為自己啟航：台灣具童年逆境經驗之社會工作系所碩士班學生於專業養成教育期間的自我照顧經驗探究

Abstract

本研究旨於探究台灣具童年逆境經驗之社會工作系所碩士班學生於專業養成教育期間的自我照顧需求覺察與回應經驗，呈現台灣具童年逆境經驗之社會工作系所碩士班學生對於自我照顧的觀點與實踐，從中梳理正式與非正式支持網絡如何形塑台灣具童年逆境經驗之社會工作系所碩士班學生對於自我照顧概念與價值的理解，探究支持或阻礙台灣具童年逆境經驗之社會工作系所碩士班學生實踐自我照顧的影響因素，進一步提出實務面與政策面建議。 本研究採質性研究取向進行詮釋現象學研究，以立意取樣輔以滾雪球抽樣方式，針對以下四條件進行研究參與者招募：（一）113學年台灣一般大學社會工作相關學系碩士班全職在學生（或畢業半年內），且曾就讀台灣一般大學社會工作相關學系學士班，具備社工師考試資格；除實習外，尚未有其他實務工作經驗者；（二）具童年逆境經驗，且至少包含一項家內經驗者；（三）具自我照顧實踐經驗；（四）自覺當前身心安適，適合談論並分享自身經驗者。總共招募到5位研究參與者，藉一對一半結構訪談法蒐集經驗現象，以詮釋循環分析進行研究分析。 研究結果揭示，童年逆境經驗對於個人自我照顧需求覺察與回應具深刻影響，當家庭環境充斥著衝突、壓力與情緒失控等高張情緒，個體為了維持表面和諧，常採取壓抑、迎合、忽視自我需求等方式作為因應策略，而當個人提早開始承擔「照顧者」的角色與照顧責任，內化的照顧責任使個人傾向隱藏個人的情緒與內在需求，發展以「問題解決」為核心的應對策略，無形中將其內化為自我照顧的模式基礎。顯示家庭作為個體早期社會化的核心場域，傳遞的不僅是生活規範與價值觀，也是個體學習與形成自我照顧初始模式的根源所在。 除此之外，本研究結果同時闡明，良善的學習環境與具支持性的互動關係是重構與轉化個人對於內在經驗理解的關鍵助力，若老師能於教育現場、督導能於實習場域建立一個良善的學習環境，學生得以於具支持性的關係中重新探索、連結與整合自身的經驗。課堂的規劃、實習的安排、教師與督導的協助，以及學生對於理論的理解與應用，都可能促發個人對自身生命經驗的回溯與再詮釋，使個人得以對自身經驗有新的理解和看見。 本研究將受訪者自我照顧需求回應初步分為「初級自我照顧」與「次級自我照顧」。初級自我照顧係指個體會藉由飲食、運動、休閒、人際互動來暫時轉移對於情緒、壓力的關注；次級自我照顧係指個人開始透過對創傷相關知識的認識、對於經驗的重新理解等方式，嘗試辨識與回應內在需求與議題。初級自我照顧常在次級自我照顧前，係個人於初級自我照顧作為立即性的因應過後，感受到部分情緒壓力仍潛藏於身體、心理又或日常人際互動中，尚未被完全整合與處理，繼而意識到開展次級自我照顧的重要性。 具體而言，受訪者於專業養成期間的自我照顧經驗，共同描繪一個具順序性的自我照顧開展歷程，「身心失衡為提醒個人開展自我照顧的訊號」，若個體能順利從個人內在或外在情境資訊中為「感受到的身心失衡」尋得適切解釋，便會依個人需求採取不同應對策略；若當個體面臨內在需求複雜性超出個人理解與調適能力，便會傾向尋求專業資源協助與支持，而於本研究中「諮商」常是個人自我照顧歷程開展中重要且關鍵的資源，個體得以於安全、具支持性的關係中獲得修正性經驗，逐步梳理自身情緒、澄清內在的矛盾，重新體驗、詮釋與建構自身經驗，進而找到新的理解與因應方式。 整體而言，自我照顧歷程對個體而言，是一場回歸自我、重拾主體性的深刻歷程，是重新「與自己搭上線」，重新讓身體的感覺和內在的感受「產生連結」，使那些凍結、卡住的應激能量，能夠於安全的關係中流動與舒展的一個過程。當個人得以善加回應內在需求，內在自我能量與自我照顧意識的提升，漸漸感受到自己從原先被家庭、被文化等期待推著走的狀態掙脫，「重拾對自我的權能感」，逐漸具備梳理原生家庭互動經驗、挑戰既有文化框架的勇氣與力量，嘗試在「不舒服」的關係中學習「界限的設立」，從而建立更彈性與尊重彼此的互動模式、展開更深層的家庭與自我之間的對話與重構。 基於上述，本研究分別於實務面與政策面各提出兩點建議：實務面建議，（一）藉由「良善學習環境的建立」、「同儕支持網絡的形塑」、「提供學生具備調整參與程度的彈性」與「導師制度的落實」，以建立更具創傷知情的社工教育環境；（二）藉由「自我照顧相關課程的開設」、「將求助歷程納入課程設計」與「創傷知情取向的社工督導協助」，以引導學生在覺察到議題對自身的影響後，學習與演練如何回應自我需求，培養學生創傷知情自我照顧能力。政策面建議，（一）藉由「創傷知情教師與督導定期培訓」與「創傷知情原則納入系所教學評鑑與實習機構篩選指標」兩點，落實創傷知情社工教育實踐；（二）藉由「強化大專院校輔導諮商資源量能」與「強化校園多元、分層自我照顧資源」兩點，建立更為健全的學生校園心理健康支持體系。

This study aims to explore the self-care experiences of Master of Social Work students in Taiwan who have experienced adverse childhood experiences(ACEs) during their professional education. It aims to present their perspectives and practices of self-care, examine how formal and informal support networks shape their understanding of self-care concepts and values, and analyze the factors that support or hinder their self-care practices. Practical and policy-oriented recommendations are proposed based on the findings. Employing a qualitative, interpretative phenomenological approach, the study used purposive sampling supplemented by snowball sampling to recruit five participants who met the following criteria: (1) full-time graduate students in accredited social work programs in Taiwan during the 2024–2025 academic year (or graduates within the past six months) who also completed their undergraduate studies in social work in Taiwan and are eligible to take the social worker licensure exam, with no full-time work experience outside of internships; (2) had at least one intrafamilial adverse childhood experience; (3) had self-care practice experiences; and (4) perceived themselves to be in a mentally and physically stable condition suitable for sharing personal experiences. Data were collected through one-on-one semi-structured interviews and analyzed using the hermeneutic circle of interpretation. Findings reveal that ACEs deeply influence individuals’ self-care needs and responses. In high-stress family environments marked by conflict and emotional volatility, participants tended to suppress emotions and neglect their own needs to maintain surface harmony. Early caregiving roles led to internalized responsibility, where emotional suppression and problem-solving became primary coping strategies—subsequently forming the foundation of their self-care patterns. This underscores the family’s role as a core socializing space shaping one’s early understanding of self-care. Moreover, the study highlights that supportive learning environments and relationships—such as those with professors or field supervisors—are critical to reconstructing personal meaning and facilitating healing. For individuals who habitually care for others while neglecting themselves, safe spaces for expression and dialogue offer significant therapeutic value. Classroom structures, internship design, theoretical integration, and relational support can all promote personal reflection and re-interpretation of life experiences. When individuals feel safe to articulate and share their emotions, they gain not only validation but also a renewed capacity to understand and narrate their experiences—especially when supported by peers with similar backgrounds or working in the helping professions. The study distinguishes between “surface-level self-care” and “deep-level self-care.” The former refers to temporary coping strategies such as food, exercise, leisure, and social interactions. The latter involves recognition of inner needs through trauma-informed knowledge and reflective practices. Surface-level self-care often precedes deeper work, as unresolved emotions and stress gradually lead individuals to pursue more profound healing practices. Participants' self-care journeys during their professional training reflected a sequential process: physical and emotional imbalance served as a key signal for self-care initiation. If individuals could interpret these signs appropriately, they would adopt corresponding strategies. When personal needs became too complex to manage alone, seeking professional help—especially counseling—became a critical turning point. Counseling provided participants with corrective emotional experiences and a safe space to clarify inner conflicts and reinterpret their past. Overall, the self-care process was described as a journey of returning to the self—reconnecting mind and body, and reactivating blocked energies within safe, supportive relationships. This empowered participants to break free from the constraints of familial and cultural expectations, regain a sense of agency, and begin redefining their family dynamics and personal boundaries. Based on the above findings, this study proposes two recommendations at both the practical and policy levels. At the practical level, it is recommended to establish a trauma-informed social work education environment by cultivating a supportive learning atmosphere, shaping peer support networks, offering students flexibility in adjusting their level of participation, and implementing a mentoring system. Furthermore, to foster students’ trauma-informed self-care capacity, it is suggested to provide self-care-related courses, integrate the help-seeking process into curriculum design, and offer trauma-informed supervision support. These measures aim to guide students in recognizing how trauma-related issues affect them personally and in developing the skills needed to respond to their own needs. At the policy level, it is advised to institutionalize trauma-informed education through regular training for educators and field supervisors, and by incorporating trauma-informed principles into departmental teaching evaluations and internship agency selection criteria. In addition, strengthening the capacity of counseling services in higher education institutions and developing diverse, tiered campus-based self-care resources are essential for building a more comprehensive student mental health support system.