8. Conclusion
8.2 Suggestions
There are a few suggestions that author concluded that hopefully it could help the diversion organization and schools in terms of providing healthy leisure activities for juveniles and also be able to create more positive leisure opportunities for juveniles.
1. The juveniles who ended up participating in deviant leisure activities were often lack of opportunities and personal skills to participate in socially actable leisure activities. (Robertson, 2000) Therefore, if diversion organization could cooperate with companies to provide juveniles practical skills, such as cooking, baking, fixing motorbikes or plumping. It will not only provide the juveniles with the ways to learn different things, but also future working opportunities after the diversion. The diversion center could also work with departments in the university nearby to run camps or workshops. Encourage college students to lead the juveniles to participate in designed activities or games. It might give the juveniles a chance to work and play with other promising youths. This might give them positive influences and show the juveniles what other youths are doing and what kind of positive activities they are doing and maybe they could learn from them.
2. According to the director and the teacher of the diversion center, there is no follow up after the juveniles leave the diversion. Although the juveniles all agreed that they have changed over time during their stay in the diversion. However, after two years of transformation and learning, it will be a pity if the juveniles went back to their old life. It will be good to work with social services to have a follow up the system, to check on the juveniles and to care for them.
3. Since the juveniles were not able to reach the world outside of diversion center. The diversion center should provide a variety of positive leisure activities for he juveniles if possible. Leisure activities such as different kinds of sports lesson, arts or music programs to help the juveniles develop interests in other areas. Teachers or social workers could also encourage the juveniles to set up goals to achieve and help the juveniles regain their confidence.
8.3 The limitation of study and suggestions for future study 8.3.1 The limitation of study
1. This study was conducted by using the method of in depth interviews. The data was analyzed based on what he juveniles said during the interviews and manuscripts from the interview. However, during the study, the diversion center also approved the author to interview the juveniles within their available time.
Within the time limit, the author was able to conduct only one game session once and interviewed each juvenile once. Also the diversion demanded the juveniles to call the author ‘teacher’, and the juveniles were asked to behave well during the interviews; otherwise, there will be punishment. These factors created a gap and distance between the juveniles and the author. Therefore, when the author asked questions of their families or their deviant behavior, some of the juveniles refused to answer the questions. However, they were seeing the author as the role of a ‘teacher’. Therefore, they tried to provide good and
positive comments about them rather than negative things. This might affect the reliability of the study.
2. The cases of this study were from the southern part of Taiwan and all cases are taking from one diversion center with only male juveniles. Therefore, the analyzed result may not be able to present the whole at-risk youth population and their deviant behavior in Taiwan. This research only provides the cases from one diversion center. There was no evidence to prove results to represent other diversion center in Taiwan.
3. During the time of the interviews (July to August, 2011), there were only 11 juveniles in the diversion center. Therefore the author only had 11 samples and maybe it was not enough to present the whole juveniles’ population.
8.3.2 Suggestions for the future study
1. There are other diversion centers which accommodated female juvenile offenders.
Future study could also focus on female juveniles and compare the differences between male and female juveniles.
2. More time should be spent to get to know the juveniles first before conducting any research or interview. This might help the juveniles to build more trust on the researcher, and for them to be able to provide more reliable information and data for the study.
3. Try to collect samples from multiple diversion centers if possible. By doing so, this could increase the number of samples and might be able to provide a variety of data.
8.4 The contribution of the study
Different from the previous studies, this study did not only focus on what caused juveniles to participate in deviant leisure but also found the connection between the reasons of participation and the outcomes from the participation. By knowing this, the author hopes that this study can be used as a reference for any studies in terms of the youth participants in deviant leisure. This study showed that juveniles’ participation in deviant was not caused by one factor but by the whole environment. Therefore, the
juveniles should not be the only element, who needs to be educated or corrected, but also their family of origins, their living environment and even the society. Leisure educators or leisure program designer who wants to design or develop leisure activities for at-risk youths could try to design activities not only for the juveniles but also for the people and their surroundings.
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Appendix 1: Interview questionnaire
1. What leisure activities do you normally participant (using after school hours) before you came to this rehabilitation center? From your own understand, what is “leisure activities”?
2. How did you first get involved with these activities? Who did you normally go with?
And when did you go and do these activities?
3. Among these activities, what did you like the most? Why? What is the content of the activity/ activities?
4. What are the reactions of your family when they found out you are participating in this activity? How did they feel about it? What are the reactions of your teachers and friends? How did you react to it?
5. What are the main reasons that made you participated in this activity? What is attracting you？
6. How did this activity influence your life?
7. What activity do you miss to do? Why?
8. What are the activities that you will continue doing after you leave here?
9. What are the activities you are doing in the rehabilitation center? Which activities do you like the most? Why?
10. Are these activities similar from the activities that you participated before? What are the differences? If you get to choose, which one would you choose to do? Why?
11. How did you look at the activities that the rehabilitation center arranged for you?
And how do you look at the activities you participated it before?
12. Can you compare how these two different kinds of activities impact on your life? the impacts of these two activities on you
Appendix 2 Interview questionnaire 訪談大綱 (中文)
1.在還沒有安置之前你（在課餘時間）通常都作些什麼活動？
2.你認為「休閒活動」是什麼?
3.這些活動最初是怎麼接觸到的？你都跟誰一起去？什麼時間去？
4.這些活動中你最喜歡哪一樣？都做些什麼(內容)?為什麼?
5.通常從事這項活動你家人的態度如何？你學校老師和其他同學或朋友
5.通常從事這項活動你家人的態度如何？你學校老師和其他同學或朋友