The authors report on the findings of a case study of parent-teacher conferences in a secondary school in Hong Kong. They explored through interviews parents' and teachers' perspectives of parent-teacher conferences. They noted that parent-teacher conferences were sources of stress for teachers and embarrassment for parents. Parent-teacher conferences were useful for problem-clarification. The building of mutual trust was the most important conferencing skill. They drew out some practical guidelines which were useful to teachers of the case study school but are also valuable to all teachers who wish to work effectively and positively with parents.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1111/1468-0122.00186]

This paper looks at the developmental needs of teachers in relation to facilitating the personal and social development of students. It goes on to describe a module, 'Personal and Social Education', offered to all pre-service teachers in the Hong Kong Institute of Education which aims at equipping trainee teachers to carry out the guidance role of a teacher in the context of Hong Kong, particularly in the role of a class teacher. It concludes with the results of a survey seeking the views of these trainees on the module they had undertaken.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/1468-0122.00160]

Secondary school students have been experiencing stress related to examination and academic performance in Hong Kong: the Special Administrative Region of the Chinese Mainland. The article reports a case study which applied the student empowerment model originated from western societies and the ‘Qing’ concept of Chinese philosophy to formulate a student Quality Student Leadership (QSL) programme in a secondary school. The programme aimed to reduce the stress of the students and at the same time improve their initiative, leadership, and also the relationship between the students and with the parents and teachers. The results showed that the programme was effective in achieving its objectives.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/1468-0122.00215 ]

Discipline is a crucial aspect of teachers' and students' classroom lives. Hong Kong secondary teachers, as elsewhere, are concerned with students' misbehaviour. This article examines teachers' constructs of classroom discipline and strategies adopted for behaviour management. Qualitative data were collected by interviews and classroom observation. Sixty teachers were involved. Eighteen classrooms were observed. The influence of the three schools of classic Chinese philosophy, Confucianism, Taoism and Legalism, emerged as a main theme from the data. It was prominent as their key principles were incorporated into the teachers' personal system of classroom discipline. The findings illuminate the influence of Chinese culture in Hong Kong classrooms. Implications for the promotion of culturally responsive classrooms and the development of educational policies on pastoral care are drawn.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/j.1468-0122.2007.00406.x]

This paper proposes an initial model for the care and support of primary school children coping with family situations and family changes. The model is built on existing counselling literature, incorporating the perceptions of teachers, children and parents on their needs for support and a small empirical study by the author on teachers' perceptions of the roles and functions of the personnel involved in supporting children in changing familial situations. In proposing the model for schools the author argues for the need for a multi-systemic approach which emphasises involving home-school cooperation and acknowledging the unique 'East meets West' hybrid context in Hong Kong. The use of the model in relation to teacher education, counselling practice and research is discussed. Implications of this model for other locales having similar hybrid contexts, particularly a mix with a Chinese cultural heritage, are also discussed.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02643940802472221]

Belinda Harris's opening discussion of developments in Hong Kong will have a familiar ring to many readers. There is a recognition that the current curriculum is not an adequate preparation for life and there is now an emphasis on lifelong learning and a wider view of development. Such a move has significant implications for the development of attitudes and skills amongst teachers. The issues that surround such educational reform in Hong Kong are analysed. This is followed by the detailed description of a study which involved a group of Hong Kong teachers in a structured experiential learning activity. It was found that though the teachers concerned acknowledged the value of their experience, they felt that given the culture and ethos of their own schools it would not be possible for them to undertake similar work with pupils. On the basis of these outcomes the writer suggests that there will need to be considerable emphasis on teacher development in Hong Kong if the reforms are to succeed.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/1468-0122.00195 ]

This article describes teachers' and Life Education Coordinators' perceptions of, and involvement in, the guidance and counselling activities in primary schools in Hong Kong. Respondents who completed a survey questionnaire comprised 367 class teachers and 66 Life Education Coordinators from 82 primary schools. The results indicated that guidance and counselling activities (including guidance curriculum, individual planning, responsive services, and system support) were being implemented in their schools to some reasonable extent. Some differences between teachers and Life Education Coordinators in terms of their involvement and perceptions are discussed. The survey identified a major weakness in the present guidance system in that many teachers who are involved in, and responsible for, implementing a guidance curriculum do not have any training in guidance work. Implications are discussed.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/j.1468-0122.2007.00421.x]

It is a reality of schools today that most teachers are overwhelmed by daily demands on their time and energy. In particular, they find it difficult to allocate enough extra time for purposes of counselling individual pupils with problems. Any arrangement that enables them to fulfil this counselling role quickly and effectively--and with positive results--would therefore be welcome. This paper reports a teacher's application of a brief form of solution-focused counselling with pupils attending a primary school in Hong Kong. The teacher's personal reflections after using the approach support the view that this form of counselling can be effective with children of this age. The authors believe that teachers who use solution focused counselling in helping their students would benefit from clinical supervision of a reflecting team.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02643940802062691]