학령기 장애아동 어머니의 심리지원 서비스 경험 및 요구에 대한 질적연구
A qualitative study on the psychological support service experiences and demands of mothers of school-age children with disabilities
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초록
이 연구의 목적은 학령기 장애 아동을 둔 어머니들의 심리지원 서비스 경험과 요구 사항을 조사하고, 현재 서비스의 문제점과 개선 사항을 탐구하는 것이다. 연구를 위해 경상남도에 거주하는 학령기 장애 아동을 둔 7명의 어머니와 심층 인터뷰가 진행되었고, 그 결과, 세 가지 영역과 그에 따른 상위 및 하위 범주가 도출되었으며, 결과는 다음과 같다. 첫째, 장애 아동의 학령기에 나타나는 어려움 때문에 어머니들이 심리지원 서비스를 이용하는 것으로 밝혀졌다. 둘째, 장애 아동에게 제공되는 심리지원 서비스를 살펴보면, 놀이 치료가 대부분을 차지하는 것으로 나타났다. 셋째, 장애 아동을 둔 어머니들의 심리지원 서비스 경험에는 만족과 불만족 요인이 모두 존재하는 것으로 나타났다. 넷째, 심리지원 서비스와 관련된 기관 및 프로그램에 대한 구체적인 요구 사항이 밝혀졌다. 따라서, 이 연구는 학령기 장애 아동을 둔 어머니들의 양육 경험을 살펴보고, 학령기 아동에게 필요한 요구 사항을 이해함으로써 장애 아동의 임상적 및 정책적 가치를 돕는 기초 데이터를 구축하는 데 의미가 있다.
Abstract
The purpose of this study is to examine the experiences and requirements of psychological support services for mothers of school-age children with disabilities, and to explore the problems and improvements of the current service. For the study, in-depth interviews were conducted with 7 mothers of school-age children living in Gyeongsangnam-do. As a result, three areas and the upper and lower categories for them were derived, and the results are as follows. First, it was found that the reason for using the psychological support service of mothers of children with disabilities was due to the difficulties that appeared in the school age of children with disabilities. Second, when looking at the psychological support services provided by children with disabilities, it was found that play therapy occupies the majority. Third, it was found that the experience of the psychological support service of mothers with disabilities has both satisfaction and dissatisfaction factors. Fourth, the requirements for psychological support services and related institutions and programs were specifically revealed. Therefore, through this study, it is meaningful to construct basic data that can help the clinical and policy values of children with disabilities by examining the rearing experiences of mothers with school-age disabilities and understanding the requirements necessary for school-age children.
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