透過本課程的學習，期許學生能在以下面向，對社會工作專業知識與技能有更豐富的積累：
(1) 知識層面：
1) 了解人與環境間的關係，進而學習環境是如何對個人產生影響。
2) 了解不同生命歷程中，個人所可能需要的重要發展目標與困境。
3) 掌握社會工作理論，以期能學習如何辨識個人與環境間的連結與互動。
(2) 專業價值層面
1) 提升學生對不同層面(包含：生理、心理、社會與文化)對個人產生的影響的辨識能力。
2) 認識社會工作如何協助個人、家庭、社區或組織因應環境所帶來的影響。
(3) 專業技巧層面
1) 強化學生的敏感度與文化辨識能力，進而協助學生強化對個人、家庭、團體或社區的關係建立能力，與增進對其的同理與充權能力。
2) 提升學生對社會工作理論的理解，進而協助學生發展社會工作的獨特工作視野，即是能學習辨識個人與其所處環境的連結與互動。
3) 促進學生連結社會工作理論與實務工作介入技巧間的連結與運用能力。Through the learning of this course, students are expected to have a greater burden on professional knowledge and skills in social work in the following aspects:
(1) Knowledge layer:
1) Understand the relationship between people and the environment, and then learn how the environment has an impact on individuals.
2) Understand the important development goals and dilemmas that individuals may need in different life courses.
3) Master social work theory in order to learn how to distinguish the connection and interaction between individuals and the environment.
(2) Professional value level
1) Improve students' ability to distinguish the impact of different levels of life (including: physiology, psychology, society and culture) on individuals.
2) Understand how social work can help individuals, families, communities or organizations with the impact of the environment.
(3) Professional skills level
1) Strengthen students' sensitivity and cultural discernment ability, and thus help students strengthen their abilities to establish relationships with individuals, families, groups or communities, and enhance their empathy and recharge.
2) Improve students' understanding of social work theory and thus help students develop their unique work vision, that is, they can learn to identify the connection and interaction between individuals and the environment in which they are located.
3) Promote students' connection and application ability between social work theory and practical work intervention skills.
1. Pillari, V. (2008)。人類行為與社會環境 (洪貴真，譯)。台北：洪葉。
2. 王淑禎、黃志成 (2012)。人類行為與社會環境。台北：揚智。
3. Hutchison, E. D. (2012)。人類行為與社會環境 : 心理暨社會取向 (洪貴真、劉嘉雯、任凱，譯)。台北：洪葉。
4. Ashford, Jose. B., Lecroy, C. W.,& Lortie, K. L. (1997). Human behavior in the social environment: a multidimensional perspective .Brooks/Cole Publishing.
5. Rogers, A. (2013). Human Behavior in the Social Environment. Taylor and Francis .
6. Thyer, B. A., Dulmus, C. N.,& Sowers, K. M. (2012). Human behavior in the social environment. John Wiley & Sons, INC.
7. Wormer, K. V. (2011). Human behavior and the social environment: individuals and families (2nd). Oxford University Press.
8. Wormer, K. V.,& Besthorn, F. H. (2011). Human behavior and the social environment: groups communities and organizations (2nd). Oxford University Press.
1. Pillari, V. (2008). Human behavior and social environment (Hongqizhen, translation). Taipei: Hong Ye.
2. Wang Shuqin and Huang Zhicheng (2012). Human behavior and social environment. Taipei: Sharp wisdom.
3. Hutchison, E. D. (2012). Human behavior and social environment: Psychological and social orientation (Hong Qianzhen, Liu Jiawen, Ren Kai, translated). Taipei: Hong Ye.
4. Ashford, Jose. B., Lecroy, C. W., & Lortie, K. L. (1997). Human behavior in the social environment: a multidimensional perspective .Brooks/Cole Publishing.
5. Rogers, A. (2013). Human Behavior in the Social Environment. Taylor and Francis .
6. Thyer, B. A., Dulmus, C. N.,& Sowers, K. M. (2012). Human behavior in the social environment. John Wiley & Sons, INC.
7. Wormer, K. V. (2011). Human behavior and the social environment: individuals and families (2nd). Oxford University Press.
8. Wormer, K. V., & Besthorn, F. H. (2011). Human behavior and the social environment: groups communities and organizations (2nd). Oxford University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席與討論課堂出席與討論 Class attendance and discussion |
10 | |
| 期中考期中考 Midterm exam |
30 | |
| 課堂作業(暫定二份)課堂作業(暫定二份) Classroom operation (two copies) |
10 | |
| 個人生命歷程作業個人生命歷程作業 Personal life course |
20 |
