놀이치료에서 상담자-내담자 상호작용의 변화: 현상학적 연구 = Qualitative Exploration of Client-Therapist's Interaction on Play Therapy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore and provide an in-depth description of the ‘lived experience’ of client-therapist's interaction on play therapy process with ADHD boys. The participants(N=18) in the study had been selected as part of purposive sampling. They were nine boys with ADHD who were between the ages of 5 and 9, and their mothers. All participants in this study engaged in play therapy sessions with the researcher, a licensed therapist. The play therapy session were audiotaped and transcribed. The qualitative data were collected and analyzed using the procedure of Giorgi(1985)'s phenomenological psychological method. Data analysis resulted in 15 ‘meaning units’, 15 ‘transformed meaning units’ into psychologically sensitive expressions, and one essential structure of the experience. Based on the distinguished meaning units, there exists a change in the therapist -client's interactions during the play therapy process. The essential meanings of the change of client-therapist's interactions on play therapy were ‘passive and holding’, ‘testing and waiting’, ‘intersubjective transaction’, ‘emotional regulation, integration, and adaptation’. The essential structure of the change in the client-therapist's interactions on play therapy with ADHD boys was intersubjective-emotional communication and transaction.

국문 초록 (Abstract)

이 연구는 놀이치료에서 내담자와 상담자와의 상호작용 변화의 구체적인 과정(process)과 체험(lived experience)을 심층적으로 기술(describe)하고 이해하는데 목적을 두었다. 목적적(purposive) 대상자 선정 방법을 통해 연구자가 직접 치료자로서 놀이치료를 실시한 총 9개의 사례로부터 9명의 ADHD 아동(만 5세에서 9세)과 그 어머니들을 연구의 대상(총 18명)으로 선정하여 상담 사례 기록을 중심으로 다양한 자료를 수집하였다. 수집된 자료들은 Giorgi의 현상학적 심리학의 연구 절차를 바탕으로 분석되었으며, 이를 통해 의미 단위들을 범주화하여 각 의미단위들을 구체적으로 기술하였다. 최종적으로 범주화된 총 15개의 의미단위들은 심리학적 표현으로 전환하고 이를 바탕으로 통합적 구조를 파악하였다. 연구의 결과에 의하면, ADHD 아동의 놀이치료 과정에서 구체적인 상호작용 내용과 더불어 관계의 변화를 확인하였으며, 이러한 변화의 본질적, 통합적 구조는 상담자-내담자 간의 상호주관적 애착관계와 정서의 언어적 교류로 이해되었다. 이 연구의 결과는 현상학적 분석을 통해 ADHD 아동의 놀이치료 과정 중에서 드러난 상담자-내담자 상호작용의 변화의 본질적인 의미와 통합적 구조를 구체적으로 제시하여 실제 상담 장면에서 활용 가능하다는 점에서 의의가 있다.

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