The Juvenile Correctional schools of juvenile delinquents' subculture-Yang Ming High School
| Autor: | Yan-Bok Jin, 趙彥博 |
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| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 Summary Correctional institutes are isolated from the outside world by walls and these walls cloud people’s understanding of their purpose and operations. This isolation and self-containment created a unique culture within the correctional institutes. Among all the correction institutes, the Juvenile Correctional School-Yang Ming High School which was established on July 1999 plays a major role in leading formal education system for corrective process. Juvenile delinquents, who have committed crimes, have been sent there to accept their punishment. However, since the delinquents are minors, their punishments and dispositions are very different from that of adult detention centers. Under different circumstances, punishments, and custodial atmospheres, the characteristics of subcultures formed by the society of juvenile delinquents behind these bars have been changed. This research focuses on the characteristics of juvenile inmates’ subculture within correctional institutes such as their moral value, environmental adaptation, interpersonal relationship, small group traits, role playing, rules of underworld, and gangster argots. Qualitative Research Method and Purposive Selection were used to choose nine juvenile delinquents from Ming Yang High School who have had prior experiences in other detention centers. Semi-structured data was collected from penetrative interviews conducted during the period from January 2007 to April 2007. Content Analysis of Phenomenological Text was used to conduct multiple case analyses and to help explain the unique meanings of juvenile delinquents’ subculture. This research shows that most juvenile delinquents held deviated cognition and fatalistic attitude. The juvenile delinquents are usually self-centered but are forced to change their extravagant consumer habits since their only financial support comes from immediate families and they are constantly restrained by the code of conduct of the correctional institute. Under the provisions of the correctional institute, the inmates’ energies are released toward daily physical activities. They maintained good interaction with disciplinary staff but with other inmates their interactions may veer toward either good or bad. Within the confines, small groups formed usually through commonalities such as coming from the same regional area or through acquaintances. In these groups, there exists a social rank similar to those in gangster movies in which there is a leader, counselors, killers, and pawns. Sometimes they do break their own underworld rules fighting for their own self-interests. Underworld rules vary depending on group origination and also from generation to generation. For example, in daily life, there are rules against stealing and shirking, and rules for taking care of personal hygiene, and respecting others’ privacy. These rules are not bad and they actually help to maintain order within the correctional institutes. Most inmates agree that the consequences of violating underworld rules are much more severe than violating those of the correctional institutes. The use of gangster language is handed down by various inducements and the use of argot changes with each generation. The traditional gangster language has been gradually affected by the “Martian Words” of the e-generation between juveniles. Due to self-contained distinguishing feature of custodial life, juvenile inmates in correctional institutes have developed a unique subculture that is very different from the cultures of the outside world. To the management of correctional institutes, the subculture has both positive and negative influences. How to effectively reduce the negative influences and make them positive toward correctional education is the major task for correctional institutes. From the above mentioned research, this report lists suggestions for correctional institutes including: encourage juvenile to introspect, reinforce moral value, limit the enjoyment of material life, use fair punishment, emphasize career guidance for aftercare, help juveniles to return to normal society with competitive skills, stimulate juveniles’ potential in sports, expand education channels, offer appropriate guidance and examinations, centralize resource for correctional education, assign fatigues appropriately, specialize class management, build invisible inhibition, use younger police forces, break the muse of righteous, change juveniles’ attitude to make good friends, take precautions against accidents while under custody, prevent future incidents through teaching by examples, understand underworld rules, handle all individual matters fairly, recognize the meanings of gangster language, lead juveniles to create positive artwork, accept juvenile inmates’ subculture, and enhance effectiveness of correctional education. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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