Abstract

While informal counselling support and guidance have long been regarded as essential aspects of the pastoral role of the teacher, many teachers report that they feel neither prepared by teacher training for this role or personally confident to carry it out in school. Here, we will provide evidence from teachers and students in Hong Kong, that experiential in-service counselling skills training can result in important attitude changes towards teaching and learning. The teachers in the study reported a more "humanistic" rather than "custodial" attitude towards their students, a greater preference for "co-operative learning" rather than "competitive" or "individualised learning" and a stronger expectation that students would take control of their own leaning processes. Their students in turn reported a clear shift to a more positive social-emotional climate in their classrooms.

摘要

非正式的學生輔導及指導工作，長期被視為教師在學校輔導工作上的重要環節。然而，一般教師在入職前沒有接受過輔導工作的訓練，所以他們大多缺乏自信心去應付學校輔導工作。本文以香港學校作研究，引證了「教師在職輔導技巧訓練」有助改善他們對教學工作之態度，同時亦使學生養成良好的學習態度。教師改變以往「監管」式的教導而取用較「以人為本」的教學取向。他們還以「合作學習模式」代替「競爭性」和「獨立性」的學習方法，從而希望學生能自我調較個人學習進度。在研究當中，學生亦清楚感覺到課室內充滿友好的學習氣氛。

Abstract

This study compared the stress coping strategies of three groups of mothers: (1) mothers of children with HBV attending a special health kindergarten; (2) mothers of children with HBV who stayed at home; and (3) mothers of healthy children attending ordinary kindergarten. Their ages ranged from 25 to 43 years old, and their preschoolers were from 3 to 7 years old. In an interview, mothers were first asked to report their frequently used strategies for dealing with their children's disease or sickness. They were then given an objective instrument to assess their coping styles. Content analyses of the subject's reported coping strategies revealed in a classification system consisting of five patterns of coping strategies. The three groups of mothers were compared on these five patterns of coping strategies. Tghe differences in stress coping responses between Hwang's (1977) study and this current research were compared. Each of the five patterns were labelled and explained with reference to the classification system and the Chinese cultural context.

摘要

本研究是在中國廣州進行。它比較三組母親應對壓力之方法：（1）乙型肝炎子女就讀特殊健康幼兒園之母親；（2）乙型肝炎子女留在家中的母親；及（3）健康兒童就讀普通幼兒園之母親。母親的年齡在25至43歲之間。在面談中，母親先被問及在應對子女生病時最常用的應對策略，再用問卷的方式去評估她們的處理壓力方法。在內容分析中產生了五種不同應付壓力的方法。這五種方法又可再分為兩類。本研究對三組母親不同應對壓力的方法上做比較，以及與黃（1977）的研究做對照。本文中也對廣州肝炎子女母親對壓力之五種不同方法，在配合中國文化的情形下作出詳細討論。

Abstract

This article has two broad themes. The first concerns the phenomenon that in spite of the recent increases in popularity, theoretical attention, and successful use, the unique difficulty associated with understanding in the counselling process still requires further examination. After a review introduction of previous research in this area, the second broad theme is addressed, namely the introduction of the AR3 Model which integrates both the traditional dialogic thinking in the East and the West. With regard to mutual understanding within the shared reality in the counselling process, it is suggested that an approach based on dialogic thinking can help both the counsellor and the client to arrive at an intersubjective understanding concerning the relevant problems.

摘要

本篇文章的主題有二：（一）在輔導實踐和研究裏，輔導員和受輔者如何達到真正的理解，近年明顯地得到關注。盡管如此，其理論探討，仍有待進一步的發展。關鍵在於當輔導員設計並執行其認為行之有效的輔導方法時，受輔者如何透過明瞭箇中底蘊及基本原理的，勢將影響輔導的成效，而現存文獻甚少對此予以深入的討論，即若有探究者，亦多集中於一般溝通理論的範疇；（二）在總結前人研究的基礎上，本篇文章引介筆者近年透過教學和臨床實踐經驗而建構的AR3模式。該模式融合東西方文化傳統裏的對談理論，指出在輔導過程中，輔導員和受輔者關係，實質是一種互根互涵式的仁者關係，亦即建構於雙向思維的互動基礎上，惟有這樣，才能把在輔導過程中，伴同輔導員和受輔者而來的眾多紛繁複雜問題的理解拉近，雙方才有望達致視野融合的境地。

Abstract

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.

摘要

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。

摘要

教育統籌委員會在一九九七年發表的第七號報告書，目的是提高學校教育的質素。本文從情緒商數（EQ）和健康自我形象兩個概念帶出情緒健康、自尊、自重和自信在人生的重要性。再透過學校教育和學校輔導目標的討論，作者肯定了發展性輔導才是學校輔導的正確方向和模式，亦從而引伸出全人發展，包括在體能、智力、社群、情緒、職業和事業各方面的整體發展信念。最後，作者重申應試教育的限制，說明了EQ與學校輔導的相通相同處。繼而在此基礎上，提供了六項具體建議，以期可以增強學校教育的效能，培育質素優良的學生。

Abstract

Report No. 7 published by the Education Commission in 1997 aimed to raise the quality of education in Hong Kong schools. The present article attempts to bring out, through the two concepts of emotional quotient (EQ) and healthy self-concept, the importance of emotional health, self-esteem, self-respect and confidence. In addition, through a discussion of the aims and goals of school education and school counselling, the author affirms that school counselling should take developmental counselling as its direction and mode. Also, a holistic personal growth should include physical, intellectual, social, emotional, vocational and career development. Basing on this foundation, 6 suggestions have been put forward in the hope of raising school effectiveness as well as to educated students to ensure that they are of high quality.

Abstract

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.

摘要

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。

Abstract

This paper describes the process of psychotherapy in two Chinese patients with obsessive-compulsive disorder. One of them suffered from compulsive checking and counting, and the other obsessional anxiety. Both of them had a long history of depression and traumatic experiences. The combination of exposure to anxiety-provoking situations and compulsion prevention together with assertiveness training were effective for the treatment of one of the patients. Based on observations of the two cases, it is hypothesized that the ego of obsessive-compulsives is distorted and attenuated by dysfunctional beliefs, which are related to a sense of self-denigration and an emotional schema — consisting of negative automatic thoughts and emotions.

摘要

本論文論述兩名患纏想性－強迫性神經病中國病人的心理治療歷程。其一患強迫性覆查和點算，另一患纏想性焦慮。另一方面，二者皆有長時期憂鬱症和創傷性經歷。其中一名病人因經受過焦慮激發的處境，再加上強迫性行為的防止，以及自信心確立訓練，因而治療有效。根據此兩個案觀察所得，本論文總結出以下假設：纏想性－強迫性神經病病患者的自我，被機能障礙性信念所歪曲和弱化。機能障礙性信念，與自我貶斥感情緒機略（包括消極自動性思想和情緒）有關。