本研究旨在探究三位家長參與親子遊療訓練六個月後回溯學習歷程中的主觀經驗、經驗到的改變以及課程結束後之生活實踐經驗。本研究採質性研究取向，以深度訪談蒐集研究資料，並透過現象學分析方法進行資料分析，研究結果如下：
學習歷程中之主觀經驗有以下五個主題：1、參與課程的期待有個別差異，但均期望改善親子關係，且都不畏挑戰地全力以赴堅持到底；2、遊戲約會的經驗特殊，有挑戰也帶來對孩子的新理解，而孩子的反應也會影響家長對遊戲約會的態度；3、督導過程具體地看見自己的盲點及孩子的亮點，更能有所調整；4、因與成員的關係不同而有不同的團體經驗；5、遊戲過程中的錄影幫助家長更有意識地切換到治療代理人的角色。
研究參與者在自身認知與行為上、孩子及親子關係上，以及夫妻和其他關係都經驗到不同程度的正向改變。
在課程結束後之生活實踐經驗，可歸納出以下四個主題：1、管教時刻較易實踐課程所學，其他時刻不易有意識或有意圖地實踐；2、設限及肯定兩種技巧較常被運用；3、即使孩子渴望繼續遊戲約會，家長受限於時間而不得不終止；4、渴望課程與實際親子互動之間的更多連結。
研究者針對以上結果加以討論，並對推廣親子遊戲治療之實務工作者及未來研究提出建議。

This study aimed to explore 3 parents’ subjective experiences during the learning process, perceived changes and life experiences 6 months after filial therapy. This qualitative study used in-depth interviews to collect research data, and adopted phenomenological approach to analyze and integrate data. The results were as follows:
The topics about parents’ subjective experiences during the learning process included (1) parents participated the course with expectations and imaginations, they had some impacts and challenges, continued to devote to the course because of the desire to improve parent-child relationship and the commitment to the course, (2) the play sessions were very special to them, they are challenged and realized more about their children, and the feedback from children played an important role to parents’ attitudes, (3) the individual supervision experiences helped to catch their own blind spots and get children’s positive points, (4) feelings during group process varied because of different relationships among parents, (5) video-recording during play sessions helped to shift their roles from parents to therapeutic agents more consciously.
Participants experienced changes on their cognitions and behaviors, their children, parent-child relationship, couple relationship as well as other relations.
Topics about the life experience 6 months after filial therapy included: (1) it was easier to practice those learned while disciplining, but difficult to practice consciously on a daily basis, (2) limit setting and encouragement are the two skills used more often than others, (3) although children loved play sessions very much and hoped to continue play sessions, parents with limited time had to stop the play sessions. (4) parents were eager to know the links between learning and practice.
The study discussed the result findings and some recommendations for filial therapy for practitioners and future researchers were also addressed.

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