교육수준, 실무, 수퍼비전 경험과 교육 분석 경험에 따른 상담자 발달수준 비교연구 = Counselor’s Education, Practice, and Supervision Experience, Educational Analysis, and Counselor Development

다국어 초록 (Multilingual Abstract)

There are many suggestions that educational analysis is useful for counselors to develop professional ability. However, few empirical researches were conducted to evaluate the effectiveness of educational analysis. This study is to evaluate differences of counselor development according to education, practice and supervision experience and educational analysis experience. Two hundred and thirty two counselors answered for the survey. They were divided into two groups, ‘high’ education, practice and supervision group and ‘low’ education, practice and supervision group. ‘High’ group (n = 54) included counselors with scores above median in all of the three indices - educational period, numbers of supervision, and numbers of counseling session -, and ‘low’ group (n = 35) included ones with scores below median in all of them. The final 89 counselors were also divided into two groups, ‘with’ or ‘without’ educational analysis, and four groups were ready to be analyzed. The results presented higher counselor development of the ‘high education, practice and supervision with educational analysis’ group than ‘low education, practice and supervision (both with and w/o educational analysis)’ groups in total development as well as its sub-factors such as counseling skills & techniques, case understanding, humanistic/ethic attitude. In addition, the ‘high education, practice and supervision with educational analysis’ group showed higher development in emotional awareness and counseling strategy than the other three groups. This study suggests not only counselor’s education, practice and supervision experience but also educational analysis is necessary for counselors to develop.

국문 초록 (Abstract)

상담자 발달에 교육분석이 유용하다는 제안들에도 불구하고 교육분석의 효과를 검증하는 국내 경험적 연구는 찾아보기 어렵다. 본 연구는 교육수준, 실무, 수퍼비전 경험과 교육분석 경험에 따라 상담자 발달 수준이 다를 것을 예상하고 이를 검증하였다. 상담자 232명에게 설문조사를 하였고, 상담교육기간, 상담회기수, 수퍼비전경험을 기준으로 상담자 교육/실무/수퍼비전 경험이 높은 집단과 낮은 집단으로 구분하였다. 세 지표 모두에서 중앙치보다 높은 사례는 교육/실무/수퍼비전 경험이 높은 집단(n=54), 중앙치보다 낮은 사례는 교육/실무/수퍼비전 경험이 낮은 집단(n=35)에 속하게 되었다. 최종 89명은 다시 교육분석 무경험 집단과 유경험 집단으로 구분되었고, 총 네 개의 집단이 만들어졌다. 분석 결과, 높은 교육/실무/수퍼비전 경험을 갖고 교육분석 경험도 있는 집단이 낮은 교육/실무/수퍼비전 경험을 가진 집단(교육분석 유경험 집단과 무경험 집단 모두)에 비해 상담자 전체 발달과 하위요인들 중 상담대화기술, 사례이해, 인간적․윤리적 태도에서 높은 수준을 보였다. 또한 하위요인 중 알아차리기와 상담계획에서는 높은 교육/실무/수퍼비전 경험과 교육분석 경험을 모두 가진 집단이 다른 세 집단(높은 교육/실무/수퍼비전 경험과 교육분석 무경험 집단, 낮은 교육/실무/수퍼비전 경험과 교육분석 유경험 집단, 낮은 교육/실무/수퍼비전 경험과 교육분석 무경험 집단)에 비해 높은 발달수준을 보였다. 이러한 결과는 교육, 실무 및 수퍼비전 경험 뿐만 아니라 교육분석이 상담자 발달에 중요한 활동임을 시사한다.

참고문헌 (Reference)

1 최한나, "한국판 실제관계 척도-상담자용(K-RRI-T)의 타당화를 위한 예비연구" 한국상담학회 12 (12): 143-158, 2011

2 최해림, "한국의 상담자 교육과 훈련에 관한 연구 - 상담심리 석박사 교과과정을 중심으로 -" 한국상담심리학회 18 (18): 713-730, 2006

3 김진숙, "청소년상담자들의 실무경험과 전문적 발달에 대한 질적 연구" 한국상담심리학회 14 (14): 863-886, 2002

4 여혜경, "전문상담자와 초심상담자의 내담자에 대한 가설형성의 차이 연구" 이화여자대학교 2000

5 김창대, "상담전공 내담자가 지각한 효과적인 상담자 요인" 한국상담학회 10 (10): 83-107, 2009

6 이문희, "상담자의 심리치료와 전문성 발달" 이화사회과학원 25 : 27-59, 2011

7 尹敬子, "상담자의 경험과 상담초기 작업동맹 및 상담회기의 효율성간의 관계" 梨花女子大學校 大學院 1993

8 김진숙, "상담자발달모형과 청소년상담자발달연구의 필요성" 13 (13): 19-37, 2001

9 심흥섭, "상담자 발달수준 평가에 관한 연구" 淑明女子大學校 大學院 1998

10 최한나, "상담자 발달 연구의 동향과 과제" 한국상담학회 6 (6): 713-727, 2005

11 유성경, "상담자 교육분석 경험 및 태도 분석" 한국청소년상담복지개발원 18 (18): 17-35, 2010

12 한국상담심리학회, "상담심리사 수련과정 시행세칙"

13 김계현, "상담교육방법으로서의 개인 수퍼비젼 모형에 관한 복수사례연구" 4 (4): 19-53, 1992

14 Tabachnick, B. G., "Using Multivariate Statistics" Harper Collins College Publishers 1996

15 Skovholt, T. M., "Themes in therapist and counselor development" 70 : 505-515, 1992

16 Bennett-Levy, J., "The value of self-practice of cognitive therapy techniques and self-reflection in the training of cognitive therapists" 29 : 203-220, 2001

17 Mackey, R. A., "The value of personal psychotherapy to clinical practice" 21 (21): 97-110, 1993

18 Chessick, R. D., "The technique and practice of intensive psychotherapy" Jason Aronson 1974

19 Fleming, J., "The role of supervision in psychiatric training" 17 : 157-169, 1953

20 Macran, S., "The role of personal therapy for therapists : A review" 71 (71): 13-25, 1998

21 Henry, W. E., "The public and private lives of psychotherapists" Jossey-Bass 1973

22 McNeill, B. W., "The integrated developmental model of supervision : Scale developmental model of supervision : Scale development and validation procedures" 23 : 504-508, 1992

23 Skovholt, T. M., "The evolving professional self: Stages and themes in therapist and counselor development" John Wiley & Sons 1995

24 Gelso, "The Real Relationship in Psychotherapy: The hidden foundation of change" American Psychological Association 2011

25 Prochaska, J. O., "Systems of psychotherapy: A transtheoretical analysis" Brooks/Cole 2009

26 Loganbill, C., "Supervision : A Conceptual Model" 10 (10): 3-42, 1982

27 Stoltenberg, C., "Supervising counselors and therapists" Jossey-Bass 1987

28 McNeill, B. W., "Supervisees’ perceptions of their development : A test of the counselor complexity model" 32 : 630-633, 1985

29 Wampold, B. E., "Qualities and Actions of Effective Psychotherapists" American Psychological Association 2011

30 Bike, D. H., "Processes and outcome of psychotherapists' personal therapy: replication and extension 20 years later" 46 (46): 19-31, 2009

31 Macaskill, N. D., "Personal therapy in the training of the psychotherapist: is it effective?" 4 (4): 219-226, 1988

32 Greenberg, R. P., "Personal therapy for therapists" 138 (138): 1467-1471, 1981

33 Kumari, N., "Personal therapy as a mandatory requirement for counselling psychologists in training : A qualitative study of the impact of therapy on trainees’ personal and professional development" 24 (24): 211-232, 2011

34 Malikiosi-Loizos, M., "Personal Therapy for Future Therapists : Reflections on a Still Debated Issue" 2 (2): 33-50, 2013

35 Mearns, D., "Person-centred counselling in action" SAGE 2007

36 Goldfried, M. R., "How therapists change: Personal and professional reflections" American Psychological Association 3-16, 2001

37 Clarkson, P., "Gestalt counselling in action" SAGE 2005

38 Wiseman, H., "Experienced Psychoanalytically oriented therapists' narrative accounts of their personal therapy: Impacts on Professional therapy: Impacts on professional and personal development" 38 (38): 129-141, 2001

39 Kivlighan, D. W. Jr., "Dimensions used by experienced novice group therapists to conceptualize group process" 38 : 415-423, 1991

40 Wogan, M., "Dimensions of therapeutic skills techniques: Empirical identification, therapist correlates, and predictive utility" 22 (22): 63-74, 1985

41 Mayfield, W. A., "Differences in experience and novice counselor's knowledge structures about client : Implications for case conceptualization" 46 : 504-514, 1999

42 Stolorow, R. D., "Contexts of Being: The intersubjectivity Foundations of Psychological Life" Atlantic Press 1992

43 Freud, S., "Complete psychological works of Sigmund Freud Vol. 23" Hogarth Press 211-253, 1937

44 Chagnon, J., "Assessment of Supervisiee Developmental Level & Supervision Environment Across Supervisor Experience" 73 : 553-558, 1995

45 Stoltenberg, C., "Approaching supervision from a developmental perspective : The counselor complexity model" 28 : 59-65, 1981

46 한국상담학회, "(사)한국상담학회 전문상담사자격규정"