Background: In Hong Kong, secondary school students face high levels of stress due to the examination oriented curricula. According to Sun (2006), some secondary school students cannot bear the pressure when facing the examinations, and some of them may exhibit destructive behaviors such as suicide and bullying. Therefore, cases of school bullying break out frequently (Ming Pao, 2003, 2004). Moreover, school alienation contributes to the risk of bullying while support from teachers and peers decreases one's tendency towards bullying (Natvig et al., 2001).
Aims: The objective of this study is to investigate the relationship between students' stress and bullying. Based on an insight into prevention of bullying in school, some applicable strategies to prevent students' academic and interpersonal stress will be suggested.
Sample: Altogether 340 Fung Kai No. 1 Secondary School students, 200 boys and 140 girls, participated in the present study.
Methods: Students completed and returned two questionnaires: the Subjective Stress Scale (Li and Ng, 1992) and the Bullying Checklist (Chui, 2001), in class.
Results: The results show that girls felt more stressed than boys in the family, and they also exhibited more social bullying than boys did. Both interpersonal and personal stress are factors leading to bullying.
Conclusion: In the present study, girls felt more stressed than boys in the family. They were eager to be more independent from the family. This arouses conflict between parents and daughter. It was found that Form 3 perceived higher levels of academic and personal stress than Form 1 students. It is understood that they were experiencing identity formation and making decisions on future study in art or science. Provision of a one-week orientation program for Form 1 students before the commencement of the school term is recommended. Finally, workshops for parents were introduced to enhance parent-child relationships and to help them communicate

This paper focuses on the differential predictability of Maslach's three burnout components on the intention to quit the teaching profession among Chinese teachers in Hong Kong. A sample of 379 teachers participated in the current study, which provided data on the associations among social support, burnout, and intention to quit. Results from structural equation modeling confirmed that the three components of burnout acted differently on intention to quit, with emotional exhaustion as the dominant factor, while the other two components exerted no effect. The findings concurred with those from US research. Support from a supervisor has a direct influence on the teacher's intention to quit and an indirect effect through emotional exhaustion. In contrast to the findings in the West, the effect of support from colleagues was shown to be minimal in this study.
[Copyright of Anxiety Stress Coping is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10615800600565476]

Objective: The mental health of tertiary education students is an area of increasing concern worldwide. The objective of this study is to examine the prevalence of depression, anxiety and stress in first-year tertiary education students in Hong Kong.
Method: Depression, anxiety and stress were measured by the 42-item Depression Anxiety Stress Scales, completed on the web by participating students anonymously. Results: A total of 7915 students completed the survey, yielding a response rate of 27.5%. Depression, anxiety and stress levels of moderate severity or above were found in 21%, 41% and 27% of our respondents, respectively.
Conclusions: The web-based survey methodology was well accepted by our sample group of tertiary education students. We found high rates of psychological morbidity in first-year tertiary education students in Hong Kong. The high prevalence of depression, anxiety and stress symptoms in the first year of college life is alarming. It illustrates the need for primary and secondary prevention measures, with development of adequate and appropriate support services for this group.
[Copyright of Australian & New Zealand Journal of Psychiatry is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/j.1440-1614.2006.01883.x]