政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/153515
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113656/144643 (79%)
造访人次 : 51732985      在线人数 : 593
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/153515


    题名: 臺灣青少年社會工作遠距服務的經驗初探-以臺北市青少年服務中心為例
    Exploring the Social Work Practice of Remote Services for Adolescents in Taiwan: A Case Study of Taipei City Adolescent Service Center
    作者: 何靜兒
    Ho, Cheng-I
    贡献者: 蔡培元
    何靜兒
    Ho, Cheng-I
    关键词: 遠距服務
    線上服務
    數位
    青少年服務中心
    新冠肺炎疫情
    Remote Services
    Online Services
    Digital
    Youth Service Center
    COVID-19 Pandemic
    日期: 2024
    上传时间: 2024-09-04 15:50:07 (UTC+8)
    摘要: 隨著新冠肺炎疫情的爆發與蔓延,社會工作者不得不尋找替代方式與服務對象接觸,而遠距服務應運而生。在疫情逐漸穩定的情況下,遠距服務可以作為輔助與補充性的工作手法之一,尤其適用於偏遠地區或傳統服務不便的情況。為此,本研究旨在探討青少年服務中心使用遠距服務的優勢與挑戰,並提出實施遠距服務的建議和調整方案,以提高服務品質並滿足青少年的需求。本文採用質性研究方法,透過立意取樣與滾雪球抽樣方式,邀請了八位在臺北市青少年服務中心具有提供過遠距服務經驗的社會工作人員,以半結構深度訪談法進行資料蒐集。
    本研究發現,遠距服務在青少年服務中心之優勢包括服務可近性高、青少年在網路平台上更願意表達自我的感受、遠距服務有助於社會工作者觀察到青少年的家庭環境和不同的面貌,以及社會工作者與青少年互動模式的轉變,而對於社會工作者之優勢包括激發社會工作者的個人能力和增加社會工作者與人接觸的媒介。然而,遠距服務在也面臨一些挑戰:一、對於不熟悉3C科技產品的社會工作者與服務對象,在使用軟體設備上是存在困難的;二、部分青少年缺乏遠距服務所需要的設備;三、網路速度與訊號的不穩定性;四、各種干擾因素對服務對象的專注力造成影響;五、在遠距服務中較難掌握青少年真實感受與狀態;六、與新服務對象建立關係時所遇到的困境;七、隱私問題;八、團體動力低;九、服務對象參與率低;十、法規限制。針對社會工作者之挑戰則包括:一、上下班時間模糊;二、需要投入更多的時間成本;三、非社會工作職務的工作量增加;四、社會工作者的工作效率低;五、在執行遠距服務的過程中感到壓力。
    最後,根據上述的研究發現,針對機構層面提出之建議:一、提供社會工作者更多與遠距服務相關的專業課程;二、提供更多元化的服務類型;三、設置專責遠距服務的社會工作者。針對公部門則提出之建議:一、增加工作人力的配置;二、鼓勵結合線上與線下的社會工作。
    With the outbreak and spread of the COVID-19 pandemic, social workers had to find alternative ways to engage with their service recipients, leading to the emergence of remote services. As the pandemic gradually stabilizes, remote services can serve as a complementary service model, especially in remote areas or situations where traditional services are inconvenient. Therefore, the primary aim of this study is to explore the advantages and challenges of using remote services at youth service centers and to propose recommendations and adjustments for implementing remote services to improve service quality and meet the needs of adolescents. This study adopts a qualitative research approach, employing purposive sampling and snowball sampling methods. Eight social workers or supervisors with experience in providing remote services at youth service centers in Taipei City were invited to participate in semi-structured in-depth interviews for data collection.
    This study found that the advantages of remote services at youth service centers include high accessibility, adolescents being more willing to express their feelings on online platforms, the ability of social workers to observe the family environment and different aspects of the youth, and a shift in the interaction model between social workers and adolescents. For social workers, the advantages include stimulating their personal capabilities and providing additional mediums for interaction. However, remote services also face several challenges: (1) Difficulties for social workers and service recipients unfamiliar with 3C technology products in using software and equipment; (2) Some adolescents lack the necessary equipment for remote services; (3) Unstable internet speed and signal issues; (4) Various distractions affecting the focus of service recipients; (5) Difficulty in grasping the true feelings and state of the youth during remote services; (6) Challenges in establishing relationships with new service recipients; (7) Privacy issues; (8) Low group dynamics; (9) Low participation rates of service recipients; (10) Legal restrictions. The challenges faced by social workers include: (1) Blurred boundaries between work hours and personal time; (2) Increased time costs; (3) Increased workload from non-social work duties; (4) Decreased work efficiency; (5) Stress experienced during the execution of remote services.
    Finally, based on the aforementioned research findings, the following recommendations are proposed at the institutional level: (1) Providing social workers with more professional courses related to remote services; (2) Offering a wider variety of service types; (3) Setting up dedicated social workers for remote services. And some recommendations for the public sector include: (1) Increasing the allocation of workforce; (2) Encouraging a combination of online and offline social work.
    參考文獻: 中文文獻
    中山大同區少年服務中心的網頁(2023)。取自:https://www.gfm.org.tw/cht/index.php?code=list&ids=41
    王文科、王智弘(2010)。〈質的研究的信度和效度〉,《彰化師大教育學報》,(17),29-50。doi:10.6769/JENCUE.201006.0029
    王珮旎(2019)。《弱勢青少年家庭動力、學校適應及生活滿意度之關係探討》。中山醫學大學醫學社會暨社會工作學系學位論文。doi:10.6834/CSMU201900166
    王齡竟、陳毓文(2010)。〈家庭衝突、社會支持與青少年憂鬱情緒:檢視同儕、專業與家外成人支持的緩衝作用〉,《中華心理衛生學刊》,23(1),65-97。doi:10.30074/FJMH.201003_23(1).0003
    代蕾(2021)。《線上社會工作服務中專業關系危機與應對研究》。華東政法大學碩士學位論文。
    北區少年服務中心的網頁(2023)。取自:https://www.gfm.org.tw/cht/index.php?code=list&ids=42
    外交部領事事務局(2022年01月07日)。〈世界各國因應COVID-19疫情相關措施一覽表〉。取自:https://www.roc-taiwan.org/uploads/sites/154/2022/01/世界各國因應COVID-19疫情相關措施一覽表-2022-1-7-2130.pdf
    伊甸社會福利基金會(2021)。〈國際發展—迎接挑戰,韌性前行〉,伊甸社會福利基金會年度成果報告。取自:https://www.eden.org.tw/downloads/file_detail/20220727110330_1429.pdf
    向貧窮者學習行動聯盟官網(2021)。〈2021貧窮人的台北∥1.5公尺的裂縫〉。取自:https://2021.wotp.life/
    朱奕丞、陳志軒、朱思穎、楊熾康(2022)。〈遠距早期療育介入作息本位評估系統建置與初步成效評估〉,《中華民國特殊教育學會年刊》,110,103-129。
    西區少年服務中心的部落格(2023)。取自:https://gsyouth1.pixnet.net/blog/post/98035039
    吳冠瑢、賴昱彣、陳兪帆、張允豪(2020 年 10 月 27 日)。〈防疫期間的遠距教學方式的分析改善與未來展望〉。取自:https://covid19.nctu.edu.tw/article/4376。
    吳啟誠、張瓊云(2020)。〈主題分析在教育研究上的應用〉,《特殊教育發展期刊》,(69),29-42。doi:10.7034/DSE.202006_(69).0003
    李駱遜(2021)。〈線上教學面臨的挑戰與展望〉,《國家教育研究院電子報》,213。取自:https://epaper.naer.edu.tw/edm.php?eg_name=%E5%9C%8B%E9%9A%9B%E8%84%88%E5%8B%95&edm_no=213&content_no=3696
    沈秀媚(2021年08月12日)。〈邊緣少年的就業困境,誰看見?〉,《天下雜誌》。取自:https://opinion.cw.com.tw/blog/profile/503/article/11256
    兒童福利聯盟(2021年12月23日)。〈偏鄉兒童疫情線上學習與生活狀況調查〉,兒童少年權益網。取自:https://cylaw.org.tw/about/advocacy/9/613
    兒童福利聯盟(2023年02月)。〈2023臺灣國高中生心理健康調查〉。取自:https://www.children.org.tw/publication_research/research_report/2544
    周佩潔(2019)。〈現今臺灣青少年的工作現況與困境〉,勵友點滴。取自:https://gfm.org.tw/cht/index.php?code=list&flag=detail&ids=40&article_id=366
    周春珍、張蓓莉、李冠慧、李亭亭(2009)。〈科技始於人性-淺談遠距醫療於老人健康照護之應用〉,《護理雜誌》,56(6),76-80。doi:10.6224/JN.56.6.76
    明怡基金會(2021年07月28日)。〈疫情下的線上服務:從轉型到新日常──青少年NPO的實作經驗〉,明怡觀點。取自:https://medium.com/%E6%98%8E%E6%80%A1%E8%A7%80%E9%BB%9E/%E7%96%AB%E6%83%85%E4%B8%8B%E7%9A%84%E7%B7%9A%E4%B8%8A%E6%9C%8D%E5%8B%99-%E5%BE%9E%E8%BD%89%E5%9E%8B%E5%88%B0%E6%96%B0%E6%97%A5%E5%B8%B8-%E9%9D%92%E5%B0%91%E5%B9%B4npo%E7%9A%84%E5%AF%A6%E4%BD%9C%E7%B6%93%E9%A9%97-c98d10192e73
    東區少年服務中心的Facebook專頁(2023)。取自:https://www.facebook.com/profile.php?id=100071061975150&locale=zh_TW
    林金定、嚴嘉楓、陳美花(2005)。〈質性研究方法:訪談模式與實施步驟分析〉,《身心障礙研究季刊》,3(2),122-136。doi:10.30072/JDR.200506.0005
    林雅惠、杜昭玫(2021)。〈「教」在疫情蔓延時-一所大型華語中心的線上教學及其啟示〉,《華語文教學研究》,18(2),69-98。
    社團法人臺灣自殺防治學會(2019)。〈中華民國108年自殺防治年報〉。取自:https://www.tsos.org.tw/media/5603
    邱大昕、陳美智(2021)。〈防疫期間的身心障礙:應變與創新〉,《社區發展季刊》,173,333-339。
    邱方昱(2023)。〈臺灣疫情期間兒少家庭助人工作者使用視訊訪視經驗初探〉,《社區發展季刊》,182,160-179。
    邱靖惠(2022年06月09日)。〈關心兒少心理健康,線上輔導資源能不能來幫忙?〉,《天下雜誌》。取自:https://opinion.cw.com.tw/blog/profile/52/article/12372
    侯雯琪(2006)。《「相識在街頭」---外展工作對外展少年的影響》。東吳大學社會工作碩士論文。
    胡中宜(2013)。〈青少年外展工作成效指標之研究:以台北市少年服務中心外展社工員觀點為例〉,《中華輔導與諮商學報》,35,95-120。
    胡中宜、游雅婷、郁佳霖(2021)。〈COVID-19對離開安置青年自立服務之衝擊及其因應〉,《社區發展季刊》,175,126-140。
    香港青少年服務處(2020)。〈拍片玩IG 真係做到嘢?疫情下開拓線上青少年服務的嘗試〉。取自:https://cys.org.hk/newsletter/?month=202009&news=011
    乘風少年學園的官網(2023)。取自:https://www.flyingyouth.org.tw/services-3
    財團法人「張老師」基金會(2022年08月31日)。〈華碩文教基金會協助台北「張老師」提升網路輔導硬體設備〉。取自:https://www.1980.org.tw/news_show.php?news_id=283
    財團法人台灣網路資訊中心(2022)。〈2022年台灣網路報告〉,260-274。取自:https://www.twnic.tw/doc/twrp/202207e.pdf
    財團法人基督教芥菜種會(2021 年 6 月 21 日)。〈長者停課不停學,疫情期間社區關懷照顧不打烊〉。取自:https://covid19.nctu.edu.tw/author?id=758
    逆風少年大步走(2013年07月09日)。〈勵馨台北南區 陪青少年找回人生價值〉,痞客邦。取自:https://familycsr.pixnet.net/blog/post/39351639
    馬國勳(2019年09月24日)。〈「量」的數位落差,「質」的數位落差,以及由家庭所傳承的數位文化資本〉,巷仔口社會學。取自:https://twstreetcorner.org/2019/09/24/makuohsun/?fbclid=IwAR3hBi4_upQvS1uyRDR5GtAVqPSc35aWhgKHWOMzs51PnkqgDWCn59-byWI
    高淑清(2008)。《質性研究的18堂課—首航初探之旅》。高雄市:麗文。
    張秀鴛、邱琇琳、陳映竹、江杏霙(2021)。〈嚴重特殊傳染性肺炎(COVID-19)疫情對家庭暴力之影響〉,《社區發展季刊》,175,49-63。
    張軍、方銳(2017)。〈網絡化時代的社會工作發展轉向研究〉,《社會工作與管理》,17(5),42-48。
    張淑慧(2021)。〈疫情期間的少年心理健康〉,《臺灣憂鬱症防治協會通訊》,20(4),2-6。取自:https://www.depression.org.tw/communication/info.asp?/87.html
    張琍茵(2022)。〈抗疫│疫情下的兒少服務〉,勵友中心年刊,21-28。取自:https://www.gfm.org.tw/upload/cht/attachment/46c2ce469d3cf50e17b919745d164d3f.pdf
    張碧雲(2012)。〈探討父母衝突對青少年社會支持與自我調整關係〉,《社區發展季刊》,137,250-265。
    教育部全球資訊網(2021年05月18日)。〈全國各級學校因應疫情停課居家線上學習〉。取自:https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=8BF1696CC31F4FE9
    許哲瀚、唐憶淨(2008)。〈遠距居家照護的現況與未來〉,《台灣老年醫學暨老年學雜誌》,3(4),272-285。doi:10.29461/TGG.200811.0003
    郭思琪(2007)。〈網路團體諮商之發展〉,《網路心理與諮商學刊》,試刊號,1,1-9。
    陳俞彣(2022)。《社會支持對貧窮青少年正向心理之影響》。屏東科技大學社會工作系所學位論文。doi:10.6346/NPUST202200294
    陳思宇(2019)。〈臺灣親子衝突研究之回顧與展望〉,《清華教育學報》,36(2),159-192。doi:10.6869/THJER.201912_36(2).0005
    陳淑敏、蔣龍祥(2019年03月26日)。〈青少年前 3 大自殺主因:憂鬱症、感情、家庭〉。取自:https://news.pts.org.tw/article/426810
    陳夢茹(2021年08月31日)。〈疫情時代改為線上教學 桃園50位中輟生回歸學習〉。中時新閒網。取自:https://www.chinatimes.com/realtimenews/20210831004785-260421?chdtv
    陳曉型(2018)。〈互聯網在社會工作服務中的應用探析〉,《社會工作與管理》,18(3),43-50。
    勞動部(2024年02月16日)。〈青年勞動統計報告〉。取自:https://www.mol.gov.tw/1607/2458/2494/43299/nodelist
    曾美惠(2018)。〈遠距復健系統、體感遊戲及感測遊戲於發展障礙孩童居家療育之應用〉,《輔具之友》,41,27-36。
    黃俐婷(2003)。〈探討青少年接受到的社會支持〉,《社區發展季刊》,103,144-156。
    黃義筌(2021年07月19日)。〈疫情期間花漾服務不中斷 影片活動每週更新〉,公民新聞。取自:https://www.peopo.org/news/544904
    黃葳威(2021)。〈2021年台灣青少年價值觀與上網趨勢調查報告〉。取自:https://www.cyberangel.org.tw/images/Study/2021-1-report.pdf
    微光盒子(2021年05月20日)。〈疫情蔓延,他們的避風港也被迫關閉……三級警戒下第一線兒少工作者的困境〉,《天下雜誌》。取自:https://opinion.cw.com.tw/blog/profile/486/article/10872
    新北市政府新聞局(2022年07月04日)。〈新北市輔具資源中心遠距評估服務 侯友宜鼓勵民眾善加利用安享便利生活〉,市政新聞。取自:https://www.ntpc.gov.tw/ch/home.jsp?id=28&dataserno=202207040040
    楊佩榮、張怡芬(2021)。〈正向少年發展於少年服務中心的應用:理論內涵與實務操作之對應〉,《臺灣社會工作學刊》,24,115-138。
    楊莉敏(2021年08月01日)。〈疫情下我國勞動市場相關問題之研析〉。取自:https://www.ly.gov.tw/Pages/Detail.aspx?nodeid=45283&pid=214386
    楊蕾(2021)。《新冠肺炎疫情下線上社會工作服務研究》。華東理工大學社會工作碩士學位論文。
    葉雅馨、陳質采、戴怡君、李麗亭、凌藝禎(2022)。〈臺灣都會中等學校學生對校園心理健康資源的使用與憂鬱情緒的相關性〉,《Journal of Suicidology》,170-180。doi:10.30126/JoS.202206_17(2).0001
    詹惠雯、沈順治(2008)。〈線上學習成效影響因素模式之探討〉,《中國行政》,79,1-21。
    誠實樓(2021年11月12日)。〈當遠距教學成為日常,更要接住每一位學生〉。《天下雜誌》。取自:https://opinion.cw.com.tw/blog/profile/52/article/11602
    臺北市政府社會局(2020年06月23日)。〈少年服務外展社工專題報告〉。
    臺北市政府社會局(2022年06月08日)。〈北市各類型社福據點自11日起恢復辦理 鼓勵民眾落實社區防疫新生活〉。取自:https://www.gov.taipei/News_Content.aspx?n=F0DDAF49B89E9413&sms=72544237BBE4C5F6&s=77356C38B445C6BC
    劉昱寧(2022)。《Covid-19非營利團體辦理弱勢兒少課後照顧之衝突與因應》。玄奘大學社會工作研究所碩士論文。
    樓美玲、張彩秀、葉明珍、洪麗珍(2005)。〈遠距居家照護之現況、可行性及困境〉,《護理雜誌》,52(1),66-73。doi:10.6224/JN.52.1.66
    潘彥辰、何彩燕、莊美慧(2021)。〈新冠疫情下兒少保護工作的挑戰與因應策略―以某市家防中心為例〉,《社區發展季刊》,175,101-113。
    潘淑滿(2003)。《質性研究:理論與應用》。臺北市:心理。
    衛生福利部疾病管制署(2021年05月15日)。〈因應社區傳播有擴大趨勢,指揮中心自即日起至5月28日提升雙北地區疫情警戒至第三級,加嚴、加大全國相關限制措施,嚴守社區防線〉。取自:https://www.cdc.gov.tw/Bulletin/Detail/E7bi2j8UYj1Rmz73OPE7Yg?typeid=9
    衛生福利部疾病管制署(2023年05月01日)。〈起防疫降階,「嚴重特殊傳染性肺炎(COVID-19)」調整為第四類傳染病,指揮中心同日解編,由衛福部主政繼續整備應變工作〉。取自:https://www.cdc.gov.tw/Bulletin/Detail/W65sFwVgfFn8ak3VVoh57Q?typeid=9
    衛生福利部疾病管制署官網(2020)。取自:https://www.cdc.gov.tw/Category/Page/vleOMKqwuEbIMgqaTeXG8A
    鄭芳渝(2021)。〈COVID-19疫情下遠距教學困境與挑戰〉,《台灣教育》,732,83-89。
    蕭孟平、黃國彰(2020)。〈青少年偏差行為成因探討及防範〉,《諮商與輔導》,418,35-38+63。
    鍾宜庭(2021)。〈疫情下的一「線」生機〉。取自:https://www.gfm.org.tw/cht/index.php?code=list&flag=detail&ids=11&article_id=557
    簡永達(2017年11月01日)。〈【香港篇】社工要比黑社會更有吸引力──打電玩、上街頭找回失落少年〉,報導者。取自:https://www.twreporter.org/a/high-risk-youth-hongkong-solution
    譚子俞(2021)。《“互聯網+”背景下社會工作實踐中的倫理議題研究》。上海師範大學社會工作碩士學位論文。
    BBC NEWS(2021年07月20日)。〈新冠病毒可能不會消失 我們應如何與「毒」共存〉。取自:https://www.bbc.com/zhongwen/trad/world-57890895
    BBC NEWS(2022年02月17日)。〈新冠疫情:歐洲多國陸續解除防疫措施,新冠是否正蛻變為地方病〉。取自:https://www.bbc.com/zhongwen/trad/world-60413606

    英文文獻
    Aleknavičienė, V. & Pivorienė, J. (2022). Social Work With Children and Youth in the COVID-19 Pandemic. Social Inquiry into Well-being, 20, 1, 23-36.
    Alvarez Jr., A. V. (2021). Rethinking the Digital Divide in the Time of Crisis. Globus Journal of Progressive Education, 11, 26–28.
    Ashcroft, R., Sur, D., Greenblatt, A., & Donahue, P. (2021). The Impact of the COVID-19 Pandemic on Social Workers at the Frontline: A Survey of Canadian Social Workers. The British Journal of Social Work, bcab158. https://doi.org/10.1093/bjsw/bcab158
    Baggett, K., Davis, B., Feil, E., Sheeber, L., Landry, S., Leve, C., & Johnson, U. (2017). A Randomized Controlled Trial Examination of a Remote Parenting Intervention: Engagement and Effects on Parenting Behavior and Child Abuse Potential. Child maltreatment, 22(4), 315–323. https://doi.org/10.1177/1077559517712000
    Boykin, C. P. (2020). Homeschooling during COVID-19: Why All Kids May Not Need Eight Hours of Instruction a Day at Home. Retrieved from https://www.goodmorningamerica.com/family/story/parents-teachers-tips-homeschooling-covid-19-kids-hours-69774140
    Carretier, E., Bastide, M., Lachal, J. & Moro, M. R. (2023). Evaluation of the Rapid Implementation of Telehealth During the COVID-19 Pandemic: A Qualitative Study Among Adolescents and Their Parents. European Child & Adolescent Psychiatry, 32, 963–973. https://doi-org.proxyone.lib.nccu.edu.tw:8443/10.1007/s00787-022-02108-1
    Chen, T., Ou, J., Li, G. & Luo, H. (2024). Promoting Mental Health in Children and Adolescents through Digital Technology: A Systematic Review and Meta-Analysis. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1356554
    Ciccia, A. H., Whitford, B., Krumm, M., & McNeal, K. (2011). Improving the Access of Young Urban Children to Speech, Language and Hearing Screening Via Telehealth. Journal of Telemedicine and Telecare, 17(5), 240–244. https://doi.org/10.1258/jtt.2011.100810
    Cook, L., & Zschomler, D. (2020). Child and Family Social Work in the Context of COVID-19: Current Practice Issues and Innovations: Research Briefing. Centre for Research on the Child and Family (CRCF). Retrieved from http://www.uea.ac.uk/crcf
    Coram Voice (2020). Care Leavers’ Well-being during the Covid-19 Pandemic: Key Messages for Leaving Care Workers. London: Coram Voice.
    Damian, A. J., Stinchfield, K. & Kearney, R. T. (2022). Telehealth and Beyond: Promoting the Mental Well-Being of Children and Adolescents During COVID. Frontiers in Pediatrics, 10. https://www.frontiersin.org/articles/10.3389/fped.2022.793167/full
    Erikson, E. H. (1950). Childhood and Society. New York: Norton.
    Fitzgerald, A., Bailey, M., Smith, A. C., Webb, K., Keating, D., Klepper, K., & Gibney, E. (2002). Child Development Services: A Multidisciplinary Approach to Professional Education Via Videoconference. Journal of Telemedicine and Telecare, 8 Suppl 3, 19–21. https://doi.org/10.1258/13576330260440736
    Gilbert, N. & Terrell, P, (2014). Dimensions of Social Welfare Policy (6th ed.). Boston: Allyn and Bacon.
    Golberstein E, Wen H, Miller BF (2020). Coronavirus Disease 2019 (COVID-19) and Mental Health for Children and Adolescents. JAMA Pediatr, 174(9), 819–820. doi:10.1001/jamapediatrics.2020.1456
    Hawke, L. D., Szatmari, P., Cleverley, K., Courtney, D., Cheung, A., Voineskos, A. N., & Henderson, J. (2021). Youth in a Pandemic: a Longitudinal Examination of Youth Mental Health and Substance Use Concerns during COVID-19. BMJ open, 11(10), e049209. Retrieved from https://doi.org/10.1136/bmjopen-2021-049209
    Homer, C. S. E., Castro Lopes, S., Nove, A., Michel-Schuldt, M., McConville, F., Moyo, N. T., … Ten Hoope-Bender, P. (2018). Barriers to and Strategies for Addressing the Availability, Accessibility, Acceptability and Quality of the Sexual, Reproductive, Maternal, Newborn and Adolescent Health Workforce: Addressing the Post-2015 Agenda. BMC Pregnancy Childbirth, 18, 55. https://doi.org/10.1186/s12884-018-1686-4
    Hung, E. N., Lee, T. T.-T., & Cheung, J. C.-S. (2021). Practising Social Work Groups Online: Practitioners’ Reflection on the COVID-19 Outbreak. International Social Work, 64(5), 756–760. https://doi.org/10.1177/0020872821989796
    Jindal, P. K., Suryawanshi, M. K., & Kumar, R. (2021). Preparing Care Leavers With Short-and Long-term Interventions to Face Challenges of the Pandemic of Covid-19 in Asia. Institutionalised Children Explorations and Beyond, 1-8.
    Jong, M., Mendez, I., & Jong, R. (2019). Enhancing Access to Care in Northern Rural Communities Via Telehealth. International Journal of Circumpolar Health, 78(2), 1554174. https://doi.org/10.1080/22423982.2018.1554174
    Kairy, D., Lehoux, P., Vincent, C., & Visintin, M. (2009). A Systematic Review of Clinical Outcomes, Clinical Process, Healthcare Utilization and Costs Associated with Telerehabilitation. Disability and Rehabilitation, 31(6), 427–447. https://doi.org/10.1080/09638280802062553
    Kauer, S. D., Mangan, C., & Sanci, L. (2014). Do Online Mental Health Services Improve Help-seeking for Young People? A Systematic Review. Journal of Medical Internet Research, 16(3), e66. https://doi.org/10.2196/jmir.3103
    Kingstone, T., Campbell, P., Andras, A., Nixon, K., Mallen, C., Dikomitis, L., & The Q-COVID-19 Group (2022). Exploring the Impact of the First Wave of COVID-19 on Social Work Practice: A Qualitative Study in England, UK. The British Journal of Social Work, 52(4), 2043-2062. https://doi.org/10.1093/bjsw/bcab166
    Kruse, C. S., Krowski, N., Rodriguez, B., Tran, L., Vela, J., & Brooks, M. (2017). Telehealth and Patient Satisfaction: A Systematic Review and Narrative Analysis. BMJ open, 7(8),. https://doi.org/10.1136/bmjopen-2017-016242
    Lee, E. S., Lee, P. S. S., Chew, E. A. L., Muthulingam, G., Koh, H. L., Tan, S. Y., & Ding, Y. Y. (2020). Video Consultations for Older Adults with Multimorbidity During the COVID-19 Pandemic: Protocol for an Exploratory Qualitative Study. JMIR research protocols, 9(10), e22679. https://doi.org/10.2196/22679
    Li, S., & Wang, W. (2022). Effect of Blended Learning on Student Performance in K-12 Settings: A Meta-Analysis. Journal of Computer Assisted Learning, 38(5), 1254–1272. https://doi.org/10.1111/jcal.12696
    Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications, Inc.
    Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., … Crawley, E. (2020). Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID-19. Journal of the American Academy of Child and Adolescent Psychiatry, 59(11), 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009
    Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies. US Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
    Mishna, F., Milne, E., Bogo, M., & Pereira, L. F. (2021). Responding to COVID-19: New Trends in Social Workers’ Use of Information and Communication Technology. Clinical Social Work Journal, 49(4), 484–494. https://doi.org/10.1007/s10615-020-00780-x
    Munthali-Mulemba, S., Figge, C. J., Metz, K., Kane, J. C., Skavenski, S., Mwenge, M., … Murray, L. K. (2022). Experiences and Perceptions of Telephone-delivery of the Common Elements Treatment Approach for Mental Health Needs Among Young People in Zambia During the COVID-19 Pandemic. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.906509
    Nandlall, N., Hawke, L. D., Hayes, E., Darnay, K., Daley, M., Relihan, J., & Henderson, J. (2022). Learning through a Pandemic: Youth Experiences with Remote Learning During the COVID-19 Pandemic. SAGE Open, 12(3). https://doi.org/10.1177/21582440221124122
    OECD (2020). Youth and COVID-19: Response, Recovery and Resilience. Retrieved from https://www.oecd.org/coronavirus/policy-responses/youth-and-covid-19-response-recovery-and-resilience-c40e61c6/#section-d1e344
    OECD (2021). Supporting Young People’s Mental Health through the COVID-19 Crisis. Retrieved from https://www.oecd.org/coronavirus/policy-responses/supporting-young-people-s-mental-health-through-the-covid-19-crisis-84e143e5/#section-d1e645
    Ontario College of Social Workers and Social Service Workers (OCSWSSW) (2020). COVID-19 Recommendations for Social Workers and Social Service Workers. https://www.ocswssw.org/2020/03/20/covid-19-recommendations-for-social-workers-and-social-service-workers/
    Panchal, N., Kamal, R., Cox, C., Garfield, R., & Chidambaram, P. (2021). Mental Health and Substance Use Considerations Among Children During the COVID-19 Pandemic. San Francisco: Kaiser Family Foundation.
    Pascoe, K. M. (2022). Remote Service Delivery During the COVID-19 Pandemic: Questioning the Impact of Technology on Relationship-based Social Work Practice. The British Journal of Social Work, 52(6), 3268-3287. https://doi.org/10.1093/bjsw/bcab242
    Pink, S., Ferguson, H., & Kelly, L. (2022). Digital Social Work: Conceptualising a Hybrid Anticipatory Practice. Qualitative Social Work, 413-430. https://doi.org/10.1177/14733250211003647
    Rubin, A. & Babbie, E. R. (2008). Research Methods for Social Work. Brooks/Cole, Belmont.
    Sanderson, C., Kouzoupi, N. & Hall, C. L. (2020). Technology Matters: The Human Touch in a Digital Age – A Blended Approach in Mental Healthcare Delivery with Children and Young People. Child and Adolescent Mental Health, 25(2), 120-122. https://doi-org.proxyone.lib.nccu.edu.tw:8443/10.1111/camh.12385
    Theodoros D. G. (2008). Telerehabilitation for Service Delivery in Speech-language Pathology. Journal of Telemedicine and Telecare, 14(5), 221–224. https://doi.org/10.1258/jtt.2007.007044
    Vogels, E. A. (2020). 59% of U.S. Parents with Lower Incomes Say Their Child May Face Digital Obstacles in Schoolwork. Pew Research Center. Retrieved June 1, 2024, from https://www.pewresearch.org/internet/2020/04/30/53-of-americans-say-the-internet-has-been-essential-during-the-covid-19-outbreak/
    Worsley, J., Hassan, S., Nolan, L. & Corcoran, R. (2022). ‘Space to Hide’: Experiences of Remote Provision across Child and Adolescent Mental Health Services (CAMHS). BMC Health Services Research, 22, 1350. https://doi.org/10.1186/s12913-022-08806-5
    Young Minds (2021). Coronavirus: Impact on Young People with Mental Health Needs. https://youngminds.org.uk/media/4350/coronavirus-report-winter.pdf
    Yuen, E. K., Herbert, J. D., Forman, E. M., Goetter, E. M., Juarascio, A. S., Rabin, S., … Bouchard, S. (2013). Acceptance Based Behavior Therapy for Social Anxiety Disorder through Videoconferencing. Journal of Anxiety Disorders, 27(4), 389–397. https://doi.org/10.1016/j.janxdis.2013.03.002
    描述: 碩士
    國立政治大學
    社會工作研究所
    109264017
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0109264017
    数据类型: thesis
    显示于类别:[社會工作研究所] 學位論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    401701.pdf2128KbAdobe PDF1检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈