Type of Credit: Elective
Credit(s)
Number of Students
Compared to their developing counterparts, most advanced industrial countries have provided more complete welfare provision for the child and adolescent population. Also, child policy implementation in these nations has often provided important lessons for welfare latecomers for policy-making. Acknowledging this, in addition to Taiwanese child policy practices, this course will incorporate child welfare provision in advanced industrial countries into the discussion.
Regarding the course structure, the conception of childhood will first be considered in the context of Western history, because its conceptual change triggered the birth of modern child welfare provision in the 20 th century. Also, Hardiker’s model will be introduced so as to analyze better multifaceted child welfare systems around the world. After that, we move on to study some important issues highly debated in international child policy scholarship. In this regard, both American and European country cases will be chosen for investigation in that their policy developments often have significantly impacted Taiwan’s policy-making. When turning to the research of specific child welfare policies, we will examine three core policy areas, including child protection, foster care and child poverty alleviation. Based on the Western policy lessons, the aim will be to figure out what solutions could help improve Taiwan’s service delivery. Finally, the last section will focus on recent reforms in international child welfare systems. These include integrated children's centres, the media's impact on children and service delivery under the principle of the child's best interests. Based on all the above accumulation of interchange between Western and Eastern policy knowledge, the course is aimed at determining how pro-child actors could be empowered to facilitate effective policy change.
能力項目說明
Course Objectives
In this class, you will:
Learning Outcomes
Students successfully completing this unit will have:
| 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 |
|---|---|---|
|
週次 |
課程主題 |
課程內容與指定閱讀 |
教學活動 與作業 |
學生學習投入時間（含課堂教學時數） |
|
Week 1 09/13 |
Introduction to Child and Adolescent Welfare |
Introduction to the themes of the course; why study child and adolescent welfare? Benefits of international policy comparison; why have Taiwan pro-child actors broadened policy learning in international terms? |
Lecture |
3 hr. |
|
Week 2 09/20 |
The Shifting Concept of Childhood in History 「童年」概念的歷史變遷 |
Karen Wells, “Childhood in a Global Context,” pp. 1-21 in Wells, Childhood in a Global Perspective (Polity 2015).
Karen Wells, “Policy and Practice,” pp. 23-44 in Wells, Childhood in a Global Perspective (Polity 2015). |
Lecture |
3 hr. |
|
Week 3 9/27 |
Analytical Framework: Hardiker’s three-tier intervention model Hardiker 的分析架構 |
Pauline Hardiker, Ken Exton, and Mary Barker. "The Social Policy Contexts of Prevention in Child Care." The British Journal of Social Work 1(4) (1991): 341-59.
John Canvan, John Ponkerton and Pat Dolan, “The Policy and Politics of Family Support,” pp. 1-21 in Canvan et al., Understanding Family Support: Policy, Practice and Theory (Jessica Kingsley 2016). |
Seminar |
8 hr. |
|
Week 4 10/4 |
Child Welfare Development (I): American and European cases 兒少福利發展(一)：美國與歐洲個案 |
Duncan Lindsey, “Development of the System,” pp. 11-46 in Lindsey, The welfare of children (Oxford University Press 1994).
Sven Hessle, “Sweden,” pp. 31-54 in Dixton and Welbourne (Eds.), Child protection and child welfare: A global appraisal of cultures, policy and practice (Jessica Kingsley 2013). |
Seminar |
8 hr. |
|
Week 5 10/11 |
Child Welfare Development (ll): Taiwan’s case 兒少福利發展（二） ：台灣個案 |
Child Welfare Bureau, "The Administrative Report of Child Welfare Bureau in Ministry of Interior” (2012)
Hui-jiuan Chien, “A Study on Child Welfare Functions and Administrative Structure of Taiwan’s Central Government”, Master Thesis (National Taiwan University 2011). |
Seminar |
8 hr. |
|
Week 6 10/18 |
Child Maltreatment (I): Anglo-Saxon vs. European policy models 兒虐問題（一）： 英語系國家與歐陸國家的政策模式 |
Neil Gilbert, “Introduction,” pp. 3-6 in Gilbert, Combating child abuse: international perspectives and trends (Oxford University Press 1997).
Neil Gilbert, “Conclusion: A Comparative Perspective,” pp. 232-240 in Gilbert, Combating child abuse: international perspectives and trends (Oxford University Press 1997).
Supplementary reading: Duncan Lindsey, “The Transformation of Child Welfare into Children's Protective Services,” pp. 89-126 in Lindsey, The welfare of children (Oxford University Press 1994). |
6 hr. |
|
|
Week 7 10/25 |
Child Maltreatment (II): Taiwan’s policy development 兒虐問題（二）： 台灣的政策發展 |
Yei-Whei Lin and Yi-Ju Chen, “An Institutional Approach to International Child Protection Reforms: The Exchange of Child Protection and Family Support Paradigms and its Implications for Taiwan's Policy Reforms.” NTU Social Work Journal 36 (2017): 97-136.
Hon-Yei Yu, “Modulation of the Child Protection Movement in Taiwan.” NTU Social Work Journal 1 (1999): 149-179.
Supplementary reading: Hon-Yei Yu, “Changing Child Protection in Taiwan-The Impacts of Project for Families at High-Risk.” Taiwan: A Radical Quarterly in Social Studies 96(2014): 137-173. |
Seminar |
8 hr. |
|
Week 8 11/2 |
Foster care (I): Anglo-Saxon vs. European policy responses 兒少寄養問題（一） ：英語系國家與歐陸國家的政策回應 |
June Thoburn, “International Perspective on Foster Care,” pp. 29-43 in Fernandez and Barth (Eds.), How does Foster Care Work? International evidence on outcomes (Jessica Kingsley 2010).
Mike Stein, “Supporting young people from care to adulthood.” Child & Family Social Work, 24 (2019): 400-405.
Supplementary reading: Rob Geen, “The Evolution of Kinship Care Policy and Practice.” The Future of Children, 14(1) (2004): 131-149. |
Seminar |
8 hr. |
|
Week 9 11/9 |
Foster Care (II): Taiwan’s service development 兒少寄養問題（二） ：台灣的服務發展 |
Wan Yu Chiu and Helen Charnley, “Children's rights and residential care in Taiwan: an exploration of the tensions between global standards and culturally situated practices.” International social work, (2019).
Hung-Yi Liu, “The Key Factors Affecting the Life Stability of Young People Leaving Residential Care.” Journal of Youth Studies, 21(1) (2018):165-175.
Supplementary reading: Kuo-Lien Pi, “The exploration of the life experience after case termination among child protection clients who experienced long-term residential care” Master Thesis (National Taiwan University 2006).
Yuan-Shan Lan. “Foster Care Adoption Practice Challenges in Taiwan: Suggestions for Future Research and Policy.” Community Development Journal 159 (2017): 244-253. |
Seminar |
8 hr. |
|
Week 10 11/16 |
Child Poverty (I): Anglo-Saxon vs. European policy responses 兒少貧窮問題（一） ：英語系國家與歐陸國家的政策回應 |
UNICEF, Child poverty in perspective: an overview of child well-being in rich countries. (UNICEF, Innocenti Research Centre 2007).
Duncan Lindsey, “Developing a Child’s Future Security Account Program,” pp. 301-320 in Lindsey, The welfare of children (Oxford University Press 1994).
Supplementary reading: Monit Cheung, and Elena Delavega. “Child Savings Accounts: Learning from Poverty Reduction Policies in the World.” International Social Work 55(1) (January 2012): 71–94. |
Seminar |
8 hr. |
|
Week 11 11/23 |
Child Poverty (II): Taiwan’s policy development 兒少貧窮問題（二） ：台灣的政策發展 |
UNICEF, Child poverty in perspective: an overview of child well-being in rich countries. (UNICEF, Innocenti Research Centre 2007).
Duncan Lindsey, “Developing a Child’s Future Security Account Program,” pp. 301-320 in Lindsey, The welfare of children (Oxford University Press 1994).
Supplementary reading: Monit Cheung, and Elena Delavega. “Child Savings Accounts: Learning from Poverty Reduction Policies in the World.” International Social Work 55(1) (January 2012): 71–94. |
Seminar |
7 hr. |
|
Week 12 11/30 |
Service Organization Change (I): Integrated Child Centers 服務組織的變革（一）：整合式兒少福利中心 |
Warren, Adamson, Chris. “Research Review: Family Centres: A Review of the Literature.” Child & Family Social Work 11 (2) (2006): 171–82.
Peter Nelson, Sharon Tabberer and Tom Chrisp (2011) “Integrated Working in Children's Centres: A User Pathway Analysis.” Practice 23(5) (2011): 293-310.
Supplementary reading: Jane Lewis, Rebecca Cuthbert, and Sophie Sarre. 2011. “What Are Children's Centres? The Development of CC Services, 2004-2008.” Social Policy & Administration 45 (1): 35–53. |
Seminar |
6 hr |
|
Week 13 12/7 |
Service Organization Change (II): Social Safety Net Program in Taiwan 服務組織的變革（二）：台灣的社會安全網計劃 |
Ministry of Health and Welfare “The Project of Strengthening Social Security Network” (Ministry of Health and Welfare 2018).
Hui-jiuan Chien et al. “Strengthen Social Safety Net Programs: How to Find and Protect Vulnerable Families in the Community.” Community Development Journal 165(2019): 30-41. |
Seminar |
7 hr. |
|
Week 14 12/14 |
Experience sharing 實務人員經驗分享 |
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Week 15 12/21 |
Ideational Change: The Incorporation of the “Child’s Best Interest” into Policy Design 政策理念的的變革：兒少最佳利益的政策體現 |
Marit Skivenes and Line Marie Sørsdal “The Child's Best Interest Principle across Child Protection Jurisdictions,” pp. 59-88 in Falch-Eriksen and Backe-Hansen (Eds.), Human Rights in Child Protection (Palgrave Macmillan 2019).
Supplementary Pei-Chun Lin. “Toward a Better Understanding of the Right of the Child to Be Heard: A Rights-based Approach for Children in Child Protective Proceedings.” Taiwan Human Rights Journal 4(1) (2017): 73-96. |
Seminar |
8 hr. |
|
Week 16 12/28 |
Students’ Presentation of Research Topic |
|
Seminar |
3hr. |
|
Week 17 01/4 |
Drafting Final Research Report |
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Week 18 01/11 |
Research Report Submission |
Course requirements
(1) Class participation and weekly discussion questions: as a small seminar, class participation is vital to the success of this course. To this end, I will be keeping track of who comes to class and how much they contribute, which will be factored into the final grade. To help foster discussion, I would like you to email to me a set of questions each week that the reading raised for you, which might be useful for the class to discuss.
(2) One take-home essay exam: I will post the questions on a set date, and you will have 120 hours to complete this essay. You can choose the 120-hour period during which you would like to write the essay. When ready, you will need to log into the module system and click on the exam (under the testing tab), and I will be able to see when you have downloaded it. This means you should not download the exam until you are ready to take it, as the clock will be ticking from the time you first click on it.
(3) One short research paper: This paper is for you to develop your interest in a particular area of child welfare policy. The paper should be 12-15 pages long and examine an aspect of child welfare policy in another country (or countries), or otherwise, consider Taiwanese child welfare policy/ service from a comparative perspective. Everyone should meet with me once during the semester to discuss their topic. We will discuss the paper on the first day of class and collectively set a due date. Detailed specifications about the paper (length, font, citations, etc.) have been posted on moudle.
Assessment
-- Discussion questions and class participation: 30%
-- One take-home exam: 20%
-- Research paper: 50%
Books
Canvan, J., Ponkerton, J., and Dolan, P. (2016). Understanding Family Support: Policy, Practice and Theory. London: Jessica Kingsley.
Chien, H-J. (2011). A Study on Child Welfare Functions and Administrative Structure of Taiwan’s Central Government. Master thesis, National Taiwan University.
Fernandez, E., and Barth, R.P. (2010). How does Foster Care Work? International evidence on outcomes. London: Jessica Kingsley.
Gilbert, N. (1997). Combating child abuse: international perspectives and trends. Oxford: Oxford University Press.
Heywood, C. (2001). A history of childhood: children and childhood in the West from medieval to modern times. Cambridge: Polity Press.
Karen, W. (2015). Childhood in a Global Perspective. Cambridge: Polity Press.
Lindsey, D. (2004). The welfare of children. New York: Oxford University Press.
Ministry of Health and Welfare (2018). The Project of Strengthening Social Safety Net. Taipei: Ministry of Health and Welfare.
Pi, K-L. (2006). The exploration of the life experience after case termination among child protection clients who experienced long-term residential care. Master Thesis, National Taiwan University.
Skivenes, M., and Marie Sørsdal, L. (2019). “The Child’s Best Interest Principle across Child Protection Jurisdictions,” in Falch-Eriksen and Backe-Hansen (eds), Human Rights in Child Protection (Palgrave Macmillan: 59-88).
Strasburger, V.C., Wilson, B.J. and Jordan, A.B. (2014) Children, Adolescents and the Media. California: Sage.
Sven H, “Sweden,” in Dixton and Welbourne (Eds.), Child protection and child welfare: A global appraisal of cultures, policy and practice (Jessica Kingsley 2013: 31-54).
UNICEF (2007) Child poverty in perspective: an overview of child well-being in rich countries. Florence: UNICEF, Innocenti Research Centre.
Journal Papers
Chen, Y., and Chen, K-M. (2020). The Effect of Family Relationships on the Subjective Well-being among Disadvantaged Young People. NPUST Humanities and Social Science Research, 14(1): 39-58.
Chien, H-J., Wu, C-S. and Tsai, H-Y. (2019). Strengthening Social Safety Net Programs: How to find and protect vulnerable families in the community. Community Development Journal, 165: 30-41.
Cheung, M., and Delavega, E. (2012). Child Savings Accounts: Learning from Poverty Reduction Policies in the World. International Social Work, 55(1): 71–94.
Chiu, W-Y., and Charnley, H. (2019). Children's rights and residential care in Taiwan: an exploration of the tensions between global standards and culturally situated practices. International social work.
Geen, R. (2004). The Evolution of Kinship Care Policy and Practice. The Future of Children, 14(1), 131-149.
Hardiker, P., Exton, K., and Barker, M. (1991). The Social Policy Contexts of Prevention in Child Care. The British Journal of Social Work, 1(4): 341-59.
Lan, Y-S. (2017). Foster Care Adoption Practice Challenges in Taiwan: Suggestions for Future Research and Policy. Community Development Journal, 159: 244-253.
Lin, P-C. (2017). Toward a Better Understanding of the Right of the Child to Be Heard: A Rights-based Approach for Children in Child Protective Proceedings. Taiwan Human Rights Journal, 4(1): 73-96.
Lin, Y-W. and Chen, Y-J. (2017). An Institutional Approach to International Child Protection Reforms: The Exchange of Child Protection and Family Support Paradigms and its Implications for Taiwan's Policy Reforms. NTU Social Work Journal, 36: 97-136.
Liu, H-Y. (2018). The Key Factors Affecting the Life Stability of Young People Leaving Residential Care. Journal of Youth Studies, 21(1):165-175.
Liu, Y-P., and Chen, Y-W. (2016). The associations between part-time work and depressive mood among economically disadvantaged adolescents: From a stress process perspective. NTU Social Work Journal, 17: 43-94.
Lewis, J., Cuthbert, R., and Sarre, S. (2011). What Are Children’s Centres? The Development of CC Services, 2004-2008. Social Policy & Administration, 45 (1): 35–53.
Nelson, P., Tabberer, S., and Chrisp, T. (2011). Integrated Working in Children's Centres: A User Pathway Analysis. Practice, 23(5): 293-310.
Stein, M. (2019). Supporting young people from care to adulthood. Child & Family Social Work, 24: 400-405.
Yu, H-Y. (1999). Modulation of the Child Protection Movement in Taiwan. NTU Social Work Journal, 1: 149-179.
Yu, H-Y. (2014). Changing Child Protection in Taiwan-The Impacts of Project for Families at High-Risk. Taiwan: A Radical Quarterly in Social Studies, 96: 137-173.
Warren, A. C. (2006). Research Review: Family Centres: A Review of the Literature. Child & Family Social Work, 11 (2): 171–82.
課程第一, 二週連結: https://meet.google.com/joe-sfmu-ifu (使用 Google Meet)