本研究透過五位經歷逆境經驗並成為助人工作者的受訪者們，敘說個人復原歷程與個案互動的生命經驗，以理解經歷童年逆境經驗的助人工作者的復原歷程，以及童年逆境經驗如何有助於助人工作。本研究採取敘事研究方法，透過生命故事訪談法進行資料蒐集，並運用Lieblich & Tuval-Mashiach與Zilber（1998）提出敘事分析方法中「整體—內容」分析法進行資料分析。
本研究提出以下結論：
（一） 復原並非單一且線性的過程，而是在不同生命階段中反覆經歷自我覺察、梳理經驗、重新理解逆境與調整的歷程，隨著助人專業的學習、諮商、督導及重要他人支持，逐漸發展出較能理解與接納自身經驗的方式。復原亦不僅是回到原有狀態，更是對自我、關係及逆境經驗意義的重新建構，逐漸形成新的因應方式與助人意義。
（二） 逆境經驗對助人工作者具有雙面性，為助人工作帶來優勢與限制，一方面，受訪者因自身經驗而發展出較敏銳的情緒覺察、同理能力，以及陪伴與承接個案的能力；部分受訪者亦將自身曾被支持、被理解與被陪伴的經驗轉化為助人工作的實踐；另一方面，當個案經驗與自身生命經驗高度相似時，也可能出現經驗重現、反轉移的情況，因此逆境經驗對助人工作的影響是在復原歷程、支持系統、自我覺察、專業界線互相影響。
（三） 助人關係並非單向由助人者提供服務，助人者在與個案的互動、見證個案的改變與復元，受訪者亦重新理解逆境經驗的意義，並獲得成就感，形成彼此支持與共同復元的歷程，此種雙向復元是在專業界限與反身性實踐之下，助人關係可能成為助人者重新理解自身生命經驗的重要場域。
（四） 復原的重要轉變不僅在於「走出」逆境經驗，重要的是重新理解經驗、與自身感受共處，並將生命經驗轉化為具有選擇性的助人資源。研究結果亦顯示，諮商、督導、同儕及重要他人所形成的支持關係，對助人者的復原與專業實踐具有重要意義。
最後，本研究建議社會工作教育與實務場域除重視助人工作者的自我照顧外，亦應建立更具支持性的督導與同儕互助環境，陪伴具有逆境經驗之助人工作者進行自我覺察與經驗整理，以促進其個人復原與專業發展。

This study explored the personal recovery processes and life experiences in interactions with clients of five helping professionals who had experienced adversity, with the aim of understanding the recovery processes of helping professionals with adverse childhood experiences (ACEs) and how their childhood adversity may contribute to their helping work. A narrative research approach was adopted. Data were collected through life-story interviews and analyzed using holistic-content analysis.
The findings of this study are summarized as follows:
1.Recovery is neither a singular nor a linear process. Rather, it involves repeatedly experiencing self-awareness, processing experiences, reinterpreting adversity, and making adjustments across different stages of life. Through professional learning in the helping field, counseling, supervision, and support from significant others, participants gradually developed ways of understanding and accepting their own experiences. Recovery was not merely a return to a previous state, but also involved reconstructing the meanings of the self, relationships, and adverse experiences, thereby gradually developing new ways of coping and new meanings of helping.
2.Adverse experiences have both positive and challenging influences on helping professionals and their helping work. On the one hand, participants developed greater sensitivity to emotions, empathy, and the ability to accompany and emotionally support clients through their own life experiences. Some participants also transformed their experiences of having been supported, understood, and accompanied into practices of helping others. On the other hand, when clients’ experiences closely resembled participants’ own life experiences, they could experience re-experiencing and countertransference. Thus, the influence of adverse experiences on helping work is shaped by the interaction among the recovery process, support systems, self-awareness, and professional boundaries.
3.The helping relationship is not a one-way process in which support is provided solely by the helping professional. Through interactions with clients and witnessing their changes and recovery, participants also gained a renewed understanding of the meanings of their own adverse experiences and a sense of accomplishment, forming a process of mutual influence, mutual support, and bidirectional recovery. However, this bidirectionality does not imply that helping professionals are necessarily healed through their clients. Rather, within professional boundaries and through reflexive practice, helping relationships may become an important context in which helping professionals reconstruct and reinterpret the meanings of their own life experiences.
4.An important transformation in recovery lies not merely in “moving beyond” adversity, but in reinterpreting past experiences, learning to coexist with one’s own feelings, and transforming life experiences into helping resources that can be utilized intentionally and selectively. The findings also indicate that counseling, supervision, peer support, and support from significant others play important roles in the recovery and professional practice of helping professionals.
Finally, this study recommends that social work education and practice settings place greater emphasis not only on self-care among helping professionals but also on establishing more supportive supervision and peer-support environments. Such environments can facilitate self-awareness and the processing of personal experiences among helping professionals with histories of adversity, thereby promoting their personal recovery and professional development.

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