scholarly journals Cognitive, Emotive, and Cognitive-Behavioral Correlates of Suicidal Ideation among Chinese Adolescents in Hong Kong

2010 ◽  
Vol 10 ◽  
pp. 366-379 ◽  
Author(s):  
Sylvia Y.C.L. Kwok ◽  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Social Skills ◽  
Problem Solving ◽  
Suicidal Ideation ◽  
Social Problem ◽  
Emotional Competence ◽  
Social Problem Solving ◽  
Cognitive Behavioral ◽  
Regression Analyses ◽  
Standard Regression

Utilizing Daniel Goleman's theory of emotional competence, Beck's cognitive theory, and Rudd's cognitive-behavioral theory of suicidality, the relationships between hopelessness (cognitive component), social problem solving (cognitive-behavioral component), emotional competence (emotive component), and adolescent suicidal ideation were examined. Based on the responses of 5,557 Secondary 1 to Secondary 4 students from 42 secondary schools in Hong Kong, results showed that suicidal ideation was positively related to adolescent hopelessness, but negatively related to emotional competence and social problem solving. While standard regression analyses showed that all the above variables were significant predictors of suicidal ideation, hierarchical regression analyses showed that hopelessness was the most important predictor of suicidal ideation, followed by social problem solving and emotional competence. Further regression analyses found that all four subscales of emotional competence, i.e., empathy, social skills, self-management of emotions, and utilization of emotions, were important predictors of male adolescent suicidal ideation. However, the subscale of social skills was not a significant predictor of female adolescent suicidal ideation. Standard regression analysis also revealed that all three subscales of social problem solving, i.e., negative problem orientation, rational problem solving, and impulsiveness/carelessness style, were important predictors of suicidal ideation. Theoretical and practice implications of the findings are discussed.

withdrawn, aggressive-antisocial, impulsive conduct, anxious-depressed, autism). Difficulty in making friends and getting along with peers was confirmed to be a very large problem for most of these children. One respondent noted that it was unclear whether difficulties with peers were a primary caus e or simply an effect of the other problems. Others stated that, along with other difficulties, their children lack social skills. Some component of the child's treatment plan, therefore, included the objectiv e of helping to enhance social skills toward more positive peer relating, while the child would be involved in therapy (individual or family) at the same time. In consultant work with children in schools, the author has ofte n found that a child who was in outside psychological therapy still needed direct help in the school setting to establish or maintain positiv e peer group relationships. Amon g the procedures utilized within the professional settings sampled, coaching and similar social skills instruction methods wer e well represented as were social problem solving (e.g.. Spivack & Shurc. 1974). The social problem solving procedure basically in-cludes instruction and practice in identifyin g a problem focus, generating alternative strategies, and considering the consequences of strategies. Both types of approaches often were combined with social or concrete reinforcers and a general supportive atmosphere t o enhance children's feelings of acceptance as the children were ac-quiring skills. A more typical approach, however, was to combine all oí the above methods to tailor a program considering the variety of difficulties in these children's social learning. This approach of diverse methods also included a focus on social skills that appeared to present particularly strong difficulties for children in these set-tings. The social skills goals included learning to assert oneself in orde r to be included, listened to and cooperated with; learning to cooperate and communicate more effectively, particularly in group situations: gaining control of impulsive lack of attention and of an-tisocial aggression: responding positively to peers: and participating more in activities. Direct instruction of these skills appeared to be more similar to the Oden and Asher or Ladd models, or Bornstein. Bellack. and Hersen (1977). especially with older children. Many programs also included direct cognitive training of the problem solving process, whereas perspective taking and consideration of consequences were originally more indirectly included in the coaching procedures. Role playing and use of cooperative activities (e.g.. Johnson. 1980) were also employed to enhance concrete

2014 ◽  
pp. 93-98
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Problem ◽  
Treatment Plan ◽  
Social Problem Solving ◽  
Social Skills Instruction ◽  
The Social ◽  
Making Friends ◽  
Group Relationships ◽  
Problem Solving Process

The Role of Social Problem Solving, Criminal Attitude, and ADHD in Aggression Among Incarcerated Youth in Hong Kong

2019 ◽  
Vol 64 (4) ◽  
pp. 396-416
Author(s):  
Jonathan S. F. Lau ◽  
S. W. Hung ◽  
Eva Y. W. Kwong
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Psychological Services ◽  
Incarcerated Youth ◽  
Hierarchical Regression ◽  
Young Offenders ◽  
Adhd Symptoms ◽  
Negative Problem Orientation

It is not atypical for young offenders to use aggression to handle problems. This exploratory study examined the contribution of social problem-solving deficit, criminal attitude, and attention-deficit/hyperactivity disorder (ADHD) symptoms to aggression among incarcerated young offenders in Hong Kong. Correlational and regression analyses were conducted to identify factors that help to predict aggression. To control for the influence of ADHD symptoms, hierarchical regression analysis was conducted to reexamine the contribution of the identified factors. The results showed that negative problem orientation (NPO) and contemptuous attitudes toward the law, court, and police (LCP) helped to predict aggression at the current moment and 3 months later. After controlling for ADHD symptoms, only LCP but not NPO remained a significant predictor of both current and near-future aggression. This finding suggests that the contribution of criminal attitude to aggression tends to be independent of the effects of ADHD and social problem-solving deficit. We conclude by discussing the theoretical and practical implications of conceptualizing aggression and improving psychological services for young offenders.

Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference?

2003 ◽  
Vol 14 (3) ◽  
pp. 166-174 ◽  
Author(s):  
David W. Chan
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Secondary Students ◽  
Leadership Training ◽  
Social Problem ◽  
Divergent Thinking ◽  
Public Speaking ◽  
Skills Training ◽  
Social Problem Solving ◽  
Self Report

A sample of 116 Chinese secondary students nominated by their schools to participate in university gifted programs in Hong Kong were assessed on their divergent thinking and leadership characteristics prior to their admission to programs. Sixty of these students participated in the Creative Leadership Training Program (CLTP), and 56 joined other non-leadership training programs. The 2 groups of students did not differ on the pretraining assessment of general measures of divergent thinking and self-report leadership qualities. To evaluate the effectiveness of the leadership training, CLTP participants were also assessed on specific measures of interpersonal communication, public speaking, and social problem solving before and after the leadership training. The general findings indicated that CLTP participants gained confidence as leaders, especially in skill areas of communication and public speaking, and in regulating emotions and generating alternatives in social problem solving. The limitations of the pre- and postmeasures comparison and the need to develop program components for the enhancement of leadership flexibility and goal orientation are discussed

Social skills and social problem-solving training for shy young adolescents

1985 ◽  
Vol 16 (5) ◽  
pp. 468-477 ◽  
Author(s):  
Karen A. Christoff ◽  
W. Owen N. Scott ◽  
Mary Lou Kelley ◽  
David Schlundt ◽  
Gayle Baer ◽  
...  
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Young Adolescents
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