本研究是探討國小教師參與親子遊戲治療訓練團體之經驗。本研究以招募方式徵求團體學員， 共有12 位現職國小教師參加十週的親子遊戲治療訓練團體，其中願意且能夠配合接受訪談的3 位學 員成為本研究的研究對象，分別在第二、六及十次團體結束後接受完整個別訪談，其訪談資料以樣 版式的分析風格（template analysis）方法加以分析。本研究歸納出在團體初期、中期和後期等不同 階段參與學員之學習經驗，並進一步彙整出學員參與親子遊戲治療訓練團體經驗之發展脈絡圖。最 後，根據本研究的發現，研究者提出相關建議。

The purpose of this study was to explore learning experience from elementary school teachers who attend the ten-week filial play therapy training group. The study recruited group members through sending invitations and 12 elementary school teachers participated in the 10-week training group. The subjects of this study included only the three teachers who agreed to participate in the interviews. The interviews were held after the second, sixth and tenth filial play therapy training sessions, and the interview data were analyzed by using the template analysis method. In addition, the study differentiated the variations of learning experience in the initial, middle, and final stages of the training group. Finally, the researchers depicted the developmental diagram of these learning experience from the filial play therapy training group, and also provided further suggestions.