Effects of service use, family social capital and school social capital on psychosocial development among economically disadvantaged secondary school students in Hong Kong

Economic disadvantage and transitional outcomes: a study of young people from low-income families in Hong Kong

“…Meanwhile, our findings from interviews with the TOD group are in line with the ecological–developmental perspective that among economically disadvantaged youths, service use, supportive interactions with parents, teachers, social workers or other extra-familial adults can help young people find a career direction and foster more adaptive transitional outcomes. These conclusions reinforce previous findings that parental emotional support and involvement in career planning and extra-familial help in transition planning may function as protective mechanisms that positively influence the developmental trajectories of youths from poor households (Alexander et al, 2001 ; Cauce et al, 2003 ; Croninger & Lee, 2001 ; Ngai et al, 2012 ; Phillips, 2010 ; Schoon, 2006 ). The results of this study thus indicate that when disadvantaged young people obtain access to adequate resources and opportunities, they can evade failure and social exclusion.…”

“…The career planning services mentioned by the TOD group were conducted at least twice weekly by non-governmental organisations with drop-in sessions at community-based youth centres (Cheung & Ngai, 2004 ; Ngai et al, 2012 ). The provision included light refreshments, recreational facilities and support from social workers offering advice on education and employment.…”

“…Given the aforementioned findings, interventions based on the ecological–developmental perspective represent particularly appropriate ways of preventing further TOS status among economically disadvantaged young people. These types of interventions focus on bolstering resources and skills in addition to improving interactions between youths and adults across multiple developmental contexts (Cauce et al, 2003 ; Ngai et al, 2012 ; Schoon, 2006 ).…”

“…Likewise, they need to be encouraged so that they develop the confidence to set goals and make sound choices (Creed et al, 2003 ). Due to their poor family financial situations, these young people should also have access to learning resources including tutoring, reference materials and computer aids (Ngai et al, 2012 ). These career development activities should start in the compulsory school years before important decisions must be made about further education or work engagement (Bonica & Sappa, 2010 ).…”

“…We assume that extra-familial help in transition planning such as vocational training, social work and other similar services are essential factors enhancing youth transition (Cauce, Stewart, Rodriguez, Cochran, & Ginzler, 2003 ; Croninger & Lee, 2001 ; Dufur, Parcel, & McKune, 2008 ). Previous research has identified some successful programmes and activities such as those that encompass transition planning services like job seeking, attending vocational training and counselling, and engagement in life-long learning (Cheung & Ngai, 2004 ; Ngai, Cheung, & Ngai, 2012 ; Phillips, 2010 ). Other studies, however, have been unable to agree on the effectiveness of some of these services (Esbensen & Osgood, 1999 ; Furlong, 2006 ).…”