ScholarWorks@SOONCHUNHYANG UNIVERSITY: Kim, Min

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Kim, Min (김민)

College of Humanities and Social Sciences (Department of Youth Education and Counseling)

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life satisfaction:4||adolescent:4||청소년:4||삶의 만족도:3||자아존중감:3||Q 방법론:3||digital media:2||Psychoanalytic Art Therapy:2||Internet addiction:2||현상학적 연구:2||Q methodology:2||공부압력:2||phenomenology:2||정신분석:2||정신분석적 미술치료:2||인식 유형:2||대학생:2||Psychoanalysis:2||성공압력:2||communication style:2||YMCA:2||achievement pressure:2||study pressure:2||cybersex addiction:2||분노유발상황:2||Global Citizenship:1||Helplessness:1||Hermeneutics phenomenology:1||Identification with Symptom:1||Immigrant Single Mother:1||Jacques Lacan&apos:1||Korean music therapy education:1||Koryosaram:1||Lee:1||Local development policy:1||MacIntyre:1||Maker Education:1||Migrant Youths:1||Mixed Method Research:1||Mongolian Students:1||Mongolian students:1||ODA지원사업:1||Physical punishment:1||Postmodernism:1||Practice:1||Priority Zone.:1||Q Methodology:1||Qmethodology:1||Q방법론:1||Rejection sensitivity:1||Romantic relationship:1||STEAM:1||SangJae:1||School climate policy:1||School discipline:1||School life records:1||School violence:1||SelfDetermination Motivation:1||SelfEsteem:1||Selfesteem:1||Semantic Network Analysis:1||Social SelfEfficacy:1||Students’ Volunteer Activity Participation:1||The goal of psychoanalysis(the dynamic focus):1||The perception type:1||The role of analyst:1||Topic modeling:1||Utrillo REP+ of Paris:1||Youth:1||Youth urban violence:1||Youth violence:1||Youth work:1||academic achievement:1||academic selfefficacy:1||adolescent girls:1||afterschool child care program:1||angerinducing situation recognition:1||career resilience:1||cherishing activities of SEWOL ferry disaster:1||community education specialist:1||community educational networking:1||cyber collective intelligence:1||ecological context:1||educational policy in France:1||educational welfare priority project:1||educational welfare teacher:1||educative success:1||familyoforigin functioning:1||fourth industrial revolution:1||governance:1||grade level:1||health status.:1||household income:1||immigrated youth:1||improvement of concentration and creativity enhancement in youth:1||indirect posttraumatic growth:1||indirect trauma:1||intelligent information society:1||intentional rumination:1||learned helplessness:1||lies:1||lived experience of rules:1||love:1||love relationship style:1||multicultural acceptability:1||multicultural experience:1||music therapy:1||narrative inquiry:1||outofschool youth:1||parentadolescent communication:1||perceived SNS characteristics:1||perception type:1||phenomenological study:1||physical punishment in the academic institute:1||political participation:1||preyouth leader:1||pressure for study:1||pressure for success:1||qualitative research:1||reaction:1||role perception:1||s Theory:1||school dropout:1||school dropout prevention policy:1||school life:1||school satisfaction:1||school success:1||self differentiation:1||selfdisclosure:1||selfdiscovery:1||selfesteem:1||selfextension:1||social contribution activities:1||sociopsychological characteristics:1||students&apos:1||students's recognition on the physical punishment:1||students(inschooling youth):1||teachers&apos:1||teachinglearning plans through Korean music therapy:1||the perception types toward prostitution:1||the states and contexts of physical punishment in the academic institute:1||threat recognition:1||traditional musical elements:1||university student:1||university students:1||youth activity policy:1||youth alternative culture:1||youth anger:1||youth counter culture:1||youth culture:1||가구소득:1||가족응집력:1||간접 외상:1||간접 외상 후 성장:1||거버넌스:1||거부민감성:1||건강실태.:1||결혼이주여성:1||고려인:1||교사의 대응방식:1||교육 네트워킹:1||교육복지사:1||교육복지우선지원사업:1||교육복지정책:1||교육성공:1||국악치료교육:1||국악치료교육 교수․학습 과정안:1||규율권력:1||규칙 체득경험. 여자청소년:1||기업의 사회적 책임:1||낭만적 애착:1||내러티브 탐구:1||다문화경험:1||다문화수용성:1||담당교사:1||독일 청소년복지:1||맥킨타이어:1||메이커:1||몽골 대학생:1||몽골 유학생:1||무기력:1||방학 중 돌봄프로그램:1||봉사활동:1||부모자녀 의사소통:1||분노유발상황 척도:1||사이버 집단지성:1||사회공헌활동:1||사회복지:1||사회적 자기효능감:1||색채 심리:1||색채심리치료 프로그램:1||생태학적 맥락:1||성매매 인식 유형:1||세계시민의식:1||세월호 참사 추모활동:1||스팀:1||습된 무기력:1||실천전통:1||심리사회적 특성:1||업적 자기효능감:1||역할 인식:1||연애:1||연인관계유형:1||예비 청소년지도자:1||우선 지역:1||우선교육정책:1||원가족 건강성:1||위협인식:1||유럽 유스컬쳐:1||유럽 청소년복지:1||유럽연합(EU):1||윤리:1||음악치료:1||의도적 반추:1||의미연결망분석:1||의사소통방식:1||이상재:1||이주배경 청소년:1||자기 노출:1||자기 발견:1||자기 확장:1||자기결정성동기:1||자기분화:1||자크 라캉의 이론:1||전통음악요소:1||정서표현:1||정치참여:1||제6차 청소년정책기본계획:1||중도입국 청소년:1||증상과의 동일화:1||지각된 SNS 특성:1||지능정보사회:1||지역사회 교육네트워킹:1||지역사회개발정책:1||진로목표:1||진로탄력성:1||질적연구:1||청소년 대안문화:1||청소년 대항문화:1||청소년 도시폭력:1||청소년국제교류:1||청소년국제협력활동:1||청소년문화:1||청소년분노:1||청소년센터:1||청소년의 집중력․창의성 증진:1||청소년정책:1||청소년지도:1||청소년폭력:1||청소년활동:1||청소년활동정책:1||체벌:1||체벌에 대한 학생들의 인식:1||초기 부모애착:1||초점집단면접:1||치료 목표(역동적 초점):1||치료자의 역할:1||토픽모델링:1||파리 우트릴로 우선교육 네트워크:1||포스트모더니즘:1||프랑스 교육정책:1||프랑스 청소년복지:1||학교 밖 청소년:1||학교규율:1||학교급:1||학교분위기 조성정책:1||학교생활:1||학교생활기록부:1||학교생활만족도:1||학교폭력:1||학생의 거짓말:1||학업성공:1||학업성취도:1||학업중단:1||학업중단 예방정책:1||학업청소년:1||학원체벌:1||학원체벌의 상황과 맥락:1||한국유학생활 적응:1||해석학적 현상학:1||현상학:1||4차 산업혁명:1||혼합연구방법:1||Adaptation of study abroad life in South Korea:1||Adolescences:1||Anger Provoking Situation:1||Anger Provoking Situation Scale:1||CONCOR Analysis:1||CONCOR분석:1||Career Goals.:1||Color Psychological Expression:1||Color Psychotherapy Program:1||Cooperative social responsibility:1||Disciplinary power:1||EU:1||Early Parental Attachment:1||Educational Networking:1||Educational Priority Policy(ZEP) in France:1||Educational Welfare Policy:1||Emotional Expression:1||Ethics:1||Europe youth welfare:1||European youth culture.:1||Family Cohesion:1||Focus Group Interview:1||France youth welfare:1||Germany youth welfare:1||

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