「我聽見你的聲音」－貧窮青少年之生命經驗敘說

本篇論文主要想帶你認識五個貧窮青少年的生命經驗，裡面記載了在青少年時期的貧窮，對他們生命所交織出來的影響。研究者從自身的青少年貧窮經驗出發，期望以貧窮青少年的視角，描繪貧窮何以影響其生命。此外，從復原力的視框來看待參與者的生命經驗，瞭解青少年如何在貧窮的生活中發展出復原力。本研究採用建構主義論點出發，採取質性—敘說研究方法，以深度、半結構訪談的方式進行資料蒐集。研究者以自身作為研究工具，在訪談中如實記錄敘說者的敘說，並透過故事的章節安排、以復原力觀點看待故事等，做為研究者的詮釋，最後與敘說者進行核對，以達到研究者與敘說者互為主體性的經驗論述。本研究介紹四個貧窮青少年的生命故事，可以發現貧窮或許為青少年帶來類型、程度不一的傷害，然透過內在(自身的家庭、個性特質)和外在資源(學校、社會福利制度、專業助人者)的幫助，亦讓他們能夠應對這些困難，並為未來的風險做出預防及回應。研究者藉由這個發現，給予不同的讀者回饋。首先是歷經貧窮的青少年。透過過來人的經驗，瞭解貧窮對自己的傷害，也坦然地接受自己需要幫忙，並藉由這些幫助強壯自己。最後從自己的生命裡發掘自己的資源，並找到能夠協助你度過困難的人或方法。其次是這些青少年的照顧者，能藉由這些故事，更理解青少年時期的孩子正在經歷的事情，以及他們可能需要什麼樣的陪伴。最終回歸到自己的生活脈絡下，找到適合自己的方式，去給予孩子他們需要的陪伴。再來是給社會福利機構與社工。第一，當青少年的自然資源無力承擔其議題時，擔任一位專業、可近的助人者，對青少年而言會具有很大的幫助。第二，資產導向的方案對於貧窮青少年有其重要性。第三，撰寫感謝信的政策讓敘說者產生負面的感受，需要被重視。第四，社工的更迭會造成服務的斷裂性，並且這個服務的斷裂，對於服務雙方皆會有所影響。接著是給予教育現場的工作者。學校為孩子人生的必經之路，於這個現場的工作者亦成為青少年自然生成的人際資源。教育工作者的言教、身教與態度，將對青少年有莫大的影響。最後是復原力之於貧窮的意義。復原力視角關注的是青少年如何因應貧窮的經驗，並且這不僅是為了脫離這一次的困難，更是在為未來可能再次發生的風險做準備。最後兩節則談論本研究的限制，以及研究者在研究後的自我現身和相關議題討論，做為本研究的總結。

關鍵字

貧窮；青少年；復原力；敘說研究

並列摘要

This research mainly introduces you to know the lives of five youth from economically disadvantaged families. It studies the experiences of family economic hardship during their adolescence, and how such experiences have impact on their life into adulthood. This study especially examines participants’ life experiences from the perspective of resilience, and tries to understand how these young people develop resilience while living in poverty. This research adopted the constructivism paradigm and used the qualitative-narrative research method. It collected data through in-depth and semi-structured interviews to record the narrative of these youth. The researcher’s interpretation was all checked with the narrators to make sure that final analyses were adequate experiential discourses between the researcher and the narrators. This research introduced the life stories of four youth experienced family economic hardship during adolescence. It was found that poverty might bring different types and degrees of detriment to them, but through internal (i.e. family, personality traits) and external resources (i.e. school, social welfare system, professional), they were able to cope with hardships, and to prepare for and respond to future risks. I used such findings to give feedbacks to different audiences. The first is to youth who have similar experiences. Through stories of these people, we can understand that the detriment that poverty has brought to us, and we can accept the fact that we need help, and then use the assistance to strengthen ourselves Secondly, I want to suggest the caregivers of these youth, you can be better understand what these youth have been through, and understand what kinds of support they need. Third is to social welfare agencies and social workers, there are three suggestions: when youth do not have resources to deal with their hardships, you can be a very important helper, your assistance will be of great help to them. In addition, asset-oriented programs are important to them, while the policy of writing thank-you letters to sponsors makes they feel inferior and needs to be reconsidered seriously. And finally, the turnover of social workers tended to cause service disrupts, and then affects both service parties. The fourth is to all educators in school. The attitude and care of educators toward them can have great impact and long-term on them. Fifth, the meaning of resilience to poverty. The resilience perspective focuses on how youth cope with the experience of poverty, and this is not only to escape the difficulties, but to prepare for the risks that may occur again in the future. The last two sections discuss the limitations of this research, as well as the researcher's self-reflection after the research. It concludes with discussion of related topics for future research.