This chapter aims to enhance teacher’s knowledge of the codes of ethics in counselling, to heighten their awareness of ethical issues and their competence in handling them, and to highlight the need for recognizing professional counselling work. The chapter begins with an exposition of the necessity for teachers to study counselling ethics, followed by a discussion of the importance and limits of the ethical codes, covering also significant ethical issues relevant to school counselling. In the discussions a case study format is adopted. By referring to several typical school counselling cases, the complicated and contradictory nature of ethical issues is illustrated. On the basis of the ethical codes laid down by Western and local professional counselling organizations, methods appropriate to the Hong Kong school culture and social environment are proposed.

This chapter aims at giving teachers a comprehensive view of the origin of guidance, the development of school guidance in Hong Kong and the impact of social changes on the implementation of school guidance. In this chapter, two major policies concerning school guidance in Hong Kong will be introduced: (1) Whole-school Approach to Guidance, and (2) Comprehensive Student Guidance Service. The rationale, objectives, principles and strategies of the implementation of these policies will be explained with a view to reflecting on how to work with the present approach of school guidance service, help students develop the abilities required in everyday life and meet the challenges they encounter in their personal growth and development.

This chapter discusses guidance for pupils in their whole person development on individual as well as class bases, and describes the guidance roles and functions of class teachers in Hong Kong. On the individual level, it holds that the personal attributes and attitudes of the class teacher facilitate the development of a personal teacher-pupil relationship which will help the pupils enhance their self-esteem and serve as a basis for initial counselling. On the class level, the class teacher facilitates the collective growth and development of the whole class by establishing a positive class culture, showing care for maladjusted pupils, and planning and carrying out year-long whole person development programmes.