THE HONG KONG POLYTECHNIC UNIVERSITY
DEPARTMENT OF APPLIED SOCIAL SCIENCES
1st and 2nd Semesters, 2023-2024
Course Outline
APSS2S09
Service Leadership through
Serving Children and Families with Special Needs
Teaching staff:
Dr. Yammy Chak (Subject Coordinator)
Room: GH324
Tel: 2766 7832
Email: yammy.chak@polyu.edu.hk
Dr. Wynants Ho
Room: HJ421
Tel: 3400 3009
Email: wynants.ho@polyu.edu.hk
Dr. Zoe Xiao
Room: GH334
Tel: 2766 4561
Email: zoe.xiao@polyu.edu.hk
Mr. Titus Chiu
Room: GH333
Tel: 3400 3693
Email: titus.chiu@polyu.edu.hk
OBJECTIVES
This subject is designed to enable students to:
1. understand the core attributes of service leaders in terms of competence, moral character, and
caring disposition;
2. apply the core components of service leadership and professional strengths through the
engagement of community-based service activities;
3. demonstrate self-leadership and develop self-awareness of sharing and empathy with others and
the community;
4. reflect on their service leadership qualities, particularly intrapersonal and interpersonal
competencies.
© Copyright 2023 APSS. All Rights Reserved.
1
LEARNING OUTCOMES
Upon completion of the subject, students will be able to:
1. identify and address the needs of the service recipients through using service leadership skills;
2. integrate academic learning (e.g., knowledge on service leadership and their own disciplines) into
the service experience and activities;
3. apply the skills and knowledge they have acquired in university education to deal with complex
issues in the service setting and pursue continual learning and self-improvement;
4. appreciate and respect people from diverse background and demonstrate empathy and care by
providing community service;
5. reflect on their service leadership qualities, particularly intrapersonal (e.g., critical thinking ability
and innovative problem-solving ability) and interpersonal competencies (e.g., teamwork and
effective communication ability) through service learning;
6. accept their responsibilities as professionals and global citizens and work effectively with different
parties (e.g., students, teachers, families and community partners) when preparing and delivering
service.
SYLLABUS AND TEACHING/ LEARNING APPROACH
E-learning module in service learning:
1. Students are required to attend the 10 hours e-learning module, which is developed by the ServiceLearning and Leadership Office (SLLO) at PolyU, introducing some basic concepts and practices of
service learning.
2.
Students are required to complete the e-learning module from August 28 to October 8, 2023.
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2
Lecture:
Lecture
1
Date and Time
S01LEC001:
Venue
Subject Content
N101
Lecture 1
•
Introduction
•
Introduction of Service Leadership, core beliefs and E
= MC2
•
E-learning module
September 14 (Thu)
(Week 2)
12:30 p.m. - 3:30 p.m.
(Week 2)
Required readings:
Chan, S. C., Ngai, G., Yau, J., Yuen, W. W., Shek, D. T. L, & Au,
H. S. (2019). Service-learning as a vehicle for youth leadership:
The case of the Hong Kong Polytechnic University. In D. T. L.
Shek, G. Ngai, S. C. Chan (eds.) Service-learning for youth
leadership (pp. 19-31). Springer.
3:30 p.m. - 6:30 p.m.
•
Chung, P. (2012). Service: The business reality of the 21st
century. In Service Reborn (pp. 1-25). New York, NY: Lexingford
Publishing.
•
Shek, D. T. L., Chung, P. P. Y., & Leung, H. (2015). How unique
is the service leadership model? A comparison with contemporary
leadership approaches. International Journal on Disability and
Human Development, 14(3), 217-231.
•
Shek D.T.L, Chung P., Zhu X. (2018). Service leadership in the
service era. In D. C. Poff., A. C. Michalos (eds.), Encyclopedia of
Business and Professional Ethics. doi: 10.1007/978-3-31923514-1367-1
S02LEC001:
CD303
September 15 (Fri)
S03LEC001:
•
CD302
September 12 (Tue)
(Week 2)
12:30 p.m. – 3:30 p.m.
2
S01LEC001:
N101
September 28 (Thu)
(Week 4)
12:30 p.m. - 3:30 p.m.
S02LEC001:
CD303
September 29 (Fri)
(Week 4)
3:30 p.m. - 6:30 p.m.
S03LEC001:
Lecture 2
•
Intrapersonal
competencies,
interpersonal
competencies
•
Caring disposition and moral character
•
Group proposal writing
Required readings:
•
Shek, D. T. L., & Lin, L. (2015a). Core beliefs in the service
leadership model proposed by the Hong Kong Institute of Service
Leadership and Management. International Journal on Disability
and Human Development, 14(3), 233-242.
•
Shek, D. T. L., Lin. L., & Xie, Q. (2016). Service leadership
education for university students in Hong Kong: A qualitative
evaluation study. International Journal of Child and Adolescent
Health, 9(2), 235-243.
•
Shek, D. T. L., Yu, L., & Siu, A. M. H. (2015). Interpersonal
competence and service leadership. International Journal on
Disability and Human Development, 14(3), 265-274.
CD302
September 26 (Tue)
(Week 4)
12:30 p.m. – 3:30 p.m.
© Copyright 2023 APSS. All Rights Reserved.
3
3
S01LEC001:
N101
Lecture 3
•
Ethical and moral issues when serving others
•
Introduction of practical problem-solving skills
•
Debriefing skills—how to convey the hidden messages
to the service participants?
•
Discussions of the Reflective Journal 1
CD303
(Week 9)
Required readings:
•
Shek, D.T.L., Liang, J., & Zhu, X. (2016). Subjective outcome
evaluation of a service leadership subject for university students
in Hong Kong. International Journal of Child Health and Human
Development, 9(2), 225-232.
3:30 p.m. - 6:30 p.m.
•
Shek, D. T. L., Ma, C. M. S., & Yang, Z. (2019). Transformation
and development of university students through service-learning:
A corporate-community-university partnership initiative in Hong
Kong (Project WeCan). Applied Research in Quality of Life. doi:
10.1007/s11482-019-09738-9
•
Shek, D. T. L., Chung, P., Lin, L., & Merrick J. (2018). Service
leadership education for university students. International
Journal on Disability and Human Development, 17(1).
November 2 (Thu)
(Week 9)
12:30 p.m. - 3:30 p.m.
S02LEC001:
November 3 (Fri)
S03LEC001:
N001
November 7 (Tue)
(Week 10)
12:30 p.m. – 3:30 p.m.
**Tentative schedule is subject to change depending on circumstances if deem appropriate.
Workshops:
Period: There will be six 3-hour workshops from September, 2023 to March, 2024.
Group
S01SEM001
(Thu)
S01SEM002
(Thu)
S02SEM001
(Fri)
S02SEM002
(Fri)
Date
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
October 5 (Week 5)
October 12 (Week 6)
October 19 (Week 7)
October 26 (Week 8)
November 16 (Week 11)
Week 3-4 (2nd Semester)*
October 5 (Week 5)
October 12 (Week 6)
October 19 (Week 7)
October 26 (Week 8)
November 16 (Week 11)
Week 3-4 (2nd Semester)*
October 6 (Week 5)
October 13 (Week 6)
October 20 (Week 7)
October 27 (Week 8)
November 17 (Week 11)
Week 3-4 (2nd Semester)*
October 6 (Week 5)
October 13 (Week 6)
October 20 (Week 7)
October 27 (Week 8)
November 17 (Week 11)
Week 3-4 (2nd Semester)*
© Copyright 2023 APSS. All Rights Reserved.
Time
12:30 p.m. –
3:30 p.m.
Venue
GH404
Teaching staff
Dr. Yammy Chak
12:30 p.m. –
3:30 p.m.
GH405
Dr. Wynants Ho
3:30 p.m.6:30 p.m.
GH404
Dr. Zoe Xiao
3:30 p.m.6:30 p.m.
GH405
Mr. Titus Chiu
4
S03SEM001
(Tue)
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
S03SEM002
(Tue)
October 3 (Week 5)
October 10 (Week 6)
October 17 (Week 7)
November 14 (Week 11)
November 21 (Week 12)
Week 3-4 (2nd Semester)*
October 3 (Week 5)
October 10 (Week 6)
October 17 (Week 7)
October 24 (Week 8)
November 14 (Week 11)
Week 3-4 (2nd Semester)*
12:30 p.m. –
3:30 p.m.
GH404
Dr. Yammy Chak
12:30 p.m. –
3:30 p.m.
GH405
Mr. Titus Chiu
* Tentative schedule is subject to change depending on circumstances if deem appropriate.
Workshop
Subject Content
1
(Week 5)
●
●
●
Group formation
Discussions of the service components
Discussions among group members for services’ group proposal
2
(Week 6)
●
●
●
Discussions of the group proposal for service
Introduction of the concepts of “session plan”
Guest lecture (if any)
●
●
Presentation of the service plans or service components
Discussions of the session plans
●
Introduction of engagement skills (e.g., classroom management, warm-up activities)
to engage target groups
Discussions of the Reflective Journal 1
3
(Week 7)
4
(Week 8)
5
(Week 11)
●
●
●
●
●
6
(Week 3-4*)
7
(Week 8-11*)
Post-Service
Integration
How to conduct activities in a more effective way?
Group sharing: How could we improve our service quality in relation to our
professional disciplines?
Follow-up of the service
●
●
Group sharing: Difficulties encountered in the service settings and ways to resolve
them
Follow-up of the service
Discussions of the group presentation and Reflective Journal 2
●
●
●
Rounding up services
Group presentation
Wrap-up
*Tentative schedule is subject to change depending on circumstances if deem appropriate.
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5
Direct Service:
Period: From October, 2023 to March, 2024 (40 hours in total)
•
Service will be conducted in groups (5-6 students per group), either online or face-to-face activities.
•
Students are expected to serve on weekdays, weeknights or weekends, depending on the needs of the
target groups. To serve in the following community partners:
Community partner
Venue
1 Caritas Fanling Chan Chun Ha Secondary School
28 San Wan Road, Fanling*
2 Semple Memorial Secondary School
18 Siu Lun Street, Tuen Mun*
3 CCC Fung Leung Kit Memorial Secondary School
22 Plover Cove Road, Tai Po*
4 Lions College
90 Hing Shing Road, Kwai Fong*
5 SKH Holy Trinity Church Secondary School
2 Hau Man Street, Ho Man Tin*
6 Buddhist Hung Sean Chau Memorial College
10 Ping Ting Road, Hammer Hill, Kowloon*
7 HKSKH Bishop Hall Secondary School
82 Hiu Kwong Street, Sau Mau Ping, Kowloon*
8 Heep Hong Society
Heep Hong Society Integrated Service Complex
19 Sandy Bay Road, Pokfulam, Hong Kong*
2A Lee On Lane Kwun Tong*
9 Society of Boys' Centres Shing Tak Centre
*Service may also take place at other sites depending on the service nature.
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6
Post-Service Integration
•
Group presentation/Subject evaluation (a 3-hour workshop) will be held in Week 8-11 (2nd semester).
Group
Date
Time
Venue
Teaching staff
Activity
Section: S09S01
SEM001
TBC
TBC
TBC
Dr. Yammy Chak
SEM002
TBC
TBC
TBC
Dr. Wynants Ho
● Group presentation
● Subject Evaluation
Section: S09S02
SEM001
TBC
TBC
TBC
Dr. Zoe Xiao
SEM002
TBC
TBC
TBC
Mr. Titus Chiu
● Group presentation
● Subject Evaluation
Section: S09S03
SEM001
TBC
TBC
TBC
Dr. Yammy Chak
SEM002
TBC
TBC
TBC
Mr. Titus Chiu
● Group presentation
● Subject Evaluation
*Tentative schedule is subject to change depending on circumstances if deem appropriate.
© Copyright 2023 APSS. All Rights Reserved.
7
METHOD OF ASSESSMENT
To assess the students’ performance, a matrix of assessment strategies and methods would be employed:
Assessment strategies and methods
Marks
Class participation
● Assessed by teachers (5%)
● Assessed by peers (5%)
10%
Group proposal for service
20%
Performance of service project (fieldwork observation)
20%
Ongoing reflective journals (2 pieces)
30%
Group presentation
20%
CRITERIA OF ASSESSMENT
1. Class participation (10%)
Assessment by teachers (5%):
Students will be assessed by a) punctuality, b) preparation for class, c) participation in class and d)
volunteering to answer questions and join discussions in class. Students are required to complete online
and other forms of assignments for educational purposes. With students’ consents, the aggregated data
will be analyzed in an anonymous manner to help us understand the characteristics of university students
and the effectiveness of the subject.
Assessment by peers (5%):
All students are required to give a mark to each group member which best describes his/her performance
and contribution in your group. The peer assessment will contribute to the final subject grade of their
group mates (5% of the total marks). The marks are ranged from “0” to “5”. Each student will complete
ONE Peer Assessment Form. Each group will complete ONE “Group Work Declaration Form”. It is
© Copyright 2023 APSS. All Rights Reserved.
8
expected that all members in the group will make equal contribution to the presentation. Students are
asked to submit the two forms to teachers after the group presentation.
2. Group proposal for service (20%)
Service proposal can give an indication of the students’ understanding and integration of academic
learning to meet the service targets’ needs. Students will be assessed by their abilities to a) address the
needs of different stakeholders in service planning and activity design, b) integrate academic learning
(such as subject content and professional knowledge) in service planning and activity design and c) work
effectively with different parties (e.g., students, teachers, families and community partners) in service
planning and activity design.
Deadline of submission: November 18, 2023, 11:59PM
3. Performance of service project (field observation) (20%)
On-site observation would be conducted by the lecturer/other teaching staffs to assess the attitudes, effort
and performance of the students in rendering the service. Students will be assessed by their abilities to a)
meet the objectives of the proposal, b) make a connection between the community and academic learning,
c) demonstrate active engagement through service learning and d) collaborate with others from diverse
contexts.
4. Ongoing reflective journals (2 pieces) (30%)
Students are required to write two reflective journals:
(1) Reflective Journal 1 (500 words) (9%) – Students are required to reflect on the concepts of i) service
leadership and ii) how they will integrate their academic discipline to prepare themselves be a service
leader.
Deadline of submission: November 4, 2023, 11:59PM
(2) Reflective Journal 2 (1000 words) (21%) – Students are required to reflect on their leadership
competences, caring disposition and moral character based on: (i) their ability in integrating the
knowledge into practice; (ii) their role, responsibility and contribution as a professional and as a
citizen; (iii) their own strengths and potentials; (iv) their passion in helping the children and/or the
© Copyright 2023 APSS. All Rights Reserved.
9
families in needs; (v) their problem-solving and decision-making capacities; and (vi) their social
competence and interpersonal skills in collaboration with others.
Deadline of submission: March 30, 2024, 11:59PM
5. Group Presentation (20%)
Students are required to conduct a group presentation to consolidate their experience in service learning.
The group presentation will last for 20 minutes. The presentation will cover two parts: (i) the process of
the service preparation and the service (around 10 minutes) and (ii) reflections from the service and the
overall teamwork (around 10 minutes).
 To stay plagiarism-free, all students are asked to use TURNITIN (i.e., a system checking for
plagiarism) to review his/her own work before submission. It is the responsibility of the student to
make sure All written works are submitted to TURNITIN for checking.
 If students cannot submit their assignments on time, they MUST inform the seminar teacher in
advance and seek permission for delayed submission. Requests with valid reasons (e.g., sickness or
death of a relative) may be approved depending on the nature of the case. If students submit their
written assignments after the deadline without seeking prior permission from the seminar teacher,
marks will be deducted. The general principle is that marks equivalent to a sub-grade will be deducted
per day for late submission without approval. For example, if the paper deserves a grade of “B+,”
late submission on the first day after the deadline will result in a grade of “B” and late submission on
the second day after the deadline will result in a grade of “B-.”
© Copyright 2023 APSS. All Rights Reserved.
10
THE USE OF GENAI TOOLS
PolyU takes an open and forward-looking stance on the use of generative AI (GenAI) tools as a positive
and creative force in education, and the incorporation of such use in innovative learning, teaching, and
assessment practices. It is expected that the usage of GenAI will become a normal part of learning,
teaching, and assessment since 2023/24 Semester One. While embracing new technology in education,
PolyU upholds the principle that students must adhere to high standards of academic integrity in all
forms of assessments and students should be accountable for their own work. While using GenAI in
assessment may be acceptable, AI output used in assessment tasks should be properly referenced and
students are required to declare the use of GenAI in their work. To use GenAI ethically, please read
carefully the booklet “Guidelines for Students on the Use of Generative Artificial Intelligence” in the
Appendix and complete the declaration forms accordingly.
MEDIUM OF INSTRUCTION
English
MEDIUM OF ASSESSMENT
English
© Copyright 2023 APSS. All Rights Reserved.
11
Core Readings
Chan, S. C., Ngai, G., Yau, J., Yuen, W. W., Shek, D. T. L, & Au, H. S. (2019). Service-learning as a
vehicle for youth leadership: The case of the Hong Kong Polytechnic University. In D. T. L. Shek,
G. Ngai, S. C. Chan (eds.) Service-learning for youth leadership (pp. 19-31). Springer.
Chung, P. (2012). Service: The business reality of the 21st century. In Service Reborn (pp. 1-25).
Lexingford Publishing.
Shek, D. T. L., Chung, P. P. Y., & Leung, H. (2015). How unique is the service leadership model? A
comparison with contemporary leadership approaches. International Journal on Disability and
Human Development, 14(3), 217-231.
Shek, D. T. L., Chung, P., Lin, L., & Merrick J. (2018). Service leadership education for university
students. International Journal on Disability and Human Development, 17(1).
Supplementary Readings
Chung, P., & Ip, S. (2009). The first 10 yards: The 5 dynamics of entrepreneurship and how they made a
difference at DHL and other successful startups. Cengage Learning.
Chung, P. (2011). Hong Kong Institution of Service Leadership & Management (HKI-SLAM) curriculum
framework. Unpublished document.
Guo, K. L., & Anderson, D. (2005). The new health care paradigm: Roles and competencies of leaders in
the service line management approach. Leadership in Health Services, 18(4), 12-20.
Park, N. (2009). Building strengths of character: Keys to positive youth development. Reclaiming
Children and Youth, 18(2), 42-47.
Shek, D. T. L., & Li, X. (2015). The role of a caring disposition in service leadership [Special issue].
International Journal on Disability and Human Development, 14(4), 319-332.
Shek, D.T.L., Liang, J., & Law, M. Y. M. (2016). Process evaluation of a university subject on service
leadership in Hong Kong. International Journal of Child and Adolescent Health, 9(2), 253-261.
Shek, D. T. L., Liang, J., & Zhu, X. (2016). Subjective outcome evaluation of a service leadership subject
for university students in Hong Kong. International Journal of Child Health and Human
Development, 9(2), 225-232.
Shek, D. T. L., & Lin, L. (2015a). Core beliefs in the service leadership model proposed by the Hong
Kong Institute of Service Leadership and Management. International Journal on Disability and
Human Development, 14(3), 233-242.
Shek, D. T. L., & Lin, L. (2015b). Factors leading to the creation, development, and maintenance of
positive social relationship [Special issue]. International Journal on Disability and Human
Development, 14(4), 333-342.
© Copyright 2023 APSS. All Rights Reserved.
12
Shek, D. T. L., & Lin, L. (2015c). Intrapersonal competences and service leadership. International
Journal on Disability and Human Development, 14(3), 255-263.
Shek, D. T. L., & Lin, L. (2015d). Leadership and mentorship: Service leaders as mentors of the followers
[Special issue]. International Journal on Disability and Human Development, 14(4), 351-360.
Shek, D. T. L., & Lin, L. (2015e). Nurturing university students to be social entrepreneurs: Relevance of
service leadership education. International Journal on Disability and Human Development, 14(3),
285-293.
Shek, D. T. L., & Lin, L. (2016). Service leadership education in the global youth leadership programme:
A qualitative evaluation. International Journal of Child and Adolescent Health, 9(2), 245-252.
Shek, D. T. L., Lin. L., & Xie, Q. (2016). Service leadership education for university students in Hong
Kong: A qualitative evaluation study. International Journal of Child and Adolescent Health, 9(2),
235-243.
Shek, D. T. L., Ma, C. M. S., & Liu, T. T. (2015). Adolescent developmental assets and service leadership.
International Journal on Disability and Human Development, 14(3), 275-283.
Shek, D. T. L., Ngai, G., & Chan, S. C. F. (Eds.) (2019). Service-learning for youth leadership: The case
of Hong Kong. Singapore: Springer.
Shek, D. T. L., Sun, R. C. F., & Liu, T. T. (2015). Evolution and realms of service leadership and
leadership models. International Journal on Disability and Human Development, 14(3), 243-254.
Shek, D. T. L., Wu, F. K. Y., & Merrick, J. (Eds.). (2015). Leadership and service learning education:
Holistic development for Chinese university students. Nova Sciences Publisher.
Shek, D. T. L., Yu, L., Ma, C. M. S., Sun, R. C. F., & Liu, T. T. (2013). Development of a credit-bearing
service leadership subject for university students in Hong Kong. International Journal of
Adolescent Medicine and Health, 25(4), 353-361.
Shek, D. T. L., Yu, L., & Siu, A. M. H. (2015). Interpersonal competence and service leadership.
International Journal on Disability and Human Development, 14(3), 265-274.
Shek, D. T. L., Yu, L., Ma, C. M. S., Sun, R. C. F., & Liu, T. T. (2013). Development of a credit-bearing
service leadership subject for university students in Hong Kong. International Journal of
Adolescent Medicine and Health, 25(4), 353-361.
Shek, D. T. L., Zhu, X., Lin, L., & Merrick, J. (Eds.) (2019). Service Leadership: Tools to assess
knowledge, attitude and behavior. Nova Science Publishers.
© Copyright 2023 APSS. All Rights Reserved.
13
THE HONG KONG POLYTECHNIC UNIVERSITY
DEPARTMENT OF APPLIED SOCIAL SCIENCES
APSS2S09 Service Leadership through
Serving Children and Families with Special Needs
Peer Assessment Form
To assess class participation, please give a mark to each group member (ranging from “0” to “5” marks)
which best describes his/her performance and contribution in your group. You are not required to assess
your own performance in the group. Your assessment will contribute to the final subject grade of your
group mates (5% of the total marks).
Name of Group
:
Seminar Session
:
Full Name of Your Group Members
Marks (0 -5)
1.
2.
3.
4.
5.
6.
Signature: _________________________
Date: ______________________
Full name of the student: ________________
Student I.D.: ________________
© Copyright 2023 APSS. All Rights Reserved.
14
THE HONG KONG POLYTECHNIC UNIVERSITY
DEPARTMENT OF APPLIED SOCIAL SCIENCES
APSS2S09 Service Leadership through
Serving Children and Families with Special Needs
Group Work Declaration Form
Name of Group
:
Seminar Session
:
We hereby declare that the work done for the subject (including all group work components) are equally
/ not equally* shared among the group members. With reference to the work done (i.e., 100%), the
contribution of each individual member is as follows:
Member 1:
Member 4:
Name:
______________
Contribution:
% of the total work done
Signature:
Date:
Name:
______________
Contribution:
% of the total work done
Signature:
Date:
Member 2:
Member 5:
Name:
______________
Contribution:
% of the total work done
Signature:
Date:
Member 3:
Name:
______________
Contribution:
% of the total work done
Signature:
Date:
Member 6:
Name:
______________
Contribution:
% of the total work done
Signature:
Date:
Name:
______________
Contribution:
% of the total work done
Signature:
Date:
* Delete whichever not applicable
© Copyright 2023 APSS. All Rights Reserved.
15
THE HONG KONG POLYTECHNIC UNIVERSITY
DEPARTMENT OF APPLIED SOCIAL SCIENCES
APSS2S09 Service Leadership through
Serving Children and Families with Special Needs
The Use of GenAI Tools Declaration Form (Group Presentation)
Name of the Group: ______________
You are required to declare the use of GenAI in your work.
❑ We declare that Generative AI tools have not been used to produce the submitted work.
❑ We declare that Generative AI tools have been used to prepare the submitted work. The Generative AI
tools used and the manner in which they were used are as follows:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Member 1:
Name:
______________
Signature:
Date:
Member 5:
Name:
______________
Signature:
Date:
Member 2:
Name:
______________
Signature:
Date:
Member 6:
Name:
______________
Signature:
Date:
Member 3:
Name:
______________
Signature:
Date:
Member 7:
Name:
______________
Signature:
Date:
Member 4:
Name:
______________
Signature:
Date:
Member 8:
Name:
______________
Signature:
Date:
© Copyright 2023 APSS. All Rights Reserved.
16
THE HONG KONG POLYTECHNIC UNIVERSITY
DEPARTMENT OF APPLIED SOCIAL SCIENCES
APSS2S09 Service Leadership through
Serving Children and Families with Special Needs
The Use of GenAI Tools Declaration Form (Reflective Journals)
You are required to declare the use of GenAI in your work.
❑ I declare that Generative AI tools have not been used to produce the submitted work.
❑ I declare that Generative AI tools have been used to prepare the submitted work. The Generative AI
tools used and the manner in which they were used are as follows:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Signature: ___________________
Date: ______________________
Full name of the student: _______________
© Copyright 2023 APSS. All Rights Reserved.
Student I.D.: ________________
17