Type of Credit: Elective
Credit(s)
Number of Students
「正向發展青少年社會工作」結合理論與實務，本堂課著重於四個層面：（一）認識青少年發展，（二）運用連動發展理論（the relational developmental systems），瞭解青少年與其環境之互動與相互影響，（三）培養青少年工作方法，（四）透過不同的青少年議題，進一步深入學習並活化與青少年正向工作之方法。
能力項目說明
學生完成本課程後，將具備以下知能 :
青少年階段性發展的特殊性
青少年階段與其生活場域之間相互關係之變化與發展
正向發展青少年工作之方法
認識青少年相關議題
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
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週次 Week |
課程主題 Topic |
課程內容與指定閱讀 Content and Reading Assignment |
教學活動與作業 Teaching Activities and Homework |
學習投入時間 Student workload expectation |
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課堂講授 In-class Hours |
課程前後 Outside-of-class Hours |
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1 |
課程介紹 |
NA |
NA |
3 |
1 |
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2 |
An Overview: Adolescent Research and Developmental System Theories | Lerner, R. M. (2005). Promoting positive youth development: Theoretical and empirical bases. White paper prepared for workshop on the Science of Adolescent Health and Development, National Research Council, Washington, DC. September 9, 2005. National Research Council/Institute of Medicine. Washington, D.C.: National Academy of Sciences.（p.2-20） |
Lecture/class discussion |
3 |
3 |
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|
3 |
What is Positive Youth Development? |
Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K., Schmid, K. L., & Napolitano, C. M. (2011). Positive youth development: Processes, programs, and problematics. Journal of Youth Development, 6, 41-25. Damon, W. (2004). What is positive youth development? Annals of the American Academy of Political and Social Science, 591, 13-24. |
Lecture/class discussion |
3 |
3 |
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|
4 |
Developmental Relationships | Li, Junlei, & Julian, M. M. (2012). Developmental relationships as the active ingredient: A unifying working hypothesis of “what works” across intervention settings. American Journal of Orthopsychiatry, 82, 157-166. |
Lecture/class discussion |
3 |
3 |
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| 5 | 16+2週：規劃自主學習探索青少年相關議題，可能如自我探索青少年工作者角色與關係議題(如規劃日後透過參與校內相關課程〈跟著榮格去旅行〉想要探索的自我面向)，或依據興趣議題開始規劃安排服務實踐的可行方案 （規劃服務方案者請先與授課教師討論方案，服務方案建議與書面報告結合）。 | ||||||
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6 |
Sparks and Purpose |
Scales, P. C., Benson, P. L., & Roehlkepartain, E. C. (2011). Adolescent thriving: The role of sparks, relationships, and empowerment. Journal of Youth and Adolescence, 40, 263-277. Burrow, A. L., Hill, P., Ratner, K., & Summer, R. (2018). A better tomorrow: Toward a stronger science of youth purpose. Research on Human Development, 15, 167-180. Larson, R. W. (2000). Towards a psychology of positive youth development. American Psychologist, 55, 170–183. |
Lecture/ class discussion |
3 |
3 |
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7 |
Initiative, Intrinsic motivation, and Agency | Larson, R. W. (2000). Towards a psychology of positive youth development. American Psychologist, 55, 170–183. |
Lecture/class discussion |
3 |
3 |
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8 |
Critical Consciousness | Gonzalez, M., Kokozos, M., Byrd, C. M., & Mckee, K. E. (2020). Critical positive youth development: A framework for centering critical consciousness. Journal of Youth Development, 15, 24-43. | Lecture/class discussion |
3 |
3 |
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|
9 |
演講 |
NA |
Speech/class discussion |
3 |
1 |
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|
10 |
Youth Programming |
Roth, J. L., & Brooks-Gunn, J. (2016). Evaluating youth development programs: Progress and promise. Applied Developmental Science, 20, 188-202. Larson, R. W., Walker, K. C., & McGovern, G. (2019). Youth programs as contexts for development of ethical judgment and action. In L. A. Jensen (Ed.), The Oxford handbook of moral development: An interdisciplinary perspective. New York, NY: Oxford University Press. |
Lecture/class discussion |
3 |
3 |
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|
11 |
期中FORUM討論 |
1. 方案困境與PYD 2. 方案類型與PYD 3. PYD運用 |
Presentation/class discussion |
3 |
3 |
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|
12 |
How adolescents think | Steinberg, L. (2014). How adolescents think. In L. Steinberg, Age of opportunity: Lesson from the new science of adolescence (p. 65-85). New York, NY: Houghton Mifflin Harcourt Publishing. | Lecture/class discussion |
3 |
3 |
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13 |
Protecting adolescents from themselves |
Steinberg, L. (2014). Protecting adolescents from themselves. In L. Steinberg, Age of opportunity: Lesson from the new science of adolescence (p. 86-106). New York, NY: Houghton Mifflin Harcourt Publishing. |
Lecture/class discussion |
3 |
3 |
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|
14 |
The importance of self-regulation | Steinberg, L. (2014). The importance of self-regulation. In L. Steinberg, Age of opportunity: Lesson from the new science of adolescence (p. 107-124). New York, NY: Houghton Mifflin Harcourt Publishing. |
Lecture/class discussion |
3 |
3 |
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|
15 |
口頭報告 | NA |
Presentation/class discussion |
3 |
3 |
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16 |
口頭報告 | NA |
Presentation/class discussion |
3 |
3 |
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|
17 |
總結/期末回顧 | ||||||
|
18 |
16+2週：參與校內相關課程〈跟著榮格去旅行〉，或依據興趣議題自主安排服務實踐方案 （規劃服務方案者請先與授課教師討論方案，服務方案建議與書面報告結合）。參與校內課程或自主規劃方案者，均於期末繳交書面參與心得收穫及透過參與反身思考青少年工作的反思紀錄。 | ||||||
參考書目
李孟容、劉燕萍（2020）。〈以正向少年發展模式推動與社區互惠的少年社會工作實務〉，《臺大社會工作學刊》，41期，頁57-98。
楊佩榮、廖朕妤、鄭涵尹、史惠姍（2019）。〈原住民族少年的生涯興趣與生涯追尋〉，《臺灣原住民族研究》，42期，頁1-39。
楊佩榮、余韋霆、蔡培元（2021）。探究促進原住民族少年正向發展的互動模式：運用正向少年發展論點。臺灣原住民族研究，13（2），49-91。
Arnold, M. E. (2018). From context to outcomes: A thriving model for 4-H youth development programs. Journal of Human Science and Extension, 6, 141-160.
Arnold, M. E. (2020). Positive youth development theory in practice: An update of the 4-H thriving model. Journal of Youth Development, 15, 1-23.
Bowers, E. P., Geldhof, G. J., Johnson, S. K., Hilliard, L. J., Hershberg, R. M., Lerner, J. V., & Lerner, R. M. (2015). Applying research about adolescence in real-world settings: The sample case of the 4-H Study of Positive Youth Development. In E. P. Bowers, G. J. Geldhof, S. K. Johnson, L. J. Hilliard, R. M. Hershberg, J. V. Lerner, and R. M. Lerner (Eds.), Promoting positive youth development: Lessons from the 4-H Study (p.1-20). New York, NY: Springer. (E book at NCCU library)
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48(2), 90-101.
Hamilton, S.F., & Hamilton, M.A. (2009). The transition to adulthood: Challenges of poverty and structural lag. In R.M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Vol. 2. Contextual influences on adolescent development, (3rd ed., pp. 492-526). Hoboken, NJ: John Wiley & Sons, Inc.
Hamilton, M. A., & Hamilton S. F. (2008). A precarious passage: aging out of the child-only case load. Applied Development Science, 12, 10-25.
Lerner, R. M. (2007). The good teen. New York, NY: The Stonesong Press.
Lerner, R. M., Tirrell, J. M., Dowling, E. M., Geldhof, G. J., Gestsdottir, S., Lerner, J. V., King, P. E., Williams, K., Iraheta, G., & Sim, A. T. R. (2019). The end of the beginning: Evidence and absences studying positive youth development in global context. Adolescent Research Review, 4, 1-14.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227-238.
Masten, A. S. (2014). Invited commentary: Resilience and positive youth development frameworks in developmental science. Journal of Youth and Adolescence, 43, 1018-1024.
Spencer, M. B. (2008). Phenomenology and ecological systems theory: Development of diverse groups. In W. Damon & R. M. Lerner, Child and adolescent development: An advanced course (pp. 696-740). Hoboken, NJ: John Wiley & Sons.
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