跨專業團隊合作模式運用於中輟生服務方案之研究-以屏東縣某機構為例

A transdisciplinary model to dropout students: the experience of Pintung

羅汶欣(Wen-Hsin Lo)

指導教授 ： 蘇金蟬

長榮大學/人文社會學院/社會工作學系(所)/碩士(2015年)

https://doi.org/10.6833/CJCU.2015.00062

摘要

為輔導中輟的學生，多年來我國政府、學校及民間團體曾實施慈輝班、資源班、中途學校等多元型態的中介教育措施，具有初步成效。然而，對於多重因素（包括個人、家庭、學校、社會等）所造成的中輟問題，仍然無法解決。有鑑於此，屏東縣政府於101年整合教育、社政以及民間團體等資源，在學校外另成立飛夢林家學園，針對這些中輟學生設計另類課程及提供規範性住宿的實驗計畫。由於此實驗為一跨專業合作的服務模式，因此，本研究旨在探討跨教育與社政合作的困境與解決策略，期能發展出適合我國中輟防治的新模式。研究者以飛夢林家學園為場域，不同的工作人員為研究對象，使用深度訪談與焦點團體等方法蒐集資料。
研究發現已建置飛夢林家學員組織的編制與工作人員的分工，也有正式與非正式的合作機制，如入離園評估會議、生活輔導員與教師的交班日誌、家學園團隊會議、不定期的個案討論會議、教育處、社會處、家園、學園等單位的四方會議，以及非正式的網路群組溝通。
同時有發現在合作過程中仍因公私協力不對等、彼此的專業價值與角色期待有差異、教育為主社政弱勢以及家學園人事制度明顯差異而有衝突。根據研究結果，本研究提出幾點建議：1. 發展公私協力長期關係；2. 教育、社政彼此平等合作；3. 促進教育與社政專業間的交流與分享；4. 解決人事異動與低薪問題。

關鍵字

飛夢林家學園 ； 中輟生 ； 跨專業團隊服務模式 ； 中介教育

並列摘要

In the past few years, the government in Taiwan, schools and non-government organizations implemented diverse alternative educational strategies, including Tzu-Hui Classes, Recourses Classes, Halfway Schools, etc. for helping dropouts back on track. These programs were effective to a point; however, not so much for the dropouts involved with multiple factors, including individual, family, school and societal aspects. Thus, in 2012 Pingtung County government integrated resources from education, social welfare and non-government organizations in the community to establish Family Society, in addition to the original school system. Family Society is an experimental project that provides tailor-made curriculums for the dropouts as well as a structured residential environment. This experimental project provides cross-disciplinary services; thus, the purpose of this research is to explore the difficulties encountered in the collaboration between educational and social welfare sectors and its possible solutions. It is hoped that a new paradigm for dropouts prevention program would be developed as well. The researcher collected data from multiple staff members at Family Society through in-depth interview and focus group.
It is found that a residents’ organization and the allocation of tasks among staff have been established in Family Society. There is a formal and informal collaboration mechanism, such as the evaluation meeting for entry and termination, the daily log of guidance counselor and the teachers, the Family Society team meeting, case conferences held when it is needed, multidisciplinary team meeting including the Department of Education, the Department of Social Affair, the Family Society and the Family School, and the informal communication via social networking systems.
It is also found that conflicts occurred in the collaborations due to the incompatible input between the public and private sectors, the differences in the professional values and the expected roles, the education system exceeds the social welfare system, and the structure of the personnel system of the Family Society/School. Based on the findings, the researcher suggested that, 1. Developing a long-term collaboration between the public and the private sectors; 2. Improving the equality in the collaborations between the education and the social welfare systems; 3. Facilitating the communication and sharing between the education and the social welfare system; and 4. Resolving the turnover rate among staff and the underpay issues.

並列關鍵字

Family ； dropout ； trans-disciplinary model ； Alternative education

參考文獻

粟惇瑋(2007)。中輟學園帶領中輟生往何處去?論中輟學園的中介教育。國立台灣大學社會工作系碩士論文。

林佩君(2006)。學校社會工作師和教師專業合作歷程之研究-以台北縣為例。國立台灣大學社會工作研究所碩士論文。

吳芝儀(2001)。中輟生的危機與轉機。台北：揚智。

周愫嫻(2004)。少年犯罪。台北，五南出版社。

賀孝銘、林清文、李華璋、王文瑛、陳嘉雯(2007)。我國中輟防治工作現況與困境之研究。輔導與諮商學報，29卷，2期，73-98頁。