【摘要】：幫教制度作為附條件不起訴制度的核心內(nèi)容,其是否科學(xué)合理直接關(guān)乎附條件不起訴制度能否發(fā)揮出教育、感化、挽救被不起訴人的作用。幫教制度存在哪些問題,如何進(jìn)行有針對(duì)性的完善,需要在實(shí)踐觀察的基礎(chǔ)之上來探討。本文主要運(yùn)用分析、實(shí)證的方法,分析了某區(qū)檢察院對(duì)輕罪未成年人進(jìn)行幫教管理的情況,以期發(fā)現(xiàn)附條件不起訴幫教制度在實(shí)踐中存在的不足之處,進(jìn)而在此基礎(chǔ)之上提出相應(yīng)的完善建議。全文除引言和結(jié)語外,共分成四部分,約2.5萬字:第一部分,附條件不起訴幫教的相關(guān)內(nèi)容。其相關(guān)內(nèi)容主要涉及幫教的概念、性質(zhì)以及幫教的特征三個(gè)方面。首先,2013年新《刑事訴訟法》中確立了附條件不起訴制度,并規(guī)定了要在考驗(yàn)期內(nèi)對(duì)被附條件不起訴人進(jìn)行監(jiān)督考察和幫教。附條件不起訴幫教是指檢察機(jī)關(guān)對(duì)適用附條件不起訴的未成年人,在法定的考驗(yàn)期內(nèi),結(jié)合社會(huì)力量對(duì)其進(jìn)行相應(yīng)的監(jiān)督教育。其實(shí)質(zhì)是一種非犯罪化的處理措施,目的在于運(yùn)用刑罰替代措施,在刑事訴訟程序之外幫助未成年犯祛除不良行為和犯罪心理,完成自我重塑。其次,在各國(guó)刑事政策正朝著“輕輕重重”方向發(fā)展的潮流下,附條件不起訴幫教制度體現(xiàn)了刑罰觀念由報(bào)應(yīng)刑向教育刑、目的刑轉(zhuǎn)變的趨勢(shì)。它具有法定性、公益性、非強(qiáng)制性、社會(huì)參與性的特征。第二部分,附條件不起訴幫教制度的實(shí)踐運(yùn)行情況。首先,文章以C市S區(qū)檢察院的幫教管理情況為例,搜集了S區(qū)檢察院2009年—2013年未成年人幫教管理情況的相關(guān)資料,并分析了選擇S區(qū)檢察院作為樣本的合理性,即在于其幫教管理的適用階段、適用對(duì)象、考察機(jī)關(guān)、適用條件等方面與附條件不起訴幫教中的規(guī)定存在高度契合。其次,對(duì)S區(qū)檢察院幫教運(yùn)行情況的考察,應(yīng)包括對(duì)其幫教的適用規(guī)范、工作方式、適用對(duì)象、所用措施及如何進(jìn)行幫教結(jié)果考核等方面的考察。最后,從幫教對(duì)象復(fù)歸社會(huì)的具體情況來看,S區(qū)檢察院的幫教管理機(jī)制確實(shí)起到了一定的效果,在降低羈押率、幫助幫教對(duì)象復(fù)學(xué)就業(yè)上起到了積極的作用。第三部分,附條件不起訴幫教制度運(yùn)行中存在的主要問題。在實(shí)踐觀察的基礎(chǔ)上,結(jié)合我國(guó)相關(guān)法律規(guī)定,附條件不起訴中的社會(huì)幫教制度主要存在著缺少統(tǒng)一的幫教管理規(guī)范、缺少專門的幫教管理機(jī)構(gòu)、幫教人員專業(yè)性不強(qiáng)、幫教手段方式僵化、幫教結(jié)果考核標(biāo)準(zhǔn)不科學(xué)、幫教受到客觀條件制約等六個(gè)方面的問題。這實(shí)質(zhì)上反映了幫教制度尚未形成合理有效的運(yùn)行機(jī)制。第四部分,附條件不起訴幫教制度實(shí)施的完善進(jìn)路。結(jié)合前文的兩部分,針對(duì)附條件不起訴幫教制度在實(shí)踐中存在的問題,可以從兩方面來進(jìn)行完善:一方面,針對(duì)上部分指出的具體問題,可以從制定統(tǒng)一的幫教管理規(guī)范、設(shè)立專門的幫教機(jī)構(gòu)、嚴(yán)格幫教人員的選任、創(chuàng)制多樣化的幫教措施,建立合理的幫教考核體系以及完善幫教的配套措施等六方面來完善,其旨在構(gòu)建科學(xué)合理的幫教運(yùn)行機(jī)制。另一方面,任何一項(xiàng)制度的有效運(yùn)行離不開其他制度的必要支撐。附條件不起訴幫教制度要與未成年人社會(huì)調(diào)查制度及犯罪記錄封存制度形成良好化學(xué)反應(yīng),確保在檢察機(jī)關(guān)做出附條件不起訴決定后,從幫教開始到幫教結(jié)束,幫教對(duì)象的合法權(quán)益都受到應(yīng)有保護(hù)。
[Abstract]:As the core of the system of non-prosecution, the system of teaching and teaching is the core of the non-prosecution system, whether it is directly related to the condition that the non-prosecution system can play an important role in the education, the influence and the saving of the non-prosecution system. What are the problems in the teaching system, how to carry out the targeted improvement, needs to be discussed on the basis of the practice observation. This paper mainly uses the analysis and the positive method to analyze the situation of the public prosecutor's office in the management of the minor minor, with a view to finding out the shortcomings of the non-prosecution of the teaching system in practice, and then on the basis of this, put forward the corresponding suggestions. In addition to the introduction and the conclusion, the full text is divided into four parts, about 25,000 words: the first part, the conditional non-prosecution of the relevant content of the teaching. Its related contents mainly relate to the concept, nature and the characteristics of the teaching. First of all, the new Code of Criminal Procedure for 2013 establishes the system of conditional non-prosecution, and provides for the supervision and investigation of the non-prosecution of the non-prosecution in the test period. The conditional non-prosecution service refers to a minor who is not prosecuted by the procuratorial organ for the application of the conditions of attachment, and the corresponding supervision and education of the minor under the statutory test period in combination with the social forces. In essence, it is a kind of non-crime treatment measure, the purpose is to use the alternative measure of the penalty, to help the minor to remove the bad behavior and the crime psychology in addition to the criminal procedure, and complete the self-remodelling. Second, under the trend of the development of the national criminal policy in the 鈥渢o weigh heavily鈥，

本文編號(hào)：2394802