가정 내 영유아학대 사례개입상담사의 경험에 대한 탐색

Abstract

This grounded theory study investigates the lived experiences of counselors involved in home-based infant and toddler abuse interventions, with a particular focus on the challenges they encounter and the strategies they employ to address and overcome these difficulties. The central research question guiding the study was: What challenges do counselors face during interventions in home-based infant and toddler abuse cases, and what strategies do they utilize to respond to and manage these challenges? A total of 18 counselors with direct experience in such cases participated in the study. Data were collected through in-depth interviews, supplemented by interviews with case managers and other professionals who had encountered similar difficulties, as well as document analysis and researcher field notes. Employing the grounded theory methodology as outlined by Strauss and Corbin (1998), open coding yielded 87 concepts, 33 subcategories, and 17 major categories. During axial coding, causal conditions included prior professional experiences, parents’ attitudes and values toward counseling, and a dual sense of responsibility toward both abused children and abusive parents. Contextual conditions encompassed the underlying causes of abuse and the unique characteristics of home-based counseling for infants and toddlers, while intervening conditions involved both personal resources and external support systems. The core phenomenon was identified as the challenges counselors face during the intervention process. In response, counselors adopted various action/interaction strategies, including applying conventional counseling techniques, building rapport and trust, engaging in reflective practice, implementing tailored intervention strategies, and enhancing professional competence. These efforts led to multiple outcomes, such as family healing and recovery, counselor growth, increased awareness of limitations, and identification of areas for future improvement. Process analysis revealed five distinct stages that counselors typically progressed through: confusion, expanded acceptance, reflective insight, strategic reconstruction, and active engagement. These stages were marked by emotional responses, introspective reflection, development of strategic interventions, and implementation efforts—significantly influenced by the availability and quality of support systems. Through selective coding, the core category was identified as: “Utilizing internal and external resources to overcome intervention challenges and facilitate client recovery.” This category encapsulates counselors’ commitment to fostering change for both abused children and abusive parents, despite the emotional and strategic complexities inherent in high-risk contexts. It also reflects the evolving nature of counselor identity, shaped over time through situated experiences. Furthermore, based on the core category and narrative data, a five-stage model of intervention strategy development was constructed. Analysis of the interaction between strategies and intervening conditions led to the identification of three integrated counselor typologies: The Connection–Expansion Type: Characterized by extensive personal and external resources, strategic flexibility, and high intervention efficacy. The Inner Reflection Type: Demonstrated steady growth through reflective practice and adaptation despite limited external support. The Burnout–Stagnation Type: Marked by insufficient resources and support, leading to strategic paralysis and reduced effectiveness. These typologies provide a practical framework for designing tailored counselor education programs, supervision models, case assignment criteria, and sustainable institutional support systems. The study concludes by discussing implications for professional development, policy formulation, and future research directions. Keywords : Infant and toddler abuse, counselor intervention, grounded theory, counselor typology