Supporting social competence among secondary students in Hong Kong: Teachers' beliefs about school-wide interventions

Supporting social competence among secondary students in Hong Kong: Teachers' beliefs about school-wide interventions

• Tong, Andrew Ming Hei University of Hong Kong
• Zhan, Kaili Chen University of Hong Kong

International Journal of Special Education, 27(3), 148-157, 2012

Hindawi Publishing Corporation

2012

• B Human Behaviour
  • BE Behavioural Problems, Unruly & Criminal Behaviours, Juvenile Delinquency, Children & Youth at Risk, Triad Society
• A Human Growth & Development
  • AH Adolescence Development
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Teacher Student Relationship Behavior Disorders Interpersonal Competence Teacher Attitudes Intervention Correlation Secondary School Students Secondary School Teachers Teaching Methods

• Hong Kong

• 1997.7 onwards

• Secondary Education

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with social, emotional, and behavioral difficulties. Findings indicated that the adoption of behavioral and social skill programs were common practices in schools and that the majority of participants in the present study believed that behavioral and social skill programs should be implemented in schools at an early stage. Furthermore, findings suggested that it is important to consider the interrelationship of professional, strategic, contextual, and attitudinal factors that support students' social competence and minimize their challenging behavior.
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Contains 4 tables

• English

Journal Articles

• 08273383

https://bibliography.lib.eduhk.hk/en/bibs/f6372f50

2014-01-18