我的故事我的家：新北慈輝少年離校後生命經驗之探討

My Story, My Home: Life Experience Among Youth Leaving Tzi-Huei Alternative Education in New Taipei City

慈輝班主要是針對家庭遭遇變故或因親職功能不彰的少年，所提供保護的措施。然而，當少年結束慈輝班的服務，在生活資源的連結上就需要重新盤整，後續追蹤更是不容易。依據研究者的觀察，慈輝班的畢業少年離校後的生活容易再度陷入不穩定的困境。因此本研究主要在探討曾經接受慈輝班中介教育的少年，離校後生活模式以及如何看待過去慈輝班的生活經驗。本研究從生活支持及社會網絡的視角，由少年的經驗出發，以深度訪談進行資料蒐集與分析。
研究結果發現，慈輝班離校少年返家後，家庭失功能的狀況依然存在，除了面臨經濟需要自立外，更多的困境是，迫使自己成為維繫家庭運作的重要一員。縱使慈輝班少年在義務教育期間，擁有豐沛的生活支持資源，一旦離校後，因為沒有特殊轉銜機制，少年即面臨生活支持資源上的斷裂與匱乏，這樣的現象，使離校後慈輝班少年在支持網絡上僅剩個人資源或片段式的社會資源。
慈輝少年離校後，所面臨的是生活上資源匱乏以及與家庭關係上的拉扯。一方面少年逐漸發展出與家庭的互動，包含：成為家庭照顧者、脫離家庭以及與家庭產生更緊密的互動；另一方面少年也需要邁向自立維持生活，渴望社會資源的協助，資源在離校後卻是斷裂的處境。基於上述研究發現，建議慈輝班的服務模式中增加慈輝班、原學籍學校與少年原生家庭以及少年三者的連結，以及建立慈輝班離校少年的轉銜與關懷追蹤計畫。透過資源連結與福利輸送的方式，提升原生家庭與少年的互動與溝通橋梁，也將慈輝班的資源引入家庭內，以正向互動強化少年的生活支持與社會網絡。

Tzi-Huei alternative education mainly provides protective services for youth who suffer from family hardship and parental dysfunction. The youth could have enough social supports for their lives and education through Tzi-Huei alternative education. However, when they leave Tzi-Huei alternative education, their living resources have to be reassessed and integrated, but we do not have any follow-up service after leaving Tzi-Huei alternative education. According to the researcher’s observation, these youth suffered from adversities in their lives. Therefore, this study aims to explore the life experience of youth after leaving Tzi-Huei alternative education and how they think about their past experiences of Tzi-Huei alternative education. This study recruited 6 youth to share their experience with a purposive sampling method. Data were collected by in-depth interviews.
The results indicated that the youth still faced the situations of family dysfunction after returning home from Tzi-Huei alternative education. They were not only compelled to be self-reliant economically but struggled to take on the role of maintaining the family life. Because of these experiences, they gradually developed three types of relationships with their families. They became family caregivers, left home, or had closer interactions with families. Despite receiving sufficient support resources during Tzi-Huei alternative education, the lack of specific transition services after leaving Tzi-Huei alternative education caused the disintegration and lacking of support resources in their lives. The youth only had personal resources and fragmentary social resources as their social network.
Based on the findings from the study, we recommend that Tzi-Huei alternative education should be enhance the connections among Tzi-Huei alternative education, mainstream schools, the youth and their families, as well as establish Tzi-Huei transitional transition services for leaving youth. Through resource linkage, welfare delivery, and the enhancement of the interaction and communication between families and the youth, Tzi-Huei alternative education should be introduced into the families as social resource, and strengthen the living support and social network of the youth.