中文摘要
本研究旨在探討遊戲治療師主觀知覺之反移情經驗。研究係採用質性研究取向，並以現象學分析方法進行分析，透過深度訪談的方式，獲得5位遊戲治療師的反移情經驗資料，依據研究目的與研究問題，整理出遊戲治療師反移情的表現形式、反移情的因應及處理、反移情的影響、以及反移情的形成原因。研究結果及發現如下：
遊戲治療師反移情的表現形式分為主觀知覺、感受、思考、行為以及「其他」等5類：主觀知覺包括治療師對孩子特質的知覺以及治療師對於自己在關係中如何被對待的知覺；感受包括高興、不高興、焦慮、無力、難過、內疚與驚訝；一旦產生反移情時，遊戲治療師的思考包括認為需要釐清自己的不舒服感受、思考自己反應的適當性、會不想與孩子接觸、認為自己的反應會對孩子產生影響、認為雙方訊息無法確認、思考造成孩子行為的原因、會想持續觀察孩子行為，以及對機構及家長的思考；遊戲治療師面臨反移情現象的行為包括內心責備、與孩子競爭、多幫孩子做事、引導、迴避與設限。研究者更進一步發現遊戲治療師的「感受」為反移情主要的發現指標，並貫穿整個歷程、反移情的表現形式，以內在的表現為主，外顯的較少、內在的感受會藉由心理動力傳遞給孩子、理解孩子行為的原因後，並不一定能夠完全解除自己不舒服感受，以及治療師的反移情與孩子的家庭、學校、治療機構有關。
遊戲治療師針對反移情的因應及處理方式包括忍耐、遵照理論學派的標準作法、自我提醒和對話、區辨、自我調整、自行思考及覺察與運用可幫助處理的外在資源。研究者更進一步發現遊戲治療師藉由忍耐的方式去因應反移情，可能使負向反移情感受更為強烈，以及自行思考或同儕討論為主要釐清反移情的方式。
遊戲治療師反移情的影響包括會影響對孩子的專注、影響治療的反應和介入、增進對孩子的理解、需花較長時間處理孩子的問題、促進對孩子議題的注意與促進自我認識。研究者更進一步發現藉由體會孩子在外給別人的感覺，可更進一步去同理孩子被外人對待的心情，且反移情可能影響對治療的評估。
遊戲治療師反移情的形成原因包括「個人議題及過去經驗」、「價值觀」、「治療信念」、「治療師的需求與自我價值感」、「治療經驗」、「生活經驗」與「治療角色設定」。整體而言，反移情非單一原因引起，而是由多種因素互相影響。
研究者針對研究發現加以討論，並對遊戲治療課程、實務、相關單位與未來研究提出建議。
關鍵字：遊戲治療師、遊戲治療、反移情、現象學

Abstract
This qualitative study focused on the subjective perceptions of the countertransference experiences of play therapists. The phenomenological- analysis method was used to analyze the in-depth interview data of 5 play therapists. The findings are as follows:
The countertransferences of play therapists were analyzed into 5 categories. The themes of subjective perceptions included ‘therapist’s perception of the child’ and ‘therapist’s perception of how he or she was treated in the relationship’. Emotions included feeling happy, unhappy, anxious, powerless, sad, guilty or surprised. Reflections included that play therapists wanted to claify their own uncomfortable feelings, to think about the appropriateness of their own reactions, to avoid having contact with the child, to worry that their reactions might have some impact on the child, they were quite concerned if they could not identify the messages sent by the child; they would ponder the causes of the child’s behavior, to observe the child’s behavior, and to put the settings and parents in context. Their behaviors included self-blame, win over the child, do more for the child, lead the way, escape and set limits. The ‘feeling’ is the major index of countertransference; most manifestations remain internally, only few go externally. Play therapists realized that their inner feelings would convey to their clients subtly; it was still hard for them to feel comfortable even they understood the underlying meanings of the child’s behaviors, they also realized that their counter transference were interrelated with the child’s family, school and therapeutic settings.
The ways those play therapists handled and processed their countertransferences included being tolerant, following the rationale of the theory, self-reminding and undergoing inner dialogue, separating their own issues from the child’s issues, self-adjustment, as well as using external resources. The finding also showed that dealing with countertransference by tolerance may intensify negative feeling of countertransference; on the contrary, self reflection and discussing with colleagues are major ways to deal with their countertransference.
The impact of therapists’ countertransference included interfering with their attention to the child, affecting the reaction and intervention, increasing the understanding of the child, spending more time to handle child’s problem, giving more attention to the child’s issue and having more self-understanding. The research also found out that through the parallel process, it is easier for play therapists to be empathic to the child, to understand how others would think of the child. Moreover, the countertransference would also interfere with the assessment or intervention of the child.
Therapists’ countertransference were mostly influenced by their personal issues and past experiences, their values, their belief system of their therapy, their needs and sense of self-worth, therapeutic experiences, life experiences, as well as their roles of the therapist. The research findings, implications and future research suggestions were addressed.
Key words: play-therapist, play therapy, countertransference, phenomenology

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