ScholarWorks@Hanyang University: Kim, Hyun Soo

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Kim, Hyun Soo (김현수)

GRADUATE SCHOOL OF EDUCATION (GRADUATE SCHOOL OF EDUCATION)

Research Area: 임상 심리

Tel 02-2220-2638
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아동학대:5||청소년:5||child maltreatment:4||adolescents:4||recurrence:3||Autism Spectrum Disorder:3||metaanalysis:3||latent class analysis:2||미술치료:2||AAC:2||스마트폰 중독:2||역전이 관리능력:2||연구 동향:2||그림교환의사소통체계:2||upper elementary students:2||Picture Exchange Communication System:2||research trends:2||PECS:2||family therapy:2||가족치료:2||자아존중감:2||학대피해아동:2||cyberbullying:2||한국가족치료학회지:2||행복감:2||아동보호서비스:2||자폐스펙트럼장애:2||유아:2||잠재계층분석:2||재발생:2||재학대:2||risk factors:2||대인관계성향:2||school bullying:2||유아 스마트폰 과다사용:2||adolescent:2||selfesteem:2||메타분석:2||Korean Journal of Family Therapy:2||Narcissism:1||Naturecentered birth:1||Novelty seeking:1||Offense Experience:1||Overdependency on smartphone:1||Parentchild interaction therapy:1||Perceived birth experiences:1||Perpetrator Recidivism:1||Psychotherapy:1||Psychotic Disorders:1||Publicizing child abuse investigations:1||Quality of evidence:1||Recurrence Rate:1||SNS behaviors:1||SNS이용동기:1||SNS이용행동:1||SelfRegulation:1||Singlesubject research:1||Smartphone addiction:1||Social Interaction Anxiety Scale (SIAS):1||Social Phobia Scale (SPS):1||Startups:1||Steiner:1||Supervision Experience:1||Taijin Tyofusho(TKS):1||UNCRC:1||Unconditional SelfAcceptance:1||Victimization Experience:1||abused children:1||age of first smartphone use:1||aggression:1||animated characters:1||art therapy:1||atrisk teens for child maltreatment:1||autism:1||bothparents parentchild interaction therapy:1||bulling victimization:1||bystander role behaviors:1||case management:1||case management difficulties:1||case management expertise:1||child abuse:1||child behavior problem:1||child features:1||child maltreatment recurrence:1||child neglect:1||child protection service:1||child report:1||child rights:1||child rightssecuring childcare:1||childcare teacher:1||clinical treatment studies:1||cognitivebehavioral treatment:1||countertransference management abilities:1||culturallybound syndrome:1||culture:1||displaced aggression:1||early childhood:1||effectiveness study:1||empathetic abilities:1||ethnicity:1||event history analysis:1||familial features:1||family participation intervention:1||fantasy:1||feelings of happiness:1||focus group interview:1||grateful dispositions:1||grateful storysharing activities:1||happiness:1||inservice education:1||interaction:1||interpersonal relation disposition:1||interpersonal satisfaction:1||kindergarten teachers:1||kindergartener smartphone overuse:1||kindergartener temperament:1||language abilities:1||latent class:1||length of time spending smartphone:1||maltreated children:1||maltreatment type:1||maltreatmentreported teens:1||maternal acculturation:1||mediating effect:1||mediation:1||moderating effects:1||moderation:1||motherchild attachment stability:1||motive for SNS use:1||multicultural family:1||multilevel discrete timehazard analysis:1||multilevel discretetime hazard analysis:1||musical aptitude:1||narcissistic tendencies:1||negative automatic thoughts:1||neoendogenous development:1||nonclinical studies:1||observational coding:1||observer rating:1||outofhome placement:1||parent report:1||parentimplemented:1||parental features):1||parental goals:1||parenting alliance:1||parenting behaviors:1||parenting stress:1||parents participation:1||peer conflict resolution strategies:1||peer relationships:1||perpetrator:1||playfulness:1||postintervention program:1||preschooler:1||preschooler harm avoidance temperament:1||preschooler novelty seeking temperament:1||preschooler problem behaviors:1||preschooler smartphone overuse:1||preschoolers:1||primary prevention:1||projective identification:1||psychological factors:1||psychometric properties:1||publicprivate cooperation:1||qualitative research:1||quality of peer relationships:1||reality play:1||recurrence of substantiation:1||resubstantiation:1||risk and protective factors:1||risk factor:1||secondary prevention:1||selfdiscrepancy:1||selfimage:1||shame proneness:1||short form:1||smartphone addiction:1||smartphone addiction prevention program:1||smartphone proficiency:1||social abilities:1||social anxiety:1||social phobia:1||social phobia subtype:1||stability of selfesteem:1||suicidal ideation:1||suicide prevention:1||supervision:1||teacher efficacy:1||teaching flow:1||team teaching:1||tertiary prevention:1||thinkingchanging training:1||toddler adjustment to daycare center:1||toddler emotion regulation ability:1||toddlerhood:1||treedrawing:1||victim:1||young children:1||가정외보호:1||가정환경자극:1||가족기능성:1||가족특성:1||가해경험:1||감사성향:1||감사이야기나누기 활동:1||감정:1||공감능력:1||공격성:1||공공민간 협력:1||관찰 코딩:1||관찰자 평정:1||교사효능감:1||교수몰입:1||나무그림:1||낭만관계 친밀감 두려움(fear of romantic intimacy):1||내재적 공격성:1||놀이성:1||다문화가정:1||단일대상연구:1||단절/거절 초기부적응도식:1||대인관계만족도:1||따돌림 피해:1||또래갈등해결전략:1||또래관계 질:1||매개:1||매개효과:1||모 출산경험인식:1||모영아애착:1||모유아 애착안정성:1||무조건적 자기수용:1||보육교사:1||부모 보고:1||부모 중재:1||부모동반 참여 PCIT:1||부모아동 상호작용 치료:1||부모양육행동:1||부모특성:1||부정적 자동사고:1||불안:1||비치료연구:1||사건사 분석:1||사례관리:1||사례관리 전문성:1||사례관리어려움:1||사이버불링:1||사이버불링 경향성:1||상호 작용:1||생각바꾸기 훈련:1||수치심 경향성:1||수퍼비전 경험:1||슈타이너:1||슈퍼비전:1||스마트폰 과의존:1||스마트폰 사용능력:1||스마트폰 사용시간:1||스마트폰 중독 예방프로그램:1||스마트폰 처음사용연령:1||스타트업:1||신 내생적 발전:1||심리적 요인:1||아동 인터넷중독(child internet addiction):1||아동 중심:1||아동권리:1||아동기 정서적 학대(childhood emotional maltreatment):1||아동보호체계:1||아동상담자:1||아동학대 고위험 십대:1||아동학대 재발생:1||아동학대신고된 십대:1||아동학대조사 공공화:1||아동행동문제:1||애니메이션 캐릭:1||양육스트레스:1||양육행동:1||양육협력:1||양육효능감:1||어머니 문화적응:1||어머니공감:1||언어이해능력:1||영아 보육시설 적응:1||영아 정서조절능력:1||영아기:1||영유아 권리존중 보육:1||영유아기:1||온정/합리적 양육스타일(warm/rational parenting style):1||외현적 공격성:1||우울:1||위험요인:1||위험회피:1||유아 기질:1||유아 문제행동:1||유아 사회능력:1||유아 사회성(preschooler sociability):1||유아 언어능력:1||유아 위험회피기질:1||유아 자극추구기질:1||유아 창의성(preschooler creativity):1||유엔아동권리협약:1||유치원 교사:1||음악적성:1||의료분만:1||인지학:1||인터넷사용통제 양육행동(internetuse controlling parenting behaviors):1||임상치료연구:1||자극추구:1||자기불일치:1||자기애:1||자기애 성향:1||자기조절능력:1||자녀 보고:1||자녀 성별(child gender):1||자녀특성:1||자살사고:1||자살예방:1||자아상:1||자연출산:1||자존감안정성:1||잠재계층:1||재학대 위험요인:1||재학대율:1||전위공격성:1||정서표현 양가성(ambivalence over emotional expressiveness):1||조절효과:1||주변인 역할 행동:1||주제어: 아동학대:1||중재:1||중재(moderation):1||중재효과:1||지역아동보호전문기관:1||질적연구:1||질적지표:1||집단따돌림:1||창업보육센터:1||청소년 인터넷중독(adolescent internet addiction):1||초기 청소년:1||초기부적응 도식(early maladaptive schema):1||초등 고학년생:1||초점집단면접:1||출산방식:1||클래식 음악 감상:1||통합문화예술교육(integrated arts and cultural education):1||투사적동일시:1||팀티칭:1||피해경험:1||학대경험:1||학대유형:1||학령 후기 아동:1||행위자:1||행위자 중심:1||현실놀이:1||현직교육:1||형태그리기(formen):1||환상:1||1차예방:1||효과성 연구:1||2차예방:1||3차예방:1||ASD:1||Adolescent:1||Anthroposophy:1||Art Therapy:1||Bion containment:1||Bion 담아주기:1||Business incubator:1||Child Counselor:1||Child Maltreatment Recurrence:1||Child Protection Services:1||Child Revictimization:1||Child abuse:1||Child maltreatment:1||Child protection system:1||Childbirth method:1||Children:1||Countertransference Management Abilities:1||Depression:1||Disconnection and Rejection Early Maladaptive Schemas:1||Expertdirected delivery:1||External Aggression:1||Family functioning:1||Feelings:1||Fmily Enviroments:1||Formen:1||Harm avoidance:1||Internal Aggression:1||Interpersonal Relation Disposition:1||Key Words : child maltreatment:1||Key words classical music appreciation:1||Language Comprehension:1||Local child protection agencies:1||Maternal Empathy:1||Metaanalysis:1||Moderating effect:1||Motherinfant attachment:1||

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