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Guidance and Counseling in Hong Kong Secondary Schools
Mantak Yuen,Ryder T. H. Chan,Brian S. F. Lee 한국상담학회 2014 Journal of Asia Pacific counseling Vol.4 No.2
This article provides a description of the current status of guidance and counseling in secondary schools in Hong Kong, and identifies some of the strengths and weaknesses in existing provisions. Brief attention is given to the way in which services and programs evolved and factors that have influenced their development. Particular attention is given to the concept of the “whole-school approach to guidance,” and to the more recent “comprehensive guidance and counseling programs” in schools. Future directions in school counseling in Hong Kong are also considered.
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Factors influencing school connectedness: Chinese adolescents' perspectives
Mantak Yuen,Patrick S. Y. Lau,Queenie A. Y. Lee,Norman C. Gysbers,Raymond M. C. Chan,Ricci W. Fong,Y. B. Chung,Peter M. K. Shea 서울대학교 교육연구소 2012 Asia Pacific Education Review Vol.13 No.1
This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school's guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students' acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.
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Career Guidance and Counseling in Secondary Schools in Hong Kong: A Historical Overview
Lawrence P.W. Wong,Mantak Yuen 한국상담학회 2019 Journal of Asia Pacific counseling Vol.9 No.1
This article provides an overview of the evolution of career guidance and counseling in secondary schools in Hong Kong over the last 60 years. The first stage of development (early 1950s to late 1970s) marked recovery from the aftermath of World War II and the Cultural Revolution in China. The earliest examples of career services in secondary schools began in this period. The second stage (approximately 1970–1990) marked the gradual evolution from a vocation-oriented approach to a developmental approach in career counseling. The third stage (1990s–2000) saw increased recognition of the importance of career guidance and counseling in a comprehensive school program, parallel to greater involvement of all teachers. The fourth stage (early 2000 to 2018) has seen continual growth in career guidance and counseling practices within schools based on contemporary theories of career development and best practices research.
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Lue Fang,Rachel C. F. Sun,Mantak Yuen 서울대학교 교육연구소 2017 Asia Pacific Education Review Vol.18 No.3
China’s rural to urban migration is the largest population movement in human history. To unpack the intertwining relationship between migration and education, previous research tended to view migrant children as one universally vulnerable category, while ignoring the potential disparity in family socialization and functioning. This study investigated how these rural to urban migrant children in Zhejiang, China, described the ways in which their parents are involved in their education. A total of 30 migrant children (4th–9th Grade, mean age = 13 years) participated in the interviews. The results suggested that although they shared similar socioeconomic background, the high-achieving migrant children reported more parental support in academic socialization at home and in school than did their low-achieving counterparts. The study highlighted the salient role of socio-cultural factors such as perceptions of societal demands in influencing parenting ideology and behavior. The study concluded that the substantial in-group variation in children’s educational experiences might be attributable to differences in parental educational values and parenting styles, which are shaped by the broader social milieu.
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