청소년부모의 양육 결정 경험에 대한 질적연구
- Alternative Title
- A Qualitative Study on Adolescent Parents’ Experiences with Rearing Decisions
- Abstract
- 본 연구에서는 청소년부모의 양육을 결정하게 된 경험에 대하여 탐색하고자 하였다. 이를 위하여 청소년 시기에 출산경험이 있는 청소년이자, 자신의 경험에 대해 보고할 수 있는 자율성과 자발성을 가진 만 20세 이상 24세 이하 청소년부모 10명을 U시에 있는 일시청소년쉼터를 통해 모집하였다. 연구는 2023년 3월부터 4월까지 반구조화된 면접으로 실시하였고, 수집한 자료는 Giorgi(1985)의 기술적 현상학 방법으로 분석하였다.
청소년부모의 양육 결정 경험의 의미와 구조를 분석한 결과, 중심의미 30개, 드러난 주제 10개, 본질적 주제 4개로 나타났다. 본질적 주제는 ‘불행한 유년시절을 발버둥치며 성장함’, ‘냉담한 세상 속에서 뱃속의 생명을 나의 삶으로 끌어안기’, ‘불행한 시절에서 벗어나지 못한 기구한 삶의 대물림’, ‘부모라는 이름의 무게 견디기’이다.
본 연구를 통해 다음과 같은 시사점이 확인되었다.
첫째, 청소년부모는 어린 시절 부모의 이혼, 재혼, 이별과 같은 구조적·심리적 결손 경험이 있었고, 대다수가 정서적 방임, 신체적 폭력, 학대와 빈곤을 경험했음을 알 수 있었다. 이러한 경험은 청소년부모가 평범한 가족을 부러워하며 갈망하게 된 계기가 되었고, 출산 및 양육의 결정에 중요한 영향을 미치는 시발점이 되었다.
둘째, 청소년부모는 임신 후 냉담한 주변의 반응과 두려움, 막막함으로 낙태를 고민하기도 하였으나, 생명의 신비, 책임감, 애착, 가치와 윤리적 판단 등의 이유로 낙태하지 않았다. 또한 주된 심리적 요인으로 자신의 부모 같은 부모는 되지 말아야겠다는 생각이 지배적이었고, 이에 출산과 양육을 결정했음이 나타났다. 부모에 대한 원망은 자신이 부모가 된 역상황에서 자신과 달리 자녀를 안정적인 가정에 살게 해야겠다는 욕구로, 또한 자신 역시도 그러한 삶을 살 수 있겠다는 기회로 느끼며 탈피시도 과정을 경험하였다.
셋째, 청소년부모는 배우자와의 잦은 다툼이나 결별, 경제적 어려움, 어린 나이에 부모됨의 이중적 역할 등의 고단한 현실의 벽에 맞닥뜨렸다. 불안했던 유년시절의 굴레가 자녀에게도 대물림되고 있음을 직감하는 직면 과정을 경험하면서 좌절감과 죄책감을 느끼기도 하였다.
넷째, 청소년부모는 자신의 가정을 통하여 행복감, 안정감, 평범함, 평안함을 실현하고자 하였다. 가정의 안정감, 아이가 주는 정서적 행복감, 시설 등의 경제적 지원은 삶을 버틸 수 있는 자원이 되어주었고, 진정한 부모로 성장하는 도전 과정을 겪고 있었다.
마지막으로 본 연구결과를 바탕으로 연구의 의의와 제한점, 상담적 개입에 대한 필요성을 논하였으며, 후속 연구의 필요성에 대한 제언을 하였다.
- Author(s)
- 이지연
- Issued Date
- 2023
- Awarded Date
- 2023-08
- Type
- Dissertation
- URI
- https://repository.sungshin.ac.kr/handle/2025.oak/6425
http://dcollection.sungshin.ac.kr/common/orgView/000000014704
- Alternative Author(s)
- Lee, Ji yeon
- Affiliation
- 성신여자대학교 교육대학원
- Department
- 교육대학원 상담심리
- Advisor
- 조효진
- Table Of Contents
- Ⅰ. 서론 ·············································································1
1. 연구의 필요성 ································································1
2. 연구 문제 ·····································································5
Ⅱ. 이론적 배경 ···································································6
1. 청소년 및 청소년부모의 정의 및 실태 ··································6
1) 청소년부모의 정의 ·····················································6
2) 청소년부모의 실태 ·····················································7
2. 국내·외 선행연구 ···························································8
1) 청소년의 임신 및 출산에 영향을 미치는 원가족 요인 ············8
2) 청소년의 출산·양육 결정 경험에 관련된 요인 ····················12
Ⅲ. 연구 방법 ·····································································15
1. 연구 설계 ··································································15
2. Giorgi 기술적 현상학 ·····················································15
3. 연구 참여자 ································································18
1) 연구 참여자 선정 ·····················································18
2) 연구 참여자의 인구통계학적 배경···································19
4. 자료 수집 ··································································20
1) 자료 수집 방법 ························································20
2) 반구조화된 면접 질문지 ·············································21
5. Giorgi 자료 분석 ··························································22
1) 전체 인식단계 ·························································22
2) 의미 단위(meaning units) 구별 단계 ······························22
3) 학문적인 용어 변형 단계 ············································22
4) 상황적 구조기술 단계 ················································23
5) 일반적 구조기술로의 통합 단계 ····································23
6 연구의 엄격성과 윤리성 ··················································23
1) 연구의 엄격성(Rigor) ·················································23
2) 연구의 윤리성 ·························································25
3) 연구자의 노력 ·························································26
Ⅳ. 연구 결과 ·····································································27
1. 연구 결과 목록 ····························································27
2. 연구 참여자의 삶의 경험 ················································29
3. 상황적 구조기술(참여자의 개별적 상황) ·······························39
4. 일반적 구조기술 ···························································69
Ⅴ. 논의 ············································································72
1. 연구의 결론 및 의의 ······················································72
2. 제한점 및 후속 연구를 위한 제언 ······································81
- Degree
- Master
- Publisher
- 성신여자대학교 교육대학원
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- 교육대학원 > 학위논문
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