建構文化督導之可能？原住民族家庭服務中心社工受督經驗之探究

Constructing Cultural Supervision? Social Workers’Experiences as Supervisees in Indigenous Family Service Centers in Taiwan

督導是社工專業養成的關鍵制度，而「文化督導」則是針對原住民族社工，提供適切的文化培訓，使其輸送具有文化敏感度的社工服務。然而，甚少有研究討論我國原住民族社會工作者受督經驗，以及此經驗中的文化督導實踐現況。本研究以詮釋典範出發，深度訪談34位現職原家中心社工，藉以探討當今原住民族社工受督經驗外，也嘗試討論文化督導在我國原住民族社會工作建構的可能。本研究發現：（1）在現行多重督導制度下，「內部督導」有較高的比例發揮文化督導功能，然而，內部督導如未能與在地部落產生連結，母機構缺少文化知情的組織環境，較難提供適切、甚至不當的處遇，將難以發揮文化督導的效果。（2）無內部督導的中心，則透過聘任「外部督導」提升社會工作專業能力，外部督導較少受過文化督導訓練，也較難取得在地社群信任；且隨著中心經費而存廢，因此回應原住民族社群文化需求有限。（3）「區域督導」扮演較多文化督導角色，也常提供文化教育與諮詢，更能與內部督導合作，協助原家中心社工服務輸送；然而，部分區域督導對於原住民族文化不熟悉，能給予的文化督導功能有限，因此轉而強化行政監督，反而與文化督導概念產生衝突。為落實與深化文化督導在原住民族社會工作之實踐，本文最後也針對政策制定者、承辦母機構與實務工作者提供相關建議。

Background: The role of a supervisor is critical in the social work profession. Through cultural supervision, Indigenous social workers will have the competence and sensitivity to work with their Indigenous clients. However, the literature in Taiwan seldom discusses social workers’experiences as supervisees in Indigenous Family Centers and how the role of cultural supervision is structured and practiced.
Methods: This paper employs in-depth interviews with 34 Indigenous social workers who work for Indigenous Family Service Centers across Taiwan. We explored their experiences of receiving cultural supervision and the advantages and challenges of having this type of supervision.
Findings: The results revealed that there is more than one source of supervisors in the structure of Indigenous Family Service Centers. Firstly, internal supervisors play the main role in providing cultural supervision. However, some may provide culturally insensitive advice if they have a weak connection with the local Indigenous community or they work in an organization that lacks a cultural-informed working environment. Secondly, some Centers hire external supervisors to support Indigenous social workers. Yet, many external supervisors focus more on social work capacity and place less emphasis on cultural competence itself. Even more, they are less recognized by the local Indigenous community. Thirdly, every Center has their own regional supervisors. Regional supervisors practice cultural supervision by delivering cultural education and cultural counselling. Some of them collaborate with internal supervisors to improve the service delivery of Indigenous social workers. However, some of them are not familiar with the local Indigenous culture so they may value administrative more than cultural elements, which creates a conflict with the main concept of cultural supervision.
Conclusion: To enhance knowledge of cultural supervision working with Indigenous social workers, suggestions are provided for policy makers, parent organizations, and practitioners.