부모교육과 아동의 정서적 학대와의 관계

국문 초록 (Abstract)

본 연구는 초등학교 4,5,6학년을 대상으로 주 양육자인 부모의 부모교육 이수 여부를 살펴보고 부모교육 이수 여부와 교육 유형, 교육 횟수에 따라 자녀에 대한 정서적 학대에 차이가 있는지를 분석하는데 목적을 두고 있다.
이를 위해 경남 일대의 창원, 김해지역 초등학교 4,5,6학년 학생 324명과 그의 부모를 대상으로 실시하였다. 측정도구는 김은영(1997), 정채욱(2002), 고성혜(1992), 김경옥(2006)의 아동 학대 인식에 관한 선행연구에서 사용되었던 문항 중 정서적 학대 및 방임에 해당되는 문항을 설문지에 사용하였다.
자료처리는 부모교육 참여의 일반적인 특성을 알아보기 위해 기술통계방법을 사용하여 산출하였으며, 인구통계학적 변인에 따른 정서적 학대의 차이를 알아보기 위해 t-test와 일원변량 분석(One-way ANOVA)을, 부모교육 이수 경험(이수 여부, 이수 형태, 참여 횟수, 최초 참여 시기, 교육 유형)에 따른 아동의 정서적 학대의 차이를 알아보기 위해 독립표본 t-test와 일원변량 분석(One-way ANOVA)을, 부모가 지각하는 어린 시절 정서적 학대 경험과 아동이 부모로부터 경험한 정서적 학대 경험 간의 관계를 검증하기 위해 Pearson의 상관관계 분석을, 부모가 지각하는 어린 시절 정서적 학대 경험이 부모교육 이수 여부에 미치는 영향과 부모교육 이수가 아동의 정서적 학대에 미치는 영향을 알아보기 위해 회귀분석을 실시하였다. 본 연구의 주요 결과를 요약하면 다음과 같다.
첫째, 부모교육을 받은 학부모의 자녀들이 부모교육을 한 번도 받지 않은 부모의 자녀들보다 정서적 학대 경험에 대한 평균이 낮은 것으로 나타났으나 통계적으로 유의미한 차이는 나타나지 않았다.
둘째, 양육자의 어린 시절 정서적 학대 경험이 높을수록 부모교육 이수 경험도 높아진 것으로 나타났으나 통계적으로 유의미한 차이는 나타나지 않았다.
셋째, 부모가 이수한 부모교육의 유형에 따라 아동의 정서적 학대에 대한 차이는 없는 것으로 나타났다.
넷째, 부모의 부모교육 이수 횟수와 자녀의 정서적 학대의 상관관계는 부적 상관을 보였으며, 통계적으로 유의미한 관계가 있는 것으로 나타났다. 이는 비록 상관관계 계수가 높지는 않으나 부모가 부모교육을 많이 받았을 경우 자녀가 경험하는 정서적 학대는 낮아졌음을 의미한다.
이상의 결과를 통해 부모교육 이수 여부는 자녀의 정서적 학대에 영향을 미치지 않으나 양육자가 부모교육을 받은 경우, 부모 교육을 받은 횟수가 많을수록 자녀의 정서적 학대는 낮아진다는 것을 알 수 있다.
본 연구가 갖는 의의는 부모교육의 이수 여부, 부모교육 프로그램의 유형, 부모교육 이수 횟수와 자녀에 대한 정서적 학대와의 관련성을 연구했다는 점에서 의의가 있으며, 주 양육자인 부모가 자녀에 대한 정서적 학대의 중요성을 인식하고 지속적인 부모교육을 통해 자녀와 소통하는 구체적인 방법을 습득하도록 노력해야 한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the existence of education from parents who is a major fosterer and analyze whether there is a difference in emotional abuse for children according to the frequency and form of the education with 4,5, and 6 grade elementary school students.
For this study, a survey was conducted with 324 elementary school students who are 4,5, and 6 grade in Changwon and Gimhae area and their parents. Questionnaires, included in the emotional abuse and neglecting section of previous study on understanding of child abuse by Eun Young Kim (1997), Chae Wook Jung (2002), Sung Hae Go (1992), and Gyung Oak Kim (2006), was used for an assessment tool.
Data processing was performed by using a descriptive statistic to identify general characteristics of parent’s participation in education and t-test and one-way ANOVA for identification of emotional abuse according to a demographical variable, independent t-test and one-way ANOVA for identification of difference of emotional abuse for children according to experience of education from parents (existence of having education from parents, form of the education, participation frequency, first participation time, type of education), Pearson correlation coefficient analysis to prove relationship between emotional abuse experienced by their parents and past experience of emotional abuse recognized by their parents, and regression analysis to identify the effect of past emotional abuse recognized by parents on existence of education from parents and the effect of having education from parents on children’s emotional abuse were conducted. Main results from this study is described as follows.
Firstly, the average score for experience of having an emotional abuse for student’s parents who had education from their parents is lower than students having parents who have not had education from their parents, however, the result was not statistically significant.
Secondly, the result showed that as more experience of emotional abuse the fosterer had when he or she was young, more experience of having education from parents, however, it was not statistically significant.
Thirdly, according to the result, there is no difference in child’s emotional abuse based on the form of parent’s education that the parent had experienced.
Fourthly, there was a negative correlation between frequency of parent’s experience of having education from their parents and emotional abuse for their children and it was statistically significant. Even though coefficient of the correlation is not high, it implies that if parents had frequent education from their own parents, emotional abuse experienced by their children is low.
With those results, it was found that the existence of education from parents does not affect emotional abuse for their children, however, in the case of that the fosterer had education from their parents, more education they had, lower emotional abuse the children have.
This study has a significant in the aspect of that it studied the relationship between existence of education from parents, form of parent education program, and frequency of education from parent and emotional abuse for their children and parents who is a major fosterer need to make an attempt to understand influence of emotional abuse for their children and learn a specific way to communicate with their children by having continuous parent education.

목차 (Table of Contents)

• 논문개요
• Ⅰ. 서 론··············································································· 1
• 1. 연구의 필요성··································································· 1
• 2. 연구문제·········································································· 4
• 3. 용어의 정의······································································ 5
• 가. 부모교육······································································ 5
• 나. 정서적 아동 학대···························································· 5
• Ⅱ. 이론적 배경······································································· 6
• 1. 부모교육·········································································· 6
• 가. 부모교육의 개념 ···························································· 6
• 나. 부모교육의 유형 ···························································· 8
• 다. 부모교육의 효과···························································· 12
• 라. 부모교육의 실태···························································· 13
• 2. 정서적 학대 및 방임··························································· 15
• Ⅲ. 연구방법·········································································· 18
• 1. 연구 대상······································································· 18
• 2. 측정 도구······································································· 22
• 3. 분석 방법······································································· 22
• Ⅳ. 연구결과·········································································· 24
• 1. 인구통계학적 변인에 따른 정서적 학대의 차이··························· 24
• 가. 학생·········································································· 24
• 나. 부모·········································································· 26
• 2. 부모교육 이수 경험에 따른 정서적 학대 차이····························· 27
• 가. 부모의 어린 시절 정서적 학대 경험에 따른 부모교육 이수 차이···· 27
• 나. 부모교육 이수 여부에 따른 차이·········································· 28
• 다. 부모교육의 형태에 따른 차이·············································· 28
• 라. 부모교육 경험 횟수에 따른 차이·········································· 29
• 마. 처음 부모교육을 받은 시기에 따른 차이································· 30
• 바. 부모교육 유형에 따른 차이················································ 30
• 3. 부모교육을 받은 횟수와 부모의 어린 시절 정서적 학대 경험,
• 아동의 정서적 학대 경험 간의 상관관계································· 31
• 4. 부모의 어린 시절 정서적 학대 경험이 부모교육 이수에 미치는 영향
• ··················································································· 32
• 5. 부모교육 이수가 아동의 정서적 학대에 미치는 영향····················· 33
• Ⅴ. 논의··············································································· 34
• Ⅵ. 결론 및 제언····································································· 36
• 참고문헌··············································································· 38
• 부 록················································································· 45
• Abstract··············································································· 53