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あ ぁ か が さ ざ た だ な は ば ぱ ま や ゃ ら わ ゎ ん い ぃ き ぎ し じ ち ぢ に ひ び ぴ み り う ぅ く ぐ す ず つ づ っ ぬ ふ ぶ ぷ む ゆ ゅ る え ぇ け げ せ ぜ て で ね へ べ ぺ め れ お ぉ こ ご そ ぞ と ど の ほ ぼ ぽ も よ ょ ろ を
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Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω
á à Á À é è É È ç Ç ê
Ä Ö Ü ä ö ü ß
ְ ֳ ֲ ֱ ָ ַ ֵ ֶ ִ ֹ ּ ֻ ׂ ׁ ּ פ ם ן ו ט א ר ק ף ך ל ח י ע כ ג ד ש ץ ת צ מ נ ה ב
‘ ’ “ ” 〔 〕 〈 〉 「 」 『 』 【 】 ＂ （ ） ［ ］ ｛ ｝
± × ÷ ≠ ≤ ≥ ∞ ∴ ♂ ♀ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒ ≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧ ∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞
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½ ⅓ ⅔ ¼ ¾ ⅛ ⅜ ⅝ ⅞ ¹ ² ³ ⁴ ⁿ ₁ ₂ ₃ ₄
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А Б В Г Д Е Ё Ж З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я а б в г д е ё ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я
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§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
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      자기 성장 집단상담이 비행 학생의 성격 변화에 미치는 영향 = Group Counselling on Personality Change of Delinquent Students

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      https://www.riss.kr/link?id=T8944332

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      다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

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      The purpose of this study is to examine the effect of the progress of spoiled students’ personalities through group counselling for self-discovery
      Forty students were divided into the counseling (20) and comparison groups(20). The self-discovery group-counseling program was administrated to the counselling group, whereas no program was given to the comparison group.
      For the statistical analysis, the same MMPI tests were given to all students before and after the counselling program. And then tests were analyzed to see whether there were any differences between the counseling and the comparison groups.
      All students in this group have been punished more than once for their self-destructive behavior, violence, and so on.
      The result of the self-discovery group counseling program are effective in dealing with melancholy, hysteria, anti-social behavior, psychosis, psychic scale, and manic depression.
      These results suggest that the self-discovery group-counselling program is very effective in developing positive personalities because the students can get more desirable personalities.
      In conclusion the self-discovery group-counselling is effective in developing desirable personalities to prevent and reduce their bad behavior in the middle school students.
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      The purpose of this study is to examine the effect of the progress of spoiled students’ personalities through group counselling for self-discovery Forty students were divided into the counseling (20) and comparison groups(20). The self-discovery gr...

      The purpose of this study is to examine the effect of the progress of spoiled students’ personalities through group counselling for self-discovery
      Forty students were divided into the counseling (20) and comparison groups(20). The self-discovery group-counseling program was administrated to the counselling group, whereas no program was given to the comparison group.
      For the statistical analysis, the same MMPI tests were given to all students before and after the counselling program. And then tests were analyzed to see whether there were any differences between the counseling and the comparison groups.
      All students in this group have been punished more than once for their self-destructive behavior, violence, and so on.
      The result of the self-discovery group counseling program are effective in dealing with melancholy, hysteria, anti-social behavior, psychosis, psychic scale, and manic depression.
      These results suggest that the self-discovery group-counselling program is very effective in developing positive personalities because the students can get more desirable personalities.
      In conclusion the self-discovery group-counselling is effective in developing desirable personalities to prevent and reduce their bad behavior in the middle school students.

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      목차 (Table of Contents)

      • 목차
      • I. 서론 = 1
      • II. 이론적 배경 = 3
      • A. 비행 요인
      • B. 비행 발생요인
      • 목차
      • I. 서론 = 1
      • II. 이론적 배경 = 3
      • A. 비행 요인
      • B. 비행 발생요인
      • C. 집단상담
      • III. 연구문제 및 가설 = 12
      • IV. 연구 방법 및 절차 = 13
      • A. 연구 대상
      • B. 조사도구
      • C. 상담의 절차 및 방법
      • V. 연구 결과 = 16
      • VI. 논의 = 27
      • 참고문헌 = 31
      • ABSTRACT = 32
      • 부록 = 33
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