在經驗中學習、從行動中突破：臺灣社會團體工作專業養成的經驗與特色

Learning from Experience, Breakthrough in Action: Experience and Uniqueness of the Social Group Work Profession Cultivated in Taiwan

10.6785/SPSW.202106_25(1).0003

林佩瑾(Pei-Chin Lin)

社會團體工作 ； 實務智慧 ； 經驗式學習 ； social group work ； practice wisdom ； experiential learning

社會政策與社會工作學刊

25卷1期（2021 / 06 / 01）

93 - 135

繁體中文

本研究目的在於從團體工作的實務經驗中整理出在學習團體工作默會知識時最常遇到的困惑，關注突破學習障礙的影響因素，並梳理出影響臺灣團體工作專業學習與專業實踐的關鍵。本研究以個別訪談與焦點團體方法訪談21位團體工作者，研究發現，幾乎所有受訪者都提到團體工作的抽象性與不確定性，成為學習上最大的挫折，最常遇到的困惑包括難以掌握團體目標、團體活動與團體動力之間的關係，追求「有效能團體」來證明自己，以及預設了角色與人之間的裂隙。團體工作者帶著這些困惑，不斷地透過「做中學、學中做」，在經驗中摸索、模仿與學習，而磨練出膽識以回應團體中的各種變化。如果在這過程中能有師徒制的陪伴與督導，則能從行動中反思，逐漸突破學習困境，而成為一個團體工作者。因此，「在經驗中學習、從行動中突破」是團體工作專業養成的核心，建議學校教育與實務訓練都應該提供適當的經驗學習機會，以發展貼近學習者需求的專業養成模式。

In this study, 21 social workers were interviewed using individual interview and focus group methods, trying to sort out the most common confusions encountered in learning group work tacit knowledge, and pay attention to the impact of breaking through the learning barrier trying to sort out from these experiences the key factors that affect the professional learning and professional practice of Taiwan's group work. The study found that almost all of the interviewees mentioned the abstraction and uncertainty of group work, which became the biggest frustration in learning. The most common confusions included the difficulty of grasping the relationship between group goals, group activities and group dynamics, the pursuit of ＂effective groups＂ to prove themselves, and presupposes a gap between roles and humanity. With these confusions, group workers continue to explore, imitate, and learn from experience through ＂learn by doing, doing while learning＂, and hone their courage to respond to various changes in the group. If you can be accompanied and supervised by the supervisor in this process, you can reflect on your actions and gradually transform into a group worker. Therefore, ＂learning from experience, breakthrough in action＂ is the core of professional development in group work. Both school education and practical training should provide appropriate experience learning opportunities to develop a professional development model that is close to the needs of learners.

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