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媽媽, 為什麼?

失親兒基金會發展部
Oct 18, 2021
3 min read

Updated: Aug 18, 2022


文/屏東 ∙ Suya


亭亭小學三年級時,親身父親因為負荷不了生活中的壓力,選擇輕生,完整的家庭一夕驟變,成為無法彌補的缺口,原以為有了繼父能彌補心中缺憾;沒想到,接踵而來的是繼父與母親的離異,留下母親一人承擔喪偶的悲慟、離異的孤單,又須照顧年幼的亭亭及年邁外婆的生活照顧與養育;因此,為了養家餬口,母親日夜顛倒、不眠不休,拼命找尋任何可能賺錢的工作機會,即便如此,母親終有一個希望,不管打拼的多麼累,只希望亭亭能夠認真學習,創造美好的前途,將來擁有屬於自己的一片天。

在艱困環境成長的亭亭,必須面對超出她年齡所要面臨的壓力,被迫提早學習獨立,發展負責、穩重的個性,其實亭亭童年時期並不快樂,她很希望自己能像一般家庭的孩子,能享受天倫之樂、有同儕玩樂時光,但往往事與願違,幸福畫面只能短暫停留在腦海中。相反的,放學後總有一大堆的功課及家務等著她,家中大大小小的事,似乎奪走童年時光與樂趣、佔據與母親之間僅有的溫度,內心充滿對母親的思念及對生活的疑惑,說不出口的感受,都化成一張張的小紙條,這也是亭亭唯一能向母親真實地表達心中感受的方式。

親愛的媽媽,

我也要跟其他的小朋友一樣可以跟家人出去玩,

你答應要帶我出去玩,為什麼又不能了,你都騙我……

我們家為什麼這麼貧窮,跟別人家都不一樣…

我們可以搬出去住嗎?為什麼都是我一個人在照顧外婆呢?

我知道媽媽為了家庭而奔波勞苦,我一定會好好認真讀書,不讓你擔心,您辛苦了…

​

成長過程中,亭亭對於生活充滿疑惑與矛盾,身邊沒有手足陪伴,長輩重男輕女的觀念,感到自己不被看重,毫無自信,面對同儕用異樣眼光的看待,日積月累,所有負面的感受都埋在心中,甚至曾想過了結自己的生命,一了百了。經過基金會長期的關心與陪伴,就在一次的活動中,志工哥哥姊姊們的鼓勵及關心小卡片,觸動她封閉已久的內心,悄悄地在她心中種下了希望的種子,開始有被愛、被重視的感覺,使之將悲傷化為力量的行動,於是打從心底打消輕生的念頭,開始對人產生信任、願意提起勇氣主動與人互動、與朋友交心,開始有正當合適的社交生活。

隨著時間與年齡的增長,用愛陪伴、用心的澆灌與栽培,亭亭停止對母親的抱怨、對生長環境的埋怨,開始學習與自己的心和好、不再惡待自己;與母親和好,願意隨時隨地為母親祝福,恢復親子情感之關係,雖然母親於外縣市工作,偶爾放假探望亭亭,母女之間的情感越加相愛、包容及體諒;常用正向積極的話語彼此激勵鼓勵;而亭亭也對母親的愛與付出,深受感動。

5年前還是黃毛小丫頭的亭亭,轉眼間已是亭亭玉立的高中生,透過基金會長期陪伴與關心,陪伴她走過生命中的低谷,藉由資源連結及社區關懷站的關心與付出,竭盡所能補足她的童年渴望與同儕自在的玩樂、親子時光;生命品格教育的課程,一步一步地帶領亭亭脫離自卑與負面,建立自信心、正向積極有活力、對未來充滿期待與盼望,燃起生命中的火苗,點亮夢想、前進夢想。

現在的亭亭就讀餐飲科建教合作班,雖然要邊工作邊讀書,非常辛苦,但是亭亭看見過去許多人的幫助,也燃起心中的盼望,勇敢追夢,不願輕易放棄,甚至有不敵辛勞而想放棄的同學,透過亭亭關心的言語及陪伴鼓勵,成為同學的祝福;而當遇到困難時,聖經的話語成為她的力量與幫助:不可叫人小看你年輕,總要在言語、行為、愛心、信心、清潔上,都作信徒的榜樣。你要以宣讀、勸勉、教導為念,直等到我來。

亭亭也與我分享,「聖經的話語,讓我有信心,能跨越自己做不到的,只要堅持『永不放棄』,必能創出一片美好的未來。我渴望成為一個有影響力的人,讓週遭的人看見生命的美好,渴望人們會因為我,而蒙受祝福。渴望自己未來在職場上,擁有美好的生命品格,發揮專業知識與才能,樂意關心曾經跟我一樣的朋友及有需要的人們,盼望曾經的破碎,可以成為人們的祝福。」

908 Comments


susanbaker0415
3 hours ago

Mình không đọc được nguyên văn tựa đề trong ngữ cảnh, nên chỉ có thể nói bài được giới thiệu là xoay quanh câu hỏi của một người mẹ. Kiểu câu hỏi ngắn như vậy thường làm mình nghĩ đến những cuộc trò chuyện trong gia đình, nơi điều quan trọng đôi khi nằm ở cách người lớn trả lời hơn là câu hỏi ban đầu. Tên sc88 mình từng nghe gắn với Game bài đổi thưởng, nhưng nhắc đến nó ở đây chỉ như một liên tưởng thoáng qua, không phải điều bài viết nói tới. Mình vẫn tò mò nội dung cụ thể của câu hỏi là gì.

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charlesrobinson363
8 hours ago

I find building useful digital learning habits easier to think about when there is a concrete question to start from. A digital workspace becomes easier to use when the next task is visible and distractions are limited. That is the kind of detail I would keep in mind while exploring digital learning habits. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. How do you decide which tools belong in a learning routine?

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susanwhite3013
10 hours ago

There is something approachable about discussing practising English through everyday tasks through situations people can actually picture. A realistic task can give a learner a reason to use a phrase rather than only recognise it. It gives me a more concrete starting point for thinking about English language skills. I do not have a settled view yet, but this seems like a good place to slow down and look more closely. Which everyday situations offer useful practice for a beginner?

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parker69483
11 hours ago

The topic of connecting technical ideas with hands-on learning gives me a few things to think about, especially when the discussion moves beyond general advice. Trying a simple task can reveal which parts of an explanation still feel unclear. I would use that point as a starting question when considering technical skills education. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. How would you connect a practical exercise with the reasoning behind each step?

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andrewroberts953
14 hours ago

I can see why learning cooperation through secondary school projects would invite discussion, since different people will bring different experiences to the same question. Comparing different approaches can help a group see options it would otherwise miss. For me, that is a useful way into the broader subject of secondary school collaboration. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. How do students decide which approach to try while keeping everyone involved?

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