Background
The Catholic Education Office established the “Educational Psychology Services Section” in the 1994-95 school year, hiring educational psychologists through funding from the Education Bureau to serve its secondary schools. By 2002-03, this service was expanded to include primary schools and certain secondary schools sponsored by religious orders. Starting from the 2023-24 school year, the number of educational psychologists funded by the Education Bureau has increased to 19, providing services to 29 secondary schools and 54 primary schools. Additionally, the service also extends to 3 private primary schools and 1 private kindergarten. Educational psychologists regularly provide on-site school services to help schools address students’ individual differences and strive towards whole-person education.
All hired educational psychologists have received professional training at the Master’s level or higher and are registered under the Division of Educational Psychology of the Hong Kong Psychological Society.
Vision and Mission
The educational vision of the Catholic Diocese of Hong Kong is to nurture well-rounded individuals grounded in the spirit of Christ. The Educational Psychology Services align with this vision and mission:
- Assist schools in realizing the core values of Catholic education, including the pursuit of truth, upholding justice, love and care for others, respect for life, and fostering filial harmony in the family for children’s growth.
- Strengthen connections among kindergartens and primary and secondary schools to pass on the Catholic educational heritage and address the challenges of the times.
- Enhance teaching and learning effectiveness and improve the quality of students’ holistic development through specialized knowledge in educational psychology.
Scope of Services
Educational psychologists provide regular on-site services, covering preventive, developmental, and remedial work. They work at the school system, teacher support, and student support levels to enhance school effectiveness, address learner diversity, and achieve holistic education:
1. School System Level
Assist schools in formulating whole-school participation policies to cater for diverse educational needs, establishing mechanisms for early identification and support for students with learning and adaptation difficulties, and utilizing self-evaluation data to achieve sustainable school development.
2. Teacher Support Level
Provide professional consultation and training for teachers and guidance personnel to enhance teaching and learning effectiveness and cater for diverse student learning needs, such as through curriculum adaptation, assessment accommodations, differentiated instructions and teaching strategies, tiered assignments, and strategies for managing student behaviour.
3. Student Support Level
Conduct psycho-educational assessments to help school staff and parents develop appropriate support plans based on students’ needs; collaborate with school personnel to promote home-school cooperation and provide consultation and training for parents to support their children’s growth.
4. Crisis Management
Assist schools in establishing crisis management policies and mechanisms and provide professional advice and support in handling school crises.
