本研究旨在探索兒童中心遊戲治療的介入，對於兒童外化行為困擾之改善效果，以臺北市某國小一年級學童為對象，經由教師量表評估篩選，並取得家長同意後，共邀請六位研究參與者，再隨機分派為實驗組與控制組各三位。實驗組研究參與者進行每週一次，每次四十分鐘，共十週之遊戲治療，控制組則不進行任何介入。
本研究使用無母數分析「六歲至十八歲兒童─教師報告表」與「六歲至十八歲兒童行為檢核表」之結果。以視覺分析分析研究參與者之「直接觀察量表」課堂觀察結果，課堂觀察開始於遊戲治療介入前三週至介入後三週為止，每週兩次，每次十分鐘，共十六週。此外，以遊戲治療介入前、後教師之質性訪談內容，輔以了解兒童外化行為之改變。研究結果如下：
一、「六歲至十八歲兒童─教師報告表」中，實驗組和控制組之差異未達統計顯著，但個別比較後顯示兒童中心遊戲治療介入對外化行為的增加有預防作用。
二、「六歲至十八歲兒童行為檢核表」中，實驗組和控制組之差異未達統計顯著，但個別比較後顯示兒童中心遊戲治療介入具有減緩外化行為困擾之作用。
三、在兒童中心遊戲治療介入下，實驗組研究參與者之對立行為減少較多，侵擾行為則多維持不變，控制組研究參與者之對立行為多維持不變，但侵擾行為則有增加的情形。
四、在兒童中心遊戲治療介入下，實驗組在同儕互動和情緒反應方面，都有明顯的改善，規範指令方面則其中兩位有改善，控制組亦有些許改善。
最後，研究者根據研究結果加以討論，並對兒童外化行為困擾之輔導實務工作和未來研究提出建議。
This study explored the impact of Child-Centered Play Therapy (CCPT) on children’s externalizing behavior problems. The study recruited six 1st grader from one elementary school in Taipei. The participants were assessed and selected by their teachers. Participants were randomly divided into experimental group and control group. Participants in the experimental group received individual child-centered play therapy once a week for 10 weeks and each session was conducted for 40 minutes. Participants in the control group did not receive any intervention.
This study used non-parametric statistics to analyze the data from Teacher’s Report Form For Ages 6-18 (TRF) and Child Behavior Checklist For Ages 6-18 (CBCL). Data from Direct Observation Form (DOF) were collected from 10-min in-class observations which were conducted twice a week for sixteen weeks in a row, and were examined by visual analysis. In addition, qualitative data from interviewing each participant’s teacher before and after play therapy was used as supplementary information on understanding the changes of children's externalizing behavior problems. The main results of the current study were as follows:
1. There was no statistically significant difference between experimental group and control group on TRF. However scales of participants in the experimental group indicated prevention on externalizing behavior incrasing.
2. There was no statistically significant difference between experimental group and control group on CBCL. However scales of participants in the experimental group indicated decreasing on externalizing behavior problems.
3. Through CCPT intervention, oppositional behaviors were decreased and intrusive behaviors were remained unchanged in the experimental group. Oppositional behaviors were unchanged but intrusive behaviors were increased in the control group.
4. After CCPT intervention, peer-interaction and emotional-reaction have been improved with children in the experimental group, and norm-instruction has been improved in two of them. Control group also improved slightly.
Based on the results of the current study, the author provided recommendations for school counselors and future researchers.
