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This chapter begins with a brief account of the guidance and counselling needs of Hong Kong students, followed by an explanatory account of the theoretical framework of ‘person in context’ and ‘developmental contextualism’. The methods of evaluation of the students’ guidance needs will then be introduced before concluding the chapter with psychological resilience as the theoretical and conceptual framework for assisting the personal growth of youngsters.

This chapter begins by studying the relationship between East-West cultural traditions and guidance, before coming to a definition of ‘guidance’ and ‘counselling’ and moving on to explore the philosophical values, functions, recipients and stages of school guidance. The complementary role that discipline and counselling play in school education is emphasized, while the need to integrate discipline, counselling and teaching as one holistic educational process is also pinpointed. The chapter concludes with an overview of the development of guidance in Hong Kong.

This chapter aims at giving teachers a comprehensive view of the origin of guidance, a historical account of the development of school guidance in Hong Kong and a good understanding of the impact of social changes on the implementation of school guidance. In this chapter, two major policies concerning school guidance in Hong Kong will be introduced: (1) Whole-school Approach to Guidance, and (2) Comprehensive Student Guidance Service. The rationale, objectives, principles and strategies of the implementation of these policies will be explained with a view to facilitating teachers’ reflection on how to make the best sense of the present approach of school guidance service in helping students become more competent to meet challenges during their growth and development.

This chapter begins with a discussion of the difference between guidance curriculum and moral education curriculum and thereupon proposes a conceptual framework for the integration of the two types of curricula. It then takes the idea a step further by recommending an integrated curriculum most suited to the Hong Kong context. Finally, it discusses the teaching methods, strategies and difficulties in delivering guidance curriculum, and concludes with some possible solutions.

This chapter motivates teachers to think about the possible crises that may occur in the classroom or at school, and deals with the issue of crisis management from a macro point of view, with the focus of discussion on the positive effect it may have on school guidance. From the point of view of the ‘crisis management cycle’, the government's proposal for the setting up of a crisis management committee in every school presents a good opportunity to examine the related theoretical framework, and also to cite the two different instances of ‘crises’ for analysis. The cases will be approached separately from the individual level as well as the group/school level, with discussions on the use of different intervention strategies and the intended improvement.

This chapter purports to introduce the development and the key points of B. F. Skinner's behaviour therapy, including the theory of conditioning, approach to human nature, behavioural function analysis, behaviour modification techniques, counselling strategies and various techniques that teachers can use. At the same time, it will clarify and correct many people's misconceptions about this theory, such as over-conditioning and negligence of emotions and feelings, so that teachers will find it more encompassing and effective when applying this theory.

This chapter discusses how the class teacher can foster pupils’ whole person development within a school context, and describes his/her role and functions within the larger framework of whole school guidance work. The class teacher works under the principal's leadership, collaborates with the discipline and guidance team, communicates with parents, and makes good use of support from professional sectors and the community at large. During parent-teacher conferences, he/she must be able to adopt the appropriate attitude, skills and strategies in interacting with parents of varying backgrounds and temperaments. Where a parent displays threatening or challenging tendencies, the class teacher must also be able to apply the conflict resolution approach effectively, in order to win the parent's support towards helping his/her child's growth.

This chapter discusses guidance for pupils in their whole person development on an individual as well as class basis, and describes the roles and functions of class teachers in Hong Kong as guidance teachers. On an individual level, it holds that the personal attributes and attitudes of the class teacher facilitate the development of a personal teacher-pupil relationship which will help the pupils enhance their self-esteem and serve as a basis for initial counselling. On a class level, the class teacher facilitates the collective growth and development of the whole class by establishing a positive class culture, showing care for maladapted pupils, and planning and carrying out year-long whole person development programmes.

This chapter aims to enhance teachers’ knowledge of the codes of ethics in counselling, to heighten their awareness of the ethical issues and their competence in handling them, and to highlight the need for recognizing the professionalism of counselling work. The chapter begins with an exposition of the necessity for teachers to study counselling ethics, followed by a discussion of the importance and limits of the ethical codes, covering also the significant ethical issues relevant to school counselling. In the discussions a case study format is adopted. By referring to several typical school counselling cases, the complicated and contradictory nature of ethical issues is illustrated. On the basis of the ethical codes laid down by Western and local professional counselling organizations, methods appropriate to the Hong Kong school culture and social environment are proposed.

This chapter describes the stages of development and key points of Carl Rogers's (1902–87) person-centred therapy, including its core conditions and goals of counselling, the role of the counsellor, commonly-used techniques, and the application of this system of therapy in schools. It also encourages (prospective) teachers to reflect on their views on human nature and to involve themselves diligently in school counselling work, so as to attain a level of whole person care that embodies ‘pointing the way, imparting knowledge and resolving problems’.

This chapter is a discussion of the background and core concept from which Albert Ellis's (1913–2007) Rational Emotive Therapy was derived, including rational and irrational beliefs, the ABC Theory, counselling objectives and commonly-used counselling techniques and strategies. It also attempts to analyse aspects that need special attention when educators apply this theory to helping pupils.