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

Abstract

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.

A First Step Toward a Comprehensive Model of Integrated Socio-emotional Guidance: Investigating the Effect of Teachers’ Task Perception and a Supportive Network at School

“…With a shift in education from the transition of knowledge to the facilitation of the fullest development of each student, the social and emotional guidance of students has moved from the margin to the mainstream of education Beijaard, et al, 2000;Lapan, et al, 1997). With limited resources and many competing demands, however, implementing this social and emotional guidance at school is not always that simple (Ballet & Kelchtermans, 2009;Yuen, et al, 2007). The aim of this study, therefore, was to investigate what facilitates teachers to integrate social and emotional guidance into the curriculum and their teaching practice.…”

“…Despite the attention given to integrated guidance in theory and policy, implementing integrated socio-emotional guidance in practice is not that simple. Schools have finite resources in terms of personnel and time and there are many competing demands for these resources (Cheng & Tsui, 1999;Yuen, Chan, Lau, Gysbers, & Shea, 2007). In many countries, including Belgium (Flanders), secondary school teachers are faced with a multitude of expectations formulated by different stakeholders which involve different -sometimes even contradictory -goals (Ballet & Kelchtermans, 2009;Van Veen, Sleegers, Bergen, & Klaassen, 2001).…”

Pengembangan Program Bimbingan dan Konseling dalam Meningkatkan Keterampilan Sosial Siswa di Sekolah Dasar Taman Muda Ibu Pawiyatan Kota Yogyakarta

“…Artinya bahwa orang tua atau lingkungan keluarga mengambil peran penting. Perspektif orang tua yang merupakan mitra kunci dalam memelihara pengembangan pribadi siswa yang utuh juga harus dieksplorasi (YUEN et al, 2007). Bhargava, S., & Sriram, S. (2016).…”

Enhancing life skills development: Chinese adolescents’ perceptions

“…A school's guidance and counseling program can also contribute significantly to life skills development in a number of ways. For example, implementation of high-quality guidance and counseling programs can enable school personnel to offer effective support for students' 'whole person' development, including their acquisition of vital life skills and their planning for life beyond school (Yuen et al, 2002;Lang, 2003;Sun & Hui, 2007;Yuen et al, 2007).…”