- 學位論文
修復式正義於高職學生暴力行為成效評估研究
An Evaluation Study of Restorative Justice Program for Violence Between Vocational Senior High School Students
摘要
雖然國內對修復式正義應用在校園衝突解決已有部分文獻，但均集中在國中與國小，尚未應用在高中校園。研究者重新設計改進高中職校園修復式正義處理方案，對兩件學生暴力行為個案進行高中職校園修復式正義處理方案應用成效評估，目的在比較現行的校園霸凌事件處理作業流程以及修復式正義會議模式的差異，俾供教育界參考與後續研究改進。 本研究兼採事後回溯調查以及時間序列設計法，透過焦點團體討論、個別深度訪談及觀察法等，輔以問卷調查蒐集資料。首先以事後回溯法調查、訪談校園暴凌事件當事人對校園霸凌事件處理流程的評估。再以五階段流程設計校園修復會議，針對參與者的被害影響進行前後測，並評估參與者對校園會議的程序及結果滿意度等。將研究發現分為對被害學生、加害學生的影響以及訓輔教師和其他參與者的看法與態度分別簡述如次： 被害學生部分：與校園暴力、霸凌事件處理程序相較，被害學生較滿意校園修復式會議成效。協議履行修復了被害學生人際關係與降低被害衝擊、提升被害學生正向認知及感覺，且降低被害衝擊。在會議後，被害學生均已寬恕加害人，無額外補償要求。被害學生短期、長期被害恐懼與衝擊均已消失，並重建學習生活。研究發現：校園修復式正義處理方案能為被害人提供象徵性的補償，讓各方關係人獲得尊重。 加害學生部分：協議履行提升了加害學生正向認知及感覺。自校園修復式會議後，兩個案加害學生均未再對被害學生或他人繼續傷害。加害學生均願意再為被害學生、班級甚至學校做些補償，並承諾會盡全力避免再次發生衝突事件。加害學生均認為與被害學生互動、改變自己個性及學生個人本務工作還有再進步的空間，反應出加害學生具有自我反省，自我覺知能力。整體而言，加害學生認為現行的校園暴力、霸凌事件處理作業缺少彈性，建議在期限內達成和解、協議，為傷害過的人做一些努力與付出，校規處分可以酌予減輕或取消。加害學生期望在正式的校園霸凌事件處理流程之前，先行採用校園修復式會議處理暴力衝突事件。 訓輔教師認為校園修復式正義處理方案可協助導師班級經營，於修復式會議發揮引導、制約學生行為力量。其他與會者大多滿意校園修復式會議，具有修復人際關係之效果。大多數參與會議者，對於校園修復式正義會議均抱持正向、支持的看法。本 研究所設計的問卷可提供拙於言語表達之學生一個抒發受傷情緒的出口。但教師認為現行校園暴力、霸凌事件處理程序仍有懲罰及威嚇功能。 最後提出研究建議及省思，共同營造友善校園環境，許孩子對公平正義社會的期待。
並列摘要
We have existing documents concerning restorative justice cases, but they only focus on the application in elementary and junior high schools. This thesis centers on integrating all research findings to propose ways to deal with the cases of restorative justice in high school campus, to evaluate if the ways work well in practice so as to compare the difference between them and the current procedures, and through this research, to serve as a reference for interrelated studies. From the viewpoint of social science, I adopt the method of group discussion, individual profound interview, and close observations along with questionnaires to develop programs to enforce the circumstance of restorative justice. This research applies the methods of retrospective research and time series designs. I use the former evaluates the procedure of handling bullies in campus and then use the application of five-step procedure to test their degree of satisfaction. On one hand, for the injured party, they are satisfied with the result of restorative meeting. It is evident that their interpersonal relations improved, and they are more likely to think positively. Furthermore, they have forgiven the inflicter and demanded nothing for compensation. What’s better, their long term and short term phobia of being hurt have disappeared and have regained their confidence to live well. That is, the use of restorative justice provides symbolic compensation and the persons involved regain their respect. On the other hand, for the inflicters, we have positive results in helping boost the inflicters to look on the bright side and after the meeting, the inflicters stop doing harm to others. They are even willing to compensate for the injured party and promise to avoid any possible conflicts. In general, the inflicters find it necessary to change their own personality and are eagerly to be reconciled with the injured. They expect that we use restorative justice to deal with the violence cases. The consultants think that the way of restorative justice helps the homeroom teachers with their class management. The conferees agree that this method helps improve interpersonal relations although the current procedure still functions well. Most hold a positive attitude toward this research and find that the questionnaires helpful for students too clumsy to express themselves. I suggest that we create a friendly campus environment to meet our children’s expectations of social justice.