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발달장애 자녀의 성에 대한 어머니의 인식 탐색 연구

Exploring Mothersʼ Perceptions of Sexuality of Their Children with Developmental Disabilities

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초록

본 연구는 발달장애인 자녀의 성에 대한 어머니의 인식을 탐색하기 위하여 실시하였다. 인식은 어머니들의 경험에 기반하여 파악하였으며, 연구방법은 질적연구인 현상학적 방법론을 적용하였다. 연구참여자는 발달장애인 자녀를 둔 13명의 어머니들이다. 자료 수집을 위해 개별심층면접을 실시하였으며, Hycner의 분석방법으로 분석하였다. 발달장애 자녀의 성에 대한 어머니의 인식은 ʻʻ인간되어감의 여정 안에서 관계맺기를 통해 성취하는 친밀감ʼʼ으로 조사되었다. 인식은 ʻ자녀가 어머니와의 돌봄과정에서 성취하는 사랑, 자기가치: 바운더리 없음ʼ, ʻ자녀가 가족과의 분리와 접촉관계에서 성취하는 성 윤리와 가치: 모호한 바운더리ʼ, ʻ자녀가 주변인과의 쌍방적 관계에서 성취하는 배려와 친밀감: 부분적 바운더리ʼ, ʻ자녀가 사회생활의 확장적 관계에서 성취하는 성숙한 태도: 명료한 바운더리ʼ로 분석되었다. 어머니가 인식하는 발달장애인 자녀의 성 핵심은 사람들과의 관계맺기와 친밀감이며 이는 다양한 수준의 바운더리(경계)를 성취하는 것임을 알 수 있다. 연구 결과에 기반하여 대인관계와 사회적 관계 중심의 교육, 주 양육자 대상의 교육컨텐츠 개발, 성교육 전문인력 양성, 소그룹 집중형 교육방식 등을 제언하였다.

Abstract

This study was designed to explore the mothersʼ perceptions of sexuality of their children with developmental disabilities. A phenomenological methodology was used to grasp the mothersʼ perceptions with the meaning of their experiences. 18 mothers having children with developmental disabilities were participated in the study. Individual and group in-depth interviews (face-to-face) with the participants were carried out to collect data. Hycnerʼs method was utilized to analyze the data. The mothersʼ perceptions of sexuality of their children with developmental disabilities were revealed as intimacy, which is achieved through personal relationships with others on the journey to their humanness(mature person)ʼ. The perception has evolved in the process of 4 steps are as follows. The childrenʼs feeling love and self-worth with their mothers caring: no boundary. The childrenʼs having sexual ethics and values in the separation and contact with their family: ambiguous boundary. The childrenʼs having regard and intimacy in the mutual relationship with people: partial boundary. The childrenʼs having mature attitudes in the extensive relationship of their social life: clear boundary. A professional training course for sexuality educators with the developmental disability, a support system for families with the developmental disability, an educational support system for students with developmental disabilities, a job support system for young adults with developmental disabilities, and developing a customized curriculum for family with the developmental disability were suggested.

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