HKFYG Lee Shau Kee College

Wis­dom in Action

The Guidance System at HLC

The Guidance System at HLC
Adapted from World Health Organisation (1994) 

(1) Primary Prevention

  • To promote the general health of the students and improve their general educational environment
  • Services are provided for all studentsthrough group work rather than through individual contacts
  • Available before the occurrence of problems and is conducted as early as possible in the general educational process

Personal Growth Education

  •  Aim at the enhancement of the students
  • mental health
  • self-understanding
  • capacity for interpersonal relationships and enhancement of the quality of these relationships
  • skills both in adjustments and in general problem solving
  • services are more generic and are of common interest to all students whether they are experiencing any specific difficulties or not
  • Guidance lessons or other preventive and developmental programmes

Supportive Service

  • Aim at changing attitudes and behaviour patterns of ‘significant adults’ in the life of the students
  • collect opinions from significant adults, provide information for the significant adults
  • enhance the learning environment by providing a venue for discussion and consultation with students, teachers and parent
  • establish channels allowing teachers to engage in collaborative work
  • coordinate existing school committees in information gathering on student performance and achievement


(2) Secondary Prevention

  • To prevent further development or deterioration of students’ problems after they have begun to occur
  • Services at this level are restricted in scope to the students who actually experience problems
  • the service is carried out through early identification, followed by prompt and adequate intervention

Responsive service

  • Aim at identifying students’ problems in the early stages of development 
  • identification of students who are in need of assistance
  • counselling services for students who have been identified as experiencing problems,
  • provision of information in the counselling process
  • evaluation of intervention made on the basis of identification to determine whether it is necessary to continue the counselling, to terminate it, or to make outward referral

 Supportive service

  • Help ‘significant adults’ to undertake the responsibility of identifying students’ problems at an early stage
  • to ensure that guidance teacher to take up a consultant role by supporting other teachers in guiding and counselling students
  • To provide ‘significant adults’ with information about the types of problems which students generally experience, and which some students experience in specific circumstances and situations
  • Guidance teachers acts as consultant or supporting force for the teachers in the class/ subject teachers’ intervention with the students so that they understand the needs of the students, the nature of the problems they encounter and ways in which they can help in the process of interventionGuidance teachers acts as consultant or supporting force for the teachers in the class/ subject teachers’ intervention with the students so that they understand the needs of the students, the nature of the problems they encounter and ways in which they can help in the process of intervention


(3) Tertiary Prevention

  • To prevent any long-term disability which might occur as a result of illness or other serious problems experienced by students
  • Students at this stage experience severe emotional, behavioural or psychological problem
  • Work is restricted to the small segment of the school population who may experience serious personal, emotional or behavioural difficulties

Responsive service

(to be provided within a special therapeutic setting)

  • psychological or psychiatric evaluation
  • intensive counselling
  • psychotherapy
  • Medication or hospitalisation

These students may also need remedial or special educational arrangements at school

 (to be provided by guidance teachers)

  • Identification of seriously disturbed students
  • Provide information to other teachers on:
  • How to help with students experiencing crisis
  • The resources available in the school and outside who can provide help in managing a crisis
  • Referring students for outside professional treatment
  • Coordinate with professionals who provide counselling and treatment for students with serious problems
  • Set up a supportive network for students at school


In short, the team’s major areas of work involve:

  • Preventive and developmental programmes: to design and organise programmes as well as guidance lessons to cater for the developmental needs of the students
  • Early identification and interventions: to early identify students in need (e.g. special educational needs, students with emotional problems) and provide appropriate support and interventions to them.
  • Casework: to uncover the underlying reasons that a student might be experiencing difficulties and to assemble and implement practical interventions to address the student’s problem (The guidance team acts as the first platform where students go for help or advice when they encounter personal, family, interpersonal or learning-related difficulties. Some students seek help on their own initiative. Others are referred by concerned members of staff or family members and sometimes even by peers.)
  • Referrals: to identify, counsel and refer students with severe behavioural, family, psychological, mental health problems, etc. to relevant professional support services.
  • Support to teaching staff: to provide teachers with consultation related to guidance; to enhance teachers’ understanding of the developmental needs of students as well as strategies to caters for their needs, and to assist the general teaching staff with the educational management of pupils with special educational need where appropriate
  • Home-school cooperation: to maintain close contact with parents for appropriate support to students and



Education & Manpower Bureau.(2014). Cornerstone of Whole School Approach to Guidance and Discipline.

Hui, E.K.P. (1994). Teaching in Hong Kong: Guidance and Counselling.