학교 밖 청소년의 미인가 기숙형 대안학교 적응과정 연구 :A study on the adaptation process of unauthorized dormitory for the adolescents outside of school

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자료유형: 학위논문

저자정보: 박혜진 (동명대학교, 동명대학교 복지산업대학원)

지도교수: 김정남

발행연도: 2019

저작권: 동명대학교 논문은 저작권에 의해 보호받습니다.

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2020

학교 밖 청소년의 미인가 기숙형 대안학교 적응과정 연구

박혜진 , 김정남 동서정신과학 2020.01 학술저널

2019

학교 밖 청소년의 미인가 기숙형 대안학교 적응과정 연구

박혜진 상담심리학과 2019.01 학위논문

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본 연구는 학교 밖 청소년의 미인가 기숙형 대안학교의 적응과정에 관한 연구로 학교 밖 청소년이 기숙형 대안학교 생활에 적응해 나가는 과정에서 어떠한 요인이 적응에 긍정적인 영향을 미치는지 알아보고자 실시하게 되었다. 이를 위해 부산광역시에 있는 L 대안학교에 재학 중인 2학년 10명을 연구 참여자로 모집하였다.
학교 밖 청소년의 미인가 기숙형 대안학교 적응과정 분석을 위해 질적연구방법 중에서도 근거이론을 활용하였다. 기존의 연구 방법을 통해서는 추출하거나 알기 어려운 현상에 대한 복잡한 세부 사항을 얻기 위해 사용될 수 있는(Strauss & Corbin) 질적 연구 방법을 활용하여 미인가 기숙형 대안학교 학생들의 학교적응에 관해 연구하고자 한다.
모집된 연구참여자와 예비 면담을 시행하여 연구의 필요성과 목적에 대해 알리고 행동관찰과 인터뷰를 통해 자료를 수집한 후, 수집된 원자료의 처리 및 분류 과정을 거친 후 근거이론 방식으로 자료를 분석하였다. 분석된 자료를 상담전문가 1인과 근거이론 방법을 활용하여 논문을 작성해 본 경험이 있는 연구자 2인에게 의뢰하여 자료에 대한 신뢰성과 타당도를 높였다. 전문가의 감수과정을 거친 후 수정 보완하여 연구 참여자와 추후면담을 통해 자료의 정확도를 높이고 연구결과를 작성하였다.
본 연구에서는 학교 밖 청소년들이 미인가 기숙형 대안학교에 입학하여 적응하는 과정에서 경험하는 그 경험의 틀을 근거이론의 분석 틀인 패러다임 모형을 통해 분석하였다. 분석의 결과 미인가 기숙형 대안학교 재학생들은 ‘입학 전 방황과 갈등’, ‘대안학교 입학을 결심함’을 인과적조건으로 ‘새로운 환경에 대한 어려움’을 맥락적 조건으로 하여 ‘변화에 대한 욕구’라는 중심현상을 경험하고 있다. ‘문제해결 방식의 변화’의 작용/상호작용 전략을 사용함에 ‘다양한 체험활동의 경험’, ‘긍정적인 지지체계 경험’이라는 중재적 조건이 작용하고 그 결과, ‘건강한 삶의 태도 형성’, ‘긍정적인 삶의 변화’로 나타났다.

The purpose of this study was to investigate the effects of out-of-school adolescents'' adaptation process on the adaptation process of adolescent residential alternative school. For this purpose, 10 second grade students attending L Alternative School in Busan Metropolitan City were recruited as research participants.
The purpose of this study is to analyze the process of adaptation process of adolescent out - of - school adolescent alternative school. Through the existing research methodology, we will study the adaptation of the students of the alternative boarding school to the school by using the (Strauss & Corbin) qualitative research method which can be used to obtain complicated details about the phenomenon that is difficult to extract or understand.
After conducting preliminary interviews with the participants, they were informed about the necessity and purpose of the research, and the data were collected through behavior observation and interviews. The data were analyzed by one consultant and two researchers who have used the grounded theory to write the paper, thus improving the reliability and validity of the data. After the review process of the experts, the data were revised and supplemented to improve the accuracy of the data and the results of the research.
In this study, we analyzed the framework of experience that adolescents out of school experience in adapting to adorable boarding alternative school through paradigm model which is the analysis frame of grounding theory. As a result of the analysis, the students of the boarding school of the beautiful residence have the ''desire for change'' as the contextual condition of ''difficulty in the new environment'' as the causal condition of ''wandering and conflict before entrance to school'' Is experiencing the central phenomenon. In the use of interaction / interaction strategy of ''change of problem solving method'', intervention conditions such as ''experiences of various experience activities'' and ''experience of positive support system'' acted. As a result, ''attitude formation of healthy life'' ''Positive change of life'' appeared.

I. 서 론·················································································································1
1. 연구의 필요성 및 목적···············································································1
2. 연구문제········································································································6
3. 용어의 정의···································································································6
II. 이론적 배경 ······································································································8
1. 학교 밖 청소년에 대한 이해·····································································8
2. 대안학교에 대한 이해 ···············································································12
Ⅲ. 연구방법 ········································································································18
1. 근거이론······································································································18
2. 연구 참여자································································································20
3. 연구자 준비도 및 윤리적 고려 ·······························································21
4. 연구절차······································································································21
Ⅳ. 연구결과 ········································································································26
Ⅴ. 요약 및 제언································································································55
1. 요약 ··············································································································55
2. 제언 ··············································································································57
3. 한계점 ··········································································································58
참고문헌···········································································································60
부 록·················································································································69
부록 1. 연구대상자용 설명문 및 동의서 ·············································69
부록 2. 면접 질문지 ···················································································74
ABSTRACT ····································································································75

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