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이 연구의 심리상담사의 신변 안전에 위협의 대처 과정을 탐색하여 실질적
인 이론을 개발하는데 그 목적을 두고 있다. 이를 위해 <연구 1>과 <연구 2>
로 분류를 해서 <연구 1>을 통해서 심리상담사의 발달단계별 신변안전 위협에
대한 실태 파악 연구로서 위협에 대한 수준 차이를 검증하였고 <연구 1>의 신
변안전 위협 설문지에서 구체적인 위협을 경험하고 연구 참여 의지를 피력한
16명의 참여자를 대상으로 <연구 2>를 통해 신변안전 위협의 대처 과정을 근
거 이론을 통하여 분석하였다. 연구 참여자들은 2-3차례의 심층 인터뷰를 하였
다.
연구 문제는 다음과 같다. <연구 1>에서 첫째 ‘심리상담사의 신변안전 위협에
서 성별(性別) 차이가 있을 것인가?’ 둘째 ‘심리상담사가 근무하는 시간에 따라
경험하는 신변 위협의 수준이 차이가 있을 것인가?’ 셋째, ‘심리상담사의 숙련
도에 따라 신변위협의 수준에 차이가 있을 것인가?‘이다. <연구 2>에서는 첫째
‘심리상담사의 신변안전의 위협 경험은 어떠한 의미를 갖고 있는가?’ 둘째, ‘심
리상담사들은 신변 안전의 위협을 대처 과정은 어떠한가?’, 셋째 ‘심리상담사들
의 신변 안전 위협은 어떠한 요인과 관련이 있는가?’ 이다.
연구 결과, <연구 1>에서 첫째, 여성 상담사들이 남성 상담사들보다 대리 외
상에 더욱 취약한 것으로 나타났다. 둘째, 야간에 근무를 하는 상담사들이 주간
에 근무를 하는 상담사들보다 역전이를 통한 위협이 더욱 높은 것으로 나타났
다. 셋째, 대리 외상을 통한 위협에서는 중급 상담사가 초심 상담사에 비해 높
았고, 상담 환경 요인에서는 숙련 상담사가 초심 상담사에 비해 높은 것으로 나타났다.
<연구 2>의 연구결과는 다음과 같다.
첫째, 개방 코딩에서 111개의 개념과 38개의 하위 범주, 19개의 범주가 도출되
었다. 심리상담사의 신변 안전 위협 경험에 있어서 핵심 범주는 ‘상담자로서 손
상되는 위기를 겪으면서 그 역할 안에서 자신과 내담자를 보호하는 길을 찾아
나감‘으로 도출되었다. 참여자들은 내담자로 인한 직·간접적 신변 위협을 겪으
면서 자신의 개인적, 전문적 존재감 및 위치가 손상되는 위기에 놓였다. 그러나
그들은 상담사라는 전문가로서의 경계와 역할을 인식하면서 그 안에서 신변 위
협에 분별적으로 대처하고 그 경험의 의미를 재구성할 수 있었다.
범주들 간의 연관성을 분석한 결과, 인과적 조건(Casual conditions)은 ‘내담
자가 자신과 타인을 해칠 위험이 있음을 인지함’과 ‘상담 과정에서 언어 및 신
체적 위협 상황에 노출됨’으로 나타났다. 현상에 영향을 미침과 동시에 패러다
임 전체의 배경을 이루는 맥락적 조건(Context conditions)은 ‘상담에 대한 소
속 기관의 낮은 인식’, ‘내담자의 취약한 삶의 조건’, ‘상담 환경의 시/공간적 조
건’으로 나타났다. 참여자들이 경험하는 중심 현상(Phenomenon)은 ‘전문적, 개
인적 차원의 손상 위기에 봉착함’이며 이러한 현상에 대한 작용 및 상호작용을
돕거나 축소하는 중재적 조건(Intervening conditions)은 ‘내담자를 돕는 길이
무엇인지 숙고’, ‘위기 대처 관련 교육 이수 경험’, ‘내부 지지망의 인식’, ‘상담
관계의 역동에 대한 이해’으로 나타났다. 작용 및 상호작용(Action/Interaction
strategies)은 ‘자기 비난 및 방어적인 태도를 취함’, ‘전문가로서 주도적으로 대
처함’ , ‘외부와의 협업으로 위기에 대처함, ’충전과 회복을 위한 다양한 시도를
함‘, ’교육과 훈련을 통해 위기 대처 방법을 습득함‘으로 나타났다. 최종적으로
결과(Consequence)는 ’위협 외상이 상담 회피 및 제약조건을 강화시킴, ‘개인의
한계를 인식하고 공동 대처의 필요성을 깨달음’, ‘상담자 자신을 보호할 수 있
는 장치의 중요성을 인식함’ , ‘위기를 통해 상담자로서 성장한 자신을 확인함’
으로 나타났다.
둘째, 본 연구에서 심리상담사들은 ‘충격 및 손상 단계’, ‘해결책 모색 단계’,
‘위축 또는 확장 단계’의 대처 과정을 경험한 것으로 나타났다. ‘충격 및 손상
단계’는 위협 경험 상황 속에서 참여자들이 개인적 차원과 직업적 차원에서 손
상과 충격을 경험하는 단계이다. ‘해결책 모색 단계’는 위협 경험에 대해 개인
적, 협업적 차원에서 대처를 하는 과정이며 ‘위축 또는 확장 단계’는 위협 경험
이후 경험이 외상의 기억으로 남아서 상담사의 영역이 위축되거나 경험의 의미
를 재구성함으로 상담사의 영역이 확장되는 단계이다.
셋째, 위협 경험과 관련된 요인으로 내담자 요인, 상담 기관 요인, 신변 안전
교육 요인이 영향을 주는 것으로 나타났다. 내담자 요인으로 특정 정신증이나
성격 장애의 진단을 받거나 특정 심리 검사에서 공격적 반응의 결과가 나온 경
우 해당이 된다. 상담 기관 요인으로 기관의 상담에 대한 낮은 이해도와 위협
관련 제반 상담시스템 수준의 저하가 해당되는 것으로 나타났다. 신변 안전 교
육 요인에 신변 안전 위협에 대한 구체적인 교육의 부족이 상담사의 대처 효능
감 저하와 같은 전문가적 손상에 영향을 주는 것으로 나타났다.
마지막으로, 앞서 분석된 내용을 토대로 가설적 관계 진술을 정리하였다. 연구
결과를 토대로 핵심 범주, 신변 안전 위협 경험에 대한 대처 과정, 신변안전 위
협 경험과 관련되는 요소에 대해 논의하였다. 본 연구는 심리상담사의 신변안
전 위협 경험에 대한 대처 과정 및 위협 경험에 관련된 요인을 파악한 것에 의
의가 있다. 특히, 심리상담사의 신변 안전 위협 경험 및 대처에 대한 심리내적
과정을 설명하는 초기 이론을 수립하였다는 데 의의가 있다. 또한 위협 경험의
대처 과정을 이해함으로써, 위협 경험을 한 상담사에 대한 상담 지원 전략과
더 나아가서 위협 경험을 한 상담사의 적응과 심리적 안녕감을 촉진시키는데
초석이 될 것으로 기대한다.
This research is to investigate an aim to coping process of personal safety
threats in psychology counsellor for developing actual theory. Thus, this
research is divided into two categories. The research one is to investigage
The Differences in Psychological Counselors'' Safety Threats by
Development Phase as a quantitative research and The other research is to
analysis to coping process of personal safety threats by using the grounded
qualitative reseach 16 participant who attend personal safety question,
experience the personal safety threaten and want to attend the research 2.
The participant has two or third interview.
The research 1 of questions are as belows. The first question is to
investigate The gender differences in Psychological Counselors'' Safety. The
second question is to investigate The Difference in working hours for the
personal safety threats to the counselor. The third question is to investigate
The Difference in proficiency with the personal safety threats of the
counselor.
The research 2 questions are as belows. The second research is to find
what structure and path does the psychological counselor''s personal safety
threat arise from? and How to do psychological counselors deal with the
threat of personal safety? Lastly What factors are associated with a
counselor''s personal safety threat?
Studies show that there are different stages of development in the
psychological counselor''s personal safety threats in the reserch 1. The
Female than male counselors appears to be more vulnerable to vicarious
trauma. Secondly, counselors work at night than counselors who work in
the weekly threat turned out to be higher by the countertransference in
their personal safety. Third, intermediate-level counselors were higher than
first-time counselors in threats through vicarious trauma, and skilled
counselors were higher than first-time counselors in counseling
environmental factors.
The research 2 is to analysis to coping process of personal safety threats
by using the grounded qualitative study. The main results of the study are
summarized as folows. First, through conceptualization and categorization of
interview data through open coding proces, 111 concepts, 38 subcategories,
and 19 uper categories were derived. As a result of analyzing the
relationship among the categories. Causal Conditions were ‘Recognizing that
the person in charge is at risk of harming himself or others’ and ‘ Exposure
to physical and verbal threat conditions in the counselling process’. Context
conditions were ‘Vulnerable living conditions of the patient‘, ’agency''s low
awareness about the counselling‘ , ’The time/space conditions of the
counseling environment’. Intervention Conditions were ‘The understanding
of the dynamics of the relationship counseling’, ‘The education courses,
experience in handling a crisis.’ ‘Recognition of internal support networks,
’What length of deliberation to help the client’’
vThe central phenomenon was ‘Faced with a professional and personal level
of damage’. The Action/Interaction strategies were ‘The self-blame and a
defensive attitude.‘’, ‘taking the initiative as a role in helping the clients’,
‘externalized collaboration to deal with crisis’, ‘various attempts to charge
and recover’ and ‘learning how to cope with a crisis through education and
training’. Lastly the consequence were ‘threats injury strengthens counseling
avoidance and constraints’, ‘recognizing individual limitations and realizing
the need for joint action’, ‘recognizing the importance of devices to protect
the counselor''s self’, ‘identify growing up oneself as a counselor through a
crisis’
Secondly, The study found that psychotherapists experienced the coping
process of ''impact and damage phases'', ''researching steps for solutions''
and ''atrophy or expanding stages''. The ''impact and damage phase'' is when
participants experience damage and shock on a personal and professional
level in a threat situation. The "step to find a solution" is to respond
personally and collaboratively to the threat experience. The "atrophy or
expansion phase" is a stage where the experience after the threat experience
remains a memory of trauma, resulting in the extension of the counselor''s
area by reducing or reorganizing the meaning of the experience.
In addition to, Factors related to the threat experience were found to have
an effect on the factors of the patient, counseling agency, and personal
safety education. Client as a specific diagnosis of psychosis and personality
disorders or be if the results of the aggressive response from certain
psychological test. Low level of understanding for the consultation of the
organisation in of counseling agencies and related threats, all shown to the
degradation of system level. The lack of specific education on personal
safety threats to personal safety education factors has been shown to affect
professional damage, such as the decline in the effectiveness of counselors
to cope with them.
Lastly, The hypothesized relational statements were summarized based on
the previous analysis. Based on the results of the study, the key categories,
the process of coping with personal safety threat experience, and the factors
related to personal safety threat experience were discussed. This study is
meaningful in identifying factors related to the process of coping with
psychological counselors'' experience of personal safety threats and threat
experiences. In particular, it is meaningful to establish an early theory that
can explain the psychological internal process of the psychological
counselor''s experience of personal safety threats. By understanding the
process of coping with threats, we also expect it to be a cornerstone in
promoting counseling support strategies for counselors who have
experienced threats and, furthermore, adaptation and psychological
well-being of counselors who have experienced threats.
인 이론을 개발하는데 그 목적을 두고 있다. 이를 위해 <연구 1>과 <연구 2>
로 분류를 해서 <연구 1>을 통해서 심리상담사의 발달단계별 신변안전 위협에
대한 실태 파악 연구로서 위협에 대한 수준 차이를 검증하였고 <연구 1>의 신
변안전 위협 설문지에서 구체적인 위협을 경험하고 연구 참여 의지를 피력한
16명의 참여자를 대상으로 <연구 2>를 통해 신변안전 위협의 대처 과정을 근
거 이론을 통하여 분석하였다. 연구 참여자들은 2-3차례의 심층 인터뷰를 하였
다.
연구 문제는 다음과 같다. <연구 1>에서 첫째 ‘심리상담사의 신변안전 위협에
서 성별(性別) 차이가 있을 것인가?’ 둘째 ‘심리상담사가 근무하는 시간에 따라
경험하는 신변 위협의 수준이 차이가 있을 것인가?’ 셋째, ‘심리상담사의 숙련
도에 따라 신변위협의 수준에 차이가 있을 것인가?‘이다. <연구 2>에서는 첫째
‘심리상담사의 신변안전의 위협 경험은 어떠한 의미를 갖고 있는가?’ 둘째, ‘심
리상담사들은 신변 안전의 위협을 대처 과정은 어떠한가?’, 셋째 ‘심리상담사들
의 신변 안전 위협은 어떠한 요인과 관련이 있는가?’ 이다.
연구 결과, <연구 1>에서 첫째, 여성 상담사들이 남성 상담사들보다 대리 외
상에 더욱 취약한 것으로 나타났다. 둘째, 야간에 근무를 하는 상담사들이 주간
에 근무를 하는 상담사들보다 역전이를 통한 위협이 더욱 높은 것으로 나타났
다. 셋째, 대리 외상을 통한 위협에서는 중급 상담사가 초심 상담사에 비해 높
았고, 상담 환경 요인에서는 숙련 상담사가 초심 상담사에 비해 높은 것으로 나타났다.
<연구 2>의 연구결과는 다음과 같다.
첫째, 개방 코딩에서 111개의 개념과 38개의 하위 범주, 19개의 범주가 도출되
었다. 심리상담사의 신변 안전 위협 경험에 있어서 핵심 범주는 ‘상담자로서 손
상되는 위기를 겪으면서 그 역할 안에서 자신과 내담자를 보호하는 길을 찾아
나감‘으로 도출되었다. 참여자들은 내담자로 인한 직·간접적 신변 위협을 겪으
면서 자신의 개인적, 전문적 존재감 및 위치가 손상되는 위기에 놓였다. 그러나
그들은 상담사라는 전문가로서의 경계와 역할을 인식하면서 그 안에서 신변 위
협에 분별적으로 대처하고 그 경험의 의미를 재구성할 수 있었다.
범주들 간의 연관성을 분석한 결과, 인과적 조건(Casual conditions)은 ‘내담
자가 자신과 타인을 해칠 위험이 있음을 인지함’과 ‘상담 과정에서 언어 및 신
체적 위협 상황에 노출됨’으로 나타났다. 현상에 영향을 미침과 동시에 패러다
임 전체의 배경을 이루는 맥락적 조건(Context conditions)은 ‘상담에 대한 소
속 기관의 낮은 인식’, ‘내담자의 취약한 삶의 조건’, ‘상담 환경의 시/공간적 조
건’으로 나타났다. 참여자들이 경험하는 중심 현상(Phenomenon)은 ‘전문적, 개
인적 차원의 손상 위기에 봉착함’이며 이러한 현상에 대한 작용 및 상호작용을
돕거나 축소하는 중재적 조건(Intervening conditions)은 ‘내담자를 돕는 길이
무엇인지 숙고’, ‘위기 대처 관련 교육 이수 경험’, ‘내부 지지망의 인식’, ‘상담
관계의 역동에 대한 이해’으로 나타났다. 작용 및 상호작용(Action/Interaction
strategies)은 ‘자기 비난 및 방어적인 태도를 취함’, ‘전문가로서 주도적으로 대
처함’ , ‘외부와의 협업으로 위기에 대처함, ’충전과 회복을 위한 다양한 시도를
함‘, ’교육과 훈련을 통해 위기 대처 방법을 습득함‘으로 나타났다. 최종적으로
결과(Consequence)는 ’위협 외상이 상담 회피 및 제약조건을 강화시킴, ‘개인의
한계를 인식하고 공동 대처의 필요성을 깨달음’, ‘상담자 자신을 보호할 수 있
는 장치의 중요성을 인식함’ , ‘위기를 통해 상담자로서 성장한 자신을 확인함’
으로 나타났다.
둘째, 본 연구에서 심리상담사들은 ‘충격 및 손상 단계’, ‘해결책 모색 단계’,
‘위축 또는 확장 단계’의 대처 과정을 경험한 것으로 나타났다. ‘충격 및 손상
단계’는 위협 경험 상황 속에서 참여자들이 개인적 차원과 직업적 차원에서 손
상과 충격을 경험하는 단계이다. ‘해결책 모색 단계’는 위협 경험에 대해 개인
적, 협업적 차원에서 대처를 하는 과정이며 ‘위축 또는 확장 단계’는 위협 경험
이후 경험이 외상의 기억으로 남아서 상담사의 영역이 위축되거나 경험의 의미
를 재구성함으로 상담사의 영역이 확장되는 단계이다.
셋째, 위협 경험과 관련된 요인으로 내담자 요인, 상담 기관 요인, 신변 안전
교육 요인이 영향을 주는 것으로 나타났다. 내담자 요인으로 특정 정신증이나
성격 장애의 진단을 받거나 특정 심리 검사에서 공격적 반응의 결과가 나온 경
우 해당이 된다. 상담 기관 요인으로 기관의 상담에 대한 낮은 이해도와 위협
관련 제반 상담시스템 수준의 저하가 해당되는 것으로 나타났다. 신변 안전 교
육 요인에 신변 안전 위협에 대한 구체적인 교육의 부족이 상담사의 대처 효능
감 저하와 같은 전문가적 손상에 영향을 주는 것으로 나타났다.
마지막으로, 앞서 분석된 내용을 토대로 가설적 관계 진술을 정리하였다. 연구
결과를 토대로 핵심 범주, 신변 안전 위협 경험에 대한 대처 과정, 신변안전 위
협 경험과 관련되는 요소에 대해 논의하였다. 본 연구는 심리상담사의 신변안
전 위협 경험에 대한 대처 과정 및 위협 경험에 관련된 요인을 파악한 것에 의
의가 있다. 특히, 심리상담사의 신변 안전 위협 경험 및 대처에 대한 심리내적
과정을 설명하는 초기 이론을 수립하였다는 데 의의가 있다. 또한 위협 경험의
대처 과정을 이해함으로써, 위협 경험을 한 상담사에 대한 상담 지원 전략과
더 나아가서 위협 경험을 한 상담사의 적응과 심리적 안녕감을 촉진시키는데
초석이 될 것으로 기대한다.
This research is to investigate an aim to coping process of personal safety
threats in psychology counsellor for developing actual theory. Thus, this
research is divided into two categories. The research one is to investigage
The Differences in Psychological Counselors'' Safety Threats by
Development Phase as a quantitative research and The other research is to
analysis to coping process of personal safety threats by using the grounded
qualitative reseach 16 participant who attend personal safety question,
experience the personal safety threaten and want to attend the research 2.
The participant has two or third interview.
The research 1 of questions are as belows. The first question is to
investigate The gender differences in Psychological Counselors'' Safety. The
second question is to investigate The Difference in working hours for the
personal safety threats to the counselor. The third question is to investigate
The Difference in proficiency with the personal safety threats of the
counselor.
The research 2 questions are as belows. The second research is to find
what structure and path does the psychological counselor''s personal safety
threat arise from? and How to do psychological counselors deal with the
threat of personal safety? Lastly What factors are associated with a
counselor''s personal safety threat?
Studies show that there are different stages of development in the
psychological counselor''s personal safety threats in the reserch 1. The
Female than male counselors appears to be more vulnerable to vicarious
trauma. Secondly, counselors work at night than counselors who work in
the weekly threat turned out to be higher by the countertransference in
their personal safety. Third, intermediate-level counselors were higher than
first-time counselors in threats through vicarious trauma, and skilled
counselors were higher than first-time counselors in counseling
environmental factors.
The research 2 is to analysis to coping process of personal safety threats
by using the grounded qualitative study. The main results of the study are
summarized as folows. First, through conceptualization and categorization of
interview data through open coding proces, 111 concepts, 38 subcategories,
and 19 uper categories were derived. As a result of analyzing the
relationship among the categories. Causal Conditions were ‘Recognizing that
the person in charge is at risk of harming himself or others’ and ‘ Exposure
to physical and verbal threat conditions in the counselling process’. Context
conditions were ‘Vulnerable living conditions of the patient‘, ’agency''s low
awareness about the counselling‘ , ’The time/space conditions of the
counseling environment’. Intervention Conditions were ‘The understanding
of the dynamics of the relationship counseling’, ‘The education courses,
experience in handling a crisis.’ ‘Recognition of internal support networks,
’What length of deliberation to help the client’’
vThe central phenomenon was ‘Faced with a professional and personal level
of damage’. The Action/Interaction strategies were ‘The self-blame and a
defensive attitude.‘’, ‘taking the initiative as a role in helping the clients’,
‘externalized collaboration to deal with crisis’, ‘various attempts to charge
and recover’ and ‘learning how to cope with a crisis through education and
training’. Lastly the consequence were ‘threats injury strengthens counseling
avoidance and constraints’, ‘recognizing individual limitations and realizing
the need for joint action’, ‘recognizing the importance of devices to protect
the counselor''s self’, ‘identify growing up oneself as a counselor through a
crisis’
Secondly, The study found that psychotherapists experienced the coping
process of ''impact and damage phases'', ''researching steps for solutions''
and ''atrophy or expanding stages''. The ''impact and damage phase'' is when
participants experience damage and shock on a personal and professional
level in a threat situation. The "step to find a solution" is to respond
personally and collaboratively to the threat experience. The "atrophy or
expansion phase" is a stage where the experience after the threat experience
remains a memory of trauma, resulting in the extension of the counselor''s
area by reducing or reorganizing the meaning of the experience.
In addition to, Factors related to the threat experience were found to have
an effect on the factors of the patient, counseling agency, and personal
safety education. Client as a specific diagnosis of psychosis and personality
disorders or be if the results of the aggressive response from certain
psychological test. Low level of understanding for the consultation of the
organisation in of counseling agencies and related threats, all shown to the
degradation of system level. The lack of specific education on personal
safety threats to personal safety education factors has been shown to affect
professional damage, such as the decline in the effectiveness of counselors
to cope with them.
Lastly, The hypothesized relational statements were summarized based on
the previous analysis. Based on the results of the study, the key categories,
the process of coping with personal safety threat experience, and the factors
related to personal safety threat experience were discussed. This study is
meaningful in identifying factors related to the process of coping with
psychological counselors'' experience of personal safety threats and threat
experiences. In particular, it is meaningful to establish an early theory that
can explain the psychological internal process of the psychological
counselor''s experience of personal safety threats. By understanding the
process of coping with threats, we also expect it to be a cornerstone in
promoting counseling support strategies for counselors who have
experienced threats and, furthermore, adaptation and psychological
well-being of counselors who have experienced threats.
목차
Ⅰ. 서론 ···························································································································11. 연구의 필요성 및 목적·······················································································12. 연구문제 ·············································································································143. 용어의 정의·········································································································15Ⅱ. 이론적 배경 ········································································································171. 대리 외상을 통한 위협 ···················································································172. 역전이를 통한 위협···························································································273. 내담자 폭력을 통한 위협·················································································394. 상담환경을 통한 위협·······················································································495. 심리상담사의 발달단계와 신변안전의 위협 ················································· 636. 연구개요 ···············································································································71Ⅲ. 연구방법 ···············································································································74연구 1. 심리상담사의 신변 안전 위협 경험에 대한 발달단계(실태파악) ·· 741. 연구방법·············································································································742. 연구대상·············································································································763. 연구도구 ···········································································································794. 자료분석·············································································································80연구2. 심리상담사의 위협 경험과 대처 과정에 대한 질적 연구··················· 811. 연구방법(근거이론) ····························································································81가. 연구절차···········································································································84나. 연구 대상자 선정 및 윤리적 고려····························································· 86다. 자료 수집 및 절차·························································································87라. 자료 분석 방법 ·······························································································87마. 연구 신뢰성 및 타당성 평가 ·······································································92바. 심층면담 ··········································································································· 93Ⅳ. 연구결과 ············································································································· 100연구 1. 심리상담사의 신변 안전 위협 경험에 대한 발달단계(실태파악) 1001. 결과 ················································································································· 101가. 성별에 따른 신변 위협 수준의 차이 ··················································· 101나. 근무시간에 따른 신변 위협 수준의 차이 ··········································· 102다. 상담 숙련도에 따른 신변 위협 수준의 차이······································· 103연구 2. 심리상담사의 위협 경험과 대처 과정에 대한 질적연구 ··········· 105가. 연구참여자 ································································································· 105나. 자료의 범주화 ··························································································· 108다. 상담사의 신변 안전 위협 경험에 대한 이야기 ··································· 120라. 범주들 간 관계 분석················································································· 149마. 상담사의 위협 경험에 대한 대처 과정················································· 152바. 이론적 통합································································································· 158사. 연구 타당성 평가······················································································· 166Ⅴ. 논의 ······················································································································· 170연구 1. 심리상담사 위협 경험에 대한 발달단계(실태파악) ···························· 170연구 2. 심리상담사의 신변 안전 위협 경험과 대처 과정······························· 1741. 핵심범주···············································································································1742. 상담사 신변 안전 위협 경험에 대한 대처 과정 ········································· 1753. 상담사 신변 안전 위협 경험과 관련 요인 ··················································· 179Ⅵ. 제언 ·····················································································································183참고문헌 ···················································································································· 188부록 ·······························································································································222<부록 1> 연구 1 설문지······················································································ 222<부록 2> 연구 2 연구 참여자 동의서 & 설명서··········································· 229<부록 3> 연구 동의서(연구 참여자 보관용) ··················································· 233<부록 4> 연구 동의서(연구자 보관용) ····························································· 235<부록 5> 연구 참여자들의 목소리···································································· 237
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