ScholarWorks@Hanyang University: Jang, Yoo Jin

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Jang, Yoo Jin (장유진)

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

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Tel 02-2220-2614
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합의적 질적 연구:7||Consensual Qualitative Research:7||정신화:5||mentalization:5||counseling supervision:3||상담 수퍼비전:3||현상학적 연구:3||대학생:3||불안정 성인애착:2||군집분석:2||수퍼바이지:2||professional identity:2||Consensual qualitative research:2||counselor education:2||Content analysis:2||Perfectionism:2||상담:2||working alliance:2||내면화된 수치심:2||초심상담자:2||social justice advocacy:2||emotional clarity:2||작업동맹:2||적대적 귀인편향:2||Internalized Shame:2||대인관계문제:2||hostile attribution bias:2||전문직 정체성:2||supervisee:2||supervision:2||정서인식명확성:2||정서표현양가성:2||거부민감성:2||매개 효과:2||조절된 매개효과:2||완벽주의:2||매개효과:2||experiential avoidance:2||경험회피:2||college students:2||Counseling:2||professional development:2||Mediating Effect:1||Mediating Effects:1||MiddleAged Married Women Counselors:1||MiddleSchool Students:1||Military soldiers:1||Mindfulness:1||Moderated Mediating Effect:1||Moderated by Mediating Effect:1||Narrative Eexploration:1||NonTenured Teachers:1||Nonsuicidal Selfinjury:1||Novice Counselors:1||Nunchi:1||Objectification Theory:1||Organizational commitment:1||Parent Attachment:1||Parental factors:1||Perceived Organization Support:1||Performance Anxiety:1||PersonJob Fit:1||PersonintheRain:1||Phenomenological Research:1||Phenomenological Study:1||Professional identity:1||Reflection of SelfFocusedness:1||Rejection Sensitivity:1||Relationship Addiction:1||Resource Score:1||SNS:1||STEM:1||Safety behaviors:1||Safety climate:1||Safety motivation:1||School factors:1||Secondary School:1||SelfControl:1||Separation Individuation:1||Social Support:1||Socially Prescribed Perfectionism:1||Soldiers:1||Subjective WellBeing:1||Subjective wellbeing:1||Teachers’ Exam:1||Technology:1||Treatment planning:1||Unit Cohesion:1||University professors:1||Work engagement:1||WorkFamily Conflict:1||Working Mothers:1||Youth counseling:1||a sense of belonging:1||actual/ideal selfdiscrepancy:1||adolescents:1||adult attachment:1||aggression:1||ambivalence over emotional expression:1||antagonism:1||appearance satisfaction:1||approach and avoidance factors:1||attractiveness:1||belief in a just world for self:1||childhood emotional trauma:1||client:1||client experience:1||cluster analysis:1||collaboration:1||college student:1||concept map:1||concept mapping:1||consensual qualitative research:1||consensual qualitative research (CQR):1||coping strategies for the ethical problems:1||counseling:1||counseling ethical codes:1||counseling ethical conflicts:1||counseling ethical problems:1||counseling ethics education:1||counseling performance:1||counsellor education:1||counsellors:1||counselor:1||counselor appraisal:1||counselor characteristics:1||counselor experience:1||counselor personal information:1||counselor trainee:1||countertransference behaviors:1||countertransference management ability:1||crosscultural counseling inventory:1||distress tolerance:1||doctoral student:1||dysfunctional anger expression:1||egoresiliency:1||elementary school students:1||empirical mode decomposition (EMD):1||empowerment:1||entitlement:1||expertness:1||family function:1||feedback:1||feedback acceptance:1||female marriage migrants:1||grandiosity:1||grounded theory:1||group dynamics:1||heart rate variability (HRV):1||hopelessness:1||importanceperformance analysis:1||individual counseling:1||insecure adult attachment:1||internalized shame:1||interpersonal problems:1||interpersonal relationship at the workplace:1||late adolescents:1||learning flow:1||marital intimacy:1||master supervisor:1||measurement invariance:1||mediating effect:1||mediating effects:1||mental health:1||metaanalysis:1||mindfulness:1||moderated mediation effect:1||multicultural advocate:1||multicultural counseling:1||multicultural family supporters:1||nonlinear features:1||normal narcissism:1||novice counselor:1||parentification:1||pathological narcissism:1||perceived stress:1||phenomenological research:1||prevention focus:1||promotion focus:1||psychological control:1||psychological counseling:1||psychological independence:1||reflective writing:1||regulatory focus:1||rejection sensitivity:1||rupture:1||school adjustment:1||school counseling:1||school counselors:1||school personnel:1||seeking professional help:1||selfdetermined solitude motivation:1||selfdifferentiation:1||selfdisclosure:1||selfdiscrepancy:1||selfreflection:1||shame:1||social networking sites:1||soldiers:1||somatization:1||strengths and assets:1||stress assessment:1||supervision model:1||supervisor:1||supervisor feedback:1||transformational learning:1||trustworthiness:1||ultrashortterm HRV analysis:1||video group counseling:1||vocational adjustment:1||vulnerability:1||wellness:1||youth counseling:1||가족기능:1||강점과 자원:1||개념도 방법:1||개념도 연구:1||개인직무부합:1||개인상담:1||개인적인 삶의 변화:1||결혼이주여성:1||고통감내력:1||공격성:1||공학계열:1||관계중독:1||균열:1||근거이론:1||기본심리욕구 충족:1||내담자:1||내담자 경험:1||내러티브 탐구:1||눈치:1||다문화 상담:1||다문화가정 서포터즈:1||대상화 이론:1||대처방법:1||대학 교원:1||대학생 상담:1||대학원생:1||마음챙김:1||메타분석:1||병리적 자기애:1||부모애착:1||부모의 부부관계:1||부모화:1||분리개별화:1||비자살적 자해:1||사례개념화:1||사례지도 모형:1||사회부과 완벽주의:1||사회적 지지:1||사회정의 옹호역량:1||상담 수련생:1||상담 수행:1||상담 윤리:1||상담 활동:1||상담 훈련:1||상담개입전략 수립:1||상담의 접근요인 및 회피요인:1||상담자:1||상담자  교육:1||상담자 개인 정보:1||상담자 경험:1||상담자 자기효능감:1||상담자 특성:1||상담자 회피애착:1||상담자의 상담경력:1||성인애착:1||성찰적 글쓰기:1||성취목표:1||소셜네트워킹사이트:1||소속감:1||수치심:1||수퍼바이저:1||수퍼바이저 피드백:1||수퍼비전 대가:1||수행불안:1||숙련상담자:1||슈퍼비전:1||신뢰성:1||신체감시:1||신체불만족:1||신체수치심:1||신체화:1||실제이상 자기불일치:1||심리상담:1||심리적 독립:1||심리적 통제:1||아동기 정서적 외상:1||안전동기:1||안전분위기:1||안전행동:1||역기능적 분노표현:1||역전이 관리능력:1||역전이 행동:1||예방초점:1||외모만족도:1||외모에 대한 사회문화적 기준의 내면화:1||우울:1||웅대성:1||워킹맘:1||육군 병사:1||윤리 갈등:1||윤리 교육:1||윤리 문제:1||이상섭식행동:1||인터넷 중독:1||일가정 갈등:1||임파워먼트:1||자기개방:1||자기결정적 고독 동기:1||자기불일치:1||자기성찰:1||자기초점주의:1||자기통제력:1||자아분화:1||자아탄력성:1||적대성:1||전문상담교사:1||전문성:1||전문성 발달:1||전문직  정체성:1||전환적 학습:1||정당한 세상에 대한 개인적인 믿음:1||정상적 자기애:1||조절된 매개:1||조직몰입:1||조직지원인식:1||주관적 안녕감:1||주관적 행복감:1||중국 유학생:1||중년 기혼 여성 상담자:1||중도입국 청소년:1||중요도실행도 분석:1||중학생:1||직무열의:1||직업적응:1||직장 내 대인관계:1||진로결정:1||진로전환:1||진정성:1||집단 역동:1||집단응집력:1||청소년:1||청소년 상담:1||청소년상담:1||초등학생:1||취약성:1||취업스트레스:1||특권의식:1||판별분석:1||피드백:1||피드백 수용:1||학교상담:1||학교생활적응:1||학습몰입:1||학습전략:1||합의적  질적  연구:1||합의적 질적 분석:1||합의적 질적 분석(CQR):1||합의적 질적 연구방법:1||향상초점:1||호감도:1||화상 집단상담:1||20대 성인:1||후기 청소년 자녀:1||Achievement Goal Orientations:1||Adults in 20s:1||Ambivalence over Emotional Expressiveness:1||Authenticity:1||Basic Psychological Needs Satisfaction:1||Body Dissatisfaction:1||Body Shame:1||Body Surveillance:1||CQR:1||Career Decision:1||Career Transition:1||Career intentions:1||Case conceptualization:1||Changes in Personal Life:1||Chinese international student:1||Cluster Analysis:1||ContractBased Teachers:1||Counseling Activities:1||Counseling College Students:1||Counseling Training:1||Counseling journals:1||Counselor Selfefficacy:1||Counselor avoidant attachment:1||Counselors&apos:1||Depression:1||Discriminant Analysis:1||Eating Behaviors:1||Engineering:1||Experienced counselors:1||Experiences:1||Graduate Students:1||Group cohesion:1||Immigrant Youth:1||Insecure Adult Attachment:1||Internalization of Sociocultural Standards of Beauty:1||International doctoral students:1||International studentsChallengesDifficultiesSupervision trainingCQRCounselor education:1||Internet addiction:1||Interpersonal Problems:1||Job Search Stress:1||Learning Strategies:1||

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