COVID-19疫情下兒少保護個案親職教育輔導的數位學習安排與成效－以彰化縣強制親職教育基礎認知輔導課程為例

Digital Learning Arrangements and Effectiveness of Parenting Education Counseling for Child Protection Cases under The COVID-19 Epidemic-Taking The basic Cognitive Counseling Course of Mandatory Parenting Education in Changhua County as An Example

10.6687/JSDS.202303_(31).0002

林鈺縈(Yu-Ying Lin)；徐崇恩(Chung-En Shiu)；王蘭心(Lan-Shin Wang)；陳淑芬(Shu-Fen Chen)；賴紅汝(Hung-Ju Lai)；張玉龍(Yu-Lung Chang)；吳信輝(Hsin-Hui Wu)；林淑雲(Shu-Yun Lin)；房智慧(Chih-Hui Fang)；劉鶴群(He-Chiun Liou)

強制性親職教育 ； COVID-19 ； 數位學習課程 ； mandatory parenting ； COVID-19 ； digital learning courses

社會發展研究學刊

31期（2023 / 03 / 01）

28 - 55

繁體中文;英文

本研究旨在藉由檢視彰化縣兒童少年保護個案親職教育輔導方案，於2021年Covid-19疫情三級警戒時，將基礎認知輔導課程調整為數位學習課程之轉換歷程及成果，以管窺保持社交距離下社會工作所面臨之挑戰與機遇。親職教育之實施係依據《兒童及少年福利與權益保障法》第102條，對於未給予兒少適當的養育、照顧、保護之主要照顧者，施予4小時以上50小時以下之親職教育輔導。服務性質分為輔導課程、個別化輔導服務、訪視輔導及親子關係促進等四大面向。其中基礎認知輔導課程於疫情未發生前，採傳統之定點課堂講授與面對面互動方式。三級警戒後，遵照中央疫情指揮中心之準則，停辦實體課程，然為求持續維持服務，改採以數位遠距方式因應。本研究採學習成效前後測問卷、學習感受的自陳問卷及滿意度問卷調查之方式，分析學員數位學習之成效，再藉由深度訪談法進行質性資料之蒐集，詳實記錄這個轉換的過程。從研究中可發現：數位學習課程不但減少了距離的阻礙、提高了個案的參與率及配合度，還可營造出安全與匿名性的環境，有助於穩定案主被迫參與親職教育課程時的抗拒或負面情緒、提升案主於課程中的互動與自我揭露；但數位學習課程需要較繁雜的事前籌備、資訊設備之限制，且講師的授課方式對於成員的參與度與專注力之影響更大，因此需花費較多的時間與講師進行溝通並共同擬訂課程規劃，以增加學習成效。

The purpose of this study is to observe the transition from basic cognitive counseling courses to digital learning courses in Mandated Parenting Program in Changhua County during Level 3 Covid-19 alert in 2021, in order to examine the challenges and opportunities of social work under epidemic and social distance. The services of Mandated Parenting Program in Changhua County are divided into four categories: counselling courses, individual counseling services, visitation counselling and parent-child relationship promotion. Before the Level 3 Covid-19 alert, basic cognitive counselling courses are conducted in traditional classroom settings and through face-to-face interaction. After the Level 3 Covid-19 alert, the traditional teaching methods (in class) were suspended, in order to maintain the services, we start to arrange the digital learning courses. In this study, the effectiveness of digital learning courses were analyzed using a pre- and post-test questionnaire, a self-report questionnaire on learning experiences and a satisfaction survey. From the study, it was found that the digital learning courses not only reduced the barrier of distance, increased the participation rate, but also created a safe and anonymous environment, which helped participations to stabilise their negative emotions, and enhanced the interaction and self-disclosure in the courses. However, digital learning courses require more complicated preparation, information equipment limitations and the lecturer's teaching style has a greater impact on the participants' engagement and concentration, so it takes more time to communicate with the lecturer and plan the course together to increase the effectiveness of learning.

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