*******************************
Following is a question by the Hon Mrs Regina Ip and a reply by the Secretary for Education, Mr Eddie Ng Hak-kim, in the Legislative Council today (March 2):
Question:
It has been reported that last month, a female student of The Chinese University of Hong Kong (CUHK), suspected of suffering from study pressure and emotional distress, jumped to her death. She was the fifth student of that university and the ninth university student across the territory committing suicide since last year. With regard to the mental health of students, will the Government inform this Council:
(1) whether it knows the number of CUHK students, since last year, who sought assistance from the university due to pressure or emotional distress; among those students, the respective numbers and percentages of them who were mainland students and overseas students; the measures taken by CUHK to help the students seeking assistance;
(2) whether it has found out if problems relating to their studies and their being edged out by local students were among the causes for the mainland and overseas students mentioned in (1) seeking assistance; if it has found out that this is the case, of the details and the numbers of such cases; and
(3) whether it has formulated benchmarks to assess the Adversity Quotient (AQ) of students of universities, secondary schools and primary schools at present, and whether it has plans to adopt new measures to enhance the level of students' AQ; if so, of the details; if not, whether it will introduce new measures to enhance students' AQ to a level sufficient to enable them to take on various kinds of life challenges, so as to reduce the likelihood of their committing suicide?
Reply:
President,
First of all, I am deeply saddened and grieved by the various student suicide incidents that happened in recent months. The Government is very concerned about the problem of student and youth suicide, and has all along been adopting a multi-pronged approach to combat it. The Education Bureau (EDB) has a mechanism in place to identify and support primary and secondary students with mental health needs, including students at risk of suicidal behaviour. At the same time, the EDB encourages schools to step up their preventive measures and brings in professional support and cross-sector collaboration in order to minimise student suicide incidents. Besides, we strive to strengthen students' positive values and resilience through the school curriculum and activities, in the hope of enhancing various education policies in order to improve students' learning motivation. As for post-secondary students, all institutions funded by the University Grants Committee have established dedicated units to conduct mental health screening for students, promote mental health and provide students with professional counselling and related services. At the extramural level, the Social Welfare Department (SWD) provides subvention to the Suicide Crisis Intervention Centre of the Samaritan Befrienders Hong Kong for the provision of various dedicated services, including outreaching, crisis intervention, intensive counselling services. Besides, the SWD also subvents the Hong Kong Federation of Youth Groups to set up the "Hotline Service for Youth at Risk" to provide children and youngsters with a safety net and assist them in facing different crises during their development. The Federation also contacts children and youngsters facing crisis through telephone to stabilise their emotion, as well as provide counselling and referral services.
My reply to the Hon Mrs Ip's question is as follows:
(1) and (2) During the 2014/15 academic year, the Student Counselling and Development Service (SCDS) of The Chinese University of Hong Kong (CUHK) has received requests for assistance from 725 full-time students, representing 3.1 per cent of the 23 100 full-time students of CUHK. Among them, 508 (70 per cent) were local students, 188 (26 per cent) were Mainland students and 29 (4 per cent) were other non-local students. Among the 217 non-local students, 107 (49 per cent) had approached the SCDS due to problems related to their studies.
We do not have any information indicating that non-local students have requested assistance from their respective institutions as a result of mental distress caused by their being edged out. As a matter of fact, institutions make an all-out endeavour to assist non-local students to adapt to and integrate into their new lives and learning environment through various initiatives, activities and support services. These include familiarisation programmes and adjustment support, language enhancement programmes, cultural exchange and social events, mentoring and peer support schemes, academic and career advice, etc. Besides, non-local students have established their own associations to provide a platform for mutual assistance and exchange.
Any student in need of assistance regarding study, career, social, financial, personal and other issues can seek help and support services from his institution. Each institution has a counselling and support mechanism and will provide appropriate assistance according to the nature and severity of each case.
(3) All along, the Government and the education sector attach great importance to strengthening students' ability to cope with adversity and enhancing their respect for life. At the school level, in parallel with the curriculum, we have actively organised diversified development programmes, such as the "Understanding Adolescent Project" for primary school students featuring adventures, team work and problem-solving training; the "Enhanced Smart Teen Project" in collaboration with disciplinary forces and uniform groups for secondary school students; and the "Pupil Ambassador: Active, Bright and Caring", etc, to enhance students' resilience, and cultivate their sense of dignity, self-discipline, responsibility and courage to make changes and take on challenges. In recent years, the EDB has also introduced a number of student guidance projects based on positive psychology concepts to help students develop a positive self-image and learn how to respect and cherish life. Moreover, we have been promoting a caring and harmonious school culture, strengthening the relationship between teachers and students and enhancing peer support so that students can enjoy their learning and school life.
At the post-secondary level, some institutions incorporate positive psychology concepts in their teaching materials to strengthen resilience among students. Institutions also provide training for students to become mental health ambassadors and organise peer counselling activities. In addition, academic advisors for students of undergraduate programmes and residence tutors of student hostels also assist students in coping with problems relating to their studies and daily life.
Adversity Quotient (AQ), which was mentioned in Hon Mrs Ip's question, is used to quantify the capability of an individual to cope with adversity. As we understand it, unlike Intelligence Quotient, the concept of AQ currently does not have a sound research base in terms of psychological measurement. At present, there are no objective, standardised and widely accepted tools in Hong Kong for AQ assessment. Nevertheless, we strive to ascertain and strengthen students' ability to cope with adversity through other tools, platforms or channels. We will continue to keep in view the research into and development of AQ and make reference to it as appropriate.
Finally, I would like to point out that the causes of suicide are complicated, and biological, social, psychological and other factors may interact with one another. Every case has its uniqueness. The EDB will continue to cooperate with relevant departments and related organisations, such as the SWD, the Hospital Authority, as well as other non-governmental professional organisations, in order to heighten the awareness of schools towards students' mental health needs, and identify as early as possible students in need of assistance to avoid tragedies.
Thank you.
Ends/Wednesday, March 2, 2016
Issued at HKT 15:04
NNNN
