福利院孤儿的健康成长作为社会发展中的重要议题，在当前中国经济体制转轨、社会结构转型的大背景下尤为重要。进入新发展阶段，该群体的需求也日趋多元化，突出表现在需求的社会化、多样化和专业化上。不同国家和地区的调查资料都显示，仅以生活照顾为主的安置机构并不能满足孤儿日渐多样化的需求，尤其对于即将成年的孤儿来说，在家庭无法扮演支持性角色并且缺少信息的情况下，不确定的生活环境很容易使他们陷入居所不稳定、生计难以维持以及自身安全难以保障的状态中，最终产生适应上的困扰，甚至衍生出许多危机行为。国内外研究与实务发现，在福利院孤儿进入新的人生阶段前，通过系统的转衔教育，能够帮助孤儿提升整体社会适应能力。

2022年6月至11月，笔者有幸进入WS福利院实习。实习期间，笔者与福利院孤儿、院长、生活老师都有了较为深入的接触，在了解到福利院服务理念、运作机制、日常工作的同时，也发现了福利院在孤儿离院前转衔教育的缺失，致使面临转衔的孤儿在理财、未来规划、健康管理、人际交往、时间管理等方面明显准备不足。鉴于此，本研究将主题设定为：如何通过社会工作专业方法回应福利院孤儿自立能力不足的复合性需求？

围绕这一核心研究问题，笔者展开了调研。与预期不同的是，WS福利院孤儿并不是都在满18岁后才离开福利院，多数是在初中毕业之后就需要独自生活。这其中，有的孤儿因为升学离开福利院，有的则会因为失学离开。针对这种情况，笔者决定运用小组工作方法对12-15岁之间的福利院儿童进行转衔教育干预。实际招募组员8名，开展小组活动7次。通过前后测对比发现，小组工作取得了明显的成效：

在设计合适的转衔教育方案基础上，可以运用社会工作的专业方法帮助福利院孤儿提升自立生活能力；

孤儿的转衔需求是复合性而非单一的，比较紧迫的需求主要体现在健康管理、生活自理、财务管理、时间管理和未来规划（学习与就业）五个方面；

运用小组工作能够提升福利院孤儿的财务管理、时间管理和学业规划方面的能力；

在健康管理方面，前测与后测的数据对比显示出儿童初步拥有身体管理和卫生保健意识，这反映出小组工作能有效协助孤儿提升健康管理能力；

在金钱管理、生活自理和职业规划方面，通过介入，儿童逐步掌握储蓄记账和理财管理能力，对于居家安全和交通行动有了比较具体的认知，同时也开始关注就业机会和，思考未来规划；

社会工作能够回应福利院孤儿转衔阶段的复合性需求，小组工作的专业方法适用于为福利院孤儿提供转衔教育服务。

可以得出的启示是，除了强调相关部门及社会组织应正向关注即将离院的孤儿的自立生活能力之外，更应该将自立生活能力培养纳入相关教育实践的执行和规划上，以帮助福利院孤儿在离开安置机构后顺利度过生涯转衔。

As an important issue in social development, the healthy growth of orphans in welfare homes is particularly important under the background of economic system transformation and social structure transformation in China. Entering the new stage of development, the needs of this group are increasingly diversified, which is highlighted in the socialization, diversification and specialization of demands. Survey data from different countries and regions indicate that placement agencies based solely on living care cannot meet the increasingly diverse needs of orphans, especially those on the threshold of adulthood, where families are unable to play a supportive role and information is lacking. The uncertain living environment often leads them to be in a state of unstable residence, difficult to maintain livelihood and difficult to guarantee their own safety, which eventually leads to adaptation troubles and even generates many crisis behaviors. Research and practice at home and abroad have found that before orphans in welfare homes enter a new life stage, systematic transfer education can help orphans improve their overall social adaptability.

From June to November 2022, the author was fortunate to enter WS Welfare Institute as an intern. During the internship, the author had in-depth contact with the orphans, the director and the life teacher of the welfare home. While learning about the service philosophy, operation mechanism and daily work of the welfare home, the author also found that the welfare home does not carry out transfer education before the orphans leave the hospital. As a result, orphans facing transfer are obviously less prepared in terms of financial management, future planning, health management, interpersonal communication and time management. In view of this, the topic of this study is set as: How to respond to the complex needs of orphans in welfare homes through a professional approach to social work?

Around this core research question, the author carried out a survey. Contrary to expectations, not all WS orphanage orphans leave the orphanage after turning 18. Most of them need to live alone after graduating from junior high school. Among them, some orphans leave the welfare home because of higher education, and some will leave because of dropout. In view of this situation, the author decided to use the method of group work for the transfer education intervention of children between 12 and 15 years old in welfare homes. Actually recruited 8 team members and carried out 7 group activities. Through the comparison of pre and post measurement, it is found that the group work has achieved obvious results:

1. On the basis of the design of appropriate transfer education programs, professional methods of social work can be used to help orphans in welfare homes improve their ability to live on their own;  2. The transfer needs of orphans are complex rather than single. The urgent needs are mainly reflected in the five aspects of health management, self-care, financial management, time management and future planning (study and employment) ;  3. Group work can improve the orphans' ability in financial management, time management and academic planning;  4. In terms of health management, the comparison of pre-test and post-test data shows that children have an initial awareness of physical management and health care, which reflects that group work can effectively help orphans improve their health management capacity; 5. In terms of money management, self-care and career planning, children gradually master the ability of saving bookkeeping and financial management, have a more specific understanding of home safety and transportation actions, and begin to pay attention to employment opportunities and future planning; 6. Social work can respond to the complex needs of orphanage orphans at the transfer stage. The professional approach of group work is suitable for the provision of transfer education services for orphanage orphans.

The implication is that, in addition to emphasizing that the relevant departments and social organizations should pay attention to the independent living ability of the orphans who are about to leave the hospital, the cultivation of independent living ability should be incorporated into the implementation and planning of relevant educational practices, so as to help the orphans in the welfare home successfully survive the career transition after leaving the resettlement institution.