本研究以七位經導師推薦有退縮行為的國小四年級學生為研究對象，並隨機分派至實驗組與控制組，實驗組三名、控制組四名。本研究採前、後測準實驗設計，實驗組成員接受每週一次、每次四十分鐘，共計十次之一對一兒童中心遊戲治療，控制組則不接受任何介入。本研究在遊戲治療施行前、後一週，兩組成員分別實施「六歲至十八歲兒童行為檢核表」、「六歲至十八歲兒童-教師報告表」及「國小學童自我概念量表」，量表結果以SPSS建立資料庫，並以無母數統計之曼-惠尼U檢定進行資料分析。此外，在遊戲治療介入前三週、介入期間、介入後三週，分別對七位研究參與者進行每週二次、每次十分鐘，共計十六週之課堂觀察，課堂觀察之結果以直接觀察表進行紀錄，並使用視覺分析法進行資料分析。主要研究結果如下：一、遊戲治療對社會退縮兒童之退縮行為具有顯著改善；二、遊戲治療對於社會退縮兒童之自我概念，未呈現立即性的改善；三、退縮兒童在接受遊戲治療前後之歷程變化呈現正向的改變。

The current study recruited seven 4th-grade students (9-10-year-olds) from elementary schools. The participants were referred by their teachers due to their socially withdrawing behaviors. Research participants were randomly assigned to an experimental group (n = 3) or a control group (n = 4). A pretest-posttest experimental design was utilized in this study. Participants in the experimental group received individual child-centered play therapy once a week for 10 weeks, while participants in the control group did not receive any intervention. All research participants were administered by three questionnaires including Child Behavior Checklist for Ages 6-18(CBCL), Teacher’s Report Form for Ages 6-18(TRF), and Children’s Self-Concept Questionnaire one week prior to and one week after receiving child-centered play therapy. All data was entered into SPSS and analyzed by non-parametric statistics (i.e., Mann-Whitney U test). In addition, in-class observations were conducted twice a week for sixteen weeks. Data from direct observations were examined by visual analysis. The main results of the current study included the following: (a) Child-centered play therapy significantly decreased withdrawn behaviors among socially withdrawn children; (b) Child-centered play therapy did not show instant improvement on socially withdrawn children’s self-concept; and (c) Positive process changes occurred in socially withdrawn children after receiving child-centered play therapy.