团体沙盘游戏干预对特殊教育教师职业倦怠水平影响的实证研究
An Empirical Study of the Effect of Group Sandplay Intervention on Burnout Level of Special Education Teachers

为探究团体沙盘游戏疗法是否能有效缓解特殊教育教师职业倦怠，选取自愿报名的18名存在职业倦怠的特教教师。采用“等组前后测”实验设计，采用纸条编码抓阄的方式随机分为实验组和对照组，每组各9人，考虑团体沙盘游戏设置，每组分为两个小组，分别为实验组一4人和实验组二5人，对照组一4人和对照组二5人，通过8次团体沙盘游戏干预，采用SPSS 26.0比较实验组和对照组前后测职业倦怠量表得分差异。结果显示实验组一的教师在去个性化维度存在显著性差异(p < 0.05)，实验组二的教师在情绪耗竭维度存在显著性差异(p < 0.05)。因此，团体沙盘游戏能够有效缓解特教教师职业倦怠，特别是在情绪耗竭和去个性化维度上效果更为显著。
In order to investigate whether group sandplay therapy can effectively alleviate burnout among special education teachers, 18 special education teachers with burnout were selected and enrolled voluntarily. The experimental design of “equal-group pre and post-test” was adopted, and the experimental and control groups were randomly divided into 9 teachers each by drawing lots with paper strips coding. Considering the setup of group sandplay, each group was divided into two groups, 4 teachers in the experimental group 1 and 5 teachers in the experimental group 2, and 4 teachers in the control group 1 and 5 teachers in the control group 2, and the burnout was alleviated through the intervention of group sandplay for 8 times. SPSS 26.0 was used to compare the differences in burnout scale scores between the experimental and control groups before and after the intervention. The results showed that there was a significant difference in the depersonalization dimension of teachers in experimental group 1 (p < 0.05), and there was a significant difference in the emotional exhaustion dimension of teachers in experimental group 2 (p < 0.05). Therefore, the group sandplay is effective enough to alleviate the burnout of special education teachers; especially in the emotional exhaustion and depersonalization dimensions, the effect is more significant.