劣勢家庭子女選擇進入社工相關科系就讀或從事助人工作的現象並非罕見，然而國內相關研究闕如。透過質性訪談六位社工系學生與青年就業者，本研究初探這些受助者投入社工之經驗，了解吸引他們投入之因素，並探究成長背景對其從事助人工作的優勢與潛在議題。主題分析發現多元因素影響生涯選擇，利他、合乎志趣有成就感、渴望脫離勞力流汗的生活都是選擇社工的主因。童年逆境經驗，進入社工之前後面臨的挑戰，在逆境中個體展現出獨立自主、找資源與解決問題的能力，並對他人需求有高敏感度，這些都有益個人從事助人工作。值得注意的是，即使已經取得社工學歷或有工作經驗，物質生活與成家的考量，可能促使當事人後續調整生涯規劃。另一方面，在逆境中成長，也使部分個體缺乏自我照顧意識、身心過度負荷，並可能因為累積劣勢侷限其未來發展。針對研究發現，建議關注受助家庭子女潛在的身心健康議題；從正式教育、職場上的督導與在職訓練、生涯諮商服務的面向來支持這些青年；落實優勢取向的支持性教育與實務環境，協助他們看到在逆境中展現的能力，拓展其繼續成長的機會，並預防工作耗竭或二次創傷的產生。

It is common that children of disadvantaged families major in social work or become a helping professional. However, there is scant information on this topic in Taiwan. Given the dearth of present knowledge, the primary aim of this study is to explore their experiences in order to understand what impact their career choices have and how their experiences bring positive and negative influences for them as a helping professional. This study conducted in-depth interviews on six young people from diverse disadvantaged family backgrounds. The research findings suggest that multiple reasons shape their career choices, and can be categorized as three major reasons: altruistic spirit, aptitude of social work, and longing for the working environment of social work. Furthermore, individuals who plan on marriage or expect increasing expenses in the future are more likely to adjust their social work career to meet life demands. Successful experiences in overcoming challenges equip individuals with autonomy-related abilities, such as seeking resources and solving problems, as well as being sensitive toward others' needs, all of which help the development of professional skills. On the other hand, these young people may lack self-care awareness, bear too much stress, and have limited developmental opportunities due to cumulative disadvantaged life experiences. In regard to the research findings, we suggest the need to increase support for these young people by providing career counseling and guidance, and creating strength-based supportive education and practice systems. Educators and supervisors of social work recognize and emphasize these young people's strengths, improve their self-awareness and self-caring abilities to prevent burn-out and second trauma, and provide opportunities for their continuous growth.