請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/8394
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 陳毓文(Yu-Wen Chen) | |
dc.contributor.author | Ke-En Chi | en |
dc.contributor.author | 紀可恩 | zh_TW |
dc.date.accessioned | 2021-05-20T00:53:28Z | - |
dc.date.available | 2020-08-04 | |
dc.date.available | 2021-05-20T00:53:28Z | - |
dc.date.copyright | 2020-08-04 | |
dc.date.issued | 2020 | |
dc.date.submitted | 2020-07-26 | |
dc.identifier.citation | 呂朝賢(2007)。貧窮動態及其成因-從生命週期到生命歷程。臺大社會工作學刊,14,167-210。doi:10.6171/ntuswr2007.14.04 薛承泰(2008)。台灣地區兒少貧窮:1991-2005年的趨勢研究。臺灣社會學刊,40,89-130。 張清富、薛承泰、周月清(1995)。單親家庭現況及其因應對策之探討。行政院研究發展委員會。 王永慈(2005)。台灣的貧窮問題: 相關研究的檢視。臺大社會工作學刊,10,1-54。 胡海國(譯)(1976)。青少年心理學(原作者:Hurlock Elizabeth B.)。臺北:桂冠。 林哲志(2007)。發現復原力~一個來自心理脈絡的觀點。輔導季刊,43(1),1-8。 林文婷(2008)。運用優勢觀點探討青少年之貧窮生活經驗,國立臺灣師範大學社會工作學研究所碩士論文。 吳佳明(2011)。貧窮少年生活經驗中復原力發展之探究。國立暨南國際大學社會政策與社會工作學系碩士論文。 張春興(編)(1991)。張氏心理學辭典。臺北市:東華。 常欣怡,宋麗玉(2007)。青少年復原力概念與相關研究之探究。東吳社會工作學報,17,171-192。doi:http://dx.doi.org/10.29734/SJSW.200712.0006 張曼娟(2020)。以我之名:寫給獨一無二的自己。臺北市:遠見天下文化。 陳雅鈴(2006)。貧窮如何影響兒童。教育研究月刊,146,87-101。 陳雅鈴(2007)。貧窮學童復原力發展之研究:以總統教育獎得主為例。屏東教育大學學報,26,1-36。 陳威宇(2016)。貧窮青少年之剝奪經驗、因應策略與社會關係。東海大學社會工作學系碩士論文。 劉燕萍、陳毓文(2016)。經濟弱勢少年半工半讀經驗與憂鬱情緒之相關性:壓力過程觀點。臺灣社會工作學刊,17,43~94。 劉香蘭(2019)。掌握變遷中的家庭:家庭生命歷程發展理論與研究反思。社會政策與社會工作學刊,23(1),91-130。DOI: 10.6785/SPSW.201906_23(1).0003 蕭琮琦(2013)。台灣家庭經濟安全探析:生命歷程與貧窮動態觀點的詮釋,國立暨南國際大學社會政策與社會工作學系博士論文。 胡幼慧主編(2008)。質性研究:理論、方法及本土女性研究實例(二版)。臺北:巨流。 李政賢(譯)(2016)。社會工作研究方法(原作者:Allen Rubin Earl R. Babbie)。臺北:五南。 洪瑞斌、陳筱婷、莊騏嘉。自我敘說研究中的真實與真理:兼論自我敘說研究之品質參照標準。應用心理研究,2012:19-53。 王勇智、鄧明宇(譯)(2003)。敘說分析(原作者:Catherine Kohler Riessman)。臺北:五南。 鈕文英(2017)。質性研究方法與論文寫作(二版)。臺北:雙葉。 吳芝儀、李奉儒(譯)(1995)。質的評鑑與研究(原作者:Patton,M.Q.)。臺北:桂冠。(原著出版年:1990) 吳芝儀(譯)(2007)。敘事研究:閱讀、詮釋與分析(原作者:Amia Lieblich Rivka Tuval-Mashiach Tamar Zilber)。臺北:濤石。(原著出版年:1998) 鄭麗珍(2005)。脫貧相關理論及案例介紹:資產累積模式。自立脫貧方案操作手冊,林萬億主編。內政部。 羅世宏、蔡心怡、薛丹琦(譯)(2008)。質性資料分析-文本、影像與聲音(原作者:Martin W. Bauer George Gaskell)。臺北:五南。 Bonnie Benard(1991).Fostering Resiliency in Kids:Protective Factors in the Family, School, and Community. Western Center for Drug-Free Schools and Communities. EMMY E. WERNER,(1992).The Children of Kauai Resiliency and Recovery in Adolescence and Adulthood .Journal of Adolescent Health.13(4):262-268.doi:https://doi.org/10.1016/1054-139X(92)90157-7 EMMY E. WERNER,(1997).Vulnerable but invincible: high-risk children from birth to adulthood.Acta Paidiatr Suppl,422: 103-5.DOI: 10.1111 / j.1651-2227.1997.tb18356.x Erin T. Gleason(2007).A Strengths-Based Approach to the Social Developmental Study.Children Schools,29:1,51–59. Grotberg, E. (1995). A guide to promoting resilience in children: Strengthening the human Spirit. Practice and reflection, 8, 68-2. Hirsch,D.,(2007).Experiences of poverty and educational disadvantage(summary) Karen Moore,(2005).Thinking about youth poverty through the lenses of chronic poverty,life-course poverty and intergenerational poverty Chronic Poverty Research Centre Working Paper No. 57 Available at SSRN: http://dx.doi.org/10.2139/ssrn.1753655 Lutz Leisering(2003).The two Uses of Dynamic Poverty Research –Determination and Contingent Models of Individual Poverty Careers.Social Policy - Working Paper no. 6. Martin Lytje (2017) Towards a model of loss navigation in adolescence, Death Studies, 41:5, 291-302, DOI: 10.1080/07481187.2016.1276488 Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. Murray, C. (2003). Risk factors, protective factors, vulnerability, and resilience. Remedial and Social Education, 24(1), 16-26. Rutter, M. (1987). Psychological resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331. Schoon, I. (2006). Risk and Resilience: Adaptations in Changing Times. Cambridge, Cambridge University Press. Walsh, F. (1988). Strengthening Family Resilience. New York: The Guilford Press. Alvord,M. K., Grados, J. J. (2005). Enhancing resilience in children: A proactive approach.Professional Psychology: Research and Practice, 36(3), 238–245, http://dx.doi.org/10.1037/0735-7028.36.3.238. Bane, Mary Jo David T. Ellwood,(1986).Slipping Into and Out of Poverty:The Dynamics of Spells. Journal of Human Resources 21(1):1-23. Benzies, K., Mychasiuk, R. (2009). Fostering family resiliency: A review of the key protective factors. Child Family Social Work, 14, 103–114, http://dx.doi.org/10.1111/j.1365-2206.2008.00568x. Dmitry M.Davydov Robert Stewart Karen Ritchie Isabelle Chaudieu(2010).Resilience and mental health.Clinical Psychology Review,30:5,479-495. Garmezy, N., Masten, A. S., Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology.Child Development, 55, 97-111. GaryW. Evans Carrie Gonnella Lyscha A. Marcynyszyn Lauren Gentile Nicholas Salpekar(2005).The Role of Chaos in Poverty and Children's Socioemotional Adjustment. Psychological Science, 16:7,560-565. doi: https://doi.org/10.1111/j.0956-7976.2005.01575.x Holaday, M. McPhearson, R. W. (1997). Resilience and serve burns. Journal of Counseling and Development, 75, 346-356. Julian Prior Thaw Ni Ni Zaw Jemal Yousuf Hassen Estella Toperesi(2019).Social Capital, Adaptation and Resilience: Case Studies of Rural Communities in Ethiopia, Zimbabwe and Myanmar.Population, Development, and the Environment.Palgrave Macmillan, Singapore.doi:https://doi.org/10.1007/978-981-13-2101-6. Luthar, S. S., Cicchetti, D. Becker, B. (2000). The Construct of Resilience : a Critical Evaluation and Guidelines for Future work. Child Development, 71(3), 543-562. Landau, J., Saul, J. (2004). Facilitating family and community resilience in response to major disaster. In F. Walsh M. McGoldrick (Eds.), Living beyond loss: Death in the family (pp. 285–309). New York: Norton. Mark R. Rank Thomas A. Hirschl,(2001).The Occurrence of Poverty across the Life Cycle:Evidence from the PSID. Policy Analysis and Management.20(4):737–755. Nancy R. Williams,Maureen Davey Kathryn Klock-Powell(2003).Rising from the ashes:Stories of Recovery, Adaptation and Resiliency in Burn Survivors.Social work in health care,36:4,53-77. McMurray I., Connolly, H., Preston-Shoot, M. Wigley, V. (2008). Constructing resilience: social workers’ understandings and practice. Health and Social Care in the Community, 16(3), 299-309. Ong, A. D., Bergeman, C. S., Bisconti, T. L., Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91, 730−749. Park, C. F. Pattern, L. E. (1996). Promoting resilience in at-risk children. Journal of Counseling Development, 74, 368-373. Richard Layte Christopher T. Whelan. (2002) Cumulative Disadvantage or Individualisation ? A Comparative Analysis of Poverty Risk and Incidence. European Societies 4(2): 209-233. Richard Layte Christopher T. Whelan. (2003) Moving In and Out of Poverty: The Impact of Welfare Regimes on Poverty Dynamics in the EU. European Societies 5(2): 167-191. Spielberg, C. D., Sarason, I. G., Milgram, N. A. (1982). Stress and anxiety, (vol. 8).Washington. D. C.: Hemisphere Publishing Corporation. Signe-Mary McKernan Caroline Ratcliffe(2002).Transition Events in the Dynamics of Poverty. Washington D.C.: The Urban Institute. Staci M. Zolkoski Lyndal M. Bullock(2012).Children and Youth Services Review,34(12),2295-2303. Tianqiang Hu, Dajun Zhang Jinliang Wang(2015).A meta-analysis of the trait resilience and mental health.Personality and Individual Differences,76,18-27. Lytje, M. (2017). Towards a model of loss navigation in adolescence. Death studies, 41(5), 291-302. 主計處統計專區(2018)。民國107年1月份就業、失業統計新聞稿。取自https://www.stat.gov.tw/ct.asp?xItem=42601 ctNode=519 mp=4 1111人力銀行 (2017)。台灣低薪悲歌,三成勞工薪資低於22.8K。取自https://www.1111.com.tw/dayoff/discussTopic.asp?cat=vacationQuestion id=125972 家扶基金會(2015)。2015年弱勢兒少生活趨勢調查報告(第四波W4)。取自https://tfcfrg.ccf.org.tw/ TED x Taipei (2014)。《別只看「沒有」,向你的困境借東西:火星爺爺許榮宏》。取自 https://youtu.be/j_t0XlFoCjU | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/8394 | - |
dc.description.abstract | 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。 | zh_TW |
dc.description.abstract | 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. | en |
dc.description.provenance | Made available in DSpace on 2021-05-20T00:53:28Z (GMT). No. of bitstreams: 1 U0001-2607202020033700.pdf: 2484784 bytes, checksum: 5ccdaf37b732f3f5ebb744425070e3b2 (MD5) Previous issue date: 2020 | en |
dc.description.tableofcontents | 口試委員審定書 i 誌謝 ii 中文摘要 iv 英文摘要 vi 第一章 緒論 1 第一節 研究動機 2 第二節 研究目的 8 第三節 探索方向 8 第二章 文獻探討 9 第一節 貧窮生命週期與歷程觀點 9 第二節 貧窮對兒少的影響 14 第三節 用復原力觀點看待貧窮兒少 20 第三章 研究方法 31 第一節 質性研究-敘說研究法 32 第二節 研究對象的角色及選樣 36 第三節 研究工具與研究者角色 40 第四節 資料蒐集與後續分析 44 第五節 研究嚴謹度 51 第六節 研究倫理 53 第四章 聽見你的聲音 55 第一節 小羽的故事 55 第二節 小倦的故事 80 第三節 小嘟的故事 103 第四節 K桑的故事 123 第五章 故事之後 144 第一節 給讀者的話 145 第二節 研究的限制及未來展望 154 第三節 我與敘說者的故事共鳴 156 參考文獻 163 附錄一 171 | |
dc.language.iso | zh-TW | |
dc.title | 「我聽見你的聲音」-貧窮青少年之生命經驗敘說 | zh_TW |
dc.title | “I hear your voice”:A Narrative Inquiry of Poverty of teenagers | en |
dc.type | Thesis | |
dc.date.schoolyear | 108-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 鄭凱芸(Kai-Yun Cheng),楊佩榮(Pei-Jung Yang) | |
dc.subject.keyword | 貧窮,青少年,復原力,敘說研究, | zh_TW |
dc.subject.keyword | youth,poverty,resilience,narrative research, | en |
dc.relation.page | 171 | |
dc.identifier.doi | 10.6342/NTU202001872 | |
dc.rights.note | 同意授權(全球公開) | |
dc.date.accepted | 2020-07-27 | |
dc.contributor.author-college | 社會科學院 | zh_TW |
dc.contributor.author-dept | 社會工作學研究所 | zh_TW |
顯示於系所單位: | 社會工作學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
U0001-2607202020033700.pdf | 2.43 MB | Adobe PDF | 檢視/開啟 |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。