“Use of self” as a strategy in teaching the P.A.T.H.S. curriculum
-
Patrick S.Y. Lau
and
Florence K.Y. Wu
Abstract
The purpose of promoting “use of self” or “self-disclosures” as a teaching strategy in teaching the P.A.T.H.S. curriculum is to create an interactive environment between teachers and students which can enhance the interactions between both parties. This article focuses on three major consequences of utilizing self-disclosures in the education settings, including humanizing the classroom, encouraging students’ openness, and promoting teachers’ awareness and reflective practice. Positive feedback of the participants of the Secondary 3 P.A.T.H.S. training programs show that participants were moved by the training instructors, who demonstrated the power of “use of self” in a humanistic manner. To retain a humanized and open classroom atmosphere depends greatly on the relational exchanges between teachers and students. This revelation should be purposeful and intentional, with appropriate boundaries and frequencies. Acknowledging the issues to consider in using “use of self” as a teaching strategy, teachers should focus attention on the process of connecting students with them. Guidelines for worker’s self-disclosure are also discussed.
©2011 by Walter de Gruyter Berlin Boston
Articles in the same Issue
- Editorial
- Training programs and implementation process of positive youth development programs
- Review Articles
- Experiential and reflective learning approaches for the train-the-trainers program of Project P.A.T.H.S.
- “Use of self” as a strategy in teaching the P.A.T.H.S. curriculum
- A review of validated youth prevention and positive youth development programs in Asia
- Original Articles
- Subjective outcome evaluation of the Secondary 2 Training Program of the Project P.A.T.H.S. in Hong Kong
- Training evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in a school with a religious background: a case study
- Qualitative evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: qualitative evaluation findings
- Perceptions of adolescents among teachers and social workers in the context of training programs in Hong Kong
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: an evaluation based on program participants
Articles in the same Issue
- Editorial
- Training programs and implementation process of positive youth development programs
- Review Articles
- Experiential and reflective learning approaches for the train-the-trainers program of Project P.A.T.H.S.
- “Use of self” as a strategy in teaching the P.A.T.H.S. curriculum
- A review of validated youth prevention and positive youth development programs in Asia
- Original Articles
- Subjective outcome evaluation of the Secondary 2 Training Program of the Project P.A.T.H.S. in Hong Kong
- Training evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in a school with a religious background: a case study
- Qualitative evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: qualitative evaluation findings
- Perceptions of adolescents among teachers and social workers in the context of training programs in Hong Kong
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: an evaluation based on program participants
