청소년기 자아의 치료와 정체성을 찾는 저널 쓰기 연구 ― 저널 도구 ‘대화’ 쓰기의 사례를 중심으로 ―

Abstract

The aim of this study is to survey teenagers about journal writing relating to self-therapy and finding their own identity. Most middle or high school students have learned to write a diary daily from kindergarten or elementary school. But when kindergarten or elementary students write a diary, they do not write their deep pain and trauma freely because of teachers and parents' inspection. Therefore, most of middle or high school students do not keep a diary, and they are not reluctant to write about other topics either. That is why writing education is not easy in middle or high school. However, Dr. James W, Pennebaker, reported that writing plays an important role to heal mental disorder and remedy trauma. Also, Adam Smith in the USA insisted that journal writing, like writing a diary is a very easy and pragmatic writing method that self-therapy accompanies. Bong Hee, Lee, who was directed by Adam Smith in the USA, introduced the therapeutic value of writing journals and many kinds of tools that are not gained by writing letters, 'dialogue' writing, and so on. Recently she has reported that writing a journal is very important to heal teenagers and adults in Korea too. Therefore, this study assures that when teenagers in middle or high school confront deep mental discord and trauma, these adolescents can establish their self-identity through 'dialogue' writing, one of journalistic therapy's tools. This study focuses on 'dialogue' writing, a journalistic therapy's tools, and examines Sung-il high school students in Sung-nam City(Sung-nam city is located 25km south of seoul, South Korea) writing a 'dialogue' paper. As a result of this execution study, many cases of Sung-il high school students attested that 'dialogue' writing, one of journalistic tools, was very useful to obtain self-therapy and establish their self-identity. But there are many unsettled questions of the therapeutic aspects of 'dialogue' writing, a diverse journalistic therapy tool. It seems that the therapeutic effect of 'dialogue' writing is of no use to some students that do not like writing. Therefore, it is necessary to study educational program of journal writing more profoundly with diverse methods.