臺灣博碩士論文加值系統

修復式正義是近年來犯罪學領域被熱烈討論的議題，但各界對於以修復式正義作為犯罪問題的一種處遇似乎抱持著懷疑的態度。面對這樣的挑戰，出現了將修復概念帶入校園，用以處理較單純的霸凌及衝突問題，即所謂的修復式實踐（Restorative Practice）。的確，在學校的場域中是比較有營造出高度支持、鼓勵說出感受、共同討論衝突問題該如何解決，再試圖修復彼此關係的可能性。相較於成人世界的複雜，同儕關係與師生關係之間的傷害、財產上的損失相對有限，在「關係」的修復上也更有意義。
修復式實踐藉由圍圈（Circle）的對話方式凝聚學校成員之間的情感，學習傾聽與表達、同理心以及尊重差異。當大家都認同這個學校團體時，首先，能使衝突的發生降低；接著，面對已發生之衝突，相關當事者會更願意坐下來溝通，表達不滿，而不是訴諸於法律或出現硬碰硬的對立局面；再來，在溝通協商的過程中，更能聚焦在如何解決問題，而非一味地處罰其中一方；最後，當事件的處理告一段落時，當事者之間的關係能夠回復和諧，不會因為心存芥蒂，反而在事件落幕後分道揚鑣。
然而，透過修復圈的對話方式，真的能營造出寬容、正向與富於溝通的校園氛圍嗎？本研究發現學齡前兒童在幼稚園中進行修復圈的對話活動，能讓孩子們對於情境能加以思考，並嘗試表達出自身感受，在互相表達與傾聽的過程中，自我控制能力及自信心皆有顯著進步，進而使得團體凝聚力和學習氛圍提升，甚至能因此讓衝突的解決更為順利。

Recently, Restorative Justice has been discussed lively in Criminology and Criminal Justice community., However, most people from both academic area and general public remain skeptical about Restorative Justice as a effective measure to deal with criminal problems. Therefore, the restoration concept is employed to handle the relatively simple bullying and conflicts in school campus, that is Restorative Practices.

Indeed, it is more likely to create a high level of support, to encourage people to speak true feelings, to discuss how to resolve conflicts, and then seek the possibilities for repairing mutual relations in school. Comparing to the sophisticate adult world, the damage and loss in the relationship or properties among peers, teachers and students, are relatively minor. Therefore, it becomes more meaningful making efforts to restore such “relationship”. By means of Restorative Dialogue Circle, “restorative practice” cohere relationships, facilitate listening and expressing skills, showing empathy and respecting individual differences among school members.

When everybody agrees these school groups, firstly, it reduces the possibility of conflict occurrence; then, for those conflicts occurred, the concerned parties will be more willing to sit down and communicate, expressing their dissatisfaction, rather than resorting to law suits or hard confrontation; Furthermore, the communication and consultation process, will be more focused on how to solve problems, rather than merely enforcing penalties from one to another; and finally, when the case is closed, the relationship between concerned parties would be able to restore to harmony, and not parted ways afterwards because of the un-settled hidden grudges.

However, can Circle of Dialogue really create a campus atmosphere that favors a more tolerant, positive communication within it? This study are taking place in a simple, but yet, full of conflicts area, that is, the preschool, training the preschoolers to conduct Restorative Circle, Therefore, children can think about the situation and try to express their feelings. And it found that the Restorative Circle in preschool can really help the children to talk about their feelings, and listen to each other. In the process of expression, they are doing better on self-control and self-confidence, and it also made the learning environment to enhance group cohesion, even let the conflict settled smoothly.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 名詞定義 4
第二章 文獻探討 5
第一節 學齡前兒童的衝突類型與解決方式 5
第二節 校園中的修復式實踐 11
第三節 幼稚園的修復圈 19
第四節 總結 23
第三章 研究方法 24
第一節 研究設計 24
第二節 研究參與者 27
第三節 研究工具 28
第四節 影片觀察之記錄 35
第四章 研究結果與分析 51
第一節 老師與家長的問卷訪問 51
第二節 同理心的前後測比較 54
第三節 樣本於各次活動之比較 62
第四節 研究結果之整理與對照 76
第五章 結論與研究建議 78
第一節 結論 78
第二節 研究建議 80
參考文獻 82
附錄 88

一、中文文獻
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二、英文文獻
Askew, S., Carnell, E. (2000). Dialogue, discussion and feedback: views of secondary school students on how others help their learning. Feedback for learning, 46-61.
Bliss, T., Robinson, G., & Maines, B. (1995). Developing Circle Time: Taking Circle Time Much Further. SAGE.
Blood, P., & Thorsborne, M. (2005, March). The challenge of culture change: Embedding restorative practice in schools. In 6th International Conference on Conferencing, Circles and other Restorative Practices:'Building a Global Alliance for Restorative Practices and Family Empowerment.
Braithwaite, J. (2002). Restorative justice & responsive regulation. Oxford University Press.
Carter, C. C. (2013). Restorative practices as formal and informal education.Journal of Peace Education, 10(1), 36-50.
Cheminais, R. (2008). Every Child Matters: A practical guide for teaching assistants. Routledge.
Chen, D. W., Fein, G. G., Killen, M., & Tam, H. P. (2001). Peer conflicts of preschool children: Issues, resolution, incidence, and age-related patterns.Early Education and Development, 12(4), 523-544.
Collins, M. (2011). Circle Time for the Very Young, SAGE Publications Ltd.
Costello, B., Wachtel, J., & Wachtel, T. (2010). The restorative circles in schools: building community and enhancing learning. International Institute for Restorative Practices.
Estrada, P. (1995). Adolescents' self-report of prosocial responses to friends and acquaintances: The role of sympathy-related cognitive, affective, and motivational processes. Journal of research on adolescence, 5(2), 173-200.
Davila, M. (2012). Restorative justice and conflict resolution in preschool.
Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child development, 194-201.
Guerra, N. G., Moore, A., & Slaby, R. G. (1995). Viewpoints: A guide to conflict resolution and decision making for adolescents. Champaign, IL: Research Press.
Hartup, W. W., Laursen, B., Stewart, M. I., & Eastenson, A. (1988). Conflict and the friendship relations of young children. Child development, 1590-1600.
Hendry, R. (2009). Building and restoring respectful relationships in schools: A guide to using restorative practice. Routledge.
Hocker, J. L., & Wilmot, W. W. (1978). Interpersonal conflict. WC Brown Company.
Hopkins, B. (2004). Just schools: A whole school approach to restorative justice. Jessica Kingsley Publishers.
Kane, J., Lloyd, G., McCluskey, G., Riddell, S., Stead, J. ＆ Weedon, E. (2007). An Evaluation of "Restorative Practices in Three Scottish Councils", Scottish Executive Education Department, Edinburgh.
Mosley, J. (2005). Circle time for young children. Psychology Press.
Palaiologou, N. (2009). Addressing Ethnic Conflict through Peace education. International Perspectives , Taylor & Francis.
Perlman, M., & Ross, H. S. (1997). The Benefits of Parent Intervention in Children's Disputes: An Examnation of Concurrent Changes in Children's Fighting Styles. Child development, 68(4), 690-700.
Piaget, J. (1959). The language and thought of the child (Vol. 5). Psychology Press.
Pope, A. W., McHale, S. M., & Craighead, W. E. (1988). Self-esteem enhancement with children and adolescents. Pergamon Press.
Rundell, F. (2007). “Re-story-ing” Our Restorative Practices. reclaiming children and youth, 16(2), 52-59.
Sims, M., Hutchins, T., & Taylor, M. (1996). Young Children in Child Care: The Role Adults Play in Managing their Conflicts. Early child development and care,124(1), 1-9.

Tobin, J. J., Wu, D. Y., & Davidson, D. H. (1989). Preschool in three cultures: Japan, China, and the United States. Yale University Press.
Wachtel, T. (2005). "Creating safer saber schools through Restorative Practices", Paper presented to the XIV World Congress of Criminology, Philadelphia, PA.
Wachtel, T. (2012). What is Restorative Justice, IIRP Graduate School.


三、網路資源
Drewery, W. (2007). Restorative practices in schools: Far-reaching implications. 取自http://researchcommons.waikato.ac.nz/handle/10289/3345
IIRP Graduate School (2014). Theater and Restorative Practices Circles.2014年6月24日，取自YouTube網址：https://www.youtube.com/watch?v=3IXUaF7EKpQ#t=264

Mirsky, L. (2014) Voice and choice in learning. 取自http://restorativeworks.net/2014/12/teaching-values-students-life-experiences/
Swansea city council (2012). Restorative Practice in Swansea. 2012年05月28日，取自You Tube網址：https://www.youtube.com/watch?v=KA821uOZrfQ&list=PLB8QHFlhZOQTLV7m3asHcrkKiD_TTjCDk&index=2。
The Economic and Social Council Resolution. (2002). Basic principles on the use of restorative justice programmes in criminal matters .2002年12月.取自：http://www.un.org/en/ecosoc/docs/2002/resolution%202002-12.pdf
Wachtel, J.(2014) National research funds 15 urban schools to implement restorative practices. 取自http://restorativeworks.net/2014/03/safersanerschools-research/

Wachtel, J.(2014) “Best school in the universe” says key is restorative practices. 取自http://restorativeworks.net/2014/03/restorative-practices-perfect-fit-public-charter-schools-mission-care/

Wachtel, T. (2013). Defining Restorative, International Institute for Restorative Practices.取自http://www.publicsafety.gc.ca/cnt/cntrng-crm/crrctns/rstrtv-jstc-eng.aspx
White, Murray.(2012). Circle Time Building Self Esteem. 2012年08月20日，取自You Tube網址：https://www.youtube.com/watch?v=IH8afiwNp9o&list=PLB8QHFlhZOQTLV7m3asHcrkKiD_TTjCDk&index=3。
吳為恭（2012年7月13日）。怕被告，教師法律研習4百人創新高。自由時報。取自：http://news.ltn.com.tw/news/local/paper/599079。