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921地震災區寄讀學童經歷地震災難及參與心理重建團體心理轉變之歷程分析

An Analysis of the Psychological Transformation Process of the Primary School Boarding Students from the 921-Earthquake Disaster Area and Psychological Reestablishment Group

摘要


本研究旨在探討921地震後災區寄讀學童經歷地震災難與參與研究者所設計的心理重建圑體心理轉變的歷程。參與對象为六名國小寄讀學童,以質性研究法蒐集學童在圑體裡對地震認知、情緒與行为反應的資料,透過逐字稿的分析,並佐以參考圑體口誌及相關研究後,詮釋與分析寄讀學童經歷地震災難與圑體介入心理轉變之歷程。本研究詮釋及整理寄讀學童心理轉變的歷程如下:階段一「驚嚇下的心理煎熬」:地震当时的所见所聞,產生恐懼等負面的情緒,表现出慌亂無章的行为,也導致質疑生命的意義。階段二「純真中的早熟」:災區的生活,使學童體會父母的辛苦,學會獨立自主,但是對災區的生活和再回去災區的感受,仍不掩飾純真的本性来看待生活的變動。階段三「感恩中的失落」:學童雖感激寄讀亲友無微不至的照顧,但也產生了失落感。階段四「走過悲傷」:參與本研究所設計的心理重建圑體,學童漸漸調適失落感,雖偶會出现地震的後遺症,但是對災難漸充满了積极的危機意識。階段五「心理重建」:回顧災難中的自助和助人事件,讓學童覺察到地震的正面性意義,走出地震陰霾,積極構思回災區的重建事宜。最後根據上述的研究結果加以以討論,並提出建議以供實務工作者參考。

並列摘要


This study explored the process of change in analogy reasoning ability of transitional stage childrenbased on learning potential assessment.The subjects were sixty children with the age of six or seven.Three-way mixed design was used.The experimental group received analogy reasoning module instruction.Thecontrol group received no instruction.The subtest of Inductive Reasoning Ability Test and clinical interviewwere conducted as pretest and posttest.Three-way mixed design analysis of Variance was used to verify theeffects of promotion.Interview data were analyzed by types of analogical solutions explored changes ofcognitive function.Furthermore the protocol analysis of two cases from the experimental group was used toexplicate the process of transition in analogy reasoning.The results of this study indicated(1)Learningpotential assessment effectively promoted analogy reasoning ability in transitional stage children.Learningpotential assessment also generally changed types of analogical solutions and activated cognitive function.For instance,mapping ability was enhanced in seven years old children.And(2)Six-or seven-year-oldchildren could gradually infer and map relations correctly;resist counter suggestions;and explain the reasonfor the answer during the process of learning potential assessment.Compared to the seven years old children,the six years old children's cognitive functions were more easily affected by the mode and difficulty of tasks. Six years old children needed more guidance to achieve correct solutions.

參考文獻


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