社工實習生與安置機構兒少建立關係之經驗與挑戰探討

Abstract

本研究從筆者自身於兒少安置機構的實習經驗為發想，欲了解至兒少安置機構實習的社工實習生如何在「有期限」的情況下與機構兒少建立關係。有鑒於既有國內外研究鮮少聚焦檢視社工實習生與機構兒少間的關係，故本研究遂以至兒少安置機構實習之社工實習生的觀點出發，旨在探討其與機構兒少建立關係的經驗、遭遇的挑戰、曾獲得的幫助，以及期待獲得的協助與支持，並依據研究結果，給予兒少安置機構實習制度、機構督導、學校教育相關建議。

本研究使用立意取樣，並以深度訪談法為資料搜集方式，訪談五位前兒少安置機構社工實習生。以主題式分析法分析訪談資料後發現：本研究受訪者將實習視為追尋自我價值與意義感的歷程，然而，實習生在未備齊所需專業知識之際，便須為完成實習任務而與機構兒少互動，致使建立關係時面臨諸多挑戰。此外，當實習生在關係建立上遇到困難時，現行機構與學校督導制度亦未能及時提供所需支持。

為回應社會工作實習之專業人才養成目的，本研究建議學校與兒少安置機構應共同建置周全的實習前訓練機制與督導制度。而由於本研究為探討臺灣社工實習生與機構兒少建立關係之經驗與挑戰的初探性研究，遂於文末針對未來研究提出建議。

This study was inspired by the author’s own internship experience in a residential placement for children and youth, and aims to explore how social work interns establish relationships with young residents within a time-limited internship. Given the lack of domestic and international research focusing specifically on the relationships between social work interns and children in residential care, this study adopts the perspective of interns placed in such settings to examine their experiences of relationship-building, the challenges they encountered, the support they received, and the assistance they hoped for. Based on the findings, the study proposes recommendations for internship structures in residential care institutions, supervision in field education, and social work education.

This research employed purposive sampling and conducted in-depth interviews with five former social work interns who had been placed in residential institutions for children and youth. Thematic analysis of the interview data revealed that the participants viewed their internship as a journey to seek self-worth and a sense of meaning in life. However, the interns, lacking the necessary professional knowledge, had to interact with the children at the institution in order to complete their internship tasks, which led to many challenges in building relationships. Moreover, when facing these challenges, the existing supervisory systems from both agencies and schools failed to provide timely support.

In response to the critical role of social work field education in developing professional competence, this study recommends that schools and residential institutions collaboratively establish comprehensive pre-placement training and supervisory systems. As this research serves as an exploratory study into the experiences and challenges that social work interns in Taiwan face in building relationships with children and youth in residential care, suggestions for future research are also provided.