Developing resiliency in students with behavioural problems in Hong Kong secondary schools: Teachers' narratives from a school guidance perspective

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Abstract

Hong Kong schools are concerned about how students with behavioural problems could be supported. This article reports the findings of a study investigating teachers’ constructs of students’ resilience. Specifically it examines how it could be promoted through school guidance and factors affecting the development of students’ resilient capability. Twenty-four teachers from four secondary schools were interviewed. Their constructs of resiliency were explored from the perspective of social constructivism and the narrative approach was also employed. The study identifies the challenges school guidance faced in developing resiliency are identified. Also four means through which school guidance could be made more resilient are suggested, including helping students explore the natural tendencies of students’ inner-strength, developing a resilient approach to behaviour management, including the resiliency into whole-school guidance curriculum, and building connections between school, home and community. The findings also show that the construct of resiliency was culturally grounded upon Confucianism. The direction for future research is given. Copyright © 2011 NAPCE.
Original languageEnglish
Pages (from-to)261-272
JournalPastoral Care in Education
Volume29
Issue number4
DOIs
Publication statusPublished - Dec 2011

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secondary school teacher
Hong Kong
Students
narrative
school
student
Confucianism
constructivism
teacher
resilience
School Teachers
Problem Behavior
secondary school
Curriculum
curriculum
management
community

Citation

Hue, M.-T. (2011). Developing resiliency in students with behavioural problems in Hong Kong secondary schools: Teachers' narratives from a school guidance perspective. Pastoral Care in Education, 29(4), 261-272.

Keywords

  • School guidance
  • Resilence
  • Behavioural problems