Erikson之心理社會階段理論於921震災後兒童心理復健之應用

著名心理學者E. Erikson所提出之心理社會發展階段論中，強調個體在每個發展階段不但皆有其各自之發展危機有待解決，而且個體於每個發展時期，都有追求自我認定與自我價值感的需求。本文依據Erikson之理論，討論當自然災難（如：921大地震）發生後，家毀人亡之不同發展階段的兒童及靑少年所可能面臨之心理創傷與發展危機，並據以提出在協助這些不同年齡的兒童進行心理復健時，應如何幫助他們重拾過往已完成的自我認定的成就，以利往後的發展。接著，本文將介紹Erikson理論應用於災後心理復健的具體方法，並舉出一個專門針對921災後兒童及靑少年心理復健需要而設計的「我的地震書」活動教材，做為範例。

Erik Erikson's psychosocial stage theory suggests that, at a given age, a human being becomes ready and eager to face a new life task which presents a crisis to the individual. Moreover, the fundamental task of a human being at all ages is to pursue a secure sense of self. Deriving from Erikson's theory, the present article discusses the psychological trauma and developmental crises that children and adolescents experience after a natural disaster (e.g., the 921 Chi-Chi earthquake) and suggests some basic principles in helping children of different ages to sort through and synthesize their past work of self-concept formation in order to construct a viable pathway toward future development. Next, the present study highlights how Erikson's theory can be applied practically for post-trauma psychological rehabilitation. Namely, an activity project for school-aged children and adolescents entitled ''My Earthquake Book'' specifically designed for helping the 921 earthquake survivors is introduced as an example.