A strengths-based longitudinal career intervention for junior secondary school students with special educational needs: A mixed-method evaluation

A strengths-based longitudinal career intervention for junior secondary school students with special educational needs: A mixed-method evaluation

• Yuen, Mantak The University of Hong Kong
• Zhang, Jiahong Sun Yat Sen University
• Man, Patrick K. W. Community Services Division Tung Wah Group of Hospitals, Hong Kong
• Mak, Joyce Community Services Division Tung Wah Group of Hospitals, Hong Kong
• Chung, Yiu Bun The Education University of Hong Kong
• Lee, Queenie A. Y. The University of Hong Kong
• Chan, Annie K. C. The University of Hong Kong
• So, Ada The University of Hong Kong
• Chan, Ryder T. H. The University of Hong Kong

Applied Research in Quality of Life, 2022

Springer

2022

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGC Career Education
• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• E Special Education

Adolescence Career Development Chinese Meaning in Life Personal-social Development Self-efficacy Special Educational Needs

• Hong Kong

• 1997.7 onwards

• Secondary Education

The mixed-method study reported here was designed to evaluate a strengths-based career intervention program for secondary school students with mild special educational needs (SEN). A sample of 32 SEN students (19 boys: 13 girls) from 5 inclusive schools in Hong Kong were recruited to a treatment group. An additional 32 SEN students (19 boys: 13 girls) were selected to form the control group matched for age, gender and parents’ education level. The special needs exhibited by both groups were in areas of literacy and numeracy, attention deficits, and social-emotional problems, but did not include severe or complex disabilities. Participants in both groups responded to pre- and post-intervention questionnaires covering career development self-efficacy, personal and social development self-efficacy, and meaning in life. As a follow-up, two teachers and three social workers providing support to SEN students, and the 32 participants were interviewed several months after the intervention. Interviews also took place with teachers, social workers and students to evaluate the perceived effects of the intervention. Findings indicated significant interactions between Time 1 and Time 2, and between groups (control vs. treatment) in personal goal-setting, career goal-setting, and the presence of meaning in life. Additionally, several themes were identified from the interviews suggesting that the intervention did have positive effects on SEN students’ career, personal and social development self-efficacy, and acquisition of meaning in life. Copyright © 2022 The International Society for Quality-of-Life Studies (ISQOLS) and Springer Nature B.V.

• English

Journal Articles

• 18712584

• 10.1007/s11482-021-10028-6

https://bibliography.lib.eduhk.hk/bibs/9e6874ce

2022-06-07