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정신장애인의 지원교육 성과연구 개관: 선행연구를 중심으로

A Review of Supported Education Outcomes for People with Psychiatric Disabilities

김상희
한국장애인고용공단 고용개발원 (Korea Employment Agency for the Disabled / Employment Development Institute)|2010.05|장애와 고용 (Disability & Employment)|제20권 제2호|pp. 235-268|DOI 10.15707/disem.2010.20.2.010

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참고문헌

키워드

정신장애성과고등교육지원교육outcomes심리사회적 재활psychiatric disabilitiespostsecondary educationsupported educationpsychosocial rehabilitation

초록

본 연구는 정신장애인 지원교육 프로그램 개발의 정당성을 뒷받침하고 프로그램 기획의 방향성을 얻고자 미국의 지원교육 관련 선행연구들을 성과를 중심으로 개관하였다. 구체적으로, 지원교육은 효과가 있는지, 효과가 있다면 어떤 영역에서 현저하게 나타나는지, 기대한 대로 고용성과를 증진시켰는지, 폭력이나 돌발 행동, 증상 악화, 재입원 같은 역효과가 발생하였는지, 특정 유형의 모델이 다른 모델들보다 더 효과적이었는지, 성과를 예측하는 요인이 있는지, 성과는 주로 어떤 시점에서 측정되었는지 등의 질문에 답하고자 하였다. 또한 프로그램 성과의 배경적 요인으로 참여자 특성, 프로그램 특성, 연구 특성을 개관하였다. 그 결과, 지원교육은 전반적으로 효과 있는 것으로 나타났고 주로 교육적, 직업적, 심리사회적 영역에서 효과가 보고되었다. 주요 관심사인 고용 면에서 종전과 유사한 수준의 경쟁고용률이 보고되었으나 그 유지기간은 추수되지 않았다. 역효과는 거의 보고되지 않았고 모델 간 상대적 효과나 성과 예측요인에 대해서는 어떤 결론을 내릴 만큼 자료가 충분하지 않았다. 또한 성과는 대개 학기마다 측정되는 경향이 있었다. 성과의 대부분이 실험연구보다는 기술연구 맥락에서 보고되었기 때문에 연구결과는 오직 잠정적으로 받아들여져야 하고 미래 엄격한 과학적 검증이 필요하다. 마지막으로, 얻어진 연구결과를 토대로 프로그램 개발과 후속 연구에 대한 제언을 하였다.

Abstract

The current study reviewed supported education outcome studies as previously performed in the U.S. to suggest the necessity of the program development and to be informed and directed in the program planning. Specifically, the author attempted to answer the following questions: Overall, supported education is effective for students with psychiatric disabilities?, What types of outcomes are reported? The effect of supported education is stronger in one area than in other? Supported education improve employment outcomes in terms of job quality or job retention?, Are there any adverse reactions such as violence, disruptive behaviors, aggravated symptoms, or rehospitalization etc.?, Which type of supported education program produce the better outcomes? Which factors predict supported education outcomes? What measurement time is mostly used? Participant and study characteristics, program features were also reviewed as the context factors of outcomes. Overall, the supported education programs were found effective, especially in educational, vocational, and psychosocial areas. Competitive employment rates were similar to the ones as reported in placement-train models, but the job retention was not followed along. The reverse effects were rarely reported. A lack of data did not allow any conclusion with regards to either the relative effectiveness by program type or outcome predictor. The measurement tends to be on the basis of one semester. Most of outcome study results were derived from descriptive reports rather than from experimental designs. Therefore, the results should be accepted only as tentative. As outcomes are accumulated, they should be subject to more scientific testing. Finally, the author made suggestions for future study and program development of supported education.

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