School Counselling in a Chinese Context

School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong - a Chinese society. The sub themes addressed in the book include school practices and teacher perspectives on guidance, counselling, behaviour support and school discipline; whole-school guidance program for identity construction; school counselling for ethnic minority students; contextual influence of the use of play therapy; school counselling for students with minority sexual orientation; Chinese cultural influence on counselling, etc. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education. The themes addressed in the book include: - School practices and teacher perspectives on guidance, counselling, behavior support and school discipline - School counselling for ethnic minority students - Contextual and cultural influence of the use of play therapy - School counselling for students with minority sexual orientation - Chinese culture influence on parental participation in counselling School Counselling in a Chinese Context will be of interest to postgraduates and researchers in the field of Counselling, school psychology, child development and Chinese studies.

Ming-tak Hue is a Professor, also the Head of Department of Special Education and Counselling, Director of Integrated Centre for Wellbeing, member on Faculty Board of Faculty of Education and Human Development, at the Education University of Hong Kong.

Preface Introduction 1.Chapter 1: Introduction: School Counselling in Hong Kong Schools and Cultural Influence Part I: Therapeutic use of Counselling 2.Chapter 2: Play in the Context of Early Childhood Education in Hong Kong 3.Chapter 3: Understanding play and peer play among pre-school children in low-income families in Hong Kong 4.Chapter 4: Therapeutic use of companion animals: Using animal-assisted therapy to support students with special educational needs 5.Chapter 5: Application of mindfulness approaches for promoting mental health of students in school counselling Part II: Counselling for Students in Need 6.Chapter 6: Contesting gender binaries in school counselling - Supporting students encountering transgender harassment 7.Chapter 7: School Counselling for the Gifted: Responding to the Social Emotional Needs of Gifted Students 8.Chapter 8: Risk taking of Hong Kong students (Hoi-yan Cheung) 9.Chapter 9: Lesbian, Gay and Bisexual Students Facing School Harassment - Affirmative School Counseling Practice in Hong Kong Part III: Counselling Program in Schools 10.Chapter 10: Building a culturally responsive guidance program: Attending to the counselling needs of ethnic minority students 11.Chapter 11: School-based humane education programme in Hong Kong: Current implementation and future direction Conclusion 12.Chapter 12 Conclusion: Moving School Counselling Forward