本研究的目的是探討劇場遊戲和過程戲劇對促進親子溝通的效果，及其實踐的關鍵條件。作者選取了十多個劇場遊戲和一個過程戲劇，組合成五節戲劇工作坊，目的是讓參加的親子組合體會平等、善於表達和同理心等親子溝通原則及技巧。研究選取三個親子組合作分析，並運用課堂錄像、訪談、問卷及教學反思來蒐集資料。結果顯示，戲劇教育能促進親子溝通，惟其作用在於引導而非教授。所謂引導，指的是藉多種戲劇教育活動讓親子日常的關係與溝通問題直接卻有受保護地呈現出來，從而令他們正視、覺識及反思，並主動尋找和應用解難的原則和方法。究其原因，戲劇教育能創造一個想像、愉悅、另類和充滿變化的戲劇溝通情境，這情境能終止、倒置和更新親子在日常世界中的溝通目的、角色和方式，有助產生新角度、看法和意思。不過，參與的家長必須全情投入、認同理念，以及積極反思，而導師也要在教學上給予認知、技能和情緒的鷹架，這樣才可以發揮戲劇教育的效果。

The authors of this study investigated the effect of theater games and process drama on promoting parent-child communication and, based on their study of three parent-child cases, affirm the effectiveness of these two drama activities. In cases here there are prevailing good relationships and communication, the major effect of drama education is that of the enhancement of relationships and communication. In other cases, drama education provokes induction. It directly, but safely, confronts problems in the parent-child relationship and communication by means of a variety of activities. Through these activities, parents and children become aware of how they are relating and communicating and are enabled to face and review possible problems. They can then proactively search for and apply problem-solving principles and solutions. The authors believe that this induction is rooted in the creation of an imaginative, pleasant, unconventional and unfixed dramatic communication context by drama education. While suspending, reversing and renewing the purposes, roles and modes of everyday routine parent-child relationships and communication, these activities can foster new perspectives, ideas and meanings. All in all, the effectiveness of drama education also lies in parents’ devotion to-, acknowledgment of- and reflections about this approach, in collaboration with scaffolding in the teaching that supports knowledge, skills and emotions learning.