Brief intervention for school problems: A practical approach for Hong Kong teachers

Brief intervention for school problems: A practical approach for Hong Kong teachers

從實用取向探討香港教師處理校內學生問題的簡易介入模式

• Chan, David W. Dept. of Educational Psychology, Chinese University of Hong Kong

Asian Journal of Counselling, 7(1), 65-83, 2000

Hong Kong

Association of Psychological and Educational Counsellors of Asia

2000

• N Students & Student Services
  • NH Guidance, Counselling & School Social Work
• B Human Behaviour
  • BE Behavioural Problems, Unruly & Criminal Behaviours, Juvenile Delinquency, Children & Youth at Risk, Triad Society

• Hong Kong

• 1997.7 onwards

• Secondary Education

In the search for time-sensitive, brief and effective interventions for school problems, a practical approach is suggested for Hong Kong teachers. This approach endorses the competency orientation of the humanistic tradition, offers the advantages of systems thinking, and provides a theory of change with cognitive-behavioral and solution-focused strategies of intervention that is complementary with the constraints and needs of the school environment. Specifically, based on these assumptions, three general intervention guidelines are suggested and illustrated with corresponding case examples, demonstrating successful applications of this practical approach for brief interventions in the school setting. Implications for the use of this practical approach are discussed in the context of the whole school approach to guidance in Hong Kong schools and the movement toward a constructivist perspective in school guidance and counseling.
本文針對香港教師如何處理校內的學生問題提出一個快捷、簡易和有效的實用取向介入模式。此介入模式源自傳統「人本主義」中的能力取向，配合學校環境的限制和需要，著重從「系統思考」、「認知行為」和「尋解導向」實施介入輔導。基於這些假設，本文提出三個一般的介入原則，配合真實的個案例子，說明如何能夠成功地將有關的介入模式應用在學校的實際環境中。討論部分結合了香港學校現行的校本輔導取向，探討如何從「建構主義」的角度建立有效的學校輔導模式。
[Copyright of Asian Journal of Counselling is the property of The Hong Kong Professional Counselling Association at http://www.hkpca.org.hk/]

• English

Journal Articles

• 15608255

https://bibliography.lib.eduhk.hk/bibs/ed040811

2010-12-07