상담자 교육분석 경험 및 태도 분석 = Counselors' Educational Analysis Experience and Attitude in Korea

다국어 초록 (Multilingual Abstract)

Educational analysis, personal therapy for therapists, has been considered as a important factor of personal and professional development for counselors. Even through it plays a very significant role in counselor's training and education process, there has been very limited research conducted in south Korea until now. This present research examined counselors'experiences and attitudes toward their own personal therapy. Results showed that 49.4% of respondents had experienced educational analysis. Participants averaged 1.6 treatment episodes, 57.2% of respondents had one episode, 23.8% two episodes and 19% three episodes. According to their theoretical orientation, sixty seven percentage of participants indicated their orientation as Gestalt, 64% psychodynamic, 585% eclectic-integrative counselors were likely to have sought educational analysis. Counselors sought therapy primarily for personal reasons(43.9%). Chief presenting issues in therapy were 'need for self understanding', 'managing stress', 'burnout or exhaustion of emotion'. 43.9% of counselors reported that educational analysis was helpful. In detail, participants reported that they gained through their own therapy some personal benefits, such as personal part was 'self awareness or understanding of problem', 'personal growth', and 'increase in self esteem'. Also, In professional domains, they gains 'understanding of counselor's solving of self problem', 'helping in understanding clients in depth', and 'understanding of importance of counselor's growth'.

국문 초록 (Abstract)

교육분석은 상담자들을 위한 심리치료로 상담자의 개인적 그리고 전문적 성장을 획득하는데 중요한 활동으로 인식되고 있다. 상담자 훈련 및 교육에서의 상담자 자신의 심리치료 경험이 지니는 중요성에도 불구하고 우리 나라의 경우 교육분석 경험에 관한 기초적인 실태 정보조차 찾아보기 어렵다. 본 연구는 교육분석 경험의 및 태도에 대한 실태에 초점을 맞추어 진행하였다. 연구 결과, 참여자들 중 49.4%가 유경험자로 나타났다. 교육분 석 경험의 평균 빈도는 1.6회이며 57.2%가 1회, 23.8%가 2회, 19%가 3회를 경험하였다. 게슈탈트접근(67%), 정신 역동적 접근(64%), 절충주의접근(58.5%)의 순서로 유경험자가 많았다. 총 회기수의 경우 66.9%의 상담자들이 1～ 40회 미만을 보고하였다. 교육분석의 주된 동기는 개인적 동기(43.9%)가 높았으며, 구체적 호소문제로는 ‘자기이 해에 대한 욕구’, ‘스트레스 관리’, ‘정서적 소진 및 고갈’의 순서였다. 거의 대부분의 유경험자들(85.5%)은 자신 의 교육분석이 ‘도움이 되었음’에 응답하였는데 개인적 영역에서는 ‘자기자각 및 문제이해’, ‘개인적 성장’, ‘자 기 존중감 증가’의 순서이며, 전문적 영역으로는 ‘상담자의 자기문제 해결의 필요성 이해’, ‘내담자를 더 깊이 이해하는데 도움’, ‘상담자 성숙의 중요성 이해’의 순서로 나타났다.

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