本研究依據Bowen取向設計了一個為時六週，二十一小時的原生家庭探源團體。參加成員為南部某科技大學學生八位，兩位男性、六位女性。研究者採用「大學生心理適應量表」四個分量表、「家庭系統分化量表」四個分量表來評估團體對成員心理調適之影響。團體進行前、團體結束後一週以及一個月後皆進行訪談與量表施測，以探討此團體介入對成員的改變情形。從兩份量表上分析前、後測三次的差異，家庭系統分化量表分數改變幅度差異有限，大學生心理適應量表分數改變差異較多。從成員訪談的分析結果發現：本團體促進成員「從他人回饋，更了解家庭關係」、「了解家族脈絡對人的影響」、「對家庭互動觀念的改變」、「重新詮釋父母管教方式」、「人生價值觀的改變」、「採取新行動」，此為一個動態、連續的歷程。團體結束一週內的訪談中，成員呈現較多觀念的改變；一個月後的追蹤訪談，成員呈現較多行動的改變，願意為自己個人生活做新的決定與選擇。訪談結果呈現：即使團體已結束，團體對成員的影響力仍持續之趨勢；其中有部分成員因其本身議題較多重，或因團體進行期間家庭有重大事情發生，在團體中引發個人的情緒波動也較大，致使團體對成員在因應生活問題上的幫助程度有其限制。研究者據此結果加以討論，並提出未來研究的方向與實務應用的重點。

The purpose of this study was to explore the effects of group counseling on the separateness-individualization of college students. Eight students, two males and 6 females, from a southern Technical University were recruited in the Bowen's family therapy oriented group, which lasted six weeks, 21 hours in total. Students were asked to complete the ”Psychological Adjustment Scale for College Students” and ”Family Differentiation Scale” before and after the group in order to measure the changes of their separateness-individualization and the degrees of psychological adjustment. Interviews were also conducted to further explore the fluctuation of their scores on the scales as well as the supplements for understanding their changes of separateness-individualization and the influences of the group on their life. The results in general showed a tendency of improvement on students' psychological adjustment and separateness-individualization from their family. From the interview, some students appeared to experience highs and lows during the sessions, which suggested that the group itself may lead students to reflect upon their family experiences and cause a degree of emotional turmoil. The implications of the findings and suggestions about further research were addressed.