연극치료사의 역량 요구분석 :An Analysis Study on Drama Therapist’s Capabilities

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자료유형: 학위논문

저자정보: 윤선희 (용인대학교, 용인대학교 문화예술대학원)

지도교수: 박미리

발행연도: 2018

저작권: 용인대학교 논문은 저작권에 의해 보호받습니다.

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이 논문의 연구 히스토리 (2)

2019

연극치료사의 역량 요구분석

윤선희 연극예술치료연구 2019.01 학술저널

2018

연극치료사의 역량 요구분석

윤선희 연극치료학과 2018.01 학위논문

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연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
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본 연구는 연극치료사의 역량을 분석하여 연극치료사가 보다 효율적으로 직무를 수행하기 위해 우선적으로 요구되는 역량이 무엇인지 규명하는데 목적이 있으며, 연구의 목적을 달성하기 위한 연구문제는 다음과같다.
첫째, 연극치료사에게 요구되는 역량은 무엇인가?
둘째, 연극치료사에게 요구되는 역량의 우선순위는 어떠한가?
이를 위하여 문헌 및 선행연구들을 검토하여 연극치료사의 역량에 대해 정의하였고, 치료사 집단의 브레인스토밍을 통해 연극치료사의 역량을 추출 및 선별하였다. 추출된 역량은 문헌 분석을 거쳐 수정, 통합, 재조정하여 최종적인 역량을 선별하였으며, 선별된 역량을 토대로 연극치료사의 역량에 대한 인식을 조사하기 위한 설문도구를 개발하였다. 설문을 배포하기 앞서 조사도구의 타당도 및 신뢰도를 확인하기 위하여 전문평정자 집단의 안면타당도, 내용타당도, 신뢰도 검정을 실시하여 설문지의 신뢰도를 검증하였다. 이후 현직 1, 2급 연극치료사 및 한국연극치료협회 양성과정 3단계 이상 재학 또는 수료생, 용인대학교 문화예술대학원 연극치료학과 2학기 이상 재학 또는 수료생을 대상으로 연극치료사의 역량에 대한 중요도와 발휘도에 대한 설문을 진행하였다. 총 121부의 설문지를 배포하였으며 이중 69부의 유효설문지를 회수하여 대응표본 t 검정과 Borich 요구도 공식, The Locus for Focus 모델을 활용하여 분석하였다.
전체 역량을 대상으로 실시한 요구분석에서 최우선 순위 역량은 지식역량 문항 중 ‘연극치료에 대한 지속적 연구’를 비롯하여, ‘(지식) 심리학에 대한 이해’, ‘(지식) 다양한 상담기법에 대한 이해’, ‘(지식) 연극치료에 대한 이해’, ‘(지식) 치료윤리에 대한 이해’, ‘(지식) 진단 및 평가’, ‘(지식)특성별 개별적 치료적용에 대한 이해’, ‘(기술) 면담기술’, ‘(기술) 치료세션의 실제적 운영방법 및 기술’, ‘(기술) 응급상황 대처법’, ‘(기술) 상담자료 분석 및 해석 기술’, ‘(기술) 행동 분석 기술’, ‘(기술) 연극치료 활용기술’, ‘(기술) 참여자와의 소통 기술(라포 형성 등)’, ‘(태도) 자기 성찰 및 인식’, ‘(태도) 치료사의 자기조절 및 관리’, ‘(태도) 객관성’, ‘(태도) 자기 분석 및 개발’ 등의 17개 항목으로 나타났으며, 차순위 역량은 ‘(지식)다양한 상담기법에 대한 이해’, ‘(지식) 특수 교육에 대한 이해’, ‘(지식)정신병리에 대한 이해’, ‘(기술) 의사소통 기술(보호자, 기관, 동료 등)’,‘(기술) 연극 분석 기술(이야기, 창작극, 자전공연 등)’, ‘(기술) 연극치료사정기술(교정기술)’, ‘(태도) 치료윤리 실행’, ‘(태도) 순발력 및 유연성’등의 8개 항목으로 확인되었다.
이상의 연구 결과를 토대로 한 결론은 다음과 같다.
요구분석을 통하여 우선순위가 높게 나온 항목을 기준으로 연극치료사의 역량 강화를 위한 프로그램을 구성하고 개발할 필요가 있다. 전체 역량을 토대로 분석한 최우선 순위 역량 17개 항목과 차순위 역량 8개 항목을 연극치료사에게 적극적으로 제안하는 한편, 다양한 연수 및 교육과정의 개편을 통해 역량 향상의 기회를 제공해야 할 것이다. 그러나 아직까지 연극치료사 교육에 대한 공인된 과정이 존재하지 않으므로 다양한 단체와의 협력 및 협의를 통하여 국내 연극치료 교육의 기틀을 세워 연극치료의 질적 향상을 도모해야할 것이다. 또한 현재 연극치료사의 역량에 대한 연구가 매우 미비하므로 활발한 논의를 통해 연극치료사의 역량모델을 제안하고 역량을 분석할 수 있는 체계적 검사도구의 개발이 필요하다.
본 연구는 연극치료사의 역량에 대하여 통계적으로 규명함으로써 연극치료 현장의 의견을 적극적으로 반영하였다는 점에서 의미가 있으며, 이후 국내 연극치료 교육기관 및 연구기관들의 적극적인 논의를 통해 보다 실제적이고 실증적인 연극치료사의 역량을 도출하여 연극치료의 발전에 이바지 할 것을 제안하는 바이다.

The purpose of this study was to identify the capabilities preferentially required for a drama therapist to more efficiently perform the job by analyzing a drama therapist’s capabilities. The research questions for achieving the purpose were as follows.
First, what capabilities are required to a drama therapist?
Second, what is the priority of capabilities required to a drama therapist?
For finding out the answers of these questions, this study defined the capability of drama therapist in reviewing relevant literature and previous researches, and extracted and selected the capabilities of drama therapist in using the brain storming technique to a drama therapist group. The extracted capabilities were corrected, integrated and re-adjusted through a literature analysis, and eventual capabilities were selected. Based on the selected capabilities, this study developed a survey tool in order research people’s perception about a drama therapist’s capabilities. Prior to distribute the copies of questionnaire, this study conducted the face validity, the content validity and the reliability tests to a professional judge group in order to verifying the research tool’s validity and reliability, so the reliability of questionnaire was verified. And then, there was conducted a survey about the importance and the exercitation degree of drama therapist’s capabilities targeting some class 1, class 2 drama therapists, some students attending drama therapist course over 3 steps in Korean Association of Drama Therapy or ones completed the course, and some students attending over 2 semesters in the department of drama therapy in the Culture-Art graduate school, Yoingin University or ones completed the course. Total 121 copies of questionnaire were distributed, and then valid 69 copies were collected. The collected copies were analyzed in utilizing the matching sample t-test, the Borich’s educational requirement formula, and the Locus for Focus model.
The requirement analysis on the all capabilities, it was identified that the first priority of capabilities was identified in total 17 items: the ‘continual research about drama therapy’ in the knowledge capability question, and the ‘understanding of psychology’(knowledge), the ‘understanding various counselling techniques’ (knowledge), ‘the understanding drama therapy’ (knowledge), the ‘understanding therapeutic ethics’ (knowledge), the ‘understanding the application of individual therapy by characteristic’ (knowledge), the ‘counselling techniques’ (technique)’, the ‘analysis and interpreting techniques of counselling data’ (technique), the ‘behavior analysis techniques’ (technique), the ‘drama-psychological counselling utilization techniques’ (technique), the ‘communication techniques with clients’ (forming the rapport); the ‘self-insight and perception’ (attitude), the ‘therapist’s self-control and management’ (attitude), the ‘objectivity’ (attitude), and the ‘self analysis and development’ (attitude).
And the second priority of capabilities were identified in total 8 items: the ‘understanding various counselling techniques’(knowledge), the ‘understanding the special education’(knowledge), the ‘understanding of psychopathology’ (knowledge), the ‘communication techniques’ (with care-givers, guardians, institutions, coworkers, etc.) (technique), the ‘drama analysis technique (story, creative drama, autobiographical performance, etc.) (technique), the ‘drama-psychological counselling evaluation techniques’ (correction technique), the ‘execution of therapeutic ethics’ (attitude), and the ‘quick reaction and flexibility’. Based on the above findings, the conclusion of this study was as follows.
It needs to compose and develop programs to strengthen capabilities of drama therapy based on the items that their priority ranks were higher. While progressively suggesting 17 items in first priority of capabilities and 8 items in second priority of capabilities to drama therapists, and there should be provided opportunities to enhance the capabilities of drama therapist through the provision of various training chances and the revision of curricula. However, up to now, there is not existed any accredited drama therapist curriculum, so the domestic drama therapy education should establish its foundation and try to improve the quality of drama therapy in cooperating and discussing with various relevant institutions. Moreover, there is ,currently, few research about the capabilities of drama therapist, so it needs to propose some theoretic models of drama therapist’s capabilities and to develop some systematic test tools to analyze such capabilities through active discussion.
This study is meaningful in that it actively reflected various opinions in the drama therapy field by statistically investigating the capabilities of drama therapist, and proposes that domestic drama therapy education institutions and research institutions should draw out real, empirical capabilities of drama therapist through their progressive discussions and contribute in the advancement of drama therapy

#연극치료 #연극치료사 #역량

Ⅰ. 서론
1. 연구의 필요성 ························································································· 1
2. 연구문제 ································································································· 6
3. 용어의 정의····························································································· 6
4. 연구의 제한점························································································· 7
Ⅱ. 이론적 배경
1. 역량··········································································································· 8
2. 연극치료사의 역량··············································································· 10
1) 연극치료의 정의 ·············································································· 11
2) 연극치료사의 자질·········································································· 12
3) 연극치료사의 직무·········································································· 15
4) 연극치료사의 역량 ········································································ 20
3. 선행연구 검토 ······················································································· 21
4. 요구분석의 개념 및 방법 ··································································· 25
1) 요구분석의 개념·············································································· 25
2) 요구분석의 방법 ·············································································· 26
Ⅲ. 연구 방법
1. 연구절차 ······························································································· 31
2. 연구 대상····························································································· 32
3. 조사도구의 개발················································································· 33
1)브레인스토밍 ······················································································ 33
2) 내용타당도 및 신뢰도 분석 ·························································· 35
4. 자료수집 및 분석 ··············································································· 37
Ⅳ. 연구 결과
1. 연극치료사의 역량 탐색············································································ 38
2. 연극치료사에게 요구되는 역량의 우선순위 분석 ································ 45
1) 지식 역량 ························································································ 45
2) 기술 역량 ························································································ 49
3) 태도 역량 ·························································································· 52
4) 전체 연극치료 역량에 대한 요구분석········································ 56
Ⅴ. 결론 및 제언 ·················································································· 63
주 ······················································································································· 67
참고문헌············································································································· 71
ABSTRACT ····································································································· 77
부 록··················································································································· 81

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	연구 트렌드 키워드	특정 키워드 연관 연구동향 분석 데이터 키워드

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