With higher education, university graduates are important elements of the labor force in knowledge-based economies. With reference to the mental health and developmental problems in university students, there is a need to review university's role in nurturing holistic development of students. Based on the positive youth development approach, it is argued that promoting intrapersonal competencies is an important strategy to facilitate holistic development of young people in Hong Kong. In The Hong Kong Polytechnic University, a course entitled Tomorrow's Leader focusing on positive youth development constructs to promote student well-being will be offered on a compulsory basis starting from 2012/13 academic year under the new undergraduate curriculum structure. The proposed course was piloted in 2010/11 school year. Different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, process evaluation, and qualitative evaluation, are being carried out to evaluate the developed course. Preliminary evaluation findings based on the piloting experience in 2010/11 academic year are presented in this paper.

Social media does not just lead to new ways of social participation; it creates new opportunities for serving difficult-to-reach groups in the community. This study examined the experiences and processes of a pioneering cyber youth work project working with young people involved in drug use and the sex trade in Hong Kong. A thematic analysis of online communication records and interviews of social workers and clients was conducted to determine the relating factors concerned, namely, 'social presence', 'autonomy and 'privacy', 'use of text and media', and 'time dimension'. The results suggest practice insights for youth workers.

A burgeoning literature on narrative identity has emerged during the last decades simultaneously with a "performative turn" in the methodology of qualitative social research; both changes indicate a move away from the paradigm of "representation" that emphasizes linear and singular interpretation of "facts" and toward an acknowledgment of the complexity of the social world preferring a dialogic space, open for multiple interpretations and voices. This article aims to explicate how a nonrepresentational narrative stage performance, "We Are All the Same," by a group of people who had suffered from mental illness opened up space that made transformation possible.

Drawing upon interview data from a study investigating the experiences of 20 unwed mothers in Hong Kong, this article explores the narratives of the participants, especially their decisions in keeping their babies and to taking up the responsibilities of lone motherhood. Specific focus is given to the importance of their narratives so that their voices are heard – how they positioned themselves in relation to dominant cultural scripts surrounding lone motherhood. Their voices have relevance for helping professionals working with young people who play a useful role in facilitating and supporting unwed mothers within their locality, as well as for the general public who play an important role in “breaking” the labels and isolations of unwed mothers.

Young single mothers are positioned as bad mothers in the dominant cultural and societal idealized narratives of motherhood in Hong Kong. This article draws from qualitative interview data of 20 young single mothers in Hong Kong who decided to keep their babies for lone motherhood, explicating the transformations they experienced in such decisions, and how their being positioned (or how they positioned themselves) as 'bad' mothers became their acts of resistance to the prevailing dominant images of motherhood. The findings also shed light on the important role in helping professionals collaboratively construct the 'mother' identity in order to prevent further subjugation.