This study firstly aimed to develop a scale that measures individual differences in course-taking behavior among university students, in which students systematically acquire course credits for graduation. The second purpose was to explore the differences in course-taking behavior according to the level of self-determination. The items were developed through interviews with university students and faculty members who have experience in supporting university students and previous studies to develop the scale. Next, the survey was conducted with 396 university students. Factor analysis identified four aspects of course-taking behavior: information search, self-exploration, consulting/seeking help, and course planning. Cronbach's α values were .82-.88, which indicated high internal consistency. The sub-scales were correlated in the expected directions with other measures, which indicated moderate concurrent validity. Regarding gender, females scored significantly higher than males in course planning. Regarding grade, there were significant differences in information search, seeking help, and course planning. Next, all samples were classified into four groups based on their self-determination level, and their scores on the course-taking behavior scale were compared. The scores of the low motivation group were significantly lower than those of the other groups. Recommendations were made on course-taking behavior support and career development support for university students.

The purpose of this study was to explore the differences between immature narcissism and autism spectrum disorder (ASD) except for their growth history and to examine the effectiveness of mediation in the support process for the client with the behavioral characteristics of ASD. The client has lived with a feeling of uncomfortableness in her relationships with classmates since entering junior high school. It became difficult for her to attend school before her ninth-grade tests. The school counselor assessed her as having immature narcissism and provided support based on Relational Psychoanalysis by Kohut. After 16 sessions, she returned to her classroom. Based on this support process, three differences were proposed between immature of narcissism and ASD, except for growth history. (1) whether the clients can try to imagine the feelings of others in their own way, (2) whether the client's reasoning for the imagination can be inferred from the current interpersonal relationship, and (3) whether they respond well to support based on Relational Psychoanalysis. It was also suggested that if supporters knew how to resolve conflicts such as mediation, they would be able to provide continuous and better supports even if there is a conflict between a supporter and a client during the support processes.

The purpose of this study was to describe the case of a mother who came to educational counseling with child rearing anxiety and to examine the resilience of the mother and find methods to provide effective support. It was shown that the counseling deepened counselor's understanding of the mother's anxiety and her way of life, and activated her ability to understand herself and act to solve problems. Further, the mother gained confidence in child-rearing and became able to positively set her future and recognized the supports from others have as the results of her activated resilience. In addition, in order to stimulate the resilience of mother as a client, it is important for therapist to engage with an empathetic attitude to build a trusting relationship with the mother and to create a place where she can talk about their child rearing anxiety. Furthermore, thinking together about the difficulties in child-rearing, how to relate to the child, and how mother's own way of life can stimulate the resilience of mother.