保護安置決策歷程實踐兒童被傾聽權之初探

Abstract

自 1989 年《兒童權利公約》通過，至我國於 2014 年實施《兒童權利公約施行法》以來，不論政府部門或民間單位，過往視兒少為被保護的對象轉變為重視兒少權利與主體性的意識逐漸抬頭，保護性工作者漸漸開啟與兒少雙向的對話與互動，將兒少的個別想法與經驗納入兒童最佳利益的考量。然而，目前仍無法確保於保護安置的決策歷程中，兒少想法能否有意義地被傾聽並獲得回應，亦缺乏相關實證研究說明兒少保社工應具備哪些工作技巧，保障兒童最佳利益的評估是基於兒少的聲音進行；因此，本研究鑒於研究者爬梳相關法令與實習期間之反思，整理實務現況於學術研究，以探討兒少保社工於保護安置決策歷程中實踐兒童被傾聽權的經歷，作為未來持續發展兒童權利相關政策的基礎。 本研究為探索、描述特定且較少被瞭解之現象，採質性研究設計，使用半結構式深度訪談蒐集研究資料，討論兒少保社工詮釋與實踐的兒童被傾聽權，以及提供的建議。以立意取樣方式，透過研究者人際網絡與研究場域負責窗口協助轉發資訊，共招募 10 位具備執行保護安置決策經驗之現職兒少保社工進行面對面個別訪談，再運用主題分析訪談內容。 研究發現主要分為兒少保社工對兒童被傾聽權之詮釋、保護安置決策歷程實踐兒童被傾聽權之經驗，以及其對過往實踐經歷之反思三部分： 詮釋 —— 兒童被傾聽權並非僅注重兒少表達意見的權利，更尊重兒少於服務中的主體角色，是需要被告知決策內容，且想法需要被傾聽與考量，確保安全的前提下可以自己選擇，以及能夠進行雙向討論的獨立個體。 實踐 —— 安置決策歷程中會選擇兒少本身願意表述的空間展開與兒少的對話，透過向兒少告知相關資訊，以及傾聽、回應兒少表達自己對通報事件或安置決策的看法等過程，權衡家庭風險狀態、合作態度與替代照顧資源，以及兒少安置意願、兒少安置生活適應情形、自我保護與自立生活能力，決定是否要繼續進行安置或安排貼近兒少期望的處遇，確保兒童最佳利益的評估奠基於兒少聲音，且達成與兒少雙向溝通的用意。此外，實踐兒童被傾聽權的策略較不會因為緊急安置、繼續安置至延長安置的階段更迭而有明顯差異，大致是基於安全考量、訪視目的、兒少主體狀態與家庭處遇進度等適時調整。部分兒少保社工進而提及，面臨兒少不願意表達與兒少本身認知、表達能力有限，以及肩負眾多案量並注重工作時效的情形，或顧及兒少安全、依循既定流程與網絡單位要求來進行決策的狀況時，便難以與兒少進行有效的雙向對話，更難以於決策中權衡兒少想法，形成安置決策歷程實踐兒童被傾聽權的挑戰。 反思 —— 實踐兒童被傾聽權有助於覺察兒少個別特質與建立信任關係，並促進兒少的表達意願，不僅讓兒少能夠於安置期間找到目標且穩定個人生活，兒少的成長同時會反饋給兒少保社工，讓其持續相信實踐兒童被傾聽權的重要性。部分兒少保社工亦於最後提出社工個人應磨練會談技巧，服務單位應規劃完善教育訓練與確保督導機制，以及體制沿用安置意願書等促進實踐兒童被傾聽權的建議。 根據研究發現，本研究針對兒少保護服務制度、實務與學術等面向，提出相關建議。制度面向：社工教育安排初階學習、兒保單位規劃進階訓練、補充兒保服務實務指引、調整安置意願書的設計。實務面向：督導與同儕角色的協助、累積同理兒少的敏感度、磨練與兒少會談的技巧、反思如何回應兒少想法。學術面向：探究多元情境中的考量、瞭解個人價值影響脈絡、深入探討其他研究場域、選擇不同視角研究對象。本研究希望透過以上建議，增進兒少保護服務建構相關資源，協助兒少保社工自我覺察與培養實務知能，並提供兒少保社工於安置決策歷程面臨挑戰時相應的支持，共同保障兒少於服務中能夠實質參與及表達自己的聲音，發展以尊重、落實兒童權利為原則之兒少福利服務。

Since the adoption of the Convention on the Rights of the Child in 1989 by the United States and the passage of the Implementation Act of the Convention on the Rights of the Child in 2014 in Taiwan, there has been a growing awareness about recognizing children not just as objects of protection but as subjects with rights. Child protection service workers have begun to engage in two-way conversations and interactions with children, considering their individual thoughts and experiences in the assessment of “the best interests of the child.” However, it remains uncertain whether children’s voices are meaningfully heard and responded to in the decision-making process of child placement. There is a lack of research on the skills needed by child protection social workers to ensure that the best interests of the child are properly assessed based on their voices. Thus, the current study, aim to explore how child protection social workers practice the child's right to be heard during child protection placement decisions, serving as a foundation for the continued development of child rights-related policies.

A qualitative approach was applied to explore and describe a specific, relatively under-studied phenomenon. Through purposive sampling, ten child protection social workers participated in semi-structured in-depth interviews conducted to discuss how they interpret and practice “the child's right to be heard.” Thematic analysis was then used to analyze the qualitative interview data.

Findings indicate three main themes: interpretations of the child's right to be heard, experiences of practicing the right during the placement decision-making process, and reflections on past practices. Interpretations: The child's right to be heard is not only about their right to express opinions but also about their right to be respected an active participants in the services. Children need to be informed about the process, their thoughts need to be heard and considered. Children are also seen as independent individuals who can make own choices and engage in two-way discussions, under the premise of ensuring their safety. Practices: In child protection placement decision-making process, social workers engage in conversation with children in spaces where they are comfortable, informing them about relevant information, and listening to and responding to their views about the reported incidents and placement decisions, which helps comprehensively assess the family risk status, cooperation attitude, alternative care resources, the child's willingness for placement, their adaptation to placement life, self-protection abilities, and independent living capabilities to decide whether to continue the placement or arrange treatment aligning with the child's expectations. This ensures that the assessment of the best interests of the child is based on their voice and achieves two-way conversations. Additionally, the practice strategies do not significantly differ across distinct placement stages. They are adjusted based on the safety considerations, the purpose of visits, the child's status, and the progress of family interventions. Some workers further mention that it is challenging to engage in effective two-way conversations with children and to balance their views due to their reluctance to express themselves, limited cognitive and expressive abilities, heavy caseloads emphasizing efficiency, and the need to follow established procedures, network requirements, and ensure the child’s safety. Reflections: Practicing the child's right to be heard helps to recognize children’s individual characteristics, build trusting relationships, and promote their willingness to express themselves. This not only allows children to find purposes and stabilize their personal lives during placement but also provides feedback to social workers, reinforcing the importance of believing in and practicing the child's right to be heard. Study participants also reflected that social worker individuals need to develop interview skills, child protection service organizations need to improve training and supervision mechanisms and the larger system need to adjust the use of “placement consent forms” to promote the practice of the child's right to be heard.

Based on the findings, this study proposes the following recommendations for policy, practice, and research. Policy implications include arrange basic learning, planning advanced training, supplementing practical guidelines for child protection services, and adjusting the design of placement consent forms. Practice implications include developing suitable support system among supervisors and peers, enhancing sensitivity to empathize children, honing interview skills with children, and reflecting on how to respond to children’s thoughts. Research implications include considering practices of child’s right to be heard in diverse contexts, examining the influences of personal values, conducting similar topics with practical fields, and collecting data from different perspectives for research subjects. This study aims to enhance resources for child protection services, assist social workers in self-awareness and practical knowledge, and provide support to encounter difficulties in placement decision-making process, in order to ensure that children can meaningfully participate and express their voices in the service. Hopefully, a child welfare system based on the principles of respect and the implementation of children’s rights will soon well established.