The Use of Sandplay Therapy in Urban Elementary Schools as a Crisis Response to the World
国际沙盘游戏治疗学会(ISST)第23届大会精彩回顾
渥太华，沙游寻道 | 国际沙盘游戏治疗学会（ISST）第23届大会精彩回顾导语：国际沙盘游戏治疗学会（ISST）第24届大会，即将于7月19日-23日在美国夏威夷盛大召开，在第24届大会即将召开之际，邀您一起回顾2015年第23届ISST大会的精彩内容。
每逢ISST盛会，来自世界各地具有代表性的数百名沙游师汇聚一堂，一起进行学术探讨交流。
其中中国首位获得认证的国际沙盘游戏治疗师、华南师范大学心理学系申荷永教授及其带领东方心理研究院心理分析与沙盘游戏治疗团队，曾多次受邀参加往届ISST大会，并作重要主题报告。
本届在美国夏威夷召开的ISST大会，申荷永教授将继续代表中国沙游师在国际上发声，其报告主题为：中国文化中水的意象和象征，东方心理分析研究院编辑团队会进行详细跟踪报道。
本次大会的日程详见ISST官网：/events/接下来，让我们一起回顾一下上届在加拿大举办的国际沙盘游戏治疗学会（ISST）会议内容吧。
渥太华，沙游寻道国际沙盘游戏治疗学会（ISST）第23届大会精彩回顾在这个日新月异的世界里，找到一个“定力点”对我们来说具有重要的意义，这对我们灵魂的生存也尤为重要。
我们正面临着不断地变化、冲突和暴力，世界正处于危机之中，而人性也岌岌可危。
在这样的全球大环境下，深度心理学所需要的是容纳，并为这飘摇不定的时代带来些许希望与坚定。
在我们的工作中，沙盘游戏治疗的实践正是一种探寻内在定力点的方法。
当人们进入治疗的时候，就如同站在一个十字路口，他们大多渴望得到一个简单而快速的解决方法。
然而，当面对困境和问题的时候，心灵需要一个缓慢展开的过程，我们怎样能使这一过程进行下去？我们如何能在这十字路口创造一种愿景来抱持冲突所带来的紧张？当人们面临内在和外在的绝望无所适从时，他们需要深远而持久的改变，沙盘游戏能为这种改变做些什么呢？混沌之中有宇宙，无序之中有秩序。
——卡尔·荣格2015年8月5日至10日，国际沙盘游戏治疗学会（ISST）第23届大会在加拿大渥太华举行。
OSHA现场作业手册说明书
DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。
《沙盘游戏：在玩耍中治疗、恢复和成长》（第二、三章）翻译实践报告
A TRANSLATION REPORT ON THE TRANSLATION OF SANDTRAY: PLAYINGTO HEAL, RECOVER, AND GROW (CHAPTERS 2&3)ByYin XiaotongA Thesis Submitted to the Graduate Schoolof Sichuan International Studies UniversityIn Partial Fulfillment of the Requirementsfor the Degree ofMaster of Translation and InterpretingUnder the Supervision of Associate Professor Zhong YiMay 2018《沙盘游戏：在玩耍中治疗、恢复和成长》（第二、三章）翻译实践报告摘 要本翻译项目报告原文选自美国心理治疗师罗克珊·雷（Roxanne Rae）13年出版的《沙盘游戏：在玩耍中治疗、恢复和成长》(Sandtray: Playing to Heal, Recover, and Grow)。
该书结合理论与案例阐述了沙盘游戏的治疗技巧。
根据卡特琳娜·赖斯的文本类型理论，原文主要为信息型文本。
因此在文本类型理论指导下，译者以精准传递原文中的信息为宗旨，并重点关注目的语读者，力求译文流畅易懂。
本报告分为五章：第一章为翻译项目介绍，包括项目背景、意义及报告结构；第二章对原文作者及主要内容进行介绍，并对原文文本进行分析；第三章对报告所采用的文本类型理论进行介绍；第四章结合文本类型理论对翻译中遇到的重难点进行分析；第五章为结论，总结了翻译过程中积累的经验教训及亟待解决的问题。
关键词：沙盘游戏；信息型文本；明晰化；转换A Report on the Translation of Sandtray: Playing to Heal,Recover, and Grow (Chapters 2&3)AbstractThis source text of this report is drawn from Sandtray: Playing to Heal, Recover, and Grow, written by an American psychotherapist Roxanne Rae and published in 2013. The book provides a combination of theories and case studies to illustrate Sandtray techniques. According to Katharina Reiss’s text type theory, the source text mainly belongs to informative text. Guided by text type theory, the translator focuses on the accurate transmission of the referential information in the source text and the effect on the target readers, thus making the translation fluent and lucid.This translation report is divided into five chapters. In the beginning, the author gives an overall introduction to this project, including its background, significance and the structure of the report. The second chapter presents information on the author and main contents of the source text, along with an analysis of it. The third chapter includes Katharina Reiss’s text type theory which is applied in this project. In the fourth chapter, the author analyses the difficulties and key points encountered in this translation project, and comes up with corresponding solutions according to text type theory. The last chapter is conclusion, including the enlightenment from the translation project as well as problems to be resolved in the future.Key words: Sandtray; informative text; explicitation; conversionAcknowledgmentsFirst of all, I would like to express my sincere gratitude to my supervisor, Associate Professor Zhong Yi for her consistent encouragement, enlightening guidance and careful modification in the process of writing this report. Without her patience and carefulness, many defects in this report could not be detected and rectified.In addition, my cordial thanks also go to all teachers in Sichuan International Studies University, I have gained profound knowledge from their informative and enlightening lectures which exert a far-reaching influence to my future study and research.Last but not least, this thesis is dedicated to my parents and all the family members who have been supporting me unconditionally, it is their concern and love that have encouraged me to overcome difficulties throughout the years.CONTENTS摘要.............................................................................................................................. i i Abstract ......................................................................................................................... i ii Acknowledgements ....................................................................................................... i v Chapter One Introduction . (1)1.1 Background of the Project (1)1.2 Significance of the Project (2)1.3 Structure of the Report (2)Chapter Two Introduction to the Source Text (3)2.1 Introduction to the Author (3)2.2 Main Contents of the Source Text (3)2.3 Analysis of the Source Text (4)Chapter Three Theoretical Basis (6)3.1 Katharina Reiss’s Text Type Theory (6)3.2 Application of Text Type in This Project (7)Chapter Four Difficulties in Translating and the Solutions (9)4.1 Difficulties in Translating (9)4.2 Solutions at the Lexical Level (10)4.2.1 Specification (10)4.2.2 Conversion (12)4.2.3 Addition (13)4.3 Solutions at the Syntactic level (14)4.3.1Voice Changing (14)4.3.2 Inversion (15)4.3.3 Division (16)Chapter Five Conclusion (19)5.1 Lessons Gained (19)5.2 Problems to be Resolved (20)References (21)AppendixI Source Text (22)AppendixII 中文译文 (45)Chapter One IntroductionThis chapter mainly introduces the background and significance of the project, together with the structure of this report. It illustrates why the text is chosen as the source text, how the translated text may benefit the target readers, and in what way this project may generate values from different aspects.1.1Background of the ProjectChinese culture always emphasizes personal duties and social goals, and failing to perform them may cause symptoms of psychological distress. According to an estimate in 2013, nearly 100 million Chinese were suffering from mental illness, and the figure shows an upward trend in recent years. However, not only the public lacks the awareness of the significance of mental health, but also psychotherapy service is not widely spread across China. Statistics reveal that China has only 17,000 licensed psychiatrists at present, lagging far behind western countries with established psychotherapy systems. It is an urgent that more qualified psychiatrists and effective therapies should be brought to this country.Sandtray, as the mainstream of psychological therapies in Western countries, is one type of psychotherapy in which the visitor accompanied by a therapist will arrange all kinds of miniatures to express his or her unconscious world so as to initiate self-healing. Considered as one of the most effective therapies by the international clinical psychology community, it has been widely used in the psychological treatment of both children and adults. However, it is only applied to school children in China, and limited to psychological illness of adults and certain groups like children with autism. Therefore, translating this book into Chinese may help the public to know more about this effective psychotherapy, and the author’s idea about Sandplay could provide original perspectives and experiences for Chinese therapists.1.2Significance of the ProjectThe significance of this translation project could be summarized from three aspects. First of all, it offers a rare opportunity for the translator to practice and improve translation skills with Sandtray: Playing to Heal, Recover, and Grow. Secondly, from the perspective of the society, this translation project may provide Chinese public readers with a more extensive and accurate understanding of Sandtray therapy, delivering the message that Sandtray, a highly personal and inventive process often considered as expressive arts treatments for children, also enhances the lives of adults. Thirdly, from the perspective of its academic value, this project may offer Chinese students majoring in psychology with instrumental information to understand how Sandtray works. Besides, Chinese psychotherapist with profound experience may be able to apply the Sandtray techniques practically, and Chinese mental health professionals may improve their treatment with the author’s original perspectives and experiences.1.3Structure of the ReportThis translation report is divided into five parts. In the beginning, the author gives an overall introduction to this project, including its background, significance and the structure of the report. The second chapter presents information on the author, main contents of the source text as well as an analysis of it. The third chapter includes Katharina Reiss’s text type theory which is applied in this report. In the fourth chapter, the author analyses the difficulties and key points encountered in this translation project, and comes up with corresponding solutions according to the translation method of the informative text. The last chapter is conclusion, including the enlightenment from the translation project along with problems to be resolved in the future.Chapter Two Introduction to the Source TextIn this chapter, the source text is introduced from three perspectives, namely, a profile of the author, main contents of the source text as well as an analysis of it based on the overall linguistic style, the lexical characteristics and the syntactic characteristics. This chapter may pave the path for a deep understanding of the source text by offering its textual and linguistic analysis.2.1 Introduction to the AuthorThe author of Sandtray: Playing to Heal, Recover, and Grow is Roxanne Rae, from Oregon, the U.S.. She is a Licensed Clinical Social Worker with more than forty years of working experience, a Master of Social Work(MSW), and a Qualified Mental Health Professional. She has been certified as an expert Witness on more than 60 occasions over 25 years for the California Superior Courts of Sacramento, El Dorado, and Placer Counties, and for the Juvenile Court of Sacramento County. Enlightened by Sandtray therapy pioneer Margaret Lowenfeld’s theory, Roxanne Rae provides a perfect combination of theories and case studies to illustrate Sandtray techniques in this book.2.2 Main Contents of the Source TextSandtray: Playing to Heal, Recover, and Grow is written by Roxanne Rae and published by Jason Aronson in 2013. Composed of 11 chapters, totaling about 77,000 words, this book offers some techniques based on theories of play-research pioneer Margaret Lowenfeld, which can be applied in different frameworks practically. Besides, this book embraces numerous typical case studies of Sandtray treatment. Margaret Lowenfeld’s theories from the area of interpersonal neurobiology are illustrated with examples of Rae’s clients from all ages.Chapter two and chapter three are the chosen parts to be translated. In the second chapter, the author acquaints readers with interpersonal neurobiology and its essential concepts of linear and implicit functions and describes how and why this information is useful in psychotherapy. In the third chapter, the fundamental principles of attachment theory are illustrated to show how the quality of human connection influences treatment. The different components of communication are identified in this chapter, highlighting how Sandtray techniques facilitate integration of human’s implicit, nonlinear experiences.2.3 Stylistic Analysis of the Source TextFirst of all, the source text belongs to English of Science and Technology (EST). To be specific, EST covers English of biology, English of mathematics, and English of medicine, etc.. Therefore, this source text that introduces Sandtray therapy belongs to English of psychology. Besides, of all the scientific fields, two main varieties are subdivided, namely, English for Specialized Science and Technology (ESST) and English for Common Science and Technology (ECST). As the source text aims at providing general readers with basic knowledge of Sandtray using lucid and understandable language, it belongs to ECST.Secondly, as an informative text, the source text possesses a great number of professional terms in the field of psychology and neurobiology. For instance, the terminologies that may not be understood easily include “implicit memory”, “linear-thinking”, “harmonic resonance”, “attachment relationship” and “preverbal thinking”. For the translation of an ECST text, an accurate and standard translation of terminologies is a priority of the translator to maintain the professional style of the ST.At last, the source text embraces plenty of complex sentences, which is also a distinct feature of the EST. The source text professionally, logically, and rigorously gives illustrations of the theories of play-research and concepts from the field of interpersonal neurobiology. For example, “The neurobiology and attachment theoristAllan Schore explains that while the left brain communicates through conscious behavior and language, the right-brain is centrally active and nonverbally communicates its unconscious states to other right brains that are tuned to receive these communications”. (Rea, 2013, p.6)The sentence above is composed of 41 words, with several subordinate clauses supplementing more information. The translator may be obstructed by the intricate structures and puzzling logic in the process of translation. In order to render the source text in an accurate and natural manner, the author should make an analysis of the sentence constituents and logical relations to see the deep meaning of the sentences and then reconstruct them through division and inversion.Chapter Three Theoretical BasisAs a matter of fact, translation theories provide a translator with significant guidance. In this chapter, the author mainly gives introduction to Katharina Reiss’s text type theory, which serves as an important theoretical basis of this translation project.3.1 Katharina Reiss’s Text Type TheoryBased on Karl Bühler’s three-way categorization of the functions of language, Katharina Reiss classified texts into four types and summarized their main characteristics, they are informative, expressive, operative, and audiomedial texts. The function of an informative text is to convey information, knowledge, opinions and so on. “The language dimension used to transmit the information is logical, the content or ‘topic’ is the main focus of the communication”. (Reiss, 1977, p.108) As for an expressive text, whose function is to express the sender’s attitude, the sender and the esthetic form of the message should be focused in translation. The third type is called operative text, with strong intent to persuade the reader or “receiver” of the text to act or respond in a certain way. The last type is audio-medial text, supplementing the other three functions with visual images, music, etc..To deal with the translation of different text types, Reiss came up with corresponding translation methods. First, for the translation of an informative text including reference work, report, and lecture, the translator should “transmit the full referential or conceptual content of the ST. The translation should be in ‘plain prose’, without redundancy and with the use of explicitation when required”. (Mundy, 2008, p.73) Second, for the translation of an expressive text, such as poem and play, the aesthetic and artistic form of the ST should be transmitted, and therefore the translator should adopt the translation method in which the perspective of the ST author is clearly identified. For an operative text, the translator should adopt the “adaptive”method so as to elicit desired response among the target readers. Reiss further pointed out that “the transmission of the predominant function of the ST is the determining factor by which the TT is judged”, she suggests “specific translation methods according to the text type”. (Reiss, 1976, p.20)Besides, in terms of the assessment of the TT, a series of intralinguistic and extralinguistic instruction criteria was put forward by Reiss. As for intralinguistic criteria, semantic, lexical, grammatical and stylistic features are included, while extralinguistic criteria cover situation, time, place, receiver, sender, etc.. Reiss also indicated that the translation of any content-focused text should aim at maintaining semantic equivalence. (Reiss, 1971, p.54)3.2 Application of Text Type Theory in This ReportIn accordance with Reiss’s theory, this source text which aims at introducing readers the theories of Sandtray therapy with case studies mainly belongs to informative text, for such a text type, a content-focused policy should be adopted in the translation process. It is a priority that the full referential meaning at both lexical and syntactic level should be transmitted, the translator hence should focus on Sandtray-related content. Besides, redundancy should be avoided in translation and the use of explicitation could be employed when necessary. At last, as the chosen parts are from a popular science book that introduces the techniques of Sandtray, the translator should pay attention to the individual style of the work.Example 1ST: Sandtray teaches people to become mindful of their own processes—both internal and external.TT：沙盘治疗让人们留意于心灵与身体的运作过程。
封面人物档案
■ 辅导个案动思维与血清细胞因子关系的研究［J］.第三军医大学学报，2005，27（5）：454-458.［2］茹思·安曼.沙盘游戏中的治愈与转化：创造过程的呈现［M］. 蔡宝鸿等译.广州：广东高等教育出版社，2006.［3］徐洁，张日昇. 11岁选择性缄默症女孩的箱庭治疗个案研究［J］.心理科学，2008，31(1)：126-132.［4］张日昇，箱庭疗法［M］.北京：人民教育出版社，2006.［5］张雯，张日昇，徐洁. 强迫思维女大学生的箱庭疗法个案研究［J］. 心理科学，2009，32（4）：886-890.［6］周雅，刘翔平，苏洋，冉俐雯. 消极偏差还是积极缺乏：抑郁的积极心理学解释［J］. 心理科学进展，2010，18（4）：590-597.［7］Barbabara， Turner B A. The handbook of sandplay therapy［M］. California：Temenos Press，2005.［8］Bradway K. Developmental stages in children’s sand worlds［M］．San Francisco：C.G. Jung Institute，1981．［9］Chen Shunsen， Zhang Risheng. Expression and Construction：The Effective Mechanism of Sandplay Therapy［J］. Tokoyo：The Japan Association of Sandplay Therapy，2009，22（1）：75-82.［10］CLAUDé KUKARD. Exploring the Use of Sandplay Psychotherapy in Overcoming a Language Barrier whilst Supporting a Young Vulnerable Child［D］. Pretoria：Educational Psychology at the University of Pretoria，2006.［11］Jean Starling， Joseph M. Rey， Judy M. Simpson. Depressive symptoms and suicidal behaviour：changes with time in an adolescent clinic cohort［J］. Australian and New Zealand Journal of Psychiatry，2004（38）：732-737.［12］Kalff D M. The archetype as a healing factor［J］. Psycho logia，1966（9）：177-184.［13］Maria Ellen Chiaia. History of sandplay and analytic work［J］. Journal of Sandplay Therapy，2006， XV(2)：113-123.［14］Pearson M & Wilson H. Sandplay & symbol work：emotional healing & personal development with children，adolescents and adults［J］. Melbourne. Australian Council for Educational Research，2001（6）：24-26.（作者单位：1.北京教育学院教育管理与心理学院，北京，100035；2.北京师范大学心理学部，北京，100035）编辑/卫 虹 终校/张国宪封面人物档案徐岳敏，1979年6月出生，男，中学高级教师。
什么是沙盘游戏疗法
什么是沙盘游戏疗法箱庭疗法（sandspiel,sandplay therapy）又称沙盘游戏疗法或心理沙盘疗法，是目前国际上具有重要影响的心理治疗技术之一，起源于欧洲，由张日昇教授于1998年引入中国，在国内开展了富有开创意义的研究、应用以及推介工作,积累了丰富的经验并形成系统的理论和应用体系，无论是理论研究还是临床实践都得到了长足的发展，并结合中国本土的实际情况，开发了限制性团体箱庭、整合式家庭箱庭等新形式；提出了箱庭疗法“人文关怀、明心见性、以心传心、无为而化”的精髓。
瑞士荣格分析心理学家多拉•卡尔夫（Dora Kalff）是沙盘游戏（箱庭疗法）治疗的正式创立者。
在心理分析之无意识理论的基础上，在“ 沙盘（Sandtray）中发挥原型和象征性的作用，实现心理分析的治疗效果，便是沙盘游戏治疗的基本。
1980 年国际沙盘游戏治疗学会成立，也标志着沙盘游戏治疗体系的成熟，其中已经是包含了数十年的积累与准备，对此我们可以通过三位主要奠基者来回溯其历史演变的过程。
1939年，受威尔斯“地板游戏”的启示，英国伦敦的小儿科医生劳恩菲尔德将“地板游戏”凝缩到空间限定的箱子，并将这种游戏看成是一种治疗技术。
最初，是将收集的各式玩具模型放在箱子之中，让孩子们在箱子中游玩，孩子们将这个箱子称为“神奇的箱子”，后经对玩具及箱子进行整理，将这一儿童心理治疗方法命名为“世界技法”（the world technique）。
瑞士的精神分析学家卡尔夫（D．Kalff）接受了劳恩菲尔德的指导，并和荣格（C．G．J ung）的分析心理学的象征理论和原型理论相结合，为来访者创造一个“自由与受保护的空间”，来访者在沙箱中运用玩具、模型来表达自己的无意识世界，可以使患者的自我治愈力（self-healing）得以发挥。
卡尔夫特别重视治疗者与患者的信赖关系的确立，将治疗者与患者的关系称为“母子一体性”。
卡拉夫将她在前人基础上发展起来的理论与操作命名为“沙盘游戏”(Kalff,1980)。
心理治疗：箱庭疗法基础理论与技术
劳恩菲尔德的世界技法
Lowenfeld
World Technique
卡尔夫的沙盘游戏治疗
Kalff
Sandspiel (Sandplay)
河合隼雄的箱庭疗法
Kawai Hayao
Hakoniwa Therapy
3
５７×７２×７ｃｍ
4
砂箱内侧涂上海洋式颜色
5
6
接近大人腰部的高度，能看到整体砂 箱的位置并容易操作
荣格心理学
行为疗法
Jungian psychology
Behavior therapy
来访者中心疗法
Client-centered therapy
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心理疗法的基本立场２
重视主观体验
无意识
Unconscious
意识
Consciousness
精神分析
Psychoanalysis
来访者中心疗法
Client-centered therapy
Behavior therapy
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精神分析与客体关系和自体心理学
• 精神层次与结构
–精神意识的层次 • 意识(conscious) • 潜意识(subconscious) • 无意识(unconscious)
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• 临床应用
– 治疗目的 是在帮助患者去克服阻抗作用而把被潜抑下来的
精神材料“意识化”；一旦浮现在意识的层次，不但 能意识、沟通与讨论，而且面对问题的核心，正面地 去处理，想办法把问题解决，这就是分析的目的。 – 注意事项
33
・治疗者也可以在当来访者收拾完用具离去后，经 过回忆重新制作，然后再将此作品摄下来。
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箱庭疗法的理论背景
沙盘游戏治疗
干沙、湿沙
用。
2、沙盘
海蓝色内侧底：目的是为了制作者
挖沙时会有挖出水的感觉，代表着江 河湖海。内侧边的蓝色会使人感觉到 蓝天的存在，而且能够产生一种水天 一色的感觉。这样，沙箱的箱底及内 侧的蓝色就会构成一个宇宙，不仅从 物理上，而且从心理上对人的思维过 程和行为产生影响。 木质边框：视觉、触觉上都显温和 数量： 2个（一干沙、一湿沙）
忽视的表现
•
沙盘中所呈现的被忽视的感觉，可以有许多不 同的表现形式。一般来说，沙盘中的角色显得孤 独和孤立，失去了本来可以获得的帮助和支援。 比如，一个婴儿被放在高高的椅子上，而母亲却 在隔壁的房间里睡觉。
•
2.治愈的主题及其表现 • 沙盘游戏中的治愈主题及其表现，往往反映着来访者内在的积极 变化。比如，聚集的能量、开始的旅程、生长的树木、沟通的桥梁等 ，都是典型的沙盘游戏治愈主题的表现。作为沙盘游戏分析师，不仅 仅是要能够觉察、认识与理解治愈主题的表现及其象征性的意义，而 且，在实际的沙盘游戏实践过程中，也要能够与来访者一起，去感受 治愈主题及其象征所传达的消息，吸收治愈主题及其象征所具有的积 极意义。
沙游的内涵：卡尔夫与沙盘游戏 • 瑞士荣格分析心理学家 多拉•卡尔夫（Dora Kalff） 是沙盘游戏治疗的正式创 立者。她曾就读于荣格研 究所，并从师Lowenfeld， 后将荣格的理论与创世技 术加以整合形成了自己的 风格，她将之称为沙游戏 以区别于创世技术。
沙游的理论基础
1.荣格分析心理学
荣格分析心理学的要点在于其“集体无意识”、“原型” 和“原象”的概念,以及其词语联想、梦的分析和积极想像的 临床方法,这些也都是沙盘游戏治疗运作的重要基础。 集体无意识即在人类进化过程以来沉淀于人类心灵底层的、 普遍共同的人类本能和经验 。 积极想象的关键在于自主性、自发性、意识的积极性、 意识的不加干涉。 沙盘游戏治疗往往被看作是一种“非言语”和“非指导性” 的心理治疗形式,实际上,其专业的内涵是强调在无意识水平上 的工作,试图避免意识或认知层面的“有意指导”,而努力去发 挥沙盘游戏中象征性的意义和作用,实际也便是集体无意识、 原型和原型意象的意义和作用。
不安全依恋情侣的沙盘游戏特征及其干预
分类号：B84学校单位代码：10446 硕士学位论文论文题目：不安全依恋情侣的沙盘游戏特征及其干预研究生姓名：宋均婷学科、专业：应用心理学研究方向：中国传统文化与心理咨询导师姓名、职称：彭贤副教授论文完成时间： 2013年4月曲阜师范大学研究生学位论文原创性说明（根据学位论文类型相应地在“£”划“√”）本人郑重声明：此处所提交的博士£/硕士£论文《不安全依恋情侣的沙盘游戏特征及其干预》，是本人在导师指导下，在曲阜师范大学攻读博士£/硕士£学位期间独立进行研究工作所取得的成果。
论文中除注明部分外不包含他人已经发表或撰写的研究成果。
对本文的研究工作做出重要贡献的个人和集体，均已在文中以明确的方式注明。
本声明的法律结果将完全由本人承担。
作者签名：日期：曲阜师范大学研究生学位论文使用授权书（根据学位论文类型相应地在“£”划“√”）《不安全依恋情侣的沙盘游戏特征及其干预》系本人在曲阜师范大学攻读博士£/硕士£学位期间，在导师指导下完成的博士£/硕士£学位论文。
本论文的研究成果归曲阜师范大学所有，本论文的研究内容不得以其他单位的名义发表。
本人完全了解曲阜师范大学关于保存、使用学位论文的规定，同意学校保留并向有关部门送交论文的复印件和电子版本，允许论文被查阅和借阅。
本人授权曲阜师范大学，可以采用影印或其他复制手段保存论文，可以公开发表论文的全部或部分内容。
作者签名：日期：导师签名：日期：摘要本文旨在探讨沙盘游戏疗法(沙游，箱庭疗法，Sandplay Therapy)在情侣咨询中的应用。
整个研究分为实证研究和个案研究两个部分：研究一不同的依恋类型对爱情各指标的影响及其沙盘特征笔者招募30对情侣被试，运用亲密关系质量问卷（ECR）、斯腾伯格爱情三元量表（STLS）、洛克—华莱士恋爱关系调试问卷，让情侣双方各自完成调查问卷，然后在一个沙盘里共同完成沙盘作品，调查统计出情侣的依恋类型、爱情三维度得分和恋爱满意度，并结合沙盘作品总结出不同情侣的沙盘特征及，结果表明：（1）大学生情侣群体中，焦虑型的依恋类型最多，惧怕型占第二位，安全型只占第三位，冷漠型最少。
寓教于乐的沙盘游戏作文 英语
寓教于乐的沙盘游戏作文英语The Educational Joy of Sandplay Therapy.In the realm of psychotherapy, sandplay therapy, often referred to as sandtray therapy, is an innovative and engaging approach that combines the therapeutic benefits of play with the psychological insights of counseling. This form of therapy utilizes the creative medium of sand and miniature toys to facilitate self-expression, problem-solving, and emotional healing. As the therapist watchesthe client's interactions with the sand and toys, patterns and symbols emerge, reflecting the client's inner world and emotional landscape.The essence of sandplay therapy lies in its ability to engage clients on a deep emotional level while alsoproviding a safe and controlled environment for exploration. The sandtray, often a rectangular box filled with sand, becomes a blank canvas for the client's imagination. Toys and figurines, ranging from the simplest to the mostintricate, serve as tools for expression, allowing the client to create scenes and stories that reflect their inner experiences and struggles.The process of sandplay therapy often begins with the client invited to freely explore the toys and sand, encouraged to create whatever comes naturally. As they engage with the materials, the therapist observes, noting patterns, themes, and any changes in the client's mood or demeanor. This observational role is crucial, as it allows the therapist to gain insights into the client's unconscious mind and emotional state.One of the most remarkable aspects of sandplay therapy is its ability to engage clients across a wide range of ages and backgrounds. Children, in particular, often respond enthusiastically to the freedom and creativity offered by sandplay. They create elaborate scenes, inventing stories and interactions between the toys that reflect their own imagination and emotional life. For adults, sandplay can serve as a powerful tool for self-reflection and emotional healing, allowing them toreconnect with their inner child and explore past traumas or unresolved issues.The therapeutic benefits of sandplay therapy are numerous. Among them are the promotion of self-awareness, emotional expression, and cognitive flexibility. Through the process of creating and interacting with their sandtray scenes, clients are able to gain a deeper understanding of their own emotions and behaviors. They are encouraged to reflect on the meanings and symbols within their creations, often leading to insights and realizations that would be difficult to achieve through traditional talk therapy.Additionally, sandplay therapy is an excellent tool for stress reduction and relaxation. The act of playing with sand and toys is inherently calming and relaxing, helping clients to enter a state of mindfulness where they are more receptive to therapeutic input. This state of mindfulness also promotes creativity and imagination, further enhancing the therapeutic process.In conclusion, sandplay therapy is an innovative andeffective approach to psychotherapy that combines the joy of play with the depth of psychological understanding. Its ability to engage clients across ages and backgrounds, combined with its focus on self-expression and emotional healing, makes it a powerful tool for personal growth and transformation. As the field of psychotherapy continues to evolve, sandplay therapy stands as a testament to the enduring value of combining fun and education in the pursuit of mental health and well-being.。
寓教于乐的沙盘游戏作文 英语
寓教于乐的沙盘游戏作文英语英文回答：Sandplay therapy is a therapeutic technique that uses sand, water, and miniature objects to create a three-dimensional world. This world can be used to represent the client's inner world and to explore their thoughts, feelings, and experiences. Sandplay therapy can be used with children and adults of all ages, and it has been shown to be effective in treating a wide range of issues, including anxiety, depression, trauma, and behavioral problems.One of the benefits of sandplay therapy is that it is non-verbal. This means that clients do not have to talk about their experiences if they do not want to. Instead, they can use the sand and objects to express themselves in a way that feels safe and comfortable. This can be especially helpful for clients who have difficulty expressing themselves verbally or who have experiencedtrauma.Another benefit of sandplay therapy is that it is creative. Clients are free to create whatever they want in the sand, and there are no right or wrong answers. This can help clients to explore their creativity and to express themselves in a way that is unique to them.Sandplay therapy can be a powerful tool for healing and growth. It can help clients to understand themselves better, to cope with difficult experiences, and to develop new ways of relating to the world.中文回答：沙盘游戏疗法是一种利用沙子、水和微型物体创造三维世界的治疗技术。
寓教于乐的沙盘游戏作文 英语
寓教于乐的沙盘游戏作文英语英文回答：Sandplay therapy, also known as sandtray therapy, is a non-directive therapeutic technique that utilizes a sandbox and various miniature objects to facilitate the expression of emotions, thoughts, and experiences. It is a creative and engaging therapeutic approach that combines elements of play, art, and psychotherapy.Sandplay therapy is based on the belief that the unconscious mind can be accessed and expressed through symbolic play. The client is invited to create a world within the sandbox using the miniature objects, which can represent their inner thoughts, feelings, and experiences. The therapist observes the client's interactions with the sand and objects, and facilitates a dialogue that helps the client to explore their inner world and make connections between their conscious and unconscious minds.Sandplay therapy has been found to be beneficial for a wide range of issues, including:Trauma.Anxiety.Depression.Grief and loss.Relationship problems.Creative blocks.Spiritual growth.It is a particularly effective therapy for individuals who have difficulty expressing themselves verbally or who have experienced trauma. Sandplay provides a safe and non-judgmental space for clients to explore their emotions and experiences without having to talk about them explicitly.There are many different ways to practice sandplay therapy. Some therapists use a structured approach, with specific instructions for the client. Others take a more non-directive approach, allowing the client to create their world in the sandbox without any guidance. The therapist may also use different techniques, such as storytelling, dreamwork, or guided imagery, to facilitate the client's exploration.Sandplay therapy is a powerful therapeutic tool that can help individuals to heal, grow, and develop. It is a creative and engaging approach that can be used for a wide range of issues. If you are interested in trying sandplay therapy, I encourage you to reach out to a qualified therapist who can help you get started.中文回答：沙盘游戏，也被称为沙箱疗法，是一种非指令性治疗技术，它利用沙箱和各种微缩物品来促进情绪、思想和经验的表达。
沙盘模型个人总结英文
沙盘模型个人总结英文IntroductionSandplay therapy is a type of holistic therapy that allows individuals to engage in an expressive and non-verbal form of communication. By creating and manipulating a miniature world in a tray of sand, the individual can explore their inner thoughts, emotions, and conflicts. Through the process of sandplay,self-discovery and healing take place. In this personal summary, I would like to reflect on my experiences and learnings from using the sandplay model as a therapeutic tool.The Process of Sandplay TherapyThe sandplay therapy sessions were conducted in a quiet and comfortable room. I was provided with a tray of sand, as well as a selection of miniature figures and objects. I was encouraged to create my own world in the sand, using the figures and objects to represent different aspects of my life and emotions. The therapist observed my process without interruption, respecting the silence and allowing me to express myself freely.Self-Expression and ExplorationOne of the most striking aspects of sandplay therapy was the freedom it offered for self-expression. Without the pressure of verbal communication, I could explore my thoughts and emotions in a safe and non-judgmental space. Creating the miniature world allowed me to externalize and visualize my internal experiences, enabling a deeper understanding of myself. Through the choice of figures and their positioning in the sand, I was able to symbolize and explore different aspects of my life and relationships. Unconscious Processes and SymbolismSandplay therapy taps into the unconscious mind and allows for the exploration of symbolic representations. The sand acts as a mediator, connecting my conscious thoughts with unconscious desires and conflicts. As I engaged in the process, I noticed patterns emerging in my creations. Certain figures repeatedly appeared, representing significant aspects of my psyche. This allowed me to gain insight into my unconscious processes and the underlying issues that were influencing my thoughts and behaviors.Emotional Release and HealingSandplay therapy provided a space for emotional release and healing. Through the process of creating and manipulating the sand, I could express and release pent-up emotions and tensions. The tactile nature of the sand provided a grounding effect, allowing me to connect with my body and release emotional energy. By externalizing my internal experience, the sand became a container for my emotions, offering a way to process and work through them. Integration and TransformationAnother valuable aspect of sandplay therapy was the opportunity for integration and transformation. After each sandplay session, I engaged in a dialogue with the therapist, discussing my creation and the emotional experiences that arose during the process. This dialogue allowed me to make connections between the symbolic representations in the sand and my life outside of therapy. Through reflection and exploration, I could integrate the insights gained from sandplay into my daily life, leading to personal growth and transformation.ConclusionIn conclusion, sandplay therapy has been a profound and transformative experience for me. It offered a unique and powerful way to express myself, explore my inner world, and achieve emotional healing. The process of creating a miniature world in the sand, as well as the symbolism and unconscious exploration that follows, has allowed me to gain valuable insights into my thoughts, emotions, and behaviors. Sandplay therapy has been an essential tool for my personal growth, and I highly recommend it to anyone seeking a holistic and non-verbal therapy approach.。
关于心理健康沙盘活动方案
关于心理健康沙盘活动方案英文回答：Sandplay Therapy Activity Plan for Mental Health.Introduction.Sandplay therapy is a non-verbal, expressive therapy that uses sand, water, and miniature objects to facilitate the expression and exploration of unconscious material. It is based on the belief that the unconscious mind can communicate through symbolic play and that this play can be used to promote healing and growth.Goals of Sandplay Therapy.The goals of sandplay therapy include:To provide a safe and contained space for clients to express their unconscious thoughts and feelings.To facilitate the development of self-awareness and insight.To promote healing and growth.To improve coping mechanisms.To reduce stress and anxiety.Materials.The following materials are needed for sandplay therapy:A sand tray (approximately 24" x 18" x 3")。
玩心理沙盘的心得体会作文400字
玩心理沙盘的心得体会作文400字英文回答：Psychological Sandplay: A Journey of Self-Discovery and Healing.Psychological sandplay is a therapeutic technique that uses sand, water, miniatures, and a sandplay therapist to facilitate self-exploration, emotional healing, and personal growth. This powerful modality allows individuals to access their unconscious mind and express their inner world through the creation of sandplay scenes.The sand represents the unconscious mind, providing a safe space for clients to explore their inner experiences without judgment or criticism. The miniatures symbolize various aspects of the client's life, both positive and challenging. Through the process of play, clients gain insight into their own thoughts, feelings, and behaviors, fostering a deeper understanding of themselves.Psychological sandplay is not a directive therapy; instead, the therapist assumes a non-directive role, providing support and facilitating the client's exploration. The focus is on the client's process, allowing them to discover their own meanings and interpretations.Key Benefits of Psychological Sandplay:Enhanced self-awareness and self-integration.Emotional regulation and catharsis.Increased creativity and imagination.Improved coping mechanisms and resilience.Resolution of trauma and unresolved conflicts.Overall, psychological sandplay is a profound tool for personal growth and healing. It provides a uniqueopportunity for individuals to explore their inner world,connect with their unconscious, and embark on a transformative journey of self-discovery.中文回答：心理沙盘，自我探索与疗愈之旅。
沙盘游戏疗法在注意缺陷多动障碍儿童治疗中的应用
沙盘游戏疗法在注意缺陷多动障碍儿童治疗中的应用注意缺陷多动障碍（ADHD）主要以注意力缺陷、多动、冲动为临床表现。
ADHD儿童的心理与行为问题一方面对其自身发展产生不良影响，另一方面，由于其多动行为导致的不良外界环境的反馈，往往使他们形成不良的同伴关系、师生关系、亲子关系、自我概念等[1]。
沙盘游戏治疗操作性强，儿童参与性高，没有毒副反应，引入我国十余年来已广泛应用于临床治疗，其独特的吸引力和治疗价值日益受到重视。
本文就沙盘游戏疗法在治疗ADHD儿童的应用现状作一综述。
1沙盘游戏概述1.1 沙盘游戏定义沙盘游戏又称箱庭疗法，是指在治疗师静默的陪伴下，让来访者从摆放各种沙具（玩具）的架子上，自由挑选沙具，摆放在盛有细沙的特制容器（沙盘）里，创造出一幅场景，表达自己的内心世界，然后由治疗师结合其对作品的解释去分析象征意义。
1.2 沙盘游戏疗法的基本原理无意识水平的工作、象征性的分析原理和感应性的治愈机制是沙盘游戏治疗的三项基本原理。
在治疗机制方面，沙盘游戏治疗强调“无意识水平”的工作，需要对无意识有一种容纳与接受的态度。
其治疗中使用的模型以及沙盘中呈现的沙型，都具有象征性的意义。
象征是推动、促进心理发展的动力资源。
2沙盘游戏疗法在儿童中应用的优势2.1沙盘游戏是治疗师与儿童之间良好的沟通媒介：儿童的言语发育尚未成熟，很难用言语准确地表达出来。
沙盘游戏这种自然的非语言交流方式，有利于治疗师与儿童进行有效地交流并建立良好的治疗关系。
2.2儿童在沙盘游戏治疗中依从性高：儿童在创造性游戏和塑造模型过程中能获得一种持续的快乐，这种快乐所带给他们在其他形式的治疗所无法达到的。
2.3沙盘游戏过程中更能触及内心深层的问题，达到意识与无意识的整合以及心灵自愈的目的。
2.4沙盘游戏疗法还能促进儿童健康成长：沙盘游戏不仅是有效的儿童心理咨询与治疗方法，在儿童的健康成长层面也能够发挥积极的作用，有利于促进儿童的整体进步。
3沙盘游戏疗法治疗注意缺陷多动障碍儿童的已有实践沙盘游戏疗法已被证实是治疗行为障碍、情绪障碍的有效疗法。
心理沙盘实践活动方案策划
心理沙盘实践活动方案策划Introduction:Psychological sandplay is a therapeutic technique that allows individuals to express their inner thoughts, emotions, and struggles through the use of sand and various miniature objects. This workshop aims to provide participants with a safe and creative space to engage in sandplay and explore their emotions. Through this hands-on experience, participants will gain a deeper understanding of their own emotions, as well as develop skills to regulate and express them effectively.Objective:1. To enhance self-awareness and emotional intelligence2. To provide a safe space for participants to explore and express their emotions3. To promote effective emotional regulation and communication4. To develop skills for problem-solving and decision-making5. To strengthen empathy and understanding towards others' emotionsDuration: 1 day (6 hours)I. Theoretical Introduction (45 minutes)- Provide an overview of sandplay therapy and its benefits- Explain the basic concepts of emotions and the importance of emotional intelligence- Discuss the role of emotions in self-regulation, relationships, and decision-makingII. Icebreaker Activity: Emotional Check-In (30 minutes)- Conduct a group warm-up exercise to set the tone for the workshop- Ask participants to share one word that describes how they are currently feeling- Facilitate a brief discussion on the importance of acknowledging and expressing emotions III. Sandplay Session 1: Exploring Personal Emotions (90 minutes)- Introduce the sandplay area and its setup, including different types of sand, trays, and miniature objects- Provide guidance on basic sandplay techniques, such as using hands, tools, and accessories - Encourage participants to freely express their emotions through creating scenes in the sand- Facilitate individual reflection and group discussion on the emotions evoked during the sandplay sessionIV. Break and Reflection (30 minutes)- Provide a break for participants to relax and recharge- Prompt participants to reflect on their sandplay experience and any insights gained- Ask participants to write down any questions or concerns they may have for the following sessionsV. Sandplay Session 2: Processing Emotions (90 minutes)- Introduce a specific theme or emotion for participants to explore in their sandplay scenes (e.g., anger, sadness, joy)- Encourage participants to reflect upon their personal experiences related to the given theme- Facilitate group sharing and discussion on the similarities and differences in participants' interpretations and representations of the chosen emotionVI. Emotional Regulation Techniques (60 minutes)- Introduce various practical techniques for emotional regulation (e.g., deep breathing, visualization, positive self-talk)- Conduct experiential exercises for participants to practice these techniques- Discuss real-life scenarios where emotional regulation can be applied and encourage participants to share their thoughts and strategiesVII. Break and Reflection (30 minutes)- Allow time for participants to rest and reflect on the workshop activities so far- Address any questions or concerns raised during the breakVIII. Sandplay Session 3: Empathy and Emotional Understanding (90 minutes)- Arrange the sandplay area to mirror a social setting (e.g., a family, workplace)- Assign participants different roles to represent family members or colleagues- Encourage participants to create scenes that express their emotions regarding a specific interpersonal situation- Facilitate a role-play activity where participants share their scenes, take turns expressing emotions, and practice listening and empathizing with othersIX. Integration and Closing (45 minutes)- Provide time for participants to clean up the sandplay area and put away the miniatures - Facilitate a group discussion on the overall experience and insights gained from the workshop- Summarize key learnings and offer resources for further self-exploration and emotional development- Distribute handouts summarizing the sandplay techniques and emotional regulation strategies covered in the workshopConclusion:The "Exploring Emotions - A Psychological Sandplay Workshop" aims to empower participants with the necessary tools and skills to understand, express, and regulate their emotions effectively. By providing a safe and creative space, participants will have the opportunity to explore personal emotions, develop empathy, and enhance their emotional intelligence. This workshop lays the foundation for emotional growth and fosters a deeper self-awareness that can contribute to overall psychological well-being.。
有主题心理沙盘流程
有主题心理沙盘流程In the realm of psychological exploration, the Sandplay Therapy, also known as the psychological sandbox, serves as a powerful tool in understanding and addressing a wide range of psychological issues. This therapeutic modality, often utilized with children and adults, provides a nonverbal, symbolic means of expression, allowing individuals to externalize their inner world and emotions.心理沙盘疗法，作为一种心理探索的有力工具，在理解和应对各种心理问题方面发挥着重要作用。
这种治疗模式，常用于儿童和成人，提供了一种非语言的、象征性的表达方式，让人们能够将自己的内心世界和情感外化。
The process begins with the creation of a safe and nurturing environment, where the participant is encouraged to freely explore and express themselves. The therapist then introduces the various elements of the sandbox, such as miniatures, natural materials, and water, which serve as the building blocks for the participant's creation.心理沙盘流程始于创建一个安全且滋养的环境，鼓励参与者自由地探索和表达自己。
沙盘模拟的实验报告
沙盘模拟的实验报告沙盘模拟的实验报告引言：沙盘模拟是一种通过操纵沙盘上的各种元素来模拟和展示真实场景的方法。
它可以用于各种领域，如城市规划、教育、心理治疗等。
本实验报告将介绍我们进行的一次沙盘模拟实验，重点关注其应用于教育领域的效果。
实验设计：我们在一所小学中进行了这次实验，选取了一组小学生作为实验对象。
我们在实验开始前对他们进行了基本的沙盘模拟操作培训，以确保他们能够正确使用沙盘和相应的元素。
接下来，我们将他们分成两组，分别进行沙盘模拟和传统教学的对比实验。
实验过程：在沙盘模拟组中，我们提供了一个模拟的小城镇沙盘，并提供了各种元素，如房屋、道路、树木等。
学生们被要求根据老师的指示，在沙盘上构建一个小镇，并模拟其中的生活场景。
他们可以自由选择元素的摆放位置，并通过移动元素来改变场景。
在传统教学组中，我们采用了传统的教学方法，老师通过黑板和讲解来传授知识。
学生们被要求听讲并做笔记。
实验结果：经过一段时间的实验，我们发现沙盘模拟组的学生在参与度和积极性方面表现更好。
他们对于沙盘模拟的任务更感兴趣，更愿意参与其中，并且在完成任务时表现出更多的创造力。
在知识掌握方面，我们进行了一次知识测试。
结果显示，沙盘模拟组的学生在知识理解和应用方面表现更好。
他们能够更好地理解教材中的概念，并将其应用到实际场景中。
而传统教学组的学生则更倾向于机械地记忆和背诵知识。
讨论：这些结果表明，沙盘模拟在教育领域中具有一定的优势。
首先，它能够提供一种更具趣味性和参与度的学习方式，激发学生的学习兴趣。
其次，通过模拟真实场景，学生可以更好地理解和应用所学知识，从而加深对知识的理解。
最后，沙盘模拟还能够培养学生的创造力和解决问题的能力，因为他们在模拟过程中需要思考和决策。
结论：综上所述，沙盘模拟是一种有潜力的教育工具。
它能够提供一种更具趣味性和参与度的学习方式，并能够帮助学生更好地理解和应用所学知识。
然而，我们也意识到沙盘模拟并不适用于所有教育场景，它需要合适的教学设计和指导，以确保学生能够获得最大的收益。
曾经火遍全球的英文歌！「VivaLaVida」Coldplay（尤克里里弹唱谱）
曾经火遍全球的英文歌！「VivaLaVida」Coldplay（尤克里里弹唱谱）虽然有的人已经开始上班了但，应该有很多人还宅在家里吧不出门的日子难免有些烦闷不如来弹一首充满激情的歌曲让自己的身心都嗨起来吧！！这首Coldplay的「Viva La Vida」强烈推荐给大家喔！！一起感受这首歌里磅礴的生命活力！Viva La Vida - ColdplayI used to rule the world大千世界曾由我主宰Seas would rise when I gave the word巨浪也曾因我之命澎湃Now in the morning I sleep alone而今我却在黎明独自入眠Sweep the streets I used to own在曾属于我的大道落寞徘徊I used to roll the dice大千世界曾由我主宰Feel the fear in my enemy's eyes尽情品味惊恐在死敌瞳孔绽开Listen as the crowd would sing:欣然倾听百姓高歌喝彩'Now the old king is dead! Long live the king!'“先王亡矣！”“新王万代！”One minute I held the key此刻我手握权位经脉Next the walls were closed on me转瞬才知宫墙深似海And I discovered that my castles stand恍然发现我的城池Upon pillars of salt, pillars of sand基底散如盐沙乱似尘埃I hear Jerusalem bells are ringing听那耶路撒冷钟声传来Roman Cavalry choirs are singing罗马骑兵歌声震彻山海Be my mirror my sword and shield担当我的明镜，利剑和盾牌My missionaries in a foreign field我的传教士屹立边疆之外For some reason I can not explain只因一些缘由我无法释怀Once you go there was never, never an honest word 一旦你离开这里便不再,不再有逆耳忠言存在That was when I ruled the world而这便是我统治的时代It was the wicked and wild wind凛冽邪风呼啸袭来Blew down the doors to let me in.吹散重门使我深陷阴霾Shattered windows and the sound of drums断壁残垣礼崩乐坏People could not believe what I'd become世人不敢相信我已当年不再Revolutionaries Wait起义大军翘首期待For my head on a silver plate有朝一日我站上断头台Just a puppet on a lonely string恰如傀儡随吊线寂寞摇摆Oh who would ever want to be king? 悲哉，谁又曾渴望万人膜拜？I hear Jerusalem bells a-ringing听那耶路撒冷钟声传来Roman Cavalry choirs are singing罗马骑兵歌声震彻山海Be my mirror my sword and shield担当我的明镜，利剑和盾牌My missionaries in a foreign field我的传教士屹立边疆之外For some reason I can not explain只因一些缘由我无法释怀I know Saint Peter won't call my name 我亦知天堂之门不会为我敞开Never an honest word不再有逆耳忠言存在But that was when I ruled the world 而这便是我统治的时代(Ohhhhh Ohhh Ohhh)(哦哦哦)Hear Jerusalem bells a-ringing听那耶路撒冷钟声传来Roman Cavalry choirs are singing罗马骑兵歌声震彻山海Be my mirror my sword and shield担当我的明镜，利剑和盾牌My missionaries in a foreign field我的传教士屹立边疆之外For some reason I can not explain只因一些缘由我无法释怀I know Saint Peter won't call my name 我亦知天堂之门不会为我敞开Never an honest word不再有逆耳忠言存在But that was when I ruled the world 而这便是我统治的时代。