ScholarWorks@Hanyang University: Ha, Jung Hee

Detailed Information

Ha, Jung Hee (하정희)

GRADUATE SCHOOL OF COUNSELING PSYCHOLOGY (GRADUATE SCHOOL OF COUNSELING PSYCHOLOGY)

Research Area: 상담심리

Tel 02-2220-2613
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depression:13||완벽주의적 자기제시:9||우울:8||청소년:7||합의적 질적 연구:6||대학생:6||perfectionism:6||cognitive flexibility:5||aggression:4||social anxiety:4||perfectionistic selfpresentation:4||Soldiers:4||부모의 심리적 통제:4||contingencies of selfworth(superiority:4||adolescent:4||완벽주의:4||Adolescent:4||Perfectionistic SelfPresentation:3||사회부과 완벽주의:3||soldiers:3||others’ approval):3||인지적 유연성:3||사회불안:3||resilience:3||multicultural attitude:3||Aggression:3||Consensual Qualitative Research:3||경험:3||consensual qualitative research:3||중학생:3||Depression:3||공격성:3||Perfectionism:2||비합리적 신념:2||selfesteem:2||타당화:2||타인승인):2||편견:2||SNS Addiction Tendency:2||marital satisfaction:2||자기가치감 수반성(우월성:2||calling:2||perceived stress:2||학업성취:2||학업적 그릿:2||자기분화:2||자기불일치:2||social support:2||자기성장주도성:2||합의적 질적연구:2||socially prescribed perfectionism:2||자기자비:2||자기조절능력:2||자기지향 완벽주의:2||회복탄력성:2||침투적 반추:2||다차원적 완벽주의:2||단절 및 거절 도식:2||자아존중감:2||military life adjustment:2||대학상담센터:2||대학생활적응:2||COVID19:2||unconditional selfacceptance:2||SNS 상향비교:2||정신건강:2||prejudice:2||조절된 매개:2||심리적 독립:2||Parental Psychological Control:2||rejection sensitivity:2||SPSS 22.0:2||COVID19 stress:2||Parents&apos:2||지각된 스트레스:2||Subjective wellbeing:2||Personal Growth Initiative:2||optimism:2||역기능적 의사소통:2||진로미결정:2||irrational belief:2||Learning Flow:2||Resilience:2||parental psychological control:2||우울감:2||selfencouragement:2||군인:2||Internet AddictionBehavioral ProblemLonelinessImpulsivityAdolescents:1||Interpersonal Competence:1||Interpersonal Problems:1||Intolerance of uncertainty:1||Jobseeking anxiety:1||Korean middle school students:1||Korean version of the Perfectionistic SelfPresentation ScaleJunior Form(KPSPSJr):1||Latent Means Analysis(LMA):1||Learning Motivation:1||Learning Satisfaction:1||Life satisfaction:1||Loneliness:1||Male and Female Middle School Student.:1||Media Device Addiction:1||Mental Health:1||Mental Health Problems:1||Mental health:1||Middle School Students:1||Migrant Background Youth:1||Military soldiers:1||Mindfulness:1||Moderated Mediation:1||Moderating Effect:1||Moderating effect:1||Mother:1||MotherAdolescent Communications:1||MotherAdolescent Dysfunctional Communication:1||Multidimensional Perfectionism:1||Multidimentional Perfectionism:1||Need for Approval:1||Negative Affect Intensity:1||Novice counselor:1||Pandemic:1||Parental Careerrelated Support:1||Parenting experiences:1||Parents’Psychological Control:1||Peer supervision:1||Perceived Stress:1||Perceived stress:1||Perfectionist SelfPresentation:1||Perfectionistic Self Presentation Scale:1||PersonintheRain:1||PersonintheRain Drawing Test:1||PersonintheRain drawing test:1||Planned happenstance skills:1||Positive Psychological Capital:1||Preference Order:1||Professional identity:1||Psychological Independence:1||Psychological burnout:1||Psychological independence:1||Psychosocial Adaptation:1||Q methodology:1||Q 방법론:1||Qualitative Study:1||Rehabilitation Therapists:1||Relationship:1||Resource Score:1||SNS  이용동기:1||SNS Upward Comparison:1||SNS Usage Motivation:1||SNS upward comparison:1||SNS usage intensity:1||SNS 이용강도:1||SNS 중독 경향성:1||Safety behaviors:1||Safety climate:1||Safety motivation:1||Scale Development:1||School counseling:1||School counselors:1||School maladjustment:1||Self Compassion.:1||SelfConcealment:1||SelfConcept Clarity:1||SelfDifferentiation:1||SelfDiscrepancy:1||SelfEncouragement:1||SelfEsteem:1||SelfOriented Perfectionism:1||SelfRegulation:1||Selfefficacy:1||Selffocused attention:1||Selforiented perfectionism:1||Sense of Alienation:1||Smart Media Addiction:1||Smartphone Game Addiction:1||Social Comparison Orientation.:1||Social support:1||SocialRelationships:1||Socialemotional competence:1||Socially Prescribed Perfectionism:1||Socially prescribed perfectionism:1||SociallyPrescribed Perfectionism:1||Sociocultural Adjustment:1||Specialized high school:1||State SelfEsteem:1||Stress Response:1||Stress response:1||Supervision:1||Supervision Experience:1||Supervision Satisfaction:1||Supervisor:1||Survey:1||Unconditional SelfAcceptance:1||Unit Cohesion:1||University Counseling Center:1||University Students:1||University students:1||Validation:1||Video Counseling:1||Visual impairment:1||Visual impairment chlid's mother:1||Welfare service:1||a foreign student client:1||ability to control emotions:1||academic achievement:1||academic comparison:1||academic concealment:1||academic contingencies of selfworth:1||academic grit:1||academic helpseeking:1||adaptation process:1||adolescents:1||adults:1||alternatives:1||angerin:1||angerout:1||anxiety:1||art practice:1||attitude toward school:1||attitudes about multicultural families:1||attitudes of professional counselors:1||avoidance coping:1||behavioral/claimed selfhandicapping:1||belief in a just world:1||big five personality:1||bullying:1||burdensomeness:1||burnout:1||bystander:1||career commitment:1||career decisions:1||career indecision:1||chool commitment action:1||cognitive bias:1||collective efficacy:1||college adaptation:1||college adjustment:1||college students:1||color:1||color connotation:1||color preference:1||commitment:1||compassion fatigue:1||concealment:1||concealment tendencies:1||concern over mistakes:1||conflictmanagement culture:1||consensual qualitative research (CQR):1||consensual qualitative research(CQR):1||control:1||counselor professional identity:1||counselorsintraining:1||cultural difference:1||cultural sensitivity:1||decentering:1||defense style:1||deliberate rumination:1||difficulties of emotion regulation:1||disconnect and reject scheme:1||disconnection and rejection schema:1||discrepancies in upbringing attitudes:1||dysfunctional anger expression:1||dysfunctional cognition:1||dysfunctional communication:1||early adulthood:1||egoresilience:1||emotion inhibition:1||emotion regulation:1||expectancy for future success:1||experience:1||experiences:1||external motivation:1||failure mindset:1||fear of intimacy.:1||female bullies:1||female college students:1||firefighter:1||firefighters:1||forced social comparison:1||group cohesion:1||helpseeking:1||hopelessness:1||illness attitudes:1||impulsivity:1||internalizing  externalizing behavior problems:1||international student counselors:1||internet addiction:1||interpersonal traumatic experience:1||interpretation biases of positive social events:1||intrusive rumination:1||invasive rumination:1||irritability:1||job satisfaction:1||loneliness:1||maladaptive perfectionism:1||maladjustment:1||marital intimacy:1||married women:1||meaning in life:1||mediation effect analysis:1||middle school students:1||military:1||mindfulness:1||mobile phone addiction:1||moderated mediation:1||moderated mediation effect:1||moderation effects:1||multigroup analysis:1||multicultural attitude.:1||multicultural contact experiences:1||multicultural education:1||newlywed couple:1||nondominant sexual identities:1||nonsuicidal selfinjury:1||nurse:1||o penness  and  acceptance:1||otheroriented perfectionism:1||others’approval):1||parent involvement:1||parentchild communications:1||parental overprotection:1||parental upbringing attitudes:1||parenting style:1||parents:1||parents’ psychological control:1||peer bullying:1||peer support:1||perceptual differences:1||perfectionistic self presentation:1||personal growth after separation:1||personality:1||pessimism:1||pet:1||pet bereavement questionnaire:1||petloss:1||phenomenological research:1||phenomenological understanding:1||professional identity:1||recognizing difference:1||regulatory focus:1||reliability:1||returning Chinese counselor:1||returning professional adaptation experience:1||risk factor:1||school violence:1||secondary school teacher:1||secondary trauma stress:1||self decision making:1||selfcompassion:1||selfconstrual:1||selfcriticism:1||selfdifferentiation:1||selfdiscrepancy:1||selforiented perfectionism:1||selfregulation:1||selfsilencing:1||separationindividuation:1||sexual assertiveness:1||sexual violence:1||shame:1||social problemsolving ability:1||sociallyprescribed perfectionism:1||suicidal ideation:1||suicidal thoughts:1||suicide:1||suicide crisis:1||supportive parenting:1||trait anxiety:1||trauma beliefs:1||undergraduate students:1||university conseling centers:1||university life adaptation:1||university student:1||validation:1||work hope:1||work meaning:1||work productivity:1||work values:1||working environment:1||workplace bullying:1||young adults:1||간접외상:1||간호사:1||갈등적 독립:1||갈등해결전략:1||거부민감성:1||거절민감성:1||결혼만족:1||결혼만족도:1||경험회피:1||계획된 우연기술:1||고등학생:1||권위주의 성격, 무조건적 자기수용, 다문화태도,  authoritarian personality:1||귀국 중국인 상담자:1||귀국 후 전문직 적응 경험:1||긍정심리자본:1||긍정적 사건에 대한 부정적 해석:1||긍정적 평가에 대한 두려움:1||기혼여성:1||낙관성:1||능동적 지연행동:1||다문화 감수성:1||다문화 교육:1||다문화가정에 대한 태도:1||다문화적태도:1||다문화접촉경험:1||다집단분석:1||대인간 외상경험:1||대인관계:1||대인관계능력:1||대인관계문제:1||동료 수퍼비전:1||디지털리터러시:1||또래 괴롭힘:1||또래괴롭힘:1||매개효과:1||매개효과 분석:1||모자녀 의사소통:1||무조건적 자기수용:1||문화성향:1||문화적 자기관:1||문화적응 스트레스:1||미디어기기 중독:1||반려동물:1||반려동물 상실:1||반려동물 애도 척도:1||방어유형 이 키워드로 연구동향 분석 이 키워드로 논문 검색:1||병사:1||복지서비스:1||부모:1||부모 양육태도:1||부모의 학업비교:1||부모진로관련 지지:1||부부친밀감:1||부분 매개:1||분노억제:1||분노표출:1||분리개별화:1||불확실성에 대한 인내력 부족:1||비관성:1||빗속의 사람 그림검사:1||사회문화 적응:1||사회비교 경향성:1||사회적 관계:1||사회적 문제해결력:1||사회적으로 부과된 완벽주의:1||삶의 경험:1||삶의 의미:1||상담 성과:1||상담 프로그램:1||상담자 전문직 정체성:1||상태자존감:1||성인:1||성장적 실패 마인드셋:1||성적자기주장:1||성폭력:1||소명의식:1||소방관:1||소외감:1||수치심:1||수퍼바이저:1||스마트미디어 중독:1||스트레스 반응:1||시각장애:1||시각장애아동 어머니:1||신뢰도:1||신혼기 부부:1||실수에 대한 염려:1||실수염려 완벽주의:1||실패내성:1||실패마인드셋:1||심리사회적응:1||안전동기:1||안전분위기:1||안전행동:1||양육경험:1||양육태도 불일치:1||어머니:1||여대생:1||여자청소년:1||역기능적  인지:1||역기능적 분노표현:1||역기능적 진로사고:1||열등감:1||예비연구:1||완벽주의적 자기제시 척도(PSPS):1||외국인 유학생 내담자:1||외로움:1||외상신념:1||외적 동기:1||요인분석:1||유학생 상담자:1||육군 병사:1||의도적 반추:1||이별 후 성장:1||이별을 경험한 대학생:1||이차적 외상 스트레스:1||인정욕구:1||일의 의미:1||자기 격려:1||자기가치감 수반성:1||자기가치감 수반성(타인승인):1||자기개념 명확성:1||자기격려:1||자기결정성:1||자기구실 만들기_노력포기:1||자기구실 만들기_변명:1||자기비난:1||자기은폐:1||자기침묵:1||자기효능감:1||자살:1||자살생각:1||자아정체감:1||자유학기제:1||자유학기제 경험:1||잠재평균 분석:1||재한 중국 유학생:1||재한 중국인 상담자:1||적응과정:1||전반적 행복감:1||정서 억제:1||정서억제:1||정서조절 능력:1||정서조절 어려움:1||정서표현양가성:1||정신건강 문제:1||조건부 자아존중감:1||조절된 매개효과:1||조절초점:1||조절효과:1||주변인:1||중국 유학생:1||중국 이주배경 중도입국청소년:1||중국유학생:1||중등 교사:1||지각된 사회적지지:1||직업가치:1||직장 내 괴롭힘:1||진로결정:1||진로결정수준:1||진로장벽인식:1||진로적응성:1||진로준비행동:1||진로진학상담:1||질적연구:1||집단응집력:1||집행기능곤란:1||척도개발:1||청소년 비자살적 자해:1||초기 대상관계:1||초기 성인:1||초기성인기:1||취업불안:1||취업소진:1||취업스트레스:1||친밀감에 대한 두려움:1||코로나19:1||코로나19 스트레스:1||탈중심화:1||특성화고등학교:1||학교 부적응:1||학교 상담:1||학교 상담자:1||학교의 생태학적 환경:1||학교폭력:1||학습 몰입:1||학습동기:1||학습만족도:1||학습몰입:1||학업지연행동:1||한국거주 중도입국 이주배경청소년:1||한국판 청소년용 완벽주의적 자기제시 척도(KPSPSJr):1||합의적 질적 분석(CQR):1||합의적 질적 연구(CQR):1||합의적 질적 연구방법:1||헌신:1||현상학적 분석:1||현상학적 연구:1||화상상담:1||회피중심 대처방식:1||A Preliminary Study:1||효과분석:1||Academic Procrastination:1||Academic burnout:1||Academic grit:1||Academic inferiority:1||Acculturative Stress:1||Achievement:1||Achromatic Color:1||Active Procrastination:1||Adolescents:1||Adolescents&apos:1||Age Difference:1||Aggression Expression Cluster:1||Ambivalence over Expressing Emotion:1||Anticipated benefits:1||Anticipated risks:1||Army Life Adjustment:1||Art therapist:1||Art therapy graduate students:1||Art therapy students:1||Burnout:1||COVID19 스트레스:1||CQR:1||Career Adaptability:1||Career Barriers:1||Career Indecision:1||Career Preparation Behavior:1||Career and Guidance Counseling:1||Career commitment:1||Career decision level:1||Chinese International Student:1||Chinese International Students:1||Chinese Migrant Youths:1||Chinese Students:1||Chinese counselors in Korea:1||Chromatic Color:1||Cluster Analysis:1||Cognitive emotion regulation strategy:1||College Student:1||College Students:1||Color Preference:1||Color Temperature:1||Compassion Fatigue:1||Compassion Satisfaction:1||Concern over mistakes:1||Conflict Resolution Strategies:1||Conflictual independence:1||Consensual Qualitative Research(CQR):1||Consensual Qualitative Study:1||Contingencies of SelfWorth with Other’s Approval:1||Contingent SelfEsteem:1||Counseling Outcome:1||Counseling Program:1||Counselor:1||Counselor Development:1||Cultural Orientation:1||Cultural Sensitivity:1||Digital Literacy:1||Dysfunctional career thoughts:1||Early Object Relation:1||Early adolescents:1||Ecological Environment of school:1||Effectiveness Analysis:1||EgoIdentity:1||Emotion Suppression:1||Emotion suppression:1||Emotional Dissonance:1||Employment Burnout:1||Employment Stress:1||Executive Function Difficulty:1||Experience:1||Experience of life:1||Experiences in the Free Learning Semester:1||Experiential Avoidance:1||Factor analysis:1||Failure Tolerance:1||Fear of Positive Evaluation:1||Firefighter:1||Free Learning Semester:1||Gender Difference:1||Group cohesion:1||Growth Failure Mindset:1||Happiness:1||High school student:1||Impulsivity:1||Indirect trauma:1||Inferiority Feelings:1||

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