整合式遊戲治療之考驗與訓練成效研究：以四位遊戲治療新手為例

Examining the Integrated Play Therapy and Its Training Program Effect on Four Play Therapy Trainees

林美珠(Meei-Ju Lin) ； 蔡順良(Shung-Liang Tsai)

《台灣遊戲治療學報》 2期 (2012/12) Pp. 85-108

https://doi.org/10.6139/JTPT.2012.2.5

摘要

本研究主要是運用研究者所發展之整合式遊戲治療，進行遊戲治療新手的訓練。一方面檢視遊戲治療新手在學習整合式遊戲治療之成效；另一方面對原先所提出的整合式遊戲治療進行檢視與修訂，使此模式更趨完整、實用。參與本研究的遊戲治療新手計四位，均未曾正式學習及操作整合式遊戲治療。研究者在訓練方案實施前、工作坊後、以及整個訓練方案完成後，分別對遊戲治療新手進行訪談。本研究的主要發現如下：一、 學習整合式遊戲治療之成效：（一）整合式遊戲治療讓遊戲治療新手在進行遊戲單元時，提供一個好的參考架構，遊戲治療新手更能發揮兒童中心遊戲治療的態度，客體關係的視野亦在身上生根。（二）整合式遊戲治療訓練期間，團體督導者能成為遊戲治療新手們的自體客體，協助他們更能成為兒童的自體客體。（三）參與訓練方案對遊戲治療新手進行遊戲治療時能增進其專業效能。（四）整合式遊戲治療的學習對遊戲治療新手個人成長方的幫助，含二部分：1. 內在客體關係之質變：更能自我覺察、自我療癒及成長。2. 外在客體關係之改變：人際互動時彈性增加，更能站在對方立場瞭解對方。二、 整合式遊戲治療階段之修正為：（一）建立關係階段；（二）瞹昧共生階段；（三）治療性共生階段；（四）分化階段；（五）個體化階段。

關鍵字

遊戲治療新手 ； 專業自我效能 ； 整合式遊戲治療

並列摘要

The purpose of this study was to apply integrated play therapy (IPT), which was developed by researchers into practice. This study examined the effect of IPT conducted with play therapy trainees and the original version of the IPT model. Further modifications were made based on the examination to construct a more complete and feasible IPT. Four trainees participated in this study. No trainee was formally trained in IPT or performed IPT before. Three interviews were conducted with each trainee before, during, and after the training program.The main findings of this study are shown as follows:1. Effect of the IPT training program: (1) IPT offered a good frame of reference that allowed trainees to develop a more therapeutic mindset of client-centered play therapy. This assisted trainees to cultivate the view of object relations more deeply within themselves. (2) The supervisor of the group supervision session of IPT training was capable of becoming the self-object for trainees, which assisted trainees in becoming the self-object for the children. (3) IPT training improved trainees' professional efficacy as they performed play therapy. (4) IPT training provided 2 personal growth for trainees: a. Inner object-relation change: more self-awareness, more self-healing, and growth. b. Outer object-relation change: higher flexibility among interpersonal contact and greater empathy.2. Modification of IPT stages: (1) Stage of establishing relationships. (2) Stage of ambivalent symbiosis. (3) Stage of therapeutic symbiosis. (4) Stage of differentiation. (5) Stage of individuation.

並列關鍵字

play therapy trainee ； professional self-efficacy ； integrated play therapy

參考文獻

廖鳯池編、王文秀編、田秀蘭編(1997)。兒童輔導原理。台北:心理。

宋文里譯、 Rogers, C. R.(1990)。成為一個人：一個治療者對心理治療的觀點。台北:桂冠。

李思瑩(2008)。諮商員諮商意圖內涵與形成因素之研究(碩士論文)。國立台北教育大學。

林美珠(2005)。親子遊戲治療─客體關係的修復。諮商與輔導。237，35-44。

林美珠(2008)。親子遊戲治療中客體關係修復之個案研究。中華輔導與諮商學報。24，215-251。