workshop 4: positive education in hong kong: present and...

Workshop 4: Positive Education in Hong Kong: Present and Future

7/10/2016 5:00pm – 6:30pm

Moderator: Dr. LAW Hing-Chung

Committee; Former Chairman, Hong Kong Direct Subsidy Scheme Schools

Speaker: Dr. Sylvia KWOK Associate Professor, Department of Applied Social

University of Hong Kong

Title: Positive Education in Hong Kong: Present and Future

Abstract:

Importance and Benefits of promoting Positive Education in Hong Kong

Implementing Positive Education is important to promote wellbeing

students in the highly competitive atmosphere of Hong Kong. Positive education assists

students to strengthen their relationships, understand and build positive emotions, enhance

personal resilience, promote engagement, and encourage a he

obtained from positive education will continue to assist students in pursuit of a happy and

meaningful life beyond the school gates, contributing to a positive community.

Experiences of adapting Positive Education in Hong Kong

A whole-school approach to positive education

showing teachers how to build on student’s strengths, enhancing teacher’s own wellbeing

and leadership skills, developing a positive culture throughout the school, a

parents, stakeholders and the community to support and sustain

• Staff training & staff support

• Explicit teaching of positive education

• Implicit teaching of positive education

• Promoting the six related pillars of positive education

engagement, positive accomplishment, positive purpose, positive relationships, and

positive health).

Implications and future directions

• Positive education can be embedded

activities.

• The theme of positive education should be integrated into the school development

plan. Integrating positive education within the school context is an evolutionary

process and takes time. School lea

short-term and long-term objectives to a whole

• Schools need to use multiple pathways to foster the wellbeing of their staff

need to be made to develop strengths a

and cultivate their engagement and commitment to the school.

• Evidence-based research is needed

framework and implementation approaches of positive education, and to provide

evidence for the effectiveness of positive education for individual well

well-being in the community.

• Education policy should

on the teaching and learning.

Workshop 4: Positive Education in Hong Kong: Present and Future

6:30pm

Chung Member, BGCA 80th

Scientific Conference

Former Chairman, Hong Kong Direct Subsidy Scheme Schools

Associate Professor, Department of Applied Social

Positive Education in Hong Kong: Present and Future

Importance and Benefits of promoting Positive Education in Hong Kong

Implementing Positive Education is important to promote wellbeing

students in the highly competitive atmosphere of Hong Kong. Positive education assists

students to strengthen their relationships, understand and build positive emotions, enhance

personal resilience, promote engagement, and encourage a healthy lifestyle. Insights

obtained from positive education will continue to assist students in pursuit of a happy and

meaningful life beyond the school gates, contributing to a positive community.

Experiences of adapting Positive Education in Hong Kong

school approach to positive education is needed for preparing students to flourish,

showing teachers how to build on student’s strengths, enhancing teacher’s own wellbeing

and leadership skills, developing a positive culture throughout the school, a

parents, stakeholders and the community to support and sustain wellbeing.

Staff training & staff support (“Learn it” and “Live it”)

Explicit teaching of positive education (“Teach it”)

Implicit teaching of positive education (“Embed it”)

Promoting the six related pillars of positive education (positive emotion, positive

engagement, positive accomplishment, positive purpose, positive relationships, and

Implications and future directions

Positive education can be embedded in the school curriculum and extra

The theme of positive education should be integrated into the school development

. Integrating positive education within the school context is an evolutionary

process and takes time. School leaders must align their school’s vision, mission,

term objectives to a whole-school positive education approach.

Schools need to use multiple pathways to foster the wellbeing of their staff

need to be made to develop strengths and psychological capital of the school staff

and cultivate their engagement and commitment to the school.

based research is needed to examine systematically the conceptual

framework and implementation approaches of positive education, and to provide

evidence for the effectiveness of positive education for individual well

being in the community.

Education policy should put well-being as the core focus, rather than focusing solely

on the teaching and learning.

Workshop 4: Positive Education in Hong Kong: Present and Future

onference Organizing

Council

Associate Professor, Department of Applied Social Sciences, City

for teachers and

students in the highly competitive atmosphere of Hong Kong. Positive education assists

students to strengthen their relationships, understand and build positive emotions, enhance

althy lifestyle. Insights

obtained from positive education will continue to assist students in pursuit of a happy and

meaningful life beyond the school gates, contributing to a positive community.

students to flourish,

showing teachers how to build on student’s strengths, enhancing teacher’s own wellbeing

and leadership skills, developing a positive culture throughout the school, and engaging

wellbeing.

(positive emotion, positive

engagement, positive accomplishment, positive purpose, positive relationships, and

in the school curriculum and extra-curricular

The theme of positive education should be integrated into the school development

. Integrating positive education within the school context is an evolutionary

ders must align their school’s vision, mission,

school positive education approach.

Schools need to use multiple pathways to foster the wellbeing of their staff. Efforts

nd psychological capital of the school staff

to examine systematically the conceptual

framework and implementation approaches of positive education, and to provide

evidence for the effectiveness of positive education for individual well-being and

, rather than focusing solely