근거이론에 기반한 자폐범주성장애 학생의 또래괴롭힘 경험과 피해 대처과정 분석
Analysis of Bullying Experiences and Coping Process for Victimization in Students with ASD Based on the Grounded Theory
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본 연구는 일반 초등학교에 통합된 자폐범주성장애를 가진 학생의 또래괴롭힘 경험과 피해 대처과정을 분석하고 실질이론을 도출하는 것을 목표로 하였다. 이를 위해 괴롭힘을 당한 적 있는 초등학교 4∼6년 자폐학생 7명과 어머니 7명을 면담하였고, Strauss와 Corbin(1998/2001)의 근거이론방법 절차에 따라 자료를 분석하였다. 개방코딩 결과, 268개의 개념, 60개의 하위범주, 20개의 범주가 도출되었다. 축코딩의 패러다임 모형에서는 중심 현상으로 ‘심각한 피해 경험과 심적 고통’, 인과적 조건으로 ‘자폐 증상, 선제적 공격, 부족한 또래관계, 가해자의 모호한 태도’, 맥락적 조건으로 ‘부정적 상호작용을 지속시키는 학교 환경, 교사의 이해와 배려 부족’, 중재적 조건으로 ‘또래관계 형성 지원, 정서조절 및 대처교육, 주변인의 지원’, 작용/상호작용 전략으로 ‘자기 주장하기 등의 대처법’, 결과로 ‘또래괴롭힘 감소, 내적 발전과 학교 적응, 부정적 상호작용의 악화’가 확인되었다. 과정 분석에서는 대처 선택과 주변의 지원 정도에 따라 또래괴롭힘을 이겨내거나 벗어나지 못하는 과정이 드러났다. 선택코딩 결과, 핵심범주는 ‘구조적 이해 부족과 부정적 상호작용으로 인해 절반의 성공, 절반의 실패로 끝난 미완의 기획’이었고, 경험 유형으로 ‘타의적 이탈형’, ‘소극적 적응형’, ‘자발적 적응형’, ‘협력적 적응형’을 확인하였다. 본 연구를 토대로 이론적 함의와 개입 시사점을 제안하였다.
Abstract
The purpose of this study was to analyze bullying experiences and coping process for victimization in students with ASD and generate substantive theory. For this, we interviewed 7 ASD students in 4∼6th grades and 7 their mothers, and analyzed the data based on the Grounded Theory process (Strauss & Corbin, 1998/2001). Open coding resulted in 268 concepts, 60 subcategories, and 20 categories. In axial coding, the paradigm model analysis identified ‘severe victimization and psychological distress’ as the central phenomenon, ‘symptoms of ASD, proactive aggressive behaviors, poor peer relationships, an ambiguous attitude of bullies’ as the causal condition, ‘school environment maintaining negative interaction, lack of teacher's understanding and consideration’ as the context condition, ‘supports for formation of peer relationships, education for emotion regulations and coping, surrounding supports’ as the intervening condition, ‘coping strategies like self-asserting’ as the action/interaction strategy, and ‘decrease of bullying, internal development and school adjustment, aggravation of negative interactions’ as the consequence. The process examination revealed the process that ASD students overcome bullying or not depending on coping strategies and surrounding support levels. As the result of selective coding, the core category was ‘the unfinished plan resulted in half success, half fail caused by lack of structured understanding', and ‘unwilling deviation', ‘passive adaptation', ‘voluntary adaptation', ‘cooperative adaptation' types were found as types of experiences. Implications for theory and intervention were discussed based on the results.
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