本文報告了新近發展的跨文化（中國人）個性測量表－青少年版（CPAI-A）對香港中學生人格特徵的性別差異評估結果。CPAI-A是在CPAI-2（成人版）基礎上發展而來的。研究發現性別是影響香港中學生人格特質的關鍵因素，並且性別差異在不同年齡組之間存在明顯的延續性和發展性趨勢。結合對已有研究的比較分析，文章從發展角度討論了人格特質的性別差異特性在青少年不同年齡組之間的情形。文章還基於CPAI-2中國人常模的數據，比較分析了青少年與成人之間人格特徵性別差異的特點。文章最後認為性別差異特徵是體現人格特質在青少年期的不同年齡階段，以及從青少年到成人階段的發展性與穩定性的重要內容。
Gender difference has been studied extensively in the field of personality. Many studies have demonstrated significant gender difference in personality traits (e.g., self-esteem, extraversion) among people from different age groups and cultural contexts. Although the stabilities and changes of personality structure from adolescence to adulthood have also been investigated, few studies have explored gender difference in personality traits from a developmental perspective.
This paper compared gender difference in the Cross-cultural (Chinese) Personality Assessment Inventory – Adolescent Version (CPAI-A) among three age groups of secondary school students in Hong Kong. The CPAI-A was based on the adult version of the CPAI-2 which was developed using a combined emic-etic approach. The participants were 2,506 (1135 males, 1371 females) Hong Kong secondary school students aged 12 to 18 (M = 15.25, SD = 1.72) drawn from a representative sample of secondary schools. The participants were divided into three age groups which corresponded to the phases of the secondary school system in Hong Kong: 12–14 years, 15–16 years, and 17–18 years. We used MANOVA to examine the overall group differences, followed by further univariate analysis to examine the specific gender difference in personality traits among three age groups.
The results indicated that gender was a key factor that contributed to group difference in personality traits among secondary school students in Hong Kong. Three typical developmental features of gender difference in personality traits were found: (1) There were consistent gender differences in some general and clinical personality traits across the three groups.

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/]

Whole-school anti-bullying programs are widely recognised as the best, evidence-based approaches to reducing school bullying. Despite this, few published studies have been conducted within high schools to systematically evaluate anti-bullying interventions using a control group design. To this end, a quasi-experimental study of anti-bullying interventions was conducted in four international secondary schools in Hong Kong. The four secondary schools were randomly assigned to: (a) a whole school curriculum intervention, (b) a combined Year 7 curriculum and shared concern intervention, (c) a shared concern only intervention and (d) a control school. The sample consisted of 549, year 7 students who anonymously completed a pre-test / post-test questionnaire. Results were analysed using several ANOVA procedures. When post-test composite bullying scores were adjusted for pre-test school differences, a highly significant main effect for schools was found (F = 7.70 p < .001). In further comparisons, a repeated-measures ANOVA showed the most significant reduction in bullying composite scores occurred when a whole school intervention was used (F = 10.73 p < .001). Bullying levels increased from pre-test to post-test over the school year for both the control school and the school that adopted a shared concern only approach. These results provide strong support for the need for high schools to adopt a whole-school preventative and management approach if they are to be effective in reducing student bullying.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]