非典型社工所學生的社工職涯與學習之路

本研究主要探討非典型社工所學生轉換到社工跑道的歷程及就讀社工所的學習經驗。本研究運用質性研究之深度訪談，採用「立意抽樣法」及「滾雪球抽樣法」進行抽樣，分別訪談了八位非典型社工所學生，並運用Miller-Tiedeman與Tiedeman之生涯決定論及Levinson等人之四季週期轉換論作為分析架構。非典型社工所學生從第一學歷出走，因著不同原因轉換至社會工作，其中較強烈的是價值信念的引導，這些價值觀影響著後續每個決定：其他包括社工興起，社工典範及引路人的影響，工作機會帶領，以及藉由職業、科系及建議排除法來窄化選擇。至於轉換至社會工作的路徑分別為進入社會工作學分班或科系學習、實際進入社福領域工作、及直接就讀社工所。非典型社工所學生因著在社工所吸收專業知識，皆提升本身對社會工作的認識，也更了解社工的工作機會與勞動條件。基本上，當助人的意念越強時，越能超越一切逆境，堅持在社會工作領域發展，但性別及年齡確實放大對勞動條件的需求。研究者最後建議社工所應發揮教學及行政協助，提供多元訊息，協助非典型社工所學生更確認未來的職涯選擇。

關鍵字

社工所；社工教育；職涯；學習

並列摘要

This study focuses on the discussion of the transferring process of atypical social work graduate students to the field of social work and their learning experiences while in graduate school. Using in-depth interview of qualitative method, and by adopting purposive sampling and snowball sampling methods, this study interviewed eight atypical social work graduate students. The analytical framework is constructed by using the Career Development Theory (Miller-Tiedman & Tiedman) and the Seasons of Life Theory (Levison et al.). Atypical social work students left their primary academic choice for social work studies based on various reasons, with value belief as the stronger ones. These values influence every subsequent decision. Other reasons include rise of social work milieu, influence of social work models and guidance from others, job opportunity, and the available choices narrowing down through considerations of occupation, discipline, and suggestions. Various routes can be used to transfer to the field of social work, which includes: selective credit course, practice course, social welfare work, to directly enroll in social work graduate school for further study. Atypical social work students, equipped with field knowledge absorbed at graduate school, are able to enhance their recognition of the nature, job opportunities and working requirements of social work. Basically, the stronger the altruistic intention, the better they can overcome adversity, which allows for longer persistence in the field of social work. However, gender and age do indeed magnify the demand for the working requirements. Finally, the researcher suggests that graduate institutes of social work should provide pedagogical and administrative assistance, as well as diverse information, to help atypical graduate students to be more sure of his/her future career choices.