Short Bio
Albert HO SDB has been appointed as an Adjunct Assistant Professor in the Faculty of Religious Studies and Philosophy, and earned a Ph.D. degree (specializing in Religious Studies) from USJ, a Master's degree in Social Science in Youth Counselling (Hong Kong Baptist University), a Postgraduate Diploma in Mental Health (The Chinese University of Hong Kong), and a Postgraduate Diploma in Education (Hong Kong Baptist University).
He has offered teaching services in the School of Education and the Department of Psychology of USJ for more than five years, including modules and supervision. Also, he has offered seminars regarding the prevention of committed suicide organized by Direcção dos Serviços de Educação e Juventude and Catholic schools respectively. Furthermore, his teaching experience in Catholic secondary schools is more than ten years. He provided the clinical supervision service at Hong Kong Shue Yan University and Hong Kong Baptist University.
His research interests include spiritual analysis of dreams with the assistance of psychological references and Cognitive Therapy
Publications
The Idea of the Exemplary Salesian in the Twelve Recorded Dreams of St. John Bosco: A Spiritual and Psychological Consideration,
http://mala.hosted.exlibrisgroup.com/permalink/f/1rvq6jf/853USJ_MARC201708
Modules
Year 1 Doctorate
This Module provides an initial experience of supervised research work where students will work with their intended supervisor in a collaborative tutorial model that resembles the practice of Thesis Supervision. During the Module the intended supervisor will guide the student trough multiple meetings (up to 15) during a full academic year The students will conduct autonomous research that should result in a preliminary literature review, research contextualisation and a thesis proposal completely finished and prepared to be submitted to the Foundation Year Final thesis proposal review and assessment instances.
Year 1 Bachelor
Students will study, from a psychological perspective (concepts, theories and methods), religion and religious phenomena. Topics will include: psychology of religious development, personality psychology and religion; social psychology of religion; clinical psychology of religion; interdisci0linarity between psychology, theology and sciences of religion.
Year 2 Bachelor
This course is an introduction to basic theoretical framework, assumptions and skills in the helping process. Approaches in the application of psychoanalytic, behavioral and humanistic theories will be examined. Emphasis will be on the training of micro-level helping skills.
Year 3 Bachelor
The focus of this course is on the specific techniques psychologists and other mental health practitioners use to create positive change in people. Students will learn the skills of active listening, empathy, cognitive reframing, crisis management, rapport building, and treatment planning, among others. Students will also learn to enhance their effectiveness as positive change agents through self-reflection as well as acquisition of knowledge about the targets of intervention and their effectiveness.
Building on the foundations of perceptual psychology, this module will extend students’ understanding of the information processing that underlies human behaviour and experience. Different models of human memory will be evaluated and various approaches to the representation of knowledge in memory will be discussed. Human problem-solving, reasoning and decision-making will be considered as well as how creativity can be understood within an information processing framework. This module will emphasis the relationship between empirical findings from experimental studies of human cognitive processes and the development of models of mental processes.
The principles of behavioural analysis and modification will be covered. Firstly, the basic processes of conditioning (learning), which have been studied extensively in laboratory studies, will be reviewed. This includes the processes of reinforcement, extinction and punishment. Antecedents of behaviour are described and procedures to modify behavioural antecedents are evaluated (with an outline of behavioural skills training and the functional assessment of behaviour). How learning processes can be incorporated into procedures to increase desirable behaviour and to decrease undesirable behaviour will be described. Students will also consider how the processes of behaviour modification can be applied to self-management.
Year 4 Bachelor
Students will first appreciate the importance of Religious Education as a component of the school curriculum in many schools in Macau. After becoming familiar with the structure and aims of the primary religious education curriculum, students will learn the suitable specific teaching methodologies for religious and moral education of primary pupils in Macau. As well, students will gain an appreciation of the personal and social importance of moral development of primary school pupils as well as some of the issues that can arise in the context of religious and moral education.
This course will explore the Sacraments of Reconciliation and of Anointing of the Sick. Historical, theological, canonical, liturgical and pastoral dimensions are given appropriate attention so as to prepare the future priest celebrants.
The aim of this module is to provide a context to learn and practice the counselling skills essential to the practice of clinical psychology. It will give special attention to the various aspects of the therapeutic setting (person, time and space) and the process of interviewing clients. Using role playing tecnhiques, students will have the opportunity to practice the micro-skills of counselling including attending behaviour, questioning, paraphrasing, summarizing and reflection of behaviour, thoughts and feelings.
This module will provide students with experience of supervised professional practice in a clinical setting in a host organisation in Macau. In the host institution, students will experience real-life situations, with staff at the host institution functioning as a model and supporting the student’s increasing autonomy. In the faculty, the academic supervisor will help the student to conceptualise interventions and to integrate their experience with their academic learning. At the end of their internship, students will submit a report describing, explaining and reflecting on their experiences.
最後更新: January 15, 2024 在 11:54 am
