以阿德勒觀點探究少年矯正學校收容少年之生活經驗

本研究目的在於深入瞭解收容少年之生活經驗，於回應入校前、後種種不同人事物及環境時，其想法、感受、信念和行為偏好與阿德勒心理學的精神相符情形如何。本研究以蘇格拉底FLAVER模式的問句進行半結構式之訪談，與九名少年和10名矯正人員進行訪談，取得訪談文本共36份，採取質的研究取向，以現象學為方法論，對文本進行分類和歸納。研究發現包含「矯治處遇輔導內涵」：（1）規範明確的矯治處遇機制是幫助學生建立安全連結的必要條件；（2）促進學生與社會的連結可持續豐厚學生的社會情懷；（3）矯治處遇內容符合少年之優越需求能改善其自卑情結；和（4）符合關鍵C的矯治處遇策略可以協助學生調整其生命風格。「少年入校前生活經驗」：（1）從整體觀理解學生的生命風格，更能清楚掌握學生的需求與行為目的；（2）少年的超越目標不脫離對歸屬、肯定、平等與尊重的追求；和（3）重大失落事件足以扭轉少年的人生方向。「少年入校後生活經驗」：（1）矯正人員是影響少年改變不可或缺的重要資源；（2）少年內在社會情懷的提升是促使少年不走回頭路的前置條件；（3）了解學生的生命風格是規劃矯治處遇策略的基礎；和（4）勇氣是影響少年是否能採取行動改變的關鍵。本研究亦依據研究結果進行討論和反思，並提出建議供未來研究及實務工作者參考。

關鍵字

阿德勒心理學；關鍵C ；收容少年；少年矯正學校；生活經驗

並列摘要

The purpose of this study is to understand how the thoughts, feelings, beliefs, and behavioral preferences of juvenile delinquents correspond to the spirit of Adlerian perspectives when reacting to different life experiences and environments before and after juvenile correctional school admission. This study was conducted with 9 juvenile delinquents and 10 correction staffs through semi-structured interviews under the Socratic FLAVER questions. A total of 36 texts were recorded, then categorized and summarized with phenomenology as the methodology. The findings of this research suggest three aspects containing the “connotation of treatment counseling”, “juvenile life experience before entering school” and “life experience after a juvenile enters school”. First, the “connotation of treatment counseling” that which suggests (1) a standardized treatment is a necessary condition for helping juvenile delinquents students to establish a safe connection; (2) promoting the connection between students and society may help the students to enrich their social interest; (3) the self-care and infinity of the juvenile can be significantly improved when the content of corrective treatment is in line with the action of the juvenile; and (4) the corrective treatment strategy in line with Crucial Cs allows students to adjust their life style. The second aspect is “juvenile life experience before entering school”: (1) a holistic perspective on the life style of the students can be helpful to better understand the students' needs and behavioral goals; (2) the juvenile delinquents' transcendence goals are all about the pursuit of affirmation, sense of belonging, equality, and respect; and (3) a significant loss can affect and reverse the direction of a juvenile delinquent's life goal. The last aspect is “life experience after a juvenile enters school”: (1) correction staffs are indispensable resources that affect the makeover of the juvenile delinquents; (2) the improvement of social interest is the prerequisite for the juvenile delinquents not to re-offend; (3) treatment strategies should be made after the better understanding and knowledge of the juvenile’ life style, and (4) courage is the key that determines the juvenile delinquents to take action to change. Further discussions and suggestions are also provided by the researcher based on the findings.