Effectiveness of Intervention Groups for Students At Risk

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)32_Refereed conference paper (no ISBN/ISSN)peer-review

View graph of relations

Author(s)

Detail(s)

Original languageEnglish
Publication statusPublished - Jun 2019

Conference

TitleInternational Conference on Change and Innovation for a Better World
LocationThe University of Hong Kong
PlaceHong Kong
Period27 - 29 June 2019

Abstract

As a part of the Jockey Club 'Life Coaching' Community Support Network conducted by Caritas and the Department of Social and Behavioural Sciences at the City University of Hong Kong, this study aimed to examine the effectiveness of the group interventions for primary and secondary school students who were identified as at risk for emotional distresses and suicidal potential. The aims of the group were to enhance the students’ emotional competence and problem solving abilities. Each group is composed of six to eight students. The groups consisted of 6 sessions, each session lasted for about 1.5 hours. The group was designed by integrating components of positive psychology and cognitive behavior therapy and included activities such as knowledge input, experiential games, reflections, and discussions. The project lasted for two years. Different outcome indicators were adopted in 2016-17 and 2017-18. Quasi-experimental pre-post research design was adopted. In 2016-2017, 44 p.5 to p.6 students’ positive problem orientation and emotional intelligence improved significantly after participating in the group. Further analyses showed that all subscales of emotional intelligence improved significantly: self-emotional appraisal, other’ emotion appraisal, emotion regulation and use of emotions. In 2017-2018, 29 p.5 to p.6 students’ pathway thinking, agency thinking, transcendental adaptation and persisting effort increased after the group, though the increases did not reach statistical significance due to small sample size. In 2016-2017, the results revealed that 44 F.1 students’ problem solving abilities improved significantly after participating in the group. In 2017-2018, the results indicated that 26 F.1 students’ agency thinking, transcendental adaptation and problem solving abilities improved significantly after participating in the group. The results showed that the group intervention yielded positive impacts on students by improving their emotional intelligence and problem solving abilities, nurturing positive attitudes and enhancing their strengths in the face of difficulties.

Citation Format(s)

Effectiveness of Intervention Groups for Students At Risk. / CHUI, Wing-Han; KWOK, Sylvia.

2019. Paper presented at International Conference on Change and Innovation for a Better World, Hong Kong.

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)32_Refereed conference paper (no ISBN/ISSN)peer-review