兒童「我的優勢卡」支持不利因素兒少融入社會！
由2025年12月19日北捷隨機殺人案網友貼文，反思兒童「我的優勢卡」若由幼兒全面開始使用，是否可以有幫助？
從小就有不利因素的人，包括出生時就帶有身體缺損兒少；身處不利家庭或社區環境的兒少等。對從小就有身體缺損幼兒，台灣衞生福利部有發展遲緩兒童早期療育系統，強調以家庭為中心和以社區為基礎，提供早期發現早期介入的服務。
對身處不利家庭或社區環境的兒少，台灣衞生福利部也建構社會安全網，鼓勵社會大眾，當發現有人在生活中疑似遭到不當對待，甚至被疏忽照顧、遺棄都可通過此平台尋求幫助。
但「家家有本難唸的經」、「清官難斷家務事」，家庭內部的事情錯綜複雜，即使是公正廉潔的官員，也很難完全判斷是非對錯。這些話通常用來勸告外人不要隨意干涉別人的家務事，強調家庭糾紛的私密性和複雜性，外人很難了解全貌。所以除非孩童有明顯的傷害，外人通常不願多管閒事。但等傷害造成，再去介入，效果也有限。
預防之道，應該是建構兒少預防性友善環境。兒童「我的優勢卡」(My Abilities ID Cards, 簡稱ABID) 除實踐表意權和參與權外，更希望支持從小就有不利因素的兒少有機會正常融入社會！針對兒少族群的預防性友善環境因素，尤其針對高風險家庭的兒少，由ICF觀點，優勢取向和預防角度，ABID可以如何運用？
一、先釐清：我們在「預防」什麼？
針對高風險家庭的兒少，預防的不是「犯罪」本身，而是更早、更隱微、但更關鍵的歷程：
❌ 長期無法被理解
❌ 情緒與需求沒有安全出口
❌ 在家庭、學校、社區中「隱形」
❌ 困難只被看見，優勢與價值從未被命名
這些不是孩子的「問題」，而是環境未能提供安全表達與回應的結果。
👉 ABID 的任務，是讓孩子在還願意說、還說得出來的時候，被聽見。
二、用 ICF 看高風險兒少的「環境斷裂點」
從 ICF 觀點，高風險家庭兒少常出現的是：
• b（身心功能）：情緒調節不穩、壓力反應高；
• d（活動與參與）：在家庭／學校／同儕中退縮或衝突；
• e（環境因素）： 缺乏支持性成人， 大人只看行為、不懂原因， 轉銜階段，於換場域時資訊斷裂（家庭社區早療系統→學校系統→社福系統）。
📌 真正的風險不是孩子「怎麼了」，而是「沒有人知道怎麼支持他」
三、ABID 在兒少預防性友善環境中的「三個核心功能」
① ABID = 兒少的「安全表達入口」（初級預防的工具 primary prevention）
對高風險兒少來說，最難的不是控制行為，而是表達狀態。ABID 提供一個不需要孩子很會說話、不需要成熟反思的方式，在支持下，讓孩子慢慢表達出或說出：
• 我用什麼方式表達（不只是語言）；
• 我做得到、也做得好的地方；
• 當我快要撐不住時，通常會出現什麼樣子；
• 如果大人這樣做，會對我比較有幫助。
👉 這是在教孩子一件非常重要的事：「我的感受與需要，值得被說出來。」
② ABID = 大人的「理解地圖」（有利的態度和關係環境因素）
高風險家庭的問題，常常不是「沒愛」，而是：
• 大人也很累；
• 大人不知道怎麼回應；
• 專業人員彼此不連線。
ABID 讓支持者（家長、老師、社工、治療師）不再只用行為解讀孩子，而是將大人看到的孩子行為，由ABID 幫助轉譯為孩子的可能內心想法，如:
*愛鬧、愛吵 → 這是我喜愛的或可能的唯一表達方式；
*不合作 → 這個任務對我來說太難，或根據過去經驗我預估這個情境會讓我更難過；
* 情緒爆炸⋯》 只是自然的情緒保護反應，或我根本無法察覺我的情緒；或我需要的支持來得太晚；
* 退縮沉默⋯〉我不知道如何回應或表達，不知道怎麼被聽見。
👉 ABID 不是改孩子，而是改變大人「怎麼理解孩子」、「怎麼支持孩子」。
③ ABID = 跨場域「不中斷的支持訊息」（次級預防的工具）
高風險兒少最脆弱的時刻，往往在轉銜階段：從家庭到學校；從學校到社區方案；從被發現到社福、醫療或早療。
ABID 可以成為：「這個孩子如何被支持，請繼續這樣做」的共同文件。
讓孩子不用每到一個新環境，就重新承受「被誤解一次」。
四、實際操作：ABID 可以怎麼用在「高風險家庭兒少」？
層級一｜日常環境（家庭 × 學校）
• 用圖像、貼紙、範例引導孩子完成 ABID；
• 不強調ABID「完整」性，而是「可以慢慢補」；
• 讓 ABID 成為「被了解」而不是「被評估」。
層級二｜支持性對話工具（專業人員／社工／輔導；）
• 用 ABID 作為談話的起點，而不是問題清單；
• 問：「你棒的地方是什麼？」「你希望別人怎麼幫你？」；
• 建立「孩子有表意權」的經驗。
若家長願意，鼓勵家長參與，讓家長體驗正向溝通的經驗；
若可行，也為家長製作一份成人的ABID，支持家長運用優勢強化參與和家庭功能。
層級三｜高風險家庭中的保護因子
• 盡可能支持家長，讓家庭功能得以發揮；
• 當家庭功能有限時，ABID 讓其他環境補位；
• 讓孩子至少在某個場域被穩定接住
五、非常重要的一句話
「對高風險家庭的兒少而言，預防不是管控，而是讓他們在失控之前，有被理解與被支持的經驗。」
「孩子不是等到出事才需要被聽見，而是隨時都需要。」
六、ABID 的核心價值
在兒少預防性友善環境中，ABID 不是：
• 不是風險篩檢工具；
• 不是問題標記工具；
• 不是診斷替代品。
而是：
一個讓孩子「被理解得早一點」的工具。讓ABID 成為台灣在推動的「社會情緒學習(social and emotional learning)」方案的工具之一。
# 我的優勢卡
# 高風險家庭
# 特殊需求兒童
# 社會情緒學習
分享網文如下：
日本曾經找出「無差別殺人者」的「根本原因」
FW : 【當壞掉的人，成為了壞人】/ 李洵
今晚台北街頭的鮮血尚未乾涸，兇手張文就已經從高處墜落。他選擇在警察包圍下結束生命，看似「一了百了」，但這種死法最讓人不安，因為他帶走了所有的「為什麼」。
時間拉回 2008 年，那年發生了日本被喻為近 30 年來最慘烈的隨機殺人案——「秋葉原隨機殺人事件」。
25歲的加藤智大，開著租來的貨車撞進秋葉原中的人群、並下車揮刀，總共造成了7死10傷，震驚了日本跟全世界。
・被嘲笑的孤獨：加藤智大的求救信
加藤之前在網路論壇留下了近三千條訊息。他不斷重複訴苦：「感覺會被開除」、「沒有朋友」、「沒有女朋友」。他在虛擬世界裡訴苦，希望能得到一點安慰，但換來的，是一些網友的嘲笑與排擠。對加藤來說，現實社會彷彿就已拋棄他，連最後的網路避風港都在對他吐口水。
・壞掉的童年：報紙上的味噌湯
加藤並非天生壞人，相反的，他是一個「壞掉的人」。他曾經在獄中寫過，母親對他極其嚴厲，只要說話不如母意，就是換來一個無情的耳光；背不出九九乘法表，母親就會把小孩壓進浴缸懲罰。
加藤的弟弟曾說，只因沒按照「母親的方式」吃飯，媽媽便將味噌湯和飯菜全部倒在報紙上，讓加藤邊哭邊吃著報紙上的殘羹。在這種缺乏尊嚴、充滿羞辱的環境下長大，加藤的靈魂早已破碎不堪。
事件發生的6年後，加藤在獄中出版了自傳《東拘永夜抄》，出版一個月後，加藤的弟弟自殺。
・活著，才能成為教訓
加藤最終在 2022 年執行死刑，從犯案到伏法的14 年，至少給了社會一絲亡羊補牢的機會。因為加藤還活著，犯罪心理學家、法律學者、社會學家才有機會走進他的大腦，去研究一個原本看似正常的孩子，究竟如何一步步「壞掉」的。這些研究，也成了後來日本預防犯罪與社會安全網最珍貴的資料。
・我們眼中的壞人，可能是先壞掉的人
我們必須承認一個冷酷的事實：第一，法律大部分只能嚇阻壞人，但無法制裁一個壞掉的人；第二，很多時候我們眼裡的「壞人」，其實是一個從小就「壞掉」的人。
那些對社會揮刀的人，往往是先被家庭、被社會、被嘲諷這些無形的刀劃破的人，最終才轉變成「反正我都毀滅了，不如我先毀滅世界吧」這種想法；在加藤或張文身上我們也看到了，當一個人的自尊與希望被徹底摧毀時，他唯一的邏輯就是「毀滅」。
・下一步：找出張文的「報紙飯菜」
張文死了，但我們也不能就這樣結案。接下來相關單位應該會調查張文近三個月的社群發文，看看他是否也像加藤一樣，在網路上遭受過嘲笑與言論暴力；我們也要看，他在桃園地院通緝期間，是為什麼讓他走向極端；更要探索他的童年與家庭，看看他是否也曾被迫吃下「報紙上的飯菜」。
那個「妨害兵役」的真正原因——是因為對體制的抗拒，還是生活中某個環節斷了？
只有釐清這些，我們才能在下一個鄭捷或張文出現前，修補那條斷裂的邏輯鏈，否則，隨機殺人案永遠是最難辦的刑案，因為任何的殺人都有因果，謀財害命有因果、情殺有因果，唯有隨機殺人是沒有邏輯的。
況且張文這次採用了「先縱火吸引警消注意力，再轉戰台北車站、中山兩地」的這種方式，警方幾乎不可能預先防堵到，若不找出張文留下的痕跡，台灣社會將永遠陷在「隨機」的恐慌中。我們不只要抓到壞人，更要弄清楚，台灣到底是怎麼讓一個壞掉的人，慢慢變成壞人的。
願逝者安息。
#張文 #隨機殺人案 #加藤智大
**My Abilities ID Cards for Children:
Supporting the Social Inclusion of Children Facing Adverse Conditions**
In response to online discussions following the December 19, 2025 random killing incident on the Taipei Metro, an important question has emerged:
If My Abilities ID Cards (ABID) for children were implemented universally from early childhood, could they contribute to prevention and social inclusion?
Some children face adverse conditions from the very beginning of life. These include children born with physical impairments, as well as those growing up in disadvantaged families or communities. For young children with congenital impairments or developmental delays, Taiwan’s Ministry of Health and Welfare has established an Early Intervention system for children with developmental delays, emphasizing family-centered and community-based approaches, with a focus on early identification and early intervention.
For children growing up in disadvantaged families or communities, Taiwan has also developed a Social Safety Net system. This system encourages members of the public to seek assistance when they suspect that individuals—especially children—are experiencing maltreatment, neglect, or abandonment in daily life.
However, as common sayings go, “Every family has its own untold difficulties” and “Even the most upright official cannot easily judge family matters.” These expressions reflect the complexity and privacy of family life, and the reality that outsiders often find it difficult to fully understand what is happening within a household. As a result, unless a child shows visible signs of injury, people are often reluctant to intervene. Yet when harm has already occurred, intervention is often less effective.
True prevention requires the construction of child-friendly, preventive environments.
Beyond supporting children’s rights to self-expression and participation, My Abilities ID Cards for Children (ABID) aim to ensure that children facing adverse conditions from an early age have real opportunities to be understood, supported, and included in society.
From an ICF perspective, combined with a strengths-based and preventive approach, how can ABID be used to support preventive, child-friendly environments—especially for children growing up in high-risk families?
1. Clarifying What We Are Trying to “Prevent”
For children from high-risk families, prevention is not primarily about preventing crime, but about addressing earlier, more subtle, and more critical processes:
- ❌ Long-term experiences of not being understood
- ❌ Emotional needs without safe outlets for expression
- ❌ Being “invisible” within families, schools, and communities
- ❌ Having difficulties recognized, while strengths and value remain unnamed
These are not “problems of the child,” but rather outcomes of environments that fail to provide safe opportunities for expression and responsive support.
👉 The mission of ABID is to ensure that children are heard while they are still willing—and still able—to express themselves.
2. Identifying “Points of Environmental Disconnection” Using the ICF Framework
From an ICF perspective, children in high-risk families often experience challenges across multiple domains:
- b (Body Functions): difficulties with emotional regulation and heightened stress responses
- d (Activities and Participation): withdrawal or conflict within family, school, and peer contexts
- e (Environmental Factors):
- lack of supportive adults
- adults responding only to behavior without understanding underlying needs
- information breakdown during transitions between systems (family/community early intervention → school → social welfare systems)
📌 The real risk is not “what is wrong with the child,” but that no one knows how to support the child effectively.
3. Three Core Functions of ABID in Preventive, Child-Friendly Environments
**① ABID as a Safe Entry Point for Children’s Self-Expression
(Primary Prevention Tool)**
For children in high-risk contexts, the greatest challenge is often not controlling behavior, but expressing internal states. ABID provides a supported, developmentally appropriate way for children to gradually express:
- how they communicate (not limited to spoken language)
- what they can do and do well
- what typically happens when they are becoming overwhelmed
- what kinds of adult responses are most helpful
👉 This teaches children a vital message:
“My feelings and needs are worth expressing.”
**② ABID as a “Map for Understanding” for Adults
(Facilitating Attitudes and Relationships as Environmental Factors)**
In high-risk families, the problem is often not a lack of love, but rather:
- adults are exhausted
- adults do not know how to respond effectively
- professionals work in disconnected systems
ABID helps caregivers and professionals—parents, teachers, social workers, therapists—move beyond interpreting children solely through their behavior. Instead, observed behaviors can be translated into possible internal experiences, for example:
- Disruptive or noisy behavior → “This may be my preferred or only way to express myself.”
- Non-compliance → “This task feels too difficult, or past experiences tell me this situation will be painful.”
- Emotional outbursts → “This is a natural self-protective response, I cannot recognize my emotions, or support arrived too late.”
- Withdrawal or silence → “I do not know how to respond or how to be heard.”
👉 ABID does not aim to change the child, but to change how adults understand and support the child.
**③ ABID as a Cross-Context, Continuous Support Message
(Secondary Prevention Tool)**
Children from high-risk families are particularly vulnerable during transitions:
- from home to school
- from school to community programs
- from identification of concerns to social welfare, medical, or early intervention services
ABID can function as a shared document communicating:
“This is how this child is best supported—please continue this approach.”
This reduces the need for children to be misunderstood repeatedly each time they enter a new environment.
4. Practical Applications of ABID for Children in High-Risk Families
Level 1 | Everyday Environments (Family × School)
- Use images, stickers, and examples to support children in completing ABID
- Emphasize that ABID does not need to be “complete,” but can be built gradually
- Frame ABID as a tool for understanding, not for evaluation
Level 2 | Supportive Dialogue Tool (Professionals and Social Workers)
- Use ABID as a starting point for conversations, not as a checklist of problems
- Ask questions such as: “What are you good at?” and “How would you like others to help you?”
- Build children’s experiences of having a voice and being heard
When parents are willing, they should be encouraged to participate, experiencing positive communication firsthand.
When feasible, creating an adult version of ABID for parents can further support family participation and functioning through a strengths-based lens.
Level 3 | Protective Factors in High-Risk Families
- Support parents whenever possible to strengthen family functioning
- When family capacity is limited, ABID enables other environments to step in
- Ensure that every child is consistently supported in at least one stable context
5. A Critically Important Message
“For children in high-risk families, prevention is not about control, but about ensuring experiences of being understood and supported before loss of control occurs.”
“Children do not only need to be heard after something goes wrong—they need to be heard all the time.”
6. The Core Value of ABID
Within preventive, child-friendly environments, ABID is not:
- a risk screening tool
- a problem-labeling tool
- a substitute for diagnosis
Rather, ABID is:
A tool that allows children to be understood earlier. We may integrate ABID as a practical tool within Taiwan’s ongoing social and emotional learning (SEL) initiatives.
Key Evidence-Based References:
Shonkoff, J. P., & Garner, A. S. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663
World Health Organization. (2001). International classification of functioning, disability and health (ICF). Geneva, Switzerland: WHO.
World Health Organization, & UNICEF. (2018). Nurturing care for early childhood development: A framework for helping children survive and thrive. Geneva, Switzerland: WHO.
Durlak, J. A., et al. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
2025/12廖華芳
