兒童少年家庭照顧者之福利需求初探

論文摘要本研究主要在瞭解兒童少年家庭照顧者的福利需求，也檢視兒童少年家庭照顧者所接受的福利服務措施。本研究為初探性的質化研究，以深入訪談的研究方式，分別訪談兒童少年家庭照顧者以及提供其服務的兒少福利相關機構實務工作者，一方面從孩子的角度來探討兒童少年家庭照顧者的日常照顧經驗與照顧影響、福利需求與目前所獲之福利服務，另一方面也從實務工作者的角度來觀察孩子的福利需求與福利服務的供給。本研究期待研究發現能對於當前兒童少年家庭照顧者之相關政策與服務有所貢獻。壹、研究結果發現：一、兒童少年家庭照顧者的照顧經驗： 1.照顧工作與衍生任務：有陪伴、準備三餐、個人化照顧。 2.對照顧的解讀：兒童少年家庭照顧者自覺照顧並視為責任，但也有負面感受。本研究也探討兒少與被照顧者之間的正負向關係。 3.對家庭經濟狀況的解讀：參與本研究的兒童少年家庭照顧者因認知家庭經濟狀況而出現如：不敢要求補習、上輔導課等行為。二、照顧對於兒童少年家庭照顧者的影響： 1.照顧影響兒少家庭照顧者的人際參與、友伴關係，並形塑其「小大人」、「早熟」性格，從而影響生涯。 2.照顧影響兒少家庭照顧者的學習、與師長互動，且因為親人缺席，使其身心發展也受到影響。 3.因照顧而發展多種因應行為，如：騎機車、不同的人際互動模式、早熟性格、經濟因應行為。三、兒童少年家庭照顧者的福利需求：兒童少年家庭照顧者因照顧產生了：喘息需求、協助照顧的需求、經濟需求、獲得充分醫療資源的需求、支持與陪伴的需求、提供社福資訊的需求、課業需求、交通需求。四、兒童少年家庭照顧者接受的正式與非正式支持與服務： 1.正式支持與服務： (1).受訪社工員：以支持者的角色作為諮商與諮詢的管道、提供營隊與團體方案活動、提供講座與親子活動、課業輔導、邀請兒少照顧者擔任志工。 (2).其他機構：多以提供經濟與物質幫助，但在補助標準認定上不甚友善。 (3).學校：除了經濟援助的資訊、輔導室的諮商之外，學校的支持角色並不強。 2.非正式支持：部分兒童少年家庭照顧者因為保密問題、要待在家照顧家人，使得同儕與友伴支持狀況不一。且缺乏雙親、手足等家中缺席親人的支持力量。但大多數同住家人會提供情緒支持或實際幫忙、部分兒童少年家庭照顧者會形成自己的信仰，以獲得心理的支持。五、兒童少年家庭照顧者服務與需求的現況與落差：兒童少年家庭照顧者沒有被辨識出來，使得目前的服務提供並無法滿足兒童少年家庭照顧者，像是無法被滿足的課業需求、社工無法滿足的資訊需求，無法使兒童少年家庭照顧者擁有「正常的童年」。貳、基於上述研究發現,整理出實務、政策層面的研究建議：一、政策面：應將兒童少年家庭照顧者視為一個福利服務的類別，，明確建立兒童少年家庭照顧者的求助管道與服務，且應致力於相關福利的倡導。二、對社會福利相關機構與人員的實務建議：應該提升相關人員對於兒童少年家庭照顧者的相關知能，並基於對兒童少年家庭照顧者的理解，提供個別化的評估，在服務方案也要注意提供的個別性、多樣性與持續性；並發展整個家庭的包裹式服務，期待社工員不只是擔任支持的角色，而可以提供更多的服務。三、加強學校的功能：學校師長要覺察到可能有兒童少年家庭照顧者存在的家庭，並提供與加強個別化的課業輔導，並且提供相關資訊、扮演輔導與諮詢的角色。

關鍵字

兒童少年家庭照顧者；福利需求；福利服務；初探性研究

並列摘要

Abstract The purpose of this research is to understand the welfare needs of young carers, and to examine the welfare services the young carers received. Using the skills of depth interview, this exploratory research shows both interviews of the young carers, and social workers from the children’s welfare organizations. This research discusses the welfare services and needs of the youngcarers from two angles: one from the young carers’ daily care-taking experiences, welfare needs, and the welfare they receive currently; the other fromthe angle of the social workers, observing the young carers’ welfare needs and the services they can provide. This research looks forward to benefit and to improve the policies and services for the young carers. I. Research findings: A. Care-taking experiences of the young carers a. Care-taking and derived mission: accompanying, meal-preparing, personalized care-taking b. Interpretation for care-taking: young carers sees care-taking as a self-conscious responsibility, but at the same time carrying negative feelings. This research also discusses the positive/negative relationships between the young carers and care receivers. c. Interpretations of domestic economic situation: young carersparticipated in this research have certain behaviors based on their understanding of their domestic economic situation, such as: daring not to ask to go to cram school or subsidiary courses. B. Influences of care-taking on the young carers a. Care-taking influences the interpersonal participation and friendships of the young carers, forming their “young-adult”, and “premature” personalities, and thus affects their lives. b. Care-taking affects the young carers’interaction with teachers and learning. Due to the absence of family members, their physical/ mental development are also influenced. c. Coping behaviors developed from care-taking, such as riding motorbikes, different interpersonal relationship patterns, premature personalities, behaviors correspond to economic situations. C. Welfare needs of the young carers Young carers develops needs during the care-taking process, such as breath-taking, care-taking assistance, economy, acquiring sufficient medical resources, support and accompanying, providing welfare information, academic, transportation. D. Official/unofficial supports and services young carers received: a. Official support and service: 1. Interviewed social workers:we work as a way to consultancy in the role of a supporter, providing camp and group activities, lectures and family activities, academic assistance, and invite young carers as volunteers 2. Other organizations: they mostly provide economical and substantial supports, but at the same time unfriendly in subsidyidentifications. 3. Schools: except for economical-support information and consulting, the schools doesn’t have a strong supporting role. b. Unofficial support: Some young carers gets unstable supports from friends and peer members due to secrecy issues, or needs for staying home as a carer. These young carers are also lack of the supports from absent family members such as parents and siblings. Nevertheless, most of their other family members will provide emotional or practical supports while some of the young carers forms their own believes for psychological supports. E. Gaps between requirements and realities of the services and needs for young carers: Since the young carers are not identified, current services cannot satisfy the needs (such as academic need, needs of the information from the social workers, and the requirements of the “normal childhood”) of young carers. II. Recommendations for Practical and political sides based on the research: A. In policy: Set young carers as a category in welfare service, establish ways and services for assistant-seeking, and devote in publicizing related welfare. B. Recommendations for social welfare organizations and workers: Improve social workers’ knowledge related to young carers, and provide personalized analysis based on their understanding. Pay attention to personalization, diversion, and continuation in the service plans, and develop domestic package service so that the social workers and provide more services rather than playing a supporting role. C. Enhance the function of schools The teachers should pay attention to possible families of young carers, providing personalized academic assistance, and play the role of consultant and information provider.