Healthy Schools: Healthy Living and Social
Harmony
校園健康生活: 健康生活、和諧人際
Seminar for Schools organised by Education Bureau,
Hong Kong SAR
Professor Albert Lee
Director of Centre for Health Education and Health Promotion
Professor(Head of Family Medicine Unit) Department of Community and
Family Medicine
The Chinese University of Hong Kong
Member of Curriculum Development Council, HKSAR
and Chairman of Health Management and Social Care Panel
李大拔教授
香港中文大學醫學院健康教育及促進健康中心主任
香港中文大學醫學院社區及家庭醫學系教授
香港特別行政區課程發展議會委員及健康管理及社會關懷課程委員會主席
健康素養與社區健康
Health- Literacy and healthy community
• 提昇社區人士的健康素養，有助集體式地增加他們對影響
健康的社會、環境、架構及政策方面的因素之瞭解。
Higher level of health literacy within communities are
likely to lead to a collective deeper understanding of
social, environmental, organizational and political factors
that impact on health.
• 從而賦權予他們，多關注地區性的健康問題，並與其他社
區人士協作，共同推動社區及政府改善問題。
Community members are likely to be more empowered
to engage in debates around local health issues, and
more enabled to collaborate with others in advocating for
change at community and government level.
Mandala of Health: a model of the human ecosystem
人類生態系統模型
Culture 文化
Community 社區
Lifestyle
個人行為
病患照顧系統
Personal
behaviour
Sick-care
system
人類生物
家庭
Family
精神
Spirit
生活習慣
Psycho-socioeconomic
environment

身體 Body
Mind 思維
Human
biology
心理社交經濟環境
Work
Physical
environment
工作
物質環境
Human-made environment
人造環境
Biosphere
生物圈
Source: Hancock and Perkins
Health Education, Summer
1985, pps-10
What are the learning goals?
課程改革有哪七個學習宗旨？
Healthy lifestyle
健康生活方式
Responsibility
責任感
核心能力
Core Competencies
• 核心能力所涵蓋的層面不單是態度和知識
Competencies include more than attitudes and knowledge
• 學生通過自省，建立有效和長遠的態度與價值觀，從而發展一
套有效、具基礎及合乎道德的行為。
Students need to be empowered to think for themselves and
develop sound and lasting attitudes and values, which direct
their behaviours in consistent, fundamental and ethically
sound ways.
• 除了可以從校本社交及情緒工作坊中學會核心能力之外，輔導、
治療、個人發展和社區為本的工作坊也可發展核心能力。
The competencies can be drawn from school based work on
social and emotional learning, but also from counselling,
therapy, personal development and community based work.
核心能力
Core Competencies
•
自尊來自從別人身上感受到自己的價值、在達成抱負時經歷的
成功感以及受重視和具備才能的感覺。自尊可以幫助抵抗威脅
及焦慮。
The antecedents of self-esteem are the extent to which we feel
valued by others, experiences success in achieving our own
aspirations, and feel significant and competent. A sense of
self-esteem can help to defend against threats and anxiety.
•
要提升自尊，信任和安全感十分重要。
A sense of trust and safety is essential building blocks for selfesteem.
核心能力
Core Competencies
一般人認為社會及情感教育與傳統教學理念有
衝突實為謬誤。其實，正面及健康的學校環境
可幫助學童學習。
It has always been an incorrect argument that
social and affective education is in conflict
with traditional academic goals. In fact
positive and healthy school environment will
enhance learning.
核心能力
Core Competencies
這不單是有關健康的題目，這同樣與年輕一代能
否有效處理社交及情緒能力有關，如終身學習、
人際關係、解決問題的技巧、適應複雜的外在環
境等等。
It is not simply a health issue but it is about the
social and emotional competency of young
generation to enable them successful
management of life tasks such as life long
learning, inter-personal relationship, problem
solving skills and adaptation to complex external
environment.
Social Impact of School Health
Promotion
健康學校的社會影響
• Health Promotion actions can change the attitudes and
behaviour of students towards positive, life enhancing
activities are important to improve health and well beings
and would contribute to the social inclusion and social
justice
健康促進行動能使學生的態度及行為變得正面，
具生活意義的活動亦有助改善學生的身心靈健康，
於維持社會接納及社會公義有利
(Education and Health in Partnership: European
Conference, 2002)
Social Impact of School Health
Promotion
健康學校的社會影響
• Social justice enables young people to
develop life skills to be effective citizens,
builds strong and inclusive linkage in
society and helps eliminate poverty in
the long run
社會公義使青少年能夠發展生活技能以承擔公
民責任、亦在社會上建立接納及包容的人際網
絡、長遠來說有利解決地區貧困
(Scottish Executive, 2002)
Mission of a Health Promoting
School 健康學校的使命
• Every child deserves to be given every
opportunity to achieve their full potential
每個孩子都應該有機會發展個人潛能
• Aims of Health Promoting Schools: to empower
students, staff and parents to actively influence
their lives and their living conditions
健康學校的目標：增強學生、教職員、家長的能
力去影響自己的生命及生活狀況
(Peter Peacock, Minister of Education and Young People, Scotland)
Social社會
Educational教育
Personal
個人
Hong Kong
Healthy Schools Award Scheme
Education and Manpower
Bureau, HKSAR
香港特別行政區政府
教育統籌局
WHO Western Pacific Region
世界衞生組織西太平洋區
Healthy Schools
(Pre-school) Award Scheme
Education and Manpower
Bureau, HKSAR
香港特別行政區政府
教育統籌局
WHO Western Pacific Region
世界衞生組織西太平洋區
Physical & Social Environment
•
•
•
•
•
•
Safe environment安全環境
Provide proper sanitary facilities and water 提供適當的衛生設備和水
Suitable physical environment to enhance learning 提供合適的環境以幫助學習
Encourage students to take care school facilities 鼓勵學生照顧學校設施
Implement activities to promote healthy environment 實施促進健康環境的活動
Smoke free school
Quality School: Safe and healthy conditions for the life and work of the whole school community can promote better teaching and learning,
and also better interpersonal relationship 安全和健康的生活及工作環境能提升教學及學習質素，同時增進人際關
•
The school should promote self-esteem of students and staff through positive
reinforcements and addressing the needs of students and staff 建立支持學生及教職員心
理健康及社會需求的校風
•
Creates an environment of friendliness, care and trust in school創造互相關心、信任及
友好的環境
•
Greater concerns and emphasis on parental education, and understand its importance
to the whole person development of school children 關注家長的教育需求，並注意這些
需求對學生身心狀況 的影響
•
Assistance for students with special needs 給予那些處於相對弱勢地位的學生(如新移民、
肢體殘障等)適當的支持和幫助
•
Promote a sense of responsibility and sense of achievement and self worth 鼓勵學校成員
對自己的行動、健康行為及生活模式負責
Establishing the Culture of
Friendliness, Care and Trust
Examples:
• Mentoring projects
•Main themes activities for different grades
•Use of display board, exhibitions, leaflets
•Seminars
•Visits
•Volunteer work and social services
•Experiential learning/team building
Prevent Violence and
Bullying
Examples:
• Real case and enlightening stories sharing
• Visit
police
station,
higher
correctional services, prison, etc.
court,
• Provide outward bound or army training
• Volunteer work
• Home visit
和諧校園的重要性
Importance of Harmonious School
•
兒童受其身處之社會的標準及價值觀影響，而養
成他們的親社會還是反社會的行為模式。
Children learn their patterns of behaviours either prosocial or
antisocial from the norms and values held by the social
environment which they are bonded.
(Catalano et al, 2004)
•
11-12歲的兒童，他們的行為都受到朋輩壓力的
影響 。
Durkin (1995) argues that at the age 11-12, children tend to
conform to some kind of pro-social pressures from the peer group.
(Durkin, 1995)
和諧校園的重要性
Importance of Harmonious School
校園和諧
Harmonious School
學校與學生之間的聯繫
Bridge Between School and Students
學生的責任感，對學校的歸屬感
Student’s Responsibility, Sense of Belonging to School
和諧校園的重要性
Importance of Harmonious School
減少有欺凌的行為
Decrease in bullying behaviors
感受被老師及同學關懷
To feel teachers and classmates’ caring
• 當學生意識到他們受老師和朋輩所關懷，同樣可以減少欺凌的行為。
If students perceive themselves as receiving care from teachers and
peers, it will also discourage bullying behaviours.
Effectiveness on Health Promoting School健康促進學校的成效
Lee A., Kiyu A., Milman HM., Jara J. Improving Health and Building Human Capital through
an effective primary care system. Journal of Urban Health 2007; 84(supp1): 75-85
Lee A., Cheng F., Fung Y., St Leger L. Can Health Promoting Schools contribute to the
better health and well being of young people: Hong Kong experience? Journal of
Epidemiology and Community 2006; 60:530-536
Lee A., St Leger L., Moon AS. Evaluating Health Promotion in Schools meeting the needs
for education and health professionals: A case study of developing appropriate indictors
and data collection methods in Hong Kong. Promotion and Education* 2005; XII (3-4): 123130.
St Leger L., Kobe LJ., Lee A., McCall D., Young I. School Health: - Achievements, Challenges
and Priorities. In McQueen D., Jones C. Global Perspective on Health Promotion Effectiveness.
Springer, New York, USA., 2007.
Lee A., Wong M., Cheng F., Yuen H., Keung V., Fung Y. Impact of healthy schools award
scheme and Health Promoting Schools teacher training programme on health behaviours
of students. 5th Nordic Health Promotion Research Conference, University of Southern
Denmark, Esbjerg, Denmark,15-17 June, 2006.
Changes observed in School Health Policies after
Implementation of Health Promoting School
發展健康促進學校後，學校健康政策的改變
(n=32 schools)
100
90
80
70
%
60
50
40
30
20
10
0
1
2
3
4
5
6
1. Healthy eating policy
健康飲食政策
2. A smoke free school
無煙校園
3. Policy on prevention of
infectious disease 預防
及控制傳染病政策
4. First Aid and safety
policy 急救及安全政策
5. Violence and bullying
policy 預防欺凌及暴力
行為政策
6. Occupational safety
and health policy 職安
健政策
Baseline
Evaluation
School ethos and interpersonal relationship
and Life Satisfaction
校風/ 人際關係及對生活的滿意度
22
學
生
生 21
活
滿
意
程 20
Life Satisfaction
度
對生活的滿意度
指
數 19
的
18
17
16
40
50
60
70
80
90
School ethos and interpersonal relationship
校風/ 人際關係
營造良好校風及人際關係
( *P value
= 0.046 )
100
110
學校鼓勵學生參與社區活動及社會服務
Schools encouraging students to participate in
community activities and services
22
學
生
生 21
活
滿
意
程 20
度
指
數 19
的
18
17
16
.2
.4
.6
.8
學校鼓勵學生參與社區活動及社會服務
( *P值 = 0.005 )
1.0
1.2
Improvement on Health and Well-being of Students
學生健康行為的改善
•
Bullying problem 欺凌問題
Primary schools (Schools = 7; No. of students: 820)
小學（學校=7；學生數目=820）
Baseline 評估（%） 1 year 1 年（%）
Students threatened by someone*
學生感到受威脅*
5.94
2.59
3.49
1.38
Students with property stolen or damaged by
29.40
someone* 學生財物被偷/ 損壞*
Secondary schools (Schools = 8; No. of students: 2661)
中學（學校=8；學生數目=2667）
20.75
Students feeling unsafe
學生感到不安全
Baseline 評估（%） 1 year 1 年（%）
Students with carrying weapon to school
學生攜帶武器回校
7.60
6.53
Students injured because of fighting
學生因打架而受傷
15.08
13.84
Students with property stolen or damaged by
someone* 學生財物被偷/ 損壞*
24.23
20.16
*P value < 0.05
Distribution of schools of Primary 4
Lee A. et al. Can Health Promoting Schools Contribute to the Better Health
and Wellbeing of Young People?:The Hong Kong Experience. Journal Epidemiology and Community Health. 2006 60:530536
HPS with Award 獲獎學校
HPS without Award 未能獲獎學校
Pre-2001基線評估
387
65
Post-2003評審
454
56
Award獲獎學校
Non-Award未能獲獎學校
Pre基線
Post評審
△%
Pre基線
Post評審
△%
Reported academic
result (Poor to Fair)
學術成績 (劣等至一般)
22.6%
(74)
18.9% (75)
-3.7%
15.0% (9)
20.4% (10)
5.40%
Reported health
status (Poor to Fair)
健康狀況(劣等至一般)
28.8%
(111)
20.9% (95)
-7.9% **
27.7% (18)
25.0% (14)
-2.70%
(p=0.009)
Mental Health情緒健康
Award獲獎學校
Non-Award未能獲獎學校
Pre基線
Post評審
△%
Pre基線
Post評審
△%
Life satisfaction
score 生活滿意指數
20.18
21.73
+1.55**
(p=0.008)
18.84
20.07
+1.23
Hurt yourself
傷害身體
15.9%
(61)
9.9% (45)
-6.0%**
(p=0.010)
4.6% (3)
8.9% (5)
+4.3%
** P<0.05
Distribution of schools of Secondary 3
Lee A. et al. Can Health Promoting Schools Contribute to the Better Health and
Wellbeing of Young People?:The Hong Kong Experience. Journal Epidemiology and Community Health. 2006; 60:530-536
HPS with Award獲獎學校
HPS without Award未能獲獎學校
Pre-2001基線評估
325
183
Post-2003評審
327
386
Award獲獎學校
Non-Award未能獲獎學校
Pre基準
Post評審
△%
Pre基準
Post評審
△%
Reported academic
result (Poor to Fair)
學術成績 (劣等至一般)
42.6%
(123)
28.3%
(83)
-14.3%**
(p=0.000)
34.3% (59)
37.3%
(135)
+3.0%
Reported health
status (Poor to Fair)
健康狀況(劣等至一般)
45.6%
(145)
38.7%
(125)
-6.9%
45.1% (82)
33.8%
(130)
-11.3%**
(p=0.009)
Mental Health 情緒健康
Award獲獎學校
Life satisfaction
score生活滿意指數
Felt sad or
hopeless感到悲傷
或絕望
Non-Award未能獲獎學校
Pre基準
Post評審
△%
Pre基準
Post評審
△%
16.81
18.07
+1.26**
(p=0.02)
17.08
16.66
-0.42
-9.1%**
(p=0.010)
30.6%
(55)
31.7%
(122)
+1.1%
32.0% (103) 22.9% (74)
** P<0.05
Impact of healthy schools award scheme on school environment
and health behaviours of students.
健康學校獎勵計劃對學校環境及學童健康行為的影響
5th Nordic Health Promotion Research Conference
第五屆北歐健康促進研究大會
University of Southern Denmark, Esbjerg, Denmark, 15-17 June, 2006
南丹麥大學 丹麥艾斯堡 2006年6月15-17日
Lee A., Wong M., Cheng F., Yuen H., Keung V., Fung Y.
Another cross-sectional survey was conducted in two categories of
schools in 2005 於2005年，為以下兩類學校進行橫斷面調查：
1. Schools in the HAS Scheme (hereafter called “HSA”)
健康學校獎勵計劃之參與學校（以下簡稱為「HSA 」）
2. Schools that were not in the HSA Scheme and whose teachers did not
attend any training in HPS or diplomas (hereafter called “controlled
school”)學校沒有參與健康學校獎勵計劃及其學校之教職員亦從沒接受健
康促進學校培訓或參與課程（以下簡稱為「對照學校」）
Schools in category (3) will be used as controls.
組別(3)的學校所得之數據將作為比較之用。
Impact of healthy schools award scheme on school
environment and health behaviours of students
健康學校獎勵計劃對學校環境及學童健康行為的影響
Primary schools小學
Obtained information from student
ambassador
從學生大使獲得相關健康資訊
Students from HSA
schools
就讀HSA的學童
Students from control
schools
就讀對照學校的學童
29.9%
(284/950)
17.7%
(119/673)
(p=0.001)
Secondary schools中學
Obtained information from student
ambassador
從學生大使獲得相關健康資訊
Students from HSA
schools
就讀HSA的學童
Students from control
schools
就讀對照學校的學童
22.2%
(274/1231)
10.5%
(76/720)
(p=0.001)
Impact of healthy schools award scheme on school
environment and health behaviours of students
健康學校獎勵計劃對學校環境及學童健康行為的影響
Secondary schools中學
Students from
HSA schools
就讀HSA的學童
Students from
control schools
就讀對照學校的學童
Pvalue
Had ever studied
nutrition
曾修讀營養課程
85.6%%
(1055/1233)
78.5%
(569/725)
0.001
Had ever studied sport
and exercise
曾修讀體育及運動課程
89.1%
(1104/1234)
85.4%
(618/724)
0.05
Impact of healthy schools award scheme on school
environment and health behaviours of students
健康學校獎勵計劃對學校環境及學童健康行為的影響
Secondary schools中學
Had organized health
promotion activities
曾舉辦健康促進活動
Students from HSA
schools
就讀HSA的學童
Students from
control schools
就讀對照學校的學童
52.6%%
(649/1233)
37%
(268/724)
(p=0.001)
Risk and Protective factors
associated with suicidality among
the Chinese adolescent
in Hong Kong
與香港青少年自殺問題
相關的危機及預防因素
Lee A., Wong SYS, Tsang CKK., Ho G., Wong WCW Wong, Cheng F.
Poster discussion paper. 36th Annual Scientific Meeting of The Society for
Academic Primary Care: Primary Care Research for Better Health:
Delivering International Excellence. Hosted by Royal Free and
University College Medical School University College London on behalf
of London Department of General Practice and Primary Care, 4-6 July,
2007
企圖自殺Attempted suicide —estimated
odds ratios (stepwise forward multiple logistic regression)
Stepwise Forward
Categorical Variable
Independent Variable
Estimated
Odds
Ratio
95% C.I.
P-value
Lower
Upper
21.139
12.063
37.043
0.000
Suicidal thoughts 曾考慮自殺
6.378
3.798
10.708
0.000
Gender* 性別
6.297
3.200
12.391
0.000
Early sexual experience*
早年性經驗
2.732
1.412
5.287
0.003
Drug use濫用藥物
2.520
1.171
5.423
0.018
Heavy drinking菸酒
2.362
1.245
4.482
0.009
Smoking 吸煙
2.261
1.195
4.279
0.012
Physical activity運動
0.433
0.249
0.752
0.003
Self-harm* 自毀傾向
Constant
Model fit statistic
- log-likelihood test
- Hosmer & Lemeshow test
Nagelkerke R-square=0.520
0.001
0.000
0.000
0.027
Community Relationship
• Family involvement in school activities提倡家庭參與學校生活
• Community involvement in school activities提倡社區參與學校生
活
• Proactive linkage with other schools and communities 學校能積
極地與當地學校社區連繫
Quality School:
Link with the wider community
in relation to cultural, social
and work-oriented activities
就文化、社會及職業導向有關的活動策劃
及推廣聯繫社區伙伴
您知道家庭（FAMILY）這
個詞的意味著什麼嗎？
家庭 FAMILY=
爸爸(F)ATHER
和 (A)ND
媽媽(M)OTHER
我(I)愛(L)OVE你們(Y)OU
Main effects of family on health:
Nature and Nurture
Apart from genetic Influences (every
individual is a product of the
interaction between his genotype
and the environment), there is a
large body of evidence supporting
the relationship between family
pathology and childhood disorders
both physical and behavioural e.g.
respiratory disease, bedwetting,
failure to thrive.......
Influence on the spread of disease
• Infection
• Neurotic illness- spouses and children of
neurotic people are at risk of neurotic illness
• It has been shown in one study that male with
severe family problems are three time more
likely to develop angina
The family as a system
Anything affects one member of
the family affects relationships
within the family as a whole
Modes of Partners’ involvement in HPS
Learning at
home
Parenting
Collaborating with
the community
Education partners
(Schools、families 、
communities)
Decision making
Communicating
Volunteering
(Epstein, 1995)
Model of Family, School and Community
Relations (external structure)
•Student get older 
Community
•Spheres of influences
pulled apart 
•Shared area 
School
Family
Model of Family, School and Community
Relations (external structure)
•HPS 
Community
•Application of
Community Relationship
Strategies 
•Shared area
School
Family
Growth Across Life Span
Family
Infant 
Toddlers 
Nursery
&
Pre-school
Childhood  Teenage 
School
Peers
Local
community
School
Peers
Wider
community
Late

adolescents
Young
adults

School
Peers
Local
& global
community
Workplace
Friends
Society
Families of
spouse or
close partners
Late 
adults
Elderly
Workplace
Peers
Neighbourhood
Professional
Affiliations
Families of
Neighbourhood
spouse or
Affiliations
close partners
(Clubs)
Protective factors that serve as a coat or
armor and promote resiliency
• Being reared in a loving, functional family
• Being involved in school activities
• Having positive self esteem
• Having clear defined goals and plans
• Feeling a sense of accomplishment at school
• Positive, healthy and active living
lifestyles
Protective factors that serve as a coat or
armor and promote resiliency
• Having close friends and adult role model
who do not have addictive behaviours
• Having a healthy attitude about
competition and athletic performance
• Being committed to following the rules of
the community and respect social values
• Having a plan and support in coping
with life stressors
Healthy Schools
(Pre-school) Award Scheme
• Project launched in 2005.
• Supported 100 local
kindergartens developed
along the concept of
health promoting school.
Healthy Schools Mentorship Project新界西健康學校夥伴計劃
Strengthening Social Capital 強化社會資本
Enhancement of Social Harmony促進社區共融
Organic Farming Workshop
Medical Room & First-aid Facilities
Workshop
Health Promoting School
Healthy City
Programme
Effective
Health Promotion
via Setting
Mental Health 情緒健康
Seminar organized by Shatin Doctors’
Network
Health Promotion
in Primary Health Care
Healthy Workplace
Healthy
Workplace
Kostarova L (2005). Empowering children for risk-takingchildren’s participation as a health promotion strategy in
the “Safe Schools in a Community Risk’ project. Promotion
and Education, X11(3-4): 142-143.
裝備兒童面對危機挑戰－推動兒童參與作為「於社會危機中建設
安全學校」計劃之健康促進策略
Children in communities exposed to rapid changes such as a
war or refugee crisis are forced to learn quickly and more quickly,
than children in stable environments. They become more
receptive and skilful in recognising and dealing with changes.
However, the challenges in community at risk cannot persist in
long run for children especially for children with lower social
power.
生活於社會環境急速變化之兒童，例如正處於戰爭或難民潮湧現
的社會，與生活在安穩社會之兒童相比，他們被迫以很快的速度
不斷學習。這些兒童的接受能力較強，而且更容易洞悉及處理轉
變。然而，兒童沒法長期處於一個充滿危機的社會，尤其是那些
擁有較少社會力量的兒童之情況更甚。
Following a year of armed conflict, the project “A Safe
Schools in a Community Risk” was initially designed to
reduce a general feeling of insecurity in the children and
their teachers, and to restore the lost trust of the multiethnic school and community faced with the crisis. The
project was carried out in the northwest of Macedonia
characterized by a rich multicultural tradition which is a key
part of Macedonian concept of HPS.
經過一年武裝衝突過後，推出「於社會危機中建設安全學校」
計劃，藉以減輕學童及老師之不安情緒，並且於面對危機的
不同種族及社區之間重建互信基礎。此計劃於馬其頓之西北
部推行，這地方擁有多種不同文化傳統，為乃於馬其頓實踐
健康促進學校概念之重要部分。
The goals are 計劃目標：
•
raise the community awareness of continuous crisis,
the needs and rights of children to restore the feeling
of safety and belonging
提升社會關注兒童處身持續社會危機裏，重建他們的
安全及歸屬感之需要及權利
•
reduce the post-traumatic consequences of war so
students and staff can involve actively in school and
community life
減低戰後創傷之影響，鼓勵學生及教職員積極投入學
校及社會生活
•
build a sustainable networks of assistance and
support under the adverse living conditions
建立具持續性的支援網絡，並於惡劣生活環境中提供
支援
The project was a highly participatory, democratic and
multi-level in its approach to the problem. The project
started with networking and cooperation amongst teachers,
school heads, and students. The subject of ‘violence’ was
a taboo and was not discussed openly outside families.
This issue was gradually introduced in a sensitive way into
the schools’ activities.
計劃採取積極參與、民主及多層面的策略以處理有關問題。
計劃之始由一群教師、校長及學生組織網絡及建立合作關係。
「暴力」是一項禁忌，於家庭之外是不容談論的；而計劃逐
步把這議題引進學校活動之中。
The first phase of the project was preparations. Students
were asked to draw their homes, neighbourhood, friends
and route to school, and to mark the places where they
could play and feel secure. The results of 550 drawings
were exhibited in the centre of town. Parents and local
community would understand the experiences, perceptions
and needs of the children on safety and their sense of
belongings.
計劃之第一階段為籌備階段。學生需要繪畫他們的家園、鄰
舍、朋友及他們回校的路線，然後，他們把感到有不安全的
地方畫記號。最後，共有550幅作品放置於巿會堂展覽。家
長及本地社區人士從而對兒童對安全及歸屬感之經驗、觀感
及需要有更豐富的認識。
The second phase was research in multi-ethnic groups of
different ages and sexes attending the workshop of
‘violence’ and addressed the issue through games with
support from adults. For most children, this was their first
experience of contact, play and cooperation with children of
similar age but from different ethnic groups. The students
discussed and defined ‘violent behaviours’ in their own
schools.
計劃之第二階段為不同種族、年齡及性別之小組舉行「暴力」
工作坊，並在成年人之協助下以遊戲形式討論相關問題，然
後進行研究。對於很多兒童而言，這是他們第一次有機會與
相同年齡不同種族之兒童接觸、玩耍及合作。這些兒童一起
討論及界定於他們各自就讀的學校內出現的「暴力行為」。
During follow-up, they conducted related research in their
own schools and results were presented to parents,
teachers and school heads, The topic of ‘violence’ became
a subject of more open discussion and can be debated in
schools or communities. Soon after this, the children with
more self-confidence and in cooperation with young artists,
produced and performed the ‘Ideal safe school’ for a broad
audience in the community. The final phase was action, as
students are now full of creative potential to cope with
violence.
於跟進階段，計劃在學校進行相關之研究，然後將研究結果
向家長、教職員及校長報告。「暴力」於學校及社會內已經
成為一個容許較公開討論的題目。此後不久，兒童變得更具
自信，並且與年青藝術家一同製作「理想安全學校」，為很
多觀眾演出這齣戲劇。計劃的最後階段為行動，因為學童已
經具備充足的裝備應付暴力情況。
The children’s personal experiences of action expressed
through the numerous performances as creators or leading
characters, will no doubt foster the development of
children’s own significance and an awareness of their new
roles. They can be recognised as an attempt to address
the challenges of transforming a dangerous environment
and threats to experiences shaping their own well-being
and the well- being of the community.
讓兒童參與作為創作者及飾演戲劇主角，他們通過親身經歷
的行動，培育他們對自身價值之發展及新角色之認同。他們
一方面應付改變危險環境及威嚇之挑戰，另一方面這些經驗
也同時素造他們及社會的發展。
The project demonstrates that the health promotion
approach to the crisis which parents and other adults
recognise and utilise the potential and energy of children,
would help to transform the community into a landscape
that nourish development and health for all.
計劃展現了以健康促進策略應付危機挑戰，讓家長及成年人
認識及運用兒童無限的潛能，可以有效把社會推向發展全民
健康之有利環境。
Values of a Health Promoting
School
健康學校的價值
Wisdom – seeking
understanding and taking
action to improve
智慧 – 尋求了解及
作出行動改善現況
Compassion – concern, care
and respect
憐憫 – 關心、關懷、尊重
Justice – fairness, participation
and equality
公義 – 公平、參與及平等
Responsibility
責任感
Health Curriculum at School 健康教育課程
Professor Albert Lee 李大拔教授
Member of Curriculum Development Council and Chairman of Health Management and Social Care Panel
課程發展議會委員及健康管理及社會關懷課程委員會主席
In new senior secondary school curriculum, there will be a core module on Public
Health in Liberal Study which is compulsory subject
There will also be a new subject ‘Health Management and Social Care’
於新高中課程中，通識教育科其中一個必修單元為公共衞生，並將設一全新科目
為「健康管理與社會關懷科」。
必修部分
人生不同階段之個人成長與發展
個人健康管理
推廣社區健康
全球發展健康與社會關懷服務的趨勢
健康及社會關懷的溝通及支援技巧
選修部分
（可選兩個單元）
健康促進及健康護理服務延伸學習
社會關懷服務延伸學習
健康與社會關懷時事議題
GOVERNMENT
政府
Academic
學者
SCHOOL
學校
健康新一代