Исследования и оценка

Стоуверу и Б. Гуэрни (Stover, Guerney, 1967) принадлежит одно из самых ранних исследований в терапии детско-родительских отношений. Они оценивали возможность обучения матерей методам терапии детско-родительских отношений и обнаружили, что после такого обучения у матерей число высказываний рефлексивного типа становится больше, а число высказываний директивного типа — меньше, чем у матерей, не получивших соответствующей подготовки. Они обнаружили также, что под влиянием позитивных изменений в поведении матери менялось и поведение ребенка.

В более позднем исследовании Б. Гуэрни и Стоувер (1971) сообщают, что у детей, матери которых получили подготовку в области терапии детско-родительских отношений, наблюдалось, по оценке родителей, улучшение по целому ряду параметров симптоматики и психосоциальной приспособленности. Значительное улучшение было также отмечено по двум оценочным шкалам, заполнявшимся врачами. Гуэрни и Стоувер пришли к заключению, что в результате опыта, полученного в игровой комнате, дети получают возможность отреагировать свои агрессивные чувства и более реалистично строить отношения с матерями: они начинали больше разговаривать с ними и больше делиться. Они также установили, что матерей можно научить навыкам, необходимым для того, чтобы отражать чувства, позволить ребенку следовать своим путем и соучаствовать в эмоциональной экспрессии и поведении ребенка.

В тех случаях, когда родители занимались игровой терапией с заикающимися детьми, удавалось добиться значительных улучшений. В этих случаях было обнаружено, что одной из существенных причин заикания является эмоциональный климат семьи. Изменение среды общения ребенка и создало необходимые терапевтические условия для смягчения заикания (Andronico, Blake, 1971).

Джилмор (Gilmore, 1971) исследовал примеры детско-родительской терапии при работе с детьми, испытывающими трудности при обучении. Он обнаружил, что в тех случаях, когда родители действуют как психотерапевтические агенты, самооценка таких детей существенно улучшилась. Повысилась также их учебная и социальная успешность, наладились отношения в семье.

Обнадеживают исследования долгосрочных изменений, наступающих в результате детско-родительской терапии Л. Гуэрни (Guerney, 1975) провела опрос сорока двух человек, прошедших подготовку в области терапии детско-родительских отношений, через один — три года после того, как они закончили обучение. Ответы на вопросы анкеты свидетельствуют о том, что только три из сорока двух детей, участвовавших в программе, впоследствии получали специальную медицинскую помощь. Тридцать два родителя отмечали неуклонное улучшение в поведении детей после завершения курса обучения. Четыре родителя указали, что улучшений не наступило, четыре родителя, полагали, что степень приспособленности у их детей снизилась и один родитель считает, что ребенок изменился в худшую сторону. Проводя исследования с одной и той же группой детей, Сайвалэк (Sywulak, 1979) просил родителей ранжировать поведение своих детей, и в течение четырех месяцев, предшествовавших игровой терапии, эти оценки существенно не менялись. В течение последующих четырех месяцев с большинством детей проводилась игровая терапия, в которой принимали участие оба родителя, проходивших обучение в области терапии детско-родительских отношений, и у них наблюдались значительные улучшения в приспособленности. В этот период у родителей также отмечалось улучшение в: плане принятия своих детей.

Трехлетнее наблюдение за детьми, принимавшими участие в исследовании Сайвалэка (Sensue, 1981) не показало существенного снижения уровня приспособленности два и три года спустя. По сравнению с контрольной группой обычных детей, дети, получавшие терапию, имели тот же уровень адаптации, хотя до этого у них были диагностированы затруднения в приспособленности. Кроме того, родители, прошедшие специальную подготовку, имели более высокий балл по шкале принятия своих детей, чем родители контрольной группы.

Гласе (Glass, 1986) сравнивал достижения родителей, обучающихся игровой терапии, с контрольной группой, и обнаружил существенные различия в пользу родителей, получивших подготовку: они выказывали безусловную любовь к ребенку, понимали его, снижалось число детско-родительских конфликтов, родители лучше понимали смысл игры ребенка. Хотя различие это не являлось статистически значимым, у родителей, обучавшихся игровой терапии, была отмечена большая мера родительского принятия, уважения к чувствам детей, признание необходимости автономии ребенка, улучшение самооценки у детей и родителей и возникновение большей близости между ними.

Литература

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Глава 17

Избранная библиография по игровой терапии

В предыдущих шестнадцати главах содержатся мои размышления об отношениях, возникающих в игровой терапии. Существует множество других точек зрения и море информации, которую можно найти в соответствующей литературе. Избранная библиография по игровой терапии предназначена для того, чтобы помочь студенту и психотерапевту, дальше продвинуться в изучении богатейшей области — игровой терапии, если вы стремитесь лучше узнать себя, детей и динамику этой захватывающей науки. Я старался включить в этот список работы, позволяющие взглянуть на игровую терапию в разрезе и дающие представление об ее основных проблемах, таких как отношения в игровой терапии, смысл игры, игровая терапия в особых условиях, игровая терапия в группе, игровая терапия с особыми выборками, специфические проблемы в игровой терапии, процесс игровой терапии, обучение и исследования.

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