본 연구는 다문화 및 사회정의 상담에 대한 현실적 필요에 따라 미국 테네시 대학교의 과학자-실무자-옹호자 모델을 기초로 하여 다문화 및 사회정의 상담자를 양성할 수 있는 석사교육과정을 제안함으로써 향후 다문화 및 사회정의 상담자 교육 방향을 제시하고자 하였다. 구체적인 교과 내용과 수업방법을 살펴보면, 첫 번째 교과목인 다문화 및 사회정의 상담 이론 수업에서는 한국 사회의 다양한 사회적 정체성과 차별적 현상에 대해 다루고, 이런 현상에 기저 하는 특권, 억압, 차별에 대한 다양한 이론들을 배우게 된다. 두 번째 교과목인 집단 간 대화 수업에서는 다양한 문화적 배경이나 정체성을 가진 집단이나 개인을 이해할 수 있는 대화기술과 인간관계 역량을 증진시킬 수 있는 집단 간 대화법을 배우게 된다. 마지막 교과목인 다문화 및 사회정의 실습을 통해서 학생들은 자신이 관심 있는 옹호 집단을 선택하고 사회정의 프로젝트를 수행하며 제도적 수준에서 사회를 변화시킬 수 있는 옹호 역량을 발달시키게 된다. 한계점으로 교육과정의 효과성 검증 필요성, 교육과정 담당 강사 확보의 문제나 현장실습을 위한 연계성 등을 논의하였다.
The aim of the study was to propose a curriculum for multicultural and social justice (MSJ) training for Korean counselors in master’s degree programs. The training model adapted for Korean culture was based on the scientist-practitioner-advocate model for doctoral training in counseling psychology at the University of Tennessee. This study delineated the course content areas and structure. First, the MSJ course was designed to increase awareness of privilege and oppression in Korean society and provide the knowledge and theoretical foundations that underpin those phenomena. Second, intergroup dialogue was incorporated to develop skills related to facilitating dialogue and managing challenging relationships. Third, the social justice practicum course was designed to require trainees to select a specific agency or marginalized community and develop an intervention to address MSJ needs on an institutional level. Practical challenges to implementation and the effectiveness of the curriculum are discussed.
김민예숙, 강문순 (2004). 여성주의 상담자 교육 모델에 관한 고찰. 한국심리학회지: 여성, 9(3), 1-25
김혜영, 심혜원 (2014). 다문화아동상담 교육실태 및 상담자 역량에 관한 연구. 청소년학연구, 21(12), 339-373.
남부현 (2015). 한국어교원의 외국인 유학생 지도경험에 관한 연구. 교육문화연구. 21(4), 179-210.
박경애, 방기연 (2007). 교육대학원 상담전공 교사들의 경험에 대한 질적 분석. 상담학 연구, 8(3), 1185-1204.
법무부(2016). 외국인 출입국동향 2월 통계월보. 서울: 외국인출입국정책본부.
안현의 (2003). 과학자-실무자 모델의 국내 적용 가능성에 관한 논의. 한국심리학회지: 상담 및 심리치료, 15(3), 461-475.
여성가족부 (2016). 2015년 전국다문화가족실태조사 분석. 서울: 여성가족부 다문화가족정책과.
이소연, 서영석, 김재훈 (2018). 사회정의에 기초한 진로상담 및 직업상담. 한국심리학회지: 상담 및 심리치료, 30(3), 515-540.
이정은 (2009). 현대 여성주의 철학에서 보살핌 윤리. 한국여성철학, 11, 143-171.
이찬행 (2014). 칼라 블라인드-1960년대 중반 이후 미국의 자유주의적 인종주의에 관한 연구-, 서양사론, 120, 149-181.
이태정, 유승무 (2006). 한국인의 사회적 인정 척도와 외국인에 대한 이중적 태도. 담론201. 9(2), 275-311.
임은미, 구자경 (2019). 다문화 사회정의 상담. 서울: 학지사.
임은미, 여영기 (2015). 사회정의 상담: 저출산 시대 진로진학상담의 새로운 방향. 교육종합연구, 13(3), 141-161.
위주원, 최한나 (2015). 한국사회 다문화상담자가 지각하는 어려움과 극복방안에 대한 개념도 연구. 아시아문화연구, 40, 87-130.
정지선 (2018a). 한국판 미묘한 인종차별 용인 척도 타당화. 인문사회 21, 9(6), 1113- 1128.
정지선 (2018b). 학교 현장에서의 다문화 교육에 관한 연구: 집단 간 대화 프로그램을 중심으로. 글로벌교육연구, 10(4), 33-60.
주은선, 이현정 (2010). 결혼이주여성 대상 다문화 상담 관련 종사자들의 현장 경험에 대한 질적 연구. 한국심리학회지: 일반, 29(4), 817-846.
최가희 (2018). 사회정의와 상담심리의 역할. 한국심리학회지: 상담 및 심리치료, 30(2), 249-271.
최해림, 김영혜 (2006). 한국의 상담자 교육과 훈련에 관한 연구. 상담심리 석․박사 교과과정을 중심으로. 한국심리학회지: 상담 및 심리치료, 18(4), 713-729.
Ali, S., Liu, W., Mahmood, A., & Arguello, J. (2008). Social justice and applied psychology: Practical ideas for training the next generation of psychologists. Journal for Social Action in Counseling & Psychology, 1(2), 1-13.
Barrett, K. H. & George, W. H. (2005). Race, culture, psychology, and law, Thousand Oaks, CA, US: Sage Publications, Inc.
Beer, A. M., Spanierman, L. B., Greene, J. C., & Todd, N. R. (2012). Counseling psychology trainees’ perceptions of training and commitments to social justice. Journal of Counseling Psychology, 59, 120-133. doi:10.1037/ a0026325
Bell, L. A. (2010). Theoretical foundations. In M. A. Adams, W. J. Blumfeld, C. R. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (2nd ed., pp. 21-26). New York, NY: Routledge.
Cattaneo, L. B., & Chapman, A. R. (2010). The process of empowerment: A model for use in research and practice. American Psychologist, 65(7), 646-659. doi:10.1037/a0018854
Choo, H. Y., & Ferree, M. M. (2010). Practicing intersectionality in sociological research: A critical analysis of inclusions, interactions, and institutions in the study of inequalities. Sociological theory, 28(2), 129-149. doi:10.1111/ j.1467-9558.2010.01370.x
Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist, 64(3), 170- 180. doi:10.1037/a0014564
Constantine, M. G., Hage, S. M., Kindaichi, M. M., & Bryant, R. M. (2007). Social justice and multicultural issues: Implications for the practice and training of counselors and counseling psychologists. Journal of Counseling & Development, 85(1), 24-29.
Crenshaw, K. W. (2000). The structural and political dimensions of intersectional oppression. In P. R. Grzanka (Ed.), Intersectionality: A foundations and frontiers reader (pp. 16-22). Boulder, CO: Westview Press.
Delgado, R. & Stefancic, J. (2011). Critical Race Theory: An Introduction. New York, New York University Press.
Flores, M. P., De La Rue, L., Neville, H. A., Santiago, S., ben Rakemayahu, K., Garite, R., . . . Ginsburg, R. (2014). Developing social justice competencies: A consultation training approach. The Counseling Psychologist, 42(7), 998-1020. doi:10.1177/0011000014548900
Freire, P. (2007). Pedagogy of the oppressed. New York: Continuum.
Gilligan, C. (2014). Moral Injury and the Ethic of Care: Reframing the conversation about differences. Journal of Social Philosophy, 45, 89-106. doi:10.1111/josp.12050.
Goodman, L. A., Liang, B., Helms, J. E., Latta, R. E., Sparks, E., & Weintraub, S. R. (2004). Training counseling psychologists as social justice agents: Feminist and multicultural principles in action. The Counseling Psychologist, 32(6), 793-837. doi: 10.1177/001100000 4268802
Grzanka, P. (2014). PSYC 674: Social justice practicum I. Knoxville, TN: Department of Psychology, University of Tennessee.
Hays, P. A. (2008). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed.). Washington, DC, US: American Psychological Association. doi:10.1037/11650- 000
Hershberger, S. L., & D’Augelli, A. R. (2000). In R. M. Perez, K. A. DeBord, & K. J. Bieschke (Eds.), Handbook of Counseling and Psychotherapy with Lesbian, Gay, and Bisexual Clients (pp. 225-247). Washington, DC: American Psychological Association.
Hughes, R. B., Robinson-Whelen, S., Taylor, H. B., Swedlund, N., & Nosek, M. A. (2004). Enhancing Self-Esteem in Women With Physical Disabilities. Rehabilitation Psychology, 49, 295-302. doi:10.1037/0090-5550.49.4.295
Israel, T. (2006). Marginalized communities in the United States: Oppression, social justice, and the role of counseling psychologists. In R. L. Toporek, L. H. Gerstein, N. A. Fouad, G. Roysircar, & T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 149-154). Thousand Oaks, CA, US: Sage Publications, Inc. doi: 10.4135/9781412976220.n11
Jun, H. (2009). Social justice, multicultural counseling, and practice: Beyond a conventional approach. Thousand Oaks, CA: Sage.
Lewis, J. (2015). PSYC 674: Social justice practicum II. Knoxville, TN: Department of Psychology, University of Tennessee.
Lewis, J. A., Arnold, M. S., House, R., & Toporek, R. L. (2003). ACA advocacy competencies. Retrieved from http://www. counseling.org/docs/competencies/advocacy_competencies.pdf
Mallinckrodt, B., Miles, J. R., & Levy, J. J. (2014). The scientist-practitioner-advocate model: Addressing contemporary training needs for social justice advocacy. Training and Education in Professional Psychology, 8, 303-311. doi:10.1037/tep0000045
McIntosh, P. (2007). White privilege: Unpacking the invisible knapsack. In M. L. Andersen & P. H. Collins (Eds.), Race, class, and gender: An anthology (6th ed., pp. 98-102). New York, NY: Thomson Wadsworth.
Miles, J. (2016). PSYC 435: Multicultural psychology. Knoxville, TN: Department of Psychology, University of Tennessee.
Miles, J. (2019). PSYC 675: Advanced group methods: Intergroup dialogue. Knoxville, TN: Department of Psychology, University of Tennessee.
Miller, M. J., & Sendrowitz, K. (2011). Counseling psychology trainees’ social justice interest and commitment. Journal of Counseling Psychology, 58, 159-169. doi:10.1037/a0022663
Morgan Consoli, M. L., & Marin, P. (2016). Teaching diversity in the graduate classroom: The instructor, the students, the classroom, or all of the above? Journal of Diversity in Higher Education, 9, 143-157. doi:10.1037/a0039716
Morrow, S. L., Hawxhurst, D. M., Montes de Vegas, A. Y., Abousleman, T. M., & Castañeda, C. L. (2006). Toward a radical feminist multicultural therapy: Renewing a commitment to activism. In R. L. Toporek, L. H. Gerstein, N. A. Fouad, G. Roysircar, & T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 231-247). Thousand Oaks, CA, US: Sage Publications, Inc. doi:10.4135/9781412976220. n17
Pedersen, P. B. (Ed.). (1998). Multiculturalism as a fourth force. New York, NY: Brunner/Mazel.
Pieterse, A. L., Evans, S. A., Risner-Butner, A., Collins, N. M., & Mason, L. B. (2009). Multicultural competence and social justice training in counseling psychology and counselor education: A review and analysis of a sample of multicultural course syllabi. The Counseling Psychologist, 37(1), 93-115. doi:10.1177/0011000008319986
Prilleltensky, I. (1997). Values, assumptions, and practices: Assessing the moral implications of psychological discourse and action. American Psychologist, 52, 517-535. doi:10.1037/0003- 066X.52.5.517
Prilleltensky, I., & Walsh-Bowers, R. (1993). Psychology and the moral imperative. Journal of Theoretical and Philosophical Psychology, 13, 90-102. doi:10.1037/h0091122
Reiss, D., & Price, R. H. (1996). National research agenda for prevention research: The National Institute of Mental Health report. American Psychologist, 51(11), 1109-1115. doi:10.1037/ 0003-066X.51.11.1109
Rupert, E., & Falk, A. (2018) Teaching and learning about diversity and social justice at the graduate level: students’ attitudes toward classroom sharing, Multicultural Perspectives, 20, 167-173, doi: 10.1080/15210960.2018. 1467766
Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1), 60-73.
Stephan, W., & Stephan, C. W.(2001). Improving intergroup relations. Thousand Oaks, CA: Sage.
Sinacore-Guinn, A. L. (1995). The diagnostic window: Culture- and gender-sensitive diagnosis and training. Counselor Education and Supervision, 35(1), 18-31. doi:10.1002/j.1556- 6978.1995.tb00206.x
Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2009). Racial microaggressions and the Asian American experience. Asian American Journal of Psychology, S(1), 88-101. doi:10.1037/1948-1985.S.1.88
Sue, D. W., Capodilupo, C. M., & Holder, A. M. B. (2008). Racial microaggressions in the life experience of Black Americans. Professional Psychology: Research and Practice, 39(3), 329- 336. doi:10.1037/0735-7028.39.3.329
Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: John Wiley & Sons.
Szymanski, D. (2011). PSYC 577: Multicultural psychology: Theory/Research. Knoxville, TN: Department of Psychology, University of Tennessee.
Talleyrand, R. M., Chung, R. C. Y., & Bemak, F. (2006). Incorporating social justice in counselor training programs: A case study example. In R. L. Toporek, L. H. Gerstein, N. A. Fouad, G. Roysircar, & T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 44-58). Thousand Oaks, CA, US: Sage Publications, Inc. doi:10.4135/ 9781412976220.n4
Toporek, R. L, & Williams, R. A. (2006). Ethics and professional issues related to the practice of social justice in counseling psychology. In R. L. Toporek, L. H. Gerstein, N. A. Fouad, G. Roysircar, & T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 17-34). Thousand Oaks, CA, US: Sage Publications, Inc. doi:10.4135/9781412976220.n2
Toporek, R. L., & Worthington, R. L. (2014). Integrating service learning and difficult dialogues pedagogy to advance social justice training. The Counseling Psychologist, 42(7), 919-945. doi:10.1177/0011000014545090
Umbreit, M. S., & Armour, M. (2011). Restorative justice and dialogue: Impact, opportunities, and challenges in the global community. Washington University Journal of Law and Policy, 36, 65-90.
van de Sande, A., & Schwartz, K. (2011). Research for social justice: A communitybased approach. Halifax, NS: Fernwood Publishing.
Vera, E. M., & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologist, 31(3), 253-272. doi:10.1177/0011000003031003001
Wells, M., Brack, C. J., & McMichen, P. J. (2003). Women and depressive disorders. In M. Kopala & M. E. Keitel (Eds.) Handbook of Counseling Women (pp. 429-457). Thousand Oaks, CA: Sage.
Zúñiga, X., Nagda, B. R. A., Chesler, M., & Cytron-Walker, A. (2007). Intergroup dialogue in higher education: Definitions, origins, and practices. ASHE Higher Education Report, 32(4), 1-128. doi:10.1002/aehe.3204
