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題名:犯罪少年生活歷程及思考型態之研究
作者:王伯頎 引用關係
作者(外文):Po-chi Wang
校院名稱:國立中正大學
系所名稱:犯罪防治所
指導教授:蔡德輝
學位類別:博士
出版日期:2005
主題關鍵詞:犯罪少年生活歷程思考型態敘事研究紮根理論juvenile delinquentslife coursethinking patternsnarrative studygrounded theory.
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犯罪少年生活歷程及思考型態之研究
摘要
本研究目的在於由個人生活歷程探究犯罪少年之生活及生涯歷程發展,及由個人心理面向瞭解犯罪少年對違法犯罪行動的內在思考。本研究透過敘事訪談及紮根理論及詮釋互動論的分析方法,期望能建立本土之犯罪少年生活歷程及思考型態之理論。研究參與者包括因違反少年事件處理法之保護事件而被判保護管束的學生5位,少年輔育院學生6位,以及矯正學校學生6位,共計17名少年。研究者在說明研究目的和程序後,分別與受訪少年進行兩階段共三次的個別深度訪談。在個別訪談結束後,亦對每個個案之輔導人員加以訪談,以交叉映證個案所述內容之真實性。訪談結果以現象學內容分析、敘事研究法及紮根理論方法加以分析。
研究結果除依研究目的建立少年生活歷程及思考方式理論模型及建立三組研究對象偏差犯罪演變歷程圖外,主要研究發現如下:
一、 在三組生活歷程發展、想法、各時期影響因素及思考型態部份:
(一)受保護管束少年組
1. 兒童期前期:乖小孩的童年生活,只有「天真無邪」的想法,主要影響因素為家庭。
2. 兒童期中後期:叛逆想法及反抗行為的開始,中心想法由「正向服從」漸漸走向「叛逆權威反抗」,主要影響因素為家庭、學校及偏差同儕。
3. 青少年前期:嚴重偏差行為的出現,中心想法為「挑戰權威自我中心」,主要的影響因素為家庭和學校及偏差同儕。
4. 青少年後期:因犯罪行為接受保護管束後的自我省思與轉變,中心想法為「自我反省悔不當初」,主要的影響因素為工作、家庭、機構。
5. 在保護管束組犯罪思考型態方面,計有「解除禁制」、「自以為是」、「情緒補償」、「過度樂觀」、「認知怠惰」等五項。
(二)輔育院少年組
1. 兒童期前期:如同一般小孩,偶有家庭問題,仍保有「單純乖巧」的想法,主要影響因素為家庭
2. 兒童期後期:因家庭變故使行為發生明顯轉變,中心想法則由「聽話順從」漸漸走向「愛玩叛逆」,主要影響因素為家庭、學校及偏差同儕。
3. 青少年前期:狂飆歲月—價值觀的偏差導致犯罪,中心想法為「價值偏差認知扭曲」,主要的影響因素為家庭和學校,偏差同儕及機構。
4. 青少年後期:由不知天高地厚到自我反省悔悟,中心想法為「冥頑不靈到自我悔悟」,主要的影響因素為家庭和機構。
5. 在輔育院組犯罪思考型態方面,計有「推諉卸責」、「自以為是」、「權力導向」、「情緒補償」、「過度樂觀」、「認知怠惰」等六項。
(三)矯正學校少年組
1. 兒童期前期:和父母親關係疏遠,中心想法為「逆來順受」,主要影響因素為家庭。
2. 兒童期後期:犯罪行為的早期出現,中心想法則由「愛玩叛逆」漸漸走向「享樂主義」,主要影響因素為家庭、學校及偏差同儕。
3. 青少年前期:逞兇鬥狠的暴力化行為,中心想法為「逞兇鬥狠英雄主義」,主要的影響因素為家庭和學校及偏差同儕。
4. 青少年後期:結群聚黨的暴力性犯罪並鑄下大錯,中心想法為「自我反省」,主要的影響因素為偏差同儕及工作的負向影響、和機構的正向影響
5. 成年前期:不堪回首,重新規劃人生,中心想法為「後悔重新開始」,主要的影響因素為機構和家庭。
6. 在矯正學校組犯罪思考型態方面,計有「推諉卸責」、「解除禁制」、「自以為是」、「情緒補償」、「過度樂觀」、「認知怠惰」、「半途而廢」等七項。
二、 在三組共同發生偏差及犯罪的影響因素方面
1. 在家庭因素中,造成三組少年發生偏差及犯罪的影響因素的共通點可歸納為(1)單親或破碎家庭、(2)隔代教養、(3)管教態度不當、(4)家庭成員關係、親子關係及氣氛不佳、(5)家人有犯罪前科、(6)父母親的職業均屬勞動階層工作性質及與母親關係疏離、(7)經常搬家、(8)逃家的經驗等八項共同點。
2. 在學校因素中,造成三組少年發生偏差及犯罪的影響因素的共通點則可歸納為(1)師生關係惡劣、(2)學行表現不佳、(3)同學關係不良等、(4)都曾出現逃學中輟情形等四項共同點。
3. 而在同儕因素中,造成三組少年發生偏差及犯罪的影響因素的共通點「交到壞朋友」的偏差同儕因素。
三、 在三組個案於犯罪時期的想法方面
1. 本研究發現三組在犯罪時期的想法分別為:A組(保護管束組)的想法為「挑戰權威、自我中心」,B組(輔育院組)的想法為「價值觀偏差、認知扭曲」,C組(矯正學校組)的想法為「逞兇鬥狠英雄主義」。
2. 三組個案於犯罪時期的不同想法,導致由這些想法所發展出來的犯罪行為嚴重程度的不同,如A組多是機車竊盜的個案,且為初犯。B組則為竊盜、毒品等累犯,而被撤銷保護管束改判感化教育。到了C組,則多為強盜搶奪、殺人、傷害等嚴重的暴力犯罪行為。可見不同的想法會導致不同的犯罪行為結果。
在建議部份以影響犯罪少年各時期的可能影響因素,將其區分為家庭、學校、同儕、機構及工作及個人想法等六部份,就本研究結果所得,分別提出建議,期望能提供相關單位及後續研究的參考。
關鍵名詞:犯罪少年、生活歷程、思考型態、敘事研究、紮根理論
A Study on Life Courses and Thinking Patterns among Juvenile Delinquents in Taiwan
The purposes of the study are to study career developments based on the life course prospective and to try to understand the juveniles’ internal way of thinking about illegal criminal activities in terms of their thinking patterns. By means of in-depth interviews and interactive analyzing methods, the study is expected to build a theoretic model grounded in delinquent juveniles’ life experiences. These interviewees are 17 juveniles. Five of them are under custody due to the violation of the juvenile delinquency act. 6 participators are immured in a reform school and 6 students are in a correction school. After explaining the research purposes and research procedures, the researcher interviewed participants individually in two stages with three in-depth interview sessions.
After finishing the individual interview,the researcher will also interview the teacher in each case in order to re-examine the authenticity of the participant’s interview contents.
The researcher uses phenomenological contents analysis, narrative research, and grounded theory to analyze interview results.
In addition to establishing the juvenile lives, thinking style theories and 3 sets of "the map of deviance and crime", the main research results are listed as below:
First:
1. The group of juveniles who are under custody (Group A)
(1) Early phase of childhood: in the phase of the well-behaved childhood with innocent ideas of the participators, the “family” is the main influential factor of their behavior.
(2) From middle to the late phase of childhood: in the phase of the beginning of rebellious way of thinking and behaviors, the interviewees shift gradually from “positive obedience” to “anti-authority”. The main influential factors of their behavior are family, school, and go-astray peers.
(3) Early phase of juvenile: serious misconducts are caused by the group due to “anti- authority” and “egoism”. The main influential factors are family, school, and go-astray peers.
(4) Late phase of juvenile: the main thought of the interviewees under custody caused by criminal behavior is “they wish they could make self-examination.” The main influential factors are family, school, and correction institutes.
(5) Group A has five thinking patterns:「cutoff」、「entitlement」、「sentimentality」、「superoptimism」、「cognitive indolence」
2. The group of juveniles who are in the reform school (Group B)
(1) Early phase of childhood: Like other children, they have some family problems occasionally. The “family” is the main influential factor of their behavior.
(2) From middle to the late phase of childhood: The main idea of the interviewees shifts gradually from “obedient” to “rebellion” because of unexpected family problems. The main influential factors are family, school, and go-astray peers.
(3) Early phase of juvenile: deviant values lead the group to commit crimes. The main thought is “deviated value” and “cognition distortion”. The main influential factors are family, school, go-astray peers and institution.
(4) Late phase of juvenile: juveniles start to make self-examinations. The main thought of the interviewees is from “impervious to reason” to “make self-examination”. The main influential factors are family and correction institutes.
(5)Group B has six thinking patterns:「molification」、「entitlement」、「power orientation」、「sentimentality」、「superoptimism」、「cognitive indolence」.
3. The group of juveniles who are in the correction school (Group C)
(1) Early phase of childhood: they become estranged with their parents. The main thought is to grin and bear it. The “family” is the main influential factor.
(2) From middle to the late phase of childhood: the phase of the beginning of criminal behavior occurs. The main thought of the interviewees shifts gradually from “rebellion” to “hedonism”. The main influential factors are family, school, and go-astray peers.
(3) Early phase of juvenile: the violent behavior is caused by groups. The main thought is “wild and violent heroism”. The main influential factors are family, school and go-astray peers.
(4) Late phase of juvenile: this violent criminal group makes severe mistakes. The main thought is “they wish they could make a self-examination “. The main influential factors are go-astray peers, work, and correction institutes.
(5) Early phase of adult: this group launch into planning their life again, the main thoughts are “regretful “and “taking a fresh start”. The main influential factors are family and correction institutes.
(6) Group C has seven patterns:「molification」、「cutoff」、「entitlement」、「senttimentality」、「superoptimism」、「cognitive indolence」、「discontinuity」.
Second: The influential factors causing deviations and crimes:
1. The influential factors causing juvenile delinquency can be analyzed as followings:
(1) single parent family or broken family
(2) grandparent generation breeding
(3) wrong discipline attitudes
(4) the disharmonious family atmosphere in family member relationship or parent-children relationship
(5) family members with criminal records
(6) both parents holding blue-collar jobs and children having estranged relationship with their mother
(7) moving frequently
(8) running away from homes or playing truant
2. As for the influential factors causing juveniles’ deviations and committing crimes at schools can be inducted as 4 points:
(1) worsening teacher-student relationship
(2) poor school performance
(3) poor classmate relationship
(4) being dropped out schools before
3. In terms of peer factors, making bad friends is the main reason to lead to deviant and criminal behavior.
Third: In view of the ways of thinking of these three case studies in the committing crime period:
1. The study reveals the ways of thinking of these three groups are listed separately:
(1) Under custody group: challenging authorities and self-centered
(2) Reform school: deviated value and cognition distortion
(3) Correction school: wild and violent heroism
2. These different thoughts during the three committing crimes periods lead to different serious levels of committing crimes behaviors. For example: group A, committing mostly the motorcycle thefts, are the first time criminals. Group B, committing thefts and drug abuse, are frequent criminals who have to receive correctional education. As for group C, they commit mainly serious felonies, such as robbery, burglary, murder, and hurting etc. To sum up, different ways of thinking lead to different crime behaviors.
The suggestions of this dissertation are divided into six sessions according to the aspects of family, school, peers, institutes, jobs and individual thinking. Hopefully, these suggestions will be the great reference to the relevant organizations and more follow-up studies will occur.
Key words: juvenile delinquents, life course, thinking patterns, narrative study, grounded theory.
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