The article describes the "Top-Teen Program" This is a short, intensive, residential program which aims to change the self image and improve the self confidence of underachieving and poorly motivated students - popularly known as "band-5" students. The program is based on known therapeutic theories - particularly Neuro-Linguistic Programming. It focuses on the areas of ego-identity, self-mastery and self-esteem. All participants are given relevant psychological tests before participating and again afterwards. Statistical analysis of the results has consistently shown a significant improvement in all three areas after participating in the program. The authors argue that this indicates that it is possible to "re-motivate" students who had previously considered themselves as useless drop-outs.
本文主要介紹「Top-Teen計劃」。「Top-Teen計劃」是一項短期密集式的住宿計劃，目的在於協助低成就及動力差的學生──「第五組別」學生 ，改善其自我形象及自信心。計劃的基礎來自治療性理論，特別是關注自我身份、自我管理力和自尊的「神經語言學」。所有參與者在參與計劃的前後都進行了心理測驗，統計結果一致顯示，完成計劃的參與者在上述三個範疇中的表現都有顯著的改善。因此，從前認為自己「無用」的輟學者，是有可能能被「從新推動」的。
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本論文旨在探討自尊感對成績稍遜學生的重要性。在提升學生的自尊感方面，主要集中在其自信心，個人形象及目標方向的三個層面。透過學期初的自尊感超越營活動和學期間的工作坊與及班主任課節活動，促使同學在自尊感方面提升。研究發現同學在其學習方面受正面影響，學生對活動的認受性亦十分高，尤以超越營對他們的感受至深。本研究建議面對成績一直欠佳、信心不足、形象欠積極及沒有清晰目標的同學，在提升他們的學業前宜先提升其自尊感。最後，本文亦對提升自尊感的活動模式作出一些建議。
The aim of this study is to investigate the importance of self-esteem upon academic low achievers. In raising the self-esteem of the students, three major aspects are considered. They are: self-confidence, self-image and personal goal. The "Self-esteem" Super Camp, Workshops and Form-master periods are organized to build up the self-esteem of the students. Results of the study indicate that there is a positive effect on the academic aspect of the students. Moreover, the activities have a great impact upon the students, particular the Super Camp. In order to help those academic low achievers, the study suggests the importance of increasing self-esteem before adding pressure regrading their academic performance. Finally, this paper also makes some suggestions upon the activities of raising self-esteem.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

This study aimed to compare the adaptation of two groups of migrant Chinese adolescents with their nonmigrant peers. The migrant adolescents included 55 Chinese migrant adolescents who migrated to Australia (Chinese-Australian) and 111 China-born adolescents who migrated to Hong Kong (Chinese-Hong Kong). The nonmigrant adolescents included 157 Anglo-Australian adolescents residing in Australia and 456 Hong Kong-born Chinese adolescents residing in Hong Kong. There were three research questions in this study. First, would there be any differences in the adaptation of Chinese migrant adolescents in different societies of settlement? Second, would migrant adolescents experience more adaptation problems than nonmigrant adolescents? Third, would there be any differences in the adaptation of adolescents in the two societies, Australia and Hong Kong? It was hypothesized that: (1) mainland Chinese migrant adolescents in Hong Kong would experience more adaptation problems than Chinese migrant adolescents in Australia; (2) migrant adolescents would report better adaptation than nonmigrant adolescents; (3) adolescents in Hong Kong would report poorer adaptation than adolescents in Australia. The participants were requested to complete a questionnaire on various adaptation outcome measures including life satisfaction, self-esteem, psychological symptoms, academic satisfaction, and behaviour problems. The results indicated that Chinese-Australian adolescents reported better psychological adaptation but Chinese-Hong Kong adolescents reported better sociocultural adaptation. Adolescents resident in Australia reported higher psychological adaptation but lower sociocultural adaptation than those in Hong Kong. Migrant adolescents reported better psychological and sociocultural adaptation than their nonmigrant counterparts. The results were discussed in relation to the social and educational systems of the two societies.
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