龔鵬程對(duì)話海外學(xué)者第八十二期：在后現(xiàn)代情境中，被技術(shù)統(tǒng)治的人類社會(huì)，只有強(qiáng)化交談、重建溝通倫理，才能獲得文化新生的力量。這不是誰(shuí)的理論，而是每個(gè)人都應(yīng)實(shí)踐的活動(dòng)。龔鵬程先生遊走世界，并曾主持過(guò)“世界漢學(xué)研究中心”。我們會(huì)陸續(xù)推出“龔鵬程對(duì)話海外學(xué)者”系列文章，請(qǐng)他對(duì)話一些學(xué)界有意義的靈魂。范圍不局限于漢學(xué)，會(huì)涉及多種學(xué)科。以期深山長(zhǎng)谷之水，四面而出。

朱莉·塞爾溫教授（Professor Julie Selwyn CBE）

牛津大學(xué)教育系教育與收養(yǎng)學(xué)教授。

龔鵬程教授：您好。有些父母需要養(yǎng)育受到虐待或傷害的兒童，對(duì)他們的培訓(xùn)，您主要從何處入手？

朱莉·塞爾溫教授：龔教授，您好。在英格蘭，由國(guó)家照顧的兒童的復(fù)雜又重疊的需求，導(dǎo)致人們認(rèn)識(shí)到，對(duì)這些兒童的養(yǎng)育工作需要考慮到創(chuàng)傷。受國(guó)家照顧的兒童往往經(jīng)歷過(guò)虐待和忽視，并受到家庭暴力的影響。兒童的發(fā)展也可能受到他們母親在懷孕期間酗酒和吸毒的影響。

在寄養(yǎng)人和收養(yǎng)父母能夠照顧被照顧的兒童之前，他們必須完成一個(gè)培訓(xùn)計(jì)劃。在接受基本培訓(xùn)后，父母/照顧者可獲得有關(guān)特定主題的額外培訓(xùn)（例如，養(yǎng)育遭受性虐待的兒童或有殘疾的兒童）。一些機(jī)構(gòu)提供超過(guò)80種不同的短期課程?；九嘤?xùn)向照料者介紹有關(guān)虐待對(duì)兒童發(fā)展影響的研究，介紹有關(guān)照顧的法律和法定框架，以及幫助兒童與他們生活中重要人物保持聯(lián)系的重要性。

培訓(xùn)的主要內(nèi)容是了解兒童的依戀和失去家人的經(jīng)歷，支持教育，幫助兒童了解他們的生活故事，建立一個(gè)積極的身份，并提供實(shí)用的育兒技能。寄養(yǎng)入門培訓(xùn)是典型的互動(dòng)式培訓(xùn)，以小組為基礎(chǔ)，在12周內(nèi)進(jìn)行12次半天的培訓(xùn)，由兩名培訓(xùn)師共同主持。

In England, the complex and overlapping needs of children who are in the care of the State has led to a recognition that the parenting of these children needs to be trauma informed. Children in the care of the State have often experienced abuse and neglect and been exposed to domestic violence. Children’s development may also have been affected by their mother’s alcohol and drug use during pregnancy. Before foster carers and adoptive parents are able to care for a looked after child, they have to complete a training programme. After basic training, parents/carers are offered additional training on specific topics (e.g., parenting a child who has been sexually abused, or who has a disability). Some agencies offer more than 80 different short courses. Basic training introduces carers to the research on the impact of maltreatment on children’s development, to the legal and statutory framework surrounding care, and to the importance of helping children stay in touch with the important people in their lives. Key elements of training are understanding the child’s experience of attachment and loss, supporting education, helping a child understand their life story, building a positive identity and offer practical parenting skills. Introductory fostering training is typically interactive and is group based 12 half-day sessions delivered over 12 weeks, with two trainers co-facilitating.

龔鵬程教授：年輕人的主觀幸福感，是很玄妙的。有些小孩，旁人認(rèn)為他應(yīng)該是很幸福了，可是他自己未必這樣感覺。有些還會(huì)牴觸、排斥親密感、幸福感。換言之，您的工作是兩方面的，有問(wèn)題的父母和另一端的小孩。

朱莉·塞爾溫教授：在英格蘭，有超過(guò)80,000名兒童接受國(guó)家的照顧。政府收集關(guān)于他們的教育成果和其他客觀措施的信息，但現(xiàn)在收集的是兒童對(duì)他們?cè)谡疹欀械纳畹南敕ê透惺?。我們與140名兒童和Coram Voice（一個(gè)兒童權(quán)利慈善機(jī)構(gòu)）合作，共同制作了一個(gè)在線調(diào)查（你的生活，你的照顧），以衡量被照顧兒童的主體福祉。 該調(diào)查是更大的變革項(xiàng)目 "亮點(diǎn)計(jì)劃 "的一部分，參加調(diào)查的地方當(dāng)局會(huì)收到一份報(bào)告，說(shuō)明他們的被照顧兒童與其他地方和乞討人口相比的情況。如果他們的結(jié)果優(yōu)于平均水平，就可以獲得 "亮點(diǎn)"。迄今為止，超過(guò)10,000名受照料的兒童和青少年（4-18歲）完成了調(diào)查。孩子們告訴我們，為了提高他們的主觀幸福感，他們需要具備以下條件：感到安全和安定；有值得信賴和敏感的照顧人；有值得信賴和可用的社會(huì)工作者；能經(jīng)常見到家人；喜歡學(xué)校；有好朋友，等等。

There are more than 80,000 children in the care of the State in England. Government collects information on their educational results and other objective measures but now on how children think and feel about their life in care. Working with 140 children and with Coram Voice (a children’s rights charity we co-produced an online survey (Your Life, Your Care) to measure children in care’s subject wellbeing. The survey is part of larger change project The Bright Spots Programme, where local authorities that take part receive a report on how their children in care doing in comparison with other local authorities and with the begeral population. A Bright Spot is awarded if their results are better than average. To date over 10,000 children and young people (age 4-18yrs) in care have completed surveys. Children have told us that to improve their subjective wellbeing they need to have the following: feel safe and settled; trusted and sensitive carers; trusted and available social workers; seeing family as often as want to; like school; good friends, etc.

龔鵬程教授：英國(guó)現(xiàn)今對(duì)于照顧需要由國(guó)家照顧的兒童和年輕人，主要政策和做法如何？

朱莉·塞爾溫教授：大量的立法和法規(guī)規(guī)范了對(duì)被照顧兒童的照顧。 大多數(shù)兒童都是在法院裁定他們無(wú)法在家中安全地得到照顧，而且如果不把他們帶走，他們就會(huì)遭受或可能遭受重大傷害之后才受到照顧。約有6%的被照顧者是無(wú)人陪伴的尋求庇護(hù)者。大約75%的人是由寄養(yǎng)照顧人在照顧人的家中進(jìn)行照料。一些年齡較大的年輕人和那些行為非常麻煩的人被安置在小型住宅單元，他們需要專門的照顧。

他們的照顧者和社會(huì)工作者為他們提供支持，并在學(xué)校提供額外的幫助和額外的教育資金以支持他們的進(jìn)步。兒童在18歲之前得到照顧，在21歲之前作為脫離照顧者得到支持（如果在繼續(xù)教育，則為25歲）。我們的目標(biāo)始終是與孩子的親生家庭合作，使其團(tuán)聚。如果不可能，將詢問(wèn)親屬是否愿意照顧孩子。如果兩者都不可能，4歲以下兒童的計(jì)劃可能是收養(yǎng)，如果年齡較大，則繼續(xù)由寄養(yǎng)者/寄宿單位照顧。所有地方當(dāng)局都應(yīng)讓兒童參與有關(guān)其生活的決定，并確?！堵?lián)合國(guó)兒童權(quán)利公約》（1991年）中規(guī)定的權(quán)利得到維護(hù)。

最近發(fā)表了一份關(guān)于英格蘭社會(huì)關(guān)懷的獨(dú)立審查報(bào)告。它提出了一個(gè)徹底改造服務(wù)的計(jì)劃，將更多的資源用于早期幫助和支持家庭/親屬，并減少被照顧兒童的數(shù)量。目前還沒(méi)有作出關(guān)于這些建議的決定。

A great deal of legislation and regulation govern the care of looked after children. Most children are in care after a court has decided that they cannot be safely looked after at home and that the child is suffering or likely to suffer significant harm if not removed. About 6% of the care population are unaccompanied asylum seekers. About 75% are looked after by foster carers in the carer’s home. Some older young people and those with very challenging behaviour are in small residential units where they need specialised care. Support is provided by their carers and social workers and there is additional help in schools and extra educational funding to support their progress. Children are supported in care up to the age of 18yrs and as care leavers up to 21yrs (or 25yrs if in further education).Every child must have a care plan that is regularly reviewed. The aim is always to work with the birth family to reunify the child. If not possible, relatives are asked if they will care for the child. If neither are possible, the plan for children under 4yrs may be adoption and if older to remain in care with foster carers/residential unit. All local authorities are expected to involve children in the decisions that are being made about their lives and to ensure that the rights enshrined in the United Nations Convention on the Rights of the Child (1991) are upheld. An independent review of social care in England has recently been published. It sets out a plan for a radical transformation of services placing more resources in early help and supporting families/relatives and reducing the number of children in care. Decisions on the recommendations have not yet been made.

龔鵬程教授：您們的工作，您可以給我一些與其他國(guó)家比較的敘述嗎？

朱莉·塞爾溫教授：很少有國(guó)家像英國(guó)那樣將收養(yǎng)作為對(duì)不能安全回家的兒童的一種干預(yù)。其他歐洲國(guó)家使用跨國(guó)收養(yǎng)，主要是為了滿足想要嬰兒而不孕的成年人的需求。在英國(guó)，收養(yǎng)被用來(lái)滿足兒童的需求，目的是找到愿意撫養(yǎng)通常有相當(dāng)復(fù)雜需求的兒童的新父母。

所有證據(jù)表明，被安置在收養(yǎng)家庭的兒童比留在照顧系統(tǒng)中的兒童有更好的結(jié)果。然而，收養(yǎng)的最終結(jié)果和取消親生父母的所有權(quán)利，引起了倫理和道德方面的關(guān)注。

關(guān)于收養(yǎng)的證據(jù)是由來(lái)自七個(gè)國(guó)家的十位頂尖學(xué)者（包括我自己）匯集而成的。我對(duì)收養(yǎng)結(jié)果的研究已被用于影響澳大利亞和加拿大的實(shí)踐和政策。

據(jù)我們所知，目前還沒(méi)有其他關(guān)于被照顧兒童的主觀幸福感的收集。有一些小的研究，但沒(méi)有系統(tǒng)的意見或項(xiàng)目收集，將調(diào)查結(jié)果與社會(huì)關(guān)懷政策和實(shí)踐的變化聯(lián)系起來(lái)。

There are few countries that use adoption, as the UK does, as an intervention for children who cannot safely be returned home. Other European countries use inter-country adoption primarily to meet the needs of adults who want an infant and who are infertile. In the UK, adoption is used to meet the needs of children and the aim is to find new parents who are willing to parent children with often quite complex needs. All the evidence shows that children placed with adoptive families have better outcomes than those who remain in the care system. However, the finality of adoption and the removal of all the rights of the birth parents raises ethical and moral concerns. The evidence on adoption was brought together by ten leading academics (including myself) from seven countries. My research on adoption outcomes has been used to influence practice and policy in Australia and Canada. As far as we know there is no other collection of the subjective wellbeing of children in care. There have been small studies but no systematic collection of views or projects that have linked findings to changes in social care policy and practice.

龔鵬程，1956年生于臺(tái)北，臺(tái)灣師范大學(xué)博士，當(dāng)代著名學(xué)者和思想家。著作已出版一百五十多本。

辦有大學(xué)、出版社、雜志社、書院等，并規(guī)劃城市建設(shè)、主題園區(qū)等多處。講學(xué)于世界各地。并在北京、上海、杭州、臺(tái)北、巴黎、日本、澳門等地舉辦過(guò)書法展。現(xiàn)為中國(guó)孔子博物館名譽(yù)館長(zhǎng)、美國(guó)龔鵬程基金會(huì)主席。