| Summary: | 碩士 === 國立中正大學 === 犯罪防治研究所 === 103 ===
Abstract
There are a very limited amount of researches that were performed in Taiwan in investigating the reintegration of juvenile offenders back into the education system. Most of the available literatures have focused on the experience of reintegration for juvenile dropouts and few have investigated their lifestyle and psychological change experiences. Therefore, this study was aimed to investigate the reintegration adaptation of juvenile offenders, namely the changes in their academic activities, while further comparing their extra-curricular and lifestyle changes before and after their convictions. Through these investigations, we will be able to accurately portray the school reintegration process. The goals of this study are to understand the juvenile offenders’ family and school lives in order to determine the factors which led to their crimes, to investigate and determine the juvenile offenders’ recovery and awareness during their school reintegration process, and to formulate constructive improvement suggestions for the government in furthering the development of education reintegration programs.
This qualitative study was based on data gathered from semi-structured in-depth interviews. The study subjects consist of 3 male students and 2 school counsellors, for control and evidence validation, that came from 2 different junior high schools in Beitun district, Taichung city, Taiwan. The study began with phenomenon theory based retrospective descriptions. The subjects’ experiences were determined through narrative analysis of the retrospective descriptions. Finally, these interpretations were validated by comparing them with theories presented in previous related literatures.
The results are as the followings:
A Juvenile offender’s family status and influence
• Dysfunctional family and lower social status – juvenile offender’s family structures shows the following 4 scenarios: “single-parent family”, “blended family”, “two-parents family”, and “complicated large family” (complicated large family is defined as three generations of family members living under the same household, including aunt and father’s girlfriend, where the aunt and father had been convicted.) The social statuses of the family members belong to the lower tier of labor service providers.
• Juvenile offender’s family upbringing include the following scenarios: “neglect”, “lack of communication skills”, and “inheritance of deviant perception”.
• The family influences on juvenile offenders can be categorized as “belonging issues” and “negative examples”. In the first category, individuals often associate home with “negative” impressions and experiences. The second category is when the family can negatively influence an individual. These influence factors include “criminal families”, “neglect families”, and “pre-occupied families”.
B The followings are 4 factors of juvenile delinquency: “personal factors”, where
the juvenile individual exhibit traits such as greed, curiosity, impulsiveness,
overly sympathetic, reliance on luck, lack of shame, and family dependency;
“family factors”, these factors can include family structure, family
upbringings, and family teachings by example; “school factors”, these factors
can include peer interactions and school regulations; “social cultural factors”,
generally include participations and meeting friends who participate in
traditional troupe gatherings; “comprehensive factors”, these key factors can
include lower life values, criminal habits, social dislocation, and chaotic
lifestyles.
C The changes in attitude and understanding of juvenile offenders before and after
returning to their school-life environments are as the followings:
• There is no obvious attitude difference in academic performance and activities. The students’ attitudes are passive and negative, exhibiting signs of maladaptation.
• After returning to school, the acceptance for rehabilitation classes is high. However, the students still exhibited deviated ideals, slow understanding to academic subjects, and insufficient understanding of the law.
• Relationships among teachers and non-school friends are improved after returning to school.
• After returning to school, there was no obvious improvement was found in terms of conflicts occurrence at schools for the students. Where “physical violence” is the student’s main method of problem solving. The student’s behaviour is unstable and exhibited maladaptive behaviors. The student’s interaction with the teachers is low. Most of the students maintained the same social groups outside of the school system, similar to that of before returning to school. The students do not exclude from being associated with criminal friends and has no awareness of their deviated social life.
D The understandings of the students toward “the regret of leaving negative
impressions” and “cherish families only after losing them” are positive after
their reintegration process. However, their attitudes towards “indifference
about committing crime” still exhibited passiveness and negativity. Factor for
juvenile offenders in transforming their mentalities can include “personal
positive factors”, “family support system”, “school support system”, and
“understanding social and gang cultures”. Finally, the juvenile offenders’
future plans and expectation can exhibit the following three trends: “positive
about leaving criminal circles and future prospects”, “not confident about
leaving criminal circle, but is hopeful of future prospects”, and “not confident
about leaving criminal circle and has no future prospects”. These results
demonstrated that after undergoing the reintegration process, a minor number
of the students has begun to change their attitudes and are hopeful towards the
future. However, the majority of the student possess no expectation towards
their future prospects and thinks they are just confined within the current
environment and reality.
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