[불교와 정신치료] 학교 밖 청소년의 호흡명상과 드로잉활동체험에 대한 질적 사례연구

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학교 밖 청소년의 호흡명상과 드로잉활동체험에 대한 질적 사례연구

저      자  ;   이랑주

학위논문사항  ;  박사  명지대학교 대학원 일반대학원 청소년지도학과 2015.

소장기관  ;   국립중앙도서관  명지대학교 인문캠퍼스 도서관 

주제어  ;  학교 밖 청소년  호흡명상  드로잉  체험  질적사례연구

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학교 밖 청소년의 호흡명상과 드로잉활동체험에 대한 질적 사례연구.pdf

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본 연구의 목적은 학교 밖 청소년들의 새로운 삶을 위한 적응의 준비과정으로써 호흡명상과 드로잉활동 프로그램을 통한 자기 탐색과정에서 체험한 내용과 그 경험의 의미를 확인하고자 하였다. 연구자는 호흡명상과 드로잉활동 프로그램을 통해 학교 밖 청소년들이 체험한 내용을 파악하기 위해 질적 사례연구방법을 사용하여 분석하였다.
연구 대상은 학교 부적응을 경험한 학교 밖 청소년으로 검정고시를 준비하는 대안학교의 재학생이다. 이중에서 명상이 부모의 종교적 신념과 맞지 않는다고 하여 1명이 불참하고 프로그램의 전체 13회기 중에 출석률이 1/3이 안 되는 대상자 1명을 제외한 6명의 청소년이 연구에 동참하게 되었다.
프로그램은 총 13회기로 구성되었고 주 1회 진행되었으며 매 회기 당 90분이 소요되었다. 자료의 수집기간은 2014년 9월부터 2015년 1월까지의 5개월이었으며 주된 자료의 수집은 13회기동안의 프로그램에 대한 연구자의 참여관찰기록과 회기별 녹음과 동영상, 연구 참여자들의 활동사진, 드로잉 작업의 결과지와 그 사진들, 현장일지와 2회에 걸쳐 이루어진 심층 면담의 녹음과 기록물들이다. 연구 참여자들을 담당하고 있는 교사의 심층면담기록과 회기 중의 참여자들에 대한 부모의 평가와 에피소드를 자료수집에 포함하였다. 수집된 참여관찰기록 자료와 2회에 걸쳐 수집된 심층면접의 내용을 축어록 형식으로 변환하여 Strauss와 Cobin(1988)
의 분석방법에 따라 개방코딩을 하였고 축코딩 단계에서 과정분석을 하였고 선택코딩에서 주제와 범주를 발견하고 참여자들의 체험의 내용에 따른 주제와 이야기틀을 만들었고 각 주제에 따른 결과를 도출하였다.

본 연구결과를 요약하면 다음과 같다.
첫째, 호흡명상과 드로잉활동 프로그램을 통해 학교 밖 청소년들은 호흡명상의 체험을 통해 호흡에 대한 자각을 하게 되었고 집중력이 향상되면서 심리적인 안정감이 증가하였다.
둘째, 호흡명상과 드로잉활동 프로그램을 통해 학교 밖 청소년들은 바라보기 명상체험을 통해 다양하게 사물을 바라보는 경험을 하였다. 이를 통해 외부환경이나 사건에 대한 이해의 폭이 증가하고 문제 해결방법의 다양함을 이해하게 되었다. 감정과 자기를 분리하여 바라보게 되었다. 자기 정체성을 확인하게 되면서 자기 스스로를 중요한 사람으로 이해하고 수용하는 경험을 하였다.
셋째, 호흡명상과 드로잉활동 프로그램을 통해 학교 밖 청소년들은 드로잉활동의 체험을 통해 정서적, 언어적 표현 능력이 향상 되었다. 자신에 대한 내적 안정과 외부 상황에 대한 수용적 태도가 증가하였다. 참여자들 간의 상호작용이 증가하면서 긍정적인 대인관계가 이루어졌다.
넷째, 호흡명상과 드로잉활동 프로그램을 경험한 학교 밖 청소년들의 체험의 의미는 다음과 같다. A에게는 불편한 호흡을 알아차리고 감정적인 문제를 해결할 수 있는 시간이었다. B는 사람들과 함께 한다는 것이 자신에게 의지가 되었고 막연한 생각으로 현실을 외면하려는 자신을 돌아보는 기회가 되었다. C에게 프로그램은 자기를 확인하는 실마리를 제공하는 계기였다. 사람들의 생각을 알아가면서 자신의 문제를 스스로 해결할 수 있는 자신감을 얻게 되었다. D에게는 반성의 시간이었으며 E에게는 자신의 과거에 대해 엉키고 파헤쳐진 것(미해결과제)의 존재를 확인하는 기회가 되었다. F는 프로그램 활동이 자신의 현실을 일깨워주었으며 어떻게 해야 하는가를 위한 대책을 세우게 해주었다고 한다.

본 연구는 학업중단 이후의 새로운 삶에 적응하기 위한 준비과정으로써 자기 탐색이 긍정적으로 이루어졌고 깊이 있는 자기이해를 하게 되었다는 점에서 의의를 갖는다. 본 연구의 결과는 학교 밖 청소년이 새로운 삶을 개척하고 적응하는 과정에서 시행착오를 줄이는데 도움을 줄 수 있을 것이다.
본 연구의 제한점과 프로그램 진행과정에서의 제한점이 논의 되었다.

목    차

그림목차 ................................................................................................. ⅳ

표 목차 ················································································································· ⅴ

국문초록 ··············································································································· ⅵ

Ⅰ. 서론 ··················································································································· 1

1. 연구의 필요성과 목적 ····················································································1

2. 연구문제 ·········································································································· 9

3. 용어 정의 ·······································································································9

4. 연구의 제한점 ··································································································9

Ⅱ. 이론적 배경 ······························································································ 11

1. 학교 밖 청소년의 이해 ·················································································11

1) 학교 밖 청소년의 이해 ·············································································11

2) 학교 밖 청소년의 학업중단 이후의 문제점 ············································14

2. 명상의 이해와 적용 ·······················································································15

1) 호흡의 이해 ·······························································································15

2) 호흡명상의 이해 ························································································16

3) 바라보기 (염지관)명상의 이해 ································································18

4) 명상의 선행연구 ························································································18

3. 드로잉의 이해와 적용 ···················································································19

1) 드로잉의 이해 ···························································································19

2) 드로잉기법과 명상 ····················································································20

(1) 드로잉기법 ··························································································20

(2) 드로잉과 명상 ····················································································21

3) 드로잉 선행연구 ························································································22

4. 프로그램의 구성 ····························································································23

1) 프로그램의 구성 배경 ··············································································23

2) 프로그램의 내용 ························································································27

Ⅲ. 연구방법 ····································································································· 32

1. 연구 대상 ········································································································32

2. 자료수집 ·········································································································35

3. 자료분석 ···········································································································36

1) 질적 사례연구 ·····························································································36

2) 연구 윤리 ····································································································39

3) 자료수집의 엄격성 ······················································································40

4) 자료 분석 ····································································································41

5) 프로그램의 단계별 내용과 진행 ································································43

Ⅳ. 결과 ················································································································· 49

1. 프로그램의 체험내용분석과 결과 ··································································49

1) 프로그램의 과정별 분석 ···········································································49

2) 프로그램의 과정별 분석결과 ·····································································63

Ⅴ. 논의 ················································································································· 65

1. 과정별 논의 ·····································································································65

2. 주제별 논의 ·····································································································71

1) 호흡명상의 체험내용과 변화 ·····································································71

2) 바라보기(염지관)명상의 체험내용과 변화 ···············································73

3) 드로잉활동의 체험내용과 변화 ··································································77

3. 참여자 체험의 의미와 논의 ············································································81

1) 자기 확인: “내가 그랬었지” ··································································81

2) 자기 탐색: 바라보기를 통한 ‘다른 나’의 발견 ·································85

3) 가족에 대한 시각의 변화: 가족을 이해하기 위해 노력하다 ·················87

4. 참여자 상호작용에 대한 논의 ······································································89

5. 논의 종합 ·········································································································92

Ⅵ. 결론 및 제언 ······························································································ 95

1. 결론 ··················································································································95

2. 제언 ··················································································································97

참고문헌 ······························································································································· 98

부록 ····································································································································· 112

Abstract ···························································································································· 138