치료적 관계와 놀이의 발생 = Playing as emergent phenomenon in the field of therapeutic relationships

다국어 초록 (Multilingual Abstract)

This study explores occurrence of playing within the field of relationship between a play therapist and a child-client. Based on Winnicott’s definition of psychotherapy, this study investigates it in the aspects of the areas of playing of the child and of the therapist, and of the overlap of the two areas. First, from the area of the child, playing functions as a main medium for emotional communication but can be interrupted at the moment of the child's sensing of a threat by reality. In particular, children with problems in their early attachment and/or with experiences of trauma often fails to create the field of playing but repeatedly enacts patterns of their earlier relationships within the field of therapeutic relationships, due to their exceedingly high or low levels of arousal. Second, from the area of the therapist, playing occurs when the therapist contains, through mentalization, the child's intense emotions and thoughts that the child cannot tolerate, and when he/she provides the frame of play mode that makes the child not feel overwhelmed by the threat, thus helping the child feel a sense of security. Finally, from the overlap of the two areas, playing occurs when a therapeutic relationship successfully forms as the therapist attunes sensitively to the child’s nonverbal cues, and as the therapist helps the child integrate fragmented parts of self that are enacted in the context of transference-countertransference.

국문 초록 (Abstract)

본 연구는 놀이치료 관계 내에서의 놀이의 발생에 대해 고찰해 보고자 하였다. 이를 위해 ‘관계’의 관점에서 심리치료를 정의한 Winnicott의 개념을 분석틀로 하여 아동의 영역과 치료사의 영역, 그리고 두 영역의 겹침을 중심으로 놀이의 발생을 문헌 자료를 토대로 조명해 보았다. 먼저, 아동 영역에서 고찰해보면, 놀이는 원시적인 행동과 성숙한 언어의 중간 형태로 아동의 정서를 소통할 수 있는 주요 통로이지만, 현실 세계의 위협이 느껴지는 순간에는 놀이가 중단되곤 한다. 치료사의 영역에서 고찰해보면, 아동이 놀이할 수 없을 때 치료자는 아동이 감당할 수 없어서 의식에서 배제한 강렬한 정서적 사고를 담아주고, 현실세계의 위협이 느껴지지 않으면서 지나치게 현실에서 도피하지 않도록 놀이의 틀을 제공하여 아동이 안전감을 느낄 수 있도록 도와야 한다. 마지막으로 두 영역의 겹침 측면에서 고찰해보면, 치료사는 놀이나 언어뿐 아니라 신체적으로 표현되는 정서적 의사소통에 조율할 뿐 아니라, 전이-역전이 관계에서 실연되는 것을 인지하여 아동의 자아 안으로 통합될 수 있도록 도와주어야 진정한 놀이가 발생한다.

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