공립대안학교 교사의 비자살적 자해 청소년 지도 경험에 대한 근거이론 연구 = A Study on the Grounded Theory of Non-Suicide Self-Injury Adolescents Guidance Experience of Public Alternative School Teachers

국문 초록 (Abstract)

본 연구는 공립대안학교 교사들의 비자살적 자해 청소년 지도 경험을 탐색하고 실체 이론으로 도출하고자 Glaser와 Strauss(1967)의 근거이론을 기반으로 탐구하였다. 연구 참여자는 교사 경력 3년 이상이며 공립대안학교에서 1년 이상 자해 청소년을 지도한 경험이 있는 교사 10명으로, 목적 표집을 통해 선정하였다. 주요 연구 문제는 다음과 같다. 첫째, 공립대안학교 교사들이 비자 살적 자해 청소년을 지도하는 과정에서 나타나는 핵심 경험은 무엇인가?, 둘째, 공립대안학교 교사들의 자해 청소년 지도 경험은 어떠한 심리적·교육적 변화 과정을 거치는가?, 셋째, 공립대안학교 교사들의 자해 청소년 지도 경험은 어떠한 유형으로 구분될 수 있는가?, 넷째, 공립대안학교 교사들의 자해 청소년 지도 경험의 상황 모형은 어떻게 구성되는가? 분석 결과, 총 147개의 개념, 52개의 하위 범주, 17개의 상위 범주가 도출되었다. 중심 현상은 '다층적 관계 역동 안에서 자해 학생을 지도함'으로 확인되었으며, 이는 교사가 학생, 동료, 학부모, 자기 자신, 학교 내외 시스템과의 관계 안에서 영향을 주고 받는 과정을 의미한다. 인과적 조건은 '자해 인지', '자해 동기 이해', '자해 특성 파악', '열악한 학생 배경'으로 나타났고, 맥락적 조건은 '대안학교 문화와 환경', '교사 배경 및 경험'으로 확인되었다. 중재적 조건은 '심리적 외상 반응 ', '자기 정서 조절', '지원 체계'였으며, 작용·상호작용 전략은 '신뢰 관계 형성하기', '존재 수용하기', '맞춤형 지도하기', '전문성 강화하기'로 도출되었다.
결과 범주는 '관점의 변화', 회복과 성장', '삶의 의미 발견'으로 나타났다.
축 코딩을 통한 과정 분석 결과, 교사의 비자살적 자해 지도 경험은 인지 단계, 개입 단계, 성찰 단계, 성장 단계, 의미 발견 단계의 5단계로 진행되었다.
통합적 핵심 범주는 '다층적 관계 역동을 통한 학생과 교사의 동반 성숙과 성장 가치의 내면화'로 도출되었으며, 이를 기반으로 교사 유형을 '치유 돌봄형', '멘토 코치형', '중재 조절형', '관계 소통형'의 네 가지로 분류하였다. 또한 상황 모형을 '관계적 과정 중심 상황 모형'으로 명명하고, 개인적 차원, 조직·제 도적/가족적 차원, 사회·문화적 차원에서의 조건들이 핵심 범주와 어떻게 상호작용하는지를 통합적으로 제시하였다.
본 연구는 다음과 같은 의의를 지닌다. 이론적으로 기존의 자해 청소년 중심 연구와 달리 교사 중심의 동적 모델을 제시함으로써 비자살적 자해 지도를 교사와 학생의 상호 성장 과정으로 재구성하였다. 정책적으로 공립대안학교의 비자살적 자해 대응을 위한 전문 인력 배치 및 지원 체계 강화의 필요성을 제언하였으며, 교사 유형별 차별화된 지원 방안을 구체적으로 제시하였다. 실천 적으로 교사 연수 과정에 정서 관리 역량 및 유형별 지도 전략을 포함할 필요 성을 확인하였으며, 현장 교사들이 자신의 지도 유형을 성찰하고 전문성을 강화할 수 있는 기초 자료를 제공하였다. 향후 연구에서는 지역, 학교급, 교사 경력에 따른 대응 차이를 비교 분석하고, 학생 및 학부모의 경험을 포함하는 연구로 확장함으로써 공립대안학교의 비자살적 자해 지도에 대한 종합적 대응 모델을 구축할 필요가 있다.

목차 (Table of Contents)

• Ⅰ. 서론 ·····························································································1
• 1. 연구 배경 및 필요성 ·············································································1
• 2. 연구 목적 및 문제 ·················································································5
• 3. 용어 정의 ·································································································6
• Ⅱ. 이론적 배경 ···············································································8
• 1. 비자살적 자해의 개념과 이론적 이해 ···············································8
• 2. 공립대안학교의 특성 ··········································································26
• 3. 선행연구 고찰 ······················································································29
• Ⅲ. 연구 방법과 절차 ···································································43
• 1. 연구 방법 ······························································································43
• 2. 연구 절차 ······························································································48
• 1) 연구 문제 설정 및 선행연구 고찰 ···········································48
• 2) 연구 참여자 선정 ·········································································48
• 3) 연구자 정보 ···················································································53
• 4) 면담 질문 개발 및 예비 면담 ···················································54
• 5) 자료 수집 ·······················································································56
• 6) 자료 분석 ·······················································································58
• 7) 연구의 타당성과 신뢰도 확보 ···················································64
• 8) 연구 윤리 ·······················································································66
• Ⅳ. 연구 결과 ·················································································69
• 1. 자료 범주화 ···························································································69
• 2. 패러다임 모형에 의한 범주 분석 ····················································76
• 1) 인과적 조건 ···················································································79
• 2) 맥락적 조건 ···················································································87
• 3) 중심현상 ·························································································94
• 4) 중재적 조건 ···················································································98
• 5) 작용/상호작용 ·············································································112
• 6) 결과 ······························································································126
• 7) 과정 분석 ····················································································132
• 3. 지도 경험의 이론화 ··········································································157
• 1) 핵심 범주 ····················································································158
• 2) 이야기 개요 ················································································163
• 3) 가설적 관계 진술 ······································································167
• 4) 비자살적 자해 지도 유형 ························································178
• 4. 공립대안학교 교사의 비자살적 자해 지도 상황 모형 ··············197
• 1) 개인적 차원 ················································································199
• 2) 조직적·제도적/가족 차원 ·······················································202
• 3) 사회적·문화적 차원 ································································205
• Ⅴ.논의 ···························································································209
• 1. 핵심 경험에 대한 논의 ····································································209
• 2. 심리적·교육적 변화 과정에 대한 논의 ······································211
• 3. 지도 경험 유형에 대한 논의 ··························································215
• 4. 상황 모형에 대한 논의 ····································································219
• Ⅵ. 결론 ·························································································224
• 1. 결과 및 의의 ······················································································224
• 2. 제언 및 한계 ······················································································229
• 참고문헌 ········································································································231
• Abstract ·······································································································256
• 부록 ················································································································259