課程介紹 世上有許多事可以等待 但孩子是不能等的 他的骨在長，他的血在生 他的意識在形成 我們對他的一切不能答以「明天」 他的名字是「今天」 －智利詩人Gabriela Mistral 少年是我們國家未來的「希望」，如何提供他們一個健全發展的環境是各國致力的目標。本課程旨在探討當今少年的基本福利與權利，以及其所面臨的各種問題與挑戰，並討論影響少年問題產生之相關因素，以及社會工作領域在處理少年問題時所採用的對策。此外，也將探討相關少年福利政策的意義與對社工實務的影響，並將強調以社會工作的觀點來深入討論上述各項與少年有關的議題或問題、影響問題形成的因素以及預防和輔導少年問題相關對策。 （課程涵蓋國內外相關論述） 因響應聯合國人權倡議課程計畫，特別將此門課的影片字幕更新為有英文字幕可以供學習者選擇，歡迎外國朋友一同來學習，不過英文學習部分，目前現階段計畫僅影片有英文字幕，其他學習資源、素材的語言更新，有待後續完整化。 另外在作業方面也新增了相關方案執行的範例提供大家參閱，也鼓勵同學在學習之餘，除了有擬定計畫的能力之外，也可以嘗試執行，進而對此領域有不同貢獻。 本課程之課程目標： 1) 對於少年之福利、權利議題有正確的認識。 2) 建立對少年族群正確的觀念，破除相關迷思與刻板印象。 3) 具備社會工作基礎專業知識來同理並協助處遇少年福利相關議題。 4) 能夠發揮社會正義的精神來倡導少年權利維護之相關議題。 本課程之授課形式： 本堂課將以演講影片為主，其中也包含實務工作者經驗分享與個案分析等，並穿插選擇題項的問題討論，帶動同學能將課堂知識與生活經驗連結、反思。此外，同學也必須完成線上討論與作業繳交，以及至少需觀看其他兩位同學的作業並給予評論。 本課程之修課背景要求： 修習本課程的同學，不需專業基礎，只要具備基本中文、英文閱讀能力，並對少年福利、權利及社會工作方法有興趣即可。 About the course （Course Introduction） “Many things we need can wait. The child cannot. Now is the time his bones are formed, his mind developed. To him we cannot say tomorrow, his name is today.” --Gabriela Mistral Youth are “hope” of our country’s future, to provide them with a proper environment for development is a goal pursuited by every country out there. This course aims to explore the basics of youth welfare and right as well as the various problems and challenges to be overcome. We will also discusses factors that affect the emerging youth problems and how social workers deal with such situation. In addition, we will also explore the significance of youth welfare policy and its impact on the social work practices. We’ll expand upon and discuss factors that affect the problems as well as prevention and consultation from social work perspective. The course will cover perspective from around the world. In response to the SDG (Sustainable development goals) initiative project, this course is updated with English subtitle. Foreign students are welcomed to join us. However, the course now only features partial translation. Various resources will be updated with English translation in the future. Moreover, we’ve also added examples of program implementation to our homework. Students are encouraged to participate in related projects extend learning beyond the scope of this course. The objectives of the course are: 1) To have proper understanding of obstacles faced when implementing youth welfare and rights. 2) To establish the correct concept of youth group, and dispel related myths and stereotypes. 3) To have the basic knowledge of social work to empathize and assist in dealing with issues related to the welfare of youth. 4) To motivate students in protecting youth rights. Course format This course is consisted of lecture videos, featuring practitioners experience sharing, case analysis, mid-course discussion. Linking students’ personal experience with knowledge provided in this course. In addition, students must also complete the online discussion and upload homework, and at least review and comment on two other students’ homework. Recommended background Students who study this course do not need to have a professional foundation as long as they have basic reading and writing skills and are interested in youth welfare, rights and social work methods.
5-2 體驗教育(Experiential Education)
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En provenance du cours de National Taiwan University
少年福利與權利 (Welfare and Rights of Youth)
26 notes
À partir de la leçon
少年社會工作方法(SOCIAL WORK METHODS OF YOUTH )
瞭解解釋少年社會工作的重要理論，以案例討論方式帶領大家學習個案工作技巧、外展工作以及體驗教育，並藉由實訪臺北市西區少年服務中心少年外展工作過程，探討相關實務工作價值、方法，理解理論到實務的發展進程。
Rencontrer les enseignants
陳毓文教授 (Professor)
社會工作學系 (Department of Social Work)
In this section, I am going to introduce experiential learning, a mode of service which organizations that dedicate to welfare service for children and youth in Taiwan
often use in recent years. The concept of experiential learning originates from an American educator and philosopher, Dewey.
who proposed an idea, learning by doing with reflection.
And another key figure, Kurt Hahn,
created the first outdoor education program in the UK in 1941. Experiential learning, originally considered as one of the patterns of outdoor educations,
has been employed in teaching since the 1970s. It was not limited to the outdoors but could be carried out at any place.
The goal of experiential learning is to develop personal self-concept,
as well as to help learn the skill in group communication and the ability of teamwork. It attaches great importance to personal experience,
which is a kind of process of reflection that integrates understanding by learning and learning by doing. It is also a process of learning that highlights individual's active initiative.
We have different names referring to experiential learning in Taiwan. There are also many possible translations in the Chinese-speaking world.
such as adventure education, exploration education or PA, standing for project adventure.
But we often use the term experiential education in general.
What are the core concepts of experiential learning? We can take a look at the picture here.
This is the four-phase experiential learning cycle published by David Kolb in 1984.
He emphasized observation and reflection. Also the induction, transformation, and application of experience.
Individuals gain knowledge, skills, and experience through actual activities participation.
Then they link and have a reflection on their personal life experience with the things they learned.
And then developing the ability and method to respond.
Finally brought into personal growth and change. This is a dynamic cycle of the process.
People who participate in experiential learning can obtain diverse and unique experience
and get a sense of accomplishment. So why experiential learning
will become a common method in Taiwan's youth work?
Because its origin is not well known in the field of social work.
We indeed used the concept of learning from doing in the field of education and applied it to serve our youths.
The reason for using it is simple. If you understand the connotation of experiential learning,
you will find it very adventurous and challenging.
Isn't it very much in line with the needs of the youth group when we introduced the characteristics of youth development?
Moreover, experiential learning can offer these kids some successful experiences.
For the youths we serve, most of them are defined as losers in the mainstream society.
If these young losers can gain some learning and reflection through experiential learning,
it can be really meaningful. In addition, experiential learning can encourage these youths to explore the meaning and value of life.
During experiential learning,
guides, those who lead the experiential activity, are really important.
These guides should be both professional and sensitive, leading attendees to
view problems faced by individuals and groups during the process.
It implies that the guide cannot merely sit or stand beside these kids.
Guides need to encourage these youths to share and discuss how they feel and what they learn in that moment
in order to help them gain learning experiences or solution to the problems. So leading reflection and discussion
become really important. During reflection and self-examination, guides help attendees
link the experience at that moment with the ones from the past.
Searching the same and different parts between the experiences
to explore the core of the problem. These youths may work together, figuring out the method and the direction of solving the problem.
Then, what kind of form and content are included in experiential activities?
Experiential activity is quite diversified. It can be categorized into three main types of scenarios.
The first one is low-level risk scenarios, which are the activities on the ground that you might be familiar with.
In the society or schools in Taiwan, this is the most common type
because its materials are easier to get. It is also easier to carry out since it is less likely to be confined by sites or funds for its low cost.
People can design activities based on the group's experiences. This may sound like field game for some of you.
However, if guidance and reflection are not introduced in field game, it may end up nothing but an activity.
Leading reflections is a crucial part in experiential learning. Low-level risk scenarios can
help each individual to recognize the problem, communicate and cooperate with others, and solve the problem. People can also design activities that let attendees build mutual trust in the games.
The next one is mid-level risk scenarios. You might have heard of high- or low-altitude activities
or tightrope courses. These kinds of mid-level risk scenarios
are usually used when the group has entered a state with more trust.
When the group members trust each others, they can work together in an activity. Since we trust each other,
through the guidance of professional coaches who makes sure everyone is safe at professional venues, we, then, can proceed.
We definitely do not perform some high-risk activities rashly.
So, the activities, such as high- and low-altitude tightrope and high-altitude single-plank bridge, are all only carried out under
professional coaches and guides' supervision at a safe and legal site.
What about high-risk scenarios? You might have heard of outdoor adventure activities.
After learning problem-solving skills and building the sense of teamwork, we will enter this activity scenario --
high-risk scenario. Group members gain actual adventure experience through
travelling to the nature together.
For example, mountain climbing, river trekking, canoeing, and etc..
It is no longer a coaching ground or a virtual situation
but it is the most authentic and most appropriate interaction and experience in the natural environment.
So far I briefly introduced these experiential activities. However, you may still be vague about the experiential activities
given that there is no viewing how it worked.
So let me show you a video about the experiential education recorded by Taiwan's City People Foundation after they promoting experiential learning for many years
It is not long, but it let us know the meaning and experience of the process of operating experiential learning.
Especially to the youth group.
From this video, what kinds of experiential activity scenarios can you see?
I've got to remind you, experiential learning is not a panacea, though.
You might think, "Wow that's awesome! My kids can simply be changed through canoeing and mountain climbing?
"But do the kids still help each other in the city after learning to do so in the nature?"
Of course! Behind the experiential learning, experience transforming takes time.
Moreover, it needs everyone's support.
Imagine that there was a kid making his way to reaching the summit of a mountain. He was glad of his achievement.
However, as soon as he returned to the ground, staying between you and me, he was blamed and scolded as stupid again.
How could the kid bring the sense of achievement, which was gained from overcoming all the obstacles while reaching the summit, with him around?
If people living around him could not see the kid's ability of solving problems while he was climbing up the mountain,
how could the kid use his experience from the mountain in his life?
So when the children come back from the experiencing area to their real life, all the people near these children
have to keep implementing their positive experience in their lives.
and help them find what they can accomplish by themselves with the method of empowerment that I mentioned.
So that the experience that transforms from experiential learning can effectively help young people achieve
what we expect them to improve or change, and even reach an ideal state.
Therefore, if experiential learning is properly done, this is a very good empowerment service.
It never stresses problems or the lack of individuals.
It shows that everyone can be a contributor in nature or all activities.
Everyone has the chance to fulfill itself. It doesn't matter if you are bad at math or English.
Those are not the key to judge the value of individuals.
One who gets 100 points on an exam doesn't promise the ability to solve problems.
Knowing how to overcome the predicament in the situation is what every kid needs.
Through meeting young people's needs, helping them learn some knowledge and skills that traditional schools can't offer
is what people expect the most from experiential learning.
And in the field of social work, experiential learning also offers a great way and opportunities for underprivileged young people who are often excluded by the mainstream values
to learn the experience of success and know that they really have the ability to achieve something.
This is the implementation of the spirit of empowerment.
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