Category: Sharing of Good Practices

School Based Intervention Model on Holistic Support for ADHD Primary Schools Students (Quality Education Fund Project (QEF Project No.: 2008/0197))

DEP Admin

Sharing on Professional Practice

Recommended by : Alice KEUNG (Name of DEP member)

Date of Submission : 2018/01/19

Title of project

 School Based Intervention Model on Holistic Support for ADHD Primary Schools Students (Quality Education Fund Project (QEF Project No.: 2008/0197))

Objectives

 To develop a comprehensive model on School-based Support for Primary School
Students with Attention Deficit and Hyperactivity Disorder (ADHD) and to develop resource packages for use by teachers and parents in training and supporting ADHD students in schools.

Service target

 ADHD students at primary schools, and their teachers and parents

Brief description of project

 This project consists of four major components:

A. School Based Teachers Support Scheme
(i) Whole School Training Program for Teachers of 4 Participating Primary Schools
(ii) Coaching Scheme for the Behavioral Consultant at 4 Participating Subject Schools

B. School Based Parents Support Program for Parents of ADHD Students

C. Specialized Training Programs, including program on self management, remedial intervention program on reading strategies and physical training program for ADHD students

D. Package Development, including Teachers’ Handbook cum CD-rom (covering the principles and skills on how to foster school-parent collaboration as well as activities of the specialized training groups) and Parents’ Manual on knowledge and skills in supporting ADHD children.

Evidence base of the project

 The Specialized Training Programs for ADHD students – pre and post training assessment were conducted to measure learning outcomes of the training programs.

School based Teachers’ and Parents’ support workshops – questionnaires were disseminated to participants to evaluate the outcomes by gathering qualitative and quantitative feedback from participants.

Contact information for more details

Name of Contact Person : Rachel Leung (Regional Manager, Heep Hong Society)

Organization : Heep Hong Society

Email Address : rachel.leung@heephong.org

Phone : 23917210

Disclaimer:

The information contained herein is provided by DEP member for professional sharing with the understanding that DEP makes no warranties, either expressed or implied, concerning the accuracy, completeness, reliability, or suitability of the information. Nor does DEP warrant that the use of this information is free of any claims of copyright infringement.

「喜閱寫意 ─ 賽馬會讀寫支援計劃」 《聽說讀寫小寶盒 － 幼兒語文學習 教材套》

DEP Admin

Sharing on Professional Practice

Recommended by : Alice KEUNG (Name of DEP member)

Date of Submission : 2018/01/19

Title of project

 「喜閱寫意 ─ 賽馬會讀寫支援計劃」 《聽說讀寫小寶盒 － 幼兒語文學習 教材套》

Objectives

 課程/計劃目標：透過推行目標清晰而又系统化的語文教學活動，提升幼兒在聽、說、讀、寫四方面的能力，特別針對潛在有讀寫障礙問題的幼兒。

Service target

 學前低班和高班的幼兒，特別針對潛在有讀寫障礙問題的幼兒。

Brief description of project

 協康會由 2006 年 9 月起參與研製一份供學前教育工作者應用於低班及高班的語文學習教材套。該教材套的目標及內容設計乃針對提昇幼兒在「聽、說、讀、寫」四方面的基礎語文能力。透過清晰的學習目標及有系統的教學流程，以達致優化幼兒的語文學習經驗，讓一般幼兒有系統地掌握語文學習的技巧，對潛在有閱讀障礙的幼兒亦提供適切的協助。協康會學前教材套研究小組成員包括言語治療師、職業治療師、教育心理學家及幼兒教師，利用跨專業合作模式，使教材套各個學習目標及活動內容能涵蓋幼兒語文能力發展的各個範疇。

Evidence base of the project

 本計劃著重以實証為本的研究方式探討教材套活動對幼兒學習語文的成效，研究小組將參與本計劃的學前機構分成試教計劃機構及非試教計劃機構兩個組別，以便比較教材套對幼兒學習表現的成效。整項研究計劃由 2006 年至 2010 年間進行，學習教材套己於 2009 年底製作完成，並連同研究結果於 2010 年 2 月發佈。

Contact information for more details

Name of Contact Person : 黃俊傑先生 (協康會教育心理學家)

Organization : 協康會

Email Address : rexwong@heephong.org

Phone : 2391 6010

Disclaimer:

The information contained herein is provided by DEP member for professional sharing with the understanding that DEP makes no warranties, either expressed or implied, concerning the accuracy, completeness, reliability, or suitability of the information. Nor does DEP warrant that the use of this information is free of any claims of copyright infringement.

Hands-On Parent Empowerment

DEP Admin

Sharing on Professional Practice

Recommended by : Cynthia LEUNG (Name of DEP member)

Date of Submission : 2018/01/19

Title of project

 Hands-On Parent Empowerment

Objectives

 To equip socially disadvantaged parents with the skills to promote the development of their children, so they could take responsibility for their children’s development.

Service target

 New immigrant parents with preschool children

Brief description of project

 The program consisted of 30 sessions and covered behaviour management skills and learning skills.
Parents participated in weekly sessions which lasted for two hours. The sessions consisted of min-lectures, discussions and role-play. Parents were given worksheets as homework and they had to work with their children on the worksheet activities everyday during the week. A detailed manual with lecture notes, parent handout, powerpoint slides and worksheets are available.

Evidence base of the project

 The effectiveness of the program was evaluated using randomized controlled trial design. Participants included 120 Chinese new immigrant parents with preschool children in Hong Kong from 13 preschools which were randomized into intervention group (HOPE) and comparison group (6-session parent education program). Parent participants completed measures on child behavior, parenting stress, social support and self-efficacy before and after intervention. The children were assessed on the WPPSI-R and receptive vocabulary before and after parent intervention. Results indicated significant decrease in post-intervention child behavior problems and parenting stress and increase in social support in the intervention group, compared with the comparison group.

Leung, C., Tsang, S. & Dean, S. (2011). Outcome Evaluation of the Hands-On Parent Empowerment (HOPE) Program. Research on Social Work Practice, 21, 549-561.

Leung, C., Tsang, S. & Dean, S. (2010). Evaluation of a program to educate disadvantaged parents to enhance child learning. Research on Social Work Practice. 20, 591-599.

Leung, C., Tsang, S., Dean, S. & Chow, P. (2009). Development and pilot evaluation of the “Hands on Parent Empowerment” (HOPE) project – a parent education programme to establish socially disadvantaged parents as facilitators of preschool children’s learning. Journal of Children’s Services, 4, 23-34.

Contact information for more details

Name of Contact Person : Cynthia Leung

Organization : The Hong Kong Polytechnic University

Email Address : ssleung@polyu.edu.hk

Phone : 2766 4670

Disclaimer:

The information contained herein is provided by DEP member for professional sharing with the understanding that DEP makes no warranties, either expressed or implied, concerning the accuracy, completeness, reliability, or suitability of the information. Nor does DEP warrant that the use of this information is free of any claims of copyright infringement.

Social Cognitions and Social Skills Program 社交思考與技巧課程

DEP Admin

Sharing on Professional Practice

Recommended by : Shui-fong LAM (Name of DEP member)

Date of Submission : 2018/01/19

Title of project

 Social Cognitions and Social Skills Program 社交思考與技巧課程

Objectives

 To enhance the social competencies of adolescents in conflict resolution.

Service target

 Junior Secondary Students

Brief description of project

 The program was developed on the basis of social cognitive theories. It has eight-sessions and covers topics in gratitude, attribution, implicit theory of personality, empathy, forgiveness, anger control, and conflict resolution. These topics address the affect, behaviors, and cognitions of students in interpersonal relationship. Each session is about an hour long. The program can be used in small group of 8 – 10 students or regular class of 40 students. Through the instillation of adaptive social cognitions and the training in anger control and conflict resolution, the program helps students gain social competencies in resolving difficult social situations. The instructor manual of the program includes CD that contains powerpoint files, worksheet, assignments, notes for students, and reference materials for instructors.

The instructors may be teachers, social workers, counselors, and educational psychologists. They are encouraged to use the program flexibly according to the conditions in their work setting.

Evidence base of the project

 Using a randomized field experimental design, Grade 7 students were assigned to experimental group (n = 50) and the control group (n = 47). Findings of the study confirmed many of the expectations of the framework. Students in the experimental group were more inclined to adopt an incremental view of personality after the training and tended to be more forgiving. They also adopted more pro-social strategies in resolving difficult social situations. The experimental group also reported less negative emotions as compared with their counterparts. In addition, it was found that the treatment effect on the adoption of pro-social strategies was mediated by the changes in social cognitions, such as implicit theories of personality and attribution.

Lam, S.-f., Wong, B.P. H., Lam, M., & So, A. (2010, June). Enhancing social cognitions and skills: Evaluation of an intervention program with randomized field experimental design. Paper presented in the Hong Kong Psychological Society Conference, Hong Kong, China.

Lam, S.-f., So. A., Chan, W. M., & Lam, M. (2010). Social cognitions and social skills program. Hong Kong: Department of Psychology, Hong Kong University. [林瑞芳、蘇惠安、陳韻文、林鳳茹 (2010) 。《社交思考與技巧課程》香港大學心理學系。]

Contact information for more details

Name of Contact Person : Shui-fong Lam 林瑞芳

Organization : Department of Psychology, University of Hong Kong

Email Address : lamsf@hku.hk

Phone : 28592388

Disclaimer:

The information contained herein is provided by DEP member for professional sharing with the understanding that DEP makes no warranties, either expressed or implied, concerning the accuracy, completeness, reliability, or suitability of the information. Nor does DEP warrant that the use of this information is free of any claims of copyright infringement.