Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86039
Title: 那段與世隔絕的日子-緊急短期收容中心安置少女的經驗回溯
Those Days Isolated:Retrospection of Teenage Girls in an Emergent and Temporary Placement Center
Authors: 彭淑華
李郁芬
Keywords: 性交易
不幸少女
網絡援交
安置機構
sexual transaction
misfortunate female adolescence
financial-aid by sex on the Internet
placement center
Issue Date: 2013
Abstract: 本研究的研究目的,在瞭解曾依「兒童及少年性交易防制條例」安置於緊急短期收容中心,且被裁定返家的少女,如何詮釋曾有的安置經驗,且此安置經驗對其生涯的影響。研究方法採質性研究,深度訪談十位已離開緊急短期收容中心三個月以上的少女,獲致研究結果如下: 一、少女移送安置前,因對服務流程與收容中心資訊有限,整體心境是害怕、焦慮,並想像將被帶往像「監獄」或「較不自由」的地方。安置初期,機構的隔離措施,讓少女有監禁感,待進入團體生活後,此感覺獲得舒緩。安置期間等待緊短後去處的「法院裁量」,使少女安置生活充斥著焦慮、不安與缺乏掌握感,甚至帶來少女「逃離」的想法或行動。 二、緊短安置與外隔絕的環境,帶給少女許多正向的學習,但也伴隨負面的感受。少女對安置正面的詮釋:安置提供無憂無慮的生活、可以安靜反省、親子關係改善、人際能力提升、價值觀調整;負面的詮釋:不能主導自己的未來、與外界隔絕沒有自由、小團體的壓力與人際的不安全感、作息管理缺乏彈性。 三、緊短安置對少女後續生涯的影響:曾被安置對多數少女而言為不能說的秘密;就職業選擇多數以尋求主流價值認可的工作;就學業的接續或繼續升學,乃為獲得主流價值認可的文憑;返家後皆能持續安置期間獲得改善的正向親子互動。 四、少女對緊短安置的建議:增加親子會面的次數、降低安置初期的不安全感與機構管理、作息的彈性。 五、少女對緊短安置處遇的看法:認為緊短安置是「保護」的處遇。 根據以上研究發現,從營造少女友善的環境,本研究的建議為:1.安置初期安全感與信任關係的建立。2.安置作息與課程設計的賦權。3.更多親子互動質與量的安排。4.緊短後生活更多元的處遇與選擇。5.平常心看待逃跑事件。
Abstract The purpose of this research is to understand how teenage girls, who, according to Child and Youth Sexual Transaction Prevention Act, entered an emergent and temporary placement center, shared their experiences in retrospect and the influence of such experiences on their life after being released. This qualitative research was conducted by using in-depth interview method targeted the ten teenage girls who have left the placement center for at least three months. The results are required as follows: 1. Before entering the placement center, these girls, due to their lack of knowledge about the entire procedure and the center itself, felt scared and anxious, imaging that they would be sent to “a prison” or “a place with less freedom.” In the beginning of their staying, the isolated facilities make them feel imprisoned. After they grew used to the pattern of living as a group, such feeling of imprisonment was relieved. While waiting for the court’s ruling as to where to go afterwards, these girls were living under such great anxiety and insecurity that they even thought about escaping, and some did run away. 2. These girls have experienced both positive learning and negative feeling in the isolated environment of the placement center. From a positive perspective, the center has offered them a place to stay without worrying about how to make a living, a place to reflect upon themselves in tranquility, a place that helps their relationship with parents, a place that improves their interpersonal relationship, and a place that adjusts their values. From a negative perspective, the center decides their next step, deprives them of freedom and contact with the outside world, makes them encounter pressure as well as sense of insecurity among small groups, and lacks flexible daily routines. 3. The influence of the placement center after the girls left: To most of these girls, such placement experiences have become an unspeakable secret. In terms of choice of occupation, they now tend to seek jobs based on the mainstream values. In terms of education, they now want to gain diplomas based on the mainstream expectations. After returning home, all of them have improved their relationship with parents as what they have experienced in the center. 4. The girls’ suggestions for the placement center: They hope the center can increase the chance to meet their parents and that the center can reduce their sense of insecurity as well as control from the authority upon their arrival. They also hope the center can improve the flexibility of their daily routines. 5. The girls’ interpretation of the placement center: They consider the emergent and temporary placement center a kind of “protective intervention.” According to the findings of this research, some suggestions are made to establish a friendlier environment for girls in the placement center. First, the center should, in the beginning, provide the girls with sense of security and build up a trustworthy relationship with them. Second, the center should allow more empowerment for the girls in terms of their daily routines and course design. Third, the center should arrange both qualitative and quantitative interaction between the girls and their parents. Fourth, the center should offer multiple kinds of intervention after the girls finish their term. Last but not least, the center should adopt a more empathetic attitude toward the girls’ attempt to escape. Keywords: sexual transaction, misfortunate female adolescence, financial-aid by sex on the Internet, placement center
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0696180183%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86039
Other Identifiers: GN0696180183
Appears in Collections:學位論文

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