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ISSN : 1229-0688
본 연구에서는 상담수련생의 관점에서 수련생들의 전문적 역량 문제를 경험적으로 확인하였다. 이를 위해 2년 이상의 상담경력을 갖추고 상담윤리 관련 교육을 이수했으며 전문적 역량에 문제가 있는 동료수련생을 접한 경험이 있는 14명의 상담수련생들을 대상으로 심층면접을 실시하였고, 구성주의 근거이론 방법을 사용해서 자료를 분석하였다. 분석 결과, 상담수련생들은 동료수련생의 전문적 역량 문제로 ‘윤리적인 문제’, ‘개인적인 문제’, ‘지식/기술적인 문제’를 경험한 것으로 나타났다. 참여자들은 동료수련생의 전문적 역량 문제를 발견했을 때 동료수련생에게 ‘문제를 직접 다룸’, ‘간접적으로 조력함’, ‘양가적으로 대함’, ‘거리를 둠’, ‘별다른 대처를 하지 않음’ 등 개인적인 차원에서 대처하였다. 그 밖에도, 참여자들은 수퍼바이저, 교수, 기관장 등 기관 차원에서도 동료수련생의 전문적 역량 문제를 인지하고 대처했다고 보고하였다. 동료수련생의 전문적 역량 문제는 참여자들의 상담수행이나 개인적인 삶뿐 아니라 수련생이 속한 집단의 역동에도 영향을 미친 것으로 나타났다. 연구결과를 토대로 상담교육 및 후속연구에 대한 시사점을 논하였다.
This study explored the professional competence problems of counseling trainees from the perspectives of peer trainees. To this end, 14 counseling trainees with more than two years of counseling experience completed counseling ethics-related education, and experienced peer trainees with professional competence problems were interviewed in-depth. The data were analyzed using constructivist grounded theory. The results indicated that participants experienced ethical, personal, and knowledge/technical problems as a matter of professional competence problems of their peers. The participants coped with such problems at the individual level using strategies such as direct response, indirect assistance, ambivalent attitude, maintaining distance, and not dealing. The participants also reported that the agency recognized and addressed the problems of peers. The problems were found to have affected not only the performance of the trainees, but also the dynamics of the group to which they belonged. Implications for counseling education and future research directions are discussed.
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