社會工作者應用戶外冒險教育方案之經驗研究

本研究旨在探討社會工作者應用戶外冒險教育方案服務個案之經驗，從社會工作者認識並應用戶外冒險教育方案之契機及原因出發，探究其在社會工作專業基礎下，結合應用戶外冒險教育方案進行服務之歷程，對於工作者自身、個案及組織三方面的影響，並針對實務面應用上的幫助與挑戰進行分析討論。研究者透過質性研究中的深度訪談蒐集資料，針對7位具有考取社會工作師資格，並同時具備參與過戶外冒險活動之訓練，甚至具有一種以上之戶外技能證照，以及多次規劃並帶領戶外冒險教育方案之社工進行研究。本研究歸納整理分析結果如下：社工在其養成階段透過實習或擔任義工之經驗，亦或是工作需求從而接觸到戶外冒險教育，因著親身參與戶外冒險經歷失衡的經歷、或是觀察看見方案對個案帶來的效益而開始投入學習，而後因這樣的應用能將工作與喜好結合、有效幫助工作推展及個案改變帶來的成就感等原因，使其長期投入應用。而從工作者自身、個案與組織三方面探究結合社會工作與戶外冒險教育之專業應用上面對的幫助與困難分別有：一、工作者自身：帶來了跨越的關係建立、能與個案在情境中工作、成為個案的學習對象，及對自身生命的回饋等正向幫助，但同時也面對著跨專業結合的能力挑戰、耗能、自我認同的錯亂，以及金錢和體力上的考驗。二、個案：透過參與戶外冒險教育方案，幫助個案有機會認識到真正的自己、新經驗的拓展、擁有被促發成長改變的機會以及多元能力的培養，但同時也要面對著在參與過程中抗拒到跨越間的掙扎、團體中的個別化經驗落差，以及學習成果的延續性挑戰。三、組織：應用戶外冒險教育方案，帶給組織形象上的亮點以及服務助力的提升，但同時也使其面對著高成本的負擔、社會觀感的壓力以及個案方案後的衝撞考驗。進一步從實務面上分析，社會工作者應用戶外冒險教育方案的發展性在於，其擁有共同的理念、有助於強化工作者的會談技巧、活化團體工作，並深受個案的喜愛，但同時兩者的結合應用，也必然面對著工作者內在角色的衝突與擺盪、專業養成的困難及方案效果延續的挑戰。在研究的最後，研究者亦將根據研究結果，針對社會工作者及未來研究等層面提出建議。關鍵詞：社會工作者、戶外冒險、戶外冒險教育方案

關鍵字

社會工作者；戶外冒險；戶外冒險教育方案

並列摘要

This study aims to investigate the experience of social workers in applying outdoor adventure education program to their clients. It was conducted from the perspective of the how and why the social workers encountered outdoor adventure education program at the first place. Exploring the process of combining professional social work knowledge with applying outdoor adventure education program in their clients, the impact on social workers themselves, the clients and the organization, and then analyzes the benefits and challenges that would be faced on practical application of the program. The data was collected through conducting in-depth interviews in a qualitative study of seven social workers who were qualified to obtain the professional social workers license, had training in outdoor adventure activities - some even had more than one outdoor skill licenses, - and had multiple experience in planning and leading outdoor adventure education programs. The results can be summarized and concluded as follows: Social workers were exposed to outdoor adventure education program during their formative years through internship or voluntary services, or through work demands. They began to invest in learning outdoor adventure education program either because of experiencing some imbalances of program facilitation, or seeing the benefits of the program on clients. Later they are committed to apply the program long term in order to combine their work with own hobbies, to help promote work effectively and the sense of accomplishment brought by the change of their clients. The benefits and difficulties regarding to combining social work with outdoor adventure education program are found in three aspects from social workers, clients and organizations: 1. On Social workers: Getting positive benefits such as building multifaceted relationships with the clients by working with them in scenarios and being examples whom they learn from, and feedback for self-development. At the same time also face the challenges on ability to combine multiple professional skills, energy-draining, identity/role confusion, finances and physical strength etc. 2. On Clients: Through participation in outdoor adventure education programs. They clients may get help discovering their authentic self, gaining new experiences, having opportunities to grow and change, and cultivating multiple skills. However, they may also struggle in the process from resisting to cross-over, the individual experiences gap between one another, and the challenges of continuity of learning outcome. 3. On Organizations: The use of outdoor adventure education programs promotes the image of an organization and mobilizes its services. But it also brings the burden of high costs, pressure from social perceptions and post-program effects of the clients. To further analyze from the practical point of view, the development of social workers using outdoor adventure education program is the common concept of helping others. It also helps strengthening social workers’ communication skills, revitalizes group dynamics and is popular among the clients. However, the combined application of the two is bound for the social workers to face the conflicts and confusions of internal roles, difficulties of cultivating professional skills and challenges of continuity of program outcome. At the end, based on the findings, the researcher will also make recommendations for social workers and future research. Keywords: Social workers, Outdoor Adventures, Outdoor Adventure Education Programs