現代社會，在學校生活與學習的兒童及少年，面臨許多複雜的議題，包含社會、情緒以及發展方面的問題，這些議題影響他們的學習與適應。學校輔導專業團隊的學校社會工作人員，其責任在促進學生、家庭以及社區的發展，採取以社區為基礎的學校社工預防模式，常需與多領域工作者及草根團體，形成夥伴關係，將個人視為有組織社區的一份子，鉅視組織的氛圍改變是學校社工的主要工作焦點，讚許與和諧的組織氣氛可以鼓勵個別的正向行為，降低反社會行為的發生。 本研究採質性研究方法，探究社工透過認真休閒團體營造友善社區的案例。藉由深度訪談，案例分析發現：1.透過教師參與社區，社區與校園人力與空間完全融合；2.學校老師與社區居民都是休閒團體的一分子，訊息與溝通直接；3.教師帶領學生了解社區文化，學校與社區互相關懷，建立友善環境；4.學校與社區協助店仔頭文化的轉型，改變家長，強化學童的環境保護因子；5.教師、家長與學童於社區中亦師亦友，增強家長的教養信心；6.居民對學校與社區具有強烈的認同感與團隊精神；7.教師協助社區帶領兒童，儲蓄小小志工能量，建立社區服務動能；8.學校與社區建構舞臺，學童與家長展現成就感與學習力。

In modern society, the children and youth face many complicated issues, such as social, emotional, and development problems. These issues have impacts on their learning and adaptation. School social workers have to help the development of students, home, and the community. Community-based school social work model needs the partnership of local people and local groups. Praising and harmonic atmosphere can encourage individual’s positive behavior, so as to reduce his anti-society behavior. This research is a qualitative search. It discusses a case that serious leisure groups build a friendly community. Through deep interviews, we have the following findings: 1. Space and man-power of community and campus are united. 2. School teachers and community residents have direct communication. 3. They help each other. 4. Pupils are away from bad environment factors. 5. Parents have better confidence in education and nurture. 6. It improves residents’ feeling of belonging to school and community. 7. There are more little volunteers. 8. Pupils and parents have better feeling of achievements.