NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ948003
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0264-3944
Developing Resiliency in Students with Behavioural Problems in Hong Kong Secondary Schools: Teachers' Narratives from a School Guidance Perspective
Hue, Ming-Tak
Pastoral Care in Education, v29 n4 p261-272 2011
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong