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Dive into the research topics where Florence K.Y. Wu is active.

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Featured researches published by Florence K.Y. Wu.


International Journal on Disability and Human Development | 2015

General education program in a new 4-year university curriculum in Hong Kong: findings based on multiple evaluation strategies

Daniel T. L. Shek; Lu Yu; Florence K.Y. Wu; Catalina S.M. Ng

Abstract Since the 2012−2013 academic year, undergraduate programs in Hong Kong have been changed from 3 years to 4 years, with the additional year focusing primarily on general education. A new general education framework entitled General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU) was examined in a 5-year longitudinal project. Based on different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation and qualitative evaluation (focus groups, case studies, and document analyses), findings consistently showed that students had positive perceptions of the subject content, teachers as well as teaching and learning methods in GUR subjects. A large majority of students perceived that the GUR subjects were effective in promoting the five desirable graduate attributes defined by PolyU (i.e. problem solving, critical thinking ability, effective communication, ethical leadership, and lifelong learning).


The Scientific World Journal | 2012

Emotional Competence as a Positive Youth Development Construct: A Conceptual Review

Patrick S. Y. Lau; Florence K.Y. Wu

The concept of emotional competence as a positive youth development construct is reviewed in this paper. Differences between emotional intelligence and emotional competence are discussed and an operational definition is adopted. Assessment methods of emotional competence with an emphasis on its quantitative nature are introduced. In the discussion of theories of emotional competence, the functionalist and developmental perspectives and the relationships with positive youth development are highlighted. Possible antecedents, especially the influence of early child-caregiver, and expected outcomes of emotional competence are examined. Practical ways to promote emotional competence among adolescents, particularly the role of parents and teachers, and the future direction of research are also discussed.


The Scientific World Journal | 2012

Reflective Journals of Students Taking a Positive Youth Development Course in a University Context in Hong Kong

Daniel T. L. Shek; Florence K.Y. Wu

To promote the holistic development of university students, a course entitled “Tomorrows Leaders” was developed and offered at The Hong Kong Polytechnic University. Based on a case study approach, reflective journals of five outstanding students of the course are presented and analyzed (i.e., thick description), with several themes emerging from the reflection. First, the students liked the course, and they identified many positive attributes. Second, the students appreciated the instructors. Third, the students viewed that the course contributed to different aspects of their development. Fourth, some areas of improvements were proposed. In conjunction with other evaluation mechanisms, the present findings strongly suggest that the course is able to promote psychosocial competencies in university students taking this course.


International Journal on Disability and Human Development | 2016

The influence of positive youth development and family functioning on adolescent academic adjustment in families with parental divorce or separation

Daniel T. L. Shek; Florence K.Y. Wu

Abstract Based on the five waves of longitudinal data (n=3328 at Wave 1), the influence of positive youth development (PYD) attributes and family functioning on academic adjustment and academic stress in adolescents growing up in families with parental separation or divorce at Time 1 was examined. Compared with adolescents without the experience of parental divorce or separation, adolescents with such experiences displayed poorer wellbeing and academic adjustment as well as higher risk behavior. At Wave 5, both PYD and family functioning positively predicted academic adjustment but negatively predicted study stress. Longitudinally, Wave 1 PYD predicted school adjustment at Wave 3 and perception of the new secondary school curriculum at Wave 5. While Wave 4 PYD had an influence on all academic-related measures at Wave 5, Wave 4 family functioning predicted school conduct at Wave 5 only. The protective role of PYD and family functioning in academic resilience in adolescents growing up in non-intact families is discussed.


International journal of adolescent medicine and health | 2011

Use of self as a strategy in teaching the P.A.T.H.S. curriculum.

Patrick S. Y. Lau; Florence K.Y. Wu

Abstract The purpose of promoting “use of self” or “self-disclosures” as a teaching strategy in teaching the P.A.T.H.S. curriculum is to create an interactive environment between teachers and students which can enhance the interactions between both parties. This article focuses on three major consequences of utilizing self-disclosures in the education settings, including humanizing the classroom, encouraging students’ openness, and promoting teachers’ awareness and reflective practice. Positive feedback of the participants of the Secondary 3 P.A.T.H.S. training programs show that participants were moved by the training instructors, who demonstrated the power of “use of self” in a humanistic manner. To retain a humanized and open classroom atmosphere depends greatly on the relational exchanges between teachers and students. This revelation should be purposeful and intentional, with appropriate boundaries and frequencies. Acknowledging the issues to consider in using “use of self” as a teaching strategy, teachers should focus attention on the process of connecting students with them. Guidelines for worker’s self-disclosure are also discussed.


International journal of adolescent medicine and health | 2017

Qualitative evaluation of general university requirements in a new 4-year university curriculum: findings based on experiences of students.

Daniel T. L. Shek; Lu Yu; Florence K.Y. Wu; Catalina S.M. Ng; Wen Yu Chai

Abstract Following the North American model, the length of undergraduate program in Hong Kong has been extended from 3 to 4 years since 2012. To maximize the impact of the additional year, The Hong Kong Polytechnic University (PolyU) has implemented a new general education framework entitled “General University Requirements (GUR)” aiming to cultivate students in a holistic manner. This study explored students’ impressions of the GUR subjects using a survey collecting primarily qualitative data. Results from 163 students of eight faculties showed that students perceived the GUR subjects favorably. Having opportunities to make new friends from other departments and the teaching and learning methods, particularly experiential learning stimulated students’ interest and enriched their learning experiences which were reportedly are unforgettable. Some of the obstacles encountered by students in several subjects were identified. The beneficial effects of the GUR subjects in different domains were voiced by the students.


International Journal on Disability and Human Development | 2016

Positive youth development and academic behavior in Chinese secondary school students in Hong Kong

Daniel T. L. Shek; Florence K.Y. Wu

Abstract With the launching of the education reform in Hong Kong, the secondary school structure was changed from 7 years to 6 years in the 2006–07 school year. This paper describes Secondary four students’ views about the new secondary school curriculum, including their confidence and related stress. The students were also asked to assess the importance of life skills and its perceived adequacy in the formal curriculum. Results showed that roughly four-tenths of the students did not feel confident about their study and around six-tenths felt stressed. Although most of the students agreed that life skills were important, around 37% of them thought that the coverage of such knowledge in the formal curriculum was not adequate. Consistent with our hypotheses, academic confidence, academic stress, support provided by the school, and positive youth development were significantly related, with positive youth development predicting academic confidence.


International Journal on Disability and Human Development | 2014

The role of teachers in youth development: reflections of students

Daniel T. L. Shek; Florence K.Y. Wu

Abstract The purpose of this study was to examine the students’ reflections on a subject on leadership and intrapersonal development at The Hong Kong Polytechnic University. Based on 66 personal reflections collected, the data were analyzed using the “framework analysis” methodology. The respondents generally showed positive attitudes toward the subject and the lecturers, and they perceived that the subject promoted their overall development in different domains. With particular reference to their reflections on the instructors teaching the subject, several emerging themes were identified, including (a) caring and supportive attitude, (b) professional pedagogical arrangements and (c) personal engagements and connections. Exemplars are presented in this paper to support the conclusions. The findings are in line with previous research that teachers play an important role in positive youth development programs.


International journal of adolescent medicine and health | 2012

Quantitative evaluation of the revised training program Project P.A.T.H.S. in Hong Kong.

Daniel T. L. Shek; Florence K.Y. Wu

Abstract In the extension phase of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong, potential implementers received 20 h of training (7 h of e-learning and 13 h of interactive training). Subjective outcome evaluation was conducted to evaluate the training workshops conducted in the first year of the extension phase based on the responses of 812 participants. The subjective outcome evaluation form was found to be internally consistent. Percentage findings showed that the respondents had favorable perceptions of the training program including its content, trainers, participants themselves and arrangements. The participants also felt that they had acquired knowledge, positive attitudes and skills related to the implementation of the program. The findings showed that the revised training program was effective in helping the participants to acquire the necessary knowledge, attitudes, and skills in the implementation of the program.


International journal of adolescent medicine and health | 2017

Teachers' views of a new general education program in Hong Kong: a qualitative study.

Daniel T. L. Shek; Lu Yu; Florence K.Y. Wu; Wen Y. Chai

Abstract Under the new education reform in Hong Kong, The Hong Kong Polytechnic University (PolyU) has expanded its undergraduate education from 3 to 4 years since the 2012–2013 academic year. Along with the transition, the General University Requirements (GUR) has been developed as an integral part on general education of the new 4-year undergraduate curriculum of PolyU. The present study examined the implementation quality and effectiveness of the GUR in the 2012–2013 academic year based on focus group interviews with teachers. Twenty teachers who taught GUR subjects were interviewed for their perceptions and experiences about the GUR. Results revealed that the teachers generally had positive perceptions of the GUR in terms of its rationales, teaching and learning modes, and implementation quality. GUR subjects were also considered effective in helping students to develop in a holistic manner. The findings suggest that the first-year implementation of the GUR at PolyU was basically successful.

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Daniel T. L. Shek

Hong Kong Polytechnic University

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Lu Yu

Hong Kong Polytechnic University

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Hildie Leung

Hong Kong Polytechnic University

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Catalina S.M. Ng

Hong Kong Polytechnic University

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Janet T. Y. Leung

Hong Kong Polytechnic University

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Moon Y.M. Law

Hong Kong Polytechnic University

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Patrick S. Y. Lau

The Chinese University of Hong Kong

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Wen Yu Chai

Hong Kong Polytechnic University

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Joav Merrick

Ministry of Social Affairs

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Kevin Chan

Hong Kong Polytechnic University

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