團體遊戲治療對兒童內化行為困擾之研究

Group Play Therapy with Children Presenting Internalizing Behavior Problems

本研究由導師轉介，共招募八名呈現內化行為問題之國小低年級兒童為研究參與者，先進行性別變項後，將兩名兒童組成一個團體，再以隨機方式分為實驗組與控制組，每組各兩個團體、四名研究參與者。實驗組兒童接受每週一次、每次四十分鐘之兒童中心團體遊戲治療，共計十次；控制組兒童在研究期間則不接受諮商介入。團體遊戲治療前、歷程中、結束後，邀請兒童導師填寫「教師報告表」、及兒童家長填寫「兒童行為檢核表」與「親職壓力量表」。此外，團體遊戲治療前三週、介入期間、結束後三週，對八位兒童進行每週二次、每次十分鐘、共計十六週之課堂觀察，課堂觀察紀錄於直接觀察表並以視覺分析進行資料分析。根據「教師報告表」及「兒童行為檢核表」的「內化量尺」結果，實驗組兒童接受團體遊戲治療後，分別有75%、50%兒童的內化行為問題從臨床範圍下降至正常範圍。在「親職壓力量表」的「兒童分量表」四位實驗組兒童的後測分數均低於前測，產生臨床顯著。綜合視覺分析，實驗組兒童之內化行為困擾（退縮行為）在團體遊戲治療歷程呈現小幅度的改變。最後，研究者根據研究結果提出討論與建議，做為國小輔導實務工作者及未來研究者之參考。

The current study intended to investigate the impact of child-centered group play therapy on 1st and 2nd grade elementary students who exhibit internalizing behavior problems. Eight research participants were referred by their teachers. Participants were first divided into four groups based on age and sex. Then, participants were randomly assigned into experimental and control groups. Children in the experimental group received 10 weeks of weekly 40-minute child-centered group play therapy, while participants in the control group did not receive any intervention. Participants’ teachers filled out the pre-, middle-, and post-Teacher Report Form (TRF); while participants’ parents completed the Child Behavior Checklist (CBCL) and Parenting Stress Index (PSI). All data was entered into SPSS and analyzed. Additionally, in-class observations were conducted twice a week for sixteen weeks. Each observation lasted 10 minutes. Data from in-class observations were examined by visual analysis. The main results included: (a) Group play therapy was shown to have clinical significance as demonstrated through 75% and 50% of children in the experimental group identified in the Borderline/Clinical range for Internalizing Problems on the TRF and CBCL prior to intervention improving to the Normal functioning range following group play therapy; (b) Results did not indicate a statistically significant difference for Child Domain on the PSI; and (c) Based on the results of visual analysis, withdrawn behaviors of children in the experimental group demonstrated slight improvement. Based on the results of the study, the author provided recommendations for practitioners and future researchers.