受司法處分少年回歸校園之適應研究

The Adaptation of Juvenile Offenders’ Reentering School after Judicial Treatment

李瑞春(Jui-Chun Li)

指導教授 ： 黃富源

國立臺北大學/社會科學學院/犯罪學研究所/碩士(2008年)

摘要

本研究以質性深入訪談的方式，探討受司法處分少年回歸校園適應經驗。採取立意抽樣(purposeful sampling)及滾雪球(snow-ball)方式，尋求符合研究條件的對象。共訪問了七位曾於少年時期犯罪，進入少年刑事司法系統，接受過司法處分，而後回歸學校生活之復學生。本研究分析進行方式以WinMAX系統，協助進行原始資料的分析。
研究結果發現：
一、受司法處分少年回歸校園之復學適應面向，呈現「行為適應不良」，「落差的學習適應」、「關鍵性的人際適應」、「正向接納的自我適應」。
二、影響復學適應的因子包含「個人復原力」、「環境作用」及「司法經驗」三個部分。個人復原力又包括「能力特性」及「健康的因應行動」兩要素。少年與原生家庭「延續的關係」、復歸時所面臨「關鍵的學校態度」，及「社會網絡的支援」發揮的作用力，都是影響復學適應的「環境作用」因子。「司法經驗」包括「與關鍵人物的互動」、「機構與非機構處遇」之影響。各影響因子於少年復學歷程不同時空中，呈現互動、拉鉅的關係。
三、復學歷程分別為導因期、轉化期及調適期，而調適期又分評估定向、銜接回復、展望決定三階段，少年於復學歷程中有階段性的需求。
四、適應較佳的少年，往往形成較好的自我概念，間接影響其對司法經驗的思維，朝向正向的解讀。而復學歷程中自我概念的轉化對再犯預防可能有所作用。
五、學校經驗與司法經驗是影響適應情形的關鍵因子：學校態度在復學歷程中往往暨是推力又是拉力。而擁有正向司法經驗者通常呈現較穩定的復學適應。
六、少年復學的空間適應型態顯示，轉換環境能避免標籤作用，提供少年復學穩定的另類復學型態。
七、標籤效應並非全然來自司法處分，可能學校態度間接影響少年自我概念。反而司法處分具有威嚇作用，產生穩定復學而避免再犯的效果。
本研究最後提出對司法系統、學校系統、銜接系統，及少年本身、與支援系統五大方面的建議。並統整具體的工作模式，形成「受司法處分少年復學適應BROAD銜接工作模式-寬廣的未來」策略。

關鍵字

司法處分 ； 復學生 ； 學校適應

並列摘要

With qualitative in-depth interviews, the research explored the adaptation experience of juvenile offenders’ reentering school after judicial treatment, and adopted purposeful sampling and the snow-ball method to seek for the objects that conformed to the research conditions. Seven reentry students who committed crimes during the juvenile period and accepted the juvenile judicial treatment have been interviewed after returning school. The research applied the WinMAX for analyzing data.
The research findings are as follows:
1. The adaptation dimension of juvenile offenders’ reentering school after judicial treatment manifested “mal-adaptation on behavior,” “learning adaptation under the gap of studies,” “crucial interpersonal adaptation,” and “self-adaptation of positive acceptance.”
2. The factors that affected the adaptation of resuming interrupted studies contained three parts of “personal resilience,” “environmental effect,” and “judicial experience.” Personal resilience included two elements of “ability feature” and “healthy reacting action.” “The continuous relationship” between the juvenile offender and the family-of-origin, “the crucial school attitude” the juvenile offender faced when resuming interrupted studies, and the force brought into full play by “social network support” were the factors of “environmental effect” that influenced the adaptation of resuming interrupted studies. “Judicial experience” included the influences of “interaction with the crucial person” and “institutional treatment and community-based treatment.” Each impact factor presented the interaction relationship and the pull-push relationship in juvenile offenders’ course of resuming interrupted studies in different time-space.
3. The course of recovery could be divided into “the inducement period,” “the transformation period,” and “the adaptation period;” the adaptation period was divided into three stages of evaluation and orientation, connection and recovery, and prospect and decision. Juvenile offenders have the phased requirements in the course of resuming interrupted studies.
4. Usually, juvenile offenders of better adaptation could form a better self-concept, influencing their thought for the judicial experience indirectly, and enabling them to interpret toward a positive direction. Moreover, the transformation of self-concept in the course of recovery could have an effect on the prevention of recommitment.
5. The school experience and the judicial experience were the crucial factors that affected the situation of adaptation: the school’s attitude was both the pushing force and the pulling force in the course of recovery, and the ones with a positive judicial experience usually presented the steadier adaptation to the recovery.
6. Juvenile offenders’ spatial adaptation pattern of reentry showed that changing an environment could avoid the label effect, and provide juvenile offenders a stable and alternative pattern of resuming interrupted studies.
7. The label effect did not entirely come from judicial treatment; maybe, the school’s attitude influenced juvenile offenders’ self-concept indirectly. Instead, judicial treatment had an intimidation function, and could produce the effects of steadying the situation of resuming interrupted studies and avoiding recommitment.
The research proposed suggestions for the judicial system, the school system, the connection system, the juvenile offender himself/ herself, and the support system.
There are de-labeling the effect of punishment, enhancing the resilience of reentry students, improving the social environment, and supporting the family that students lived.
Finally, an integrated working mode has been delineated form the strategy of “the broad connection work mode for juvenile offenders’ adaptation of resuming interrupted studies after judicial treatment—the extensive future.”

Keywords: Judicial treatment, juvenile (offender), reentry student, school adaptation.

並列關鍵字

Judicial treatment ； reentry student ； school adaptation.

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