This research project attcmpted to study the use of Control Theory in counseling in a school for social development in Hong Kong. Based on counseling records of students, the effectiveness of control theory and the needs of students were explored. Results suggest that control Theory methods are useful in helping students develop the sense of self-discipline. The frequency of students who require counseling service may serve as a criterion for screening disruptive students
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Depression, anxiety and stress of moderate to severe levels were found in 21%, 41% and 27% of university students in Hong Kong respectively. The development of a screening tool for assessing adjustment difficulties among tertiary education students is helpful for counselling professionals in university. The Student Perception of University Support and Structure Scale (SPUSS), based on concepts articulated in Baumrind’s theory of parenting styles, to measure a supportive and structured college environment. The present study used exploratory and confirmatory factor analysis to examine whether the SPUSS’ structure is consistent with the typology of four parenting styles. Secondly, factor scores were used to test the hypothesis that a supportive and structured university environment would be associated with students’ psychological adjustment as indicated by measures of depression, anxiety, and stress. Participants were 773 tertiary education students aged 18 to 25 from three Hong Kong universities. The SPUSS shows a four-factor structure consistent with models of parenting styles; the factor scores have excellent psychometric properties; and the factors represent students’ views of the university environment as authoritative, authoritarian, permissive, or neglectful. This model is different from Yau’s three-factor data-driven model, which identified factors representing psychological, academic, and social adjustment. (2) This study provides evidence of predictive validity in that higher scores on the authoritative factor were related to the lower levels of anxiety, depression, and stress. Only about 2% of students in Hong Kong leave university without completing theirdegree program, compared to rates of between 20% and 40% in the US and the UK. This number suggests that students in Hong Kong enjoy their studies and life atuniversity. However, one large-scale mental health survey of 7915 first year HongKong university students suggested otherwise. Depression, anxiety

This chapter examines eduplay, an educational form of play with Chinese characteristics, as a means of promoting social competence and play-based counselling in early childhood. Although the policies of the Hong Kong government increasingly require a play-based curriculum, many teachers and parents believe that play will detract from academics. However, the term "eduplay" was first introduced in Rao's article (2009), a form of play-based education with "Chinese characteristics" which captures the beliefs of teachers and parents about what should happen and occurs in Chinese early childhood settings (Rao & Li, 2009). Eduplay is a method of learning by playing, an approach that may be more acceptable to teachers and parents in Hong Kong. Results from an experimental study of preschools are presented, showing that eduplay was successful in reducing two problem behaviours, namely clinging and demanding attention. These results have implications for incorporating meaningful play into a play-based curriculum.
[Copyright © 2016 Taylor and Francis.]

School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong – a Chinese society. The sub themes addressed in the book include school practices and teacher perspectives on guidance, counselling, behaviour support and school discipline; whole-school guidance program for identity construction; school counselling for ethnic minority students; contextual influence of the use of play therapy; school counselling for students with minority sexual orientation; Chinese cultural influence on counselling, etc. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education. The themes addressed in the book include: School practices and teacher perspectives on guidance, counselling, behavior support and school discipline .School counselling for ethnic minority students .Contextual and cultural influence of the use of play therapy .School counselling for students with minority sexual orientation .Chinese culture influence on parental participation in counselling School Counselling in a Chinese Context will be of interest to postgraduates and researchers in the field of Counselling, school psychology, child development and Chinese studies.
[Copyright © 2016 Taylor and Francis.]

Hong Kong secondary schools are concerned about the prevalence of student misbehavior. This paper reports the finding of a study investigating the characteristics of a resilient school and how resiliency was developed. Case studies of four secondary schools were conducted using interviews and textual analysis. Teacher and student discourses on discipline and resiliency were explored from the perspective of social constructivism. The narrative approach will also be employed (Clandinin & Connelly, 1995). The similarities and differences between school features were identified. Qualitative data from interviews and school texts, i.e., data concerning the school ethos, school rules, policy on behavior management, and the handbook for the school guidance team and school discipline team, were collected. Themes generated from the data were analysed, with the use of Grounded Theory Approach (Glaser & Strauss, 1967). The findings have shown that the narratives of school participants revealed the features of school resiliency, which could be built up with the dynamics of school, home, police force and social workers. Implications for the development of guidance and discipline policies and that of resiliency programme will be given. There will also be policy implications for the enrichment of teacher training programs.

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.