探訪一位因釋字第664號解釋意外獲釋虞犯少年之生命經驗

本研究旨在探訪一位因釋字第664號解釋而遭釋放虞犯少年之生命經驗，研究者以半結構式深入訪談法，訪談一位符合研究需求之個案，並以詮釋現象學方法進行文本分析。本研究發現如下：一、受訪者從國小轉銜至國一階段，因生理、心理與家庭等各方面之不適應，進而衍生逃學、逃家行為。二、未釐清受訪者理解能力所為之輔導措施難以收效。三、受訪者在收容，或接受感化教育期間，與其他觸犯刑罰法律少年均未加以隔離，且執行機構亦未針對其非行成因與需求調整課程或活動內容。四、收容措施對於受訪者改善經常逃學、逃家行為並無助益。五、受訪者接受感化教育之後，經常逃學、逃家行為雖有所改善，但探究其動力，應該是來自於年齡增長以及執行過程中重大事件發揮「轉捩點」之影響力。六、運用抑制理論可以解釋受訪者為當初何選擇逃離學校及家庭。此外，犯罪學發展性理論中「生活週期觀點」較能為本案例事後行為之改善提供合理解釋。

This research aims to find the life experience of a juvenile status offender who was released because of the Judicial Yuan Interpretation No.664. The data was collected from semi-structured in-depth interview with one participant who conformed to the requirement of this research. Hermeneutic phenomenology perspective was used to analyze the text. The following findings were drawn in this research：1. The difficulty in adaptation to the transition from elementary school to junior high school led the participantto truancy and run away from home. 2. Counseling to the participant was not effective if the participant's reflective ability was not well clarified in advance. 3. Neither in the juvenile detention housenorin the juvenile rehabilitative education institute, the participant was not separated from the other criminal offenders and treated in the same way. 4. Therewas no use for the participantto decrease the truancy andrunawayfrom home by detention. 5. Truant andrunawaybehaviorof the participant were decreased afterreleased from the juvenile rehabilitative education institute. Thegrowthof age and critical ‘life event’happenedduringthe rehabilitative education days had absolute influence on the change of behavior. 6. The Containment Theorycould be used to explain whythe participantchose to become truantand run away from home.In addition,'life-course perspective” of Developmental Criminology was appropriate to be utilized to provide a reasonable explanation for the behavioral change of the participant.