Pre-Symposium Agency Visits
Introduction of Route 4 / Community Service in Hualien
Provided by: World Vision Taiwan
I. Hualien County Youth Adolescent Welfare Service Center
Hualien County Youth Adolescent Welfare Service Cente (referred to as HAWC), a partnership of World Vision Taiwan (referred to as WVT) and Hualien County Government, provides “diverse services” from the perspective of young people. The services give youth who are relatively lacking in resources a safe "learning space" to stimulate the potential of young people, develop their creativity, reduce the occurrence of youth problems, and improve their abilities.
It also outreach to young people with dropouts, behavioral deviations, etc. through casework and program activities to accompany them to regain the focus of their lives.
1. Job Preparation Plans for Disadvantaged Youth
Link government resources and provide career development services for disadvantaged youth through sponsorship and youth empowerment programs.
A. Student propaganda and recruitment:
Propaganda for the introduction of enrollment content, by sending documents to cooperative units, outreach services, stronghold admissions briefings, media platform promotion, etc., invite students to be recommended to participate.
B. Student solicitation meeting:
Young people can learn interview skills and expression skills through real experience of interview process, and increase the direction of future trainees working in the workplace to provide training and relevant knowledge to respond to students' unexpected situations.
C. Career interest exploration camp activities:
Allow students to temporarily leave the comfort zone and concentrate on the employment preparation courses. The camp courses introduce core courses that can be used in the workplace, such as interpersonal relationships and communication skills, workplace emotional management, job interviews Introduction to skills and labor-related laws, etc. In addition, it also allows students to experience the identification and prevention of job hunting traps and the ecology and appearance of various workplaces in strange visits planned by the camp.
D. Service learning courses:
Before students receive professional services, learn to serve those who need them more than themselves, improve communication skills for interacting with others, and cultivate gratitude.
E. Career exploration and practical training:
Through the workplace exploration and practice, the students can have more understanding of the content, nature and future direction of the work. The students can have a deeper understanding of the content of the work, challenge the distance between the imagination and the actual of the students, and increase the work experience stage. Completion rate.
F. Work experience course
It is an extension of the five major job types for career exploration and implementation training courses. Students with good performance and personal interests that meet the job type planning or students with financial needs can be hired directly by the manufacturer of the job type to formally start their first career step.
2. Youth Advisory Representative's Empowerment Project:
Invite the middle school, high school and vocational students in Hualien County to participate in the selection, select about 10 young people to serve as children’s counseling representatives of Hualien County for two years, and encourage this group of Youth Advisory Representatives to speak out for their peers through the monthly training courses. All of the above services enhance the social participation of young people in Hualien.
3. Follow-Up Counseling Service after Returning Home
A. Life / Character Education
Refers to the cultivation of youth's care for the community and society, the respect of individual/species life and the perception of meaning, and can have the characteristics of positive and gratitude, and then give back and contribute to society with strength.
B. Independent Living Ability:
Self-life management, self-protection, and ability to understand and use social resources.
C. Career Development preparation:
Self-knowledge, ability to choose employment/study, and core competitiveness to enter the workplace/future life.
4. Outreach work-The Guardian of Street Corner Project (Outreach Service Vehicle)
Go to places where teenagers gather more often through outreach teams, so that outreach cars become an extension of the flower-less center, with large trucks as the core, including lights, computers, table games, skateboards, audio, and entertainment facilities, after contact with the teenagers According to the needs of young people, different activities are carried out to allow young people to use the recreational facilities of outreach vehicles, and social workers have the opportunity to provide immediate services.
1. Those who have registered or actually resided in Hualien County, from 12 years old to under 18 years old, in one of the following situations:
A. High-crisis and high-care teenagers: open cases and related counseling to young people who actively seek help, self-developed by the center, and referred by the Social Division or other organizations to continue to provide care and assistance.
B. General juveniles and their families: Provide general juveniles and their families counseling, career guidance, career exploration, positive leisure and other service measures, build a family support system to promote the healthy development of juveniles.
2. Vulnerable youths in Hualien County who are under 15 to 19 years old high school (job) (excluding high school vocational graduates) who are not enrolled and unemployed, in remote areas, in high-risk and high-care situations, or have low academic achievements and no willingness to advance.
II. "Youth Carpentry Class"
Through the long-term practical experience of WVT social workers, the families of aboriginal communities in Hualien and Taidong are mostly poor families, including single-parent families and educated families, which caused youth people unable to grow or develop healthily. The education, economy, and income of the indigenous peoples are in a weak position in the entire society, and the family’s economic poverty leads to weak family relationships.
In addition to low self-esteem, young people living in such a family environment are also easy to derivative problems, dropouts, and suspension of schooling are derived, which in turn leads to generations of poverty.
In order to ignite the vitality and hope of the children in the hometown, even if the starting points are different, give them enough energy and motivation to accompany them to start and take off. Our vision for teenagers is to look forward to participating in this mid- and long-term rooting plan. Enhance the young people's five strengths (gratefulness, thinking, action, solving, communication, anti-stress), so that they can enter the future with the wisdom and courage learned from their ancestors in a difficult environment.
1. Potential development, career exploration:
Cooperate with local art workshops to conduct workplace visits, inspire young people's interest and potential through apprenticeship, and allow young people to see the basket of career development.
2. Youth groups:
Through group norms/group life/a series of experiential education, enhance the ability to refuse medicated alcohol/establish healthy gender relations/improve youth self-confidence/stress resistance/frustrated ability/problem solving ability/communication ability.
3. Elementary/advanced skills courses:
Cooperate with local art workshops for vocational skills training, and cooperate in advanced creative vocational skills training to integrate the industry into aboriginal cultural elements. Deal with the sale of finished woodwork products, and encourage participation and participation.
4. Home service:
Through the study, give back to the tribe, help the disadvantaged families in the hometown to order a desk or chair, and make life grow through the action of giving back.
5. Tribal learning:
Drop in visits, visit the elders of the tribe, and learn about the aboriginal culture.
6. Establishment/opening of prospective charity shops:
Counseling young people on carpentry decoration and establishing charity shops. Counseling the first-stage students to participate in the operation of a composite mutual aid store to establish the carpentry industry, providing job opportunities for the first-stage students.
7. Management course training:
Cooperate with finance, physical storefronts, online marketing, etc. to introduce professional knowledge and successful experience sharing such as wealth management, cost control, creative marketing, etc.
8. Inheritance of skills:
Become an assistant lecturer through practical training of youth.
High school students in aboriginal communities with low academic achievement in school, unwillingness to go to school or dropout/withdrawal, and high interest in woodworking.