折衷式遊戲治療模式對國小認輔教師訓練效果之研究

本研究的目的在於發展一折衷式遊戲治療的訓練模式，並探討其對20名國小認輔教師之訓練效果。本訓練模式係包括三部分：（1）教學講述部分有不同理論學派的介紹，含人本、精神分析及認知—行為學派，並含括與理論相關的技巧，如解釋、澄清、跟隨式反映、設限、同理與重新建構等；（2）遊戲媒材使用部分，含投射性繪畫、沙遊、布偶遊戲、說故事及放鬆體驗；（3）督導回饋部分，請每位受訓者需至少輔導一位兒童個案，每週須就個案輔導情形及問題進行討論。本研究以為期十二週，每週三小時，共計三十六小時的上課及督導的方式展開訓練。本研究以二種研究工具來評估訓練效果，分別是：遊戲治療智能量表與遊戲治療模擬情境測驗。研究結果顯示：(1)受過訓練之遊戲諮商師在遊戲治療智能量表上之實務得分上升一些（13→14），在理論得分則無改變；(2) 在遊戲治療模擬情境測驗上則有明顯上升，受訓前後之差異為4.15→20.90，進一步檢核該能力指標，發現有一半以上的受訓者達到所有指標的一半。本研究針對前述研究結果加以討論，並提出對兒童遊戲治療實務、兒童遊戲治療師訓練與未來研究之相關建議。

關鍵字

折哀式遊戲治療；遊戲媒材；團體督導；國小教師

並列摘要

The purpose of this research is to set up an eclectic play therapy training model and verify its effect upon 20 trainees. The model consists of three major parts-- the instructional part; the experience part and the supervision part. Each part further contained certain components, such as for the instructional part, it included a combined theories and techniques of psychoanalytic/ dynamic; child centered and the cognitive approach and the correspondent techniques, Such as the interpretation, the clarification, the followed response; the limit setting, the empathy; the re-construction. For the experience part, a set of therapeutic media was arranged, which is the projective drawing; the sand play; the puppet playing; the story telling and the relaxing hypnosis. And for the supervision part, each trainee was required to conduct an individual play therapy with the suitable client of his/ her own school for at least eight sessions and submitted the problem of the client to group supervision situation. The treatment was conducted in a three hour per week with a total of twelve weeks and thirty-six hours module. Three tests were used here to verify the effect of this treatment, which is (1) The Knowledge of the Theory and the Practice of the Play Therapy ( Ho & Seun, 1996), and (2) The Measured Behavior and Its Index of the Simulated Situation of Play Therapy Video (Ho & Wu, 2001). The results show that (1) There is a subtle increase on the score of the knowledge of the practice of play therapy (13 to 14) but no change on the score of the knowledge of the theory of the play therapy(12 to 12), and (2) There is a very obvious improvement on the third measurement, the averaged difference (N=20)before and after the treatment jumped from 4.15 to the 20.90. Among the 35 measured behavioral index, half of the items were reached by more than half of the trainees, whereas none of the items was reached before the treatment. The suggestions for play therapy practice and research were presented according to the findings of this study.