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Re:一则刚知道的新闻——国内也有海豚训练孩子
下面是一篇国外有关“海豚治疗”的实验报告，孩子的爸爸直译的，不知是否准确，仅供参考。
Dolphins as cotherapists for inducing contact with children who have elements of autistic behavior
海豚因善与有自闭行为特征儿童交往而成为有效的协同治疗专家
Brain & Consciousness, Proc. ECPD Symposium, pp. 137-139
Lj. Raki , G. Kostopoulos, D. Rakovi , and Dj. Koruga, eds.
Belgrade, Yugoslavia, 22-23 September 1997
Marija Momirov
Milentija Popovi a 52, Belgrade, Yugoslavia
Abstract: Dolphins’ abilities to follow autistic children communication system make them ideal companion therapists which was affirmed by Dolphin Program in Budva 1992 with seventeen autistic children.
摘要：海豚理解自闭儿童交流系统的能力使他们成为这些儿童理想的伙伴和治疗专家，这一点已被于1992年在Budva进行的有17个儿童参与的海豚活动所证实。
Key words: dolphins, autistic children, communication, therapeutic effects.
关键词：海豚、自闭儿童、交流、治疗效果
Seven years ago I learned about Dr. Betsy Smith and her pioneering pilot project in which dolphins facilitated therapy with autistic children and that was an idea I had had for a long period of time. Her conclusion was that the dolphins are extremely helpful in stimulating spontaneous behavior in an autistic person. During my visit to Dolphin Plus Center (Key Largo, Florida) where the project was conducted, I got a lot of advice and support from Professor Smith which was of great value for my work with dolphins.
七年前，我了解到Betsy Smith博士和她那利用海豚促进对自闭儿童治疗的开创性实验项目，这也是我一直以来的一个想法。她的结论是海豚在促进自闭者的自然行为方面极其有益。在我对该项目的实施地点，位于佛罗里达州Key Largo地区的海豚中心，进行访问时，我得到了来自Smith教授的许多建议和支持，这些对我所从事的与海豚有关的工作有很高的价值。
●Dolphins are sensitive to the needs of human beings with problems of a physical or psychological nature;
●Their rounded morphology, the line of their jaw associated with a smile, their smooth, warm skin, highly controlled and easy movements, tender touch, and special sounds which they produce make them ideal companion therapists;
●Their high intelligence is the key to their wide spontaneous play repertoire; and
●They initiate playful contact and produce a state of joy which is important for two reasons:
◆The joy produces an endorphinergic state in which the level on endorphins increases and enables healing processes; and
◆The endorphinergic state is the strongest motivation power which can produce change.
●海豚对那些存在身体或心理缺陷的人群的需要非常敏感；
●它们圆圆的造型、面带微笑的下颚线、光滑温暖的皮肤、灵巧的运动、温柔的接触以及它们发出的特殊声音使它们成为这些人理想的伙伴和治疗者；
●它们的高智力是它们具有众多自然表演才能的关键，而且
●它们发起的快乐接触和产生的愉快情绪由于以下二点而至关重要：
◆欢乐产生了一种“安多酚快感”状态，此时人脑内的安多酚浓度增加，启动治疗过程，并且
◆这种安多酚快感是人体能够产生变化的最强大的推动力量。
All of these four aspects lead to our general hypothesis: Dolphins have a positive influence on the appearance and development of communications skills in autistic children who have been in direct contact with them.
以上这四个方面使我们能够大胆假设：海豚对与它直接接触的自闭儿童的交流技巧的表现形式和发展有积极影响。
The Dolphin Program has been introduced into a more comprehensive project: research in communication with children who have elements of autistic behavior (1991-1992, Belgrade).
1991至1992年，在贝尔格莱德，海豚训练课程被引入到一个更广泛的对与有自闭行为特征的儿童的交流进行研究的计划中。
We investigated our hypothesis in Budva (Montenegro, Adriatic Coast) from June 31 – July 14, 1992. This part of the project included 17 children, 35 members of their families and a team of professionals: two psychologists, a neurologist, a speech therapist and a pediatrician. Seven dolphins were in contact with all the members of the group in the dolphinarium Dolphins’ World, owned by the Ilic family. The dolphins swam in the Olympic-size swimming pool which was part of the sea just fenced with wire. Two dolphin trainers collaborated with the group whenever they were needed. The whole program was recorded on video. All members of the project had brief
preparation in Belgrade (swimming lessons and basic information about dolphins).
从19992年6月31日至7月14日，在位于Montenegro的Adriatic海边的Budva，我们研究审查我们的假设。这个计划中的角色包括17个儿童，35个他们的家庭成员，以及一个由专业人员构成的小组：二个心理学家，一个神经学家，一个语言治疗专家和一个儿科医生。在海豚世界海豚馆里，有7头海豚（由一个Ilic家庭所拥有）被用来与所有成员进行接触。海豚活动在一个奥林匹克标准大小的泳池中，泳池为海的一部分并由线壮栅栏围住。只要小组成员有需要，两个海豚训练员可随时协助。整个训练过程有视频摄象记录。计划中的所有成员在贝尔格莱德接受过短暂的预备训练（游泳课程和关于海豚的基本知识）。
The very important factor was that parents and professionals completed a one-year educational program about communication and autism which reinforced the effects of the Dolphin Program.
非常重要的一个因素是儿童的父母和专业人员此前已完成了一年的关于交流和自闭症的培训课程，这强化了此次海豚训练的效果。
The education included:
l ●Developing observation abilities, and how to control our expectations of the child, observing without the influence of expectation. This helps the observation become more precise;
●How to give support to the child, at what moment and in which way;
●How to be aware of our own rhythm;
●How to be in tune with the child and to develop a common rhythm with the child.
●How to encode the specific autistic mode of communication, to translate the “autistic language”;
●How to see the child’s joy and contentment as the main criterion of change. Joy in communication doesn’t exist in the value system of our culture and that is why it is so often neglected in therapeutic work, but joy is the main engine for producing change;
●How to focus attention on minimal changes and to value them, reinforce attention to minimal changes builds the foundation for the appearance of a big change;
l ●How to make goals which follow the principle of minimal changes, and how to make them clear, simple and concrete;
●How to see the world from the children’s points of view, by the exercises of guided fantasizes; and
●How to make positive self-evaluations which is a condition sine qua non for the positive evaluation of the child.
培训内容包括：
●发展观察能力，以及如何控制我们对孩子的期望，并不受这种期望的影响去观察。这有助于观察变得更为精确；
●如何给予孩子支持，在什么时候和用何种方式；
●如何掌握我们的节奏；
●如何与孩子合拍，并与孩子一起发展一种公共的节奏；
●如何编码特有的自闭式交流模式，并翻译成一种“自闭式语言”；
●如何把孩子的快乐和满足作为发生变化的判断标准。交流中的快乐并不存在于我们的文化价值体系中，这就是为什么它常常在治疗工作中被忽略的原因。但是，快乐是产生变化的主要引擎；
●如何留意微小的变化并正确评价它们，这种对微小变化的强化注视是量变到质变的基础；
●如何制定遵循微小变化原则的目标，以及如何使它们清楚、简单、具体；
●如何通过有指导的想象练习使我们从孩子的观点去理解世界；
●如何进行积极的自我评价，这是积极评价孩子的必要条件。
We worked very intensely about 12 hours per day. Twice a day we had a swimming program with the dolphins, twice a day a meeting in small groups, a large whole group meeting, analyzing the video shots, and twice a day a professionals’ team meeting. This intense work and strong group cohesion helped us to maintain the high consciousness level during the two weeks.
我们每天高强度地工作12个小时。每一天，我们同海豚有二次游泳训练，一次小组会议和一次全体会议分析视频摄象，以及二次专家组会议。这些大量工作和强大的集体凝聚力帮助我们在两个星期里保持高度的责任感。
The program was organized into two parts:
●Period of adaptation; and
●Direct contact with dolphins.
训练计划被组织成两个部分：
●适应期；
●与海豚直接接触。
The children were not forced to make any step forward. They followed their own rhythm in moving along the continuum from the edge of the swimming pool, stepping on the platform and observing the dolphins from there, touching them sitting on the edge of the platform with their feet in the water, swimming in the water, to finally touch the dolphins in the water. The time the children spent in the water varied, they stayed in the water as long as they needed (usually from ten minutes up to half an hour).
孩子们没有被强制向前迈步。他们按照自己的节奏而连续地移动：从泳池的边缘，到踏上平台并留在那里观察海豚，到坐在平台的边缘用在水中的脚接触它们，到在水中游泳，到终于在水中接触海豚。孩子们花在水中的时间是变化的，只要需要他们就可留在水中（通常从10分钟到半个小时）。
The dolphins usually organized themselves as a group, and they communicated with children, either the whole group at once, or they took turns one by one. Among the dolphins there were five females, and two males. The older male kept the territory around the big platform, and the younger one the territory around the smaller platform. They would swim in front of humans to prevent them from leaving their territory. They showed possessive behavior, and they treated the swimmers as their possessions.
海豚通常自己结成群，当与儿童交流时，它们或者以一个整体，或者轮流依次地进行。在这群海豚中，有5个是雌性的，另2个是雄性的。年长的雄性把较大的平台作为自己的领地，而年轻的那个则主要占据着较小的平台。它们在人群前面游动，并阻止他们离开自己的领地。它们表现出带占有欲的举止，把游泳者作为自己的拥有物。
There are specific rules for communication with autistic children and our experience in Dolphin Program assured us that dolphins can follow all of them perfectly.
我们有特别的规则用于与自闭儿童的交流，并且我们在海豚训练方面的经验保证海豚能够完全服从它们。
(1) For the beginning contact with autistic child, we should start with whatever the child offers us,
and it is usually stereotypical behavior. Dolphins follow this rule spontaneously.
When a boy who had a big fear of water was standing of the edge of the swimming pool and rocking, the dolphins, usually two or tree of them, used to jump in front of him in the same rhythm as his rocking. After consolidating the intoning with the boy, the dolphins would change their rhythm and the boy would stop rocking and his full attention was directed to them. After a few days the boy started to go into the water, swam with them and touched them.
（1）对于同自闭儿童的最初接触，我们应该从儿童呈现出什么情形就从什么情形开始，这通常是一种刻板的行为。海豚可以本能地遵循这种规则。
当一个非常惧怕水的男孩站在游泳池的边缘并摇摆时，通常会有二到三只海豚在他面前以与其摇摆相同的节奏跳跃。在强化了这种与男孩的“吟诵”后，海豚将改变它们的节奏，男孩也将停止摇摆，他所有的注意力被吸引到它们身上。几天后，男孩开始进入到水中，和海豚一起游泳，并触摸它们。
(2) Following the rhythm which the child produces is the base for contact.
A little girl, who didn’t even want to look at the water, produced very strong screams from time to time. The dolphins splashed near her whenever she screamed. She started to focus her attention on them and to watch them directly.
Whenever the dolphins approach the communication zone, which is around a two-meters radius, they start to imitate the swimming pattern of the swimmer, which is their non aggressive way of saying: “Hi, I am here, I want contact with you”.
（2）跟随儿童产生的节奏是与其接触的基础。
一个甚至连水都不愿多看一眼的女孩时常发出强烈的尖叫。每当她尖叫时海豚会把水溅到她附近。她开始把注意力集中到它们身上，并直接观察它们。
海豚无论何时接近那半径约为2米的交流区域时，它们都会模仿游泳者的泳姿，仿佛在以一种不带任何进攻性的方式说：“你好，我来了，我想和你接触。”
(3) The model for helping the child to develop new forms of behavior is to slowly add new elements and leave out old elements of the basic stereotypical pattern.
In our group there was a boy who, when he entered the water, immediately started to turn around himself. The dolphin would follow his pattern of movement, and then gently change the pattern into a left - right movement. The boy first stopped, then followed the dolphin’ s movements with his eyes, head and hands, and at the end with his whole body. The dolphin succeeded in entering the boy’s stereotypical pattern and changing it without terrifying him (for an autistic child, being left without stereotypical behavior is being left with out security).
（3）帮助儿童发展新行为的方法是缓慢地添加新的行为要素，并离开那些已有的具有刻板行为特征的陋习。
在我们小组，有一个男孩，当他一进入水中时，就会立刻绕着自身转向。这时，海豚会先跟随他的运动姿势，然后逐渐地改变成左右运动。男孩会首先停下来，然后用他的眼、头和手跟随海豚的运动，最后是整个身体。海豚成功地融入到男孩的刻板行为中，并在男孩没有受到威胁的情况下改变了他的行为（对于自闭儿童，离开刻板行为就是离开安全）。
(4) The balance between new and old elements should be kept very carefully. If old elements are kept too long, the child will shut off its contact because of boredom. Also, the child will discontinue contact if it is introduced to a large number of new elements which are freighting for it.
One boy used to go up and down of the swimming pool steps, and when his feet reached the water, the dolphin touched him. After some time the dolphin started to jump and to touch the boy’s legs and back gently, like encouraging him to go deeper into the water. Whenever the dolphin touched higher points on the boy’s body first the dolphin would wait for the boy’s signal that everything was O.K. (the boy would turn around and look at the dolphin). Only after that signal would the dolphin continue the play.
（4）必须小心地保持新旧要素之间的平衡。如果旧要素被保持得太久，儿童就会由于厌倦而关闭接触。同样，如果引入太多的新要素，儿童也会因为害怕而不再继续接触。
一个男孩习惯于沿泳池的台阶上上下下，当他的脚接触到水后，海豚会触摸他。一段时间过后，海豚开始跳跃，并轻轻地触摸男孩的腿和背，好象鼓励男孩进入到更深的水中。无任何时海豚接触到男孩身体的更高部位，海豚总是停下来等待男孩反馈一切正常的信号（即男孩转过身来看着海豚）。只有在这个信号之后，海豚才会继续。
(5) The balance between a pause and an action is also very important for autistic children. Usually the pause they need is longer because their reactive time is prolonged.
Dolphins never remain in contact too long. They would move out of the two-meter radius, and turn back after a certain amount of time. For each child that period of pause was different.
（5）在暂停与行动之间维系平衡对自闭儿童也是至关重要的。通常，他们需要的暂停时间较长是因为他们的反应时间被延长了。
海豚从不与儿童保持过长的接触。它们会主动移到距儿童2米开外，并在一段时间后再返回。对每一个小孩，那段暂停的时间是不同的。
(6) Anything that a child offers in a situation is good enough to start a play, if we are focused on what the child does and can do.
One of girls in the group couldn’t use her legs. She was sitting on the platform in her mother’s lap or in the professional’s lap. One particular female dolphin would come and gently mouth her legs. The girl obviously was delighted with the contact. Ten days later, we were organizing floating for the girl in the swimming pool, and she started to move her legs very slowly. Whenever she was in the water the female dolphin would approach, mouth her legs, and start to introduce new elements of contact (for example: swimming under the girl’s hand and stimulating her to use her hands and to touch the dolphin).
（6）在某种情形下，如果我们专注于小孩所做的和所能做的，那么小孩此时展现出的任何东西都足以被用来开始同他进行接触。
我们小组中有一个不会用腿的女孩。当她通过她妈妈（或专业人员）的怀抱坐在平台上时，一个雌海豚会单独地过来轻轻地舐她的腿。女孩显然很喜欢这种接触。十天后，我们组织女孩到游泳池中漂浮，她开始慢慢地活动她的腿。她一到水中，雌海豚就游了过来，舐她的腿，并开始引入新的接触要素（比如：在女孩的手下面游动，激励女孩使用她的手并抚摸海豚）。
(7) With autistic children there exists a stronger need to follow the play steps precisely (which dolphins do spontaneously among themselves as well).
Intoning, going into common rhythm, which is the dolphins’ spontaneous reaction when they are within the two meter radius:
●Developing the game, which dolphins do by introducing new elements and new rhythm.
●Precisely define the point up to which the game is developing. Dolphins clearly signal the culmination of the game by jumping, diving, and turning sharply or by producing sounds.
●Finishing the game cycles, dolphins swim away within a diameter of 20 meters, then come back slowly into the communication zone, but do not approach the child too closely.
●Clearly define the end of the game. Dolphins go away out of the communication zone.
（7）和自闭儿童一起游戏时，通常会强烈要求精确地遵守游戏步骤（海豚能够本能地做到这点）。
吟唱并加入公共节奏是海豚进入到2米半径范围内时的自然反应：
●发展一种海豚可通过引入新的要素和节奏来进行的游戏。
●精确定义游戏开展中的关键点，海豚通过向上跃起、俯冲跳水、急速翻转或发出声音来清楚地表明游戏的高潮。
●完成游戏的全套动作后，海豚游离小孩到20米直径的范围内活动，然后再缓慢游回到交流区，但不过分靠近小孩。
●明确定义游戏的结束。海豚游离交流区。
After the end of the game new cycles could be started.
在游戏结束后，新的循环可以重新开始。
By repeating those steps precisely, dolphins provide the children with the game through which they can learn the basic elements of communication (intoning, taking turns, communication timing, dialogue pattern…).
通过精确地重复这些步骤，海豚给患儿提供了一种游戏，他们能从中学到交流的基本要素（发声/合拍、依次、交流时机、对话方式¼）。
The dolphins are very patient, they do not give up easily, they stay and try to initiate contact for an amazing amount of time, and by doing that, they help the children overcome the motivational conflict between curiosity and fear of the unknown.
海豚非常耐心，它们从不轻易放弃，而是在一个相当长的时间内留下来尝试并发起接触，通过所做的这些，它们帮助儿童克服了由于既好奇又对未知事物害怕而导致的动机冲突。
Change was defined as a difference in position on the scale of contact before and after the Dolphin Program. Using this scale, every one of the adults marked every child, and we took those results where intersubjective agreement occurred.
变化被定义为参加海豚计划前后儿童在接触的标尺上表现出的位置差异。使用这一标尺，每一个成年人都可以去度量这些儿童，并且我们收集了这些基于主观一致标准的结果。
The changes which were registered were as follows:
●The facial expresion was more contented and relaxed;
●More vocalisation;
●More prolonged eye contact;
●Positive response to touch contact;
●More initiating contact;
●More interest in children of the same age;
●Less hyperactivity;
●Less stereotypical behavior;
●Wider repertoire of spontaneous expression;
●More aim-focused activities;
●Increase in the ability to imitate;
●More contact with dialogue pattern; and
●More smiling and laughter.
被记录在案的变化如下：
●面部表情更加满足和放松;
●更多发声；
●更长的眼睛接触；
●对触摸接触的积极响应；
●更多的初始接触；
●对同龄儿童更多的兴趣；
●减少的过度兴奋举止；
●减少的刻板行为；
●更广泛的自然声调技能；
●更多有目的行为；
●增加的模仿能力；
●更多的对话式联络；
●更多的微笑和开怀大笑。
Four years later, according to parents and professionals’ assessment, a significant amount of change is still visible.
四年后，根据他们父母和专家的评估，大量的变化仍然可见。
During the Dolphin Program parents and professionals experienced a different state of consciousness. Their attention covered a much wider radius, and their observation was much more precise. They were able to register everything without being focused on anything. They showed high concentration without tiredness. They were relaxed simultaneously with vigilance, speed and high coordination. They also experienced the possibility of interspecies communication. They saw that communication between different worlds is possible if there exists willingness to step out of their own system and willingness to renounce the expectation: “Everybody has to be the same as I am.” The ability to communicate is the ability to accept and understand the difference.
在“海豚计划”期间，父母和专家们经历了不同的感觉状态。他们的注意力覆盖了宽广的区域，并且他们的观察十分精确。他们能够记录一切情况而不是局限于某一方面。他们表现出不知疲倦的高度注意力。他们在放松的过程中也同时保持警觉、速度和高效的协调。他们也体验了物种间进行交流的潜能。他们明白，如果人类具有突破自身系统的意愿并欣然放弃“每个人必须与我一样”的奢望，那么不同世界之间的交流是可能的。交流的能力本质上就是接受和理解差异的能力。
The continuation of the Dolphin Program was planned to include measurement with underwater equipment. The idea of collaboration with Dr. Betsy Smith, (Florida International University), Teach Center (University of North Carolina) and with Professor Marijke Rutten Saris (Academia For Creative Therapy, Nijmegen, Holland) was interrupted up to now because of the politicial and economic situation.
规划中的“海豚计划”续篇将包括利用水下设备进行的测量。由于政治和经济上的原因，同佛罗里达国际大学的Betsy Smith博士、北加州大学教育中心以及荷兰创造力治疗研究院的Marijke Rutten Saris教授进行合作的构想到目前为止仍被阻止。
Positive experiences in the Dolphin Program were significant encouragement to start a program with horses. There is warrantable supposition that those two programs united together would give us great therapeutic effects.
在“海豚计划”中的有益经验对我们开始与马相关的培训计划是一个极大的鼓舞。有一个可以肯定的推测是如果把二个计划联合到一起将会给我们带来更佳的治疗效果。
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发表于 2003-2-17 08:28:33
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