社會支持服務方案在日間托老中心之執行與評估──以某社會福利基金會長青快樂學堂為例

Implementation and Evaluation of a Social Support Program in Day Care Center--An Example of a Social Welfare Foundation's Changqing Happiness School

背景與目的：日間托老中心為目前臺灣解決高齡化社會中社區照顧服務的一環。本文以某社會福利基金會之長青快樂學堂為例，說明其如何連結所在社區的大學社工系方案小組學生提供日托中心長者所需之服務。方法：本文檢閱文獻、初步蒐集學堂工作人員的意見，以增進長者社會支持為方向，展開一系列方案的需求評估、規劃、執行與效應評估。本方案在介入前後進行社會支持狀況問卷測量，並以質性觀察陳述日托中心長者在方案介入後與同儕及家人之間社會支持的改變。結果：長者與同儕之互動關係、長者與家庭之間情感，以及長者主觀幸福感等問卷後測的成長幅度約在10％至18％，達成方案預訂成果目標。有關質性評估部分，如長者從原本與熟識者互動的小圈圈擴展至其他朋友圈、長者在活動中從被動引導到主動經驗分享、長者的潛能被激發──從被動接受活動轉而主動指導大學生活動進行等。結論及建議：以懷舊為主題搭配劇情般的單元故事設計，共同串聯長者與同儕、家人間的討論話題，方案實施過程，個案與團體工作方法並用，有助於正向提升長者之人際互動與社會支持。本文建議：增強評估工具的適當性、考量長者的個別化狀況提升方案適用性與穩定性等。 Background and Purpose: Elderly day care centers play a part in the community care service system to tackle the issue of aging society in Taiwan. Based on the example of a social welfare foundation's Changqing Happiness School, this paper describes how it works with a team of social work students from one university in the community to provide services for the elderly in day care. Methodology: After reviewing the literature, this study first collected feedback from the School staff in an attempt to enhance social support for the elderly. A series of needs assessment, planning, implementation, and outcome evaluation were subsequently conducted. Social support was measured by questionnaire surveys before and after the intervention. Qualitative observation was also employed to describe the changes in social support from the peers and families for the elderly in day care center after the intervention. Results: The elderly's post-test peer interaction, family relationship, and subjective well-being scores showed a 10%-18% growth, which reached the objective of the program. The qualitative assessment found that the elderly expanded their social circles from their familiars to other people. They changed from passive involvement to active participation in experience sharing, and they became more motivated in the process. They grew from being passively involved in the program to actively advising the college students on activity administration. Conclusion and Implications: With a reminiscence theme along with a story unit design, this program served as a bridge to facilitate the dialogues between the elderly and their peers/families. Both case work and group work approaches were utilized in the program, which improved the elderly's social interaction and social support. Finally, this paper has the following suggestions: (1) the appropriateness of assessment tools should be improved; (2) the individual conditions of elderly should be considered; and (3) the applicability as well as stability of the program should be enhanced.