被害人經歷校園性侵害或性騷擾事件調查處理之心理變化

Victims’ Psychological Change in The Investigative Process of Sexual Assault/Harassment on Campus

劉玉琪(LIU YU-CHI)

指導教授 ： 周愫嫻 ； 侯崇文

國立臺北大學/社會科學學院/犯罪學研究所/碩士(2015年)

摘要

自2004年性別平等教育法頒布後，法條明文規範校園性騷擾、性侵害事件之調查處理程序，並交由學校的性別平等教育委員會，依循制度化的流程加以處理。然而，整個申訴處理過程是很繁雜冗長的，被害人除了得面對事件發生後的恐懼不安，更需經歷一連串的調查處理過程，容易造成內心煎熬及焦慮。因此，本研究想要探討被害人在經歷這段申請處理調查過程中的心理歷程變化，了解整體申訴程序對被害人的影響，是否還需更完善的處理方式，以及後續如何協助被害人恢復心理並提升被害人的自我防衛能力。
本研究採質性研究深度訪談，研究對象除一位高中職被害學生，另外為了蒐集到更多的資訊，也訪談三位曾輔導過被害人的輔導教師、一位導師、兩位調查委員，共七位。主要的研究結論如下：受訪者多數認為被害人案發後會產生負面認知，並影響校園生活；被害人對校園性平事件調查處理程序的認知會影響其申請調查動機；對調查過程的期待及調查公正性影響被害人後續的心理；被害人在校園性平事件處理過程中面臨多重困境且需要協助；被害人的支持系統會影響往後的復原程度；校園性平事件調查結果可能同時帶給被害人正面與負面影響。
本研究根據研究結果提出三項建議：
一、調查程序：調查處理程序需有更明確的處理方針、簡化不必要的程序、未成案的性平事件需明訂相關輔導機制、調查培訓制度增加實習機會、加入相關輔導知能及技巧、以正面的角度提升教師性平意識。
二、學校行政：單位通報的定義需一致、設立單一處理窗口、輔導和行政人員分工需明確。
三、個案輔導：調查前輔導措施需更完善、尊重當事人調查意願。

關鍵字

校園性侵害/性騷擾調查程序 ； 性別平等教育委員會 ； 性別平等教育法

並列摘要

Since the Gender Equality Education Act was issued in 2004,the procedure of investigation and management on the cases of sexual harassment or sexual assault on campus has been expressly stipulated in writing, and these cases should be processed by the school's Gender Equity Education Committee, following the institutionalized process. However, the entire process of appeals management is very complicated and lengthy. In addition to facing fears and anxiety after the incidents, the victims also need to undergo a series of investigation process, leading to a suffering and disturbance. Therefore, this study tries to research the changes of the victims’ mental process after experiencing the whole application investigation process, to understand the impact of the overall appeals procedure on the victims, to define whether the treatment is needed to be promoted, and follow-up to assist in the restoration of the victim’s mental health as well as to improve their self-defense capability.

This study conducted qualitative research method with depth interviews. In addition to a senior high school victim students, this study also gathered information through interviews with three consulting teachers who once conducted psychological consultation on the victims, a mentor, two investigation commissioners in order to collect more information. There are seven people in all.

The main conclusions are as follows: Most interviewees deem that victims after events have negative perception and also affect the school life. Victims’ awareness to the procedure of investigation and management on campus gentle equity cases will affect their motivation of applying investigation. The expectation to the investigative process and the fairness will influence the follow-up psychological impact of the victims. The victims will face multiple difficulties during the process of investigation on the campus gentle equity cases and need assistance. The support system for the victims will affect the degree of recovery in the future. The results of the investigation on the campus gentle equity cases may bring about both positive and negative impacts at the same time.

According to the results of the study , the study raises three recommendations :
The investigation procedure: The process of investigation and management needs more specific guidelines for the disposal and simplifying unnecessary programs. As to the unestablished gentle equity cases, it is required to stipulate relevant counseling mechanisms, to research the training system and increase internship opportunities, to promote the related counseling knowledge and techniques, and to enhance the teachers' consciousness of gender equity in positive ways.
The school administration: The reporting definition of all units must be consistent and the one-stop window system needs to be set up. The division of work between counselors and administrative staffs should be.
The case counseling: The counseling measures previous to the investigation should be more comprehensive and respect the investigation willing of the party involved.

並列關鍵字

the investigation procedure of the sexual assault/harassment on campus ； Gender Equity Education Committee ； Gender Equity Education Act

參考文獻

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