Action Research On Group Work for Adult Disability

• Main Authors: Tseng Feng-wu, 曾奉舞
• Other Authors: Huang Song-lin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/322d3a

碩士 === 亞洲大學 === 社會工作學系 === 107 === This study attempts to interpret the social model of the barrier perspective, aiming to explore the adult mental retardation of the institution, accept the social skills growth group, and encounter the difficulties and changes in the learning process. The researchers attempted to individually discuss the pre-test and post-test ability index scores of the subjects. One can compare the immediate effects after the training, and then confirm the effect of the continuation, as a reference for future training. The activity process is based on the behavioral problems of the case, and the behavior change is made at any time. At the same time, the case speech is extracted during the activity process, and the ideas and opinions are communicated with the main responsibility. By the end of the activity, by the talks, the scale, the direct observation, Recording backtracking and other methods, collecting observational data; inventorying the ability of each member to grow and develop, a total of 17 members each received two functional indicators, and among the 34 assessments, 23 of the post-assessments were higher than Before the test, there are 18 post-test scores that can be used to describe the progress of the text. The 13 members of the team have progressed, accounting for about 76% of the progress rate. Researchers consider their own family experience values and their knowledge of adult mentally retarded people. They believe that adults with intellectual disabilities are only more obstacles and unable to eliminate themselves. Obstacles cause family members to alienate them, resulting in insecure attachment relationships. Therefore, they are indifferent and arrogant. , solitude, arrogance, etc., but carefully observed, adult intellectual disabilities also pay great attention to their inner dignity and external image, while valued friendship, commitment. The research suggests continuing relevant empirical research, while using the steps of social case work: receiving cases → opening cases → collecting information → joining group activities in the demand forecast → development plans and treatments in group activities, can provide a fast and effective method . It is recommended that the credible Ministry of Education functional assessment scale be segmented by age and education level so that new intelligent barriers for special education in high school can be continued to achieve the purpose of the index. It is recommended that front-line staff should take relevant social work, psychology, and counseling credits as a scoring indicator for adult intelligent obstacles, and guide adult mental retardation cases in a timely manner. In addition to learning skills, they also begin to think and plan for life. Enter the adult world, be responsible for your words and deeds, and make self-determination decisions.