兒少保護社會工作人員轉化學習之歷程

The Transformative Learning Process of Protective Social Workers

龔煒媛(Wei-Yuan Gong)

指導教授 ： 潘淑滿

國立臺灣師範大學/教育學院/社會工作學研究所/碩士(2012年)

摘要

隨著社會工作專業的發展，每年從社會工作相關科系畢業的學生逐年上升，
這說明畢業後進入實務領域工作的社會工作人員，如何有意識的在工作中使用或應用社會工作理論、知識與助人技巧，是值得探討的議題。在過去相關文獻當中，實務應用學習歷程的研究對象往往被侷限在有多年實務經驗的社會工作人員。有鑑於此，本研究探討新進社會工作人員進入兒少保護社會工作領域，應用社會工作理論知識、技巧的轉化學習歷程。研究透過七位從事兒少保護社會工作人員的深度訪談，。
　　研究發現，在實務工作當中轉化學習如同浪潮一般，隨著工作困境不斷的進行循環，循環的週期依照個人特質、工作年資的累積等而有所差異。基本上，社會工作人員轉化學習的歷程，可以歸納三階段：前轉化期、技巧轉化期、理論轉化期。而轉化學習的主要內涵為社會工作人員的社會工作行動過程，其主要受到內在（個人）、外在（結構）雙重因素影響，內在因素包括：工作經驗、理論知識，和自我價值，而外在則包括體制及網絡互動關係。
　　實務上因兒少保社會人力的匱乏與高個案量，社工員進入實務領域後沒有得到充份完整的適應與學習，便必須開始投入工作。轉化學習並不是平白產生的，會因個人經歷與特質發展出其獨特的學習策略。因此研究建議社會工作人員即使離開學校，還是需要不斷增加自己對理論知識的了解，而實務單位也需積極營造社工員反思的環境與空間。最後，教育單位可增加與實務單位的合作教學的機會。

關鍵字

兒少保護社會工作 ； 轉化學習 ； 新進社會工作人員 ； 社會工作理論

並列摘要

With the development of the social work profession, a year from　the related departments of social work graduate students increased year by year. Indicating that the social workers in the practices after graduation, how awareness of the use or application in the work of social work theory, knowledge and skills that is worth discussing. In the past literature, the study of the practical application of the transformative learning progress is often limited to a social worker with years of practical experience. For this reason, the main purpose of this research is to discuss the learning progress of how new social workers devote themselves into the field of children and teenagers protective social services and apply the knowledge and skills that they learned from the school at work. Interviews are used as the methods for discussion and there are seven new social workers being interviewed in this research.
The findings showed that the transformative learning acts as waves in practice, moving in a circular motion along the adverse circumstances in working environment. And the cycle of this circular motion differs with the characteristics of the individual and his or her working experience. The transformative learning progress of social workers includes three phases: Pre-transformative Learning Phase, Transformative Learning of Skills Phase, and Transformative Learning of Theories Phase. The essence of transformative learning is the process of how social workers put their effects and actions in the social services, which is determined by both the internal (personal)
factors and the external (structural) factors. The internal factors involve work experience, theoretical knowledge, and self-esteem, whereas the external factors involve the system and internet interactions.
Because of the lack of workforce and high caseloads, social workers did not have fully adaptation and learning, but must begin to work. And transformative learning is not for no reason, but because of personal experience and characteristics to develop their unique learning strategies. The study suggests that even if the social workers have already graduated from the schools, they still need to further comprehend the theoretical knowledge and enrich themselves. As to the practice enforcement authority, they need to take the lead of improving the reflective environment and space for their members. Lastly, the educational organizations are suggested to design curriculum plans with a greater diversity, increase the opportunities of cooperation between the schools and social service organizations, and deliberate on the diverse teaching methods that they can provide for the education.

並列關鍵字

protective social workers ； transformative learning ； new social workers ； social work theory

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