本研究的主要目的是瞭解遊戲治療師參與團體督導期間，所知覺到之重要事件的類型和出現時機，以及在專業發展方面的改變內涵和歷程。本研究以個案呈現的形式，對四位遊戲治療師進行十週的團體督導，受督者於每次團體督導結束後，填寫重要事件記錄表，並於24小時內進行深度訪談。研究者針對重要事件記錄表和訪談內容進行內容分析，研究結果如下：
一、 重要事件之主題類型和出現時機：
（一） 重要事件的次數：四位受督者知覺到的重要事件共82件，其中正向事件72件，負向事件計10件。
（二） 重要事件的類型：包括個案的遊戲行為、諮商歷程與技巧、團體督導動力、團體督導議題、受督者個人的覺察和領悟等五類；其中以「諮商歷程與技巧」類型最多，「受督者個人的覺察和領悟」類型最少。
（三） 重要事件的出現時機：在團體初期階段，以「團體督導動力」的類型最多；團體中、後期階段則以「諮商歷程和技巧」類型最多。顯示隨著團體階段不同，受督者關注的焦點也不同。
二、 遊戲治療師參與團體督導期間，在專業發展方面的改變層面和內涵包括：
（一） 在遊戲治療的觀點和認知方面：主要包括受督者實際體驗到遊戲治療的療效、學會理解兒童的遊戲主題和心理議題、學會觀察和預測兒童遊戲的進展、改變互動中關注的焦點、統整個人的諮商理論取向等五類。
（二） 在諮商技巧和行動策略方面：受督者會採取「調整和修正諮商技巧」以及「採取積極行動策略」兩種方式因應諮商困境。
（三） 在自我認識方面：受督者在個人方面分別在「個人的覺察和成長」、「採取積極的行動策略」以及在「自我效能感」等三部分產生正向變化。
（四） 在兒童的態度方面：包括增加對兒童的興趣、增加對個案的包容度以及對個案的能力更有信心。
本研究依據研究結果對未來的團體督導實務、諮商員教育訓練以及後續的研究提出具體建議，供有興趣的實務工作者或研究者參考。

The main purpose of this research was to explore those play therapists' perceptions about the types and frequencies of critical incidents, and the effects of their professional development during group supervision experience. In order to achieve the study, 4 play therapists were selected to join the group for 10 sessions, each 2 hours. The Analysis was based on data obtained from transcripts of in-depth interview within 24 hours after the end of every group session over 10 weeks. The participants were also asked to fill in the Critical Incident Form immediately after every session. All the data were analyzed by using content analysis. The significant findings of this study were as follows:
1. Regarding the types and frequencies of critical incidents, the study result indicates:
a. There were 82 critical incidents for 4 play therapists, including 72 helpful events and 10 hindering events.
b. In this study, critical incidents were classified as five types. They were client play behavior, counseling process and skill, the dynamic of supervisory group, the issue of supervisory group, and personal awareness and insight. It was found that "counseling process and skill" occurred most frequently and "personal awareness and insight" occurred rarely.
c. It was also observed that "the dynamic of supervisory group" occurred most frequently at the initial stage and "counseling process and skill" occurred most frequently at final stage. It showed that supervisees concerned different issues along with different stages.
2. During participated in group supervision, play therapists improved a lot on aspects and contents of professional development.
　 a. Regarding the cognition of play therapy, supervisee
experienced its efficacy in practice, understood children's play theme and psychological issue, learned to observe and predicate the progress of the children's play, changed the focus of interaction, and integrated individual counseling theory.
b. In the aspect of counseling skill and strategy, supervisee modified those skills and adopted active strategies to prevent or resolve their counseling difficulties.
c. For self-understanding, supervisee promoted personal awareness and growth, adopted active strategies, and achieved better self-efficacy.
d. In the aspect of attitude to children, supervisees enhanced their interest, increased the tolerance, and confided in child client' ability.
Based on these findings, discussions and recommendations were proposed for the researchers and practical workers.