A transdisciplinary model to dropout students: the experience of Pintung

• Main Authors: LO, WEN-HSIN, 羅汶欣
• Other Authors: SU, CHIN-CHUM
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/s779c6

碩士 === 長榮大學 === 社會工作學系碩士班 === 106 === In the past few years, the government in Taiwan, schools and non-government organizations implemented diverse alternative educational strategies, including Tzu-Hui Classes, Recourses Classes, Halfway Schools, etc. for helping dropouts back on track. These programs were effective to a point; however, not so much for the dropouts involved with multiple factors, including individual, family, school and societal aspects. Thus, in 2012 Pingtung County government integrated resources from education, social welfare and non-government organizations in the community to establish Family Society, in addition to the original school system. Family Society is an experimental project that provides tailor-made curriculums for the dropouts as well as a structured residential environment. This experimental project provides cross-disciplinary services; thus, the purpose of this research is to explore the difficulties encountered in the collaboration between educational and social welfare sectors and its possible solutions. It is hoped that a new paradigm for dropouts prevention program would be developed as well. The researcher collected data from multiple staff members at Family Society through in-depth interview and focus group. It is found that a residents’ organization and the allocation of tasks among staff have been established in Family Society. There is a formal and informal collaboration mechanism, such as the evaluation meeting for entry and termination, the daily log of guidance counselor and the teachers, the Family Society team meeting, case conferences held when it is needed, multidisciplinary team meeting including the Department of Education, the Department of Social Affair, the Family Society and the Family School, and the informal communication via social networking systems. It is also found that conflicts occurred in the collaborations due to the incompatible input between the public and private sectors, the differences in the professional values and the expected roles, the education system exceeds the social welfare system, and the structure of the personnel system of the Family Society/School. Based on the findings, the researcher suggested that, 1. Developing a long-term collaboration between the public and the private sectors; 2. Improving the equality in the collaborations between the education and the social welfare systems; 3. Facilitating the communication and sharing between the education and the social welfare system; and 4. Resolving the turnover rate among staff and the underpay issues.