The effects of restricted group sandplay therapy on interpersonal issues of college students in China

Wen, Zhang; Ri-sheng, Zhang; Haslam, Darryl R.; Zhi-ling, Jiang

doi:10.1016/j.aip.2011.08.008

Cited by 9 publications

(4 citation statements)

References 2 publications

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“…First, the indirect role of the teacher–student relationship between interpersonal trust and teacher–student relationship suggests that both teachers and parents should pay more attention toward the development of children’s interpersonal trust, which would lead to higher-quality teacher–student relationships. For example, building a harmonious family relationship and secure attachment will promote children’s interpersonal trust; and for those children with low levels of interpersonal trust, group counseling and sandplay therapy could be used to enhance interpersonal trust ( Zhang et al, 2011 ). Second, our results show that students’ perception of the teacher–student relationship, rather than teachers’ perception, plays an indirect role between children’s interpersonal trust and social adjustment, suggesting that how students perceive the teacher–student relationship matters in childhood social adjustment.…”

Section: Discussionmentioning

confidence: 99%

How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

et al. 2021

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Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship.

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Section: Discussionmentioning

confidence: 99%

How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

et al. 2021

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“…Previous studies have confirmed that people with IS traits are more likely to develop depression ( Boyce & Parker, 1989 ). In this regard, group counseling has been widely used in intervention studies of interpersonal communication and prevention of depression among college students with good results, and previous studies have also confirmed that group sand tray game therapy can effectively reduce IS of college students ( Young et al, 2016 ; Wen et al, 2011 ). Schools and other relevant departments can learn from the existing studies and actively carry out activities such as group counseling and group sand tray games to help individuals reduce IS and the occurrence of depression among college students.…”

Section: Discussionmentioning

confidence: 99%

The relationship between appearance anxiety and depression among students in a medical university in China: a serial multiple mediation model

Xian,

Niu,

Zhang

et al. 2024

PeerJ

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Background Appearance anxiety and depression have become common and global public health problems worldwide, especially among adolescents. However, few studies have revealed the mechanisms between them. This study aimed to explore the multiple mediating roles of interpersonal sensitivity and social support between appearance anxiety and depression among medical college students. Methods With 13 invalid samples excluded, 724 college students participated in our survey and completed questionnaires. The average age of 724 samples was 19.8 ± 2.02 including freshman to senior year and graduate school and above; 31.9% of the participants were male and 68.1% were female. SPSS 25.0 and Hayes’ PROCESS macro were used for statistical description, correlation analysis and built multiple mediation models. Results Appearance anxiety can not only directly affect depression, but also indirectly affect depression through three significant mediating pathways: (1) IS (B = 0.106, 95% CI [0.082–0.132]), which accounted for 49.77% of the total effect, (2) SS (B = 0.018, 95% CI [0.008–0.031]), which accounted for 8.45% of the total effect, and (3) IS and SS (B = 0.008, 95% CI [0.003–0.014]), which accounted for 3.76% of the total effect. And the total mediating effect was 61.97%. Limitations It is a cross-sectional research method and the causal relationship is unclear. Conclusions This study found that lower interpersonal sensitivity and higher social support can effectively reduce depression caused by appearance anxiety among college students. The schools and relevant departments should take measures to reduce the interpersonal sensitivity of college students and establish reliable social support, so as to reduce the occurrence of depression.

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“…The experiment was conducted by referencing and modifying the restricted group sandplay therapy method of Zhang et al (2011). None of the subjects were informed of the purpose of the experiment.…”

Section: Group Sandplay and Neutral Interventionsmentioning

confidence: 99%

“…A group sandplay therapy combines the advantages of both sandplay therapy and group therapy: sandplay therapy is an unconscious, self-healing process and group therapy enables participants to build trust and respect toward others and to become aware of diverse viewpoints (Sweeney and Homeyer, 1999). Group sandplay therapy can also significantly decrease tendencies toward social avoidance and painful feelings and can improve social awareness and coordination skills in college students with social anxiety (Zhang et al, 2011). Regarding the causes underlying the intervention effect of sandplay, first, sandplay promotes the healing function of self-exploration in participants.…”

Section: Introductionmentioning

confidence: 99%

Effect of Restricted Group Sandplay on Interpersonal Sensitivity in College Students

2021

Front. Psychol.

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This study aims to investigate the intervention effect of group sandplay on the interpersonal sensitivity of college students and analyze the relationship between the theme and interactive behavior characteristics and the intervention effect of group sandplay especially during the period of COVID-19. Sixty college students were randomly assigned to the experimental group (group sandplay) or the control group (neutral task interventions). The results showed that the interpersonal sensitivity level of the experimental group was significantly lower than that of the control group. For the experimental group, the variation in the interpersonal sensitivity level was significantly negatively correlated with the change in warm, supportive behavior during group sandplay interaction. These findings suggest that group sandplay is effective in improving the interpersonal sensitivity level of college students, and this effect can be positively predicted by warm and supportive interaction behaviors in group sandplay.

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The effects of restricted group sandplay therapy on interpersonal issues of college students in China

Cited by 9 publications

References 2 publications

How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

The relationship between appearance anxiety and depression among students in a medical university in China: a serial multiple mediation model

Effect of Restricted Group Sandplay on Interpersonal Sensitivity in College Students

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