Debbie O. B. Lam

Problem-Based Learning in Social Work: A Study of Student Learning Outcomes.

This study evaluated the effects of problem-based learning (PBL) in social work education. The participants were 132 second-year social work students who took the core courses of Social Work Theory and Practice and Skills Laboratory in the PBL mode. A 40-item scale was used to measure the students’ perceptions of their social work knowledge, skills, and values, Biggs’s Study Process Questionnaire and Revised Study Process Questionnaire were employed to examine their learning approaches. The results indicated positive learning outcomes, with the most significant gains occurring in knowledge and lesser gains being made in skills and values. The findings suggest that students with deep learning motives and approaches reap the most benefit from PBL.

Promoting Reflexivity among Social Work Students: The Development and Evaluation of a Programme

With the growing complexity of social problems, there is a shift of emphasis from competence-based approaches to a reflective practice paradigm in social work education. Reflexivity is the foundation of reflective practice of professional social workers. This article examines the development of a course to promote reflexivity among first-year social work students in Hong Kong. This included structured experiential learning in the classroom and at a campsite, and student-directed social problem analyses and presentations. Small-group teaching was used to increase student–teacher interaction. Thirty-four students participated in a three-time point study with measurements taken at pre-course, post-course and nine-month follow up. There were statistically significant increases in mean total scores on a standardised scale measuring ‘engagement in reflection’, ‘need for reflection’, ‘insights’, and a decrease in ‘personal distress’. The results are in line with course objectives. Future directions in strengthening the course design and evaluation are proposed.

The Establishment and Promotion of the First Youth Quitline in Hong Kong Challenges and Opportunities

This study describes the establishment, promotion, and preliminary findings of a peer-led smoking cessation quitline for Chinese youth smokers in Hong Kong. The Youth Quitline targeted Chinese smokers aged 12 to 25, who smoked at least one cigarette in the past 30 days and were willing to leave telephone numbers for follow up. The protocol was translated from the California Smokers Helpline and we provided toll-free telephone counseling based on motivational intervention with multiple follow-up sessions for smokers who called the service. By intention-to-treat analysis, 55% reported at least one quit attempt, and the quit rate was 22.1% (self-reported 7-day point prevalence) or 17.5% (self-reported 30-day point prevalence). The Hong Kong Youth Quitline, along with enforcement of the antismoking legislation for both youth and adults, advocacy to de-normalize smoking in the society, and appropriate publicity, could help to promote quitting among youth smokers in Hong Kong.

How is street life? An examination of the subjective wellbeing of street children in China

Street life significantly reduced the street children’s subjective wellbeing (SWB), which was lower than those of regular people. The level of self-esteem played a moderating role in their life satisfaction and positive affect. This study shows the significance of providing life necessities and psychological counseling to the street children.

Quitting trajectories of Chinese youth smokers following telephone smoking cessation counseling: a longitudinal study.

INTRODUCTION The smoking patterns of youth remain unknown after they have received smoking cessation counseling. This study aims to examine the quitting trajectories of Chinese youth smokers after they have received quitline services and to examine factors to predict their quitting trajectories. METHODS A total of 402 Chinese youth smokers (aged 12-25 years) called a quitline and participated in telephone follow-ups at 1 week, 1 month, and 3 and 6 months after initial telephone counseling. Finite mixture modeling was employed to examine the quitting trajectories by the SAS Proc Traj group-based modeling procedure. Hierarchical multinomial logistic regression was used to compare the baseline intention to quit smoking, prosmoking attitudes, social influences, self-efficacy to quit, smoking profile, quitting history, and demographic characteristics among the trajectory groups. RESULTS Three distinct quitting trajectory groups were identified: quitters, reducers, and persistent smokers. Both quitters and reducers dramatically reduced the level of their cigarette consumption immediately after initial counseling. Youth smokers who were intended to quit at baseline, perceived confidence to quit, and perceived importance of quitting were more likely to have successfully quit smoking at six-month follow-up. Those who had prosmoking attitudes were less likely to quit smoking. CONCLUSION The findings reveal the profiles of youth smokers who can quit successfully and can guide the development of better and relevant interventions based on the psychosocial characteristics of youth smokers. Short-term goals such as an abrupt quit attempt or immediately reducing cigarette consumption by half may be the key to help youth smokers quit successfully.

Enforcing Family Care Obligations for the Elderly in China Through Mediation

Demographic and social changes are challenging the capacity and willingness of the Chinese traditional virtue of adult children providing financial and social support for their aged parents. Because of the underdevelopment of formal social services in China, the Chinese Government has to rely on legislation and a neighbourhood-based mediation service to enforce family care obligations. This paper describes the operation of the mediation service and assesses its effectiveness in practice.

Cultivating reflexivity in social work students: A course-based experience

Social work educators are concerned about how best to equip social work students with the ability to self-reflect, because this is a core professional competence. The present study employed both quantitative and qualitative means to evaluate a course which set out to foster reflexivity among social work undergraduates. A quasi-experimental design was employed to examine the effectiveness of the course. Data were collected at pre-course, post-course, and 6 months after completion. We found that, over time, students in the experimental group gained more insight. The students disclosed in focus group interviews that the course had enhanced their understanding toward self, family, and society. The implications for social work education are discussed.