[글쓰기치료] 소설 고쳐 쓰기를 통한 자아성찰 사례

• 영문명: Rewriting a short story as a therapeutic process: a case study
• 발행기관: 한국국어교육학회
• 저자명: 이봉희
• 간행물 정보: 『새국어교육』80호, 339~360쪽, 전체 22쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2008.12.31

국문 초록

자신의 개인적인 감정과 심리적 외상을 자유롭게 표현하는 표현적 글쓰기가 자아 성찰 뿐 아니라 정신적, 육체적 건강을 가져온다는 것은 이미 과학적으로도 증명이 되고 있다. 하지만 자신의 경험이 아닌 가상의 경험에 대한 글쓰기도 치료적인 힘이 있을까? 본 소고는 그 사례로서 문학치료를 접목한 문학수업시간에 가상의 이야기 쓰기를 응용한 [소설 고쳐 쓰기]를 통하여 참여자가 자아성찰에 이른 과정을 살펴본다.

영문 초록

The therapeutic effect of expressive emotions writing has been proved by journal therapists and psychotherapists like Ira Progoff or Kathleen Adams. James Pennebaker's studies have given scientific evidences about the expressive writing which has a direct impact on the body's capacity to withstand stress and fight off infection and disease. Would it be healthy, then, to write fictionalized stories in the same way that it can be valuable to write down personal experiences? In 1996, Melanie Greenberg and her colleagues found out that writing imaginary traumatic events exhibited significant health improvements. Writing about imaginary traumas or stressful events may help the writers give meaning to confusing emotional experiences in their own lives. If writing the whole imaginary story is not easy for some participants, the poetry/journal therapist can ask them to rewrite some part of a short story or a novel, or a poem. This paper is a case study of a high school teacher J, who, under the guidance of the professor/CAPF, rewrote the short story, “The Necklace” by Guy de Maupassant, to probe her own fear and problem. It surveys J's biblio/poetry therapeutic process of recognition, examination, juxtaposition and application. J rewrote her own conclusions of , 3 times and each imaginative conclusion shows her different uses of narratives, from dominant 1st person narrative to 3rd person objective narrative. This proves her process of changing perspectives to face her own problems more objectively. Through fiction writing, J finally accept her repressed fear of being challenged about the value of her own life. In the process of this case study, this paper also proves the possibility of biblio/poetry therapy in the classroom and the teacher's role as facilitator.

목차

1. 가상의 이야기 쓰기의 치료적 효과

2. 문학치료 텍스트 선정

3. 문학치료의 과정

4. 모파상의 <목걸이>를 사용한 J 선생의 자기성찰 과정과 그 의미

5. 인문학의 치료적 가치

참고문헌

키워드

글쓰기치료 감정표현 글쓰기 문학치료의 과정 가상의 이야기쓰기의 치료적 효과 소설 고쳐 쓰기 expressive emotions writing writing imaginary trauma rewriting the fiction biblio/poetry therapy in classroom