Assessing the Personal-Social Development of Hong Kong Chinese Adolescents

Yuen, Mantak; Hui, Eadaoin K. P.; Lau, Patrick S. Y.; Gysbers, Norman C.; Leung, Thomas K. M.; Chan, Raymond M. C.; Shea, Peter

doi:10.1007/s10447-006-9017-2

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…High schools in Hong Kong are strongly oriented toward academic achievement. The personal-social development and achievement motivation of Hong Kong high school students have been a major concern (Yuen et al, 2006). In Hong Kong, less than 20% of the high school students are able to gain access to university degree programs.…”

Section: Discrepancy Dimension Of Perfectionism and Chinese Culturementioning

confidence: 99%

Perfectionism, Depression, Loneliness, and Life Satisfaction

Wang

Yuen

Slaney

2008

The Counseling Psychologist

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142

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This study investigates the cross-cultural construct validity of perfectionism using the Chinese translation of the Almost Perfect Scale—Revised (APS-R; Slaney, Mobley, Trippi, Ashby, & Johnson, 1996) with 509 Chinese high school students from Hong Kong. The factor structure of the Chinese APS-R and correlations between the APS-R subscales and measures of Depression, Satisfaction with Life, and Loneliness are examined. Participants are grouped into three clusters—adaptive and maladaptive perfectionists and nonperfectionists. A comparison of group means revealed that adaptive perfectionists reported higher Satisfaction with Life scores and lower Depression scores than the other two groups. This sample of Chinese students also reported higher Discrepancy scores compared to U.S. students' scores in previous studies. Similarities and differences in comparison to previous studies using U.S. participants are examined. Finally, the limitations of this study and implications for future research with Chinese participants are discussed.

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Section: Discrepancy Dimension Of Perfectionism and Chinese Culturementioning

confidence: 99%

Perfectionism, Depression, Loneliness, and Life Satisfaction

Wang

Yuen

Slaney

2008

The Counseling Psychologist

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142

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“…Social competence and quality of life are regarded as secondary outcomes measures in this study, as SCIT could have an indirect or longer-term effects on these variables ( 54 ). The Personal-Social Development Self-efficacy Inventory (PSDSEI; ( 55 )) is a self-rated instrument that assesses subjective competence in handling interpersonal social situations among adolescents. Participants completed the subscales on understanding others, cooperation, thinking and expression skills, and management of stress and emotion to measure their change in social competence after treatment.…”

Section: Methodsmentioning

confidence: 99%

A randomized controlled trial of social cognition and interaction training for persons with first episode psychosis in Hong Kong

Lui²,

Law³

et al. 2023

Front. Psychiatry

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Social cognitive impairment is a core limiting factor of functional recovery among persons with first episode psychosis (FEP). Social Cognition and Interaction Training (SCIT) is a group-based, manualized training with demonstrated evidence in improving social cognitive performance among people with schizophrenia. However, there are few studies on the effect of SCIT for people with FEP and for people in non-Western societies. This study evaluated the feasibility, acceptability and initial effectiveness of the locally-adapted SCIT in improving social cognitive functioning in Chinese people with FEP. The SCIT was delivered two sessions per week over a 10-weeks period, each session lasted for 60–90 min. A total of 72 subjects with FEP were recruited from an outpatient clinic and randomized to conventional rehabilitation (“Rehab”) and experimental (“SCIT and Rehab”) groups. Primary outcome measures included four social cognitive domains including emotion perception, theory-of-mind, attributional bias and jumping-to-conclusion, and secondary measures included neurocognition, social competence and quality of life. Participants were assessed at baseline, post-treatment, and 3-months post-treatment. Repeated measures ANCOVAs, with baseline scores as covariates, were used to compare the group differences in various outcomes across time. The results showed that the SCIT was well-accepted, with a satisfactory completion rate and subjective ratings of relevance in the experimental group. Moreover, treatment completers (n = 28) showed evidence of an advantage, over conventional group (n = 31), in reduced attributional bias and jumping-to-conclusions at treatment completion, lending initial support for the SCIT in Chinese people with FEP. Future research should address the limitations of this study, using more refined outcome measurements and higher treatment intensity of the SCIT.

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“…Lapan, Gysbers and Sun 1997;Lapan, Gysbers and Petroski, 2001;Sink and Yillik-Downer, 2001). In Hong Kong, based on the comprehensive guidance programme model developed by Norman Gysbers in the United States, the Life Skills Development Team (consisting of researchers, counsellors, counsellor trainers and educational psychologists) developed a life skills guidance curriculum, together with instruments for assessing students' self-efficacy in applying life skills in areas of academic, personal-social and career development (Yuen, Gysbers, Chan, Lau, Leung, Hui and Shea, 2005;Yuen, Hui, Lau, Gysbers, Leung, Chan and Shea, 2006). With the support of the Research Grant Council Hong Kong, the team further devised an instrument -the Comprehensive Guidance and Counselling Programme Inventory (CGCPI) to enable teachers, guidance personnel and administrators to determine the extent to which guidance and counselling activities were being implemented in the local schools, and to detect any gaps or weaknesses in current provision.…”

Section: Introductionmentioning

confidence: 99%

Comprehensive Guidance and Counselling Programmes in the Primary Schools of Hong Kong: Teachers' Perceptions and Involvement

Yuen

Chan

Lau

et al. 2007

Pastoral Care in Education

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This article describes teachers' and Life Education Coordinators' perceptions of, and involvement in, the guidance and counselling activities in primary schools in Hong Kong. Respondents who completed a survey questionnaire comprised 367 class teachers and 66 Life Education Coordinators from 82 primary schools. The results indicated that guidance and counselling activities (including guidance curriculum, individual planning, responsive services, and system support) were being implemented in their schools to some reasonable extent. Some differences between teachers and Life Education Coordinators in terms of their involvement and perceptions are discussed. The survey identified a major weakness in the present guidance system in that many teachers who are involved in, and responsible for, implementing a guidance curriculum do not have any training in guidance work. Implications are discussed.

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Assessing the Personal-Social Development of Hong Kong Chinese Adolescents

Cited by 8 publications

References 18 publications

Perfectionism, Depression, Loneliness, and Life Satisfaction

Perfectionism, Depression, Loneliness, and Life Satisfaction

A randomized controlled trial of social cognition and interaction training for persons with first episode psychosis in Hong Kong

Comprehensive Guidance and Counselling Programmes in the Primary Schools of Hong Kong: Teachers' Perceptions and Involvement

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