本研究旨在探究遊戲治療師成功因應設限困境的歷程。本研究的研究問題為：1.治療師設限時遭遇的困境為何？2.治療師遇到設限困境的原因為何？3.設限困境引發治療師的內在經驗為何？4.治療師針對限困境做出的因應為何？5.治療師成功因應設限困境的歷程為何？6.成功因應設限困境之經驗對治療師的影響為何？研究者採取建構論的質性研究取向為基礎，以立意取樣與滾雪球取樣方式招募到11位遊戲治療師，都有遇到設限困境且成功因應的經驗者，以個別深度訪談法收集資料，並以紮根理論資料分析法進行資料的分析。研究結果發現成功因應設限困境的歷程有三階段。階段一為「身陷困境階段」：治療師感受到評估是否設限時以及執行設限後的困難。階段二為「事後反思與整理階段」：在此階段中治療師有意願面對挫敗，並能釐清內在的設限信念與價值觀，以新的視框看待設限困境，也持續與家庭、學校系統合作。階段三為「成功因應困境階段」：提升治療師角色知能後，治療師在治療中能有效處理與兒童的衝突，引導兒童展現出合宜的行為。遊戲治療師在成功處理設限困境的歷程中，階段二與階段三是反覆來回，經由每次治療單元後的調整與修正，治療師終能成功因應設限困境。研究結果也發現治療師成功因應設限困境後可以提升自我及專業成長。研究者針對研究結果進行討論，最後也提出相關建議，提供教學者、督導、臨床實務者以及後續研究者在探討設限困境議題上的參考。

This research aimed to explore the successful coping process of the limit setting issue for play therapists. The research questions in this study were showed as follows. First, what were the difficulties encountered by play therapists during setting limits? Second, what were the reasons for play therapists’ limit setting difficulties? Third, what were the inherent experiences when play therapists were trapped by limit setting difficult situations? Fourth, what were the responses for play therapists in limit setting difficulties? Fifth, what was the successful coping process for overcoming the limit setting difficulties? The last, what were the impacts for play therapists after overcoming limit setting difficulties? The researcher adopted constructionism as the qualitative research methodology. Both purposive sampling and snowball sampling methods were used to recruit 11 play therapists as research participants. All the recruited research participants had encountered and successfully coped with the limit setting difficulties in the past. The individual in-depth interview was employed as data collection method. Interview data was coded and analyzed by the Grounded Theory data analysis procedure. The research finding showed the process of resolving the limit setting issue by these interviewed play therapists could be divided into three stages. The first stage named “trapped by the limit setting difficult situation”, play therapists had difficulties of assessing the limits and setting the limits. The second stage named” reflecting and restarting”, play therapists were willing to face frustrations, clarified beliefs and values of the setting limits, and continuously cooperated with child’s family members and the school system. The last stage named “successful coping”, after play therapists improved their knowledge and skills of limit setting, they effectively dealt with the limit setting conflict with the child in the session, and successfully guided the child to show appropriate behavior. In the process of resolving limit setting issues, the play therapists went back and forth between stage two and stage three, and finally resolved the limit setting difficulties. After went through the process, play therapists grew personally and professionally. Based on the research finding, the researcher proposed further suggestions for play therapy educators, supervisors, practitioners, and further researchers.

中文部份
王文秀（2002）：遊戲治療者之實務經驗與受虐兒童不同遊戲治療模式效果之探 討研究。行政院國家科學委員會專題研究成果報告（報告編號：NSC90- 2431-H-134-016），未出版。
王英珠（1997）：阿德勒學派遊戲治療團體對國小兒童行為困擾適應之輔導效果。國立台南師範學院國民教育研究所碩士論文。
王純琪（2013）：親子遊戲治療對婚暴目睹兒童及其受暴母親親子互動行為處遇成效之分析研究。台灣遊戲治療學報，3，93-112。
王婉書、李岳庭（2014）：親子遊戲治療團體對提升母子關係之研究-以新住民母親為例。台灣遊戲治療學報，4，75-110。
何長珠（1995）：應用遊戲治療於受虐兒的三個實例研究。輔導學報，18，1-37。
何美雪（2013）：探究遊戲治療師之家長諮詢運作架構。國立彰化師範大學輔導與諮商學系博士論文。
余瑞宏（2005）：一位國小一年級喪親兒童在遊戲治療中復原力與悲傷調適歷程之研究。國立屏東教育大學心理與輔導學系碩士論文。
吳蓓芬（2009）：遊戲治療者的反移情經驗研究。臺北市立教育大學心理與諮商學系碩士論文。
李敏龍、楊國樞（1998）。中國人的忍：概念分析與實徵研究。本土心理學研究，10，3-68。
林玉旋（2015）：親子遊戲治療參與者設限經驗之探究。國立臺南大學諮商與輔導學系碩士論文。
林妙容、鄭如安（2015）：國小教師參與親子遊戲治療訓練團體之經驗探究。輔導與諮商學報，37（2），1-21。
林沛螢（2011）：親子遊戲治療對分離焦慮兒童之焦慮反應及依附關係之成效研究。國立嘉義大學諮商與輔導學系碩士論文。
林美珠（2010）：整合式遊戲治療訓練模式之發展與訓練成效之研究:以遊戲治療新手為例。國立臺灣師範大學教育心理與輔導學系博士論文。
林淑君、陳秉華（2002）：心理治療者的反移情研究。教育心理學報，34（1）, 103-121。
邱獻輝（2008）：從「權威關注」到「自我關注」：遊療師的生命轉換經驗及其在專業實踐之文化考量。國立臺灣師範大學教育心理與輔導學系博士論文。
施怡菱（2016）：性虐待受害兒童在遊戲治療中遊戲行為之歷程改變研究。台灣遊戲治療學報，5，46-63。
施怡菱、陳秉華（2016）：兒童中心取向遊戲治療師的設限經驗初探。中華輔導與諮商學報，46，1-30。
柳慶茂（2004）：分離焦慮兒童遊戲治療之歷程與效果分析研究。國立新竹教育大學進修部輔導教學碩士論文。
洪莉竹、陳秉華（2003）：諮商師專業發展歷程之文化反省經驗。教育心理學報，35（1），1-18。
張春興（2006）：張氏心理辭典（重訂版）。東華。
洪意晴（2007）：目睹父母婚暴兒童在遊戲治療中之遊戲主題的改變歷程。中國文化大學心理輔導學系碩士論文。
胡幼慧主編（2008）：質性研究：理論、方法及本土化女性研究實例。巨流。
孫允儀（2013）：喪親兒童在遊戲治療中遊戲主題轉變歷程之研究。國立高雄師範大學諮商心理與復健諮商研究所碩士論文。
高淑貞（2005）：因何而為？-遊戲治療師之治療態度研究。中華輔導學報，18，1-36。
高淑貞、蔡群瑞（2009）：遊戲治療師實務困境與因應之探究分析。中華輔導與諮商學報，26，1-45。
高淑清（2008）：質的研究方法。麗文文化公司。
張高賓（2013）：喚醒他們的愛：親子遊戲治療對於提升施虐父母的親職功能及改善受虐兒童情緒困擾之成效。教育心理學報，44，499-519。
梁培勇（2006）：兒童遊戲治療起始期的困境。中華心理衛生期刊，3，255-278。
莊雅婷（2003）：擺脫家中的魔掌-兒童性侵害之遊戲治療。學生輔導，86，162-173。
莊馥菁（2010）：國小攻擊傾向兒童參與團體遊戲治療之經驗分析。國立高雄師範大學輔導與諮商研究所碩士論文。
許韶玲（2004）：受督者對諮商督導過程的影響因素─從受督者的知覺檢視。諮商輔導學報，10，31-51。
許韶玲（2007）：為什麼受督導者隱而不說。中華輔導學報，21，167－200。
許韶玲、蕭文（2014）：更有效地利用督導—初探督導前的準備訓練對受督導者進入諮商督導過程的影響內涵。輔導與諮商學報，36（2），43-64。
陳玉婷（2012）：分離焦慮傾向兒童之母親參與親子遊戲治療經驗之探究。國立高雄師範大學輔導與諮商研究所碩士論文。
陳金燕（2003）：自我覺察在諮商專業中之意涵：兼論自我覺察督導模式。應用心理研究，18，59-87。
陳美妙、張高賓（2014）：認知行為遊戲治療對ADHD兒童干擾行為之成效研究。家庭教育與諮商學刊，16，1-27。
陳偲維（2009）：比較三位遊戲治療師之專業發展歷程。中國文化大學心理輔導學系碩士論文。
彭瑞吟（2003）：喪親兒童在兒童中心學派遊戲治療歷程之研究。國立新竹教育大學國民教育研究所碩士論文。
曾璟婷（2004）：受虐兒童遊戲治療師實務經驗與專業發展之探究。國立彰化師範大學輔導與諮商學系碩士論文。
黃世欽（2005）：國小選擇性緘默兒在兒童中心遊戲治療之歷程分析研究。國立新竹教育大學進修部輔導教學碩士論文。
楊琇雯、李宜玹、邱懷萱（2002）：拒學兒童在遊戲治療歷程中遊戲活動變化研究。臺南師院學生學刊，23，1-41。
楊筑甯（2006）：遊戲治療師對性受虐兒童之創傷處遇研究。國立臺灣師範大學教育心理與輔導學系碩士論文。
葉貞屏、葉貞雯（2001）：兒童中心式遊戲治療訓練之效果評量研究。台北市立大學學報，32，125-144。
劉舒珊（2004）：阿德勒學派遊戲治療團體對「退縮-被拒絶」兒童輔導效果之研究。國立台南大學國民教育所碩士論文。
蔡美香（2016）：團體遊戲治療對兒童內化行為困擾之探究。諮商心理與復健諮商學報，29，33-60。
蔡曉雯、郭麗安、楊明磊（2010）：督導關係中的權力意涵研究-受督者觀點。中華輔導與諮商學報，27，39-77。
蔡麗芳、洪家慧（2013）：遊戲治療中目睹家庭暴力兒童的家庭暴力認知與行為問題改變情形之個案研究。台灣遊戲治療學報，3，113-138。
鄭文媛、蔡美香（2014）：遊戲治療對社會退縮兒童之退縮行為與自我概念之成效探討。教育心理學報，46（2），165-185。
賴妍諼（2010）：遊戲治療中設限經驗之探究。國立彰化師範大學輔導與諮商學系博士論文。
謝政廷、林妙容、許智傑（2014）：目睹婚姻暴力兒童團體遊戲治療歷程之探究。台灣遊戲治療學報，4，47-74。
謝淑貞（2002）：性侵害受害女童在遊戲治療中遊戲行為與情緒經驗歷程之分析研究。國立屏東教育大學心理與輔導學系碩士論文。
謝喬安（2008）：遊戲治療者主觀知覺之反移情經驗。國立新竹教育大學教育心理與諮商學系碩士論文。
鍾依靜（2008）：兒童遊戲治療者之反移情。國立臺中教育大學諮商與應用心理學系碩士論文。
魏伊君（2012）：親子遊戲治療對退縮兒童之成效研究。國立嘉義大學輔導與諮商學系碩士論文。
羅明華（2007）：中輟學生的遊戲治療-對「學校以外的世界」之回應。學生輔導季刊，103，86-93。
羅旭如（2014）：折衷式遊戲治療對選擇性緘默幼童社會互動之成效研究。國立臺北教育大學特殊教育學系碩士論文。
 
西文部份
Allan, J. A., & Lawton-Speert, S. (1993). Play psychotherapy of a profoundly incest abused boy: A Jungian approach. International Journal of Play Therapy, 2(1), 33-48.
Axline, V. M. (1969). Play therapy. Ballantine.
Benjamin, L. S., & Karpiak, C. P. (2001). Personality disorders. Psychotherapy: Theory, Research, Practice, Training, 38(4), 487-491.
Bixler, R. (1949). Limits are therapy. Journal of Consulting Psychology, 13(1), 1-11.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Prentice-Hall.
Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. International Edition.
Bowlby, J. (1982). Attachment and loss: Attachment (2nd ed.). Basic Books.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage Publications.
Bozarth, J. (2007). Unconditional positive regard. In M. Cooper, M. O’Hara, P. F. Schmid, & G. Wyatt (Eds.), The handbook of person-centred psychotherapy and counselling (pp. 182–193). Palgrave Macmillan.
Carmichael, K. D. (2006). Play therapy: An introduction. Pearson Merrill Prentice Hall.
Chandler, N., Balkin, R. S., & Perepiczka, M. (2011). Perceived self‐efficacy of licensed counselors to provide substance abuse counseling. Journal of Addictions & Offender Counseling, 32(1‐2), 29-42.
Chazan, S. E. (2001). Toward a nonverbal syntax of play therapy. Psychoanalytic Inquiry, 21(3), 394-406.
Cochran, J. L., Cochran, N. H., Cholette, A., & Nordling, W. J. (2011). Limits and relationship in child-centered play therapy: Two case studies. International Journal of Play Therapy, 20(4), 236-251.
Cochran, N. H., Nordling, W. J., & Cochran, J. L. (2010). Child-centered play therapy: A practical guide to developing therapeutic relationships with children. Wiley.
Cohen, R. E., & Greenspoon, L. (1963). Limit setting as a corrective ego experience. Archives of General Psychiatry, 8(1), 74-79.
Corsini, R. J.& Wedding, D. (2011). Current psychotherapies(9th ed.). International Edition.
Crenshaw, D. A., & Kenney-Noziska, S. (2014). Therapeutic presence in play therapy. International Journal of Play Therapy, 23(1), 31-43.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five traditions(3rd ed.). Sage.
Cutler, R. L. (1958). Countertransference effects in psychotherapy. Journal of Consulting Psychology, 22, 349–356.
Epstein, L. (1977). The therapeutic function of hate in the countertransference. Contemporary Psychoanalysis, 13, 442-460.
Epstein, L. (1979). The therapeutic use of countertransference data with borderline patients. Contemporary Psychoanalysis, 15, 248-274.
Fauth, J., & Williams, E. N. (2005). The in-session self-awareness of therapist-trainees: Hindering or helpful? Journal of Counseling Psychology, 52(3), 443.
Freud, A. (1937). The ego and its mechanisms of defense. Hogarth.
Freud, A. (1966). Normality and pathology in childhood. International Universities Press.
Gabbard, G. O. (1995). Countertransference: The emerging common ground. International Journal of Psycho-Analysis, 76(3), 475.
Gay, L., & Airasian, P. (2000). Educational research: Competencies for analysis and application. (6th ed.). Prentice Hall.
Gelso, C. J., & Hayes, J. A. (1998). The psychotherapy relationship: Theory, Research, and Practice. Wiley.
Ginott, H. G. (1959). The theory and practice of " therapeutic intervention" in child treatment. Journal of Consulting Psychology, 23(2), 160-166.
Ginott, H. G. (1965). Between parent and child: New solutions to old problems. Guilford Press.
Ginott, H. G., & Lebo, D. (1961). Play therapy limits and theoretical orientation. Journal of Consulting Psychology, 25(4), 337-340.
Ginott, H., & Lebo, D. (1963). Most and least used play therapy limits. Journal of Genetic Psychology, 103, 153–159.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Aldine.
Greenberg, L. S., & Geller, S. (2001). Congruence and therapeutic presence. Rogers’ therapeutic conditions: Evolution, theory and practice, 1, 131-149.
Guba, E. G., & Lincoln, Y. S. (1985). Naturalistic inquiry. Sage.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzine & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Sage.
Hayes, J. A., & Gelso, C. J. (1991). Effects of therapist-trainees’ anxiety and empathy on countertransference behavior. Journal of Clinical Psychology, 47, 284–290.
Hayes, J. A., & Gelso, C. J. (2001). Clinical implications of research on countertransference: Science informing practice. Journal of Clinical Psychology, 57(8), 1041-1051.
Henry, C. (2007). Limit setting and projective identification in work with a provocative child and his parents: A revisiting of Winnicott’s “hate in the countertransference.” American Journal of Psychotherapy, 61(4), 441–457.
Hill, C. E. (2005). Therapist techniques, client involvement, and the therapeutic relationship: Inextricably intertwined in the therapy process. Psychotherapy, Theory, Research, Practice, and Training, 42(4), 431-442.
Jayne, K. M., & Ray, D. C. (2015a). Therapist‐provided conditions in child‐centered play therapy. The Journal of Humanistic Counseling, 54(2), 86-103.
Jayne, K. M., & Ray, D. C. (2015b). Play therapists’ demonstration of the attitudinal conditions in child-centered play therapy. Person-Centered and Experiential Psychotherapies, 14, 119–136.
Jayne, K. M., Purswell, K. E., & Stulmaker, H. L. (2019). Facilitating congruence, empathy, and unconditional positive regard through therapeutic limit-setting: Attitudinal conditions limit-setting model (ACLM). International Journal of Play Therapy, 28(4), 238-249.
Jennings, L., & Skovholt, T. M. (1999). The cognitive, emotional, and relational characteristics of master therapists. Journal of Counseling Psychology, 46, 3–11.
Kernberg, O. (1965). Notes on countertransference. Journal of the American Psychoanalytic Association, 13(1), 38-56.
Khan, M. (2018). The privacy of the self. Routledge.
Kischenbaum, H., & Jourdan, A. (2005). The current status of Carl Rogers and the Person-Centered Approach. Psychotherapy: Theory, Research, Practice, Training, 42(1), 37-51.
Klein, M. (1952). The origins of transference. International Journal of Psycho-Analysis, 33, 433-438.
Knell, S. M. (1998). Cognitive-behavioral play therapy. Journal of Clinical Child Psychology, 27(1), 28-33.
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(3), 233-248.
Konstam, V., Cook, A. L., Tomek, S., Mahdavi, E., Gracia, R., & Bayne, A. H. (2015). What Factors Sustain Professional Growth among School Counselors? Journal of School Counseling, 13(3), 1-41.
Kool, R., & Lawver, T. (2010). Play therapy: Considerations and applications for the practitioner. Psychiatry , 7(10), 19-24.
Kottman, T. (2001). Adlerian play therapy. International Journal of Play therapy, 10(2), 1-12.
Kottman, T. (2003). Parents in play: An Adlerian approach to play therapy (2nd ed.). American Counseling Association.
Kottman, T. (2014). Play therapy: Basics and beyond. John Wiley & Sons.
Landreth, G. (2002). Therapeutic limit setting in the play therapy relationship. Professional Psychology: Research and Practice, 33(6), 529–535.
Landreth, G. (2012). Play therapy： The art of the relationship (3rd ed.). Brunner-Routledge.
Landreth,G., & Wright, C. (1997). Limit setting practices of play therapists in training and experienced play therapists. International Journal of Play Therapy, 6(1), 41–62.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
LeCuyer, E. A., Swanson, D. P. (2016). African American and European American mothers’ limit-setting and their 36 month-old children’s responses to limits, self-concept, and social competence. Journal of Family Issues, 37(2), 270-296.
Lerner, J. A. (1987). Limit setting and the analyst's working through. The American Journal of Psychoanalysis, 47(3), 243-249.
Lovett, B., & Sheffield, R. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review, 27, 1–13.
Lowenfeld, M. (1938). The theory and use of play in the psychotherapy of childhood. The British Journal of Psychiatry, 84(353), 1057-1058.
McDougal, P. A. (1988). A comparitive analysis of limits in play therapy: In school and clinical settings (Doctoral dissertation). Texas Woman's University, Denton, Texas, United States.
Mills, B., & Allan, J. (1992). Play therapy with the maltreated child: Impact upon aggressive and withdrawn patterns of interaction. International Journal of Play Therapy, 1(1), 1-20.
Millstein, K. H. (1993). Limitsetting, coping and adaptation: A theoretical context for clinicians and caregivers. Child and Adolescent Social Work Journal, 10(4), 289-300.
Moustakas, C. (1953). Children in play therapy: A key to understanding normal and disturbed emotions. McGraw-Hill.
Moustakas, C. E. (1959). Psychotherapy with children: The living relationship. Harper & Row.
Moustakas, C. E. (1997). Relationship play therapy. Aronson.
O’Connor, K. J. (2000). The play therapy primer (2nd ed.). Wiley.
O’Sullivan, L., & Ryan, V. (2009). Therapeutic limits from an attachment perspective. Clinical Child Psychology and Psychiatry, 14(2), 215–235.
Oaklander, V. (2001). Gestalt play therapy. International Journal of Play Therapy, 10(2), 45.
Pam, A. (1994). Limit setting: Theory, techniques, and risks. American Journal of Psychotherapy, 48(3), 432-440.
Peabody, S. A., & Gelso, C. J. (1982). Countertransference and empathy: The complex relationship between two divergent concepts in counseling. Journal of Counseling Psychology, 29(3), 240.
Piaget, J. (1962). Comments on Vygotsky's critical remarks on language and thought of the child and judgment and reasoning in the child. MIT Press.
Prikhidko, A., & Swank, J. M. (2018). Emotion regulation for counselors. Journal of Counseling & Development, 96(2), 206-212.
Ray, D. C. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child practice. Routledge.
Ray, D. C., Jayne, K. M., & Stulmaker, H. L. (2014). A way of being in the playroom: Experience-expression congruence model (EECM). International Journal of Play Therapy, 23(1), 18-30.
Ray, D. C., Stulmaker, H. L., Lee, K. R., & Silverman, W. K. (2013). Child-centered play therapy and impairment: Exploring relationships and constructs. International Journal of Play Therapy, 22(1), 13.
Rhoden, B. L., Kranz, P. L., & Lund, N. L. (1981). Current trends in the use of limits in play therapy. Journal of Psychology, 107(2), 191-198.
Rønnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of career development, 30(1), 5-44.
Rosenberger, E. W., & Hayes, J. A. (2002). Origins, consequences, and management of countertransference: A case study. Journal of Counseling Psychology, 49(2), 221.
Ryan, V., & Courtney, A. (2009). Therapists’ use of congruence in nondirective play therapy and filial therapy. International Journal of Play Therapy, 18(2), 114.
Ryan, V., & Wilson, K. (1995). Non-directive play therapy as a means of recreating optimal infant socialisation patterns. Early Development and Parenting, 4, 29–38.
Sawatzky, D. D., Jevne, R. F., & Clark, G. T. (1994). Becoming empowered: A study of counsellor development. Canadian Journal of Counselling, 28(3), 177-192.
Scharff, J. S., & Scharff, D. E. (1998). Object Relations Individual Therapy. Jason Aronson.
Schneider,W., Cavell,T., & Hughes, J. (2003). A sense of containment: Potential moderator of the relation between parenting practices and children’s externalising behaviours. Development & Psychopathology, 15, 95–117.
Scuka, R. F. (2010). The rationale and principles of effective limit setting. Play Therapy, 5(2), 10-15.
Shanklin, J. E. (2003). Supervision and increasing self-efficacy in the therapist-trainee (Doctoral dissertation). Biola University, La Mirada, California, United States.
Smith-Adcock, S., Davis, E., Pereira, J., Allen, C., Socarras, K., Bodurtha, K., & Smith-Bonahue, T. (2011). Preparing to play: A qualitative study of graduate students’ reflections on learning play therapy in an elementary school. International Journal of Play Therapy, 21, 100-115.
Spero, M. H. (1980). Use of the telephone in child therapy. Social Work, 25(1), 57-60.
Stern, P. N. (1980). Grounded theory methodology: Its uses and processes. Journal of Nursing Scholarship, 12(1), 20-23.
Stone, M. H. (2019). Borderline Personality Disorder: Clinical Guidelines for Treatment. Psychodynamic psychiatry, 47(1), 5-26.
Straker, G., & Waks, B. (1997). Limit setting in regard to self-damaging acts: The patient's perspective. Psychotherapy: Theory, Research, Practice, Training, 34(2), 192-200.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of qualitative research, 17, 273-285.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
Streicher, P. J. (1995). A suicidal client: The limits of power and control. Family Systems Medicine, 13(1), 91-95.
Tieman, G. (1985). Limit-setting in psychotherapy: The example of the involuntarily hospitalized adolescent: An empirical-phenomenological study (Doctoral dissertation). Duquesne University, Pittsburgh, Pennsylvania, United States.
Van de Putte, S. J. (1995). A paradigm for working with child survivors of sexual abuse who exhibit sexualized behaviors during play therapy. International Journal of Play Therapy, 4(1), 27-49.
Watson, J. C., & Greenberg, L. S. (2000). Alliance ruptures and repairs in experiential therapy. Journal of Clinical Psychology, 56(2), 175-186.
Williams, E. N., & Fauth, J. (2005). A psychotherapy process study of therapist in session self-awareness. Psychotherapy Research, 15(4), 374-381.
Williams, E. N., & Hill, C. (1996). The relationship between self-talk and therapy process variables for novice therapists. Journal of Counseling Psychology, 43, 170–177.
Williams, E. N., Judge, A. B., Hill, C. E., & Hoffman, M. (1997). Experiences of novice therapists in prepracticum: Trainees’, clients’, and supervisors’ perceptions of therapists’ personal reactions and management strategies. Journal of Counseling Psychology, 44, 390–399.
Williams, E. N., Polster, D., Grizzard, M. B., Rockenbaugh, J., & Judge, A. B. (2003). What happens when therapists feel bored or anxious? A qualitative study of distracting self-awareness and therapists’ management strategies. Journal of Contemporary Psychotherapy, 33, 5–18.
Winnicott, D. W. (2005). Playing and reality (2nd ed.). Routledge.
Winnicott, D.W. (1949). Hate in the countertransference. International Journal of Psycho-Analysis, 30, 69-75.
Yalom, I. (1981). Existential psychotherapy. Basic Books.
Zetzel, E. R. (1971). A developmental approach to the borderline patient. American Journal of Psychiatry, 127(7), 867-871.
Zilberstein, K., & Abel, S. (2012). Holding the line: Limits in child psychotherapy. Journal of Infant, Child, and Adolescent Psychotherapy, 11(1), 21-31.