예비놀이치료자의 문제중심학습(PBL) 기반 놀이평가교육 참여경험에 대한 질적사례연구

Abstract

Objectives This study was conducted to explore its potential as the training method by implementing PBL-based play evaluation practice training for preparatory play therapists, and to discover the significance of the play therapy training process to provide basic data on the training direction of preparatory therapists. Methods In this study, three first-year students participated, a master's program in child counseling and play therapy. A PBL-based play evaluation practice training was conducted for a total of 12 sessions, all training was recorded, and two focus group and individual interviews were conducted before and after the training. The collected data were analyzed within and between cases according to the framework of multi-case study analysis proposed by Creswell(2013). Results 5 in-case topics reflecting their experiences were derived through PBL-based play evaluation practice training by prospective play therapists, and 4 topics, 9 categories, and 38 subcategories were identified in the case-to-case analysis. First, the research participants were lost and continued to wander through a process of questioning that had no correct answers. Second, the role of the professor differed in the learning experience of the research participants. Third, there was a difference in the team learning experience of the research participants. Fourth, the PBL-based training allowed participants to practice play evaluation interpretation and case conceptualization before beginning their play therapy practice and supervision practice. Conclusions This study is significant in that it conducted play evaluation training using PBL as a pre-practice training method for preparatory play therapists and explored in detail the confusion, conflict, and change processes experienced by the participants. In addition, from a reflective practice perspective, we affirmed the importance of the educational expertise of professor and play therapy supervisors.