2015 학교 밖 청소년 자기계발 프로그램 운영모형 개발

조규필; 진은설; 현안나; 박현진; 안은민; 김수진

서지반출

국문초록

우리나라에서 해마다 학교를 떠나는 청소년은 약 6~7만 명으로 누적된 학교 밖 청소년 수는 36 만 명에 달하고 있다. 이들 중 일부는 공교육 제도권 밖에서 학업이나 근로활동을 하기도 하지만, 다수는 뚜렷한 목표의식 없이 무위도식하는 생활을 하는 것으로 보고되고 있다. 진로에 대한 지도 없이 학교를 떠난 대다수 학교 밖 청소년들이 미래를 위해 막연히 선택하는 과정은 주로 검정고시 준비와 아르바이트 생활이며, 지금까지 이들을 지원하는 전문기관들도 검정고시 합격 등 학업이나 취업, 두 가지 경로에 진입할 수 있도록 지원해왔다. 그러나 현장에서는 지금 당장에는 공부나 취 업에는 관심이 없지만 뭔가 하고 싶은 일을 배우거나 의미 있는 일을 하고 싶어 하는 학교 밖 청소 년들을 위해 직업과 학업이라는 두 가지 경로 외에 또 다른 개입이 필요하다는 목소리가 많았다. 하지만 현재 개발 운영되고 있는 자기계발 프로그램은 주로 일반 청소년을 대상으로 청소년단체에 서 다양한 형태로 운영되고 있을 뿐, 학교 밖 청소년을 위한 프로그램은 부족한 실정이다. 이에 본 연구에서는 학교 밖 청소년의 욕구와 지역적 특성을 고려하여 다양한 분야의 자기계발 프로그 램 적용이 가능한 표준화된 운영모형을 개발하고, 이를 바탕으로 지역에서 활용할 수 있는 자기계 발 분야별 프로그램 운영 예시를 제공하였다. 자기계발 프로그램 운영모형을 개발하기 위하여 ADDIE의 교수설계모형 절차에 따라 연구를 진 행하였다. 먼저 문헌조사, 자기계발 관련 프로그램을 수집하여 선행연구를 분석하고 시사점을 도출 하였다. 둘째, 학교 밖 청소년과 실무자 대상 요구조사 및 심층면접을 실시하고 분석하였다. 셋째, 그 내용을 토대로 프로그램 운영모형 구성원리와 구성요소를 도출하여 자기계발 프로그램 운영모 형(안)을 구성하고 현장 실무자들에게 내용 타당도를 검증받았다. 넷째, 개발된 운영모형(안)을 두 지역에서 시범 적용하여 그 효과를 검증하였다. 다섯째, 시범운영 과정 및 결과에 대한 실무자의 피드백, 전문가의 자문을 반영하여 최종 운영모형을 제시하였다. 운영모형은 로직모델의 주요 개념 들을 활용하였으며, 이에 따른 구체적인 운영절차를 제시하였다. 그 결과는 다음과 같다. 학교 밖 청소년 자기계발 프로그램 운영모형은 투입-전환-산출-성과 단계로 구성된다. 첫 번째, 투입단계에서는 참여자의 현 상황 및 프로그램의 수요, 장소, 인력, 예산 등 운영 환경을 분석한다. 참여대상은 학교 밖 청소년의 발달시기에 따라 혼란기-모색기-도약기로 구분하고 청소년의 상태에 따라 적절한 지원방법을 제시하였다. 두 번째, 전환단계는 바람직한 목적에 도달하기 위한 전략에 해당하는 활동·실행단계로 운영주체 및 기간에 따라 센터중심-단기형, 센터중심-장기형, 위탁기관 중심-단기형, 위탁중심-장기형으로 4종의 프로그램 운영 유형을 제시하였다. 이 때 프로그램에 참 여한 청소년은 공통적으로 태도의 형성, 지식습득, 반복적인 연습, 기술(습관화)의 과정을 거치면서 자기계발 경험을 쌓게 된다. 세 번째, 산출단계는 활동에 대한 결과물에 해당하는 것으로 전환단계 를 거치면서 직접적으로 얻게 되는 ‘구체적인 산물’을 획득하는 단계이다. 이는 설문조사에서 청 소년이 자기계발 프로그램에 참여하는 목표와 직접적인 연관이 있는 것으로 수료 분야에 대한 정 보 획득, 인턴 및 실습 경험, 현장 체험, 관련 기술 및 자격증 취득 등이 해당된다. 네 번째, 성과단 계는 프로그램의 궁극적 목표 달성과 관련된 것으로 자기계발 프로그램을 통해 학교 밖 청소년에 게 일어나기를 바라는 변화를 의미한다. 설문조사 및 선행연구 분석 내용을 토대로 자기효능감, 삶의 만족도, 성취동기, 진로성숙도를 제시하였다. 프로그램 운영모형에 따른 운영절차는 준비단계-실행단계-사후단계로 구조화하여 제시하였다. 첫 번째, 준비단계에서는 ‘기본계획 수립 → 수요조사 → 기관(강사) 연계 결정 → 세부프로그램 구성 → 참가자모집 → 참가자확정 → 참가자 사정 → 최종점검/ 사전교육’을 실시한다. 두 번째, 실행단계에서는 초기(오리엔테이션) → 중기(반복회기: 도입, 이론교육, 실기교육, 마무리/ 특별회 기: 특강, 현장학습, 중간점검) → 말기(발표회리허설, 최종 발표회, 수료식-평가)의 과정이 진행된 다. 세 번째, 사후단계에서는 동아리활동, 자격시험 준비, 도제교육을 지원하거나 정보제공, 프로그 램 결과보고를 한다. 현장에서 유용하게 쓰일 수 있도록 단계별 세부 활동 및 필요한 양식은 부록 에 첨부하였다. 본 연구의 의의는 다음과 같다. 먼저 학교 밖 청소년의 학업 및 취업 지원 중심의 기존 프로그램 에서 벗어나 학교 밖 청소년들의 재능 및 잠재력을 개발할 수 있는 프로그램 운영 모형을 최초로 제시하였다. 또한 청소년 및 실무자들을 대상으로 설문지, 심층면접, 자문을 통해 실제적이면서도 현장 중심의 모형을 제시하고자 하였고, 학교 밖 청소년이 희망하는 대표적인 자기계발 영역 중심 으로 프로그램 예시를 구체적으로 제공하여 현장 활용도를 높였다. 그리고 시범운영에서 참여 청 소년을 대상으로 실시한 사전-사후검사에서 유의미한 변화가 나타난 자기효능감 및 진로성숙도 변 인은 추후 지역에서 운영할 자기계발 프로그램의 효과성 측정 변인으로 활용될 수 있을 것이다. 하지만 자기계발 관련 프로그램 수집 시 저작권 등의 문제로 풍부한 프로그램을 제시하지 못한 점, 현실적 여건으로 두 가지 유형의 프로그램만 시범운영한 점, 표준화된 모형 제시로 창의적인 프로그램 운영을 제한할 수 있다는 점이 한계로 남는다. 마지막으로 학교 밖 청소년들의 자기계발 프로그램 운영 활성화를 위해 제언을 하면 다음과 같 다. 먼저 프로그램 영역별, 운영기간별(단기/ 장기) 운영 모형을 개발할 필요가 있다. 자기계발 프 로그램은 학교 밖 청소년들의 정서적·행동적·인지적 변화를 유도하고 성장을 도모하는 내용으로 구성되어야 할 것이며, 최종 목표달성을 위해 사후단계를 강화할 필요가 있다.

<제1부> 학교 밖 청소년 자기계발 프로그램 운영모형 개발 연구
Ⅰ. 서 론··································································3
1. 연구의 필요성 및 목적 ··································································3
2. 연구과제 ·······················································································5
Ⅱ. 이론적 배경··································································6
1. 학교 밖 청소년의 개념 및 실태 ·····················································6
가. 학교 밖 청소년의 개념 ····························································6
나. 학교 밖 청소년의 발생원인 ······················································7
다. 학교 밖 청소년의 실태 ····························································8
2. 자기계발 프로그램의 개념 ····························································10
3. 국내 학교 밖 청소년 자기계발 프로그램 운영현황 ·························15
가. 학교 밖 청소년 관련 시설 운영 ·············································16
나. 전문기관 위탁 운영 ·······························································18
다. 국내 사례를 통해 본 시사점 ··················································20
4. 국외 학교 밖 청소년 자기계발 프로그램 운영현황 ·························22
가. 영국 Bridge Academy Hackney ············································23
나. 프랑스 예술가 양성 프로그램 ·················································24
다. 미국 Holyday in the Museum ···············································24
라. 캐나다 힙합댄스 프로그램 ·····················································26
마. 미국 NYSP 스포츠 프로그램 ·················································26
바. 캐나다 TREES 대안학교 프로그램 : 뉴튼(Newton) 아트 프로그램 ··27
사. 국외 사례를 통해 본 시사점 ················································28
5. 프로그램 운영모형 개발 이론 ·······················································30
Ⅲ. 학교 밖 청소년 자기계발 프로그램 운영모형 개발 과정······35
1. 프로그램 운영모형 개발절차 ·························································35
가. 문헌 연구 ·············································································35
나. 요구 분석 ·············································································35
다. 내용 구성 ·············································································35
라. 타당성 검증 ··········································································35
마. 운영모형 개발 ······································································36
바. 시범 운영 ·············································································36
사. 평가 및 수정보완 ··································································36
2. 학교 밖 청소년 특성 및 요구조사 ···············································38
가. 조사대상자의 일반적 특성 ·····················································38
나. 자기계발 프로그램 욕구조사 결과 ···········································47
다. 학교 밖 청소년 설문조사 결과에 대한 시사점 ·······················59
3. 실무자 설문조사 ··········································································61
가. 조사대상자의 일반적 특성 ··················································61
나. 학교 밖 청소년 자기계발 프로그램에 대한 의견 ······················64
다. 프로그램 운영모형 개발에 대한 의견 ······································81
라. 실무자 설문조사 결과에 대한 시사점 ······································92
4. 학교 밖 청소년 심층 면접 ···························································94
가. 목적 ····················································································94
나. 조사 대상 ···········································································94
다. 심층 면접 질문 내용 ·····························································95
라. 심층 면접 결과 요약 ·····························································96
마. 학교 밖 청소년 심층 면접의 시사점 ·····································102
5. 실무자 포커스 그룹 인터뷰 분석 ················································105
가. 목적 ···················································································105
나. 조사 대상 및 내용 ······························································105
다. 포커스 그룹 인터뷰 질문 내용 ·············································106
라. 심층 면접 결과 요약 ···························································107
마. 실무자 포커스 그룹 인터뷰 시사점 ·······································114
6. 전문가 자문 ············································································117
가. 프로그램 운영절차에 대한 자문 ············································117
나. 운영모형 전반에 대한 자문 ··················································119
7. 시범 운영 및 평가결과 ·····························································120
가. 프로그램 평가 ·····································································120
나. 프로그램 운영모형 평가 ·······················································124
Ⅳ. 학교 밖 청소년 자기계발 프로그램 운영모형·····128
1. 학교 밖 청소년 자기계발 프로그램 운영모형의 구성원리 ··············128
2. 학교 밖 청소년 자기계발 프로그램 운영모형 구성요소 ·················129
3. 학교 밖 청소년 자기계발 프로그램 운영모형(최종) ························130
가. 투입 ···················································································130
나. 전환 ···················································································131
다. 산출 ···················································································132
라. 성과 ···················································································133
4. 학교 밖 청소년 자기계발 프로그램 운영절차 ·······························134
가. 준비단계 ············································································136
나. 실행단계 ············································································137
다. 사후단계 ············································································138
5. 학교 밖 청소년 자기계발 프로그램 운영 예시 ······························139
가. 문화·예술 프로그램 ···························································139
나. 신체단련 프로그램 ·······························································142
다. 봉사활동 프로그램 ·······························································145
라. 환경보존 프로그램 ·······························································149
Ⅴ. 연구요약 및 제언······························153
1. 연구요약 ···················································································153
2. 연구의 의의 및 제언 ·································································157
<제2부> 학교 밖 청소년 자기계발 프로그램 운영매뉴얼
Ⅰ. 학교 밖 청소년 자기계발 프로그램 운영절차·····165
1. 준비단계 ···················································································167
2. 실행단계 ···················································································176
3. 사후단계 ···················································································186
Ⅱ. 학교 밖 청소년 자기계발 프로그램 양식 모음·····193
●참고문헌······································218
●부록········································223
1. 학교 밖 청소년 자기계발 운영모형 조사 청소년용 설문지 ·············225
2. 학교 밖 청소년 자기계발 운영모형 조사 실무자용 설문지 ·············232
3. 학교 밖 청소년 자기계발 프로그램 효과성 사전·사후설문지(만족도 포함)
·······························································································238
4. 학교 밖 청소년 자기계발 관련 프로그램 모음 ······························245
●Abstract·······································266

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