Mindfulness matters:

Recognize and respond to children’s emotional distress with mindfulness

Child and adolescent mental health problems have long been a serious public health concern in Hong Kong. Teachers, parents, and others who interact with children are facing increasing demands to identify and respond to children’s mental health needs before they escalate to crises or tragedies. Children show different signs and symptoms of anxiety, depression, and posttraumatic distress at different ages. Changes in academic performance; acting nervous, sad, irritable, restless, or oppositional; withdrawing from friends; having difficulty sleeping or concentrating; alcohol or substance use; and repeated physical complaints are all signs of emotional distress. Dr. Semple will discuss signs and symptoms that indicate a child may need mental health evaluation or treatment; describe ways to respond with mindfulness and compassion; and offer tips to create a supportive learning environment that is responsive to the emotional needs of all students.

Randye J. Semple, PhD is Associate Professor in the Department of Psychiatry and Behavioral Sciences at the University of Southern California, Los Angeles, California. Her research and clinical interests are in the applications of mindfulness to psychological health and well-being with focus on the development and evaluation of mindfulness-based interventions for children and adolescents in clinic and school settings. Dr. Semple is the lead developer of Mindfulness-Based Cognitive Therapy for Children (MBCT-C) and The Mindfulness Matters Program. She presents at national and international conferences, and authored or co-authored nearly 50 scientific publications. Her latest book, The Mindfulness Matters Program for Children and Adolescents (Guilford, 2019) is a flexible mindfulness guide for K-12 teachers, clinicians, and others who work with children. Dr. Semple serves on the steering committees for Mindful USC and the USC Center for Mindfulness Science, and on the research committee of the American Mindfulness Research Association. She earned her doctorate in clinical psychology from Columbia University in New York.

The Hardship of Families with Children with ADHD in Pandemic
疫情下患專注力不足/及過動症的兒童之家庭困境 
A Systemic Review of Couple Therapy Research in Chinese Societies
華人社會的婚姻諮商研究之系統評論

This presentation comprises two different topics.

The first topic of presentation is ‘The Challenges of Families of Children with ADHD in the Pandemic’. The unexpected covid-19 pandemic has induced a new pattern of work-from-home policy and on-line learning that may cause significant disruption to the lives of children with ADHD and their parents. This study aims to understand the challenges and coping mechanisms of children with ADHD and their caregivers in the pandemic through qualitative interviews with twelve families of children with ADHD in Hong Kong. The findings may provide insights for the development of suitable services to these families.

The second one is ‘A Systemic Review of Couple Therapy Research in Greater China’. This study aims to explore the development of scholarly articles relating to couple therapy in Greater China from academic journals published in the past four decades between 1976 and 2016. This review analyzes 278 couple therapy articles with a focus on the question of “who are the authors?” and “what kinds of articles were published?”. Results show that the volume of Taiwan, Mainland China, Hong Kong and Macau articles are 90, 88, 64 and 0 respectively; 190 of them are group authorship, and the first research was published in 1984. Women are three times more likely than men to be the key target group, and almost two-third of the works are identified as academic-led research. The findings imply that the indigenization of couple therapy research in Greater China with reference to its social and political context is addressed. The motto is, “think global but act local, promote the local to inform the global”.

 患精神病患的孩子如何走出困境-家庭、學校的啟示

近年MI被教育局列入SEN的類別之一，不少學校及家長也會較從前敢於將孩子轉介到公立醫院求診，尋求精神科專科醫醫生的診斷及支援。在這背景下，我想起黃醫生見到的學校及家長，他們對孩子的需要有多了解？他們對孩子的病患有多掌握？現況如何？他們在跟進、照顧這些特兒時又應有何種態度、實際預備和如何與其他專業協作？

Children  with Mental  Illness-   doctor’s role in families and schools

With mental illnesses being included as a SEN category under EDB, schools and parents are more willing to seek psychiatric assessments and treatment for children with mental health problems. What are some of the hurdles in helping these children thrive in the face of these challenges? How can we best support these families in working with different discplines and  navigating the system to attain the best outcome for their children?

在校虛擬現實環境(VR)對自閉症學童的社會適應性和情緒表達訓練計劃 (vPAD-II)

演講將演示並分享這基於VR的開創性社交適應和情感培訓（vPAD）培訓計劃，如何幫助ASD兒童做出適當反應並適應各種不同的社交環境。 團隊為患有ASD的學齡學生設計了八種獨特的心理學習方案。 這些沉浸式學習場景是通過多投影VR技術實現的，該技術提供了真實，沉浸，位置，安全和可控制的教育環境。

On school-sites virtual reality-based training program for social adaptive and emotional training on children with Autism Spectrum Disorder (vPAD-II)

The presentation will demonstrate and share how this pioneering VR based training programme for social adaptive and emotional training (vPAD), helps children with ASD to respond appropriately and adapt to a range of different social environments. The team has designed eight unique psychological learning scenarios for school-age students with ASD. These immersive learning scenarios were enabled by multi-projection VR technologies that provided an authentic, immersive, situated, safe and controllable educational environment.

應用靜觀於兒童及家庭工作

工作坊將簡介靜觀訓練如何支援有特殊需要兒童及家長, 講者除介紹海外及本地的實證為本的靜觀課程, 亦會包括體驗性的靜觀練習。

Application of mindfulness in children and families

Children start changing themselves and the community with a picture…The Youth and Community Service team of the Hong Kong Caritas has started community support service for children with specific learning disability since 2000. Adopting a community-based intervention approach, the Caritas of Hong Kong aims at developing the potentials of children with special educational needs and their parents. The social workers involved in both the new innovative service ‘Artkids studio’ and the traditional service ‘Lively Children, Happy Parents’will share their experiences about clinical practice and professional growth.

以敘事向導理解有特殊學習需要孩子的父母

自孩子被評定為有特殊學習需要後，家長便踏上一條漫長又充滿挑戰的旅程。為協助孩子盡早接受治療和訓練，家長的全副精神都放在孩子身上，孩子的『問題』往往主導了家長的生命和生命，亦忽略了自己的需要，敘事治療的應用，不單讓家長對孩子有不一樣的發現，更成為家長的動力，在沉重的照顧中重拾喜悅和盼望。

Narrative understanding of parents with special needs children

Use of narrative therapy in understanding and supporting mothers with SEN children : When the child was assessed as having special educational need, the parents has started a long journey that is full of different challenges. The problem of the child is so dominant that the parents are not able to see the alternatives in their lives. The use of narrative therapy helps the parent to have an alternative understanding of their children, which motivates them to continue their journey with joy and hope.

細說正語 靜聽心言

若問， 「 言語治療，靜觀教養和正向教育加起來的總和是什麼？」是言語、語言理解表達與溝通的增長？是慈愛與智慧的呈現？是生命的盛放？

就讓特殊學習需要學生及其家人， 老師及專職關懷團隊在這空間「停」下來，「定」下來，關愛自己 。聆聽內在的生命，覺察生命不同面向。順應生命流向，容讓生命不同面貌的開展，護己護人

Compassionate Listening and Loving Speech Transform Life

If you ask, “What is the sum of speech therapy, mindful parenting and positive education?”

Is it the growth of speech, language and communication? Is it a manifestation of love and wisdom? Is it the life blossoming?

May students with special education needs and their families, teachers and multidisciplinary professionals have a pause in the space of stillness, giving loving-kindness to self.

Listening to the inner voice, Be aware of life perspectives. Flow with the tide of life, Allowing the facets of life to be unfolded, while caring self and others.

「不以成績定成敗的世界」跨專業社區支援學障服務

小朋友從一幅畫開始，改變自己，改變社會……
明愛青少年及社區服務由2000起開展特殊學習障礙社區支援服務，以社區為本手法，協助有特殊教育需要兒童及其家庭，發展潛能。演講由創新服務「兒動藝術館」及傳統服務「活孩子﹑樂爸媽」特殊學習障礙社區支援服務社工一起分享與不同伙伴的學習／實踐／專業成長。

Lively children, happy parents

Children start changing themselves and the community with a picture…The Youth and Community Service team of the Hong Kong Caritas has started community support service for children with specific learning disability since 2000. Adopting a community-based intervention approach, the Caritas of Hong Kong aims at developing the potentials of children with special educational needs and their parents. The social workers involved in both the new innovative service ‘Artkids studio’ and the traditional service ‘Lively Children, Happy Parents’will share their experiences about clinical practice and professional growth.

「運動是達致學習之門!」

特定的身體動作如丹尼遜健腦操®能幫助任何年齡學習者尤其是特殊教育需要的兒童有系統地刺激及整合大腦各區域，以達致全腦學習。我們將分享丹尼遜健腦操®與特殊教育的故事，介紹如何透過這些身體運動，再配合丹尼遜健腦操®的「調和」過程，以提升認知及專注力，情緒控制及促進身體協調等。

“Movement is the door to learning!”

Specific body movements like Brain Gym^® can assist learners of all ages especially children with special educational needs to systematically stimulate and to integrate different areas of the brain for whole brain learning.  The story of Brain Gym^® and special education will be shared to introduce how these body movements, cooperating with various “balance” processes, can enhance attention and cognitive skills, emotional control as well as to facilitate body coordination, etc.

不一樣的支援

學生支援組成員以不同方式提供支援，似是平平無奇的支援服務，透過營造氣氛和環境，設定目標和構思不一樣的策略，多角度協助有需要學生，家庭和老師。

在行政層面善用校內外資源，幫助學生發掘強項和亮點，提供平台發展其潛能，讓不同抱負及能力的學生擁有多元出路。與此同時，亦能營造一個正向且互相尊重欣賞的校園。

Be different!

The members of the student support team provide support in different ways. It seems to be a mediocre support service. By creating an atmosphere and environment, setting goals and different strategies, we help students, families and teachers in need from multiple angles.

At the same time, at the administrative level, make good use of internal and external resources to help students discover strengths and highlights, provide a platform to develop their potential, and enable students with different ambitions and abilities to have a diversified outlet. Meanwhile, it can also create a positive campus atmosphere with mutual respect and appreciation.

親職的靈性層面

強調在親職中靈性層面的重要性，促進父母提升覺察，以免迷失在角色的功能層面。

Spirituality in parenting

Highlighting the importance of spirituality in parenting, promoting self-awareness so that one does not get caught up in the functionality of the role.

特殊需要子女家長的情緒管理-認知行為治療介入法的應用

明愛康復服務自二零零九年開始，便與香港大學黃富强教授合作，以其本土化的認知治療為藍本，運用工作坊、治療小組及個別輔導的形式應用在育有特殊需要子女的家長工作中。於二零一二年更將家長個案工作經驗整理成書「家長情緒管理-認知行為介入法的理論及應用」，是次研討會講者會分享應用的經驗。

Workshop on application of Cognitive Behavioral Therapy for the handling of stressful emotion for parents with special needs children

Having the collaboration with Prof. Wong Fu Keung Daniel, Caritas Rehabilitation Service (Service) have started to apply Cognitive Behavioural Intervention (CBI) into the support services for parents with children having special needs since 2009. The Service have provided workshops, therapeutic groups and individual counselling service with the localized CBI, which is reference from Cognitive Behavioural Therapy from Aaron T. Beck, M.D.

In 2012, our Service and Prof. Wong have published a case book “家長情緒管理 – 認知行為介入法的理論及應用” with the experience of Caritas staffs applying CBI into parent counselling work.
In this presentation, our speaker will share the above practical experience in details.

孩子的榜樣
如何有效地運用自身及坊間資源扶助自閉症譜係障礙學童的成長

講者將分享多年與自閉症譜系障礙學童同行的經驗，讓家長和導師認清自己的角色，並針對自己和學童的個性，去尋找、選擇、並好好運用坊間的資源，更有信心地和孩子結伴成長。

Mentoring ASD students – Making best use of ourselves and available resources to support personal growth of ASD students

Parents and teachers will learn about their roles when walking with ASD students. Experience on how to search, select and make best use of available resources will be shared.

電子個別學習計劃初探 —
如何在主流學校促進家校溝通及跨專業協作

個別學習計劃是了解有特殊教育需要的學生的有效工具，能為他們提供適當的支援及評估他們的學習進度。由香港賽馬會慈善信託基金資助，賽馬會「校本多元」計劃開發了一個電子個別學習計劃平台。在這次研討會中，一所主流中學的校長將介紹這平台如何促進有特殊教育需要的學生、他們的家長、老師及多元學科專業人士之間的有效溝通和協作。

An initial exploration of electronic IEP to facilitate parent-school communication and multidisciplinary collaboration in mainstream schools

Individual Education Plan (IEP) could be a powerful tool to understand students with special educational needs (SEN), provide them with appropriate support and evaluate their learning progress. Funded by Hong Kong Jockey Club Charity Trust, an electronic IEP platform has been developed under the “Jockey Club Diversity at Schools” Project. In this session, the speaker, a principal of a mainstream secondary school, is going to present how such a platform can facilitate effective communication and collaboration between students with SEN, their parents, teachers and multidisciplinary professionals.

揉合跨專業訓練元素於特殊學習需要之親子治療性小組中

為協助特殊學習需要學童提昇專注力及情緒調控能力，香港聖公會福利協會揉合治療師及社工專項範疇於治療性小組中，如感覺統合、藝術創作及靜觀元素等，更有效促進學童學習效能。為增進成效，跨專業團隊更以不同形式推行小組，如親子及平衡小組等，在小組中示範和指導，讓學童及家長體驗後，可持續將所學應用於日常生活中。

Multi-disciplinary collaboration on parent-child SEN therapeutic training group

A multi-disciplinary team of the Hong Kong Sheng Kung Hui Welfare Council has worked collaboratively to develop an integrated parent-child therapeutic training program with incorporation of sensory integrative, expressive art and mindfulness training. The training group aims at promoting children with special educational need’s emotional regulation and attention, it helps to facilitate their learning. In order to enhance training effectiveness, multi-disciplinary team has conducted the group by diversified means like parent-child and even parallel training groups. The children and their parents have applied the learnt skills on daily life through the experiential learning from trainers’ instruction and demonstration in the group.

育有特殊教育需要(SEN)或患自閉症譜系障礙(ASD)孩子的父母和他們的社會心理調適(包括功能和康健)

1. 特殊教育需要/自閉症兒童及其父母有什麼特徵？
2. 特殊教育需要/自閉症兒童及其父母面對什麼問題？
3. 特殊教育需要/自閉症兒童的父母有什麼需要？
4. 如何讓特殊教育需要/自閉症兒童的父母有效地適應他們的父母身份？

Parents having special education needs (SEN)/autism spectrum disorder (ASD) kids and their psychosocial adjustments (including functioning and well-being)

1. What are the characteristics of SEN/ASD kids and their parents?
2. What are the problems of SEN/ASD kids and their parents?
3. What are the needs of these parents?
4. How can these parents adjust to their parenthood effectively?