published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / Social Work and Social Administration / Doctoral / Doctor of Philosophy

by Li Chi Mei, Cross. / Includes questionaire in Chinese. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 104-116). / Acknowledgement --- p.i / Abstract --- p.ii -iii / Chapter Chapter 1 --- Introduction --- p.1 -4 / Chapter Chapter 2 --- Literature Review --- p.5-26 / Chapter Chapter 3 --- Conceptual Framework --- p.27 -38 / Chapter Chapter 4 --- Research Questions & Hypotheses --- p.39 -40 / Chapter Chapter 5 --- Research Methodology --- p.41-47 / Chapter Chapter 6 --- Results --- p.48 -72 / Chapter Chapter 7 --- Discussion of the Findings --- p.73 -94 / Chapter Chapter 8 --- Recommendations & Conclusion --- p.95 -103 / References --- p.104-116 / Appendices A : Table of Reliability --- p.117-123 / Chapter B : --- Results of the Coopersmith's Self-esteem Inventory --- p.124-125 / Chapter C : --- Questionnaire (English Version) --- p.126-133 / Chapter D : --- Questionnaire (Chinese Version) --- p.134-141

by Joan, Fung-yee Chan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 93-99). / Abstract and questionnaire also in Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iv / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.viii / Chapter CHAPTER ONE - --- INTRODUCTION --- p.1 / Chapter 1.1 --- Slimness As An Updated Trend --- p.1 / Chapter 1.2 --- Physical Appearance as the Main Concern for Adolescents --- p.2 / Chapter 1.3 --- Stigma of Being Overweight --- p.3 / Chapter 1.4 --- Possible Psychological Correlates of Overweight --- p.5 / Chapter 1.5 --- Females are More Preoccupied with Appearance? --- p.10 / Chapter 1.6 --- Differences in Psychological Profiles of Boys and Girls with Diffprent Weight --- p.13 / Chapter 1.7 --- Subjective Satisfaction of Weight and Body Shape --- p.15 / Chapter 1.8 --- Related Local Findings --- p.17 / Chapter 1.9 --- Objectives of the Present Study --- p.20 / Chapter 1.10 --- The Use of EDI-2 --- p.22 / Chapter CHAPTER TWO - --- METHODOLOGY --- p.24 / Chapter 2 1 --- Subjects --- p.24 / Chapter 2.2 --- Measures / Scales --- p.24 / Chapter 2.3 --- Procedure --- p.32 / Chapter CHAPTER THREE - --- RESULTS --- p.34 / Chapter 3.1 --- Demographic Characteristics of Sample --- p.34 / Chapter 3.2 --- Prevalence of Overweight Among the Sample --- p.36 / Chapter 3.3 --- Satisfaction of Overall Body Shape --- p.38 / Chapter 3.4 --- Dissatisfaction Towards Different Body Parts --- p.39 / Chapter 3.5 --- Sex Differences --- p.41 / Chapter 3.6 --- Differences in Psychological Profile Among Different Weight Groups --- p.47 / Chapter 3.7 --- Psychological Profiles of Different Weight Groups with Different Levels of Body Shape Satisfaction --- p.53 / Chapter CHAPTER FOUR - --- DISCUSSION / Chapter 4.1 --- The Prevalence of Obesity among Chinese Adolescentsin Hong Kong --- p.68 / Chapter 4.2 --- Differences in Psychosocial Variables --- p.68 / Chapter 4.3 --- "“Normative Dissatisfaction"" Towards Own Body Shape" --- p.70 / Chapter 4.4 --- Differences in Psychological Profile between Boys and Girls --- p.73 / Chapter 4.5 --- Effect of Weight among Boys and Girls --- p.76 / Chapter 4.6 --- Effect of Subjective Satisfaction with Own Body Shape --- p.82 / Chapter 4.7 --- Conclusions --- p.87 / Chapter 4.8 --- Limitations of the Present Study --- p.89 / Chapter 4.9 --- Recommendations for Future Studies --- p.91 / REFERENCES --- p.93 / APPENDIX --- p.100

published_or_final_version / Education / Master / Master of Education

1598 students (from Primary 2 to Primary 4) participated in Study One on prevalence. Data on internalizing problems were collected using the Child Behaviour Checklist (CBCL). The overall prevalence rate in the current sample was 11.4 percent. Association between children's internalizing problem and mother-child relationship was assessed using the Parent-Child Relationship Questionnaire (PCRQ). Warmth in PCRQ had the highest negative correlation with Anxious/Depressed in CBCL. / Early identification of internalizing problems in young children is important as internalizing behaviour may intensify over time and lead to psychiatric disorders (e.g., Seligman & Ollendick, 1998), or even suicide (e.g., Lewinshon, Rohde, & Seeley, 1998). The internalizing problems of Hong Kong young children also reached an alarming point. A recent survey released by the Hong Kong Association for Careers Masters and Guidance Masters (HKACMGM) in late 2005 indicated that around 75 percent of primary school children considered themselves unhappy in their daily life. The present research looked into the internalizing problems among Hong Kong primary school children. It consisted of two studies. Study One was on the prevalence of childhood internalizing problems, and its association with mother-child relationship. Study Two was a treatment outcome research on the effectiveness of different intervention programs for these children. Three interventions were compared with the waitlist control group in order to identify the effectiveness of interventions on reducing internalizing symptoms, enhancing mother-child relationship, and increasing self-esteem. These interventions were: FRIENDS (cognitive-behavioural approach), THERAPLAY (relationship-based approach), and COPE (an integrative approach). / In general, this research was among the first few in Hong Kong on assessing the prevalence rate of internalizing problem and its association with mother-child relationship. The results on the impact of different interventions on children provided further insight to local practitioners in evaluating the characteristics of their intervention programs on these children. Limitations of this research were also discussed. / Results showed that intervention of any kind could help to reduce children's internalizing problems. Such reduction could, in general, be maintained to the follow-up period despite fluctuations in between. Three major findings on the intervention programs were highlighted. First, COPE, using an integrative approach, had the biggest drop in internalizing problems as measured by CBCL. Second, FRIENDS and COPE were particularly effective in enhancing warmth, disciplinary warmth (as seen by mothers) and personal relations (as reported by children). Third, THERAPLAY was reported to be effective in reducing children's social anxiety and in enhancing children's social self-esteem. / Study Two included 92 children whose CBCL score reached at least the cutoff point (i.e., they were considered as "high risk" for having internalizing disorders) and met the selection criteria for the treatment groups. These children and their mothers were randomly allocated either to one of the three treatment conditions (n=23, 22, 23 respectively) and completed an 8-session intervention program, or to a wait-list control condition (control group, n=24). Children completed the Reynold's Child Depression Scale (RCDS), Screening for Children Anxiety-Related Disorders (SCARED) Culture-free Self-Esteem Inventory (CFSEI) at pre- and post-intervention while mothers completed the Child Behaviour Checklist (CBCL) and the Parent-Child Relationship Questionnaire (PCRQ) at post-intervention. 1-month follow-up assessment on the above measures was conducted. Peer nomination was done at pre- and post-intervention as well as at 1-month follow-up time points to explore more on the impact of these interventions on children's social world. / Siu Fung Ying Angela. / "June 2006." / Adviser: David W. Chan. / Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0115. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 162-180). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Hung Mong-ping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF FIGURES AND TABLES --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Studies on the Schooling and Social Adaptation of Young NACs from Mainland China --- p.4 / Chapter 2.1.1 --- Difficulties in Finding a School Place --- p.5 / Chapter 2.1.2 --- Enrollment in Lower Grades with Younger Classmates --- p.7 / Chapter 2.1.3 --- Problems in the Learning of Languages --- p.9 / Chapter 2.1.4 --- Relationship with Teachers --- p.11 / Chapter 2.1.5 --- Peer Relationship in School --- p.12 / Chapter 2.1.6 --- Relationship with the Family and Adaptation to the Change of Living Environment --- p.13 / Chapter 2.1.7 --- Community Support for Students --- p.15 / Chapter 2.1.8 --- Limitations of Local Studies on Young NACs and Focus of Current Study --- p.16 / Chapter 2.2 --- Socio-cultural Dimension in Minority Education --- p.18 / Chapter 2.2.1 --- Interpersonal Relationship with Classmates and Teachers --- p.18 / Chapter 2.2.2 --- Role of the Minority Parents --- p.20 / Chapter 2.2.3 --- Cultural Adaptation and Marginality --- p.21 / Chapter 2.2.4 --- Identity --- p.25 / Chapter 2.2.5 --- Summary --- p.27 / Chapter 2.3 --- Effects of Age-based Identity on Learning --- p.29 / Chapter 2.3.1 --- Academic Improvement --- p.29 / Chapter 2.3.2 --- School Dropouts --- p.30 / Chapter 2.3.3 --- Self Concept --- p.31 / Chapter 2.3.4 --- School Adjustment --- p.33 / Chapter 2.3.5 --- Summary --- p.34 / Chapter 2.4 --- Socio-cultural Influences in SLA --- p.36 / Chapter 2.4.1 --- Norton's Theorization about Socio-culturalInfluences on the SLA --- p.36 / Chapter 2.4.2 --- Research Studies Supporting Norton's Theorization --- p.38 / Chapter 2.4.3 --- "Norton (1997,2000)'s Revisit of the SLA Theory" --- p.41 / Chapter 2.4.4 --- Summary --- p.44 / Chapter CHAPTER 3 --- METHODOLOGY --- p.46 / Chapter 3.1 --- Research Method --- p.46 / Chapter 3.2 --- The Case Study Research Approach --- p.47 / Chapter 3.2.1 --- Definition of Case Study --- p.47 / Chapter 3.2.2 --- Merits and Limitations of the Case Study --- p.47 / Chapter 3.2.2.1 --- Merits --- p.47 / Chapter 3.2.2.2 --- Limitations --- p.49 / Chapter 3.3 --- The Case Study approach for the Study of the Young New Arrivals from Mainland China --- p.50 / Chapter 3.3.1 --- Research Design --- p.50 / Chapter 3.3.1.1 --- Multiple-Case Study --- p.50 / Chapter 3.3.1.2 --- Length of Research Period --- p.51 / Chapter 3.3.2 --- Data Collection --- p.52 / Chapter 3.3.2.1 --- Triangulation of Informants and Data Collection Methods --- p.52 / Chapter 3.3.2.2 --- Self-completion questionnaires andQualitative Interviews --- p.53 / Chapter 3.3.2.3 --- Semi-structured Interviews --- p.54 / Chapter 3.3.2.4 --- Audio-recording and Transcription --- p.55 / Chapter 3.3.3 --- Data Analysis --- p.55 / Chapter 3.3.3.1 --- Deductive Data analysis Approaches --- p.55 / Chapter 3.3.3.2 --- Member Checks --- p.56 / Chapter 3.4 --- Selection of Subjects for the Study --- p.57 / Chapter 3.5 --- Profile of Subjects --- p.58 / Chapter 3.6 --- Procedures of the Study --- p.61 / Chapter 3.6.1 --- Stage 1: Pilot-testing of Questionnaires (Late June 2001) --- p.61 / Chapter 3.6.2 --- Stage 2: Interviews with the Teachers (Early July 2001 to early December2001) --- p.62 / Chapter 3.6.3 --- Stage 3: Interviews with the Subjects to Collect Background --- p.63 / Chapter 3.6.4 --- Stage 4: Interviews with the Subjects to Collect In-depth Data (Mid-September 2001 to Mid-January2001) --- p.63 / Chapter 3.6.5 --- "Stage 5: Interviews with the parents (December to February,2001)" --- p.64 / Chapter 3.6.6 --- Stage 6: Data Analysis (March to May) --- p.65 / Chapter CHAPTER 4 --- DATA ANALYSIS AND FINDINGS --- p.67 / Chapter 4.1 --- Reasons for Coming to Hong Kong --- p.67 / Chapter 4.2 --- Scene of Departure and First Day in Hong Kong --- p.70 / Chapter 4.3 --- Schooling in Hong Kong --- p.75 / Chapter 4.3.1 --- First School Day --- p.75 / Chapter 4.3.1.1 --- Feelings before Going to School --- p.75 / Chapter 4.3.1.2 --- New Teachers and Classmates --- p.76 / Chapter 4.3.1.3 --- Cultural Differences and Language Shock --- p.82 / Chapter 4.3.1.4 --- Worries and Concerns --- p.85 / Chapter 4.3.2 --- School Life --- p.87 / Chapter 4.3.2.1 --- Perceived Function of Educationand Academic Goal Setting --- p.87 / Chapter 4.3.2.2 --- Parent's Expectation for the NACs Academic Attainment --- p.89 / Chapter 4.3.2.3 --- Relationship with Teachers --- p.92 / Chapter 4.3.2.4 --- Relationship with Classmates --- p.94 / Chapter 4.3.2.5 --- Language Learning --- p.101 / Chapter 4.3.2.5.1 --- Attitudes towards Different language --- p.101 / Chapter 4.3.2.5.2 --- Cantonese Learning --- p.102 / Chapter 4.3.2.5.3 --- English Learning --- p.104 / Chapter 4.3.2.6 --- Age Gap with Classmates --- p.112 / Chapter 4.3.2.7 --- Participation in Extracurricular Activities --- p.115 / Chapter 4.3.2.8 --- Change to a Different School --- p.116 / Chapter 4.4 --- Family Life and Community Support --- p.119 / Chapter 4.4.1 --- Family Life --- p.119 / Chapter 4.4.1.1 --- Relationship with Family --- p.119 / Chapter 4.4.1.2 --- Living Environment --- p.123 / Chapter 4.4.1.3 --- Family's Economic Situation --- p.125 / Chapter 4.4.1.4 --- Comparison with Hongkongers´ة Family Life --- p.127 / Chapter 4.4.1.5 --- Languages use with Family --- p.129 / Chapter 4.4.1.6 --- Learning of Hometown Cultures --- p.131 / Chapter 4.4.2 --- Community Support --- p.133 / Chapter 4.4.2.1 --- Education Department --- p.133 / Chapter 4.4.2.2 --- School's Support --- p.137 / Chapter 4.4.2.3 --- Community Centers --- p.138 / Chapter 4.4.2.4 --- The Church --- p.139 / Chapter 4.5 --- Identity --- p.140 / Chapter 4.5.1 --- Perception of Self and In-group Members --- p.140 / Chapter 4.5.2 --- Feeling about Different Labels and Desirable Identity --- p.142 / Chapter 4.6 --- Summary --- p.146 / Chapter CHAPTER 5 --- CONCLUSION --- p.148 / Chapter 5.1 --- The NACs' Sense of Self and Socio-cultural Adaptation --- p.148 / Chapter 5.1.1 --- Sense of Self before and after coming to Hong Kong --- p.148 / Chapter 5.1.2 --- Factors Affecting Sense of Self --- p.150 / Chapter 5.1.3 --- Socio-cultural Differences --- p.151 / Chapter 5.1.4 --- Socio-cultural Influences on Learning --- p.152 / Chapter 5.1.5 --- Strategies Adopted by the Young NACs --- p.157 / Chapter 5.2 --- Recommendations and Suggestions --- p.158 / Chapter 5.3 --- Limitations of the Current Study and Suggestions for Future Studies - --- p.162 / reference --- p.163 / appendix --- p.174 / APPENDIX a Number of NACs Admitted to Secondary School (1991-2000) --- p.174 / APPENDIX B The Replication Approach to Multiple Case Study ´ؤ --- p.175 / APPENDIX C Consent Form for NACs Students --- p.176 / APPENDIX D Questionnaires for Young NACs I (Socioculutural Adaptation and Sense of Self) --- p.178 / APPENDIX E Questionnaires for Young NACs II (English Language Learning) --- p.192 / APPENDIX F Consent for NACs´ة English Teachers --- p.206 / APPENDIX G Interview Guide for the NACs' English Teachers -…- --- p.207 / APPENDIX H Interview Guide for Interview with Young NACs I(Sense of Departure & First day in Hong Kong) --- p.209 / APPENDIX I Interview Guide for Interview with Young NACs II (First School Day and the School Life) --- p.211 / APPENDIX J Interview Guide for Interview with YoungNACs III (Family Life) --- p.213 / APPENDIX K Interview Guide for Interview with YoungNACs IV(Perception of Self and Social Life) --- p.215 / APPENDIX L Consent Form (For NACs' Parents) --- p.217 / APPENDIX M Interview Guide for Interview with Young NACs' Parents --- p.219 / APPENDIX N Interview Transcription (Li: Follow-up Interview of the Questionnaire about Adaptation) --- p.221 / APPENDIX 0 Interview Transcription (Li: English Learning) --- p.229 / APPENDIX P Interview Transcription (Li: First Day in Hong Kong) --- p.239 / APPENDIX Q Interview Transcription (Li: First School Day and the School Life) --- p.248 / APPENDIX R Interview Transcription (Li: Family Life) --- p.264 / APPENDIX S Interview Transcription (Li: Perception ofSelf and Social Life) --- p.272 / APPENDIX T Interview Transcription (Li: Interview with Teacher) --- p.281 / APPENDIX U Interview Transcription (Li: Interview with Parent) --- p.287 / APPENDIX V Interview Transcription (Huang) --- p.292 / APPENDIX W Interview Transcription (Chang) --- p.362 / APPENDIX X Interview Transcription (Wong) --- p.431