1.認知面：[使學生理解、應用、分析、綜合、比較、推論、評估本課程之理論與概念]：(1)使學生能理解、應用、分析、綜合、比較、推論台灣兒童客觀生活處境及問題 (2)使學生能理解兒童權利概念的緣起、內容、論述與發展
2.技能面[使學生能獲得運用與實做本課程理論與概念之技巧]：(1)使學生能掌握我國兒童福利政策、法規與行政體系 (2)使學生能掌握各種兒童福利服務措施等實務及專業技術
3.情意面[能引發學生對本課程之興趣，激發學生學習動機，增加觸類旁通與自主學習] 激發學生對兒童少年權利議題的關注以及兒少福利實踐方法的興趣。
1. Knowledge: [Let students understand, apply, analyze, integrate, compare, recommend, evaluate theories and concepts of this course]: (1) Enable students to understand, apply, analyze, integrate, compare, and recommend the living conditions and problems of Taiwanese children's guest appearance (2) Enable students to understand the emergence, content, discussion and development of the concept of child rights
2. Skills [enable students to obtain skills to use and implement the theory and concepts of this course]: (1) Enable students to master our children’s welfare policies, laws and administrative systems (2) Enable students to master various child welfare service measures and other practical and professional technologies
3. Love paradise [can arouse students' interest in this course, stimulate students' learning motors, and increase touch bypass and independent learning] stimulate students' interest in the issue of children and adolescent rights and practical methods of welfare.
兒童與社會工作之課程旨在介紹兒童社會工作的基本概念，了解兒童權利的內涵、相關的政策與立法。同時運用理論及兒童福利之內涵的了解進行兒童相關議題之探討，協助學生理解如何使用社會工作專業知識與實務技巧協助兒童及其家庭，以利未來從事兒童相關社會工作時之用。
The Children’s and Social Work course aims to introduce the basic concepts of children’s social work and understand the connotation of children’s rights, related policies and legislation. At the same time, we use the understanding of the theory and the connotation of child welfare to explore the issues related to children, and help students understand how to use professional knowledge and practical skills in social work to help children and their families in order to benefit future children's social work.
1. Sanders, J. & Munford, R.(2014).Youth-centred practice: Positive youth development practices and pathways to better outcomes for vulnerable youth.Children and Youth Services Review, 46,160-167.
2. White, K. R., & Wu, Qi(2014). Application of the life course perspective in child welfare research.Children and Youth Services Review, 46,146-154
3. 吳書昀（2010）。〈甜蜜的負荷外一章：兒童少年家庭照顧者的生活境遇與福利建構〉，《臺大社會工作學刊》，21: 155-192。
4. 李旻昱、趙善如（2009）。〈高風險兒童少年家庭風險產生類型與影響因素〉，《東吳社會工作學報》，20:63-93。
5. 林秉賢（2012）。〈從華人社會「自立」與「泛家族」之概念論少年自立生活方案之設計〉，《靜宜人文社會學報》，6（1），227-270。
6. 林秉賢（2014）。家庭結構與家庭氣氛對經濟弱勢兒少的福祉影響。靜宜人文社會學報，8（1），263-294。
7. 郭逸玲、卓妙如（2004）。〈發展遲緩兒早期療育之概念與模式〉，《身心障礙研究》，2（2），68-76。
8. 郭靜晃（2004）。《兒童少年福利與服務》。臺北：揚智。 (chap 4各國兒童福利發展)
9. I彭淑華等著（2008）。《兒童福利：理論與實務》。台北：華都文化。
10. II黃瑋瑩、辜惠媺譯（2006）。《兒童社會工作實務》。台北：學富
11. 詹惠珺（2012）。〈我國終止收養原因之初探-以分析地方法院民國97-98年判決書為例〉。東吳大學社會工作研究所碩士論文。
1. Sanders, J. & Munford, R. (2014).Youth-centred practice: Positive youth development practices and pathways to better outcomes for vulnerable youth.Children and Youth Services Review, 46,160-167.
2. White, K. R., & Wu, Qi (2014). Application of the life course perspective in child welfare research.Children and Youth Services Review, 46,146-154
3. Wu Shuyun (2010). "Sweet Lotus Chapter: Living Situation and Welfare Construction of Children and Young Family Caregivers", "Taiwan University Social Work Journal", 21: 155-192.
4. Li Minyu and Zhao Shanru (2009). 〈Types of family risk generation and influencing factors for children and adolescents with high risk〉, "Tongwu Social Work Report", 20:63-93.
5. Lin Bingqin (2012). "Design of the Plan for Self-Reliance in Young People's Life from the Concepts of "Independent" and "Pan Family" of Chinese Society", "Silent and Pleasant Social Sciences", 6 (1), 227-270.
6. Lin Bingqin (2014). The impact of family structure and family atmosphere on the welfare of weak economics. Jingpian Social Journal, 8 (1), 263-294.
7. Guo Yiling and Zhuo Miaoru (2004). 〈Concepts and models for developing early childhood education in hypersensitivity>《Research on physical and mental disability, 2 (2), 68-76.
8. Guo Jinghuang (2004). "Welfare and Services for Children and Youths". Taipei: Wisdom. (chap 4 children's welfare development in various countries)
9. I Peng Shuhua et al. (2008). "Child Welfare: Theory and Practice". Taipei: Huadu culture.
10. II Huang Wei and Gu Hui-mai (2006). "Children's Social Work Practice". Taipei: Learning Rich
11. Zhan Huijun (2012). 〈A preliminary study on the reasons for the end of the recovery of our country - Taking the analysis of the judgment of the 1997-98th District Court of the Republic of China as an example〉. Proficiency essay from the Institute of Social Work, Dongwu University.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
35 | 上半部課程以兒童福利相關概念與理論基礎知識瞭解為主。選擇題50％、問答題20％以及申論題30％。 |
| 期末考期末考 Final exam |
35 | 以相關兒少福祉落實於實務時的實踐作法理解。選擇題50％、問答題20％以及申論題30％。 |
| 案例作業案例作業 Case Study |
15 | 針對專題課程，請每位同學繳交2頁以內之心得報告。 |
| 出席與課程表現出席與課程表現 Attendance and course performance |
15 |
