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International students' mobility is increasing day by day around the world. As a result, many international postgraduate students enroll in Chinese universities for higher studies and exchange programs every year. The more international postgraduate students enrolled, the more challenges and problems encountered by local universities. This paper uses the questionnaire survey and interview method to explore the problems in cultivating and managing international postgraduates at Chinese universities in Wuhan, China. The study aims to identify the cultivation and management problems and present the corresponding countermeasures through the questionnaire analysis of 553 international postgraduates from the five universities. The study finds the four main problems in the cultivation and management of international postgraduates at local universities are (1) limited English resources and fewer faculty who deliver a lecture in English, (2) insufficient student-supervisor interaction, (3) lack of academic guidance on campus, and (4) inadequate campus facilities. In order to overcome these challenges, universities have to build a sound curriculum system and enhance the internationalization of teachers, increase the academic and social interaction among students and supervisors, arrange seminars and workshops and strengthen the development of language environment products, including four information platforms. The study has implications for the policymakers, professors, and university administrators to cultivate and manage international postgraduates. This research can also be regarded as a reference for the cultivation and education of international postgraduates in other countries.

Using multiple methodological approaches in a sample of Chinese high school students (N = 1511), this paper reports on the development and initial validation of a 32-item Student Perceptions of School Guidance Support Scale (SPSGSS) initially intended to measure guidance support students perceive they receive from schools in four key areas of student development: academic development, career development, personal/social development, and college preparation. Results of factor analyses show that a bifactor model emerges as a best fit, indicating that students may have both an overall conception of what school guidance support is like and a separate understanding of specific aspects of school guidance support that contribute to the measurement of the overall conception. Examinations of ancillary bifactor indices reveal high reliability of the SPSGSS total score, suggesting that the total score is a reliable measure of the general SPSGSS factor. Moreover, this survey shows clear evidence of measurement invariance across genders and grade levels. Implications of these findings for educational research and practice are discussed. [ABSTRACT FROM AUTHOR]

The paper explores teachers' endorsement of pastoral care, based on their socially and historically developed and interactively shaped understandings of teacher care, and how it surfaces in their practices. Participants are 25 academics in a self-financing teaching-oriented college in Hong Kong, in which teachers are also academic advisors for an assigned number of students and professional counselling is provided as another form of student support. The study identified three groups of teachers regarding their endorsement and enactment of pastoral care, namely, the supporters who are the overwhelming majority, the opponents and the bystanders. The author suggests that the relatively high level of endorsement and enactment of pastoral care found among the participants can be explained by its institutional, societal and cultural contexts. Implications of encouraging and facilitating teachers taking pastoral care as shared responsibility with professional counsellors in higher education are discussed. [ABSTRACT FROM AUTHOR]

Hong Kong's 150 years of colonisation by the British is a classic example of how globalisation comes into direct contact with a local Chinese culture and creates cultural hybridities. The paper presents a framework for developing a hybrid guidance curriculum, drawing together western traditions of developmental contextualism in guidance and Chinese traditions of Confucian humanism in moral education. The core of the framework is a hybrid self, integrating the individualist and the embedded self. The paper highlights the importance of culture and context in considering school guidance and the 'fluid' and dynamic nature of 'glocalisation' working towards integration. [ABSTRACT FROM AUTHOR]

In this current era of rapid globalization and knowledge transmission, students in Hong Kong and Asia who are being trained in counseling theories and systems face a dilemma. To be recognized internationally as professionally trained counselors, they need to comprehend some of the multiple theoretical approaches to mental health, the development of a person and the techniques needed for assessment and intervention. To practice professionally they must have an understanding of theoretical orientations and become self-reflective in their practice. The texts they use are mainly from Europe or the United States, with the case study focus being either on Americans or on Asian Americans. How do they distinguish between what is required of them internationally and local cultural needs of clients in Hong Kong or different parts of Asia? Much of the literature on pedagogical methods used for educating counselors argues for the development of multicultural competencies. While this is important, this paper argues for students to understand and be aware of the dialogue between globalization, indigenization and reconceptualization of counseling theories. Examples of how this is attempted in a Hong Kong counseling training program will be put forward, with a brief discussion of some current writings from Chinese and Taiwanese counselors and their attempts to indigenize and adapt Western theories for their own context, as well as the importance of exposing students to this research. [ABSTRACT FROM AUTHOR]

Dialogue is a process that enables participants to engage the known and the not-known. In counsellor education it is essential for students to learn the art of dialogic communication as preparation for the encounters of counselling. This paper explores the notions of transformative learning in counseling education through dialogic encounters. It highlights the crucial aspects of engaging with one's own cultural values and beliefs and accepting the uncertainty and ambiguity of not knowing everything in order to engage in the process of structuring new meaning. Diversity of ideas is valued in the transformative education process. Dialogic communication is seen as essential for educating critically reflective counsellors. [ABSTRACT FROM AUTHOR]

Unlike many other places in the world, guidance lessons in Hong Kong are taught mainly by class teachers rather than school counsellors. Given the unique educational context of Hong Kong as East meets West and given that guidance is essentially a concept from the West, it is important to investigate what kind of pedagogy is suitable for teaching guidance in Hong Kong. This paper examines what teaching guidance lessons are like in Hong Kong for the researcher and for some primary teachers. A qualitative case study methodology is used. Data are drawn from the author's own experience in a primary school teaching attachment and interviews with guidance professionals, primary school principals, teachers and students in three selected primary schools in Hong Kong. Pedagogical issues for the teaching guidance curriculum are explored and discussed. The researcher argues for a hybrid guidance pedagogy for the teaching of classroom guidance in Hong Kong. Findings are applicable to countries facing similar issues in parallel mixed cultural settings. [ABSTRACT FROM AUTHOR]

This paper looks at the developmental needs of teachers in relation to facilitating the personal and social development of students. It goes on to describe a module, 'Personal and Social Education', offered to all pre-service teachers in the Hong Kong Institute of Education which aims at equipping trainee teachers to carry out the guidance role of a teacher in the context of Hong Kong, particularly in the role of a class teacher. It concludes with the results of a survey seeking the views of these trainees on the module they had undertaken. [ABSTRACT FROM AUTHOR]

Background: Graduate education is the main approach to training high-level innovative elites. With the expansion of the scale of graduate education in China, it has gradually emerged that the lack of innovation ability of graduate students is recognized as the primary problem in graduate education. How to comprehensively improve the quality of postgraduate teaching has become the core task of educational reform and development. However, data about the current cultivation and development of the innovative ability of graduate students in China is limited. Methods: A questionnaire survey was conducted among medical postgraduate students. Descriptive statistics and multiple regression analysis methods were used to analyze the data to describe the current innovation ability in advanced medical education and potential influence factors. Results: A total of 1241 medical students were surveyed, according to the results of questionnaire data analysis. The proportion of subjects who participated in the College Student's Entrepreneurship and Innovation program or any other scientific research programs are fairly high which are 46.82% and 29.20% respectively. Most of the participants are observed with high levels of self-motivation and active learning and have good performance in creative thinking. However, only a small number of participants (16.6%) reported academic achievements such as publications. Most of the students are satisfied with the current scientific research environment and think that the current postgraduate training system is qualified for the cultivation of innovation ability, and expects the inclusion of course specialized in systemic medicine and medical informatics in the curricula. Multiple logistic regression results showed that among the factors studied, gender, medical specialties, and types of master's degrees are associated with cognition & skills, academic performance, and creativity. Conclusions: It will be important to incorporate more techniques for creating and improving creativity in the curricula of the current postgraduate education, especially for courses such as systemic medicine and informatics. Guidance in earlier school life can stimulate creativity and an early introduction to scientific research work will facilitate innovative thinking and behavior. Scientific research programs such as the National Innovation and Entrepreneurship Training for the universities of PRC have been widely implemented in the undergraduate education system throughout the country. However, the training effectiveness of the current scientific research programs is worth improving. [ABSTRACT FROM AUTHOR]

The article presents comments on three papers presented during the Inaugural Asia Pacific Rim International Counselling Conference held Hongkong. It points out the concept of the three articles such as the outline of the development of guidance and counselling from remedies to student in Hongkong, chronological description of initial and later development of counselling in Malaysia, and how psychological help promote counselling services in China. It also remarks the study such as the need of counsellors awareness on the influence of local and dominant culture to the practice of guidance and counselling, and consideration of cultural context of clients, counsellors in assisting models of helping, and strategies to improve treatment attitudes.

Many Hong Kong schools are concerned about the effective use of educational planning for fulfilling the diverse needs of ethnic minority students particularly given their growing numbers. No matter what educational plans for ethnic minority students are made, how they are implemented becomes critical. This article examines teachers 'narratives of the cross-cultural experiences of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students' different learning needs. Qualitative data were collected from interviews, through which the constructs of thirty-two teachers from three secondary schools were explored. This paper argues that when devising and implementing an educational plan for promoting the welfare of ethnic minority students, it is not only necessary for the plan to promote the intercultural sensitivity of all practitioners, but it is equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school, and home. [ABSTRACT FROM AUTHOR]

In this paper, we attempt to gain a greater understanding of the adjustment experiences of international students from Mainland China in their first year at university. Three themes emerge from our data: lack of confidence in speaking English; the preference for using family, partners and close friends as their support networks to deal with problems; and the lack of knowledge of university counselling services. The participants did not view the university counselling services as a support service they would use to assist them with their personal difficulties. [ABSTRACT FROM AUTHOR]

Due to drastic societal changes in the last few decades, there has been an increasing need for counseling services in China. Specifically, Chinese college students are confronted with many developmental challenges due to changes in expectations following college. The purpose of this phenomenological study was to explore Chinese college students' perceptions of counseling services in China. The authors identified six essential themes which made up the essence of this study. They were roles of counselors, issues that brought students to counseling, students' expectations in counseling, training and requirements for counselors, credentials and characteristics of counselor supervisors, and future development of counseling in China. The authors discussed the themes, implications, and offered recommendations for further research. [ABSTRACT FROM AUTHOR]

This article provides an overview of the evolution of career guidance and counseling in secondary schools in Hong Kong over the last 60 years. The first stage of development (early 1950s to late 1970s) marked recovery from the aftermath of World War II and the Cultural Revolution in China. The earliest examples of career services in secondary schools began in this period. The second stage (approximately 1970-1990) marked the gradual evolution from a vocation-oriented approach to a developmental approach in career counseling. The third stage (1990s-2000) saw increased recognition of the importance of career guidance and counseling in a comprehensive school program, parallel to greater involvement of all teachers. The fourth stage (early 2000 to 2018) has seen continual growth in career guidance and counseling practices within schools based on contemporary theories of career development and best practices research. [ABSTRACT FROM AUTHOR]

This brief report describes an investigation into the motivational changes of two school counselling teachers in two rural schools in the Chinese context. The findings revealed the mixed motivations of the participants in joining school counselling and how their motivations transformed through their professional engagement and social interactions in specific institutional and socio-cultural settings. The study concludes with some implications for teacher development and points out directions for continuing research. [ABSTRACT FROM AUTHOR]

Career development and career intervention have been affected by globalization in culture, politics, and economics. Career development among Chinese people, especially youth, shows particular characteristics with the influences of Chinese cultural features such as collectivistic values. The authors review the challenges of career development and intervention in different types of Chinese societies, including a shortage of indigenous theoretical models and assessment instruments; a lack of professional training and education for researchers, practitioners, educators, and counselors; and less positive attitudes toward career counseling and education. The authors then overview the content of this special issue, focusing on career development and intervention of Chinese people living in Shanghai, Taiwan, Hong Kong, Macau, the United States, Canada, and Singapore. The articles address specific challenges, barriers, and features of career intervention, education, and development in these Chinese societies. Approaches and strategies for improving career development and intervention in these different contexts are discussed. [ABSTRACT FROM AUTHOR]

Macao maintained independence over the education system after the handover to the People's Republic of China in 1999. Many changes have ensued in the education system in the past decade or more, most of which relates to the implementation of school counseling in the local schools. Adopting a phenomenological approach and interviews, this study focused on the perceptions of school-aged youth, parents, and teachers regarding current school-based child and family counseling in schools in Macao. The findings indicate an overall positive attitude and openness to school counseling and mental health services, and general agreement amongst informants for more professional resources and broader access to services. In view of the findings, I conclude with a recommendation for transforming schoolbased child and family counseling in Macao through following more integrated prevention and intervention services proposed by the School-Based Family Counseling (SBFC) model to address the most salient needs of children/youth, families, and teachers in the school setting and community. [ABSTRACT FROM AUTHOR]

In this study, we examined the views of 10 experts and 10 novices on effective mathematics instruction in China. We found that all the participants valued students' mastering of mathematical knowledge and skills and their development in mathematical thinking methods and abilities. Compared with novice teachers, expert teachers emphasized the development of students' mathematical thinking and higher order thinking abilities and properly dealing with important and difficult content points. In contrast, novice teachers were particularly concerned about the effectiveness of teachers' guidance. [ABSTRACT FROM AUTHOR]

This study compared the effectiveness of short-term developmental group counseling applying Gestalt-play versus cognitive-verbal approaches with Taiwanese adolescents. On a measure of behavioral and emotional strengths, teachers reported significant changes in students' overall behavioral and emotional strengths measured via total scores. Specific areas measured via subscores, included (a) family involvement which was enhanced primarily by the Gestalt-play approach and (b) affective strength which was enhanced primarily by the cognitive-verbal approach. In contrast, parents reported no significant changes. On a measure of school and social adjustment, teachers and students' peers reported weak intervention impacts. [ABSTRACT FROM AUTHOR]

This qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a wholeschool approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed. [ABSTRACT FROM AUTHOR]

The Republic of China is developing its guidance programs energetically and rapidly. The Chinese Guidance Association, a young but vigorous professional association, is devoted to research and development of China's student and industrial personnel programs. This APGA sister association has taken long strides ahead in the past eight years through organization of experimental school and college guidance programs, counselor education, development of tests, and distribution of vocational information materials. It has an ambitious and promising "five-year development plan" blocked out for the period 1966-71. [ABSTRACT FROM AUTHOR]