本研究主要目的在瞭解害羞兒童在遊戲治療團體過程中的互動歷程。研究採歷程研究，以高雄市某國小三位害羞兒童為研究對象(以B、C、D表示)，團體中並配置不害羞兒童乙名(以A表示)，以改善團體動力狀本研究的團體是每週兩次，每次四十五分鐘，共十七次的兒童中心取向遊戲治療團體，遊戲過程錄影，據以進行團體互動歷程的分析;從中再探討成員互動情形，害羞兒童口語改變歷程及非口語改變歷程情形。 研究結果如下: 一、團體中成員的互動情形在前五次團體主要以兩人的互動型態為主，第三次團體首次出現四人互動的情形，直到第八次團體開始，四人彼此的互動密切且頻繁。 二、三位害羞兒童中，B成員口語頻率改變是隨團體進行次數的增加而先增後減，C和D成員則是隨團體進行次數的增加而增加。在口語內容的改變上，B成員在口語內容型態有明顯的轉變，如探索發現的描述、設定遊戲規則、表達修復字眼;D成員則包含較多的聯盟、合作字眼，如「我們」、「一國」。 三、三位害羞兒童在情緒轉換上皆是先出現正向情緒，再出現負向情緒，最後都四、回復為正向情緒狀態，然而其轉換時間有個別差異。

The purpose of the study to understand the process of interaction of the shy children with the group play therapy. The method of the process research is applied to this study. In the study, there are four objects. Three of them (marked by B,B and D) are shy children chosen from a primary school in Kaohsiung, and the forth one is normal child (marked by A) who is arranged to enhance the group interaction. The studied group is observed twice a wee and each time lasts 45 minutes, 17 sessions in total. The whole process for each observation was videotaped. According to the videotapes, the process of the group interaction is analyzed. With the analysis, the research further explores the interaction of the group members, the change of the shy children in the verbal and nonverbal expressions and the process of change in the peer play types. Finally, the evaluation and the observation of the shy children’s teachers, together with the interviews with the class leaders and the shy children will be combined with the above mentioned analysis to understand the effect of the group play therapy applied to the shy children. The results of the study are as follows: 1. For the first five sessions, the group interaction exists mainly between two members. For the first time, there was in interaction among the four members during the third session. The interaction among the four children was not intimate and frequent until the eighth session. 2. Among the three shy children, the frequency of member B’s verbal expression increased first and then decreased with the increase of the group play activities, while both members C and D’s increased. With respect to the change in the verbal contents, there is an evident change in member B’s verbal content, such as the description of the discovery, the setup of the play rules and the expression of the words of reversion. Member D has more words concerning alliance and cooperation, such as “we” and “the same country”. 3. The changes in the three shy children’s emotions are similar. The positive emotion appears first, then comes the negative one, but they all ends up with a positive emotion. The only difference lies in the time of their emotion switch. 4.Finally, based on the results of the study, a suggestions will be made for further studies and counseling practioners.