedsQL total score difference: study group (8.4±1.2) points, control group (0.7±0.9) points, t=31.648, P<0.05). Correlation analysis showed that the ABC total score, SRS total score, and CARS score of children with ASD were negatively correlated with physiological function, emotional function, social function, school function and PedsQL total score ( rABC total score=-0.387, -0.334, -0.324, -0.289, -0.349, all P<0.05. rSRS total score = -0.390, -0.343, -0.299, -0.283, -0.378, all P<0.05. rCARS score = -0.321, -0.298, -0.293, -0.235, -0.319, all P<0.05). Upright, inverted, upper and lower faces were positively correlated with physiological function, emotional function, social function, school function and PedsQL total score ( rupright=0.837, 0.650, 0.669, 0.710, 0.680, all P<0.05. rinversion=0.688, 0.611, 0.615, 0.602, 0.647, all P<0.05. rupper half face=0.755, 0.669, 0.638, 0.740, 0.629, all P<0.05. rlower half face=0.738, 0.724, 0.553, 0.568, 0.560, all P<0.05). Conclusion:The step-by-step fusion sandplay therapy can effectively alleviate the clinical symptoms of children with ASD, improve their social responsiveness, and improve their emotional cognitive function and quality of life.

Sandplay therapy in the treatment of children with Oppositional Defiant Disorder and Conduct Disorder / A terapia de sandplay no tratamento de crianças com Transtorno Opositivo-Desafiador e Transtorno de Conduta

The study aimed at assessing the effectiveness of sandplay therapy in the treatment of children with symptoms of oppositional defiant disorder and/or conduct disorder. The intervention consisted of twelve weekly sessions of sandplay therapy. The Child Behavior Checklist 6-18 was used to assess symptoms before and after the intervention. Participants were 41 children of both sexes, randomly divided into two groups. The control group remained on hold while experimental group 1 underwent the intervention. After three months, control group participants who still met the inclusion criteria were placed in experimental group 2. Results were analyzed statistically, in order to compare the control group and experimental group 1, as well as to assess the evolution of the total experimental group, which included experimental groups 1 and 2. Results pointed to the effectiveness of sandplay therapy in reducing symptoms of oppositional defiant disorder and conduct disorder.

O estudo visou avaliar a efetividade da terapia de sandplay no tratamento de crianças com sintomas de Transtorno Opositivo-Desafiador e/ou Transtorno de Conduta. A intervenção consistiu de 12 sessões semanais de terapia de sandplay. O Child Behavior Checklist 6-18 foi o instrumento utilizado para avaliar os sintomas antes e após a intervenção. Participaram do estudo 41 crianças de ambos os sexos, divididas randomicamente em dois grupos. O grupo controle permaneceu em espera enquanto o grupo experimental 1 passava pela intervenção. Após três meses de intervenção, os participantes do grupo controle que ainda atendiam aos critérios de inclusão formaram o grupo experimental 2. Os resultados obtidos foram analisados estatisticamente, de modo a comparar o grupo controle e o grupo experimental 1 bem como avaliar a evolução do grupo experimental total, que incluiu os grupos experimentais 1 e 2. Os resultados indicam que a terapia de sandplay foi eficiente na redução dos sintomas dos transtornos em questão.

Psicodrama on-line com crianças e o método do sandplay psicodramático / Psicodrama on-line con niños y el método de juego de arena psicodramático / Online psychodrama with children and the psychodramatic sandplay method

RESUMO A psicoterapia virtual foi intensificada na pandemia 2020. Objetivamos refletir sobre os desafios do método psicodramático com crianças na modalidade on-line incluindo etapas, ferramentas e constructo télico. Identificamos possibilidades terapêuticas adaptativas no método do sandplay psicodramático e dificuldades na sustentação do conflito, continência afetiva, conectividade, privacidade e confidencialidade. A teoria socionômica com suas técnicas psicodinâmicas traz embasamento para a prática à distância. Sinalizamos o Eu Curador Interno da criança (natureza espontâneo criativa) como um guia norteador do manejo clínico.

RESUMEN La psicoterapia virtual se intensificó en la pandemia 2020. Nuestro objetivo es reflexionar sobre los desafíos del método psicodramático con niños en la modalidad on-line, incluyendo pasos, herramientas y el teleconstructo. Identificamos posibilidades terapéuticas adaptativas en el método del juego de arena psicodramático y dificultades para sostener el conflicto, la continencia afectiva, la conectividad, la privacidad y la confidencialidad. La teoría socionómica con sus técnicas psicodinámicas proporciona una base para la práctica a distancia. Señalamos al Yo de Sanación Interna del niño (naturaleza creativa espontánea) como guía para el manejo clínico.

ABSTRACT Virtual psychotherapy was intensified in the pandemic's 2020. We aim to reflect on the challenges of the psychodramatic method with children in the online modality including the steps, tools and the tele construct. We identified adaptive therapeutic possibilities in the psychodramatic sandplay method and difficulties in sustaining the conflict, affective continence, connectivity, privacy and confidentiality. Socionomic theory with its psychodynamic techniques provides a foundation for distance practice. We signal the child's Internal Healing Self (spontaneous creative nature) as a guiding guide for clinical management.

Therapeutic effect of group sandplay on children with autism spectrum disorder / 中华行为医学与脑科学杂志

Objective:To explore the effect of group sandplay therapy on children with autism spectrum disorder(ASD).Methods:Ninety children with ASD of Zhuang nationality were randomly divided into individual sandplay group, parent-child sandplay group and peer sandplay group, with 30 cases in each group. All the children were taught by the method of applied behavior analysis (ABA). Individual sandplay group was added with individual sandplay therapy, parent-child sandplay group was added with parent-child group sandplay therapy, and peer sandplay group was added with peer group sandplay therapy. Autism Behavior Checklist(ABC), Childhood Autism Rating Scale (CARS), Psycho-educational Profile for Autistic and Developmentally Disabled Children Version 3(PEP-3), Social Responsiveness Scale (SRS) and Assessment of Changes in Behavioural Trends were used to evaluate the efficacy before and after treatment for 6 months. SPSS 24.0 software was used for F test, paired t test and nonparametric test for statistical analysis. Results:After intervention, the scores of social interaction(16.90±2.14, 16.56±1.87), sports(20.60±2.43, 20.10±2.25), self-care(16.90±2.14, 16.93±2.30), ABC (97.53±7.18, 96.57±6.61)and CARS(36.10±2.29, 36.10±2.45) in parent-child and peer sandplay group were significantly different from those((19.43±3.22), (22.77±2.24), (19.87±3.60), (108.23±7.59), (37.80±2.92)) in individual sandplay group ( P<0.05). There were significant differences in the efficacy of imitation (76.67%, 80.00%), social interaction (83.33%, 86.67%) and emotional expression (80.00%, 83.36%) between parent-child and peer sandplay group and individual sandplay group ( P<0.05). The scores of social cognition(16.07±3.20, 17.07±2.26), social communication(31.43±3.84, 33.20±3.64), autism behavior(23.90±3.60, 25.93±4.57)and SRS(101.97±9.81, 107.57±8.20)in parent-child and peer sandplay group were significantly different from those((18.17±3.05), (36.53±4.03), (27.90±5.22), (117.07±10.09))in individual sandplay group ( P<0.05). There were significant differences in the number of eye contact((2.26±0.78)times/unit, (2.33±0.80))times/unit) and physical contact((2.27±0.78))times/unit, (2.33±0.80))times/unit) between parent-child and peer sandplay group and the number((1.70±0.79))times/unit, (1.83±0.77))times/unit) of individual sandplay group( P<0.05). Conclusions:Group sandplay can significantly improve the social interaction of Zhuang children with autism spectrum disorder than individual sandplay.However, peer group sandplay has the same effect on language and social motivation, and parent-child group sandplay has the same effect on sensory ability and social perception as individual sandplay.

Evidências de validade e fidedignidade para o jogo de areia psicopedagógico - JAP: Uma contribuição para a prática psicopedagógica / JAP-Psychopedagogical Sand: contribution to psychopedagogical practice

Este estudo teve como principal objetivo investigar evidências de validade e fidedignidade para o Jogo de Areia Psicopedagógico-JAP, considerando o contexto brasileiro. A pesquisa foi dividida em três estudos apresentados na forma de capítulos. O primeiro estudo consistiu na revisão histórica e da literatura sobre o Jogo de Areia (Sandplay). O segundo estudo tratou da fundamentação teórica piagetiana do JAP. O terceiro estudo apresenta pesquisa sobre evidência de validade de conteúdo e fidedignidade da Ficha de Protocolo do JAP entre avaliadores. Este último estudo foi dividido em duas etapas: a primeira consistiu no levantamento de indicadores de condutas afetivas e cognitivas presentes na literatura piagetiana sobre o tema para validação de conteúdo da ficha. Participou deste processo um comitê de análise composto por cinco peritos conhecedores da teoria piagetiana e do Sandplay. Já a segunda etapa da pesquisa consistiu na realização de estudos de fidedignidade entre os avaliadores, os quais se utilizaram da Ficha de Protocolo do JAP, com os itens formulados para aplicação da técnica em 21 crianças de ambos os sexos, com idades entre 10 e 11 anos de uma escola pública da cidade de Osasco, São Paulo, que cursavam quartas e quintas séries do Ensino Fundamental I. A análise de dados foi realizada pelo Coeficiente Kappa de Cohen. Os resultados mostraram índices consideráveis de concordância nos estudos de fidedignidade entre avaliadores para todos os itens de análise do Protocolo do JAP.

This study had as main objective to investigate evidences of validity and reliability for the Psychopedagogical Sand Game, considering the Brazilian context. This research was divided into three studies presented in the form of chapters. The first study consisted of a historical review and literature on the Sand Game. The second study dealt with the theoretical basis. The third study presents research on evidence of content validity and reliability among reviewers. This last study was divided in two stages: the first consisted in the survey of indicators of affective and cognitive behaviors present in the literature on the subject for validation of content. The results pointed out the need to reformulate some items. A committee of five experts participated in this process. The second stage of the research consisted of reliability studies between two evaluators, who used the final version of the Psychopedagogical Sand Game correction sheet with the items already reformulated for the application of the technique in twenty one children of both between the ages of ten and eleven. The data analysis was performed by Cohen Kappa Coefficient. The results showed considerable concordance indices in the reliability studies between evaluators for all the items of analysis of the Psychopedagogical Sand Game. It is recommended that further studies of validity and reliability be carried out, increasing the reliability of said technique.

Development of sandplay production analysis evaluation matrix for children with tic disorders / 中华行为医学与脑科学杂志

Objective To develop a sandplay analysis evaluation matrix for children with tic disor?ders. Methods 113 children were chosen as the study subjects . Based on the grounded theory,the open coding,correlated coding and core coding were carried out on coding elements for sandplay process to gain the third?level,second?level and first?level evaluation codes. The reliability and validity of the codes were tested.Results The sandplay analysis evaluation matrix for children with tic disorders was established inclu?ding 48 third?level,17 second?level and 3 first?level evaluation codes. The codes were proved to be reliable and valid through the comparison and conditional coding with query. Conclusion The sandplay analysis e?valuation matrix for children with tic disorders,which is established based on the grounded theory,is reliable and operable. It can be used as a tool to assess the psychological or behavioral problems of children with tic disorders dynamically.

Curative effect of Sandplay therapy on attention deficit hyperactivity disorder in preschool children co - mor-bid sleep disorder / 中华实用儿科临床杂志

Objective To investigate the curative effect of Sandplay therapy on attention deficit hyperactivity disorder (ADHD)preschool children co - morbid sleep disorder. Methods According to the random number generated by EXCEL software's RAND function,a total of 62 ADHD children co - morbid sleep disorder were randomly divi-ded into experimental group(n = 31)and control group (n = 31). The control group was treated with family behavior therapy and the experimental group was treated with sandplay therapy based on the family behavior therapy. With the Achenbach Child Behavior Check List (CBCL),Conners Parent Symptom Questionnaire (PSQ),Conner Concise Questionnaire (Conners Abbreviated Symptom Questionnaire,ASQ)and Children′s Sleep Habit Questionnaire(CSHQ),the overall curative effect was evaluated before and after treatment by their scores. Results The results of independent - samples t test showed that the scores of PSQ′s all factors,ASQ′s and CBCL′s total score,CSHQ′s total score and all factors had no significant difference between the two groups before the intervention (t conduct problem = - 0. 847,t learning problems =0. 504,t psychosomatic disorder = - 1. 008,t hyperactivity/ impulsion = - 0. 331,t anxiety = 0. 690,t hyperactivity index = 0. 757,t CBCL′s total score =- 0. 532,t ASQ′s total score = 0. 514,t CSHQ′s total score = 1. 132,t sleep impedance = - 0. 767,t sleep latency = - 0. 634,t sleep duration = 0. 150, tsleep anxiety = 0. 149,t sleep wake = 0. 417,t sleep disorder = 0. 709,t sleep apnea = 0. 950,t daytime sleepiness = 1. 530,all P > 0. 05). The scores of PSQ′s all factors,ASQ′s and CBCL′s total score,sleep impedance,sleep latency,sleep duration,sleep wake, daytime sleepiness and CSHQ′s total score all had significant differences between the two groups after the intervention(t conduct problem = - 3. 982,t learning problems = - 2. 258,t psychosomatic disorder = - 2. 470,t hyperactivity/ impulsion = - 4. 377,t anxiety =- 2. 684,t hyperactivity index = - 4. 249,t CBCL′s total score = - 3. 982,t ASQ′s total score = - 5. 576,t sleep impedance = - 3. 712,t sleep latency =- 2. 947,t sleep duration = - 2. 332,t sleep wake = - 6. 031,t daytime sleepiness = - 6. 256,t CSHQ′s total score = - 6. 706,all P < 0. 05). The results of analysis of variance of repeated measurement showed that PSQ behaviour problem,psychosomatic disor-der,hyperactivity and hyperactivity index scores of the main effects of intervention had significant difference (F conduct problem = 4. 966,F psychosomatic disorder = 5. 176,F hyperactivity/ impulsion = 4. 949,F hyperactivity index = 4. 926,all P < 0. 05);the main intervention effects of ASQ and CBCL′s total score had statistical difference (F CBCL = 4. 398,F ASQ = 4. 814,all P < 0. 05);the main intervention effects of sleep impedance,sleep duration,sleep wake and CSHQ′s total score had statistical difference (F sleep impedance = 5. 697,F sleep duration = 4. 467,F sleep wake = 6. 610,F CSHQ′s total score = 6. 016,all P <0. 05). There were significant differences in the characteristics of the initial sand table and the final sand table in the experimental group [traumatic subject:(4. 48 ± 1. 55)cases vs. (1. 23 ± 0. 81)cases,t = 8. 247;curing subject:(1. 77 ± 1. 09)cases vs. (4. 55 ± 1. 46)cases,t = 11. 274,all P < 0. 05]. Conclusion Sandplay therapy can effectively improve the core symptoms of preschool ADHD children co - morbid sleep disorders,which can be used as an early in-tervention.

Sandplay: conflito e criatividade plasmados na areia / Sandplay: conflict and creativity embodied in the sand

O artigo tem como objetivo refletir sobre a prática clínica do analista que trabalha com imagens, com foco principalmente no sandplay, o brincar na areia, técnica criada por Dora Kalff na Suíça e trazida ao Brasil por Fátima Salomé Gambini. A partir de um trecho de uma crônica do escritor brasileiro Rubem Alves, a autora defende a possibilidade e a necessidade de ampliarmos nosso olhar de analistas. O texto ressalta a importância de o analista junguiano exercitar seus olhos brincalhões (termo utilizado por Rubem Alves na crônica), isto é: o analista precisa trabalhar para conquistar um olhar amplo e não limitado à necessidade de interpretação imediata do símbolo. Para isso, o analista precisa investir no desenvolvimento de sua capacidade imaginativa e precisa conquistar uma liberdade imaginativa para possibilitar o contato criativo do paciente com suas imagens inconscientes plasmadas na areia. A autora defende que o analista junguiano que trabalha com imagens, seja com sandplay, barro, pinturas ou no trabalho com sonhos, vive um eterno processo de vir a ser um analista. Ele nunca está pronto, está constantemente em formação, está sempre aprendendo com as imagens.

In this article, the author aims to reflect on the clinical practice of the analyst who works with images, focusing mainly on sandplay, play in the sand, technique created by Dora Kalff in Switzerland and originally brought to Brazil by Fatima Salome Gambini. Having a chronicle by Rubem Alves (a Brazilian writer) as starting point, the author defends the possibility and the need to broaden our horizons as therapists. She emphasizes the importance of doing the exercise of playful eyes by Jungian therapists, a term used by Rubem Alves in his chronicle. She highlights that one needs to make an effort to achieve a broad look, instead of remaining limited to the need of the immediate symbol interpretation. For this, the analysts should invest in developing their imaginative capacity and must earn an imaginative freedom in order to enable the creative contact of the patient with his/her unconscious images embodied in sand. The author argues that the Jungian therapist who works with images, through sandplay, clay, painting or dreams, experience a never-ending process of becoming a therapist. They are never complete, so, they are in a constant training process, always learning from the images.

Application of Sandplay Therapy in Cerebral Palsy Children's Parents for Mental Problems / 中国康复理论与实践

Objective To apply sandplay therapy in cerebral palsy children's parents for the psychological problems. Methods 40 par-ents of cerebral palsy children were randomly divided into experimental group (n=20) and control group (n=20). The experimental group ac-cepted sandplay therapy once a week for 10 weeks, and the control group without any intervention. All the parents were assessed with Symp-toms Check-List 90 (SCL-90), Self-Esteem Scale (SES), compliance questionnaire, Quality of Life Questionnaire-Core 30 (QLQ-C30) be-fore and after the experiment. Results The scores of all the factors of SCL-90 were lower in the experimental group than in the control group (P<0.05), with the higher scores of compliance and self-esteem (P<0.05), and the high quality of life in physical function, role in work and social function (P<0.05) in the experimental group. Conclusion Sandplay therapy can be used to solve the psychological problems of cere-bral palsy children's parents, and improve their compliance, self-esteem and quality of life.

Group sandplay characteristic and mental health status of 518 military pilots / 中华行为医学与脑科学杂志

Objective To analyse characteristics of military pilot group sandplay work and reveal their psychological status.Methods Using the self-reporting 90-item Symptom Checklist (SCL-90) to test the validity of group sandplay work made by 87 groups of military pilots.Statistical analysis was used to analyse the characteristics of code data in group sandplay work.Results Positive and negative themes in group sandplay work showed negative and positive correlations(r=-0.59,0.59) with symptom factors of SCL-90,respectively.Positive and negative themes scores were 5.37±2.25 and 2.36± 1.85 ,respectively.The secondary theme scores in the positive theme were entirely higher than those in the negative theme.Scores of energy, connection, cooperation, integration, relaxation, and spirituality in the positive theme and threat,limitation, and aggression in the negative theme were relatively high.The overall evaluations of the work include power, integration, enrichment, and fluency.The theme names of the work include life, military, natural and abstract.Conclusion Group sandplay is an effective method in the study of military pilots' psychological health and military pilots are in good mental health.These pilots have strong intrinsic energy,teamwork and communication.However,some pilots have symptoms of anxiety,tension and insecure.

Application of Sandplay Therapy in Cerebral Palsy Children's Parents for Mental Problems / 中国康复理论与实践

@#Objective To apply sandplay therapy in cerebral palsy children's parents for the psychological problems. Methods 40 parents of cerebral palsy children were randomly divided into experimental group (n=20) and control group (n=20). The experimental group accepted sandplay therapy once a week for 10 weeks, and the control group without any intervention. All the parents were assessed with Symptoms Check-List 90 (SCL-90), Self-Esteem Scale (SES), compliance questionnaire, Quality of Life Questionnaire-Core 30 (QLQ-C30) before and after the experiment. Results The scores of all the factors of SCL-90 were lower in the experimental group than in the control group (P<0.05), with the higher scores of compliance and self-esteem (P<0.05), and the high quality of life in physical function, role in work and social function (P<0.05) in the experimental group. Conclusion Sandplay therapy can be used to solve the psychological problems of cerebral palsy children's parents, and improve their compliance, self-esteem and quality of life.

Símbolos, complexos e a construção da identidade na psicoterapia com crianças / Symbols, complexes and the construction of identity in children psychotherapy

O presente estudo apresenta um relato do processo psicoterapêutico de uma criança e sua família com o objetivo de estudar a função dos símbolos, complexos e dos conflitos familiares na construção da identidade de um menino de 8 anos. Os dados foram registrados através de entrevistas com a criança, pais, professoras. Foram também feitos registros diários das sessões. A análise da produção simbólica mostrou um conflito na identidade sexual, construído a partir da história familiar. A partir dos resultados, é possível concluir que o trabalho sobre a expressão simbólica exerce uma função terapêutica, na medida em que possibilita uma melhor compreensão dos conflitos por parte do psicoterapeuta, da família e da própria criança. O estudo também mostrou o papel crucial da família tanto na origem dos conflitos psicológicos da criança como em sua resolução.(AU)

This study presents an account of the psychotherapeutic process of a child and his family in order to investigate the role of symbols, complexes and family conflicts in the construction of the identity of an 8-year-old boy. Data was gathered from interviews with the parents and teachers as well as from the registration of the daily sessions with the child. The analysis of the symbolic production showed that the main conflict was related to sexual identity, originated in the family history itself. From the results it is possible to conclude that to work on the symbolic expression has a therapeutic role, since it provides a better understanding of the conflicts to all, the psychotherapist, the family and the child. The participation of the family in both, the origin of the child psychological conflicts and in their resolution, was also shown as crucial.(AU)

Componentes materiais do jogo de areia: revisão crítica / Critical review of material elements in sandplay

O Jogo de Areia é um método terapêutico de abordagem junguiana utilizado como procedimento clínico em Psicologia, que possui materiais específicos pouco explorados na literatura. Para descrever e analisar os componentes materiais do Jogo de Areia, foi realizada avaliação crítica por meio de pesquisa bibliográfica de textos em bases de dados indexadas (Lilacs, Medline e PsycInfo) e acervo de grupo de pesquisa, para o período entre 1960 e 2009. Foram identificadas caixa, areia, miniaturas e fotografias e assinaladas divergências na concepção da caixa, na composição da coleção de miniaturas, no manejo clínico da areia e das fotografias. Predominaram as justificativas baseadas na simbologia junguiana para a composição dos materiais. Foram recomendadas pesquisas clínicas para estudo sistematizado do Jogo de Areia enquanto procedimento clínico.

Sandplay is a therapeutic method within the Jungian approach and can be applied in clinical psychology using specific materials not well explored in scientific literature. A critical review was realized to describe and analyze some of these materials. A bibliographical search was conducted on databases (Lilacs, Medline, PsycInfo) and group research collection, from 1960 to 2009. The materials identified were: sand, sandtray, miniatures and sandplay photos. There are divergences related to the dimension of the sandtray, the typesetting of miniatures collections, specific usage of sand and photos. Some justifications for using these materials and the proposed procedures were based mainly on the Jungian symbolic approach. Clinical studies were recommended detailing the material elements and some procedures of sandplay.

Study of children′s school phobia and its self-consciousness by sandplay therapy combined with family counseling / 实用医学杂志

Objective To explore the effectiveness of sandplay therapy combined with family counseling in children with school phobia and its influence of child′ self-consciousness. Methods Integrative sandplay therary with family consulting were used to treat 28 patients with school phobia regularly for 2 months. Sandplay and family consulting therapy were given once a week for 45 minutes . Clinical outcomes were assessed using CGI-GI and Piers-Harris children′s self-consciousness scale before and after treatment as well as 3 months posttreatment. Results Overall response rate was 85%. In addition, the physical appearance and characteristic factor before and after treatment were no significant difference (P>0.05). The rest of the various factors and total score compared with pre-treatment significantly improved (P0.05). Conclusion Integrative sandplay therapy with family counseling has better and long-lasting treatment effect to self-consciousness of children with school refusal.

Comparative study on the characteristics of initial sandplay in college students with high and low gregarious personality / 中华行为医学与脑科学杂志

Objective To compare the characteristics in initial sandplay of college students with high and low gregarious personality,to validate the psychological assessment function of the initial sandplay.Methods Used the 16-PF as the tool to selected the 56 students as the high gregarious group,and 36 students as the low gregarious group.Results On selection of toys,the proportions of high gregarious group were significantly higher than those in low gregarious group in total numbers,plants and daily necessities ((27.77 ± 11.01)vs (20.94 ± 8.76),(7.30 ±6.43)vs(3.25 ±2.85),(3.66 ±2.86)vs(2.25 ±2.57)),and significantly lower in religion toys (0.30 ± 0.47) vs (0.86 ± 1.09).On operation process,the proportion of starting with toys in high gregarious group was significantly higher than that in low gregarious group (94.6％ vs 25％).Their attitudes towards sand were random touch(28.6％ vs 5.6％) and indifference(62.5％ vs 41.7％).They used more grass(55.4％ vs 27.8％),more real characters(83.9％ vs 50％),fewer virtual characters(55.4％ vs 83.3％) and more dynamic changes in creation(14.3％ vs 0％),more applied by the social scene (39.3％ vs 0％).On the theme of sandplay,the high gregarious group was fewer appear by the empty,neglect,injury ((3.6％ vs 19.4％),(0％ vs 8.3％),(0％ vs 8.3％) respectively,P ＜ 0.05).Conclusion The results show that the high and low gregarious personality have significantly characteristics in initial sandplay.Sandplay is valuable to be a personality assessment tool.

Characteristics in initial sandplay of the interpersonal sensitivity in college students / 中华行为医学与脑科学杂志

ObjectiveTo summarize the characteristics in initial sandplay of the interpersonal sensitivity (IS) in college students,and validate the psychological assessment function of the initial sandplay.MethodsThe research selected the 32 IS college students and 36 healthy students by the symptom checklist 90(SCL-90).All the 68 students applied the initial sandplay operation.The initial sandplay encoding of information was collected by coding table,and analyzed by t test,Chi-square test.ResultsOn selection of toys,the IS group was significantly lower in total,buildings,plants ( ( 18.63 ± 10.93 ) vs ( 29.81 ± 12.25 ),( 1.47 ± 1.52 ) vs ( 2.39 ± 1.68 ),( 3.41 ±4.39) vs(9.72 ±6.67) ),and significantly more in the others( (0.13 ±0.33) vs(0.00 ± 0.00) ).On space utilization,the IS group was lower than the non-IS group in all fields except the left middle and the middle.On operation process,the IS group on attitude to the sand was untouch(59.4％ vs 22.2％ ),less exposed the blue bottom (71.9％ vs 30.6％ ),less use the bridge(68.8％ vs 38.9％ ),more dissatisfaction with the own sandbox(43.8％vs 2.8％ ),more warfare and abstract scene( ( 18.8％ vs 0％ ),(21.9％ vs 2.8％ ) ),and less family and society scene( ( 12.5％ vs 27.8％ ),(25％ vs 41.7％ ) ).On the theme of sandplay,the is group was more appeared by the confusion,empty,split,limit,neglect,injury,threat theme( (25％ vs 5.6％ ),(37.5％ vs 0％ ),(31.3％ vs 0％ ),(40.6％ vs 5.6％ ),(37.5％ vs 2.8％ ),( 15.6％ vs 0％ ),(50％ vs 5.6％ ) ),and less appeared by the integrate,flow and energy theme ((12.5％ vs 38.9％),(3.1％ vs 50％),(28.1％ vs 58.3％)).ConclusionThe results show that the IS group has significantly characteristics in initial sandplay.Sandplay is valuable to be a clinical psychological assessment.

Diagnóstico psicopedagógico: uma experiência vivida no espaço de formação do curso de Psicopedagogia / Psychopedagogical diagnosis: an experience that took place at the formation space of Psychopedaogy Course

O diagnóstico psicopedagógico vem mudando nesses últimos anos na Pontifícia Universidade Católica de São Paulo (PUCSP). Os primeiros diagnósticos seguiam as técnicas de Sara Pain. Atualmente, os diagnósticos têm se apoiado nas teorias de Winnicott. Winnicott chamava de "espaço potencial" àquele localizado entre o indivíduo e o meio ambiente. No setting analítico, o mesmo acontece na sobreposição de duas áreas: a do paciente e a do terapeuta. No "espaço potencial" estabelecido no setting psicopedagógico, o uso da Caixa de Areia ajuda as pessoas a expressar o que é inexprimível em palavras...

Psychopedagogical diagnosis has been changing through the last few years at Pontifícia Universidade Católica de São Paulo (PUCSP). First diagnoses followed Sara Pain's techniques. Nowadays, diagnoses have been supported on Winnicott's theories. Winnicott called "potential space" the one located between the individual and the environment. At the analytical setting, it takes place in the overlap of two areas: that of the patient and that of the therapist. At the "potential space" established at psychopedagogical setting, the use of Sandplay helps people express what is inexpressible in words...

A Case Study of Effect of Sandplay Therapy on Repeated Dream / 中国心理卫生杂志

Objective:To investigate the effect of sandplay therapy on repeated dream.Methods:A patient who had been puzzled by repeated dream for years was treated by sandplay therapy.Results:The patient's repeated dream changed greatly,and made it have transformations as follows.(1)Frequency.Dream appeared less and less,even disappeared;(2)Emotion.It was less negative,and the intensity alleviated by degrees;(3)Develop direction.It was more positive;(4)The develop pace was more rapid.Intervention expedited the step and there were marked seedtime;(5)Repeated elements in dream were more positive.Conclusion:Repeated dream will disappear when emotion has been released and the problem has been settled.Sandplay therapy may be effective in the intervention on repeated dream.

O brincar simbólico e a organização narrativa da experiência de vida na criança / Symbolic play and the narrative organization of the child's life experience

O presente trabalho estuda a narrativa e a imagem como elementos da linguagem do brincar simbólico. Para isto, uma criança foi acompanhada em um processo de psicoterapia por um período aproximado de um ano. O brincar simbólico da criança na caixa de areia - sandplay - foi analisado em termos da organização narrativa e da construção de significado a partir da teoria e do método de Psicologia Analítica de C. G. Jung e da teoria narrativa de J. Bruner. Nosso estudo demonstra que o brincar simbólico é uma forma de linguagem e que através dele a criança constrói um texto o qual apresenta-se como uma narrativa ou como uma imagem; que este texto está repleto de elementos os quais aparecem como outras narrativas ou imagens que se interpõem às narrativas construídas pela criança. Mostra que a criança organiza a sua experiência do mundo e a sua experiência da vida através deste texto. Mostra também que as narrativas produzidas através do brincar simbólico da criança possuem uma relação com as narrativas produzidas ao longo da história cultural da humanidade. Finalmente, indica que o brincar simbólico tem uma função cognitiva de organizar a experiência de vida da criança.

The present work studies the narrative and the image as elements of the language of symbolic play. With this objective a child was observed during approximately one year while in a psychotherapeutic process. The child's symbolic play in the sandplay was analyzed concerning narrative organization and construction of meaning based on Jung's Analytical Psychology theory and method, and Bruner's narrative theory. The study shows that symbolic play is a form of language, and through it the child constructs a text that presents itself as a narrative or as an image; that this text is filled with cultural elements which show themselves as new narratives or images that mix with the ones the child had constructed. Also, it shows that the child organizes his/her life experience and that of the world by means of this text; that the narratives produced by symbolic play are similar to those produced by the cultural history of mankind; and, finally, that symbolic play has a cognitive function of organizing the child's life experience.