觸法少年的家長參與司法親職處遇之研究－以中部地區為例

法院為矯治少年偏差行為、協助少年改變，依「少事法」之「親職教育輔導」來增強家長的管教能力，進而促進子女的成長與適應。然而，這樣的處遇工作在執行上似乎陷入了一些困境，如法官認定標準不一、法院人力的不足、案主意願的低落等是需要被解決的，所以預先瞭解參與的主角之想法就顯得格外重要。因此，本研究的目的在於瞭解有關家長「接獲法院裁定時的反應與影響不同反應的因素」、「參與的助力與阻力」、「參與的轉變與促成其轉變的因素」及他們「對執行親職教育輔導的建議」等。過程中，「立意」選取臺中地院（7位）、彰化地院（4位）、南投地院（4位）共15位已完成親職處遇之家長，採取質化研究中深度訪談的方法，其研究結果如下：第一部份，分就基本資料和管教行為來瞭解每位受訪者的個別情形。第二部份，在受訪者接獲法院裁定時的反應有「面對現實，接受裁罰」、「充滿期待，樂於參與」、「撕毀通知單，以示抗議」、「寧願被罰，不願參與」等四種反應，會有這些不同的反應是受到「對親子連帶責任的接受程度」、「對管教疏忽的認同程度」、「對司法親職處遇的理解程度」等因素的影響。第三部分又分成四點： 1.「初次參與的助力」為勇於學習的心態、個人守法的信念、作為少年的榜樣、姑且一試的態度的個人因素；少年的鼓勵的家庭因素；課程免費的福利、配合家長的時間的課程因素；強制執行的罰鍰、法院工作者勸說的法院因素 2.「持續參與的助力」有調適不滿的心態、對課程主題有興趣的個人因素；提供不同管教方法、滿足人際交流需要、發言空間的被尊重、講課風趣的吸引力、少年改善的滿足感的課程因素；時數沒有妥協空間、出缺勤紀錄的監控、法院工作者的努力的法院因素。 3.「初次參與的阻力」包含前往法院的羞愧、錯不在我的委屈、不需被教導自信、不信少年會改變、身體不便的阻礙的個人因素；通知單「文字」引發的反感之法院因素。 4.「持續參與的阻力」為努力卻失敗的經驗之個人因素；課程不如預期、時間無法配合的課程因素。第四部分，受訪者「參與前的管教行為」為傳統打罵的教育、充分滿足的愛護、依賴他人的協助、習得無助的放棄等四類，而「參與後的管教行為」包含優勢觀點看少年、肯定自己的能力、嘗試努力後放棄、更加嚴密的保護；然而，促成家長轉變的因素包含「自我的覺察與改變」、「課程的接收與運用」、「少年的態度與回應」、「工作者與家長的關係」等；進一步發現25條不同的管教行為轉變之路徑，突顯了前三項轉變因素尤其重要。第五部分，受訪者分別在「裁定作業」、「處遇歷程」、「課後追蹤」三個方面，提出一些執行「司法親職處遇」的建議。根據研究發現，本研究分別對「被裁定家長」、「親職授課者」、「法院工作者」、「親職教育策略」、「未來研究者」等提出建議。

關鍵字

少年事件處理法；司法親職處遇；親職教育輔導；強制性親職教育

並列摘要

To help with correcting and altering juvenile deviant behavior, courts in Taiwan employ Parenting Guidance in Juvenile Law to reinforce parents’ order abilities; as a result, children’s physical and mental growth as well as their adaptation abilities can be improved. However, this kind of intervention work will face some difficulties when it is put into execution, such as various standards recognized by different judges, lack of professionals, and case subjects’ low willingness. All these problems need to be solved before execution. Therefore, understanding case subjects’ thoughts in advance is obviously essential. The purpose of this study is to survey what are listed as follows: ??*parents’ reactions to orders and factors of causes of different reactions *participation assistance and resistance *parents’ changes and factors *parents’ suggestions for parenting guidance execution This study used purposive sampling to select 15 parents in total from Taiwan Taichung District Court (7 people), Taiwan Changhua District Court (4 people), and Taiwan Nantou District Court（4 people）, respectively. All these parents have already completed parental intervention and they were interviewed by the in-depth interview method of qualitative research. The findings are listed below: Part 1 Respondents’ situations are studied from the viewpoints of individual general data and control behavior Part 2 Receiving orders from courts, respondents have the following four different reactions: *face reality and accept adjudication *have great expectations and willingness to participate *tear up letters of notice to show their objections *prefer punishment to participation The reactions mentioned above are caused by the following factors: *acceptance level of parent-child joint responsibility *recognition level of control negligence *comprehension level of mandated parenting treatment in juvenile justice Part 3 (This part will be illustrated in four different points.) 1. First Time Participation Assistance: personal factors: willingness to learn, personal law-abiding conviction, desire of being their teenagers’ model, and giving it a try family factors: encouragement from their teenagers court factors: free course, flexible course time to harmonize with parents’ schedules, enforcement fine, and persuasion from court workers 2. Continuous Participation Assistance: personal factors: attitude adjustment, and interest in course subjects course factors: different control method providing, satisfaction of their needs for interpersonal interaction, feeling respected while giving opinions, interesting course content attraction, and satisfaction from making changes court factors: no negotiation space in course hours, attendance monitor, and court workers’ efforts 3. First Time Participation Resistance: personal factors: disgrace to going to court, feeling hurt with the thought of not their faults, feeling no need to be taught to be confident, incredulity to the change of their teenagers, and physical problems court factor: antipathy with the words used on letters of notice 4. Continuous Participation Resistance: personal factor: failed experiences course factors: courses did not meet their expectations; course time can not harmony with parents’ schedules Part 4 The parents’ control behavior before the course can be divided into four different ways: traditional punishment method, showing love by satisfying what children want, replying on others’ support, and learned hopeless. Their behavior afterwards includes being able to see their teenagers from good parts, being able to affirm themselves, giving up after trying, and strict protection. The factors that change parents are self-awareness and self-change, course content receiving and application, teenager’s attitude and reaction, and the relationship between workers and parents. According to the finding, there are 25 routes of control behavior change. This finding shows that the first three change factors are particularly important. Part 5 Respondents gave suggestions for the execution of mandated parenting treatment in juvenile justice from three different aspects: order operation, intervention experience, and after-class trace. Base on the finding, some suggestions are proposed for parents with orders, parenting education instructors, court workers, parenting education policy and future researchers.