本研究旨在探究遊戲治療師接受遊戲治療督導的經驗,以了解受督者在遊戲治療督導中之專業學習與個人成長之內涵。 本研究採質性研究取向,共有六位研究參與者,透過半結構訪談的方式進行資料蒐集,以現象學分析方法進行資料分析,研究結果及發現如下︰ 接受遊戲治療督導之經驗包含專業學習與個人成長兩個部分。 在專業學習部分有以逐字稿為基礎的學習、理論知識與觀念釐清、評估觀點與分析架構、從督導者身上的學習與影響、整合自我工作架構以及整體專業能力的提升等六大面向;在個人成長的部分,則涵蓋對個人帶來正向影響、促進自我覺察、增進自我調整以及自我省思等四大面向。 從研究參與者的受督經驗發現,受督者專業發展階段的不同,會影響受督者在遊戲治療督導中的狀態以及學習。 最後,研究者針對研究發現加以討論,並對遊戲治療督導訓練、遊戲治療師以及未來研究提出相關之建議。
This study examines six play therapists’ learning experiences in play therapy supervision. In order to explore their professional learning and personal growth. This qualitative study adopted phenomenological approach, and used semistructured interviews to collect data, and phenomenological analysis to analyze data. The main findings of the study included that the participants’ study included professional learning and personal growth. In the professional learning including learning from arranging transcript, clarification and discussion of the concept, analysis and evaluation framework, integration of their work structure, and other professional competence. And the personal growth included the positive influence of supervision, increasing the self-awareness and self-adjustment, and self-reflection. The experience will vary according to the professional development stage. The implication about the finds and suggestions for future study were addressed.