기혼남성 중국 유학생의 예술심리치료 박사학위 과정 수학 경험 : 예술기반 자문화기술지

국문 초록 (Abstract)

본 연구는 기혼남성 재한중국인 유학생의 예술심리치료 박사학위과정 경험을 탐구하는데 목적이 있다. 이를 위해 연구자는 박사학위과정에서의 경험자료, 일기, 활동기록, 개인 예술작품 등을 수집하여 예술기반 자문화기술지 연구방법을 활용하여 분석 및 기술하였다. 그 결과, 5개의 구성요소,13개의 하위 구성요소, 27개의 의미 단위를 도출하였다. 구성요소는 '날개를 갖고 싶은 나', '무거운 짐을 짊어진 나', '내 앞길을 환히 밝혀준 예술','애벌레에서 나비로 변한 나', '더 멀리 더 높이 비상하고 싶은 나' 이다.이 연구 결과를 통해 연구자는 개인적·전문적 성장을 이룰 수 있었고, 기혼남성 재한중국인 유학생의 예술심리치료 박사학위과정 경험에 대한 구체적이고 생생한 정보를 제공하였다. 이 연구의 결과는 중국 기혼남성 유학생이수학 경험에 대해 깊이 있게 탐구하고 이를 이해하는데 의의가 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the experience of married male Chinese students studying for a doctorate in art psychotherapy in Korea. Therefore, the researcher analyzed and described the research method of self-cultural technical records based on art, and adopted the experience data, diaries, activity records, work reports, personal works of art, audio and video recordings collected in the doctoral
courses from September 2020 to July 2022 as research materials. Results: 5 components and 13 sub-components were obtained. The constituent elements are "I want to have wings", "I shoulder heavy burdens", "the art of illuminating my road ahead", "I change from caterpillar to butterfly" and "I want to fly farther and higher". The results of this study provide vivid experience and useful information for married male Chinese international students studying for a PhD in art psychotherapy in Korea, provide necessary support programs for married Chinese male doctoral studentsㅡstudying in Korea, and provide basic research materials.

목차 (Table of Contents)

• Ⅰ. 서론 ····················································································································1
• 1. 연구의 필요성 및 목적 ·················································································1
• 2. 연구문제 ········································································································14
• Ⅱ. 이론적 배경 ·····································································································15
• 1. 기혼남성 ········································································································15
• 1) 기혼남성의 역할 ·······················································································15
• 2) 중국 기혼남성 ··························································································18
• 3) 일-가족 양립의 어려움 ···········································································20
• 2. 중국 유학생 ··································································································23
• 1) 재한 중국인 유학생 ·················································································23
• 2) 중국 유학생의 스트레스 ·········································································25
• 3) 박사 과정의 학업 스트레스 ···································································26
• 3. 예술심리치료 박사학위과정 ·······································································29
• 1) 예술심리치료 ····························································································29
• 2) 예술심리치료 박사학위과정 ···································································32
• Ⅲ. 연구방법 ··········································································································36
• 1. 자문화기술지 ································································································36
• 2. 예술기반연구 ································································································38
• 3. 자문화기술자로서의 연구자 ·······································································40
• 4. 자료수집 ········································································································43
• 5. 자료분석 ········································································································44
• 6. 윤리적 고려 ··································································································47
• 7. 진실성 확보 ··································································································47
• Ⅳ. 연구 결과 ········································································································49
• 1. 날개를 갖고 싶은 나 ·····················································································51
• 1) 학위취득의 필요성 ···················································································51
• 2) 긍정적 모델링 역할 ·················································································54
• 2. 무거운 짐을 짊어진 나 ·················································································59
• 1) 아내 옆에 있어 주지 못하는 미안함 ···················································59
• 2) 학업과 사업 병행하는 압박감 ·······························································66
• 3) 유학생활 스트레스 ···················································································72
• 3. 내 앞길을 환히 밝혀준 예술 ·······································································78
• 1) 새로운 자기 탐색 ·····················································································78
• 2) 예술심리치료 이론 습득 ·········································································82
• 3) 예술경험을 통한 자기표현 ·····································································87
• 4. 애벌레에서 나비로 변한 나 ·········································································91
• 1) 부모-자녀 관계 재조명 ···········································································91
• 2) 원가족에 대한 새로운 인식 ···································································92
• 3) 양육 관련 학습모델 적용 ·······································································95
• 5. 더 멀리 더 높이 비상하고 싶은 나 ···························································97
• 1) 꿈이 이루어지는 날이 있다 ···································································97
• 2) 지속적인 예술경험 ················································································100
• Ⅴ. 결론 및 논의 ································································································105
• 참고 문헌 ·············································································································114
• Abstract ···············································································································140

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