Promotion of Holistic Development of Young People in Hong Kong

Daniel T.L. Shek, PhD (Editor)
Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC
Public Policy Research Institute, The Hong Kong Polytechnic University, Hong Kong, PRC
Department of Social Work, East China Normal University, Shanghai, PRC
Kiang Wu Nursing College of Macau, Macau, PRC
Division of Adolescent Medicine, Department of Pediatrics, Kentucky Children’s Hospital, University of Kentucky College of Medicine, Lexington, Kentucky, United States of America

Tak Yan Lee (Editor)
Department of Applied Social Studies, College of Liberal Arts and Social Sciences, City University of Hong Kong, Hong Kong, PR China

Joav Merrick, MD, MMedSci, DMSc, (Editor)
Medical Director, Health Services, Division for Intellectual and Developmental Disabilities, Ministry of Social Affairs and Social Services, Jerusalem, Israel
Division of Adolescent Medicine, KY Children’s Hospital, Department of Pediatrics, Lexington, Kentucky, USA
National Institute of Child Health and Human Development, Jerusalem, Israel
Division of Pediatrics, Hadassah Hebrew University Medical Centers, Mt Scopus Campus, Jerusalem, Israel
School of Public Health, Georgia State University, Atlanta, Georgia, USA

Series: Pediatrics, Child and Adolescent Health
BISAC: MED069000

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$179.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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Research findings showed that secondary school students in Hong Kong face many challenges. In particular, morbid emphasis on academic excellence has created much competition and stress in high school students. It was estimated that around one-fifth of secondary school students in Hong Kong had different forms of mental disorders. In a three-year longitudinal study, it was found that the prevalence rates of Internet addiction in Secondary 1, Secondary 2 and Secondary 3 students were 26.4%, 26.6% and 22.5%, respectively. In the same study, suicidal ideation in junior secondary school students was found in more than one-tenth of the students. At the same time, there were more than two-tenths of students showing signs of self-harm and suicidal behavior in junior secondary years. The number of adolescents experiencing economic disadvantage has increased while family solidarity has dropped in recent years.

In spite of these adolescent developmental issues, the lack of life education and life skills training in secondary school students has made the situation worse. Although moral and civic education is one of the pillars in the new 6-year secondary school curriculum, there are several problems involved. First, the coverage on social and emotional learning in the curriculum guide is very thin. Second, although there are curricula materials on life skills training in the field, validated curricula are almost non-existent. In fact, in a review of adolescent prevention and positive youth development programs in Asia, Shek and Yu pointed out that there were very few validated evidence-based programs in Hong Kong. Third, training in social-emotional learning and adolescent prevention programs is grossly inadequate in Hong Kong. Finally, while nobody would dispute the importance of life skills and psychosocial competence, such topics are seldom taught in depth in the school contexts. (Imprint: Nova)

Introduction

Section One: Development of Young People

Chapter 1: Developmental Issues of University Students
(Daniel TL Shek and Boris PM Cheung, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 2: Confucian Virtues and Chinese Adolescent Development
(Daniel TL Shek and Lu Yu, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 3: Developmental Outcomes of Economically Disadvantaged Adolescents
(Daniel TL Shek and Pik-Fong Tsui, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 4: Factors Influencing the Implementation of a Positive Youth Development Program
(Daniel TL Shek and Moon YM Law,Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 5: Impact of Staff Commitment and Morale on the Implementation of a Positive Youth Development Program
(Daniel TL Shek, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 6: Transforming Potential Program Implementers in Professional Development
(Daniel TL Shek and Rachel CF Sun, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 7: Implementation of the Positive Youth Development Project Based on the Co-Walker Scheme
(Daniel TL Shek and Moon YM Law, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 8: Implementation Quality of the Positive Youth Development Project
(Daniel TL Shek and Ting Ting Liu, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 9: Evaluation Based on the Perspective of the Program Participants
(Daniel TL Shek and Rachel CF Sun, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 10: Evaluation of a Positive Youth Development Program Project by the Program Implementers
(Daniel TL Shek and Rachel CF Sun, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 11: Helping Adolescents with Greater Psychosocial Needs
(Daniel TL Shek and Rachel CF Sun, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 12: Perception of Collaborative Learning in Associate Degree Students
(Daniel TL Shek and Moses MW Shek, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 13: Development of a Credit-Bearing Service Leadership Subject for University Students
(Daniel TL Shek, Lu Yu, Cecilia MS Ma, Rachel CF Sun and Ting Ting Liu, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 14: Service-Learning from the Eyes of University Teachers: A Qualitative Study Based on Focus Groups
(Daniel TL Shek and Stephen CF Chan, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Chapter 15: Development of an E-Learning Package on Service-Learning for University Teachers
(Daniel TL Shek and Stephen CF Chan, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, and others)

Section Two: Acknowledgement

Chapter 16: About the Editors

Chapter 17: About the Department of Applied Social Sciences, The Hong Kong Polytechnic University

Chapter 18: About the Department of Applied Social Studies, College of Liberal Arts and Social Sciences, City University of Hong Kong, Kowloon, Hong Kong, PRC

Chapter 19: About the National Institute of Child Health and Human Development in Israel

Chapter 20: About the Book Series “Pediatrics, Child and Adolescent Health”

Index

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