Background: To tie in with the education reform and cope with needs of students' growth, all primary schools in Hong Kong has implemented the Comprehensive Student Guidance System since 2002. The system covers four domains of services. This study looked into cultivating school caring culture which belongs to the domain of "policy and organization" and investigated how staff of primary schools in Hong Kong cultivates school caring culture.
Purpose: To investigate good practices of cultivating caring culture in schools and factors causing the success.
Sample: Three focus groups and student guidance teachers of four sampled schools.
Method: Analysis of responses collected in semi-structured interviews of focus groups and sampled schools.
Results: Participating student guidance teachers mentioned many good practices of cultivating caring culture and three factors causing the success, including leadership and acting as role models by principals, encouragement and strengthening of the culture by teaching teams, and participation by all teachers and students of the schools.
Conclusion: This study brought up good practices of cultivating school caring culture and factors for success thus has significant implications for school practitioners, policy makers and teacher educators.
背景：為配合教育改革及學生成長的需要，本港小學於2002年推行「全方位學生輔導服務」體系，此體系涵蓋四個範疇，本研究選取了「政策及組織」範疇中之建構學校關顧文化作探討，探究香港小學的教職員如何建構學校之關顧文化。
目的：探究建構學校關顧文化之優良範例及其背後之促成因素。
研究對象：三個聚焦小組及四所個案學校的輔導老師。
研究方法：分析聚焦小組及個案學校之半結構式訪談。
研究結果：受訪輔導老師提出了很多建構關顧文化之優良範例，而促成因素有三個，包括校長之帶領和示範，教職員團隊之策動和鞏固，及全校教職員和師生之參與。
結論：研究提出了建立學校關顧文化之範例和促成因素，給教育工作者、政策制定者和師資培訓者帶來啟迪。
[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/]

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 explores factors affecting the involvement of regular secondary school teachers in the whole-school approach to guidance and counselling by interviewing 12 secondary school teachers in Hong Kong. Emerging themes include teachers' ownership of their role in student guidance and counselling, the alignment of their disposition with education policies, school missions and culture, and their philosophy in education. Findings of what these teachers are actually doing in guidance and counselling are presented. Implications for policy-makers, administrators and leaders for comprehensive guidance and counselling programmes are drawn from constraints that limit interviewees' full potential in assisting students.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03069881003674962]