Abstract
The purpose of this study is to derive a therapeutic intervention plan for teachers who arevictims of educational activity infringement and apply it to prevent and cope with the violationof educational activities. To this end, previous research on educational activity infringement inKorea was analyzed. Also, the experiences of teachers who experienced educational activityinfringement and participated in group counseling for recovery were phenomenologicallyanalyzed. Social support, cognitive reconstruction, emotional reconstruction of experiences, andcoping strategies were dealt with as factors that positively influence negative symptoms and thehealing and recovery of stress disorders caused by educational activity infringement. Thetraining of coping methods to prevent educational activity infringement and the institutionalsupport to increase access to counseling is discussed.
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