Newsletter No. 449/450

10 449/450 • 19.12.2014 本刊由香港中文大学资讯处出版,每月出版两期。截稿日期及稿例载于 www.iso.cuhk.edu.hk/chinese/newsletter/ 。 The CUHK Newsletter is published by the Information Services Office, CUHK, on a fortnightly basis. Submission guidelines and deadlines can be found at www.iso.cuhk.edu.hk/english/newsletter/ . 观看录像,请扫描QR码或浏览以下网址: To watch the video, please scan the QR code or visit: www.iso.cuhk.edu.hk/video/ ?nsl449-450-ngai How has youth work changed over the last 20 years? It is becoming even more challenging. Going to college or finding a job in the age of globalization is more complicated than two decades ago, and it’s often the underlying cause of drug abuse and crime among young adults. The Internet is another source of new problems, giving birth to cyber bullying, Internet addiction, and social withdrawal. On the other side, youth work in the new age goes beyond face-to-face meeting to online counselling. We are able to identify young people in need on web forums. How do you teach your students not to be prejudiced against the ‘hidden youths’? To develop empathy, students must be encouraged to put themselves in the shoes of the troubled teens’ position and view the problem and the challenges from the latter’s perspectives. I invite social workers engaged in youth service to speak to my class, and bring previously ‘hidden’ youths to talk to my students in class, so that they realize being ‘hidden’ is not merely a personal problem, but also a product of our social environment, educational system, and employment prospects. The mean scores of student ratings for the courses you taught are very impressive. What makes you so popular? To arouse students’ interest in this day and age is not easy at all. Every time I step into the class, I remind myself that I am not there to win their approval, but to share my knowledge and kindle their interest in learning. Besides, social work requires practical application of theories, so I adopt an interactive approach to teaching. I play videos in class, lead case discussions, and invite social workers and service users to talk to my students. It bridges what they learn in class with what is really happening out there. How will you use your $200,000 award grant? Many of my colleagues congratulated me on the big prize, but in fact it is specified that the money has to be spent on training and teaching work. I plan to run a service-learning training workshop for teachers and administrative staff of CUHK. I will also organize an international conference next July for sharing and dissemination of the participants’ good practices and exemplary programmes in service learning after their training. How do you feel about receiving the 2014 University Education Award? Receiving this recognition is a great encouragement. It’s a real honour to be selected from among so many distinguished educators in CUHK. I also would like to thank my teacher Prof. Rance Lee who was the former Head of Chung Chi College and now the Master of Wu Yee Sun College. In 2000, in view of the critical need for service- based learning in Hong Kong, he sent me to a training course in the Philippines, so that I could introduce a service- learning programme to Hong Kong. It was the first of its kind in the field of the local higher education. The award is also recognition of Professor Lee’s vision and foresight. What interests you about youth work and youth research? Adolescence is a special stage of life. The changes that take place in a society are clearly reflected in its youths. This is also a highly diversified group. Some will become the future elite. Others will encounter stupendous challenges in their studies and career, which may result in a reliance on drugs, dropping out of school or losing their jobs. I hope to look into the reasons behind these differences in what happens to the lives of the young. Please tell us about your fieldwork placement in Temple Street when you were a university student. Temple Street was then a mystery to university students, with street vendors laying out their exotic wares, Chinese opera singers attracting large crowds, and food of all sorts. Of course, the vibrant community also had its seamy side. Gangsters, sex workers, and drug dealers were hanging out everywhere. My target group was the hawkers’ children in the neighbourhood. I felt the spirit of solidarity and mutual support among the street vendors. They worked hard to feed their family, but unfortunately failed to take good care of their kids, many of whom dropped out before graduating from junior high and spent their days in parks, soon joining juvenile gangs. Were there memorable cases? There was one boy who had quitted school for a year. Many of my colleagues said he was thoroughly bad and had no motivation for change and that I should not believe a word he said. A young and fearless intern, I got the nerve to approach him and chat with him, and surprisingly won his trust. He revealed his wish to get back to school, so I accompanied him to see the discipline mistress. We were actually around the same age. Never before had I felt the wrath of a formidable discipline mistress. Eventually, the school offered him a place, given that he was in the company of a social worker and had shown real determination. 获得2014年博文教学奖对你最大的意义是什么? 获奖是个莫大鼓励,中大有这么多优秀老师,我居然能突围而出,令我深 感荣耀。同时很感谢我的恩师—前崇基学院院长、现任伍宜孙书院院长 李沛良教授,在2000年他看见香港对服务学习的需要,挑选我到菲律宾 接受培训,把服务学习计划引入香港,属本地专上院校首创;获奖也是肯 定了李教授当年的高瞻远瞩。 为什么对青年工作和青年研究感兴趣? 青年期是人生一个独特阶段,社会发生的转变最容易在年轻人身上反 映。此外,年轻人之间的差异性高,有人是未来的社会精英,也有人在 升学就业路上困难重重,导致吸毒、失学、失业等后果。我希望透过分 析差异性,研究背后的原因。 听说你读大学时,实习分配到庙街,对你影响特别深? 当年庙街对大学生而言是个神秘的地方,有很多小贩摆卖各式前所未闻 的商品,夜晚街头的戏曲歌坛围得水泄不通,食物五花百门,是个活力 十足的多元社区。当然也有龙蛇混杂的一面,黑社会、性工作者和毒贩 时常出没。我当时服务的是该区小贩的子女。我看见小贩之间互帮互助 的社区精神,可是为了糊口,他们没法好好照顾子女,不少孩子读到初 中就辍学,在公园流连,很快加入童党。 有没有特别难忘的个案? 有个男孩已辍学一年,很多同事都说他太坏,没有改变动机,不能信他 的话。但当时还是实习学生的我,初生牛犊不怕虎,过去和他聊天,竟得 到他信任。后来确定他想重拾课业,我就陪他回校见主任。其实我和他 年纪相差无几,两个小伙子面对训导主任,让我第一次见识到训导主任 可以有多凶恶。最终因为有社工陪同,加上男孩表示了诚意,学校重新 接纳了他。 现今的青年工作与你二十年前入行比较,有什么变化? 现在难度更高。全球化年代的升学就业比二十年前复杂,而年青人吸 毒、犯事,背后原因往往是升学就业遇到困难。此外,互联网也衍生出 新问题,如网上欺凌、上网成瘾、隐蔽。而新的契机是,现在除了面对面 做青年工作,还可透过网上辅导,甚至在网上讨论区找寻需要帮助的年 青人。 你怎样引导学生消除对受助「隐青」的成见? 我鼓励学生以同理心设身处地,代入隐青的生活环境,站在他们的角 度了解问题和困难。我会邀请从事青年工作的社工到课堂,分享经验体 会;又会带已经走出隐蔽的年青人到课堂和学生对话;令他们明白,隐 蔽不单是个人问题,而往往和身处的社会环境、教育制度和升学就业息 息相关。 学生对你的教学评分一直很高,你觉得原因何在? 如今在大学课堂引起年青人兴趣殊不容易。每次进入课室我都会提醒自 己,不是为赢取学生高分评价,而是在课堂和他们分享知识,激发学习 兴趣。其次,社会工作要求学生将知识应用于社会,所以我采用互动教 学法,堂上经常播放影片,多围绕案例讨论。还会邀请在职社工、受助人 来与学生对话,这些安排有助学生将课堂所学与社会实况贯穿起来。 你会怎样使用二十万奖金? 同事得知我获奖,都恭喜我进账二十万,其实不然,奖金是规定用在教 学培训工作上的。我计划给中大的教师和行政人员组织一系列服务学 习培训,之后在明年7月举办国际研讨会,让教职员在会议上展示自己培 训后回到工作岗位,开展的优质案例和良好经验,彼此交流。 社会工作学系 副系主任及研究生学部主任 倪锡钦教授 Prof. Ngai Sek-yum Steven Vice-Chairperson and Head of Graduate Division Department of Social Works Photo by ISO staff 口谈实录 Viva Voce ’

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