Vocational evaluation and vocational guidance for young people with a history of drug abuse

BACKGROUND: Young people recovering from drug addiction often face challenges in returning to the job market and in maintaining their jobs. Many of them feel they have no choice but to do entry-level work, and they are often unsure about their work ability and vocational choice. OBJECTIVE: In collaboration with a youth outreach service, this study aims to provide a package of vocational assessment, guidance, and support for these clients. METHODS: Using a strength-based case management framework, we conducted a comprehensive vocational evaluation for each participant (N=17), which covered self-perception of abilities, work and occupational interests, work readiness, work-related self-efficacy, and work aptitudes. We presented assessment results to each client and provided guidance on their education, training, or vocational choice. RESULTS: The results of aptitude tests indicate that most participants can cope with an entry-level job. Many participants are strong in jobs that require quick decision-making, sorting, assembly, and clerical tasks, but many are weak in fine manual dexterity and eye-hand-foot coordination. Many participants preferred jobs that are creative, indefinite, and autonomous in nature. CONCLUSION: Longer-term vocational counseling and coaching is needed to help clients make vocational choices and extend their job tenure. Many clients will also need training in job seeking and job maintenance skills.Youth Outreach Service, Salvation Army of Hong Kon

Effect of a Social Emotional Learning Programme for Primary School Students

Objective/Background: This study evaluates the effect of a social emotional learning (SEL) programme for primary school students who have difficulties in social and emotional management, as reported by their teachers or parents. Methods: Twenty-seven primary school students were recruited and randomly assigned to the treatment group (n = 14) and the control group (n = 13). The elementary school version of the Social Skills Rating System was used to assess the social skills and problem behaviours of the participants before and after the programme. The treatment group joined a six-session SEL programme, which was modified and localized based on the Strong Kids Programme. The programme aimed to improve participants' social emotional skills, such as dealing with anxiety and understanding and identifying the emotions of self and others. Each session lasted for about 1 hour and was run in small groups. Results: Problem behaviours were significantly less frequent in the treatment group after the programme (p = .008), but not in the control group. However, no significant changes were found in the measures of social skills. Conclusion: The results of this pilot study show that the SEL can effectively reduce the problem behaviours of primary school students. Implications and future research directions are discussed