상담전공 장애대학생의 열등감 경험에 대한 내러티브 탐구

국문 초록 (Abstract)

본 연구는 상담전공 장애대학생들이 장애로 인한 열등감을 어떻게 경험
하고 인식하고 있으며, 상담공부를 통해 그 열등감을 어떻게 성장 동력으
로 삼아가는 지에 대한 과정을 탐색하고자 하는데 목적이 있다. 이러한 연
구 목적을 위하여 장애대학생의 장애 경험은 무엇인지, 장애대학생들이 겪
는 좌절과 어려움은 무엇인지, 장애대학생들이 상담을 전공하게 된 이유는
무엇인지, 상담전공이 장애대학생에게 어떤 의미를 주는지, 상담전공 장애
대학생의 열등감은 일반적 열등감과 비교하여 어떤 차이와 의미를 주는지
를 연구 과제로 설정하였다. 연구 방법으로는 연구 참여자들의 경험을 표
현하고 이해하는 최선의 탐구방법인 클랜디닌과 코넬리의 내러티브 탐구
를 사용하였다.
연구 참여자는 현재 대학교에서 상담을 전공하는 장애대학생으로 중도
지체장애인 1명, 뇌병변장애인 2명, 시각장애인 1명, 청각장애인 1명으로
연령대는 20대 4명, 50대 1명으로 구성되었다. 자료 수집기간은 2022년 3
월 11일부터 2022년 9월 2일까지 약 7개월 동안 이루어졌고, 추가 인터뷰
를 2022년 10월 12일에 진행하였다. 연구 자료는 질문지를 중심으로 개별
인터뷰를 통해 녹취자료를 이용하여 수집되었으며, 연구 일지와 녹취자료
분석 과정을 반복하여 연구 참여자들의 경험의 의미를 찾고자 하였다.
상담전공 장애대학생의 열등감 경험에 대한 연구 결과는 다음과 같다.
첫째, 장애대학생들의 장애 경험에 대해 살펴보면, 장애대학생들은 신체
적 장애로 인해 이동의 불편함과 기본적 생활에서의 불편함을 경험하였으
며, 이로 인해 타인의 도움을 받지 않고서는 기본적인 생활이 힘들었으며,
자신의 장애에 대해 수용 받지 못하여 혼자라는 것을 경험하였다.
둘째, 장애대학생들이 겪는 좌절과 어려움으로는 연구 참여자들은 자신
의 장애가 다른 사람들에게 피해를 주고, 혼자서는 아무 것도 할 수 없다
는 좌절을 경험하였고, 사회적 배제와 더불어 사람들의 장애인에 대한 기
대치가 낮음을 경험하였다.
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셋째, 장애대학생들이 상담을 전공하게 된 이유는 도움을 줄 수 있는
대상으로의 변화와 기대, 긍정적인 상담관련 경험, 자기이해와 성장에 대
한 욕구로 연구 참여자들은 상담공부를 통해 자신의 삶을 변화시키고 싶
은 욕구를 가지고 있음을 알 수 있었다.
넷째, 상담전공이 장애대학생에게 주는 의미를 살펴보면, 연구 참여자들
은 상담전공을 통해 자신의 장애를 유연하게 받아들이게 되었으며, 이로
인해 자기와 화해하는 결과를 얻게 되었고, 주위 사람들과의 관계가 회복
됨을 경험하였다.
다섯째, 상담전공 장애대학생의 열등감과 일반적 열등감에 대한 차이와
의미를 살펴보면, 장애 문제는 개인적인 결함에서 비롯된 결과가 아니라
장애인에 대한 사회적인 인식의 문제라는 것이다. 일반적인 열등감은 자신
의 무가치함에 대한 개인내적 평가로 이해된다면, 장애대학생의 열등감은
장애인에 대한 사회적 이미지로 인해 평가 절하된 특성이나 집단의 고정
관념의 일반화로 인해 발생한다는 것이다.
이러한 연구 과제의 결과에 더하여 연구 참여자들은 종교의 유무에 따
라서 열등감의 경험이 매우 다름을 이해할 수 있었다. 신앙을 가지고 있는
연구 참여자들은 장애에 대한 열등감을 긍정적으로 받아들이고, 종교적인
측면에서 힘을 얻는 경험을 하였다. 신앙을 가지고 있지 않은 연구 참여자
들은 자신의 장애를 자기 존재 자체의 문제로 해석하고, 세상과 스스로에
대해 원망과 분노를 경험하였다.

목차 (Table of Contents)

• Ⅰ. 서론 ·····································································································1
• 1. 연구의 필요성 및 목적 ··································································1
• 2. 연구 과제 ··························································································8
• 3. 연구방법 ····························································································8
• 1) 내러티브 탐구의 개념 ·································································8
• 2) 내러티브 탐구의 특성 ·······························································11
• Ⅱ. 이론적 배경 ····················································································14
• 1. 열등감에 대한 이해 ······································································14
• 1) 열등감의 심리학적 이해 ···························································14
• 2) 열등감의 신학적 이해 ·······························································19
• 2. 장애대학생에 대한 이해 ······························································23
• 1) 장애의 의미 ·················································································23
• 2) 장애수용의 의미 ···········································································26
• 3) 장애대학생의 장애정체성 이해 ···············································29
• 4) 장애대학생이 상담자가 된다는 것 ·········································32
• Ⅲ. 연구 절차와 과정 ·········································································35
• 1. 현장으로 들어가기 ········································································35
• 1) 나의 이야기 ·················································································35
• 2) 연구 참여자 선정과 모집과정 ·················································38
• 3) 자료 수집 및 자료 분석 ···························································38
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• 4) 신뢰도와 타당도 ·········································································39
• 5) 연구 참여자 소개 ·······································································43
• 2. 현장에서 현장 텍스트로 이동하기 ············································47
• 3. 현장 텍스트 구성하기: 열등감 경험에 관한 이야기 ············ 48
• 1) A의 이야기 ··················································································49
• 2) B의 이야기 ··················································································67
• 3) C의 이야기 ··················································································84
• 4) D의 이야기 ················································································103
• 5) E의 이야기 ················································································115
• Ⅳ. 연구 결과 ······················································································127
• 1. 현장 텍스트에서 연구 텍스트로 이동하기 ···························127
• 2. 연구 텍스트로 작성하기: 다시 이야기하기 ·························· 128
• 1) 장애대학생들의 장애 경험 ·····················································129
• 2) 장애대학생들이 겪는 좌절과 어려움 ···································134
• 3) 장애대학생들이 상담을 전공하게 된 이유 ·························138
• 4) 상담전공이 장애대학생에게 주는 의미 ·······························141
• 5) 상담전공 장애대학생의 열등감과 일반적 열등감의 차이와 의미··· 146
• 6) 장애대학생의 열등감과 신에 대한 관계 ·····························148
• Ⅴ. 결론 ································································································151
• 1. 요약 ·······························································································151
• 2. 연구의 의의 ··················································································157
• 3. 제언 ································································································158
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• 참고문헌 ································································································160
• Abstract ·······························································································166
• 부록 ········································································································169
• 연구 참여 동의서 ·············································································169
• 연구 질문지 ·······················································································170
• 표 목 차
• <표 1> 연구 참여자 기본 정보 ······················································· 47