教育統籌委員會在一九九七年發表的第七號報告書，目的是提高學校教育的質素。本文從情緒商數（EQ）和健康自我形象兩個概念帶出情緒健康、自尊、自重和自信在人生的重要性。再透過學校教育和學校輔導目標的討論，作者肯定了發展性輔導才是學校輔導的正確方向和模式，亦從而引伸出全人發展，包括在體能、智力、社群、情緒、職業和事業各方面的整體發展信念。最後，作者重申應試教育的限制，說明了EQ與學校輔導的相通相同處。繼而在此基礎上，提供了六項具體建議，以期可以增強學校教育的效能，培育質素優良的學生。
Report No. 7 published by the Education Commission in 1997 aimed to raise the quality of education in Hong Kong schools. The present article attempts to bring out, through the two concepts of emotional quotient (EQ) and healthy self-concept, the importance of emotional health, self-esteem, self-respect and confidence. In addition, through a discussion of the aims and goals of school education and school counselling, the author affirms that school counselling should take developmental counselling as its direction and mode. Also, a holistic personal growth should include physical, intellectual, social, emotional, vocational and career development. Basing on this foundation, 6 suggestions have been put forward in the hope of raising school effectiveness as well as to educated students to ensure that they are of high quality.

This study aims to explore the discipline masters’ and school social workers' perception of delinquency in secondary schools in Hong Kong, in terms of its prevalence and causation and the responses of the school system to it. Twelve secondary schools with a balanced mix of different bands, nature of governance, location and sex composition were studied, using a multiple-case study method. The two key actors of each school, namely the discipline master and the school social worker, were interviewed to identify the landscape of delinquency in their schools, and their theorization and responses to it.
All the schools under study are found to be faced with the problem of delinquency, though in varying degrees and forms. They regarded anti-authority behaviours directed at the teachers as most serious. Concerning the attribution of causes of delinquency however, the school authorities are not quite aware of the school being a cause of, rather than a solution to, delinquency when it adopts labelling and oppressive measures. It is further found that all the schools emphasized uniformity, standardization, hierarchical authority and discipline. The overuse of power against students, often disguised as the need for discipline, was prevalent among most of them. Their students were often labelled, which in turn accentuated their delinquent behaviours. It is thus concluded that schools are more prone to over-control rather than losing control in dealing with such behaviours.
This study shows the responses of the schools to delinquency vary. According to the school social workers interviewed, seven schools were described as non-punitive, four schools as punitive and one as permissive. Those schools, described as non-punitive exhibited more elements of collaboration, humanization, legitimization, restoration and education in their responses to delinquency. While these positive elements existed, they were not consistently and systematically applied, showing that these schools

本文是獻給香港學生輔助會小學永遠懷念的蔡愛蓮老師的。二零零三年七月十日早上六時三十八分，屯門公路發生極嚴重的交通事故。香港學生輔助會小學也很不幸地有一位老師逝世及一位老師受傷。對絕大部分是年輕老師的新學校來說，能在這麼短的時間內大致處理了那麼困難的事故，是很難得的。在這篇短文中，我們首先描述在事故發生後，本校的處理過程，然後嘗試歸納可供學校在處理創傷事故時參考的十個重點，包括（1）反應和處理要快；（2）儘快尋求額外的支援；（3）以專業輔導人員帶領行政工作；（4）先輔導老師，使他們可應付輔導學生的工作；（5）強調教育專業來激勵老師；（6）硬件的準備和配合；（7）由專人接待傳媒及避免傳媒在輔導期間接觸師生；（8）儘快使學校回復正常運作；（9）儘快檢討及隨機應變；（10）抱持包容體諒的態度。
This paper is dedicated to our colleague, Miss Choi Oi Lin. On July 10, 2003, the traffic incident at Tuen Mun Road took away several teachers' lives. One of our teachers died and another one was injured. Although most of the teachers of our school were young, our school was able to handle the trauma of this incident within a relatively short period of time. This paper reported our handling process and summarized ten important points that may have reference values. They are: (1) react and handle the incident quickly; (2) whenever possible, get extra help; (3) let professional counselors lead the handling process; (4) counsel the teachers first, before they can counsel the students; (5) emphasize the professionalism of teaching to encourage teachers; (6) arrange and prepare necessary hard wares and materials; (7) appoint designated person to deal with the media; (8) go back to normal operations as soon as possible; (9) review quickly during the process and prepare to change; and (10) adopt an accommodative attitude.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

課程改革是教育改革的要項，而成長課則是學校輔導中全方位輔導系統的重點。本文探討課程改革與學校輔導在香港教育革中的位置，以及它們與教育改革的關係。文章首先討論教育改革和輔導的基本精神，然後討論課程改革與成長課的關係及互相重疊之處，並建議一個融合以上系統的理念架構。最後，本文提出在跨越界限（border crossing）時，教育工作者和輔導人員要留意的地方。
One of the important aspects of education reform is curriculum reform, in which the personal growth curriculum is a vital part of the comprehensive guidance system. This article first discusses the role of curriculum reform and school guidance within the overall framework of education reform in Hong Kong. The discussion then focuses on the relationship and overlaps between curriculum reform and personal growth curriculum, and recommends a conceptual framework that incorporates the above systems. The article concludes with some essential points that educators and counseling professionals should take note of when crossing borders.
[Copyright of Asian Journal of Counselling is the property of The Hong Kong Professional Counselling Association at http://www.hkpca.org.hk/]

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/]