A Phenomenological Study of the Sandplay Therapy Expression of Six Immigrants’ \nPsychological Adaptation in Quebec
Bibliographic record
Abstract
This dissertation reports the results of a qualitative investigation of the individual psychological experiences of adaptation to a new socio-cultural environment of six adult participants with immigrant backgrounds. The experiences were expressed through Sandplay Therapy sessions in the form of verbal accounts and three-dimensional expressions in the form of sandpictures. The research design was based on the Descriptive Phenomenological Psychological Method (DPPM) which helped to uncover what the Sandplay Therapy expressions of immigrants in Quebec reveal about their psychological adaptation to their new environment. The data were collected over a period of sixteen months through Sandplay Therapy sessions and included the following categories: the written verbal accounts of the experiences; the therapist’s process notes and comments; and the visual data in the form of photographs and maps of the created sandpictures. Data analysis included the analysis of the transcription of the sessions and of the sandpictures, for which the perspective of the Kalffian model of Sandplay analysis and Jungian theory was used. The findings suggest relations among the imagery representing the participants’ experiences (in the form of the sandpictures); the underlining psychological processes unfolding in the participants’ psyche; and the conscious understanding of the experience of adaptation voiced by the participants. The research participants presented patterns in their expressions linking their experiences of adaptation to the unfolding of the specific psychological processes that were revealed through the images.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".