초보미술치료사의 교육분석 경험에 관한 내러티브 탐구

Abstract

The purpose of this inquiry was to study an educational analysis experience, which the researcher experienced through the application of a narrative inquiry as a qualitative research method, and to identify the nature of the experience. The researcher questioned how the educational analysis, a therapy method for therapists as a way of self-reflection. The educational analysis was performed a total of 53 times, every once a week from June 2014 to November 2015 using a type of unstructured art therapy. On the basis of scene texts, the researcher was the interviewee in the analysis and executed self-interviews, and the transcripts of the interview became “interim texts”. The interim texts produced four higher categories, including “authoritative figures,” “self-reproofing times,” “the rediscovery of the body and an art,” and “becoming an art therapist.” The significance of the researcher’s educational analysis experience is that “transformation was like grains of sand,” “in the sand, counting sand grains begins,” “the experience bridged academics and practices,” and “the researcher realized that it is important to recognize ‘myself’.” The above findings can be seen to extend the discussion as follows through the above findings. First, the self-reflection is important for the active practice of ethics. Second, the art therapist needs to be confident about art. Lastly, the educational analysis related to art becomes a training ground for art therapists.