청소년의 역경과 긍정적 적응 : 유연성의 역할 = Adversity and positive adaptation of adolescents : the role of resilience

다국어 초록 (Multilingual Abstract)

Resilience may be viewed as elastic qualities that enable one to thrive in the face of adversity, and could be an important target of preventative education as well as treatment for individuals. Especially for adolescents who go through many biological, psychological and social changes, resilience could be a key factor in overcoming and adapting to the challenging circumstances. Resilience refers to a process encompassing positive adaptation within the context of considerable adversity. Implicit within this idea are two critical conditions: exposure to significant threats or risks and the achievement of positive adaptation despite those adversities. However, research over the last 20 years has demonstrated that resilience is not simply the result of or the cause of successful adaptation rather a dynamic, multidimensional process that varies with context, time, age, and different life circumstances for each individual.
Focusing on this process of resilience, this study’s intention was to explore the effect of resilience on the adolescents' adaptation through quantitative and qualitative research. Thus, defining resilience as “a dynamic process involving an interaction between risk and protective factors, both internal and external to the individual, that act to modify the effect of adverse life events,” a theoretical model was constructed which comprises personal traits, external protective factors and their interactions, and the positive outcomes resulted from the interactions. This model was used to assess the resilience factors of the adolescents.
The research questions are as follows:
1. How do the resilience factors affect adolescents' mental health, school adaptation, pro-social behavior, and spiritual wellbeing?
2. Does the importance of each of the resilience factors vary according to the adversity level or adaptation index?
3. How can the resilient adolescents achieve positive adaptation in the severe adversities?
The participants in the quantitative study are 1,078 adolescents from 8 cities in 6 provinces. Their mean age is 16.35 and 50.43% are males. Included are 170 adolescents who quit school or are supported by community social welfare centers. Participants completed six inventories: the Korean Adolescent Resilience Scale, the Adversity Checklist, the School Adaptation Scale, the General Health Questionnaire, the Modified Pro-social Behavior Questionnaire, and the Spiritual Well-Being Scale. For the analysis of the results, t-test, multiple regression analysis, analysis of covariance, and sequential regression analysis were used.
The results showed that the resilience factors affect differently on the adolescents' adaptation according to the adaptation index: The resilience factors improved adolescents' mental health and spiritual wellbeing directly regardless of the risk level(main effect). In pro-social behavior and school adaptation, however, the negative effect of adversity was modified according to the resilience level, demonstrating an interactional effect. That is, as the level of resilience increases, the negative effect of increasing adversity could be considerably ameliorated that the adaptation level stayed unhurt(school adaptation) or improved all the more(pro-social behavior).
The relative influence of resilience factors proved to vary according to the adaptation index and risk level, which gives some implications for therapeutic intervention. The external protective factors including family, school, and community care and interaction and cognitive resilience turned out to be more influential for the high risk group than the low ones.
For the qualitative research, a case study was conducted on six adolescents (3 male and 3 female) who were among those who were in the upper 25% of both the risk and resilience categories. Each was given 8 standardized open questions, and their narration was coded by the method of constant comparative analysis. The result of this qualitative analysis seemed to provide some meaningful insights on the questions related to the resilience process, "How can positive adaptation be possible in the extreme adversities?"
The related specific questions are as follows:
1. Adverse Experiences of Resilient Youth
1) Do the young people experience the uni-dimensional risk as studied by many researchers or are they exposed to a multi-dimensional one?
2) What kind of adversities do youth go through? Are they in effect serious and grave, or just indicative of statistical threats?
2. Emotional Response to Adversities
1) What are the emotional responses of the resilient adolescents faced with a challenging situation?
2) Are their emotional responses differentiated in one way or another from those of the non-resilient youth?
3. Awareness of Resilience
1) How does the resilient youth perceive the strength that forces them to overcome the adversities and continue to grow? Are they aware of their resilience?
2) Do they appreciate their goals and plans in life?
4. Identifying Benefits in Adverse Circumstances,
1) Does the resilient youth find benefit under severe hardship? If so, what benefits should they be?
2) Does benefit-finding affect self-perception?
3) Is benefit-finding expected to exert a positive effect on possible adversities in the future as well as on the present ones?
5. What is the attitude of the resilient youth on others' adversity?
A summary of the results is as follows:
These resilient youth have gone through familial conflict: examples are parents' discord/separation, poverty, domestic violence, father's death at an early age, adoption from an orphanage, disabled family members, and experiences of school violence. Those risks were not just statistical threats, but real danger to the growing youth. All of the cases have been exposed to more than three kinds of these adversities. Under these conflicts and traumas, they felt depressed, frustrated, sad, alienated, like any other young person. Nevertheless, they endured these adverse situations and resisted against the temptation of deviation, and developed pro-social behaviors. Thus, the emotional distress they had does not seem to imply a vulnerability to stress, rather an ability to recover from negative events. Most of them had their supportive system strengthened, through seeking help from or sharing with peers, community, church, or God. This suggested that adolescents who interact actively with the environmental protective factors are more resilient than those lacking interaction, therefore are more vulnerable to the negative events. In other words, their personal traits and external protective factors seem to interact with each other and enhance resilience, helping them successfully adapt to the tough situation. None of them regretted or developed a neurotic complex because of their adversities. All of them made their adversities an opportunity for benefit-finding: some examples are the discovery of goals in life, character formation, strengthening of their coping ability, maturation of their social ego, and deepening their spiritual relationship with God. Not only were they aware of their resilience (goal/hope, spirituality and relationship in religious community, familial care and anticipation) that enabled them to overcome the difficulties and achieve positive adaptation, but manifested a definite self-identity in showing their aims in life, specific plans. As for the possible adversities in the future, they expressed confidence that they could cope and had the potential to make the most of their resilience. Their self-perception was based mainly on the empathic understanding and acceptance toward others, gratitude about being alive and being oneself and a positive attitude on life, which was more humble and mature than others of the same age. Their attitude toward others' adversity was characterized by deep concern, caring demeanor, and encouragement of challenges; thus showing altruistic motivation in general.
Some detailed theoretical examination on the resilience process related with the research results is given. Finally, implications and limitations of this study, and suggestions for further research are discussed.

국문 초록 (Abstract)

근래에 들어서 위험모델이나 결핍모델과 같은 병리적 관점을 탈피하여 개인의 긍정적·적응적 능력에 초점을 맞추어 행동을 이해하고 개입하려는 긍정심리학적 접근이 부각되고 있다. ‘역경에도 불구하고 긍정적으로 적응해 나가는 능력’으로서 ‘유연성(resilience)’에 대한 연구는, 이러한 긍정심리학의 중심에서 인간의 잠재적 힘을 인식케 해줄 뿐 아니라, 다양한 외상과 충격에도 살아남아 스스로의 가치와 행복을 증진하도록 중재할 수 있는 가능성을 제시해주고 있다. 특히 발달상의 불리함과 역경의 위협 하에 있는 아동이나 청소년 적응과 관련하여 유연성 연구는 부정적 전제들과 결함에 초점을 둔 모델들을 극복하고, 발달과 적응을 강화시켜줄 수 있도록 개인적, 사회적 차원에서의 개입전략들을 개발하는 데에도 기여할 수 있다.
본 연구는 이러한 유연성 과정에 관심을 갖고, 청소년들의 역경 상황에서 발달적으로 중요한 적응 영역에 유연성이 어떠한 역할을 하는지 검증하고, 상담과 교육, 그리고 공공 정책에 주는 실제적 의의를 찾고자 하였다.
이를 위해 양적 연구와 질적 연구를 병행하였다.
양적 연구에서는 유연성 요인들이 역경과 어떻게, 즉 독립적으로 혹은 상호작용 방식으로 청소년들의 적응에 영향을 미치는가를 알아보고자 하였다. 그리고 역경의 부적 효과를 중재하는 유연성의 효과가 적응상의 불리함을 완화시켜주는 것 이상으로 적응을 긍정적으로 향상시켜줄 수 있을 것인지를 살펴보고자 하였다. 또한 유연성 하위요인들이 청소년들의 적응에 미치는 상대적인 영향력을 평가하고자 하였다. 유연성의 요인으로는 개인내적 특성요인으로서 인지적, 정서적, 의지적, 영적 요인이 포함되었고 외적 보호요인으로서 가정, 학교, 또래, 지역사회 자원이 포함되었다. 역경변인은 개인적, 가정적, 학교 및 사회적 역경요인이 포함되었다. 적응지표로서는 정신건강, 학교생활적응, 친사회적 행동과 영적 안녕이 측정되었다. 연구 대상으로 1,073명의 중, 고등학생들이 전국에 걸쳐 고르게 표집 되었으며, 분석을 위해 상관분석과 t 검증, 회귀분석, 위계적 중다 회귀분석, 공변량분석이 사용되었다.
양적 연구의 주요한 발견은 유연성과 역경이 청소년 적응에 미치는 영향이 적응지표에 따라, 또 유연성의 수준에 따라 다르게 작용할 수 있다는 것이다. 개인적 적응의 특징이 강한 정신건강과 영적 안녕에서는 유연성과 역경이 각각 독립적으로 영향을 미쳤으며, 외적 환경에의 사회적 적응의 특징이 강한 학교생활적응과 친사회적 행동에서는 유연성 수준에 따라 역경의 부적 영향을 중재하는 효과가 달라지는 경향이 나타났다. 학교생활적응에서는 유연성이 낮으면 역경이 증가함에 따라 적응점수가 유의하게 저하되는 반면, 유연성이 높으면 역경의 부적 영향을 완충하여 긍정적 적응을 유지시켜주는 경향이 우세하였다. 친사회적 행동에서는 유연성이 낮으면 역경이 증가함에 따라 적응점수가 저하되지만 유연성이 높으면 역경의 부적 영향을 상쇄할 뿐 아니라 긍정적 적응을 오히려 강화시켜주는 효과가 나타났다.
유연성 하위요인들이 청소년들의 적응에 미치는 영향력을 비교한 결과에서도 적응지표에 따라 다소 다른 양상이 나타났다. 대체로 자기효능감과 문제해결능력과 같은 인지적 유연성과 목표·희망, 낙관주의와 같은 의지적 유연성이 여러 적응지표에 중요하게 관여되는 것으로 나타났다. 여기에 정신건강에서는 가정, 학교영역의 유연성이, 학교생활적응에는 학교와 또래영역의 유연성이 부가적으로 중요하게 작용하며, 친사회적 행동에서는 지역사회영역의 유연성이, 영적 안녕에는 영적 유연성이 중요하게 기여하는 것으로 나타났다.
사례 연구에서는 높은 역경수준과 유연성을 함께 지닌 청소년들에 대한 개인 면담과 이에 대한 질적 분석을 실시하였다. 이들은 심각한 위험들이 유기적으로 연결된 높은 역경 조건에 상당기간 노출되었다. 정서적으로는 또래의 다른 청소년들처럼 우울, 분노, 좌절감 등을 경험하였지만, 그러한 내적 갈등과 외적 충격들에 대하여 인내하며 비행의 유혹에 대하여 저항하고 오히려 이타적 행동과 친사회적 태도를 발달시키고 자기 성찰을 심화시켜 나갔다. 이는 유연성이 정서적으로 고통을 겪지 않는 강인함을 뜻하는 것이 아니라, 역경의 부정적 영향으로부터 회복되어 긍정적 적응을 지속시켜가는 과정임을 입증해주었다. 또 이들은 역경을 이점 발견의 기회로 지각하고, 자아 형성과 목표 발견, 성숙한 사회성의 발달 및 대응능력의 강화라는 이점들을 보고하였다. 이러한 결과는 유연성이 역경에 처한 청소년들을 정신병리와 일탈의 위험으로부터 보호하여 적응을 유지할 수 있도록 할 뿐 아니라, 높은 역경에서 오히려 더욱 긍정적이고 성숙한 사회적 적응을 성취해내도록 돕는 역할을 하는 것으로 생각된다.
본 연구의 의의로는 기존 연구들과 다르게 다양한 차원의 개인 내·외적 유연성 요인들을 독립적으로 측정하여, 유연성의 역할을 검증하고 유연성 요인들의 영향력을 비교하였다는 점, 그리고 유연성이 역경의 영향을 중재하는 역할들을 양적, 질적 연구를 통해 구체적으로 탐색하였다는 점을 들 수 있다. 즉 유연성이 적응결과들에 일률적으로 영향을 미치지 않고, 적응지표의 특성과 유연성의 수준에 따라 역경의 부적 영향을 다르게 조절하며, 특히 친사회적 행동에서와 같이 유연성이 고 역경에서 오히려 유능하고 성숙한 사회적 적응을 가능케 해줌을 입증하였다. 연구의 제한점으로는 유연성의 발달적 경로에 따른 변화들을 고려할 수 있도록 종단 연구의 필요성과 함께, 유연성 요인으로서 외적 보호요인에 대한 논란 가능성 등이 논의되었다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 문제의 제기 = 1
• 2. 연구의 목적 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 유연성의 개념 = 5
• 2. 보호요인 = 8
• 3. 역경요인 = 17
• 4. 긍정적 적응결과 = 19
• 5. 유연성 과정과 관련된 이론 = 22
• Ⅲ. 연구 문제 = 26
• Ⅳ. 연구 방법 및 절차 = 29
• 1. 연구 대상 = 29
• 2. 측정 도구 = 30
• 3. 절차 및 분석 방법 = 33
• Ⅴ. 연구 결과 = 35
• 1. 역경과 유연성이 청소년 적응에 미치는 영향 = 35
• 2. 고 역경에서 유연한 청소년 사례 분석 = 44
• Ⅵ. 논의 = 59
• 1. 결과 요약 및 논의 = 59
• 2. 연구의 제한점 및 후속 연구에의 제언 = 66
• 참고문헌 = 68
• 부록 = 85
• 영문초록 = 119

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