遊戲治療師成功因應設限困境之歷程研究

Abstract

本研究旨在探究遊戲治療師成功因應設限困境的歷程。本研究的研究問題為：1.治療師設限時遭遇的困境為何？2.治療師遇到設限困境的原因為何？3.設限困境引發治療師的內在經驗為何？4.治療師針對限困境做出的因應為何？5.治療師成功因應設限困境的歷程為何？6.成功因應設限困境之經驗對治療師的影響為何？研究者採取建構論的質性研究取向為基礎，以立意取樣與滾雪球取樣方式招募到11位遊戲治療師，都有遇到設限困境且成功因應的經驗者，以個別深度訪談法收集資料，並以紮根理論資料分析法進行資料的分析。研究結果發現成功因應設限困境的歷程有三階段。階段一為「身陷困境階段」：治療師感受到評估是否設限時以及執行設限後的困難。階段二為「事後反思與整理階段」：在此階段中治療師有意願面對挫敗，並能釐清內在的設限信念與價值觀，以新的視框看待設限困境，也持續與家庭、學校系統合作。階段三為「成功因應困境階段」：提升治療師角色知能後，治療師在治療中能有效處理與兒童的衝突，引導兒童展現出合宜的行為。遊戲治療師在成功處理設限困境的歷程中，階段二與階段三是反覆來回，經由每次治療單元後的調整與修正，治療師終能成功因應設限困境。研究結果也發現治療師成功因應設限困境後可以提升自我及專業成長。研究者針對研究結果進行討論，最後也提出相關建議，提供教學者、督導、臨床實務者以及後續研究者在探討設限困境議題上的參考。This research aimed to explore the successful coping process of the limit setting issue for play therapists. The research questions in this study were showed as follows. First, what were the difficulties encountered by play therapists during setting limits? Second, what were the reasons for play therapists’ limit setting difficulties? Third, what were the inherent experiences when play therapists were trapped by limit setting difficult situations? Fourth, what were the responses for play therapists in limit setting difficulties? Fifth, what was the successful coping process for overcoming the limit setting difficulties? The last, what were the impacts for play therapists after overcoming limit setting difficulties? The researcher adopted constructionism as the qualitative research methodology. Both purposive sampling and snowball sampling methods were used to recruit 11 play therapists as research participants. All the recruited research participants had encountered and successfully coped with the limit setting difficulties in the past. The individual in-depth interview was employed as data collection method. Interview data was coded and analyzed by the Grounded Theory data analysis procedure. The research finding showed the process ofresolving the limit setting issue by these interviewed play therapists could be divided into three stages. The first stage named “trapped by the limit setting difficult situation”, play therapists had difficulties of assessing the limits and setting the limits. The second stage named” reflecting and restarting”, play therapists were willing to face frustrations, clarified beliefs and values of the setting limits, and continuously cooperated with child’s family members and the school system. The last stage named “successful coping”, after play therapists improved their knowledge and skills of limit setting, they effectively dealt with the limit setting conflict with the child in the session, and successfully guided the child to show appropriate behavior. In the process of resolving limit setting issues, the play therapists went back and forth between stage two and stage three, and finally resolved the limit setting difficulties. After went through the process, play therapists grew personally and professionally. Based on the research finding, the researcher proposed further suggestions for play therapy educators, supervisors, practitioners, and further researchers.