The purpose of this article was to identify what kind of help adolescents received from Wee School and to see how Wee Project staff classified the helpful factors reported by the adolescents. Also, we examined how the adolescents rated those factors as helpful. Forty helpfulness factors were extracted from 30 male adolescents at the Chung-Nam Wee school, and 17 Wee Project staff classified the 40 factors into 6 clusters. These clusters included correction of delinquent behaviors, formation of mental stability, improvement of interpersonal ability, formation of positive attitude toward schoolwork, formation of self-understanding and future aspiration, and lifestyle improvement.Adolescents reported correction of delinquent behaviors as the most helpful cluster. Implications of the current findings are discussed.
The purpose of this article was to identify what kind of help adolescents received from Wee School and to see how Wee Project staff classified the helpful factors reported by the adolescents. Also, we examined how the adolescents rated those factors as helpful. Forty helpfulness factors were extracted from 30 male adolescents at the Chung-Nam Wee school, and 17 Wee Project staff classified the 40 factors into 6 clusters. These clusters included correction of delinquent behaviors, formation of mental stability, improvement of interpersonal ability, formation of positive attitude toward schoolwork, formation of self-understanding and future aspiration, and lifestyle improvement.Adolescents reported correction of delinquent behaviors as the most helpful cluster. Implications of the current findings are discussed.
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