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This study examined the effects of a narrative therapy group counseling program using tarot symbols on ego identity and self-expression among high school students. A quasi-experimental pretest–posttest control group design was employed with 20 students recruited from a Wee Class in a metropolitan city in Korea, who were assigned to an experimental group (n = 10) and a control group (n = 10). The experimental group participated in an 8-session program integrating narrative therapy with tarot symbols as an expressive medium, whereas the control group received no intervention. The results indicated that the experimental group showed statistically significant improvements in both ego identity and self-expression compared to the control group, with large effect sizes. Qualitative findings further revealed increased self-understanding, enhanced emotional expression, and reduced self-disclosure anxiety among participants. These findings suggest that integrating symbolic tools with narrative therapy may be a useful approach for promoting adolescents’ identity development and self-expression, and provide meaningful implications for the design and implementation of school-based counseling interventions.

This study explored the latent profiles of microsystem contexts among immigrant-background youth and examined whether self-esteem mediates the association between microsystem profile membership and career decision-making. Longitudinal data from 1,757 students (Grades 7–9) across Waves 4–6 of the Multicultural Adolescents Panel Study II (MAPS II) were analyzed using latent profile analysis (LPA) and SPSS PROCESS macro (Model 4). The results indicated that three latent profiles were identified: the Vulnerable Microsystem profile (8.2%), the Moderate Microsystem profile (59.5%), and the Resource-Rich Microsystem profile (32.4%). The direct effect of profile membership on career decision-making was not significant; however, the indirect effect through self-esteem was significant, indicating full mediation. These findings highlight the need for integrated approaches that address both microsystem environmental conditions and self-esteem development in career support for immigrant-background youth.

This study examined whether youth's political engagement on social media mediates the relationship between democratic citizenship awareness and political efficacy. Data from the "2021 Youth Political Participation Survey" (N=2,816) were analyzed using SPSS 22.0, with hierarchical regression and the Baron-Kenny mediation procedure complemented by bootstrapping. The results revealed three main findings. First, democratic citizenship awareness had a significant positive effect on political efficacy, with female students, high school students, those with higher academic achievement, and those with progressive leanings reporting higher levels. Second, democratic citizenship awareness positively influenced political engagement on social media, which was greater among female students, high school students, those from lower-income households, and those with progressive leanings. Third, political engagement on social media partially mediated the relationship between democratic citizenship awareness and political efficacy, indicating both direct and indirect pathways. These findings suggest that beyond face-to-face participation, online political engagement meaningfully contributes to youth political efficacy. Accordingly, citizenship education should be strengthened alongside online programs that encourage active political participation, and digital citizenship and media literacy education is needed to ensure that social media functions as a constructive forum rather than a site of political conflict.

This study explored the career identity reconstruction process experienced by young adults who participated in psychological counseling through the National Employment Support System and Psychological Stability Support Program in South Korea. Using a qualitative case study design, in-depth semi-structured interviews were conducted with five participants aged 22 to 32 who had completed five or more counseling sessions. Data were analyzed using the constant comparative method, resulting in six upper-level categories and twelve sub-categories. The findings revealed a sequential and dynamic process of identity reconstruction. Prior to counseling, participants experienced career decision-making difficulties not merely as unemployment, but as a profound crisis of identity diffusion—unable to answer the fundamental question of "Who am I?" Through counseling, participants shifted their attribution of employment failure from internal deficits to strategic limitations, and formed a psychological secure base within the counseling relationship. These experiences facilitated the deconstruction of negative self-narratives and the reconstruction of a more resilient and agentic identity. Subsequently, participants demonstrated increased proactive job-seeking behaviors and self-efficacy, ultimately achieving improved psychological well-being and a renewed sense of agency over their lives. These results suggest that counseling within public employment services functions not merely as a supplementary job-seeking tool, but as a meaningful psychological space that supports the psychological recovery and career-related identity reframing of young adults. The findings underscore the need to reframe public psychological counseling programs as independent mental health interventions for youth, and provide both theoretical and practical implications for the design of career counseling within public employment support systems.

This study set out to understand what local life means to regional university students by conducting a qualitative case study focused on residents in the Jeonbuk region. Five undergraduates enrolled at Jeollabuk-do universities took part as research participants. Each participant underwent a one-on-one in-depth interview running approximately 130 to 150 minutes, and the collected data were analyzed through the dual analysis strategy of qualitative case study. From the analysis, 11 sub-themes and 4 main themes emerged to capture the participants’ lived experiences. The four main themes were: ‘Campus life in Jeonbuk begun with a mix of expectation and apprehension,’ ‘The gravitational pull of the Seoul metropolitan area that is hard to shake off despite sincere everyday efforts,’ ‘Growing regional attachment as one gradually settles into life in Jeonbuk,’ and ‘A future dimly but nonetheless imagined against the backdrop of this region.’ Drawing on these findings, the study puts forward suggestions regarding support strategies for regional university students’ local life and improvements to settlement conditions for young people residing in the Jeonbuk region.

This study examined the relationship between covert narcissism, social self-efficacy, and military life adjustment among Marine Corps soldiers, and investigated whether social self-efficacy mediates the relationship between covert narcissism and military life adjustment. The sample consisted of 347 Marine Corps soldiers located in Incheon. Data were collected from August 18 to September 25, 2025, using the Covert Narcissism Scale, Social Self-Efficacy Scale, and the Military Life Adjustment Scale. The results revealed the following. First, the correlation analysis of the major variables revealed that covert narcissism had a negative correlation with military life adjustment. Social self-efficacy was found to have a negative correlation with covert narcissism, while showing a positive correlation with military life adjustment. Second, upon verifying the mediating effect of social self-efficacy in the relationship between soldiers’ covert narcissism and military life adjustment, the results indicated that social self-efficacy partially mediates this relationship. These findings suggest the need for systematic, multifaceted educational programs within military units that enhance social self-efficacy and provide opportunities for successful experiences in order to improve soldiers adjustment to military life.

This study examined the longitudinal mediating effect of ego-resiliency on the relationship between creative school environment and middle school adjustment, using data from three waves of the Panel Study on Korean Children (PSKC). Data from 1,167 children were analyzed using PROCESS Macro Model 4, with maternal warmth and child gender as covariates. Results showed that creative school environment (4th grade) positively predicted ego-resiliency (6th grade), which in turn positively predicted school adjustment (8th grade). The indirect effect of creative school environment on school adjustment through ego-resiliency was statistically significant, indicating partial mediation. These effects remained significant after controlling for maternal warmth, demonstrating that the school environment functions as an independent protective factor beyond family influences. These findings suggest that fostering creative school environments during elementary school can build children's psychological resources and support successful adjustment to middle school.

This study explored the meaning of happiness among adolescents in school-based cultural and arts clubs through qualitative inquiry into their everyday lives. Four participants who had maintained club involvement for six months to over two years took part in individual and group interviews, alongside photo-elicitation sessions. Data were analyzed using thematic analysis and constant comparison. Participants connected happiness with career development, peer relationships, school adjustment, and evolving self-concept and values. Despite facing conflict and hardship, they found joy in their activities and developed a stronger sense of personal agency. Three superordinate categories were identified: 'An adolescent reality too cold for chasing dreams alone'; 'A school where youth stay longer than home by sharing in cultural and artistic life'; and 'The joy of gathering unsteady hearts toward a future as cultural artists'. The paper offers recommendations for promoting youth well-being through expanded support for cultural and arts club participation and operation.

This study compares the operational characteristics and functional differences between Youth Activity Centers and Young Adult Support Centers, focusing on transitional youth and young adults aged 19 to 24. Using relevant laws, policy plans, the Youth White Paper, and reports on young adult support centers, the study conducted a comparative analysis of institutional foundations, resources, services, participation structures, and local linkage systems. The findings show that both centers serve as public platforms for delivering policies and services in local communities, but their roles differ. Youth Activity Centers focus on activities, cultural programs, school-linked programs, career exploration, and youth participation, while Young Adult Support Centers emphasize policy information, counseling, employment and career support, space provision, and life-related support such as housing, finance, and welfare. These differences indicate that the two centers can function as complementary systems connecting adolescent developmental experiences with support for the transition to adulthood. However, despite the legal overlap in their target age groups, the two centers remain institutionally separated. This study suggests cooperative agreements, joint transition programs, information linkage, consent-based referral systems, and the expansion of youth participation experiences into young adult policy participation.

This study sought to explore the achievements and limitations arising from the application of curriculum theory to improve the student-designed major system. The research methodology involved applying the procedures suggested by Schwab’s ‘the practical’ to the improvement process of the student-designed major at S University. The research results indicated that applying literature reviews and curriculum development models can, above all, yield tangible outcomes such as the development of a computer program. It was found that this program could incorporate creative ideas, such as "Big Idea" keyword-based course searching, and reflect sequence through "A-O-T code-based" course difficulty settings. However, the study revealed that literature reviews or fundamental curriculum theories cannot resolve realistic constraints, including project budgets, development manpower, schedules, technical issues, and faculty user convenience. Furthermore, a key limitation was identified: as curriculum theories are more elaborately reflected, the functions become more complex and the tasks required of users (university members) increase, leading them to avoid using the program. Consequently, this may result in difficulties regarding the accumulation and analysis of data related to the computer program.