學校社會工作師角色衝突因應之研究

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Title:	學校社會工作師角色衝突因應之研究
Other Titles:	The Coping Process of Role Conflicts on School Social Workers
Authors:	蔡心媛 Tsai, Hsin-Yuan
Contributors:	曾華源 Zeng, Hua-Yuan 社會工作學系
Keywords:	因應歷程;學校社會工作;角色衝突 coping process;school social work;role conflict
Date:	2014
Issue Date:	2015-03-09T02:44:22Z (UTC)
Abstract:	學校社會工作師在我國社會工作(social work)發展十餘年來，於服務現場因制度、組織文化、專業認同所造成的角色困境(也不曾減少，其所面臨角色期待不一致、角色模糊的困境也持續存在，故研究旨在探討學校社會工作師角色衝突經驗與因應角色衝突之歷程，期望能藉此理解學校社會工作師所面臨的角色衝突情境、因應策略及對學校社工師個人、服務對象及其工作對象的影響。研究目的有二，其一經由探討學校社會工作師實際面臨的角色衝突因應歷程及其影響，提供學校社會工作師、教育單位不同的思考觀點，協助其因應在工作現場中面臨之角色衝突；其二，透過對學校社工師角色衝突經驗之瞭解，反思現行學校社會工作專業教育與發展上的限制與可能。本研究採質性研究方法，以立意抽樣方式訪談北部地區的學校社會工作師共七位。研究結果發現學校社會工作師角色衝突因應是四階段循環的互動歷程，亦是角色形成的過程之一，而中輟或偏差行為個案最易引發學校社工師與系統間對立性的角色衝突。學校社工師是隸屬於教育系統中的次級領域，使其易面臨受壓迫的互倚性角色衝突，故學校社工師的因應策略除了受個人及組織因素影響，亦與學校社工師與學校關係有關。在因應策略方面，學校社工師多採團隊合作取向作為其因應之立場，策略上的運用採取多種因應方式融合處理，屬綜融式策略運用的因應。研究結果也發現，角色衝突雖會造成學校社工師處遇受阻及心理壓力，但藉由角色衝突因應的歷程仍有助於學校社工師與學校人員相互理解和磨合。針對前述研究發現，本研究提出對現有學校社會工作之制度、專業發展與專業教育的反思。 School social workers have been confronted with the incongruity of role expectations and role ambiguity. Such difficulties have been around due to the service system, organization culture, profession identity during the 10-year development of social work in our country. Therefore, this thesis is aimed at dealing with the role conflict experiences and coping process of school social workers in order to comprehend the situation, solution and influence on the social worker’s individual, clients and colleagues. The following are the two research purposes of this thesis. First, by probing in to the experience and influence of dealing with role conflicts, we may provide school social workers with different points of view. Second, we may reflect upon the limitations and potentials of professional school-social-work education and development through understanding the role conflict experiences of school social workers.　　This research applied the Qualitative Research Method, interviewing seven school social workers in the northern part of Taiwan by purposive sampling. It is found that the role conflict of school social workers goes through four stages of interactive process, in which role formation occurs as well. Clients of dropouts and deviation behavior especially lead to school social workers’ opposition to the system. School social workers belong to the subordinate section of the educational system, which makes them subject to and suppressed by the role conflicts of interdependence. Accordingly, the adaptive strategies that school social workers apply have much to do with the individual and organization factors as well as the relationship with the schools. In general, school social workers turn to team cooperation as their adaptive strategies. They apply and integrate diverse ways of solution strategically, which belongs to Generalist Strategies. It was also found that role conflict, resulting in the mental stress of school social workers as it may be, facilitate the mutual understanding of school social workers and school faculties. According to the above-mentioned research findings, this research purposes reflections on the system, development and profession education of school social work nowadays.
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