親子遊戲治療訓練對國小認輔教師遊戲治療知能影響之訓練探究

An Inquiry into the Effectiveness of Promoting Elementary School Guidance Teacher's Guidance Competence Through Filial Therapy Training

本研究旨在了解以Landreth所設計的十週親子遊戲治療訓練課程，對國小認輔教師學習兒童中心遊戲治療之輔導知能、和兒童互動模式的訓練效果。研究對象是某國小七位認輔教師參與團體訓練和七位未參與團體的國小教師。且參與成員每週以三十分鐘時間認輔一位學童，在團體外進行七週的師生遊戲治療單元。訓練效果是以研究者自編「師生遊戲治療單元口語反應編碼分類表」和「遊戲治療態度-認知-技巧量表」（PTAKSS）蒐集資料，進行以質為主量為輔的資料分析。研究主要發現如下：一、教師在遊戲治療的認知、態度與技巧三個層面的整體學習效果與差異：（一）兒童中心遊戲治療基本技巧的學習，有知行合一的正向影響；（二）「技巧」、「認知」有正向的提昇，但「態度」的提昇較有限；（三）技巧的學習有程度之分，部分在團體前沒有的「擴展意義」、「情感反映」、「提供自由」有效反應，在團體後的反應頻率也較少。二、對教師與兒童互動模式之影響：參與成員在團體後的「批評」與「命令」口語反應大幅減少，且由團體前的「指導」角色轉變以「陪伴」「支持」為主。

The purpose of this research was to conduct a filial therapy training group program for guidance teachers in elementary schools based on child-centered play therapy， and to examine and evaluate the effectiveness of this program in promoting the guidance teacher’s competence， and changing the modes of interaction between teachers and children.The filial therapy group consisted of 14 volunteer teachers of an elementary school in Taichung County. Seven of the teachers attended the training program， while the others didn’t receive training. The ten-week training program was designed by Landreth. While taking this training program， each of the seven volunteer teachers conducted seven weekly 30-minute play sessions with one child from their own class.The effectiveness of the training was examined with a researcher-designed ＂Coding classification table of teacher-student play therapy verbal response modes” and “The Play Therapy Attitude-Knowledge-skills Survey” (PTAKSS). After data collection and analysis， the following conclusions were reached : a. After receiving filial therapy training， differences were noted in the trainees' cognition， attitudes and skills: 1.Training in the skill of child-centered play therapy exercised a positive influence on the participants' ability to combine knowledge with action. 2.Training had a positive effect on the participants' levels of knowledge and confidence in their skills; however， the program was less effective in changing attitudes. 3.Skill acquisition was achieved to different degrees， and some facilitative responses such as “expansion of meaning”， “offering freedom” and ＂emotional reflection” were found to be less developed after training.b. The effectiveness of training in modes of interaction between teacher and children : After receiving filial therapy training， the trainees’ verbal response modes of “criticizing” and “ordering” clearly decreased， and their perception of their role as one of ＂instruction＂ before training was transformed into one of ＂keeping company＂ and ＂encouraging＂.