背景：影響青少年偏差行為的因素有很多，包括個人因素(例如：憂鬱、生活壓力、負面情緒)、學校或同儕因素、整體社會環境、家庭因素(例如：家庭關係不佳、父母離婚、父母親長期酗酒，或有家暴行為等)，這些都容易對兒童造成不良影響，也很可能造成青少年時期的偏差行為。Hirschi提出的社會控制理論 (Social control theory) 認為，如果個人與某些傳統的社會連結較緊密，也會連帶與其他種類的社會連結更加緊密；而社會整合的概念就是個人與整體社會的許多連結關係，透過各個部分與環節的環環相扣，使整體社會凝聚力及向心力增強的一個過程，因此，社會整合較好的青少年，有同儕之間良好的互動及支持下，較能找到自己的社會角色，並減少偏差行為的產生。
方法：問卷資料來自「台灣教育長期追蹤資料庫(TEPS)」，分為四波調查，使用分層抽樣的方式，總共追蹤4261人。童年時期家庭逆境 (childhood adversity)使用第一波的問卷來評估，當時青少年的年齡約為13歲，是評估國小以前的家庭狀況，問他們家中是否曾有逆境事件的發生；青少年偏差行為 (deviant behavior)則是用第四波的問卷來評估，青少年約為18歲，問他們這一年內偏差行為的發生頻率；社會整合 (social integration)分為心理性社會整合 (psychological integration)與結構性社會整合(structural integration)兩部分，皆使用第一波與第三波的問卷來評估，第一波青少年為約13歲，第三波約為17歲，主要是評估青少年對學校的看法，以及參與各項課外活動、社團、社交圈的程度。
結果：分析變項之間的相關性並畫出結構方程模型 (structural equation modeling, SEM)，發現一種家庭逆境的對心理性社會整合有顯著負相關，而社會整合與所有偏差行為都有顯著負相關；另外，家庭逆境雖然與結構性社會整合無顯著相關，但結構性社會整合與偏差行為皆有顯著正相關。
討論：童年時期的家庭逆境對青少年偏差行為的影響是透過心理性社會整合，並非結構性社會整合。心理性社會整合對偏差行為會有正面影響，青少年對於學校想法越正面、依賴性越高，心理性社會整合越好，也會提升自我控制力，產生偏差行為的風險就會降低。而結構性社會整合對偏差行為的影響正負面都有，像是課外活動與學習活動會有一些正面影響，但其他方面多為負面影響，尤其是打工和交朋友的部分。
結論：一旦發現青少年曾有童年家庭逆境的經驗，應加強心理性社會整合的影響，藉由師長的關心與良好互動，讓青少年對學校有正面積極的想法，喜歡上學，也許能因此減少偏差行為的產生。而結構性社會整合包含正負面影響，因此在鼓勵青少年參與活動，拓展社交圈及人脈的同時，也需要特別注意是否會結交壞朋友而產生偏差行為。

Introduction: Childhood adversities are associated with deviant behavior in adolescence. According to Hirschi’s social control theory, when people form close link to part of society, they will be also related with other society more closely. Social integration is defined as individuals' involvement in social groups, including classmates or friends, which means adolescent comply with group members, those involvement take lend meaning and purpose for life, these bonds can also lead to better self-control, decreasing the risk of criminal or deviant behaviors. We hypothesized that the pathway from childhood adversities to adolescent deviant behaviors may be through social integration in adolescence, which can be further categorized as psychological and structural integration.
Method: We used data from the Taiwan Education Panel Survey (TEPS), which is a longitudinal study started in 2001, using a three-stage cluster sampling design to select adolescents representative in Taiwan. We used a sample of 4261 students that were followed for three more waves other than baseline Wave1 (2001, age13): Wave2 (2003, age15), Wave3 (2005, age17), and Wave4 (2007, age18). Childhood adversity was assessed using six items in Wave 1 by asking adolescents whether they have experienced various types of childhood adversities before age 12. Deviant behavior was assessed with six questions in Wave 4. Social integration was assessed in Wave1 and Wave3. Psychological integration was assessed by asking them about how they felt about their school, while structural integration was assessed by whether they participated school activities, such as school team, club, part-time job, and volunteering. Structural equation modeling (SEM) was conducted to model the pathway from childhood adversity to adolescent deviant behavior via social integration.
Results: We found that the pathway from childhood adversity to deviant behavior is through psychological integration. No significant effect was found in the pathway from adversity to structural integration. Psychological integration is negatively associated with deviant behavior. However, social integration is positively associated with deviant behavior.
Discussion: Effects on deviant behaviors in adolescent by childhood adversity are through psychological integration, not structural integration. Findings of psychological integration are consistent with social control theory suggesting that adolescents who feel positive for school, they form some social bonds and have close attachments better, may have greater levels of self-control, and reduce the risk of having deviant behaviors. However, structural integration may have positive and negative effect on deviant behaviors. For example, having part-time jobs might be associated with negative peer influence and in turn increase the possibility of engaging deviant behavior.
Conclusion: The contributions of social integration is critical to an adolescent’s development between childhood adversity and deviant behaviors. We suggest that those adolescents who had exposed to childhood adversities should be helped by getting more possibilities for social interaction, for improving their communication skills to form supportive social relationships to achieve better health.

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Ministry of Education, Republic of China Taiwan (2016) https://stats.moe.gov.tw/qframe.aspx?qno=MgA3AA2
Health Promotion Administration, Ministry of Health and Welfare (2016) http://www.hpa.gov.tw/Bhpnet/Web/Index/Index.aspx