Project Background
According to the World Health Organisation, 10 to 20% of children and young people are affected by varying degrees of emotional and psychological issues. Figures from the Hospital Authority of Hong Kong show a rising trend of people seeking help from the Child and Adolescent Psychiatric Services. In 2015/16 there were 28,800 cases, which hiked to 40,350 in 2018/19 (note). The psychological health of children in Hong Kong is a matter of grave concern for us.
Studies have shown that if children start picking up social and emotional skills at the age of 7 or 8, it will positively impact their ability to develop a social understanding of the emotions of themselves and others. A programme on social and emotional learning creates a positive classroom and school culture, which in turn encourages students to take part in activities in a safe and caring environment. Our programme focuses on nurturing a sense of care, compassion, and respect among the students and developing their positive thinking, coping, and problem solving skills. The programme is also designed to enhance the students’ empathy, social, and interpersonal skills. When undertaken on an ongoing basis, the programme is believed to be able to cultivate our younger children’s resilience and improve their psychological and social wellbeing as they grow up.
Made possible with the sponsorship of Keswick Foundation, CARing Kids is the first canine-assisted programme to combine humane education with social and emotional learning. The programme was funded during 2018 and 2022). The CARing Kids team, led by Dr. Paul W.C. Wong, D.Psyc.(Clinical), Associate Professor at the Department of Social Work and Social Administration, University of Hong Kong, and his team are responsible for the programme design and creation of picture books, teaching materials, and training materials, so that participating schools can continue implementing the programme after the initial three years.
Note: The data from 2018/19 covered wider parameters than, and was not directly comparable to, previously announced figures. (See press release by HKSAR government: https://www.info.gov.hk/gia/general/202103/24/P2021032400314.htm?fontSize=1）
Programme Rationale
Our children’s psychological and social well-being contribute to their future success, adversity quotient, and resilience. Many children with emotional issues show signs of distress at an early stage that can be identified by their parents and teachers. To promote positive youth development, it will be useful to have programs that can equip our young people with the necessary skills and competencies to succeed in the global digital world. Interventions that have more immediate impacts on young people that target their individual resilience with positive self-control and compassion to oneself, openness to novelty with adaptive coping mechanisms, and good communication skills that can help them to expand social support with availability to resources. CARing Kids addresses the challenges our contemporary society poses to the healthy development of children, such as expectations from schools and family, interpersonal relationships in a virtual world, online bullying, campus bullying etc.
Theoretical Framework of the CARing Kids Programme
Project Objectives
Through our six face-to-face sessions, we hope to create a delightful learning experience which encourages students to take part in a lively and caring environment. Our main objectives are:
Strengthening the social skills and interpersonal relationship techniques of students
Enhancing the empathy of students and learning emotional management
Nurturing students’ positive thinking and ability to handle difficulties
Raising the interest and
motivation to read and learn
Project Module
The project spread across three school years and was implemented in a sustainable development model. In the first year, the programme was kick off in three pilot schools and teaching was led by the team at HKU. From the second year onward, these three schools continued with the programme with teaching conducted by school teachers. Newly-joining schools was coached by the HKU team. The implementation model was as follows:
Participating Schools
Joining in the First Year
St. Francis of Amity Primary School
Wong Tai Sin Catholic Primary School
ELCHK Hung Hom Lutheran Primary School
Joining in the Second Year
Tai Kok Tsui Catholic Primary School
Hong Kong Taoist Association Wun Tsuen School
Kowloon Bay St. John The Baptist Catholic Primary School
Joining in the Third Year
Y.C.H. Chiu Tsang Hok Wan Primary School
Li Sing Primary School
King’s College Old Boys’ Association Primary School No. 2
Po On Commercial Association Wan Ho Kan Primary School
Collaborators
The smooth implementation of the project is really thanks to the support of volunteers and companion dogs from the following organizations (in no particular order):
Canine-assisted education partners
