Training for program implementers of the Project P.A.T.H.S. in Hong Kong : secondary 3 training program

2010-2011 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

The counselling self-estimate inventory (COSE): Does it work in Chinese counsellors?

Counselling self-efficacy is an important construct for research and evaluation in counsellors' competencies and training effectiveness. Larson et al. developed the Counselling Self-Estimate Inventory (COSE) for counsellors in America and examined its factor structure using exploratory factor analysis. They recommended a five-factor model (microskills, counselling process, difficult client behaviour, cultural competence, and awareness of values) and the use of the COSE for future research. However, little research has investigated the validity of the COSE in the context of counselling Chinese students in schools. In the present study, the factor structure of responses to the Chinese version of the Counselling Self-Estimate Inventory in a sample of 578 Hong Kong secondary school guidance teachers was examined using the EQS approach to confirmatory factor analysis. The results showed that while a five-factor model was fairly able to fit the data, the deletion of items related to the awareness of values factor yielded a better fitting model. The discussion of potential uses and limitations of the C-COSE in the context of preparing and supervising school guidance personnel in student counselling is relevant to counselling psychologists and researchers in Hong Kong and other parts of the world.postprin

Quick assessment of hopelessness: a cross-sectional study

BACKGROUND: Lengthy questionnaires reduce data quality and impose a burden on respondents. Previous researchers proposed that a single item ("My future seems dark to me") and a 4-item component of the Beck's Hopelessness Scale (BHS) can summarise most of the information the BHS provides. There is no clear indication of what BHS cutoff values are useful in identifying people with suicide tendency. METHODS: In a population-based study of Chinese people aged between 15 and 59 in Hong Kong, the Chinese version of the BHS and the Centre for Epidemiologic Studies – Depression scale were administered by trained interviewers and suicidal ideation and suicidal attempts were self-reported. Receiver operating characteristics curve analysis and regression analysis were used to compare the performance of the BHS and its components in identifying people with suicidality and depression. Smoothed level of suicidal tendency was assessed in relation to scores on the BHS and its component to identify thresholds. RESULTS: It is found that the 4-item component and, to a lesser extent, the single item of the BHS perform in ways similar to the BHS. There are non-linear relationship between suicidality and scores on the BHS and the 4-item component; cutoff values identified accordingly have sensitivity and specificity of about 65%. CONCLUSION: The 4-item component is a useful alternative to the BHS. Shortening of psycho-social measurement scales should be considered in order to reduce burden on patients or respondents and to improve response rate

Interim Evaluation of Project P.A.T.H.S.: An Integration of Findings Based on Program Implementers

To understand the implementation quality of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong, interim evaluation was conducted in three consecutive years. Program implementation details in each school were collected through personal interviews, telephone interviews, and self-administered questionnaires. Using data collected from 2006 to 2009 from 378 schools based on several rating items, results showed that a high proportion of program implementers considered the program as helpful to adolescent holistic development, and that students responded positively to the program. Views toward the implementation of the Tier 1 Program were positive across different grades (Secondary 1–3), curriculum modes (full curriculum vs. core curriculum), and types of implementers (social workers vs. school teachers). The project was also well received by different stakeholders. In line with the results obtained from other evaluative methods, the present findings support the success of the Tier 1 Program of the Project P.A.T.H.S. in promoting the holistic development of the program participants.Department of Applied Social Science

Confirmatory factor analysis and reliability of the Chinese version of the Maslach Burnout Inventory among guidance teachers in Hong Kong

In 1995 Chan and Hui examined the responses of a sample of Chinese teachers on the Maslach Burnout Inventory and recommended a possible 2-factor rather than the original 3-factor model for the assessment of burnout among Chinese teachers. In the present study, the factor structure of responses to the Chinese version of the Maslach Burnout Inventory in a sample of 1,398 Chinese secondary school guidance teachers was examined using the EQS approach to confirmatory factor analysis. The results showed that a 3-factor model (Emotional Exhaustion, Depersonalization, and Personal Accomplishment) provided the best fit, with the first two factors highly correlated (r = .80). Internal consistencies for the subscales ranged from .80 to .88. © Psychological Reports 2002.link_to_subscribed_fulltex

Confirmatory factor analysis and reliability of the Chinese version of a revised teacher efficacy scale among guidance teachers in Hong Kong

Emmer and Hickman (1991) revised the Teacher Efficacy Scale (Gibson & Dembo, 1984) by adding in a Teacher Efficacy in Classroom Management and Discipline Sub-Scale and examined its factor structure. They recommended a three-factor model with Classroom Management and Discipline as a distinct factor from the other aspects of Teacher Efficacy. In the present study, the factor structure of responses to the Chinese version of a Revised Teacher Efficacy Scale (TES-R; Emmer & Hickman, 1991) in a sample of 250 secondary school guidance teachers in Hong Kong was examined using the EQS approach to confirmatory factor analysis. The results showed that a three-factor model (Personal Teaching, Classroom Management & Discipline, and External Influences) provided the best fit, though with the first two sub-scales highly correlated (r=.75). In addition, the deletion of three items yielded a better fitting model that was cross-validated by analyzing the responses of two separate sub-samples (guidance teachers with nine years' or less teaching experience, and those with ten years' or more teaching experience). Potential uses of the C-TES-R are discussed.link_to_subscribed_fulltex

Psychological well-being, school of adjustment and problem behavior in Chinese adolescents: Do parental qualities matter?

Chinese secondary school students (N=1,519) were asked to respond to instruments measuring their perceptions of parental qualities, psychological well-being, school adjustment, and problem behavior. Measures of parental qualities include perceived parenting styles, support and help from parents, and conflict and relationship with the parents. Results generally showed that adolescents' perceptions of parenting styles, support and help from parents, and conflict and relationship with the parents were significantly related to measures of psychological well-being (including existential well-being, life satisfaction, mastery, self-esteem and general psychiatric morbidity), school adjustment (perceived academic performance and school conduct) and problem behavior (substance abuse and delinquency). Relative to maternal parenthood qualities, paternal parenthood qualities were found to have stronger relationships with measures of adjustment in adolescents with economic disadvantage.link_to_subscribed_fulltex

Reducing gender stereotypes through a digital positive youth development game

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