시간제 청소년 동반자의 이직경험에 관한 내러티브 탐구

국문 초록 (Abstract)

본 연구는 시간제 청소년 동반자의 이직 경험을 그들이 살아낸 이야
기를 바탕으로 탐색하고, 이직 전후 과정에서 드러나는 의미를 도출하
고자 하였다. 이러한 연구의 목적을 위해서 시간적, 공간적, 사회적 관
계의 3차원적으로 경험의 의미를 살펴보고자 내러티브 탐구 방법을 선
택하였다.
본 연구에서 설정한 연구 퍼즐은 첫째, 연구 참여자는 시간제 청소년
동반자가 되기 이전, 그리고 이 일을 시작하는 과정에서 무엇을 경험
하였는가? 둘째, 시간제 청소년 동반자로 일하며 이직을 결심하기까지
연구 참여자는 어떤 경험을 하였는가? 셋째, 이직을 결심하고 실행한
이후, 새로운 길을 모색하는 과정은 연구 참여자의 상담자로서의 정체
성과 삶에 어떤 의미를 지니는가? 이다.
연구자는 시간제 청소년 동반자의 이직 경험을‘시간제 청소년 동반
자가 되기 이전 나의 이야기’,‘시간제 청소년 동반자로 일하며 겪은
이야기’,‘이직을 결심하고 이후 나로 살아가는 이야기’로 구분하고
연구 참여자들이 경험한 이야기를 왜곡하지 않기 위해 노력하며 의미
를 이해하였다. 시간제 청소년 동반자의 이직 경험 이야기는 다음과
같다.
[서연]의 이야기는 <준비가 부족하지만 거쳐가야 하는 길>, <충분히
알지 못하고 시작한 일>, <내가 되고 싶었던 기대 속 상담사>, <어디
서 어떻게 혼란스러운 나의 위치>, <보호자를 통해 느낀 무력감의 무
게>, <자유로운 시간아래 희생되는 것들>, <낯선 언어를 배우듯 청소
년을 만나다>, <몸이 보내는 위험 신호>, <깨진 그릇을 다시 빚는 시
간>, <잠시 떨어져 보니 더 선명해진 상담>, <나를 먼저 채워야 나눌
수 있다> 이었다. [민지]의 이야기는 <감사해야 했던 유일한 기회>,
<두렵지만 도전해야 하는 일>, <낭만적 환상에 다가가기>, <낭만은 사
라지고 현실만 남다>, <청소년을 만나며 경험을 채우다>, <한계를 넘
어서기 위한 몸부림>, <시간제 속에서 스스로 작아지다>, <누구나 대
신할 수 있는 자리의 공허함>, <찾아가는 상담이 아닌 찾아오는 상담
을 꿈꾸며>, <나만의 상담 공간을 그리다>, <매일 한 걸음씩 내 길을
만들어 나간다> 이었다. [하은]의 이야기는 <신중하게 계획한 최선의
선택>, <청소년 상담에 대한 작은 호기심과 큰 걱정>, <전문성으로 성
장하고 싶은 열망>, <정해진 것 없음이 불러온 더 큰 혼란>, <발버둥
쳐도 제자리에 있는 나>, <첫 월급이 준 책임감의 무거움>, <전문성을
키우기 위한 마지막 발버둥>, <상담을 받아야하는 상담자가 되다>,
<나아가는 법만 알던 내가 물러서다>, <오르막길 위에서 뒤돌아야 보
이는 성장>, <잠시 멈춰도 괜찮아> 이었다.
이러한 연구 참여자들의 경험의 의미는 [서연]은 무너진 몸이 보낸
위험 신호에 응답하며 자기를 지키기 위한 선택이었고, [민지]는 제약
된 공간에서 벗어나 자신만의 세계를 구축하려는 일련의 과정이었으
며, [하은]은 한계를 경험하며 물러설 줄도 알게 되고, 자신의 직업적
가치를 재정립하는 과정이었다.
본 연구는 시간제 청소년 동반자가 이직을 통해 경험하는 것과 개인
의 삶에서 이직의 의미를 이해하고자 했다는 점에서 의의가 있다.

목차 (Table of Contents)

• Ⅰ. 서 론 ··········································································· 1
• 1. 연구자의 내러티브 ························································ 1
• 2. 연구의 필요성 및 목적 ················································ 4
• 3. 연구 퍼즐 ······································································· 9
• Ⅱ. 선행연구 고찰 ······························································ 10
• 1. 시간제 청소년 동반자 ·················································· 10
• 2. 이직의 개념과 관련 요인 ············································· 13
• 3. 시간제 청소년 동반자 이직 경험에 관한 선행연구 ···· 16
• Ⅲ. 연구 방법 ······································································· 20
• 1. 내러티브 탐구 ······························································· 20
• 2. 본 연구의 수행과정 ······················································ 21
• 1) 연구 참여자 선정 ···················································· 21
• 2) 연구 참여자 소개 ···················································· 22
• 3) 연구 과정 ································································· 24
• 3. 연구 참여자를 위한 윤리적 고려 ································ 27
• Ⅳ. 연구 결과 ······································································· 29
• 1. 시간제 청소년 동반자의 ‘이직’경험 이야기 ········· 29
• 1) [서연] 이야기 ························································· 29
• 2) [민지] 이야기 ························································· 43
• 3) [하은] 이야기 ························································· 58
• 2. 시간제 청소년 동반자의 ‘이직’경험의 의미 ········· 72
• 1) [서연]의 ‘이직’경험 의미 ······························· 72
• 2) [민지]의 ‘이직’경험 의미 ······························· 76
• 3) [하은]의 ‘이직’경험 의미 ······························· 80
• Ⅴ. 논의 및 결론 ································································· 85
• 1. 요약 ················································································ 85
• 2. 논의 ················································································ 86
• 1) 개인적 정당성 ························································· 86
• 2) 실제적 정당성 ························································· 88
• 3) 사회적 정당성 ························································· 90
• 4) 결론 ·········································································· 91
• 3. 의의 및 제언 ································································· 96
• 참고문헌 ···················································································· 99
• ABSTRACT ········································································· 104
• 부 록 ················································································· 107