學校社會工作者對國小注意力缺陷過動症兒童之服務經驗探討

Abstract

本研究聚焦於學校社會工作者在服務注意力缺陷過動症（ADHD）兒童及其家庭時的服務經驗。隨著ADHD兒童在校園中常面臨學習適應、行為挑戰與人際困境，學校社工成為串連學生、家庭與教育體系的重要支援角色。然而，國內針對學校社工介入ADHD兒童服務之實務研究仍相對稀少，對其服務內容、合作脈絡與面臨困境的理解尚有待深化。本研究採取質性研究取向，運用半結構式深度訪談法，訪談8位具備ADHD兒童服務經驗的國小學校社會工作者，並以主題分析法進行資料整理與詮釋。研究結果指出，學校社工的實務行動主要涵蓋兒童介入、家庭介入與跨專業合作三大面向：在個案層面，社工強調情緒承接、行為調適與主體參與的促進；在家庭層面，社工致力於親職理解、情緒支持與資源連結；在跨專業合作上，則積極擔任資訊轉譯、立場協調與系統橋接。實務挑戰則包含ADHD兒童介入困難、家長服務參與的不穩定性、制度性資源不足與合作角色模糊等問題。社工多以主動溝通、日常協作與情感連結等策略回應挑戰，展現高度的專業彈性與調適能力。此外，本研究亦指出部分社工發展出以特質為基礎、優勢觀點的介入策略，為傳統問題導向服務模式提供轉化契機。根據研究結果，本文提出三層次實務與政策建議：第一，在個案介入層面，建議深化關係導向與特質導向的多層次策略，並在資源有限情境下促進兒童主體性；第二，於組織層面建議強化學校社工專業角色定位，並建構跨專業合作平台與溝通機制；第三，在教育與訓練層面，呼籲將學校社工正式納入ADHD知能推廣體系，並推動數位課程建置、跨域學習與家庭合作訓練。上述建議期能強化學校社會工作的支持效能，建構更具包容性、可近性與永續性的ADHD服務體系。This study focuses on the experiences of school social workers in servicing children with Attention-Deficit/Hyperactivity Disorder (ADHD) and their families. As children with ADHD often face challenges in academic adjustment, behavioral regulation, and peer relationships within school settings, school social workers play an important role in bridging students, families, and the educational system. However, empirical research in Taiwan on the involvement of school social workers in ADHD-related services remains limited, and a deeper understanding of their service practices, collaborative contexts, and encountered challenges is needed.Adopting a qualitative research approach, this study conducted semi-structured in-depth interviews with eight elementary school social workers who have served children with ADHD. Data were analyzed using thematic analysis. The findings reveal that school social workers' practices center around three domains: case intervention, family engagement, and interprofessional collaboration. At the case level, practitioners emphasized emotional support, behavioral adjustment, and the promotion of student participation. At the family level, they provided parental guidance, emotional support, and resource linkage. In collaborative settings, they assumed roles as translators of information, mediators of differing perspectives, and bridgers between systems. Key challengesincluded difficulties in engaging children with ADHD, limitations in family cooperation, institutional resource constraints, and ambiguity in professional roles. To address these challenges, social workers employed strategies such as proactive communication, everyday collaboration, and emotional connection, demonstrating a high degree of professional flexibility and adaptability. In addition, the study found that some social workers developed strengths-based and trait-oriented approaches that reframe traditional problem-focused service models and highlight children's potential. Based on the findings, this study proposes three levels of practice and policy recommendations: First, at the individual intervention level, it suggests enhancing relationship- and strengths-based multi-level strategies that foster child-led involvement and autonomy, even under limited resource conditions. Second, at the organizational level, it recommends strengthening the professional positioning of school social workers and establishing interprofessional collaboration platformsand communication mechanisms. Third, at the educational and training level, it calls for including school social workers in ADHD-related knowledge dissemination systems, developing digital training modules, promoting interdisciplinary learning, and implementing family-professional collaboration training. These recommendations aim to enhance the effectiveness of school social work and contribute to building a more inclusive, accessible, and sustainable ADHD support system.