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Promoting social-emotional learning in Chinese schools : a feasibility study of PATHS implementation in Hong Kong

By Chi-Ming Kam, Lance Wai-lap Wong and Kennis Mei-sze Fung

Abstract

This paper describes a pilot study of a reduced version of the PATHS Curriculum, a USdeveloped evidence-based SEL program, among schools in Hong Kong SAR (China).\ud Three hundred and sixteen 12th grade students in three elementary schools participated\ud in the study. A limited number of first grade PATHS lessons were adapted and translated\ud into Chinese. Twelve teachers learned and adopted these lessons in their teaching.\ud Students in these classrooms learned about different emotions and practiced self-control.\ud The intervention lasted four months. After the intervention, students showed\ud improvement in emotion understanding, emotion regulation and prosocial behavior. No\ud change was observed in the level of children’s problem behaviors. Over 65% of the\ud teachers reported a high degree of satisfaction and willingness to adopt the intervention.\ud The effects of the intervention varied among schools, with variations in the level of\ud intervention and principal support, but not in the quality of implementation. Discussion\ud is focused on the factors that could shape the adoption and implementation of SEL\ud programs, especially the role of the difference in school systems between Hong Kong\ud and the United States.peer-reviewe

Topics: Social skills, Emotional maturity, Schools -- China
Publisher: Centre for Resilence & Socio-Emotional Health
Year: 2011
OAI identifier: oai:www.um.edu.mt:123456789/6101
Provided by: OAR@UM

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