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As in England, approaches to guidance/pastoral care in Hong Kong have in recent years become more proactive and less exclusively reactive. This paper presents an example of this, focusing on a secondary school in Hong Kong which has sought to implement a whole‐school approach through developmental guidance programmes. The writers' evaluation of this suggests that the integration of guidance/PSE into the whole‐school curriculum was feasible, with a favourable outcome perceived by the school community. The findings also identified a number of important factors which facilitated the implementation and development of the policy.
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Hui et al. (1997) studied this question.
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