| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 90 === The purpose of this study is by using the qualitative approach to evaluate the therapeutic results of play therapy for the child with learning disabilities accompanied with emotional disturbance. By using a field study for a second-year primary school student with learning disabilities and emotional disturbance in the city of Taichung, I have conducted a ten-session therapy following the methodology of the play therapy in order to evaluate the possibility of enhancing the internal process of thinking, the characteristic of altruism, social relationships, communicative abilities and the concentration for learning of the said child.
In the process of the therapy, I am the therapist. By using the materials recorded in the “Form for Play Therapy Observations” and the interviews with the parents and the teacher of the aforesaid child I have concluded that:
(1) In the internal reference framework of play therapy, the child has successfully dislodged his own self-defense. By accepting the internal support system of the therapist, the child acquired the feeling of safety and accepted the care of the therapist. Henceforth a positive emotion and concept of the self has been established.
(2) In the external reference framework of play therapy, the child has positive internal changes. Gradually the child has improved his behavior and purified his emotion by the psychological process of projection and catharsis. Henceforth a positive emotion and concept of the self has been established.
(3) In its effect of social adaptation by play therapy, the child has improved in his altruism and social relationships.
(4) In its effect of communicative abilities for the child by play therapy, the child has improved his social interactions. The child becomes more active in making friends with his peers and shows an active concern to care for the feeling of others. Henceforth, the child improved his relationship with his peers.
(5) In its effect of concentration in learning by play therapy, though minor improvement has been achieved, no significant improvement is shown on the child. This may caused by the relatively short time-span of the therapy.
In the end, I have concluded with many suggestions for the practitioners, educators, and parents.
|
|---|
