School Psychology in China (PRC), Hong Kong and Taiwan

Ding, Yi; Kuo, Yi-Lung; Dyke, Don C. Van

doi:10.1177/0143034308099200

Cited by 40 publications

(43 citation statements)

References 8 publications

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“…While these interventions provide helpful psychological support for the few students with existing psychological disorders, they fail to serve the remaining large population of general students who do not have a diagnosed disorder yet [ 24 ]. Moreover, these psychology interventions were more pre-occupied with weakness and disorders, such as the depression, anxiety and stress, but seldom develop the virtues and character strength that facilitate individual thriving, such as resilience and grit, which are important for the personal growth of young people [ 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Application of a classroom-based positive psychology education course for Chinese medical students to increase their psychological well-being: a pilot study

Zhang

Wang

2020

BMC Med Educ

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Background Anxiety and depression have been increasing among Chinese medical students. The psychological well-being of Chinese medical students has become a critical focus of attention for the medical education community. Increasing evidence shows that positive psychology interventions can be effective in the enhancement of psychological well-being, and may help to prevent depressive symptoms in university students. In the present study, we aimed to explore the potential effect of positive psychology education on improving the mental health of Chinese medical students. Methods An 8-week classroom-based positive psychology intervention workshop, which was established as an elective course embedded in the regular school curriculum, was conducted at the School of Medicine, South China University of Technology (SCUT), China. Undergraduate medical students of the institute in year-2 or year-3 of academic study participated in this training course voluntarily. The participants’ self-reported data on the hope scale, life satisfaction scale, subjective happiness scale, and depression and anxiety scale were collected and analyzed at pre-course (n = 61) and post-course (n = 49) times. The investigation was also validated with an independent cohort of students who enrolled in the course in the year following the preliminary study. Results The analyses showed that the psychological well-being of the participants were improved after the intervention. Their mean scores on the hope scale, life satisfaction scale and subjective happiness scale were significantly improved (P < 0.05), while their symptom levels of depression and anxiety were significantly reduced (P < 0.01). A similar trend was observed in the validation cohort. Conclusions These preliminary findings suggest that positive psychology education holds promise for improving psychological well-being among Chinese medical students. Further investigations with larger and well-controlled sample cohorts may yield more convincing and reliable results.

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Section: Introductionmentioning

confidence: 99%

Application of a classroom-based positive psychology education course for Chinese medical students to increase their psychological well-being: a pilot study

Zhang

Wang

2020

BMC Med Educ

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“…Similar to the development of music psychology in other countries, the emergence of music psychology in China paralleled the development of a nationwide educational system. The concept of music psychology emerged in China in the late 1980s when school administrative psychology, which emphasized the use of psychological theory and practice in school administration and management, was being introduced from Western countries [12]. Recently, music psychology has practiced for vocal teaching in Chinese educational system.…”

Section: The Combination Of Vocal Music Education With Aestheticsmentioning

confidence: 99%

Systematic Discussion and Rational Thinking of Vocal Music Education under the Current Social Background of China

Wu¹

2019

Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019)

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Vocal music education in the Chinese educational system has for a long time placed much importance on following the model of "Western Bel Canto", but this may be about to change. Nowadays, with the rapid development of China's economic globalization and the integration of multiple cultures, the social background is changing dramatically, which brings great opportunity but also many challenges to vocal music education and teaching. This paper addresses a systematic discussion on the status and trend of vocal music education in the current social background of modern China, and gives rational thinking on how the new background reshapes the ideas and notions of vocal music education.

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“…There also appears to be some confusion regarding the role and function of school psychologists and school counsellors, and a blurring of boundaries between school psychology, school counselling, and school social work (Ding, Kuo, & Van Dyke, 2008;Leuwerke & Shi, 2010). In the People's Republic of China (PRC), Hong Kong, and Taiwan school psychological services are, for example, performed by school counsellors and vary greatly depending on the culture and attributed value of mental health services in these regions (Chan, 2005;Ding et al, 2008;Lam & Yuen, 2004;Leeuwerke & Shi, 2010;Luk-Fong & Lung, 2003;Ni, Jones, & Bruning, 2012;Wang & D'Amato, 2013). Career guidance and school counselling overlap with school psychology particularly regarding assessment, intervention and prevention.…”

Section: School Psychology and School Counsellingmentioning

confidence: 99%

Evaluating school-based psychological and counselling services in Macao using a qualitative approach

Schalkwyk

Sit

2013

School Psychology International

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The purpose of this study was to explore the status of psychological services in schools in Macao, and the role of school counsellors providing these services. At present, school psychology is not a recognized profession within the territory and school counsellors appointed by the Direcção dos Serviços de Educação e Juventude (DSEJ) through their designated agencies provide the only psychological services to children and families. Adopting a qualitative approach, the researchers collected the viewpoints from three teachers and seven school counsellors regarding the central question: 'How do school counsellors ''serve'' the Macao school children and their families, and what are the most common services required?'. An interpretative phenomenological analysis revealed three themes: (a) School counselling services; (b) psycho-education and mental health services; and (c) perceived needs. Also discussed were recommendations for the development of the field, including the provision of additional school-based child and family interventions in Macao. Keyword interpretative phenomenological analysis; Macao SAR; school-based child and family interventions; school counselling; school psychology This article explores the provision of psychological services to school children in the Special Administrative Region of Macao, People's Republic of China.

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School Psychology in China (PRC), Hong Kong and Taiwan

Cited by 40 publications

References 8 publications

Application of a classroom-based positive psychology education course for Chinese medical students to increase their psychological well-being: a pilot study

Application of a classroom-based positive psychology education course for Chinese medical students to increase their psychological well-being: a pilot study

Systematic Discussion and Rational Thinking of Vocal Music Education under the Current Social Background of China

Evaluating school-based psychological and counselling services in Macao using a qualitative approach

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