교육분석가(상담자의 상담자)의 특성과 선택
Characteristics and selection of educational analyst(Counselor's counselor)
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초록
상담자들은 개인적 그리고 전문적 성장을 위해 심리치료를 받게 되는데 우리나라에서는 이를 교육분석이라고 부른다. 교육분석자는 ‘상담자의 상담자’이다. 상담자로 하여금 자신의 문제를 자각하게 하여 정신적 기능의 개선을 촉진할 뿐만 아니라 임상적 방법을 직접 관찰할 수 있는 포괄적인 기회를 제공하면서 치료 실제에 대한 바람직한 모델링을 제공한다. 본 연구는 교육분석자들의 사회인구학적인 특성과 상담자들이 자신을 치료해 줄 교육분석가를 선택할 때 어떤 기준을 고려하는지에 관한 실태를 파악하고자 진행되었다. 총 545명의 상담자들이 참여하였으며 이 중 교육분석의 유경험자는 269명, 무경험자는 276명이었다. 조사결과 우리나라 상담자들은 여성이면서 자신보다 연령이 높은 상담전문가를 교육분석자로 선호하는 것으로 나타났다. 또한 상담자들은 정신역동적 접근의 교육분석자들을 선호하였지만 인지행동접근에서는 자신과 같은 이론적 배경을 선호하는 현상도 확인되었다. 교육분석자의 선택기준으로는 치료자의 ‘유능함’, ‘풍부한 임상경험’, ‘따뜻하고 지지적이며 양육적인 특성’, ‘유연함’을 중요하게 고려하는 것으로 나타났다.
Abstract
Counselors take a therapy for their personal and professional growth, that is called by educational analysis in Korea. Educational analyst is counselor's counselor. They are not only facilitating improvement of counselor's mental function through awaring counselor's self problems, but also supporting comprehensive chances which enable them to observe clinical field and offering desirable role model. This research proceeded to figure out real condition of educational analyst's sociodemographic characteristics and the selection criteria. 544 counselors participated, counselor who experienced with educational analysis was 269(49.4%) counselors. Counselor's counselor tended to be female, older age than participants, and counseling expert. Their major frequent theoretical orientations were psychodynamic. but we could find tendency which counselors of cognitive behavioral approach selected same orientation's analyst. Topping the list of educational analyst selection criteria were competence, skilled experience, warm and caring, flexibility.
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