本文目的為探討人本取向遊戲治療師走入「行為改變理論與技術」的課堂進行跨領域的專業學習，課堂後兩位學者因著人本取向與行為取向激盪，持續地進行對話與反思。本文提出以下四點進行探討：一、孩子遇到困難時，人本取向傾向孩子從困難中發展出問題解決的能力；行為取向著重於給予孩子符合能力的支持、或是透過環境設計來幫助孩子學習；二、孩子學習新行為時，人本取向傾向孩子從錯誤中省思；行為取向則以累積孩子成功經驗為優先考量，訂定符合孩子能力的小目標，逐步累進，幫助孩子完成學習目標；三、破除人本取向對於行為取向增強制度（以代幣為例）執行時的迷思，重新學習增強的建立與撤除的步驟，同時對於外在行為與內在動機之間的關聯有更全面的理解；四、兩種取向都不傾向使用處罰，甚至行為取向對於處罰所產生的副作用有更深入的探討。文末，探討過去學派分野的思維，阻礙了對行為取向完全的理解，最終兩種取向雖然用辭不同，但對於助人的觀點卻是疏途同歸。

A humanistic play therapist entered a “behavior modification theories and techniques” class and attempted to cultivate professional development in the content. The purpose of this paper is to recount the post-class discussion, with its diverse points of views between two higher education scholars. The situations that the authors address are four-fold: A. when a child encounters difficulty, followers of the humanistic approach tended to expect the child to develop problem-solving competency independently, whereas behavioral approach proponents emphasized the fitness of the amounts and types of support and the level of difficulty, or how environmental design can assist child learning; B. When the child is learning new behavior, the humanistic approach foresees the child reflecting on and learning from errors; behavioral approach proponents would prioritize the experience of accumulated successes and develop appropriate small steps to reach the learning goal; C. The authors comment on how the humanistic approach views implementing reinforcement; re-learn the establishment of reinforcement and removal of unnecessary reinforcer, and, meanwhile, gain a comprehensive perception of motivation and reinforcement; D. neither of the two approaches suggested punishment; the behavioral approach explores the side effects of punishment more in depth. The paper ends with a discussion of how the boundaries among paradigm approaches, in fact, become obstacles in fully understanding different points of view than ours. The humanistic approach and behavioral approach use different terminology, yet their person-centered values are identical and they complement one another.