| Summary: | 碩士 === 東海大學 === 社會工作學系 === 100 === The cases that child and youth protective social workers are faced with are often involved with various aspects of extremely complex issues. In addition to more sufficient professional manpower, complete professional knowledge and skills are also needed to solve the issues. Therefore, child and youth protective social workers are required to undergo professional continuing education to ensure their service quality and work performance. The goal of professional continuing education is to hope that child and youth protective social workers can transfer the professional knowledge, skills and attitudes they learn from the professional continuing education programs to the practical field. Among them, the personal motivation will affect the level of involvement of their learning behavior, and different learning approaches will also affect their learning performance. On this account, this study aimed to understand the child and youth protective social workers’ cognition of learning approaches and transfer of learning and to explore the correlation between the two factors.
In this study, a total of 453 social workers who practically provided child and youth protection direct service in the Domestic Violence And Sexual Assault Prevention Centers of the Bureau of Social Affairs of Municipality, County, and City Governments were selected to conduct the general survey. Eventually, a total of 368 questionnaires were distributed and 313 were collected with a recall rate of 85.1%. The analysis was conducted based on the 309 valid questionnaires among them, and the research results are summarized as follows:
1.The child and youth protective social workers in the public sectors were mainly female, under the age of 30, single, childless, and graduated from the Department of Social Work at university. The respondents who worked in the field of child and youth protection were mostly contract employees with less than five-year seniority.
2.Different personal characteristics resulted in different learning approaches. The differences in age, marital status, child-rearing conditions, majors, seniority in engaging in social work, and work intention would affect the cognition of transfer of learning. The differences in age, marital status, seniority in engaging in social work, training times, and work intention resulted in different cognition of the condition of transfer.
3.There was a correlation between parts of the personal characteristics and learning approaches, transfer of learning, and the condition of transfer. There was a positive correlation between deep learning approach and transfer of learning, whereas there was a negative correlation between surface learning approach and transfer of learning. Further, there was a negative correlation between surface learning approach and the condition of transfer, whereas there was a positive correlation between transfer of learning and the condition of transfer.
4.Among the predictive power of personal characteristics, learning approaches, transfer of learning, and the condition of transfer, the deep learning approach had higher explanatory power for transfer of learning and the condition of transfer.
According to the research results, this study suggests the following recommendations:
1.Reduce the negative impacts generated from the unfavorable factors of working environment on learning motivation and learning behavior.
2.Provide incentives and well-designed work to inspire the child and youth protective social workers’ motivation for participating in educational training programs.
3.Provide the child and youth protective social workers with a variety of ways of taking the course, diversified curriculum, and the public announcement of course information, so that they can choose courses on their own.
4.Design certification systems for professional core competencies and indeed implement the certification of competencies and abilities.
5.Accurately grasp the particularity of child and youth protective social workers and design the courses based on their needs. The course content should be linked with practical work in order to strengthen the combination the training and employing.
6.The supervisors should accurately understand the learning situation of the child and youth protective social workers during the professional continuing education programs, and provide immediate professional advices in the practice field.
7.Hold regular book clubs for the child and youth protective social workers to exchange their practical experience.
Keywords: Child and Youth Protective Social Workers, Professional Continuing Education, Learning Approaches, Transfer of Learning
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