Traversing distance and proximity: the integration of psychodrama and dance movement therapy techniques in supervision

This article explores the potential for intermodal methods in person-centred supervision, focusing on the application of techniques from dance movement therapy (DMT) and psychodrama. The article proposes how specific structures combining psychodrama and DMT allow the supervisee to negotiate between proximity and distance, offering ways to hone in, step out or create alternative perspectives. Somatic congruence is introduced as a person-centred principle that enables the supervisor to understand and/or share somatic reactions in response to the supervisee’s material or the supervisor’s own personal process. Embodying roles and projective techniques are illustrated in the article through examples from the author’s supervisory DMT practice, demonstrating how these interventions may help symbolically crystallise supervisory issues. Caveats to these interventions and cautions to practitioners are presented, contributing to critical analyses of cross-disciplinary work. The article presents a constructive view towards future research and professional development on intermodal, creative supervisory practice.     

CLINICAL INNOVATIONS IN THE THERAPEUTIC COMMUNITY AND COMMUNITY CARE

My contribution to the development of theory and practice has taken the form of writing and teaching based on clinical experience, and for this celebration of the work of Robert (Bob) Hinshelwood I have selected four examples of innovation – the first two in the boundaried setting of a therapeutic community, the third in a temporary organization representing care in the community and the fourth in a community service that requested consultancy following the tragic death of a child.     

Effectiveness of short-term specialized inpatient treatment for war-related posttraumatic stress disorder: A role for adventure-based counseling and psychodrama

Psychological tests were administered to 24 participants of an inpatient posttraumatic stress disorder (PTSD) treatment program both immediately before and following completion of treatment. Responses were compared to a treatment/wait list comparison group composed of 24 subjects awaiting entry into the program. All treatment/wait list comparison group subjects received weekly PTSD outpatient group therapy. Significant improvements were found in the inpatient treatment group in areas of hopelessness, feelings of guilt and shame, loneliness, and emotional expressiveness. Other indices of psychological functioning, including interpersonal skills, gender role stress, anxiety, anger, and PTSD symptomatology did not change significantly in response to treatment. No positive changes in any area of psychological function occurred in the treatment/wait list comparison group. Implications for treatment of PTSD and areas of future research are discussed.     

家庭心理剧治疗对抑郁障碍患者家庭功能的影响

目的:探讨家庭心理剧治疗对改善抑郁障碍患者家庭功能的效果。方法:将符合入组标准的抑郁障碍患者51例随机分为研究组27例和对照组24例,均进行常规药物治疗和护理,研究组在此基础上进行家庭心理剧治疗。对两组完成研究的患者(各23例)进行家庭关怀度指数问卷(APGAR)测试、比较。结果:重复测量的方差分析,治疗因素对家庭关怀度指数中的适应度、合作度、成长度及APGAR总分存在主效应(P<0.05,P<0.01),时间因素对家庭关怀度指数各因子和总分存在主效应(P<0.01),治疗因素和时间因素对家庭关怀度指数中适应度、合作度、成长度及APGAR总分存在交互作用(P<0.05,P<0.01)。逐步回归分析显示,家庭心理剧治疗、治疗前家庭功能分数对家庭关怀度指数总分、适应度、合作度、成长度及情感度增加值具有预测作用(P<0.05,P<0.01),病程仅对亲密度具有预测作用(P<0.05)。结论:家庭心理剧治疗能够改善抑郁障碍患者的家庭功能和精神症状。     

易术心理剧治疗后抑郁症患者真实感受的质性研究

目的描述抑郁症患者参与易术心理剧治疗后的真实感受,探讨易术心理剧对抑郁症的治疗效果。方法从重庆医科大学附属第一医院精神科门诊患者中,筛选符合条件的抑郁症患者,进行易术心理剧团体干预。干预后,对16名参与研究的抑郁症患者进行真实感受的深度访谈并录音,对访谈内容进行转录、编码,描述结果并进行质性研究分析。结果易术心理剧团体干预后,抑郁症患者体验到的负性感受减少,正性感受增加;大部分患者认知发生良性改变、社会功能恢复;患者可将易术心理剧技术和经验带入生活,助人助己。结论易术心理剧团体干预有助于改善抑郁症患者的情绪、认知功能、社会功能,且能让患者在日常生活中持续获益。     

第8胸椎棘突下旁开1.5寸穴名考

针灸腧穴学中第8胸椎棘突下旁开1.5寸处穴位,在命名、归经、功能主治方面尚有争议,对比古今相关文献资料,试从理论基础、实验研究、临床应用上作一考析。     

校园心理剧促进小学一年级学生日常自立养成的实验研究

目的:探讨从日常自立入手制定的校园心理剧方案对小学一年级学生日常自立水平的影响。方法:采取6-12岁儿童自立行为问卷-日常自立分卷在长沙市某小学整群抽样2个班级施测,选取各班得分最低27%的儿童,以班为单位分别组成实验组(n=10)和控制组(n=10),以校园心理剧的形式对实验组进行日常自立养成干预。结果:(1)实验组的后测得分和追踪测试得分显著高于前测得分(F=22.48,P<0.001),控制组后测和追踪测试得分较前测得分也有显著提高(F=6.9,P<0.01);(2)以前测分数为协变量,协方差分析结果发现,实验组的后测(F=20.94,P<0.001)及追踪测(F=4.74,P<0.05)结果均显著高于对照组。结论:以日常自立为主题的校园心理剧干预对小学一年级学生日常自立的发展有显著促进作用。