BackgroundNumerous studies around the world has already suggested that burnout among doctors is a global phenomenon. However, studies for burnout in doctors are relatively limited in Chinese communities when compared to the West. As risk factors, barriers to intervention and strategies combatting burnout in different parts of the world can vary a lot due to different social culture and healthcare system, study with a focus at doctors in China from a cultural perspective is a worthful endeavor.MethodsSystematic searches of databases were conducted for papers published in peer-reviewed journals from 2006 to 2016. Selection criteria included practicing doctors in Mainland China and publications written in English or Chinese. Keywords searched including “burnout”, “doctors” and “China” in 3 electronic databases has been undergone. Traditional understanding of “work attitude” and “doctors’ humanity” from ancient Chinese literature has also been retrieved.ResultsEleven full papers, including 9302 participants, were included in this review. The overall prevalence of burnout symptoms among doctors in China ranged from 66.5 to 87.8%. The review suggested that negative impact of burnout include association with anxiety symptoms and low job satisfaction at the individual doctors’ level, and prone to committing medical mistakes affecting patient safety and higher turnover intention at the society/organizational level. Burnout was higher among doctors who worked over 40 h/week, working in tertiary hospitals, on younger age group within the profession (at age 30-40), and with negative individual perception to work and life.Conclusions and implicationsThe overall prevalence and adverse impact of burnout among doctors in China echo with the findings from Western studies. Young doctors and doctors working in tertiary hospitals are more at risk of burnout, probably related to shift of social culture related to the loss of medical humanities and a weak primary healthcare system. Potential strategies of managing burnout in Chinese doctors should therefore take consideration from the Chinese cultural perspective, with renaissance of medical humanities and strengthening the primary healthcare system in China.

Although theories and research emphasize the importance of adolescent life skills, different stakeholders' perceptions of the related issues have not been systematically investigated, particularly in Chinese contexts. This paper presents and integrates findings from four studies examining perceptions of different stakeholders on the need for and adequacy of life skills education and perceived adolescent life skills in Hong Kong. Data from four studies were used, including a longitudinal study with senior high school students (N = 3328+) and three cross-sectional studies based on students (N = 2474), teachers (N = 568) and parents (N = 431). Participants responded to measures on their perceptions of the need for life skills education and adequacy of related education in the formal curriculum. They also rated adolescent life skills in different domains, including emotional competence, moral competence, resilience, problemsolving, life meaning, gratefulness, social competence, and integrity. Consistent across the four studies, while many stakeholders regarded life skills as important for adolescents, a majority of them also perceived life skills education as insufficient in the school curriculum. There were also views suggesting that adolescent life skills development was incomplete. Compared with teachers and parents, adolescents perceived higher levels of life skills in themselves and adolescents in Hong Kong. There is a strong perceived need to step up life skills education in adolescents, particularly in Hong Kong.

Based on the evaluation findings of the B.E.S.T. Teen Program which aimed at promoting behavioral, emotional, social, and thinking competencies in primary school students, it is argued in this paper that promotion of psychosocial competence to prevent addiction in primary school students is a promising strategy. A total of 382 Primary 5 (Grade 5) and 297 Primary 6 (Grade 6) students from five primary schools in Hong Kong participated in the program. Different evaluation strategies were adopted to evaluate the program. First, objective outcome evaluation adopting a non-equivalent group pretest–posttest experimental-control group design was conducted to examine change in the students. Second, to gauge students’ perceptions of the program, subjective outcome evaluation was conducted. The evaluation findings basically converged to tentatively suggest that young adolescents benefited from participating in the program. Implications on the development, implementation, and evaluation of addiction prevention programs for teenagers are discussed.

The concept of emotional competence as a positive youth development construct is reviewed in this paper. Differences between emotional intelligence and emotional competence are discussed and an operational definition is adopted. Assessment methods of emotional competence with an emphasis on its quantitative nature are introduced. In the discussion of theories of emotional competence, the functionalist and developmental perspectives and the relationships with positive youth development are highlighted. Possible antecedents, especially the influence of early child-caregiver, and expected outcomes of emotional competence are examined. Practical ways to promote emotional competence among adolescents, particularly the role of parents and teachers, and the future direction of research are also discussed.

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The Project Positive Adolescent Training through Holistic Social Programs is a positive youth development program initiated and financially supported by The Hong Kong Jockey Club Charities Trust. Since 2005, the project has gone through several phases, including the initial phase (2005-2012), school-based extension phase (2009-2016), and community-based extension phase (2013-2017). In the initial phase, with the involvement of academics from 5 universities in Hong Kong, the research team developed youth enhancement programs for junior secondary school students (20 hours per grade), trained the program implementers (20 hours per grade), assisted in the implementation in more than 250 schools, and evaluated the program using multiple evaluation strategies, including a 5-year longitudinal experimental study. In the school-based extension phase, the project was implemented for another cycle (2009-2010 and 2011-2012 school years) and a 6-year longitudinal study was conducted to understand the psychosocial development of Chinese adolescents in Hong Kong. In the community-based extension phase, the programs were administered by social workers in the community settings. Generally speaking, different evaluation findings showed that the programs in Project Positive Adolescent Training through Holistic Social Programs promoted positive development and reduced risk behavior in Chinese adolescents in Hong Kong. Positive youth development attributes and family functioning also have positive contributions to adolescent developmental outcomes over time.

The present longitudinal study explored the development of personal well-being in university students over 4 years. Personal well-being was indexed by multiple indicators including life satisfaction, positive youth development qualities, and university engagement. A sample of 434 students enrolled in the new 4-year undergraduate program in one university in Hong Kong was successfully followed up for 4 years since they started their university study in 2012–2013 academic year. Students completed an online survey on a yearly basis and four waves of data were collected. Results revealed significant changes in most well-being indicators over time with three main observations. First, students’ life satisfaction remained at a stable level during 4 years. Second, most students’ self-reported positive youth development competencies followed a U-shaped developmental trajectory, which was characterised by a dip in the second year and a continuous rebound in the third year and fourth year. Third, students’ university engagement in different aspects showed significant increments in the third and fourth year of university study. The findings underscore the disparate developmental patterns of different aspects of student well-being during university study. This suggests that there is a need to take into account students’ developmental characteristics and related challenges in different stages of university life when develop and implement programs in university to promote student well-being.