本研究探討當前兒少保護通報是否能回應兒少主體需求，而通報過程又如何再製不平等的性／別與階級權力關係。現有相關研究大多只聚焦對通報系統的探討，較少分析通報前、後到後追輔導的工作流程，以及在此過程中所鑲嵌的不平等權力關係。因此，本研究將說明不同領域的相關專業人員如何參與通報的流程，而在協作過程中又如何再製社會對弱勢社會族群的的不公想像，讓需要協助的案主被排除在外，卻也讓不願被納入通報系統的兒少主體，受到通報系統去脈絡化的懲處。透過深度訪談(7位通報事件相關人與8位相關專業人士)以及參與觀察，研究發現首先將探討校園校性別事件通報前後，第一線專業人員如何因應通報法規、流程、成效指標而做出的標準化、去脈絡化的評估與處遇，忽略不同兒少主體的需求及聲音，甚至再製性／別與階級的污名。再者，藉由性／別事件通報案例，資料分析將試圖跳脫二元對立的權力觀，以及社會對兒少主體的扁平想像，進而看見兒少性／別主體的多元經驗，同時，也說明通報系統如何對「非典案主」的社會排除。透過反思通報系統，我也將說明校園第一線專業人員在面對案主的無力感與失語症是如何被建構，其背後又如何反應性／別與階級的污名運作。本研究發現除了提供助人專業工作者在實務上的參考，也將對相關政策做出建議。 This study explores whether child and youth protection notification has met the needs of the service receivers and how inequalities in sex/gender-related and classes are made in the notification process. So far, most of the related studies focus on the notification system but few studies addresses the procedures before as well as after the notification. Therefore, this study explains how different professions get involved in the notification process and in the process, how injustice is made towards the underprivileged groups, particularly those who need the help are excluded from getting help and those who do not want the notification, yet, unwillingly be punished. Through in-depth interviews on interviewees (7 pertinent to the notification cases and 8 related professionals) and participation observation, the findings, first of all, shows how the frontline workers tend standardize and de-contextualize their evaluations and ignore the needs and voices of their children and youths and even stigmatize the socially vulnerable in order to meet the regulations and requirements from the system. Second, the analysis moves beyond a dualistic understanding of ＂victims＂ and ＂perpetrators＂ and addresses the complex lived experiences of the young service recivers. Meanwhile, it explains how the notification system excludes ＂atypical cases＂ while simultaneously reinforcing gendered/sexualized values and classed biases. Through re-thinking about notification process, I also explain how the frontline professions in school become powerless due to the unfair work conditions they encounters. The findings of this study provide not only advice to the professions but also suggestions for those who make related polices.
