This study investigated the effects of a small group process-based forgiveness intervention with Hong Kong Chinese children who judged themselves to have been hurt and chose not to forgive their offenders. An experimental versus control group, with pre-test/post-test design was used. The quantitative and qualitative findings revealed that the forgiveness participants out-performed their counterparts in forgiveness attitudes, psychological well-being and conceptual understanding of forgiveness. The forgiveness intervention had an impact on their decision and emotion to forgive. Empathy was considered a key strategy in forgiveness. Implications of these findings for future forgiveness intervention in school guidance were discussed.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03069880902728572]

This article examines how Hong Kong secondary school teachers define caring and the strategies they adopt for behaviour management. The influence of Taoism, emerging as a theme from the data, was prominent, as its principles were incorporated into the teachers' knowledge of caring. The findings illuminate the influence of Taoism in local schools. Implications for the promotion of culturally responsive programmes of caring are drawn.
[Copyright of British Educational Research Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01411920903018158]

Many Hong Kong schools are concerned about the growing number of ethnic minority students. How they are supported and how the diversity of their pastoral needs is fulfilled become critical. This article examines teachers', students' and parents' narratives of the cross-cultural experience of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students' pastoral needs. The qualitative data were collected from interviews, through which the constructs of 32 teachers and 32 students from three secondary schools were explored. Four groups of focus-group interviews were conducted, in which 15 parents were involved. This article argues that to implement the ethos of caring, it is not only necessary for the school to promote the intercultural sensitivity of all practitioners, but equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school and home.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690903425383]

Counselling as a profession plays an important role in education reform in Hong Kong as it focuses on students and has a life-span developmental perspective. Gysbers, through this timely paper, introduces the concept and a concrete program on "Implementing a Whole School Approach to Guidance Through a Comprehensive Guidance Program." His proposal, whilst very comprehensive, practical and proven to be effective in the U.S., is valuable for counselling professionals on putting principle into practice in Hong Kong.
在教育改革的熱潮中，輔導專業的立場和方向，對改善教育素質有重要影響，特別在「人本」及「一生發展」這兩重點，輔導和教育在實踐及學理上都有共通點。Norman C. Gysbers的文章以輔導為中心，設計了一套課程及其執行方法和推動的策略。而這「學校為本的全方位輔導」在美國已推行多年，非常值得我們深思和參考。

This paper examines the management and evaluation of school guidance and counselling service in Hong Kong. A school-based model which has the potential to improve the quality of school guidance and counselling service is proposed. The model consists of a management component and an evaluation component. The school-based strategic management component is used as a mechanism to improve the quality of guidance and counselling service. The evaluation component includes curriculum and programme, personnel, and resources and policies. Evaluation is viewed as an ongoing process to improve the quality of services.
本文是探討學校輔導服務在香港之管理和評鑑。為提高輔導服務之質素，本文建議採用一個以學校為本位之模式，此模式包括管理和評鑑兩個元素，其中校本策略性管理是用作提升輔導服務質素之機制，而評鑑則包括課程與規劃，人力調配，資源和政策三方面。在此模式中，評鑑是被視為一持續不斷的過程，用以改善服務的質素。

The Whole School Approach to guidance in the schools, organized as a comprehensive guidance program is featured. The conceptual foundation for the program is described and the basic elements of the program are presented. The article closes with a presentation of some demonstrated effects of guidance programs in the United States.
本文描述了在學校內透過全方位輔導計劃所推行的校本輔導、有關計劃之基礎理念和基本元素。文章最後列舉了輔導計劃在美國推行以來，一些已獲得印證的影響。

Counselling service is an indispensable component of primary schools. Primary school counsellors should be adequately trained so that they have the competencies to perform their professional responsibilities. This paper examines the model that is currently used by the Education Department to train primary school counsellors in Hong Kong. An alternative training model is proposed. The alternative model consists of theoretical and supervised practica training, as well as formal assessment at different stages resulting in the granting of a postgraduate diploma or degree in primary school counselling. The objectives, structure, and advantages of this proposed training model are discussed.
學生輔導服務是香港小學一個不可或缺的組成部分，從事小學輔導員亦必需具有足夠的專業訓練，令其有足夠的信心與能力，以實踐其對專業的責任與承擔。本文將首先檢視現行香港教育署用作訓練香港小學輔導員（輔導主任／老師）的課程結構與訓練模式，並以此作探討的基礎，進而提出另一個合乎二十一世紀所需要的輔導員訓練模式的建議。這模式除了重視輔導理念的學習及實習訓練的專業指導外，更提出了一個以形成性評估作為發展專業資格的進階方式，令學習者在系統的訓練進程中，獲得具學位或更高水平的小學輔導專業人員資格。文章亦就上述的設計意念提出這訓練模式的目標、結構及其優點。