Pik Fong Tsui
Biographic Data
| ID | 6615538 |
|---|---|
| NAME | Pik Fong Tsui |
| GIVEN NAMES | Pik Fong |
| FAMILY NAME | Tsui |
| SIGNATURE | TSUI P F |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-3840-2588 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Adventure-based Family Intervention in Strengthening Family Resilience during Pandemic and Postpandemic Periods
Purpose: This study examined the effectiveness of adventure-based family intervention (ABFI) groups in strengthening family resilience, improving family relationships, and enhancing individual well-being among Chinese families during the COVID-19 pandemic and postpandemic periods. Method: A three-arm quasi-experimental design was employed, comprising (1) the ABFI group with an overnight camp (ABFI-CAMP), (2) the ABFI group with parent and child p…
Changing school cultures for mental wellbeing in Hong Kong
School-based programs are recommended by the World Health Organization (WHO) to promote mental health for young people. However the effectiveness of such programs varies, and there are multi-level challenges to embedding mental health education in schools. Further, critical scholarship has focused on the ways in which such programs can contribute to neoliberal goals, rather than empowering students meaningfully. Our research used focus group inte…
Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese
The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community levels in learning Chinese as a second language, meaning that for those in the silent period, it may particularly difficult to begin speaking Chinese, leading to slower language development. A support…
A Longitudinal Investigation into the Chinese Language Development of Non-Chinese Speaking Preschoolers in Hong Kong
Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The present longitudinal study follows 88 non-Chinese speaking preschoolers in 4 time points, from their K1 to K3, in order to have a grasp of their Chinese language development in three key aspects, nam…
Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children
A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnai…
No prominent works on this page.
Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese
The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community levels in learning Chinese as a second language, meaning that for those in the silent period, it may particularly difficult to begin speaking Chinese, leading to slower language development. A support…
A Longitudinal Investigation into the Chinese Language Development of Non-Chinese Speaking Preschoolers in Hong Kong
Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The present longitudinal study follows 88 non-Chinese speaking preschoolers in 4 time points, from their K1 to K3, in order to have a grasp of their Chinese language development in three key aspects, nam…
Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children
A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnai…
Changing school cultures for mental wellbeing in Hong Kong
School-based programs are recommended by the World Health Organization (WHO) to promote mental health for young people. However the effectiveness of such programs varies, and there are multi-level challenges to embedding mental health education in schools. Further, critical scholarship has focused on the ways in which such programs can contribute to neoliberal goals, rather than empowering students meaningfully. Our research used focus group inte…
Adventure-based Family Intervention in Strengthening Family Resilience during Pandemic and Postpandemic Periods
Purpose: This study examined the effectiveness of adventure-based family intervention (ABFI) groups in strengthening family resilience, improving family relationships, and enhancing individual well-being among Chinese families during the COVID-19 pandemic and postpandemic periods. Method: A three-arm quasi-experimental design was employed, comprising (1) the ABFI group with an overnight camp (ABFI-CAMP), (2) the ABFI group with parent and child p…
Psychology (5 works) · Medicine (3 works) · Pedagogy (3 works) · Sociology (3 works) · Ethnic group (2 works) · Focus group (2 works) · History (2 works) · Language acquisition (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works)