女性社工員學習需求與社會支持之研究

Abstract

本研究旨在探討女性社工員之學習需求，並瞭解學習需求與其社會支持之間的關聯。本研究採用質性研究方法，以立意取樣與滾雪球方式，針對五位年齡分別在30至35歲間受過大學社工專業教育的女性社工員進行半結構式訪談，深入瞭解她們參與繼續學習的經驗，並探究其學習觀、學習需求與學習障礙，以及學習需求與其社會支持之關聯。本研究主要目的為：(1)瞭解女性社工員的學習需求。(2)探討女性社工員的學習障礙。(3)探求女性社工員學習需求與社會支持間的關聯。(4)提供相關人員與機構具體建議，以作為女性社工員本身與相關研究的參考。 本研究文本資料蒐集來源以訪談逐字稿為主，依據研究目的進行分析討論，歸納出以下研究發現： (1)女性社工員自我瞭解與助人自助的專業特質，促使其產生繼續學習的需求。 (2)進入30歲的女性社工員，因著婚姻狀態發展出不同的角色任務，學習時間的安排與學習需求面向亦隨之而有所不同。 (3)女性社工員工作的特殊性，導致學習需求仍以專業繼續教育為主。 (4)女性社工員助人服務常耗盡心力，個人成長的學習需求獲得滿足後，有助於身心平衡發展與工作壓力的舒緩。 (5)女性社工員的繼續學習受到工作條件的限制，學習偏好不同一般職業婦女。 (6)女性社工員面對諸多學習障礙仍重視自己的學習需求，因為學習需求滿足後帶來正向改變的能量。 (7)家人、師長、督導、同事、案主、朋友、宗教同修或教友等重要他人的支持與鼓勵是左右女性社工員學習需求滿足的關鍵。 最後依據上述討論，針對女性社工員、社福機構、支持系統與後續相關研究提出具體之建議。

The main purpose of this research is to explore the learning needs of female social workers, and to understand the relationship between these needs and their social supports. The author adopts the qualitative research method. Through purposive sampling and snowball sampling, five 30 to 35 year-old female social workers with social work professional education training in college are selected and interviewed Through semi-structured interviews, the experiences on continuous learning of foresaid female workers, their perspetive of learning, their learning needs, and barriers, and the relationship between these needs and their social supports are discussed in-depth. The purposes of this research are (1) to understand the learning needs of female social workers; (2) to investigate the learning barriers of these women; (3) to findout the relationship between their learning needs and social supports, and (4) to provide the related people and institutes practical suggestions as an useful reference for female social workers in their life-long learning and further research. The data of the research comes from the vocal interviews and are converted word-by-word into written transcripts. Based on the purposes of the research, the author analyzes and discusses the findings, and concludes the followings: (1) For female social workers, the professional characteristics of self-understanding and helping people to help themselves motivate their needs of continuous learning. (2) Female social workers over 30-year-old have different role tasks because of their marital status. The arrangement of their learning schedule and the aspect of learning needs are also influenced. (3) Due to the characteristic of the work of female social workers, the continuing professional education is still their main learning need. (4) Female social workers tend to devote themselves into work and often feel burnout. By means of satisfying the individual learning need, the development of physical and mental balance can be improved and the work stress can be released. (5) The continuous learning of female social workers is limited to work conditions, and that differs their learning preferences from other career women. (6) Although there are a lot of learning barriers, female social workers still value their learning needs. Satisfaction of learning needs can increase the positive energy. (7) The support and encouragement given from significant others (social supports, e.g., family, teachers, supervisors, colleagues, clients, friends and members from their religion) is key for female social workers to satisfy their learning needs. Finally, according to the discussion above, the suggestions for the female social workers, social-welfare organizations, their support systems, and further future research in this field are provided in this research.