初始沙盘的其临床诊断意义研究蔡宝鸿

《初始沙盘的其临床诊断意义研究蔡宝鸿》由会员上传分享，免费在线阅读，更多相关内容在学术论文-天天文库。

1、硕士研究生毕业论文华南师范大学硕士学位论文题目：初始沙盘及其临床诊断意义研究——行为问题儿童初始沙盘诊断特征的分析与探索学位申请人：蔡宝鸿专业名称：应用心理学研究方向：心理分析研究所在院系：教科院心理系导师姓名及职称：申荷永教授论文提交日期：2005年5月45硕士研究生毕业论文目录中文摘要·························································1英文摘要·······················································

2、··2第1章问题的提出················································3第2章研究的理论背景············································42.1沙盘游戏与初始沙盘···········································42.2与沙盘游戏诊断意义有关的实证研究·····························52.3成人沙盘与MMPI的相关研究·························

3、···········92.4初始沙盘的有关理论和研究·····································102.5行为问题儿童及其初始沙盘特征·································122.645硕士研究生毕业论文研究的目的和意义·············································13第3章初始沙盘诊断特征的理论探索·······························153.1沙盘游戏的象征性分析原理···········

4、··························153.2沙盘游戏的主题分析···········································163.3初始沙盘诊断特征的分析思路···································17第4章具体的研究···············································184.1研究的准备···················································184.2研究的

5、实施···················································194.3数据处理分析·················································22第5章结果分析和讨论············································285.1对正常被试和行为问题45硕士研究生毕业论文被试沙盘主题特征差异的解释···············285.2对回归方程的解释··························

6、···················30第6章结论······················································33参考文献·························································34附录1Conners儿童行为量表（教师用量表）··························37附录2操作定义表·················································38致谢·····

7、························································43摘要沙盘游戏是一套成熟的心理治疗技术和体系，在其发展过程中，沙盘游戏治疗师和研究者也看到了沙盘游戏作为一种临床诊断工具的潜力，并完成了有关的实证研究，研究结果证明沙盘游戏具有一定的诊断能力和价值。在沙盘游戏治疗中，初始沙盘具有特殊和重要的意义，它不仅反映来访者的问题，也提供治愈的希望、线索和方向。本研究选择国内研究极少的初始沙盘作为研究对象，把初始沙盘的重要意义和统计、计算机技术结合起来，希望找出对诊断行

8、为问题儿童45硕士研究生毕业论文具有一定意义的初始沙盘主题特征，为沙盘游戏治疗师进行心理分析和治疗提供线索和帮助；丰富沙盘游戏的实证研究，挖掘其临床诊断意义方面的价值。为了达到以上研究目的，本研究使用Conners儿童行为量表作为测量工具，将65个小学生被试分为行为问题儿童和正常儿童，再按照研究者在理论和临床经验基础上总结出来的初