{"id":13812,"date":"2024-01-11T13:58:09","date_gmt":"2024-01-11T05:58:09","guid":{"rendered":"https:\/\/hktea.edu.hk\/?page_id=13812"},"modified":"2024-01-11T14:51:40","modified_gmt":"2024-01-11T06:51:40","slug":"awardees-of-2021-ugc-teaching-award-team","status":"publish","type":"page","link":"https:\/\/hktea.edu.hk\/zh\/awardees-of-2021-ugc-teaching-award-team\/","title":{"rendered":"Awardee of 2021 UGC Teaching Award &#8211; JUMP: Joint University Mental-Wellness Project Team"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"13812\" class=\"elementor elementor-13812\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-24fd04c5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"24fd04c5\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-29173306\" data-id=\"29173306\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-64e0deca elementor-widget elementor-widget-text-editor\" data-id=\"64e0deca\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\n<p><a href=\"https:\/\/hktea.edu.hk\/index.php\/case-study-of-good-tl-practices\/\">\u512a\u826f\u6559\u8207\u5b78\u5be6\u8e10\u500b\u6848\u7814\u7a76<\/a> &gt; <a href=\"https:\/\/hktea.edu.hk\/zh\/list-of-case-studies\/\">\u500b\u6848\u7814\u7a76<\/a> &gt; <span lang=\"EN-GB\">JUMP: Joint University Mental-Wellness Project Team<\/span><\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-0a3514b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"0a3514b\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3193e81\" data-id=\"3193e81\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-a6e3f53 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"a6e3f53\" data-element_type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1741\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1741\" aria-expanded=\"false\">Biography<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1742\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1742\" aria-expanded=\"false\">Teaching Philosophy<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1743\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1743\" aria-expanded=\"false\">Achievement\/Good Practices<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1741\" aria-expanded=\"false\">Biography<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1741\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1741\" tabindex=\"0\" hidden=\"false\"><p><img fetchpriority=\"high\" decoding=\"async\" class=\"alignnone wp-image-12585 size-full\" src=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945.png\" alt=\"\" width=\"1917\" height=\"1087\" srcset=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945.png 1917w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-300x170.png 300w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-1024x581.png 1024w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-150x85.png 150w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-768x435.png 768w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-1536x871.png 1536w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-257x146.png 257w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-50x28.png 50w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2023\/02\/Screenshot-2023-01-09-at-1.14.37-PM-e1677036545945-132x75.png 132w\" sizes=\"(max-width:767px) 480px, (max-width:1917px) 100vw, 1917px\" \/><\/p>\n<p style=\"font-weight: 400;\"><strong>Part I: Biography of Joint University Mental Wellness Project Team (JUMP team)<\/strong><\/p>\n<p style=\"font-weight: 400;\"><strong><em>Team Leader<\/em><\/strong><\/p>\n<p style=\"font-weight: 400;\"><strong>Professor Sylvia KWOK LAI Yu Ching<\/strong><\/p>\n<p style=\"font-weight: 400;\">Associate Head (Research and Postgraduate Education)<\/p>\n<p style=\"font-weight: 400;\">Convenor, Positive Education Laboratory<\/p>\n<p style=\"font-weight: 400;\">Professor, Department of Social and Behavioural Sciences<\/p>\n<p style=\"font-weight: 400;\">\u9999\u6e2f\u57ce\u5e02\u5927\u5b78<\/p>\n<p style=\"font-weight: 400;\">Dr Kwok is a leading practitioner of positive education and teaching positive psychology theory and concepts, its applications and strategies to students and practitioners. She initiates a collaboration across the universities through the JUMP project to promote positive education, extend knowledge exchange, expand the coverage of benefactors, and build a community of practice on positive education.<\/p>\n<p style=\"font-weight: 400;\"><strong>\u00a0<\/strong><\/p>\n<p style=\"font-weight: 400;\"><strong><em>Team Members<\/em><\/strong><\/p>\n<p style=\"font-weight: 400;\"><strong>Professor Daniel WONG Fu Keung <\/strong><\/p>\n<p style=\"font-weight: 400;\">Professor, Department of Social Work and Social administration<\/p>\n<p style=\"font-weight: 400;\">\u9999\u6e2f\u5927\u5b78<\/p>\n<p style=\"font-weight: 400;\">Professor Wong has been contributing extensive experience in evidence-based psychosocial intervention on mental health issues. In the project he holds up the conceptualisation of the JUMP project and teaching pedagogy. And he carries out project evaluation and research.\u00a0<\/p>\n<p>\u00a0<\/p>\n<p style=\"font-weight: 400;\"><strong>Dr TO Siu Ming <\/strong><\/p>\n<p style=\"font-weight: 400;\">Associate Professor, Department of Social Work<\/p>\n<p style=\"font-weight: 400;\">\u9999\u6e2f\u4e2d\u6587\u5927\u5b78<\/p>\n<p style=\"font-weight: 400;\">Dr To is an authority of transformational learning and service-learning. He has blended the rationale and components of positive education into social work education and service-learning programmes. And he supports promoting and recruiting participants, the project&#8217;s conceptualisation, and teaching pedagogy.<\/p>\n<p>\u00a0<\/p>\n<p style=\"font-weight: 400;\"><strong>Dr PAN Jiayan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p style=\"font-weight: 400;\">Associate Professor, Department of Social Work<\/p>\n<p style=\"font-weight: 400;\">\u9999\u6e2f\u6d78\u6703\u5927\u5b78<\/p>\n<p style=\"font-weight: 400;\">Dr Pan has been putting the theory and concepts of positive education in a General Education course and developed students&#8217; awareness and skills of positive psychology. She contributes to the project&#8217;s design and supports its implementation. Furthermore, she shares her expertise in project evaluation and resilience and wellbeing research.<\/p>\n<p>\u00a0<\/p>\n<p style=\"font-weight: 400;\"><strong>Miss Loretta LEUNG Mee Kuen <\/strong><\/p>\n<p style=\"font-weight: 400;\">Assistant Director of Student Affairs, Student Affairs Office<\/p>\n<p style=\"font-weight: 400;\">\u9999\u6e2f\u6559\u80b2\u5927\u5b78<\/p>\n<p style=\"font-weight: 400;\">Miss Leung has been encouraging staff to enhance their knowledge and expertise in running positive education activities. She received a grant to design and conduct workshops on positive education for students and staff. And she supports the project\u2019s design and implementation, promoting projects and recruiting participants.<\/p>\n<p style=\"font-weight: 400;\"><a style=\"font-style: normal; font-variant-caps: normal; font-size: 16px; font-family: Roboto, sans-serif;\" href=\"https:\/\/hktea.edu.hk\/index.php\/awardees-of-2021-ugc-teaching-award-team\/\" target=\"_blank\" rel=\"noopener\">\ufe3dBack to top<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1742\" aria-expanded=\"false\">Teaching Philosophy<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1742\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1742\" tabindex=\"0\" hidden=\"hidden\"><p style=\"font-weight: 400;\">People who demonstrate positive mental health and wellbeing have a solid foundation with which to handle the stresses that inevitably accompany life. Unfortunately, university students have been suffering from many frustrations in recent years in relation to Hong Kong\u2019s pervading social realities, e.g., they are confronting intense competition for job opportunities, obstacles to social mobility, and the uncertainty of their futures due to unpredictable issues. The prevalence of distress currently exhibited by our students motivated the members of the Joint University Mental-Wellness Project (JUMP) team to adopt positive education as our key strategy to alleviate such trends in the belief that it would contribute to the sound mental health of tertiary students in Hong Kong. In the long term this would benefit not only the students themselves but society as a whole.<\/p>\n<p>\u00a0<\/p>\n<p style=\"font-weight: 400;\"><strong>Positive Transformational Learning Pedagogy<\/strong><\/p>\n<p style=\"font-weight: 400;\">Positive education was selected because it integrates the science of evidence-based practices in improving student wellbeing with effective educational pedagogy and practices, helping students to thrive and succeed academically, socially and emotionally. Studies have demonstrated that positive education is effective in decreasing mental health problems and enhancing the wellbeing of students (Seligman, 2018). Positive education, the application of positive psychology in education, is a pedagogy that fosters a systematic transformational change of life. Its successful execution necessitates a significant paradigm shift in educational pedagogy. It enables students to flourish through combining transformational learning principles with wellbeing literacy. Joint University Mental-Wellness Project Team (JUMP) formulated a structure which incorporated both content \u2013 in the form of positive education; and a pedagogical framework \u2013 by a six-level transformational learning process. This integration is termed \u201cPositive Transformational Learning Pedagogy\u201d.<\/p>\n<p style=\"font-weight: 400;\">With reference to the concepts of positive psychology developed by Professor Martin Seligman, the JUMP team selected two key components for this project. They began with the <strong><em>character strength<\/em><\/strong>s that every individual possesses, and which are applicable cross all aspects of life. These strengths are categorised into six universal virtues, and the development of these virtues leads to a meaningful life (Peterson &amp; Seligman, 2004) (Figure 1).<\/p>\n<p><img decoding=\"async\" class=\"alignnone size-full wp-image-13824\" src=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.21\u202fPM.png\" alt=\"\" width=\"382\" height=\"371\" srcset=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.21\u202fPM.png 382w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.21\u202fPM-300x291.png 300w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.21\u202fPM-150x146.png 150w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.21\u202fPM-50x50.png 50w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.21\u202fPM-77x75.png 77w\" sizes=\"(max-width:767px) 382px, 382px\" \/><\/p>\n<p style=\"font-weight: 400;\">The second component of positive education content that we adopted are the five elements of PERMA &#8211; <strong><em>positive emotions, positive engagement, positive relationships, positive meaning, and positive accomplishment<\/em><\/strong> (Figure 2).\u00a0 These are the key aspects of positivity and are critical for long-term wellbeing (Seligman, 2018).\u00a0 The JUMP team developed activities which enhance students\u2019 experience of these aspects and foster their skills in enhancing wellbeing.<\/p>\n<p style=\"font-weight: 400;\"><img decoding=\"async\" class=\"alignnone size-full wp-image-13825\" src=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.59\u202fPM.png\" alt=\"\" width=\"443\" height=\"357\" srcset=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.59\u202fPM.png 443w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.59\u202fPM-300x242.png 300w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.59\u202fPM-150x121.png 150w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.59\u202fPM-181x146.png 181w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.59\u202fPM-50x40.png 50w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.04.59\u202fPM-93x75.png 93w\" sizes=\"(max-width:767px) 443px, 443px\" \/><\/p>\n<p style=\"font-weight: 400;\">\u00a0<\/p>\n<p style=\"font-weight: 400;\"><strong>Six-level transformational pedagogical framework<\/strong><\/p>\n<p style=\"font-weight: 400;\">The JUMP team then designed the six-level transformational pedagogical framework (Figure 3), through which to deliver the positive education content of character strengths and PERMA across the participating universities. They developed a range of activities along the framework in which students could <strong><em>\u201clearn it, live it, reflect on it, conceptualise it, apply it and embed it\u201d<\/em><\/strong>. \u201cLearn it\u201d refers to learning positive education theories and concepts. \u201cLive it\u201d refers to encouraging students to live out the principles of positive education in their daily lives. University students are assisted to \u201creflect\u201d on what they have learned and experienced and \u201cconceptualise\u201d their experiences through analyzing and synthesising the concepts and principles of positive education. This helps consolidate existing knowledge and develop new knowledge. To \u201capply it\u201d, students design and conduct positive education programmes for other students or the community. Meanwhile, students will \u201cembed\u201d a positive education atmosphere in the university and the community, and disseminate their knowledge to other professionals and the public by knowledge transfer. The \u201cembed it\u201d stage emphasises that education happens in and through the context.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-13826\" src=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.05.39\u202fPM.png\" alt=\"\" width=\"424\" height=\"334\" srcset=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.05.39\u202fPM.png 424w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.05.39\u202fPM-300x236.png 300w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.05.39\u202fPM-150x118.png 150w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.05.39\u202fPM-185x146.png 185w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.05.39\u202fPM-50x39.png 50w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.05.39\u202fPM-95x75.png 95w\" sizes=\"(max-width:767px) 424px, 424px\" \/><\/p>\n<p>\u00a0<\/p>\n<p style=\"font-weight: 400;\"><strong>JUMP Activities<\/strong><\/p>\n<p style=\"font-weight: 400;\">The activities for the six levels are outlined in Figure 4. They were carefully designed to move from teacher-led, in the \u201clearn it, reflect on it\u201d end of the framework to student-led, in the \u201capply it, embed it\u201d end. As students became equipped with the knowledge of positive education, they were supported to move from a participative learning role to one in which they became the organisers and were responsible for designing, disseminating and embedding a positive education ethos through both the universities and the community. This student-led pedagogical approach places students at the centre of the process and encourages them to develop greater autonomy. It builds their confidence and competence including in critical thinking, analytical and interpersonal skills, in addition to strengthening their identity as responsible citizens.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-13827\" src=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.06.50\u202fPM.png\" alt=\"\" width=\"810\" height=\"316\" srcset=\"https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.06.50\u202fPM.png 810w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.06.50\u202fPM-300x117.png 300w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.06.50\u202fPM-150x59.png 150w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.06.50\u202fPM-768x300.png 768w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.06.50\u202fPM-260x101.png 260w, https:\/\/hktea.edu.hk\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-11-at-2.06.50\u202fPM-50x20.png 50w\" sizes=\"(max-width:767px) 480px, (max-width:810px) 100vw, 810px\" \/><\/p>\n<p style=\"font-weight: 400;\">Fourteen themes were offered in the workshops and seven themes in the camps. As can be seen in Figure 4, the purpose of the workshops and camps was to implement the first four levels of the framework. The content that was delivered during these stages were the 24 character strengths (Figure 1), and the five domains of positive education or PERMA (Figure 2). The most popular topics were delivered on more than one campus, to facilitate students\u2019 attendance. Students were then offered the opportunity to consolidate their learning from the first four levels in the \u201capply\u201d phase which was, firstly, in the context of a study tour to Taiwan. Away from their everyday time-consuming lives in Hong Kong, the tour allowed students the space and opportunities for in-depth interaction and communication with each other which in turn increased students\u2019 positive emotions and the quality of their interpersonal relationships, and enabled students to explore different possibilities in life.<\/p>\n<p style=\"font-weight: 400;\">The mental wellness festivals provided students with the opportunity to \u201creflect\u201d, \u201cconceptualise\u201d and \u201capply\u201d their knowledge, and to \u201cembed\u201d positive education in the wider university community. The process of organising the festivals enabled transformational learning to take place. Students became engaged in the process of interdependent discovery as they discussed and reflected on the strategies they could use to introduce the concepts of character strengths and PERMA to others. Students from all five participating universities worked in groups to design and implement their own projects that integrated positive education content with their own innovative ideas generated from their past experiences, expertise, talents, interests and study programme content. This preparation resulted in three festival workshops which were delivered twice at different times across the institutions. They were: 1) Be A Unique Detective; 2) ReLife; 3) A Cozy Hygge Night.<\/p>\n<p style=\"font-weight: 400;\">The community projects offered students yet another platform to apply the final four elements of the transformational framework. Students formed teams and participated in twenty community projects designed to promote mental wellness in the community. Each team identified a target group in the university, local schools, or the community. They analysed their target group\u2019s needs and the specific services they would like to provide. They then formulated a proposal with a detailed design and implementation plan, followed by actual implementation and evaluation. These community projects enabled students to benefit the wider community while at the same time develop their understanding of positive education through activities which would embed the practice in the long-term. Examples of the community projects were 1) Bye Hi-Bye friends; 2) Applying Character Strengths in Primary Students\u2019 PE Lessons; 3) Fly Away Annoyance-Cheering Pack; 4) Overcookies; 5) Positive Psychology Classroom Activities.<\/p>\n<p style=\"font-weight: 400;\">An online international conference was also organised through Zoom in August 2020. The JUMP team gave presentations on the conference theme of \u201cDiverse Practices of Positive Education\u201d. It attracted nearly 1,100 attendees including academic staff, primary and secondary school teachers, social workers, and students, and provided an opportunity to promote the transformational framework and spread knowledge of the benefits of positive education to the wider community.<\/p>\n<p style=\"font-weight: 400;\">\ufe3dBack to top<\/p><\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1743\" aria-expanded=\"false\">Achievement\/Good Practices<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1743\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1743\" tabindex=\"0\" hidden=\"hidden\"><p style=\"font-weight: 400;\"><strong>Effectiveness of JUMP<\/strong><\/p>\n<p style=\"font-weight: 400;\">Over 4,000 university students participated in JUMP. Feedback from the participants has been very positive. The effectiveness of JUMP include:<\/p>\n<ol>\n<li style=\"font-weight: 400;\"><strong>1<em>. Wellbeing literacy: Character strengths and PERMA<\/em><\/strong><\/li>\n<\/ol>\n<p style=\"font-weight: 400;\">Participants reported that they gained a deeper understanding of positive education, including PERMA and character strengths.<\/p>\n<ol start=\"2\">\n<li style=\"font-weight: 400;\"><strong> <em>Mental wellness and resilience<\/em><\/strong><\/li>\n<\/ol>\n<p style=\"font-weight: 400;\">Students learned to apply positive education knowledge and skills to help them improve their wellbeing both in study and in their everyday lives. An innovative Experience Sampling Method mobile App was utilised to record changes before and after the study tour \u2013 results indicated that participants experienced more frequent positive emotions and flow states (engaged in tasks) in their study and daily lives after the study tour.<\/p>\n<ol start=\"3\">\n<li style=\"font-weight: 400;\"><strong> <em>Peer learning<\/em><\/strong><\/li>\n<\/ol>\n<p style=\"font-weight: 400;\">Students reported that they learned through sharing and discussing their ideas and experiences. The learning community that was created for students enabled them to cultivate the best of themselves by using their character strengths appropriately and to flourish through the application of PERMA.<\/p>\n<ol start=\"4\">\n<li style=\"font-weight: 400;\"><strong> <em>Leadership and collaboration<\/em><\/strong><\/li>\n<\/ol>\n<p style=\"font-weight: 400;\">Students\u2019 leadership skills were fostered within JUMP\u2019s focus on positive purpose, team building and positive relationships. It is evident that leaders are now emerging from the project with a purpose in life who continuously strive to achieve their best selves and who act as agents of positive change.<\/p>\n<ol start=\"5\">\n<li style=\"font-weight: 400;\"><strong> <em>Impact on the wider community<\/em><\/strong><\/li>\n<\/ol>\n<p style=\"font-weight: 400;\">JUMP provided participants with opportunities to build long-term and ongoing relationships within universities, education and social welfare sectors, and the community, through the development of community projects. They provided services to 1,500 people in the wider community, including primary and secondary school students, and the general public.<\/p>\n<p style=\"font-weight: 400;\"><strong>Generalisation to other disciplines<\/strong><\/p>\n<p style=\"font-weight: 400;\">The <strong><em>Positive Transformational Learning Pedagogy<\/em><\/strong> can be universally applied to the teaching of all disciplines, as this is a teaching framework designed to enhance the wellbeing of all students.<\/p>\n<p style=\"font-weight: 400;\"><strong>Professional development for university staff<\/strong><\/p>\n<p style=\"font-weight: 400;\">Two professional development workshops were conducted for university staff. It is essential that both academic and administrative staff are able to identify students with mental health issues early and can provide initial support to students who are exhibiting signs of mental distress. A total of 246 staff participated in the workshops. Feedback from the participants was positive, with an average score 5.6 (out of a maximum of 6), when rating their satisfaction towards the training.<\/p>\n<p style=\"font-weight: 400;\"><strong>Community projects<\/strong><\/p>\n<p style=\"font-weight: 400;\">A total of 1,500 people joined JUMP\u2019s community projects organised by the university students. The participants came from primary and secondary schools, universities, and the general public.<\/p>\n<p style=\"font-weight: 400;\"><strong>International conference<\/strong><\/p>\n<p style=\"font-weight: 400;\">The online international conference held in August 2020 attracted nearly 1,100 participants including primary and secondary school teachers, social workers, and professionals such as counsellors and psychologists. The participants commented that the conference was informative and insightful, and that it provided many good examples and real-life cases to guide their future practice.<\/p>\n<p style=\"font-weight: 400;\"><strong>Funding support<\/strong><\/p>\n<p style=\"font-weight: 400;\">The success of the project has attracted a total of $6 million funding from Quality Education Fund, Yan Tak Charity Fund Limited, and Wofoo Charity Fund to launch positive education projects in local primary and secondary schools in the coming years.<\/p>\n<p style=\"font-weight: 400;\">\ufe3dBack to top<\/p>\n<p style=\"font-weight: 400;\">\u00a0<\/p><\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Case Study of Good T&amp;L Practices &gt; List of Case Studies &gt; JUMP: Joint University Mental-Wellness Project Team Biography Teaching Philosophy Achievement\/Good Practices Biography Part I:<span class=\"excerpt-hellip\"> [\u2026]<\/span><\/p>","protected":false},"author":185,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-13812","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/13812","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/users\/185"}],"replies":[{"embeddable":true,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/comments?post=13812"}],"version-history":[{"count":25,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/13812\/revisions"}],"predecessor-version":[{"id":13898,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/13812\/revisions\/13898"}],"wp:attachment":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/media?parent=13812"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}