Group Work With Disaffected Students: A Reality Therapy Approach

Abstract

This study evaluates a reality therapy group for students enrolled in the Form 1 classes of a low-band secondary school in Hong Kong who have exhibited signs of disaffection such as apathy toward study and school activities, repeated academic failure and disruptive classroom behaviour. The results, based on interviews with members and their teachers, indicate significant improvements in the self-esteem, life satisfaction and school performance of the adolescent participants. The results from a self-report evaluation questionnaire also show the members' satisfaction and their positive perceptions of the group in terms of goal attainment and the impact the group has had on them. The implications of these findings for future practice and research are discussed.

Service Participation, Hardiness and Developmental Outcomes among Low-Income Young People in Hong Kong

“…Service participation and hardiness together can explain two of the five developmental outcomes -work achievement and overall accomplishment. This reinforces previous findings that young people who participate in service programs and who are high in hardiness are more likely to thrive despite adverse circumstances such as poverty (Masten, 2001;Maddi, 2002;Lai and Chan, 2002;Lau, 2003;Cheung and Ngai, 2004;Cole et al, 2004;Ngai, 2004;Neil, 2006;Kwok et al, 2007). In the case of academic success, service participation is the only variable that had a significant positive influence on the outcome.…”

“…Adolescents involved in voluntary activities and services are less likely to participate in problem behavior like assault, stealing and vandalism (Hart, Atkins, and Ford, 1998). In the Asian context, previous research has identified some successful programs and activities, such as those that emphasize building young people's self-confidence and interpersonal relationships (Lau, 2003;Cheung and Ngai, 2004;Ngai, 2004). Some of these activities that are relevant to the transition to adulthood include job seeking, attending vocational training, and engaging in life-long learning (Lai and Chan, 2002;Labor Department, 2006).…”

Public Assistance Reception, Social Service Use, and Developmental Outcomes among Economically Disadvantaged Young People

“…Together, public assistance reception and service use can explain three of the four developmental outcomes -academic success, work achievement, and overall accomplishment. This reinforces previous findings that young people who receive public assistance and participate in service programs are more likely to thrive despite adverse circumstances such as poverty (Hill and Duncan, 1987;Duncan et al, 1988;McLoyd, 1998;Lau, 2003;Cheung and Ngai, 2004;Ngai, 2004). However, in the case of behavioral adjustment, only service use had a significant positive influence.…”

“…Research evidence also shows that community centers and neighborhood youth-service organizations, such as girls' and boys' clubs, influence youth positively (Masten and Coatsworth, 1998), and that adolescents involved in volunteer activities and services are less likely to participate in problem behavior such as assault, stealing, and vandalism (Hart, Atkins, and Ford, 1998). In the Asian context, previous research has identified successful programs and activities, including those that emphasize building young people's selfconfidence and interpersonal relationships (Lau, 2003;Cheung and Ngai, 2004;Ngai, 2004). Activities that are relevant to the transition to adulthood include job seeking, attending vocational training, and engaging in life-long learning (Lai and Chan, 2002;Labor Department, 2006).…”

Effects of service use, family social capital and school social capital on psychosocial development among economically disadvantaged secondary school students in Hong Kong

“…In the Chinese context, previous research has identified some successful programmes and activities provided by community organisations or schools, such as those emphasising building young people's self-confidence and interpersonal relationships (Cheung & Ngai, 2004;Lau, 2003;Ngai, 2004). Some of these activities of relevance to youth development include individual guidance, volunteer service, career talks and mentorship programmes (Lai & Chan, 2002;Ngai, Ngai, Cheung, & To, 2008).…”