그룹홈 청소년의 대리양육자와의 관계형성 경험에 대한 내러티브 탐구

국문 초록 (Abstract)

<국문 초록>
그룹홈 청소년의 대리양육자와의
관계형성 경험에 대한 내러티브 탐구
인제대학교 교육대학원
상담심리전공 이은주
지도교수 김영근
본 연구는 그룹홈 청소년의 대리양육자와의 관계형성 경험의 의미를 탐구하기
위해 내러티브 탐구방법으로 연구를 수행하였다. 연구참여자들의 이야기를 따
라가는 과정에서 그들의 삶의 경험을 들여다보고, 그 속에서 발견된 관계형성
경험의 의미를 내러티브 탐구의 관계적 맥락에서 이해하고자 하였다.
연구의 수행을 위해 그룹홈 거주기간이 5년 이상인 15세에서 18세 사이의
그룹홈 남녀 청소년 4명을 연구참여자로 선정하였다. 자료수집기간은 2020년
1월부터 2020년 4월까지로 연구참여자들과 심층면담을 통해 연구텍스트를 작
성하였고, 이후 2020년 5월 전화상담을 통해 추가 텍스트를 구성하였다. 자료
분석은 Clandinin과 Conndly가 제안한 내러티브 탐구절차에 따라 진행하였고,
연구참여자들과 면담한 내용을 녹음하여 반복청취를 통해 축어록을 작성한 후
반복적으로 읽어가며 시간성·사회성·공간을 의미하는 3차원적 내러티브 탐구
공간 안에서 경험의 의미를 분석하였다.
본 연구의 연구퍼즐과 연구결과는 다음과 같다.
첫 번째 연구퍼즐은 그룹홈 청소년의 대리양육자와의 관계형성 경험의 시작은
어떠했고, 그 경험은 어떻게 이어지고 있는가? 이다. 두 번째 연구퍼즐은 대리
양육자와의 관계형성 경험이 그룹홈 청소년에게 의미하는 것은 무엇인가? 이다.
연구참여자들은 부모님으로부터 받지 못한 관심과 돌봄을 그룹홈의 대리양육자를
통해 경험하게 되고, 그룹홈에서 만난 형제자매들과 어울리면서 사회성이 향상되어
그룹홈은 편안한 둥지가 되어주고 있었다. 하지만 이들은 자신이 가진 아픔과 상처
의 크기와 형태에 따라 그룹홈의 대리양육자를 받아들이는 깊이와 자신의 마음을
내보이는 크기가 달랐다. 그룹홈 청소년의 대리양육자와의 관계형성 경험 이야기는
<삶의 이야기>, <관계형성 경험이야기>로 나누어 구성하였다. 관계형성 경험의
의미는 <서러운 상처의 흔적>, <나락의 늪에서 빠져 나오다... 그리고 삶>,
<새 둥지에서 만난 가족이라는 이름>, <돌봄 경험에 대한 다른 의미>, <희
망의 불빛을 보다>의 5가지 주제로 도출하였다.
이러한 결과를 바탕으로 그룹홈 청소년의 대리양육자와의 관계형성 경험의
의미와 개인적 정당성, 실제적 정당성, 사회적 정당성을 논의하였고, 연구의
의의와 후속 연구를 제언하였다.
내러티브 탐구를 통해 그룹홈 청소년의 대리양육자와의 관계형성 경험의 의
미를 이해하고자 수행한 본 연구는 질적연구 중 내러티브 탐구방법을 통해 그
룹홈 청소년의 내면을 깊이 있게 들여다봄으로써 그들을 보다 심층적으로 이
해할 수 있는 계기가 되었고, 연구참여자 또한 자신의 경험을 이야기하는 과
정에서 자신을 긍정적으로 재인식 할 수 있는 계기를 마련했다는 것이 연구의
의의라 할 수 있다.
본 연구결과에 대한 제언은 다음과 같다. 그룹홈 청소년에 대해 질적연구
중 내러티브 탐구방법으로 접근하여 연구를 수행함으로써 기존에 시도하지 않
은 접근이었다는 점에서 의의가 있다. 하지만 그룹홈 한 곳을 대상으로 연구를
진행하여서 연구결과를 일반화하기에는 한계가 있으므로 다양한 그룹홈의 청
소년을 대상으로 그들이 겪는 심리적 어려움과 미해결 과제에 대해 심층연구를
진행할 필요가 있다.

목차 (Table of Contents)

• 목 차
• I. 서론 ···········································································································1
• 1. 연구자의 내러티브·························································································1
• 2. 연구의 필요성 및 목적·················································································5
• 3. 연구퍼즐 ·········································································································10
• II. 이론적 배경 ·························································································11
• 1. 그룹홈(Group Home) ··················································································11
• 가. 그룹홈의 개념·························································································11
• 나. 그룹홈의 기능·························································································12
• 다. 그룹홈의 역할 ·························································································13
• 2. 그룹홈 청소년의 특성 ·················································································15
• 3. 그룹홈의 대리양육자 ···················································································17
• 4. 대리양육자와의 관계형성···········································································18
• III. 연구방법 및 절차 ·············································································21
• 1. 내러티브 탐구 ·······························································································21
• 가. 내러티브 탐구의 개념···········································································21
• 나. 내러티브 탐구의 특성···········································································22
• 다. 내러티브 탐구의 절차···········································································24
• 라. 내러티브 탐구의 타당성과 정당성 ·····················································28
• 2. 본 연구의 절차 및 과정 ·············································································30
• 가. 연구참여자 ·····························································································30
• 1) 연구참여자 선정과정 ··········································································30
• 2) 연구참여자 소개····················································································30
• 나. 연구의 진행과정 ·····················································································34
• 1) 현장에 존재하기: 이야기 속으로 들어가기 ·····································34
• 2) 현장에서 현장 텍스트로 이동: 이야기 공간에 존재하기············· 34
• (1) 자료 수집방법 ·····················································································35
• 3) 현장 텍스트 구성하기 ··········································································36
• 4) 현장 텍스트에서 연구 텍스트로: 경험에 대한 의미 구성 ··········· 37
• (1) 자료 분석방법 ·····················································································37
• 5) 연구텍스트 작성하기 ············································································38
• 다. 윤리적 고려·····························································································38
• IV. 그룹홈 청소년의 관계형성 경험 이야기 ···································40
• 1. [지빈] 이야기 ································································································40
• 가. 삶의 이야기 ···························································································40
• 1) 이야기1: 아버지의 폭력을 온몸으로 받아내는 어머니 ·················40
• 2) 이야기2: 나에게로 향하는 아버지의 폭력 ·······································41
• 3) 이야기3: 어쩔 수 없는 선택·······························································42
• 나. 관계형성 경험 이야기 ·········································································44
• 1) 이야기1: 낯설고 어색했던 공간에서 편안한 공간으로 자리매김· 44
• 2) 이야기2: 흔들림과 공허함을 이해하시는 그룹홈의 어머니········· 45
• 3) 이야기3: 두려운 미래와 홀로서는 연습···········································47
• 2. [다경] 이야기 ······························································································50
• 가. 삶의 이야기 ···························································································50
• 1) 이야기1: 홀로 외롭던 아이·································································50
• 2) 이야기2: 바라봐 주지 않는 엄마, 아빠 ············································51
• 3) 이야기3: 언니를 따라 낯선 곳으로 ···················································52
• 나. 관계형성 경험 이야기 ·········································································54
• 1) 이야기1: 형제자매로 만난 아이들 ···················································54
• 2) 이야기2: 뿌리 내리지 못해 흔들리는 삶 ·······································55
• 3) 이야기3: 두렵고 불안한 울타리 너머의 세상 ·······························58
• 3. [수현] 이야기 ······························································································60
• 가. 삶의 이야기 ···························································································60
• 1) 이야기1: 악의 굴레를 버티다 지쳐···················································61
• 2) 이야기2: 남보다 못한 가족·································································62
• 3) 이야기3: 폭력과 방임으로부터 벗어나기·········································63
• 나. 관계형성 경험 이야기 ·········································································63
• 1) 이야기1: 선해 보이는 새 둥지의 엄마·············································63
• 2) 이야기2: 보살핌 경험하기 ···································································64
• 3) 이야기3: 꿈을 향한 도움닫기·····························································65
• 4. [선아] 이야기 ································································································66
• 가. 삶의 이야기 ···························································································66
• 1) 이야기1: 희미해진 기억·······································································66
• 2) 이야기2: 존재하지만 실체를 모르는 엄마, 아빠····························67
• 3) 이야기3: 마음의 문을 닫다·································································68
• 나. 관계형성 경험 이야기 ·········································································69
• 1) 이야기1: 새 둥지에서 만난 사람들···················································69
• 2) 이야기2: 카멜레온과 같은 삶·····························································70
• 3) 이야기3: 어둠 속에서 빛을 발견하다 ···············································71
• V. 그룹홈 청소년의 관계형성 경험의 의미 ····································74
• 1. 서러운 상처의 흔적 ···················································································77
• 2. 나락의 늪에서 빠져 나오다... 그리고 삶 ··············································78
• 3. 새둥지에서 만난 가족이란 이름 ·····························································79
• 4. 돌봄 경험에 대한 다른 의미 ···································································81
• 5. 희망의 불빛을 보다 ···················································································84
• Ⅵ. 결론 ······································································································87
• 1. 요약·················································································································87
• 2. 논의·················································································································92
• 가. 개인적 정당성-내러티브 안에서 사고하기 ······································93
• 나. 실제적 정당성-그룹홈 청소년의 경험에 관심가지기···················· 94
• 다. 사회적 정당성-사회라는 공간에 살아가는 존재되기···················· 95
• 3. 의의 및 제언 ·································································································96
• 참 고 문 헌 ·········································································································98
• <Abstract> ······································································································103
• 부록 ······················································································································106
• 표 목차
• <표 1> 연구참여자 정보····················································································31