School Guidance and Counselling

School Guidance and Counselling: Trends and Practices

Pattie Y. Y. Luk-Fong
Yuk Ching Lee-Man
Copyright Date: 2013
Pages: 260
https://www.jstor.org/stable/j.ctt7zsx12
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  • Book Info
    School Guidance and Counselling
    Book Description:

    This book provides a comprehensive introduction to school guidance and counselling services in Hong Kong. It draws extensively on current research in the field, with a special emphasis on how guidance and counselling could be systematically planned to meet the personal, social and educational and career needs of students. The chapters discuss how counselling could be infused into school activities by employing a team approach, wherein all staff members have specified roles to play. The book also focuses on the Confucian heritage practices in Chinese societies, such as the emphasis on examinations, the contestations between discipline and guidance, and the role of class teachers in school guidance.

    eISBN: 978-988-8268-31-3
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. Foreword
    (pp. vii-viii)
    Kerry J. Kennedy

    Teachers play a fundamental role in the social and economic development of any society. Their preparation as professionals to meet the challenges of post-modern living is a key priority for both governments and universities. Many changes have taken place in teacher education since the establishment of formal institutions of teaching training in Hong Kong over one hundred years ago. Today, the Hong Kong government is committed to an “all graduate, all trained” profession and university level institutions are now responsible for all teacher education across early childhood, primary and secondary education. It is against this background that the Hong Kong...

  4. Preface
    (pp. ix-x)
    Pattie Yuk Yee Luk-Fong
  5. About the Authors
    (pp. xi-xiv)
  6. 1 The Fundamentals, Definition, Philosophy, Goals and Current Trends of School Guidance in Hong Kong
    (pp. 1-26)
    Pattie Yuk Yee Luk-Fong

    This chapter will help you:

    describe the relationship between East-West cultural traditions and guidance;

    differentiate between guidance and counselling;

    understand the philosophical values, functions, targets and stages of guidance;

    identify the similiarities and differences between discipline and guidance;

    comprehend the importance of integrating the three related educational processes of discipline, counselling and teaching; and

    recognize the current trends in the development of school guidance in Hong Kong.

    1. How does the East-meets-West context of Hong Kong impact on school guidance?

    2. What are your views on the ‘three-in-one’ approach to integrate discipline, guidance and teaching? Does the overlap of discipline...

  7. 2 Psychological Resilience and the Personal Growth of Children and Adolescents: On the Guidance and Counselling Needs of Children and Adolescents
    (pp. 27-54)
    Pattie Yuk Yee Luk-Fong and Tuen-yi Chiu

    This chapter will help you:

    tell what the students’ guidance and counselling needs are;

    explain the concepts of ‘person in context’ and ‘developmental contextualism’;

    grasp the methods to assess the students’ needs in guidance; and

    use resilience as the conceptual framework to assist youngsters in their personal growth.

    1. What is the difference between students’ needs for guidance and for counselling? Are guidance and counselling complementary in the sense that they make up for each other’s deficiencies, or that they give each other mutual support?

    2. How does the unique East-meets-West context of Hong Kong affect a student’s personal growth?...

  8. 3 Hong Kong School Guidance and Counselling Service: Development and Approach
    (pp. 55-76)
    Mabel Mei Po Shek

    This chapter will help you:

    recognize the origin of school guidance and the impact of social change on the approach of school guidance;

    understand the historical development of school guidance in Hong Kong and the rationale for school guidance policies;

    get a good grasp of the rationale, objectives, principles and strategies for the implementation of Comprehensive Student Guidance Service; and

    reflect on the teacher’s role in the effective implementation of Comprehensive Student Guidance Service.

    1. What are the social factors that will affect the implementation procedures of school guidance approaches?

    2. In the past, how did schools in Hong Kong...

  9. 4 Personal Growth Education
    (pp. 77-100)
    Pattie Yuk Yee Luk-Fong

    This chapter will help you:

    explore the current personal growth education/moral education curricula in the Hong Kong context;

    acquire the methods and strategies for delivering the personal growth education/moral education curricula; and

    resolve the difficulties encountered in the delivery of the personal growth education curriculum.

    1. What do you think, based on the schools you have had close contact with, a personal growth education curriculum is? Does it have any specific content? On which skills and attitudes is it mainly focused?

    2. What are the differences between the personal growth education curriculum and other academic subjects (e.g. general studies and...

  10. 5 Person-centred Therapy: Foundations of Humanistic Approach to Counselling
    (pp. 101-118)
    Yuk Ching Lee-Man

    This chapter will help you to:

    gain a clear idea of the four stages of development and the key ideas of personcentred therapy;

    come to grips with Carl Rogers’s view of human nature;

    understand in concrete terms the meaning of the three basic conditions, genuineness, positive regard and empathy;

    familiarize yourself with the content and techniques of the theory through activities; and

    try to apply what has been learnt to everyday teaching/counselling work.

    1. What is your idea of human nature? Is it benevolent, malevolent, or neutral?

    2. How are students’ behaviour and attitudes formed? Can they be changed? Why?...

  11. 6 Cognitive Counselling Theory: The Light of Reason
    (pp. 119-136)
    Yuk Ching Lee-Man

    This chapter will help you:

    grasp the relationship between rationality, emotion and behaviour;

    understand the nature of irrational beliefs;

    interpret correctly the factors behind irrational beliefs and their influence;

    familiarize yourselves with the relevant counselling strategies and techniques through activities; and

    feel confident in trying out what you have learnt to help pupils that need counselling.

    1. Apart from environmental factors, what other major factors govern human behaviour?

    2. Do you agree with the statement, ‘What is affecting your emotion is not the issue per se, but your views towards the issue’?

    3. How do you understand ‘rational’ and ‘irrational’...

  12. 7 Behaviour Modification Theory: From Research to Student Behaviour Guidance
    (pp. 137-154)
    Yuk Ching Lee-Man

    This chapter will help you:

    understand the development and the key ideas of the theory of behaviourism;

    master the nature of human behaviour and the ABC behavioural function analysis;

    understand the relationship between individual behaviour and its environment, so as to influence and modify behavioural inclinations by means of tools such as reward and punishment; and

    apply the theory to everyday teaching and counselling through the study and familiarization of it.

    1. How do you think human behaviour is shaped? Can the shaped behaviour be modified?

    2. To the best of your knowledge, construct the notions of reward and punishment...

  13. 8 Roles and Functions of the Class Teacher: Guidance for Pupils’ Personal Growth on an Individual and Class Basis
    (pp. 155-174)
    Ching Leung Lung

    This chapter will help you:

    ascertain the guidance roles and functions of the class teacher;

    offer guidance to pupils in their personal growth on an individual level;

    understand the special nature and stages of development of the class community;

    establish a positive classroom culture;

    care for maladjusted pupils in the class; and

    plan and carry out year-long whole-class development programmes.

    1. What do you think are the roles and functions of the teacher?

    2. What is the guidance role for class teachers in Hong Kong? Is there a difference between class teachers in primary and secondary schools?

    3. Do you...

  14. 9 Roles and Functions of the Class Teacher: Guidance for Pupils’ Personal Growth on a School Basis
    (pp. 175-196)
    Ching Leung Lung

    This chapter will help you:

    understand the roles and functions of the class teacher within the framework of whole school guidance work;

    enhance collaboration and communication within the discipline and guidance team;

    understand the mode of collaboration and channels for communication between the class teacher and parents;

    identify the four main types of parents and manage their requests in general; and

    apply the conflict resolution approach in resolving the conflicts arising in parent-teacher conferences.

    1. What are the roles and functions of the class teacher in whole school guidance work?

    2. How does the class teacher achieve effective collaboration with...

  15. 10 Crisis Management and Its Application to School Guidance
    (pp. 197-218)
    Ming Tak Hue

    This chapter will help you:

    define a ‘crisis’ and ‘crisis management’, and enable you to recognize students’ various responses in the face of a crisis;

    apply the concept of the crisis management cycle while drawing up an action plan for school crisis management;

    recognize the functions of the school crisis management team and the respective roles and functions of the team members; and

    understand various intervention strategies at the group/school and individual level.

    1. What do you understand by a ‘crisis’?

    2. What kind of relationship exists between a ‘personal crisis’ faced by students and an ‘organizational crisis’ encountered by...

  16. 11 Ethics in School Counselling
    (pp. 219-238)
    Suk Chun Fung

    This chapter will help you:

    point out the necessity for teachers to understand counselling ethics in school counselling;

    explain the importance and limits of ethical codes of counselling;

    list ethical issues in school counselling; and

    apply counselling ethical codes and make optimal decisions for pupil-counsellees when dealing with controversial ethical issues.

    1. Before a counselling relationship starts, what relevant issues does the pupil need to know?

    2. Under what circumstances can the teacher break his/her promise of confidentiality to the pupil-counsellee?

    3. Who has the access to the information of school counselling cases?

    4. How do you respond to the...

  17. Index
    (pp. 239-244)