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Article: The impact of a newly designed resilience-enhancing programme on parent-and teacher-perceived resilience environment among Health Promoting Schools in Hong Kong

TitleThe impact of a newly designed resilience-enhancing programme on parent-and teacher-perceived resilience environment among Health Promoting Schools in Hong Kong
Authors
Issue Date2009
PublisherBMJ Publishing Group. The Journal's web site is located at http://jech.bmjjournals.com/
Citation
Journal of Epidemiology & Community Health, 2009, v. 63 n. 3, p. 209-214 How to Cite?
AbstractBackground: The Health Promoting School (HPS) approach provides a strong foundation to improve students' overall health, including psychological well- being, which has its roots in resilience. The present study evaluates the effectiveness of a resilience-enhancing programme, building on the concept of HPS among a Chinese population. Methodology: All mainstream schools in a socially disadvantaged region of Hong Kong were eligible, and stratified random sampling was used to recruit both HPS as intervention schools and non-HPS as control schools. The participants included teachers and parents of grade 3 and 5 primary and grade 1 secondary school students (aged 8, 10 and 12 respectively). Validated surveys were used to assess resilience scores in both groups of schools before and after a series of resilience-enhancing activities in HPS, and ANOVA was used to compare the score changes between the two groups. Results: Five primary and four secondary HPS and four primary and four secondary non-HPS were recruited, involving 4918 parents and 602 teachers. Among primary and secondary parents, the HPS group did not report a higher score than the non-HPS group. Among secondary teachers, the HPS group showed significantly higher scores than the non-HPS group (p = 0.023 to < 0.001) Conclusion: The present study is the first to demonstrate the positive synergistic effect of a newly designed resilience-enhancing intervention programme, building on the concept of HPS in schools among secondary teachers in Hong Kong. It was suggested that future initiatives may involve parent networking and school-family collaboration in fostering an even more resilient school environment.
Persistent Identifierhttp://hdl.handle.net/10722/237353
ISSN
2019 Impact Factor: 3.342
2015 SCImago Journal Rankings: 1.890
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWong, MCS-
dc.contributor.authorSun, J-
dc.contributor.authorLee, A-
dc.contributor.authorStewart, D-
dc.contributor.authorCheng, FFK-
dc.contributor.authorKan, W-
dc.contributor.authorHo, MM-
dc.date.accessioned2017-01-03T08:15:19Z-
dc.date.available2017-01-03T08:15:19Z-
dc.date.issued2009-
dc.identifier.citationJournal of Epidemiology & Community Health, 2009, v. 63 n. 3, p. 209-214-
dc.identifier.issn0143-005X-
dc.identifier.urihttp://hdl.handle.net/10722/237353-
dc.description.abstractBackground: The Health Promoting School (HPS) approach provides a strong foundation to improve students' overall health, including psychological well- being, which has its roots in resilience. The present study evaluates the effectiveness of a resilience-enhancing programme, building on the concept of HPS among a Chinese population. Methodology: All mainstream schools in a socially disadvantaged region of Hong Kong were eligible, and stratified random sampling was used to recruit both HPS as intervention schools and non-HPS as control schools. The participants included teachers and parents of grade 3 and 5 primary and grade 1 secondary school students (aged 8, 10 and 12 respectively). Validated surveys were used to assess resilience scores in both groups of schools before and after a series of resilience-enhancing activities in HPS, and ANOVA was used to compare the score changes between the two groups. Results: Five primary and four secondary HPS and four primary and four secondary non-HPS were recruited, involving 4918 parents and 602 teachers. Among primary and secondary parents, the HPS group did not report a higher score than the non-HPS group. Among secondary teachers, the HPS group showed significantly higher scores than the non-HPS group (p = 0.023 to < 0.001) Conclusion: The present study is the first to demonstrate the positive synergistic effect of a newly designed resilience-enhancing intervention programme, building on the concept of HPS in schools among secondary teachers in Hong Kong. It was suggested that future initiatives may involve parent networking and school-family collaboration in fostering an even more resilient school environment.-
dc.languageeng-
dc.publisherBMJ Publishing Group. The Journal's web site is located at http://jech.bmjjournals.com/-
dc.relation.ispartofJournal of Epidemiology & Community Health-
dc.rightsJournal of Epidemiology & Community Health. Copyright © BMJ Publishing Group.-
dc.titleThe impact of a newly designed resilience-enhancing programme on parent-and teacher-perceived resilience environment among Health Promoting Schools in Hong Kong-
dc.typeArticle-
dc.identifier.emailHo, MM: mandyho1@hku.hk-
dc.identifier.authorityHo, MM=rp02226-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1136/jech.2008.074260-
dc.identifier.pmid18812411-
dc.identifier.scopuseid_2-s2.0-62449242763-
dc.identifier.volume63-
dc.identifier.issue3-
dc.identifier.spage209-
dc.identifier.epage214-
dc.identifier.isiWOS:000263433800010-
dc.publisher.placeUnited Kingdom-

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