적극적인 부모역할 교육(AP) 참여자의 변화 경험에 대한 내러티브 연구

국문 초록 (Abstract)

본 연구의 목적은 적극적인 부모역할 교육(AP)에 장기간 참여한 부모들 이 경험한 변화가 부모의 삶 속에서 어떠한 의미로 구성되는지를 내러티 브 탐구를 통해 밝히는 데 있다. 기존 부모교육 연구는 주로 프로그램 종 료 직후의 단기 효과를 양적으로 검증하는 데 초점을 두어 왔으며, 부모의 삶의 맥락 속에서 장기적으로 형성되는 변화 경험을 심층적으로 탐구한 연구는 제한적이었다.
이에 본 연구는 Dewey의 경험이론에 기반한 Clandinin과 Connelly의 내 러티브 탐구 방법론을 적용하였다. AP NOW와 AP TEENS 과정을 모두 수료하고 2년 이상 지속적으로 참여한 부모 3명을 대상으로 심층 면담을 실시하였으며, 시간성·사회성·장소성의 탐구 공간을 중심으로 그들의 경험 이야기를 분석하였다. 연구 문제는 첫째, 적극적인 부모역할 교육(AP) 참 여 경험이 부모의 삶 속에서 어떻게 이야기로 구성되는가, 둘째, 부모들은 적극적인 부모역할 교육(AP)을 통해 어떠한 변화를 경험하며 이러한 변화 는 시간의 흐름 속에서 어떠한 과정으로 나타나는가, 셋째, 부모들은 이러한 경험을 바탕으로 부모로서의 정체성을 어떻게 재구성해 가는가이다. 연구 결과는 다음과 같다. 첫째, 참여자들은 과거 양육 경험을 성찰하며
무의식적으로 반복해 온 양육 방식의 영향을 인식하게 되었다. 둘째, 이러 한 성찰을 계기로 참여자들은 자신의 양육 태도와 반응을 이전과는 다른 관점에서 바라보는 전환의 경험을 하였다. 셋째, 이와 같은 전환은 교육 참여 이후 곧바로 정착되기보다 긴장과 되돌아감을 포함한 내면화의 시간 을 거치며 형성되었다. 넷째, 이 과정 속에서 참여자들은 자녀를 바라보는 시선과 부모 역할에 대한 인식을 재구성하며 부모로서의 자신을 새롭게 이해해 가는 변화를 보였다.
이러한 결과는 AP 부모교육 참여 경험에서의 변화가 단순한 행동 수정 에 머무르기보다, 부모가 자신의 양육 경험을 다시 해석하며 부모로서의 자신을 새롭게 이해해 가는 과정임을 보여준다. 본 연구는 부모교육의 효 과를 단기적 성과로 환원하기보다 부모 개인의 삶의 맥락 속에서 전개되 는 변화 경험의 과정과 의미를 드러냈다는 점에서 학문적 의의를 지닌다. 또한 장기적 관점에서 부모교육 프로그램을 설계하고 운영하는 데 실천적 시사점을 제공한다. 마지막으로 본 연구의 한계와 후속 연구를 위한 제언 을 논의하였다.

목차 (Table of Contents)

• 국문초록 ······························································································ ⅴ
• Ⅰ. 서론 ································································································· 1
• 1. 연구의 목적 및 필요성 ·············································································· 1
• 2. 연구 문제 ······································································································ 3
• Ⅱ. 이론적 배경 ··················································································· 4
• 1. 적극적인 부모역할교육(AP) ······································································ 4
• 1) AP 교육의 개발 배경 및 철학적 토대 ················································ 4
• 2) AP 교육 프로그램의 구성과 특징 ························································ 5
• 3) AP 교육의 핵심 원리 ·············································································· 7
• 4) AP 교육의 집단상담적 특성과 의의 ···················································· 8
• 2. 집단상담 ········································································································ 9
• 1) Yalom의 집단상담 치유적 요인 ···························································· 9
• 2) 부모교육 집단의 독특한 치유적 요소 ················································ 11
• 3) 집단상담 치유적 요인의 통합적 작동 ················································ 12
• Ⅲ. 연구방법 ······················································································· 13
• 1. 내러티브 탐구의 질적연구 방법론 ······················································ 13
• 1) 내러티브 탐구의 철학적 기반 ······························································ 13
• 2) 3차원적 내러티브 탐구 공간 ································································ 14
• 3) 내러티브 탐구의 관계적 특성과 정체성 재구성 ······························ 16
• 4) 부모교육 경험 연구에 내러티브 접근이 필요한 이유 ···················· 16
• 2. 연구설계 ······································································································ 17
• 3. 연구 참여자 ································································································ 19
• 1) 연구 참여자 선정 과정 ·········································································· 19
• 2) 연구 참여자 소개 ···················································································· 20
• 4 연구자 준비 ································································································· 21
• 5.. 자료 수집 ··································································································· 23
• 1) 현장 들어가기: 관계 형성 ····································································· 23
• 2) 현장에서 현장 텍스트로: 경험의 맥락 속으로 ································· 24
• 3) 현장 텍스트 구성하기 ············································································ 24
• 4) 현장 텍스트에서 연구 텍스트로 ·························································· 26
• 5) 연구 텍스트 쓰기 ···················································································· 27
• 6. 자료 분석 ···································································································· 27
• 1) 3차원 탐구 공간 분석 ············································································ 27
• 2) 이야기 재구성 ·························································································· 29
• 7. 연구의 엄격성 ···························································································· 29
• 8. 윤리적 고려 ································································································ 31
• Ⅳ. 연구결과 ······················································································· 33
• 1. 유지연의 이야기 ························································································ 33
• 2. 최지희의 이야기 ························································································ 43
• 3. 이연주의 이야기 ························································································ 53
• 4. AP 부모교육 참여자들의 정체성 재구성 과정 ··································· 63
• 1) 1단계: 과거와 반복의 서사 ··································································· 63
• 2) 2단계: 전환의 계기 ················································································· 64
• 3) 3단계: 긴장과 내면화의 시간 ······························································· 65
• 4) 4단계: 재구성된 이야기 ········································································· 66
• Ⅴ. 논의 ······························································································· 69
• 1. 결론 ·············································································································· 69
• 2. 의의 및 제언 ······························································································ 72
• 참고문헌 ····························································································· 76
• 부록 ····································································································· 80