재가요양보호사의 감정노동 체험에 대한 학습의 의미
A meaning of learning on the experiencing home care workers’ emotional labor
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본 연구의 목적은 재가요양보사들의 감정노동 체험 대한 의미와 본질을 이해하고, 그에 대한 학습의 의미를 탐색하는 것이다. 연구방법은 van Manen의 해석학적 현상학 연구방법을 사용하였다. 연구 참여자 9명의 감정노동 체험은 네 가지 실존체인 체험된 시간, 체험된 공간, 체험된 신체, 체험된 관계를 중심으로 분석하였다. 연구결과 재가요양보호사의 감정노동 체험에 대한 본질적 주제와 의미는 다음과 같다. 시간성; 다짐·각오, 갈등, 화해, 재 다짐. 공간성; 냄새, 실갱이, 보상, 보람. 신체성; 심신소진, 체화, 상처회복. 관계성; 의무, 동병상련, 정으로 도출되었다. 그리고 학습에 대한 의미는 효학습, 영성학습, 감성지능학습으로 나타났다. 효, 영성, 감성은 돌봄의 필수적인 요소로 “효”는 인의 근본이고 모든 도덕과 행실의 출발점이다. “영성”은 요양보호사가 자기중심주의에서 타인을 향해 자신을 개방하고, 자기성찰을 통해 인격을 형성하게 한다. 따라서 효학습, 감성지능학습, 영성학습 프로그램 등을 개발하여 운영하는 것은 요양보호사 등 감정노동자들이 직무에 대한 긍정적인 태도를 가질 수 있으며 어르신의 돌봄은 감정노동이 아닌 보람된 일이 될 수 있다.
Abstract
The purpose of this study was to explore the meaning and the essence of experiencing home care workers’ emotional labor and find out its meaning of learning. van Manen’s hermeneutic phenomenological method was used in this study as 9 research participants’ experiences had been analyzed with four existential experiences including lived body, lived space, lived time, and lived others. As a result, the essential factors about experiencing the emotional labor are the following. First, the ’lived experience of time’ is summarized in the “Determination, Resolution, Conflict, Reconciliation, Re-determination” Second, the ’lived experience of space’ is summarized in the “Smell, Tussle, Compensation, Reward” Third, the ’lived experience of body’ is summarized in the “Tiredness of mind and body, Body learning, Physical recovery.” Fourth, the ‘lived experience of relationship’ is summarized in the “Obligation, Pity for sickness people from people in the same position, Affection.” And this study shows us the importance of the meaning in the learning of filial duty, spirituality, and the emotional intelligence. Filial duty, spirituality, and emotion are essential elements in caring. "Filial duty" is the origin of human beings and the starting point of all morals and conduct. "Spirituality" allows the care workers to open themselves toward others in self-centeredness, and to form personality through self-reflection. Therefore, the development and operation of the filial duty learning, the emotional intelligence learning, and the spiritual learning program can have a positive attitude toward the job of the care workers and the care of the elderly can be rewarding rather than emotional labor.
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