对于已经成年、不久将迈入社会的大学生来说，进行生涯规划是关于自身未来发展的重要问题。本研究尝试将生涯建构咨询与箱庭疗法相结合（文中简称生涯建构箱庭），使用量化方法与质性方法，探讨其对大学生生涯适应力的干预效果及咨询过程中的重要内容，为高校生涯规划及就业辅导工作提供新的思路。

研究一将12名被试随机分为实验组与等待组，实验组进行每周1次共4次的生涯建构箱庭咨询，这期间等待组无干预，进行前后测。在结束对照后，对等待组进行同样流程的干预。所有被试均在干预结束后进行质性访谈，并在一个月后进行回访。量化研究结果发现：（1）生涯建构箱庭对于大学生的生涯适应力具有显著提升效果；（2）该效果具有一定持续性。

研究二将12名被试在干预结束后进行的质性访谈采用共识性质性研究方法（CQR）从效果和事件两个角度进行深入分析，结果发现：（1）从效果角度看重要内容分为探索与思考、领悟与整合、计划与行动三个部分；（2）从事件角度看重要内容分为生涯建构和箱庭两个部分。（3）生涯建构箱庭的四次咨询内容设计有效地促进了来访者生涯问题的解决，有大量来访者认为有效的重要内容。（4）在生涯建构箱庭中，生涯建构理论的五个问题和建构主义思想起到了重要作用，箱庭的独特作用包括自我探索与表达的过程、无意识的涌现、提供旁观者的视角，以及理想的场景提供努力的方向。（5）生涯建构理论与箱庭疗法结合具有可行性，并且有着独特的优势，表现为三个部分：双重角度的叙事、具象的实物与抽象的语言、赋予意义与建构的过程。（6）本研究对高校生涯咨询与辅导提出四点建议：提供信息与安抚情绪相结合、提升技能与自我了解相结合、促进尝试与减轻压力相结合、监督落实与积极鼓励相结合。

总体来说，本研究探索并验证了生涯建构箱庭对于大学生生涯适应力的干预效果，探究了其过程中的改变机制，丰富了箱庭疗法的理论内容及生涯建构理论的应用研究，为高校生涯规划工作提出了建议。

For college students who are already adults (over 18 years old) and will soon enter society, career planning is an important issue regarding their future development. This study attempts to combine Career Construction Counseling with Sandtray Therapy (referred to as Career Construction Sandtray Therapy in this paper), using quantitative and qualitative methods, to explore its intervention effects on college students' career adaptability and important events in the counseling process, in order to provide new ideas for career counseling in colleges.

In Study 1, 12 clients were randomly divided into two groups, intervention group and waiting group. The intervention group received career construction sandtray therapy once a week for 4 consecutive weeks, while the waiting group having no intervention, pre-test and post-test were used. After the intervention, the waiting group was given the same process of intervention. All clients were interviewed at the end of the intervention and one month later. The results of the quantitative study found that (1) the career construction sandtray therapy had a significant effect on the career adaptability of college students; (2) and the effect is persistent.

In Study 2, using consensual qualitative research (CQR), the qualitative interview conducted by 12 clients at the end of the intervention were analyzed deeply from two perspectives: (1) from the perspective of the effect, the important contents were divided into three parts: exploration, insight and action; (2) from the perspective of the event, the important contents were divided into two parts: career construction and sandtray. (3) The four counseling sessions of the career construction sandtray therapy were designed to effectively promote the resolution of clients' career problems, and there were a large number of important contents that the client considered helpful. (4) The five questions of career construction theory and constructivist thinking play an important role in the career construction sandtray therapy, and the unique effect of sandtray includes the process of self-exploration and expression, the emergence of the unconscious, the provision of a bystander's perspective, and the ideal scenario providing a direction to work toward. (5) The career construction sandtray therapy is feasible and has unique advantages, which is manifested in three parts: dual perspective of narrative, concrete object and abstract language, meaning making and construction process. (6) This study puts forward four suggestions for career counseling in colleges: the combination of providing information and comforting, the combination of improving skills and self-understanding, the combination of promoting practice and reducing pressure, and the combination of supervision and encouragement.

In general, this study explores and validates the intervention effects of career construction sandtray therapy for college students' career adaptability, explores the change mechanism in the process, enriches the theoretical study of sandplay therapy and the applied research of career construction theory, also puts forward suggestions for college career counseling.