Bullying is a common aggressive behanviour and a hidden issue in special schools. Maladaptive family backgrounds breed bullies and victims. The characteristics and myths of bullying are discussed. A multi-level approach of school intervention is suggested. Local research on this area is desperately required. Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.

The study seeks to understand the relation between preschool children's mode of participation and negotiation strategies during play and their theory of mind (ToM) development in the Hong Kong context. Forty-two 5-year-old children were recruited. Their emotional and cognitive ToMs were assessed along with expressive language ability. Children's play was observed twice in naturalistic and laboratory settings. Parents completed a questionnaire on their child's emotional and cognitive ToM development, including demographic information and social economic status indexes. The results showed that 5-year-old Hong Kong children mostly engaged in associative and cooperative play and employed two-way, reciprocal strategies in their play. Parent report of emotional ToM predicted children's play strategy in both naturalistic and laboratory settings. Child measure of cognitive ToM predicted their play strategy in the laboratory setting. The study advocates more play time in kindergarten in order to foster an empathetic generation.
[Copyright of Early Child Development and Care is the property of Routledge.]

While an individual's personality is related to his or her well-being, little research has examined kindergarten teachers' personality. This research was the first to investigate Hong Kong kindergarten teachers' personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded to the MBTI. Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling-judging personality types, characterised by being realistic, conventional, and considerate to others' feelings. In addition, principals and head teachers in kindergartens tended to be extroverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers' personality types might be field-bound. Implications of these findings in relation to teacher education are discussed.
[Copyright of Australian Journal of Teacher Education is the property of School of Education, Edith Cowan University. Full article may be available at the publisher's website:
http://ro.ecu.edu.au/ajte/]