A cyberbullying intervention was developed and empirically tested with 137 Hong Kong Chinese College students. The intervention was designed to change students’ attitudes about cyberbullying behavior and increase their awareness of cyberbullying. Participants were assigned to an experimental or control group. They completed questionnaires before the intervention (Time 1; T1), immediately after the intervention (Time 2; T2), and again eight weeks later (Time 3; T3). The experimental group participated in a 1-h intervention where they were presented with a simulated Facebook page showing the helpless feelings of cyber-victims, watched video clips of the consequences of cyberbullying, and engaged in small group discussions and a self-reflection writing task. Results showed that participants who received the intervention experienced an increase in their awareness and had more negative attitudes toward cyberbullying (i.e., the perception that cyberbullying is unacceptable behavior) than did the control group. In addition, those who reported being highly engaged in the intervention maintained the positive effects at the 8-week follow-up. The results demonstrate the feasibility and effectiveness of a short-term cyberbullying intervention for college students and that level of participant engagement contributes to its effectiveness.
[Copyright © 2017 Springer Science+Business Media B.V. and The International Society for Quality-of-Life Studies (ISQOLS).]

Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children' s behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four purposively selected kindergarten teachers working in Hong Kong with children aged 5–6 years. The findings of this qualitative case study show that the teachers were concerned about disciplining children to ensure good behaviour. They expected all children to follow the rules and used characteristic discipline strategies such as stating expectations and ‘praising the opposite' to maintain good behaviour. The paper discusses these findings in light of the Westernisation of kindergarten teaching practices in Hong Kong.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

It has been reported that poor psychological health of students is linked to the experience of being bullied by peers. In Hong Kong, there is a paucity of research on this form of social aggression and it is difficult to tackle the problem effectively. This study uses stratified random sampling techniques and a variety of research strategies (e.g. self-report, psychological assessment, questionnaire, interview) to collect data from students, teachers, school heads, and parents. The results will help throw light upon the antecedents, contextual factors, short- and long-term consequences of the problem so that appropriate intervention can be initiated.

This study aims to explore the relationships between the extent and perceived quality of teachers' experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n=183) from Hong Kong primary schools were surveyed. The results showed that gender, age and whether teachers have received training had no significant influence on teachers' awareness, conception and confidence regarding BM. A negative correlation was found between teachers' levels of satisfaction in relation to their training experiences and their perceptions of the level of problematic behaviours among students, and the impact of students' problematic behaviour on their teaching. A positive correlation was found between teachers' levels of satisfaction in relation to their training experiences and their confidence in their own competence to deal with students' problematic behaviour.

The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%), victims (3.0%), bully-victims (9.4%), and typical students (77.8%). There was a significant association between academic tracking and group membership. Students from the school with the lowest academic performance had a greater chance of being victims and bully-victims. Longitudinal data showed that all 4 groups tended to report less victimization over the years. The victims and the typical students also had a tendency to report less bullying over the years, but this tendency was reversed for bullies and bully-victims. Perceived support from teachers for relatedness significantly predicted membership of the groups of bullies and victims. Students with higher perceived support for relatedness from their teachers had a significantly lower likelihood of being bullies or victims. The findings have implications for the theory and practice of preventive interventions in school bullying.
[Copyright © 2014 American Psychological Association.]