| Summary: | 碩士 === 東海大學 === 社會工作學系 === 106 === This research aims to explore the daily life and interpersonal relations among residents with intellectual disabilities (hereinafter referred to residents) in "community living", as well collect community living educators’ (hereinafter referred to educators) service concepts from institutions in Taiwan's central region. Qualitative research method was applied in this research. I interviewed four educators and two supervisory staff. The interview questions are as follows: what is the motivation for institutions to develop community living service? Why do residents have interpersonal conflict in daily life? What is educators’ response option? What are residents’ most common interpersonal problems in the workplace and how can educators offer help to them? What are residents’ most common problem in emotional interaction in their gender relationship aspect and how can educators offer help to them?
This research reached conclusion that effected by social trends of normalisation, de-institutionalisation and social integration, institutions began to reflect on community living service for residents. They tried to endow residents with right to choose their own life. Most of the first residents are ones with intellectual disabilities living inside institutions. When residents stated their life in community, most of them would go to work during daytime, while minority of them would accept care in day care centre. In the centre, which could be called family to residents, they learnt to manage this family, maintaining a harmonious relationship among members though quarrels may happen from time to time. Residents’ most common interpersonal problems are having difficulties in dealing relationship between superior and the subordinate, cooperating with their normal colleagues, being easily influenced by their subjective feeling when interpreting information, and unduly active interaction with colleagues of opposite gender they have crush on. In residents’ motional interaction in gender relationship aspect, they looked forward to being in a relationship, marriage and fertility. In their emotional world, residents are not decision makers with absolute power because the permission from their patriarchs was a must. Unfortunately, most patriarchs were against residents’ building a relationship with other, which became too huge obstacle for residents to come over. Educators and residents had a relationship like family and friends, however sometimes educators still have to supervise residents as a tutor. When facing with residents’ problems in daily life, work place and interpersonal relationship, educators would adopt tactics case by case, conventional strategies were resolving problems, offering emotional support, empathy and comforting, holding family meetings, giving peer pressure, guiding through talking, collecting information, sorting out feelings, introducing assistive device, rewarding and punishing, and threating.
According to research result, suggestions for improving service are listed as follows:
I. As to government:
1. Government should be proactive in terms of knowing working status of community living, and asking for domestic corporations, foundations and public interest groups interfering with the service to reduce institutions’ operating cost. Institutions also should engage strategic planning on service, protocol annual work plans and monitor progress closely. Institutions should work as supervisors of civil organisations to increase numbers of domestic community living.
2. City and county governments should work out detailed counselling plans, inviting scholars and civil organisations to build up a marriage counselling team. The service of the team includes not only offering guidance to the disabilities in marriage and fertility, but also in their confusion about gender, love and sex, as well supporting and guiding their patriarchs. Referring to personal assessment result, individualised service plan should be provided to the disabilities and patriarchs in their place by specially-assigned person.
II. As to institution administration:
1. Institutions should provide professional training for educators to help them to re-establish values and do role definition, and improve quality of educational training related to gender and affection. Institutions as well have to integrate support tactics from various organisations, carry out relevant seminars, create opportunities for organisation to communicate with each other, sharing support tactics and opinions. Only by this way, institutions can have a better understanding of front-line educators’ status and provide better support for them. This could as well motivate institutions share with each other and progress together.
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