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團體心理轉變的歷程。參與對象為六名國小寄讀學童，以質性研究法蒐集學童在團體裡對地震認知、情緒與行為反應的資料，透過逐字稿的分析，並佐以參考團體日誌及相關研究後，詮釋與分析寄讀學童經歷地震災難與團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」：地震當時的所見所聞，產生恐懼等負面的情緒，表現出慌亂無章的行為，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來看待生活的變動。階段三「感恩中的失落」：學童雖感激寄讀親友無微不至的照顧，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團體，學童漸漸調適失落感，雖偶會出現地震的後遺症，但是對災難漸充滿了積極的危機意識。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。

The purpose of this study was to explore the psychological transformation process of the primary school boarding students from the 921-earthquake disaster area and psychological reestablishment group. The subjects were six primary school boarding students. The subjects’ responses of their emotion, cognition, and behavior to the earthquake were collected by the researcher，then analyzed and interpreted the subjects’ psychological transformation process according to group data and correlated studies.The researchers got the conclusions that there were five stages of the subjects’ psychological transformation process: (1) Stage I (psychological suffering): The subjects had negative emotions (such as fear), disordered behaviors, and suspected the meaning of life. (2) Stage II (premature): The life of disaster let the subjects understand their parents’ diligence and learned how to be independent. (3) Stage III (felling of loss): The subjects appreciated the care of their relatives, but they still had the felling of loss. (4) Stage IV (passing the sadness): After participating the reconstructing group, the subjects could adjust themselves gradually and had crisis consciousness of disaster. (5) Stage V (psychological reestablishment): The subjects could understand the positive meaning of earthquake from the self-help and interpersonal help, and they could think the events of reconstruction.
Based on the findings, the researchers submitted some suggestions for the reference of practical workers.