自閉症學童: 「鏡子動作」體驗 Children with Autism: An experience of ‘Mirroring’
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在一個治療小組中, 我與參與者一起進行鏡子動作。我們二人一組, 做一些自然、簡單及重複的動作, 緩慢地彼此模仿。目的是希望建立聯繫, 及加強他們在身體及情感的能量, 這個活動需要高度的專注及敏感度。參與者們, 似乎十分享受作為動作的帶領者, 當我們做了大約兩分鐘後, 一位參與者問我可否與他擁抱一下。這位參與者的非語言感受, 希望得到釋放, 而這個感受, 是由身體內發出的。我感到, 治療室充滿著強烈的情感能量, 我們彼此的聯繫十分緊密。由於自閉症兒童都是非常自我專注, 透過這個活動, 我可以進入他們的世界。在一個潛意識的層面, 他們體驗到被認可及被接納, 這些感覺得到關注、釋放及分享 (Emunah, 1994)。
In a session, I facilitated a mirror exercise in a therapy group. I paired with one of the participants and started with natural, simple and repetitive movements. We imitated each other’s movement slowly. The objective was to achieve connectedness and energize them physically and emotionally. The exercise required acute concentration and sensitivity. The participants seemed enjoyed leading movement. After we did mirroring for about two minutes, a participant asked if we can have a hug. The participant’s nonverbal feeling demanded release and it was the reflection of his/her body. I felt intense emotion energy in the room. The sense of interconnectedness was heightened. Since children with autism are exceptionally self-absorbed, the mirror exercises let me enter their world. At a subconscious level, the participants’ experience was a kind of validation and acceptance of their feelings. Their feelings were acknowledged, released, and shared (Emunah, 1994).
Emunah, R. (1994) Acting for Real: Drama Therapy Process, Technique, and Performance. Routledge