從1906年「訪問教師」開始，美國學校社會工作人員進入校園，運用社工的專業理論與方法於教育行政以及學校當中，目的在幫助學校以促進學生的社會人格與潛能的發揮（NASW, 2002）。反觀臺灣從1977年家扶基金會發起，再至教育部推動專業輔導人員試辦方案開始，經過這幾年來國內的發展，主要方向側重在「財務的提供者」以及「如何執行學校社工的實施」二個層面（王靜惠、林萬億，民93），據此發展出不同的實施樣態，大致有三：「內部派駐」、「外部支援」、「整合服務」等（黃韻如，民92），其中以「駐校」、「巡迴」與「方案委託」型態最為常見，正由於各實施縣市的背景迥異，進而發展出不同的特色，但是不同的實施型態間存在著哪些優勢與限制，迄今國內雖有相關的個別縣市評估性研究討論（林家興，民88；馮燕、林家興，民90；古孟平，民93；翁毓秀，民94） ，但針對實施型態的優缺點仍未有定論。因此，本研究透過文件分析、深度訪談與焦點團體方法，於2005-6年期間選取台北縣、台北市、新竹市的學校社工，舉行1場焦點團體（計6人），個別深度訪談6人，以及收集89-93年度辦理縣市之成果辦告，據此比較實施型態間的差異，作為未來實施的思考。

Since 1906, American Visiting Teachers have been providing services in schools for over 100 years. Social workers apply professional theories and skills in guidance services in school settings. In Taiwan, the Christian Children Foundation began to provide school social work programs in 1977. There are cities that conduct different practice patterns of experimental programs. Due to different development backgrounds of cities, there are three different practice patterns of school social work services. These patterns are called “On Campus,” “Out Reach,” and “Contract Out.” Until now, there were few evaluation studies available relevant to the strengths and weaknesses among these patterns in Taiwan. This study used literature analysis, in-depth interviews, and focus groups, sampling 12 school social works in Taipei City, Taipei County, and Hsin Chu City during 2005-2006. Based on these data, the study compared these three patterns and provided suggestions for future practice development and research.