臺灣校園修復式正義實踐的本土性建構

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Title:	臺灣校園修復式正義實踐的本土性建構 Indigenous Construction of Restorative Justice Practice in Taiwan Campus
Authors:	陳祥美
Contributors:	心理輔導學
Keywords:	修復式正義生態架構本土性建構 restorative justice ecological framework indigenous construction
Date:	2021
Issue Date:	2023-03-10 09:42:46 (UTC+8)
Abstract:	聯合國於2020年《修復式司法方案手冊》（第二版）中說明修復式正義在教育、發展和關係等層面都適合在教育情境中實施，校園的修復式正義提供一種向上的機會，處理在校園情境的輕微犯罪並減少未來的觸法風險。在國際上，修復式正義方案應用於學校的發展趨勢與日俱增，臺灣校園的應用與發展也是值得關注的議題。臺灣已在2010年正式引入修復式司法的實務，作為刑事司法程序的轉介處遇。整體上，修復式司法的精神和理念也逐漸衝擊校園治理的思維，產生某種程度的典範轉移（paradigm shift），影響校園學生事務相關政策及校園衝突事件後的輔導處遇。於此同時，逐漸發展出臺灣校園應用修復式正義理念與精神的校園政策與輔導策略。本研究採質性研究，訪談臺灣校園各層級（小學、國中、高中職、大學）參與修復式正義工作的教師（兼學務人員）共20名，探討校園修復式正義實踐的生態與經驗，依紮根理論的方法進行資料分析，描述臺灣校園修復式正義實踐的本土性建構，並據以提出相關建議，作為臺灣校園發展修復式正義的參考。研究結果針對：一、校園修復式正義工作者的學習；二、校園修復式正義的輔導介入；三、校園修復式正義的工作程序與內容；四、校園修復式正義的效果；五、校園修復式正義的建構與發展；六、校園修復式正義的挑戰等相關內容進行初步的描述。 The United Nations’ 2020 “Handbook on Restorative Justice Programmes” (Second Edition) stated that restorative justice is suitable for implementation in educational contexts at the educational, developmental, and relationship levels. Restorative justice on campus provides an upward opportunity to deal with minor crimes in campus situations and reduce the risk of future violations of the law. Internationally, the development trend of restorative justice programs applied to schools is increasing day by day, and the application and development of campuses in Taiwan are also issues worthy of attention. Taiwan has officially introduced the practice of restorative justice in 2010 as a referral for criminal justice procedures. On the whole, the spirit and concept of restorative justice has gradually impacted the thinking of campus governance, resulting in a certain degree of paradigm shift, affecting campus student affairs-related policies and counseling treatment after campus conflicts. At the same time, campus policies and counseling strategies that apply the concept and spirit of restorative justice have been gradually developed in Taiwan campuses. This research intends to adopt qualitative research, interviewing about 20 teachers or academic staff at all levels of Taiwan campuses (elementary school, junior high school, senior high and vocational school, and university), to explore the ecology and experience of campus restorative justice practice, and conduct information analysis with grounded theory, describing the indigenous construction of restorative justice practices in Taiwan campuses, and making relevant suggestions based on them, as a reference for the development of restorative justice in Taiwan campuses. The findings of the study are: 1) learning of campus restorative justice workers; 2) campus restorative justice counseling interventions; 3) campus restorative justice procedures and contents; 4) campus restorative justice effects; 5) campus restorative justice construction and development; 6) challenges of campus restorative justice, and other related contents.
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