都會巨型化同時，青少年所面臨的資源競爭與機會競爭也更加激烈，特別是身處都會邊緣地區青少年，而穩固且抗逆的自我認同或可協助青少年面對急變人生。本研究即嘗試從時間觀視角發展敘說認同介入方案，教案規劃以過去、現在、未來時間觀為軸線，視國中教育轉銜期為契機、同儕為夥伴、並結合青少年生活札記等實務資源，配合環境脈絡，於考完會考至畢業前約四週期間，對新北市公立國中九年級學生二十八人，進行十四次各約九十分鐘的課程。質化分析結果顯示，青少年「從遙遠過去看見我始終是我」與「從最近過去看見我已不是我」雙重視角，和「時間連續性知覺」產生交互作用，使具深思性且可導引至行動的「自我認同意向」浮現，提升正向核心自我評價，而具有憑過去經驗為未來盤算之深層意義的現在享樂時間觀，則使青少年能將對過去與未來的關注，轉化至現在周遭事物，而出現情感上「珍惜此刻正向樂觀，以解讀現在負面事件」，與行動上「把握當下全力以赴，以創造現在正面事件」樣貌。深入分析青少年應對生活事件的時間觀策略發現，青少年已可以兼具過去、現在、與未來的整體時間觀，以及正向核心自我評價與自我認同意向，適時選擇反求諸己的「內在認知導向」，或追求社會肯定的「外在事實導向」策略。

Nowadays adolescents are facing with intense challenges, especially for those live in the fringed areas of metropolis. A strong and resilient self-identity could be helpful for these children to face the fast-changing world. This study aims to develop a narrative identity intervention program for adolescent using the time perspective theory. Setting the past, present and future time perspective as the axis, the program views the transition from junior student to senior student in middle school as ideal intervention timing. Peers are seen as agents of identity formation, and journal writing is the method to enhance intervention effect. During the intervention, 28 adolescents took 14 lessons, each time 90 minute-long, for four weeks before their graduation from middle school. The results indicate that the dual viewpoints of ＂I-find-I-am-still-the-one-I-used-to-be-from-the-distant-past＂ and ＂I-find-I-am-no-longer-the-one-I-used-to-be-from-the-near-past＂ interacted with the perception of time continuity. Subsequently, a thoughtful and guidable intention of self-identity emerged; adolescents' positive core self-evaluation was promoted. Finally, turning the present hedonistic time perspective into the meaning of considering future life from past experience enabled adolescents to divert their attention from the past and future to the present. The adolescents cherished this moment, interpreted the negative current events in a positive way emotionally, seized the moment, and made an all-in effort into action. The analysis of adolescents' strategies to deal with life events reveals that by integrating the past-present-future time perspective, their positive core self-evaluation and the intentions of self-identity were established. Adolescents could timely choose the internal cognitive-oriented strategy for self-requirement, or the external fact-oriented strategy to pursue social recognition.