缺角齒輪的轉動-幫派少年參與與脫離歷程之探討

A RESEARCH ON MOTIVATIONS AND JOURNEYS OF FACTION JUVENILE DELINQUENTS

蘇迎臨(Ying-Lin Su)

指導教授 ： 侯崇文

國立臺北大學/社會科學學院/犯罪學研究所/碩士(2016年)

摘要

幫派少年參與幫派與脫離的原因相當多元，但每個少年選擇參與的當時有情感、發展或者需求的內在因素，而過程中，幫派內的活動，外在環境的推力與正向支持的拉力都是重要的外在因素，而促成少年選擇繼續參與或脫離，除了兩個因素交錯加成的效果，最重要的則是過程中發酵的間接控制力量。
故本研究縱貫了少年由學習到幫派之參與與脫離歷程。深入訪談4位從國中時期開始參與幫派生活，過程經歷「警政」、「社政」及「學校」等系統介入之未滿21歲之少年，以下研究目的進行分析。
一、 參與不同類型幫派之社會情境對少年的影響為何。
二、 分析幫派與少年的依存關係或控制關係，找出主要影響少年決定留在幫派之因素。
三、 針對研究資料，整理影響少年退出或拒絕幫派活動的動機，找出少年的保護因子。
四、 綜合相關訊息，提出家庭教育、學校輔導或其他專業性、積極性的介入時間與方式。
最終本研究發現，「間接控制」的傾向，是少年選擇繼續參與或脫離的重要因素：
一、 少年仍舊處於需社會協助之階段，滿足其包含實質及情感足夠的內在需求，方能產生穩固的內在控制。
二、 變動是少年獨特的氣質，建構友善接納的外在環境，並有一致性的規範，才能進行有效的外在控制。
三、 此研究為縱貫性研究，發覺少年在不同階段有其不同的重要他人。各階段支持系統（家庭、學校、警政、社政）密切銜接，才能產生「最具影響力的」間接控制。
而回應上述結論，本研究也提供相關建議如下：
一、 學校的中介教育課程，除符合少年本質之設計，需能回歸家庭脈絡，方能有效銜接教育課程之意。也因此，必要性的外展服務，將教育拉到校園圍牆之外，能讓校園外的孩子有回校園的媒介。
二、 國中是加入幫派的高峰期，若校園能快速地發現與因應幫派是否進入校園，並能建構參與之學生回到校園的安全計畫，方能有效因應。
三、 幫派入校園及外展性的少年服務，都需要教育單位密集跟家庭、社區、司法及社政等外界單位合作，可善用校園裡的學校社會工作人員提供專業的輔導與連結。
四、 有些少年是因為司法或社政介入安置，結束安置後持續性的就業與就學協助，是避免少年返回幫派或吸收學弟妹之保護因子。

關鍵字：幫派、社會控制、校園幫派、學校社工師

關鍵字

幫派 ； 社會控制 ； 校園幫派 ； 學校社工師

並列摘要

Juvenile delinquents choose to engage or detach themselves from factions always differ from one to another; however, every juvenile delinquent often decides upon the how impulsive emotions, development of characters, and inner demands motivate one to do so. When the juvenile engages with factions, faction activities, peers influences and positive supports from schools are important elements from the external. Both elements, the inner and the external, multiply with each other and amplify respective impacts on the juvenile at the same time. Most importantly, in addition to the two elements mentioned above, an indirect control element plays a pivotal role of influencing the juvenile during the process.
This thesis aims at a horizontal study on the process during juvenile delinquents’ school life, engagements with factions, and detachments afterwards. This study analyzes how systems—police agency, social affairs, and schools—intervene between the juvenile (under 21) and their faction lives by interviewing four students who have participated faction affairs since junior high school.

Purposes of this research:
1. What do their participations in different kinds of faction have an impact on the juvenile?
2. Analyze how factions control the juvenile and their dependencies on factions in terms of significant elements motivating the juvenile to stay in factions.
3. Determine protective factors for the juvenile by categorizing their motivations when they decide to take up a faction or turn it down.
4. Propose functions of family education, school counseling, and other professional assistances to interfere with the juvenile’s motivations of joining factions actively in a proper timing and with efficient methods.

This thesis argues that intentions of indirect controls matter ultimately to influence juvenile delinquents when they decide to stay with or detach from factions:
1. The juvenile needs supports from their family and school in order to fulfill emotional demanding and, of course, basic shelters. By doing so, parents or school might enable to solidify inner control elements.
2. The juvenile changes: changing is one of their unique characteristics. By constructing inclusive-friendly external environment with consistent requirements, schools are able to perform efficient external control.
3. This horizontal study found that the most influential indirect control needs impenetrable connections between supportive systems, including family, schools, police agency, and social affairs because meaning of companionships differs from one phases to another to the juvenile.

Responding to conclusions above, this thesis proposes to:
1. Strengthen functions of family to connect with school programs which also need to tally with the juvenile’s characters. In the same token, such necessary extensional services are medium for those delinquents to resettle in schools.
2. Detect intrusions of factions in schools, especially in junior high schools as a peak for the most juveniles taking up factions, and make plans to guarantee faction juveniles’ safety after they detach from factions.
3. Rely on school social workers whose professional counseling skills and contacts with family, communities, jurisdiction, and social affairs could provide extensional services for faction juveniles.
4. Provide continual assistances for the juvenile to acquire opportunities of studying and working after juvenile delinquents are out of placement systems, which enables them to give up factions or trying to recruit younger schoolmates for factions.

Keywords: Faction, Social control, School faction, School social worker, Gang

並列關鍵字

Faction ； Social control ； School faction ； School social worker ； Gang

參考文獻

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