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.
4-1 去權與消權 (disempowering)
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Del curso dictado por National Taiwan University
少年福利與權利 (Welfare and Rights of Youth)
27 calificaciones
De la lección
從消權到充權 (From Disempowerment to Empowerment)
理解「剝削」、「消權」與「充權」的概念。同時經由現今少年社會議題、案例與政策的討論，檢視個人與當今社會福利服務的價值偏向，並進行反思、建議。
Conoce a los instructores
陳毓文教授 (Professor)
社會工作學系 (Department of Social Work)
At the end of the last lecture, you guys are shown a video based on a true story.
In the video, we saw the contest between husband and wife,
In the last lecture, we recognized the ecosystem theory and the importance of using it
In the last lecture, we recognized the ecosystem theory and the importance of using it
to examine youth issues. We also use the ecosystem theory as the foundation
to deeply explore the issue of youth delinquency, unemployment, and the subject of runaways.
to deeply explore the issue of youth delinquency, unemployment, and the subject of runaways. Children were wondering where their home is.
I also led you to demonstrate how to combine the ecosystem theory and the risk mentioned in the past two lectures, as well as the concept of demand to analyze our case Children were wondering where their home is.
So I'm going to lead the discussion on the subject, which includes the concept of disempower, Children were wondering where their home is.
So I'm going to lead the discussion on the subject, which includes the concept of disempower,
So I'm going to lead the discussion on the subject, which includes the concept of disempower,
and also, what is empower?
and also, what is empower?
Also, with the importance of understanding these concepts for youth work. Through the discussion of some social issues, cases and policies,
Also, with the importance of understanding these concepts for youth work. Through the discussion of some social issues, cases and policies,
I'll lead you to look at the values of individuals and the current social welfare, and some reflection and suggestions as well.
I'll lead you to look at the values of individuals and the current social welfare, and some reflection and suggestions as well.
First of all, I want you to look at a word and a concept, "disempowering".
The elimination of power, which in English we call it "disempower".
This concept is the issue I want you to understand before I talk about empowering.
What we want to talk about disempowering is how the power is eliminated.
While talking about this concept, I will lead you to get to know that, Solomon, a professor of social work in the United States, has mentioned in his book published in 1976,
Because of some environmental and structural inequalities, make some people in the book, especially the blacks, who lacks some resources,
information or data, so their development and response were restricted in some ways,
Leading them away from gaining power while surviving in the society.
and losing some sense of control over themselves.
That is to say, because of lacking of ability and opportunity, people can not break through
some direct and indirect power obstacles existing in the environment, in order to improve their own adverse environment,
Also, because of this, their long-term, so-called "sense of helplessness" is formed.
In psychology, we call it "learned powerlessness".
With such a problem, may result in loss of personal problem-solving ability,
Because I cannot make it, right? So it end up with a state of lack of power.
In fact, there are three major sources of weakness, or the so-called source of helplessness.
First, their negative self-evaluation and attitude.
Of course, the negative evaluation and attitude toward oneself are often the result of others being imposed on us.
Second, some negative experiences from interaction with the external social system.
Still remember the concept of ecosystem we mentioned the system concept?
And the last source is the giant system, but also remember the giant environment in the ecosystem concept
This giant environment, institutions, and some of the obstacles often imposed on them.
So let us think about it, which of the following examples are reflecting the disempowering on youth groups?
Are you correct? Why is helping them planning out good activities a kind of disempowering?
You may be confused, ain't you? As this is what we are often doing,
Because we often tell children that "we're doing this for your own good", thus we tend to help them with everything. Then we're going to regard ourselves as experts in this process.
We regard that children are young, naive, and learning passively, and we know more than them,
Thus, for their good, we help them planning out the best, the most suitable activities for their needs
What is this reflecting behind this assumption? This implies we're assuming their ability is poor
so that they can not plan a good activity,
So just let we adults do it, we will not harm them.
Have you ever felt that there are a lot of these experiences in our life experiences? Or, if you are an adult, maybe you just said that moments ago.
Have you ever felt that there are a lot of these experiences in our life experiences? Or, if you are an adult, maybe you just said that moments ago.
Have you ever felt that there are a lot of these experiences in our life experiences? Or, if you are an adult, maybe you just said that moments ago.
There are still many adolescents may think in such a situation like "Alright, I'm not going to do well anyway and you're doing well in your way."
There are still many adolescents may think in such a situation like "Alright, I'm not going to do well anyway and you're doing well in your way."
There are still many adolescents may think in such a situation like "Alright, I'm not going to do well anyway and you're doing well in your way."
Thus causes a sense of helplessness. So, how are adolescents being disempowered? Let me give you a few examples.
Thus causes a sense of helplessness. So, how are adolescents being disempowered? Let me give you a few examples.
Thus causes a sense of helplessness. So, how are adolescents being disempowered? Let me give you a few examples.
In the first lecture, I remind everyone that there are some associations when we look at the youths.
In the first lecture, I remind everyone that there are some associations when we look at the youths.
In that association, we often use lack of confidence,
In that association, we often use lack of confidence,
childish behavior, confused, overwhelmed, do not even know what they want,
those concept to describe our youths. Thus, when youths have ideas,
those concept to describe our youths. Thus, when youths have ideas,
those concept to describe our youths. Thus, when youths have ideas,
we have other opinions. We say they are rebel.
Rebellion is a negative word. Furthermore, when we meet youths with aspiration, we say they are
Rebellion is a negative word. Furthermore, when we meet youths with aspiration, we say they are
Immature thinking, no sense of reality, naive and unrealistic.
We gradually use these reasons to denied their thoughts, or their aspiration.
We gradually use these reasons to denied their thoughts, or their aspiration.
On the one hand, the youths seek independence and hope that they have ability to plan their own future. This is also what we expect of them.
On the one hand, the youths seek independence and hope that they have ability to plan their own future. This is also what we expect of them.
On the one hand, the youths seek independence and hope that they have ability to plan their own future. This is also what we expect of them.
On the other hand, we also look forward to them, obey the values and good things recognized by adults.
Starting from the potential of development, we begin to deny and suppress the idea which unlike our mainstream society.
Starting from the potential of development, we begin to deny and suppress the idea which unlike our mainstream society.
Therefore, their sense of right and ability, in the process of denying and suppressing, is slowly being eroded and collapsed.
Therefore, their sense of right and ability, in the process of denying and suppressing, is slowly being eroded and collapsed.
In the Chinese society, we have just seen many examples.
In the Chinese society, we have just seen many examples.
The most typical example is the university entrance examination.
The most typical example is the university entrance examination.
Whether in Taiwan, Hong Kong and China, in every summer vacation, a lot of students will go to university to study.
Whether in Taiwan, Hong Kong and China, in every summer vacation, a lot of students will go to university to study.
The department that high school students will choose in college and what kind of career development students want to go in the future,
The department that high school students will choose in college and what kind of career development students want to go in the future,
The department that high school students will choose in college and what kind of career development students want to go in the future,
I believe that most Chinese parents, even in the western world such as the United States and Canada, would also like their children to choose promising departments.
(The word "promising" is a word means "front" in Chinese.) So, which word is qian? I think we all will say that, of course, the "front".
But at the back, aren't we more concerned about whether making money or not after graduation?
It is because making money is important. No money, no food.
Therefore, in Taiwan and also many Chinese communities, I believe we all hope that our children choose medicine,
Science and engineering, business, law, etc. All these departments so-called popular department.
We can also easily see why these department are popular from the test scores.
On the contrary, humanities, arts, social science
are unpopular department. As I teach in the department of social work, many people ask, why social worker?
Volunteers is good enough. After making a lot of money, donating money and give poor people money to eat is enough.
Which social workers can make lots of money? How social worker earn money to eat full?"
This example, for those with good examination ability, may also apply.
That is because these children have a choice. They may be admitted to medicine, but they don't want to study medicine.
So they struggle to decide enrollment or not. But for those less ability children,
there is no way to enroll the so-called popular department by their academic achievements.
In addition, they don't have enough resources. What choice can these under-privileged youths make?
Let me give another example. In a capitalist society, we often talk about a topic called poverty.
Poverty is the inequality between the rich and the poor, and I want to especially mention the topic of poor children.
We all do not deny that, in all societies, some are born with a golden spoon and some are born in a heavily indebted family.
In the past, what is the best way we thought to change the future of these poor children?
Education. It is true that education is the best chance of escaping poverty.
This is the value that many people believe and insist on.
However, we think more deeply. In the educational system of the Chinese community nowadays,
Can we really effectively help these poor children to escape poverty through education?
Many studies have found that the social status of the family affects children's chances of going to university a lot.
Many studies in the West and the academic research in Taiwan have also found the fact that
the more wealthy family, the more chance of the child in family can get into good university.
That is because the parents have ability to invest a lot of money on their child.
Let him be tutoring, learn some extra-curricular talent and accumulate some of his education and culture of capital,
to strengthen the advantages of his competition. In another aspect, in Taiwan and most Chinese countries, most of these good universities are public universities,
that is, the university subsidized by a considerable amount of money from the country.
Because of the national funding, the tuition fees are of course much cheaper than private universities.
What's the result? The country take the majority's money to subsidize the people originally have more resources.
What's the result? The country take the majority's money to subsidize the people originally have more resources.
however, did not actually help people with fewer resources.
however, did not actually help people with fewer resources.
Impoverished children with lack of resources can not get good subsidies and go to a relatively bad private school.
Impoverished children with lack of resources can not get good subsidies and go to a relatively bad private school.
Thus, they paid a relatively high investment in education, but did not get a better education.
Thus, they paid a relatively high investment in education, but did not get a better education.
This result makes them more difficult to escape from poverty.
In Taiwan, there are still many children who have to pay for student loans.
In Taiwan, there are still many children who have to pay for student loans.
In other words, when they left college, they was in debt.
In other words, when they left college, they was in debt.
When they carries these debts and get into workplace, they still need to pay for the debts.
In school, it is called loan. After graduation, it is called debt.
In school, it is called loan. After graduation, it is called debt.
How can they use the salary to repay these loan?
How can they use the salary to repay these loan?
Let me share with you another example about disempower of rights of youth culture and leisure.
Let me share with you another example about disempower of rights of youth culture and leisure.
In the metropolitan area of Taiwan, we can see some small parks everywhere.
In the metropolitan area of Taiwan, we can see some small parks everywhere.
What's inside these small parks? There are gazebos for the elderly to chat.
What's inside these small parks? There are gazebos for the elderly to chat.
Big trees, leisure space, seesaws,
Big trees, leisure space, seesaws,
swing and little rocking horse to let women take their children to play together.
swing and little rocking horse to let women take their children to play together.
These facilities are suitable for the elderly, women and children. They can relax, wander,
These facilities are suitable for the elderly, women and children. They can relax, wander,
chat, or drink tea there. How about the youth, what can they do there?
chat, or drink tea there. How about the youth, what can they do there?
How do you feel when you see a teenager sitting on a little rocking horse? An act of Vandalism. How about playing the swing?
How do you feel when you see a teenager sitting on a little rocking horse? An act of Vandalism. How about playing the swing?
How do you feel when you see a teenager sitting on a little rocking horse? An act of Vandalism. How about playing the swing?
No, they will ruin it. Then play Basketball? How many small parks have you seen with basketball stands?
No, they will ruin it. Then play Basketball? How many small parks have you seen with basketball stands?
So when should they come to the park? Let's think about the busy youths in Chinese society.
So when should they come to the park? Let's think about the busy youths in Chinese society.
After the class, go to cram school. They won't have their leisure time until 10 p. m..
After the class, go to cram school. They won't have their leisure time until 10 p. m..
Parks turn dark. People go to sleep. Can they play basketball? We had met a case that the basketball stand in the park is removed by the elderly.
Parks turn dark. People go to sleep. Can they play basketball? We had met a case that the basketball stand in the park is removed by the elderly.
They complaint that they could not sleep since the noise the youth made when they came to play basketball in about 10 p. m..
They complaint that they could not sleep since the noise the youth made when they came to play basketball in about 10 p. m..
Can we fulfill the youth' requirements in such kind of community plan?
Can we fulfill the youth' requirements in such kind of community plan?
Compared to the elderly and children, what will be the reaction of people when the youth group together in the community?
Compared to the elderly and children, what will be the reaction of people when the youth group together in the community?
In Taiwan, there was a realistic example which exactly occurred in my community.
There were a group of teenagers, chatting and smoking in a store's doorway.
We called them shouting while children called them talking.
Meanwhile, a very long queues in the neighbor store.
The owner of the crowded store wasn't satisfied with the noisy teenagers.
They make a call to the police.
For what? To have the teenagers leave. Why?
Because the adults think that it was improper for those teenagers to be noisy in front of the store,
and caused a very bad community impression, so they hope the store could reject them to consume.
It is a normal business. The store opened the door,
and the teenagers came to consume. But after the police came to concern about that a several times, the teenagers chose to leave.
They left the store and went somewhere else.
Where could the youth go?
These youth were naturally edged out to someplace where they could be accepted.
Karaoke, Internet cafe, or a dark, messy streets
What do we call them? Improper places.
Then where and how many are the so-called proper places? Let's think about the community we live.
How many welcoming proper places are for the youth to gather?
In Taiwan, there's an alliance for advancement of youth right and welfare.
They conducted a survey for 1629 persons, in order to understand the leisure needs of youth.
The result shows that not only teenagers but also half of the adults suggest
the community should provide more places for the teenager to hold exhibitions and performance.
For example, a place for them to practice dancing, playing the instrument, etc.
In the survey, more than half of the respondents think that all levels of government
should integrate the information of free sports facilities and recreational place,
in order to update those teenagers regularly.
There are also many people suggest that the so-called "borrowed section from another subject",
which refers to the behavior of changing the use of some classes, such as PE, art-related course, or music class.
Teachers tend to borrow sections from these subjects,
in order to have more time to conduct the test for the main subject or other purposes.
Many people may have this kind of section if they had studied in Taiwan.
All the examples above are our shared experience, which happens around us every day.
However, the situation that we have never felt has in fact created some experience of disempowerment.
We tend to to take disempowerment for granted if we do not put forward to discuss.
We may think that it is nothing but a social phenomenon.
If we want to help these teenagers,
we also need to think about the method and system to avoid the duplication of disempowerment,
which is the so-called professional hegemony. What kinds of method
may demonstrate professional hegemony? Some professionals
may help those "poor" teenagers with the view of sympathy. With those who aren't "poor" enough, they won't lend them a helping hand.
Or we may put emphasis on the methods that directly change the situation and are personal-oriented.
Take drop-out students as an example,
we tend to correct their behavior and help them get back to school. For those who want to commit suicide, we tend to stop them.
As for the unmarried pregnant girls, we urge them to take the contraceptive pill or find adoption for her child,
because we don't think the girl is able to act as a good mother.
These are the thoughts and methods that the professionals often use.
We see ourselves as experts with expertise, who take professional skill and knowledge
as a part of the advisory to help those teenagers
These methods may seem relatively easy,
but they will also blind us with some social structural issues.
and indirectly reinforce the phenomenon of disempowerment.
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