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Fu Hui Starlets in Butuo First-Year Evaluation Report
FU HUI STARLETS IN BUTUO
FIRST YEAR EVALUATION REPORT
布拖县福星班研究项目
Centre on Behavioral Health
The University of Hong Kong
February, 2009
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Acknowledgements
Our team at the Centre on Behavioral Health, HKU would like to show our
appreciation for the Fu Hui (Canada) foundation, for initiating, developing and
sponsoring this meaningful project for underprivileged orphans in Liangshan. We
would especially like to acknowledge the dedication of Mr. Stanley Kwan, Ms. Ada
Tang, Mr. Edwin Chow and Mr. Michael Tse at the Fu Hui (Canada) foundation,
project volunteers, not to mention the generosity of the government officials of Butuo,
school principals, and the devotion of teachers and house parents.
We are also grateful to all the Team members at the Centre on Behavioral Health,
for their mutual support and advice on this project.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Team Members
Members at the Fu Hui (Canada) Foundation
Mr. Stanley Kwan
President, Fu Hui (Canada) Foundation
Ms. Ada Tang
Vice-President, Fu Hui (Canada) Foundation
Mr. Edwin Chow
Director, Fu Hui (Canada) Foundation
Mr. Michael Tse
Director, Fu Hui (Canada) Foundation
Members at the Centre on Behavioral Health, HKU
Professor Cecilia Chan
Director, Centre on Behavioral Health, The University of Hong Kong
Dr. Grace Cheung
Honorary Clinical Consultant, Centre on Behavioral Health,
The University of Hong Kong
Ms. Geok Ling Lee
Ph.D. Candidate, Centre on Behavioral Health, The University of Hong Kong
Ms. Phyllis Lo
Research Coordinator, Centre on Behavioral Health,
The University of Hong Kong
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Background of the Project
The Liangshan Yi autonomous prefecture is home to a population of children
orphaned due to poverty, drugs, AIDS and other issues which plague the area. With
a firm belief that even the poorest of children deserve education, Fu Hui (Canada)
Foundation has been actively involved in supporting and setting up classes in local
schools especially for these orphans, or “Starlets” as they are being called at school.
Besides education, accommodation and daily needs are also provided for.
Bearing the important role of guardians of these children during the school year,
teachers and house parents went through a training-cum-experiential workshop in
August 2007. The main purpose of which was for team building, personal
empowerment and education on childhood development and children’s issues.
In September, 2007, a selected group of orphans from the Butuo County in
Liangshan began their first year of school under this scheme. This report serves to
evaluate the improvements these students demonstrated throughout the course of the
school term.
Study Framework
In order to obtain indicators of students’ needs and improvements, an assessment
form was to be filled in by their respective teachers and house parents, and endorsed
by the school principal. The assessment form consisted of measures of students’
physical growth and age-adjusted development based on the developmental theories
from leading psychologists, Erikson and Piaget as well as Bronfenbrenner’s
ecological model.
Assessment forms were completed on 3 occasions – At the beginning of the
school year in September 2007 (T1), After the spring break in March 2008 (T2) and
finally, at the end of the school term in July 2008 (T3).
This report aims to evaluate students’ changes from the initial recruitment into
the program to a year afterwards (the end of the first school year). Outcomes also
serve to indicate the effectiveness of the program. Changes in the following areas
would be reported:
1. Physical development (Height and weight)
2. Competence
3. Positive behavioral and emotional development
4. Severity of problems manifested
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Besides the effectiveness of the program, other concerns in the following areas
would be reported:
5. Teachers / House parents’ depiction of students problems
6. Identifying schools with remarkable improvements
7. Students’ relationships with their families
8. Effects of the Sichuan earthquake
Data Analyses
Students with a completed baseline assessment (T1 at the beginning of the school
year) would be assessed in this report. This enables us to track students’
improvements at the initial recruitment and throughout the school year. Statistical
tests including t-tests and Pearson’s correlation were used in the analyses where the
significance level was set at α = .05.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Student Demographics
There were a total of 419 students distributed across the eight schools.
School Number of students %
特木里小學 44 10.5
木爾鄉中心校 85 20.3
先鋒村小學 50 11.9
沙洛鄉小學 50 11.9
拖覺中心校 35 8.4
俄里坪中心校 45 10.7
補洛鄉中心校 55 13.1
新村小學龍潭鎮 55 13.1
Total 419 100%
A number of students who did not have the baseline assessment were still included in
the analysis of (i) the student problems as detailed by the teachers / house parents as
well as (ii) their reactions from the Sichuan earthquake.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
1. Physical development
Students’ heights and weights are crucial markers of their physical development.
Overall, students demonstrated a significant growth in both height and weight
throughout the year. From the beginning of the school term (T1) to the end of the
term (T3), students grew on average 5.5cm in height and 2.2kg in weight. This
change is statistically significant.
i. Students aged 6 and 7
This group of students grew from 20.7kg (at T1) to 23.5kg (T2) and dropped
slightly to 22.9kg (T3) – maintaining a significant average growth throughout
the year. Their heights grew from 115.6cm (T1) to 119.5cm (T2) to 120.1cm
(T3). It appeared that the growth rate was much more pronounced from
beginning of term (T1) to the spring break (T2) and then retarded somewhat
from then until the end of term (T3).
ii. Students aged 8
8-year-old students grew from 22.8kg (T1) to 26kg (T2) and dropped slightly
to 25.3kg (T3). Although the growth remained pronounced despite the loss
in weight in the latter half of the school term, this decrease in weight was still
statistically notable. Students grew taller, from 120.5cm (T1) to 124.5cm (T1)
to 125.6cm (T3).
iii. Students aged 9
9 year olds gained weight mostly during the first half of the school term which
leveled off in the second half. Weight changes went from 23.9kg (T1) to
26.2 (T2) to 26kg (T3). Growth in height was from 122.5cm (T1) to 126cm
(T2) to 127.4cm (T3).
iv. Students aged 10
Likewise, the weight of these students increased at first and remained stable
afterwards; from 26kg (T1) to 27.7kg (T2) to 27.7 kg (T3). In a similar
manner, their heights grew from 127.1cm (T1) to 130.6cm (T2) and remained
relatively constant afterwards (131.2cm at T3).
v. Students aged 11
Students’ weight and height generally increased particularly during the first
half of the school term and maintained at stable levels during the second half.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Average weights increased from 27.7kg (T1) to 29.8kg (T2) to 30kg (T3)
while their heights grew from 129.5cm (T1) to 133.2cm (T2) to 133.6cm (T3)
vi. Students aged 12 and 13
This eldest cohort of student had significant growths in weight and height
especially during the first half of the school term. They weighed 28.9kg (at
T1) and 31.6kg (at T2) and fell to 30.1kg (at T3). Their heights grew from
130.9cm (T1) to 133.3cm (T2) and 133.6cm (at T3).
Across the different age groups, students’ physical growth was prominent
throughout the school term. Much of the growth spurt occurred during the first half
of the term.
Whether changes met statistical significance (p ≤ 05)
Beginning End of From baseline From baseline From spring break
After spring
of term school (T1) to end of (T1) to spring (T2) to end of
break (T2)
(T2) year (T3) term (T3) break (T2) term (T3)
Ages 6 & 7
Weight (KG) 20.7 23.5 22.9
Height (cm) 115.6 119.5 120.1
Age 8
Weight (KG) 22.8 26 25.3 (weight loss)
Height (cm) 120.5 124.5 125.6
Age 9
Weight (KG) 23.9 26.2 26
Height (cm) 122.5 126 127.4
Age 10
Weight (KG) 26 27.7 27.7
Height (cm) 127.1 130.6 131.2
Age 11
Weight (KG) 27.7 29.8 30
Height (cm) 129.5 133.2 133.6
Ages 12 & 13
Weight (KG) 28.9 31.6 30.1
Height (cm) 130.9 133.3 133.6
* ”” indicates statistical significance at α = .05.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
vii. Comparing the Heights and Weights of Yi Children with Rural Children in China
At the beginning of the school term (T1), both the weights and the heights of
students were statistically lower than the average of other rural children across
China.
At the end of the term (T3), the weights of 7-year-old boys and girls,
8-year-old girls and 9-year-old girls became comparable to that of their rural
counterparts. This indicates that their weight gains were so rapid that these
students were able to catch up with other children their age. This is evidence for
the impact the program on students’ physical development which cannot be
accounted for by just normal growth.
For other students, especially the older students, despite their notable weight
gains, they have yet to catch up the nation norm. Students’ heights improved, but
were still statistically lower than the norm.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
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Fu Hui Starlets in Butuo First-Year Evaluation Report
2. Competence
Competences in the following areas were evaluated by teachers and house
parents: (i) Physical competence, (ii) Social competence, (iii) Self-care, (iv)
Leadership, (v) Character, (v) Language, and (vi) Learning ability.
Generally, students improved substantially in all areas of competency from the
beginning of the school year (T1), to after the spring break (T2) and continued to
improve until the end of the school term (T3), with the sole exception of social
competence which improved and then remained stable after the spring break (T2).
i. Students aged 6, 7 and 8
Students improved in all areas of competence throughout the school year.
Social competence and self-care improvements stabilized after the spring
break (T2).
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of term
(T1) break year (T3) term (T3) break (T2) (T3)
(T2)
Physical 13.41 14.51 15.15
(Range: 4 – 20)
Social 16.33 18.17 18.23
(Range: 5– 25)
Self Care 10.73 12.01 11.76
(Range: 3 – 15)
Leadership 5.43 5.83 6.58
(Range: 2 – 10)
Character 8.24 9.7 10.1
(Range: 3– 15)
Language 9.32 12.11 13.89
(Range: 5 – 25)
Learning 12.14 15.01 15.57
(Range: 5– 25)
* ”” indicates statistical significance at α = .05.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
ii. Students aged 9 to 10
Throughout the school year, students significantly improved in all areas of
competence except in self-care ability which despite improvements during the
first half of the term, appeared to deteriorate in the latter half.
Improvements in physical ability and social competence stabilized in the
second half of the term. Students’ leadership, on the other hand, improved
prominently during this later period rather than in the first half of the term.
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of
(T1) break year (T3) term (T3) break (T2) term (T3)
(T2)
Physical 14.48 15.47 15.34
(Range: 4 – 20)
Social 17.69 18.81 18.66
(Range: 5– 25)
Self Care 11.55 12.36 11.83
(Range: 3 – 15) (decreased)
Leadership 6.29 6.57 7.12
(Range: 2 – 10)
Character 9.8 10.39 10.89
(Range: 3– 15)
Language 10.2 12.92 15.13
(Range: 5 – 25)
Learning 14.2 15.81 16.81
(Range: 5– 25)
* ”” indicates statistical significance at α = .05.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
iii. Students aged 11, 12 and 13
Older students also became more competent in most areas except social
competence and self-care ability. Contrary to their younger schoolmates,
improvements were much more notable in the second half of the school year
rather than the first, when there were no significant improvements.
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of
(T1) break year (T3) term (T3) break (T2) term (T3)
(T2)
Physical 14.23 14.59 15.58
(Range: 4 – 20)
Social 17.54 17.44 18.73
(Range: 5– 25)
Self Care 11.61 12.39 11.92
(Range: 3 – 15)
Leadership 6.18 6.45 7.16
(Range: 2 – 10)
Character 9.85 9.77 10.87
(Range: 3– 15)
Language 11.87 11.87 16.1
(Range: 5 – 25)
Learning 14.67 15.14 17.33
(Range: 5– 25)
* ”” indicates statistical significance at α = .05.
Particularly among older students, improvements in the ability of self-care (which
included eating habits, personal hygiene and appearance and toilet habits) were not
particularly prominent. Yet, students’ self-care ability was rated as average to good
at the end of the school term and hence, does not appear to be a serious area of
concern.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
3. Positive behavioral and emotional development
Demonstrating appropriate behaviors and emotions are crucial aspects of
childhood development. Behaviorally, students were expected to demonstrate (i)
curiosity, (ii) positive learning attitude, (iii) creativity, (iv) cooperation, (v)
appropriate communication, (vi) caring for others, (vii) moral development and (viii)
appreciation for cultural (Yi) arts. Emotionally, children should be generally happy,
wearing a smile, be emotionally stable and demonstrate a liking of story-telling.
In this school year, students distinctively improved in all aspects of behavioral
and emotional developments. Appreciation for cultural arts developed mostly in the
former half of the school term, whereas developments in curiosity and positive
learning attitude mostly occurred after the spring break (T2).
i. Students aged 6, 7 and 8
Younger students demonstrated positive behavioral improvements throughout
the school year. Caring for others, moral development as well as
appreciation for cultural arts improved in the earlier half of the term and
stabilized in the later half. Learning attitude, in contrast, significantly
improved in the second term rather than the first.
Students were gradually demonstrating more and more positive emotions
throughout the whole school year.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of
(T1) break year (T3) term (T3) break (T2) term (T3)
(T2)
Curiosity 4.06 4.57 5.53
(Range 0- 10)
Learning attitude 15.07 15.81 17.42
(Range 0- 30)
Creativity 2.01 3.35 4.26
(Range 0- 10)
Cooperation 3.85 5.09 5.84
(Range 0- 10)
Communication 4.94 5.46 6.07
(Range 0- 10)
Caring for others 3.97 5.29 5.64
(Range 0- 10)
Moral 4.45 5.5 5.72
(Range 0- 10)
Cultural arts 1.22 2.11 2.22
(Range 0- 5)
Emotional 7.69 9.36 10.05
development
(Range 0- 15)
* ”” indicates statistical significance at α = .05.
ii. Students aged 9 to 10
9 to 10-year old students benefited in most aspects of behavioral and
emotional developments after the school term, with the exception of curiosity
and learning attitudes which did not show much overall improvements.
Specifically, creativity, cooperation and appreciation for culture and arts
substantially improved in the earlier school term while improvements
expanded to other arenas of behavioral and emotional development in the
second half of the school year.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of
(T1) break year (T3) term (T3) break (T2) term (T3)
(T2)
Curiosity 5.61 5.6 5.98
(Range 0- 10)
Learning attitude 17.44 17.6 18.55
(Range 0- 30)
Creativity 3.16 4.22 5.27
(Range 0- 10)
Cooperation 5.09 5.8 6.5
(Range 0- 10)
Communication 5.73 6.07 6.64
(Range 0- 10)
Caring for others 5.58 5.75 6.37
(Range 0- 10)
Moral 5.42 5.91 6.5
(Range 0- 10)
Cultural arts 1.82 2.53 2.84
(Range 0- 5)
Emotional 9.36 9.52 10.23
development
(Range 0- 15)
* ”” indicates statistical significance at α = .05.
iii. Students aged 11, 12 and 13
Changes in behavioral and emotional developments fluctuated among students
of this age group. At the beginning of the school term, not only were there
no significant improvements in behavior and emotions, students’ curiosity and
caring for others deteriorated. Yet, after the spring break (T2), there were
remarkable improvements in all aspects of behaviors and emotions. Hence,
over the course of the entire school term, students improved in creativity,
cooperation, communication, moral, appreciation for cultural arts as well as in
emotions.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of
(T1) break year (T3) term (T3) break (T2) term (T3)
(T2)
Curiosity 5.97 5.08 6.28
(Range 0- 10) (decreased)
Learning attitude 17.65 15.82 18.51
(Range 0- 30)
Creativity 4.22 4.14 5.53
(Range 0- 10)
Cooperation 5.33 5.44 6.48
(Range 0- 10)
Communication 5.67 5.9 6.68
(Range 0- 10)
Caring for others 5.92 5.26 6.55
(Range 0- 10) (decreased)
Moral 5.18 5.24 6.23
(Range 0- 10)
Cultural arts 2.38 2.46 3.03
(Range 0- 5)
Emotional 9.64 9.03 10.38
development
(Range 0- 15)
* ”” indicates statistical significance at α = .05.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
4. Problems manifested
Teachers and house parents to inquired about students’ problems pertaining to: (i)
Personal hygiene, (ii) Living habits, (iii) Communication, (iv) Behavioral, (v)
Learning, and (vi) Emotional.
Severity of problems manifested
The severity of problems manifested as rated by the teachers and house parents
were in fact, not high, ranging from having none at all to being relatively minor.
The severity of problems at the end of the school term was notably lower than that at
the beginning. Improvements were gradual throughout the year, except for learning
problems, which only improved in the second half of the term.
i. Students aged 6, 7 and 8
At the end of the school year, student problems were less serious than that at
the beginning. Problems gradually improved over the course of the year.
Behavioral problems became less severe after the first term and then stabilized.
Learning problems only improved during the second half of the school term.
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of term
(T1) break year (T3) term (T3) break (T2) (T3)
Problems (T2)
Hygiene 4.73 2.28 1.4
(Range 0 – 20)
Living habits 3.08 2.09 1.28
(Range 0 – 25)
Communication 1.45 0.91 0.44
(Range 0 – 10)
Behaviour 4.25 1.2 0.94
(Range 0 – 25)
Learning 0.8 0.61 0.37
(Range 0 – 10)
Emotional 4.95 2.32 1.51
(Range 0 – 25)
* ”” indicates statistical significance at α = .05.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
ii. Students aged 9 to 10
Students 9 and 10 years old improved mostly in their problem behaviors and
emotional problems in the first half of the school year. After the spring break,
hygienic and living habits and emotional problems all ameliorated. At the
end of the school term, the overall severity of all problems, except learning
problems, all declined.
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of
(T1) break year (T3) term (T3) break (T2) term (T3)
Problems (T2)
Hygiene 3.42 2.73 1.26
(Range 0 – 20)
Living habits 2.95 2.46 1.22
(Range 0 – 25)
Communication 1.15 1.09 0.7
(Range 0 – 10)
Behaviour 3.91 2.09 1.22
(Range 0 – 25)
Learning 0.76 0.97 0.69
(Range 0 – 10)
Emotional 4.41 2.51 1.53
(Range 0 – 25)
* ”” indicates statistical significance at α = .05.
iii. Students aged 11, 12 and 13
Similarly, this group of students improved in all problematic domains except
for learning problems. Most of the improvements were seen during the
initial half of the school year. There were no further improvements in the
second term.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Mean scores Whether changes met statistical significance (p ≤ .05)
Beginning After End of From baseline From baseline From spring break
of term spring school (T1) to end of (T1) to spring (T2) to end of
(T1) break year (T3) term (T3) break (T2) term (T3)
Problems (T2)
Hygiene 3.9 2.13 1.33
(Range 0 – 20)
Living habits 4.03 2.15 1.6
(Range 0 – 25)
Communication 1.69 0.77 0.95
(Range 0 – 10)
Behaviour 7.26 1.6 1.78
(Range 0 – 25)
Learning 0.76 0.71 1.05
(Range 0 – 10)
Emotional 7.69 1.75 2.44
(Range 0 – 25)
* ”” indicates statistical significance at α = .05.
Learning problems appeared to be more persistent than the rest. Descriptions of
the problems as detailed by teachers and house parents elucidated the types and the
causes of the problems manifested.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Learning problems Number of students
Lack of interest / motivation * 39
Encountering difficulties
Lose interest (included above)
Discouraged 8
Lose confidence 1
Avoid the difficulties 1
Poor learning attitude in general 2
Not paying attention in class 3
Not serious about learning 8
Passive learner 2
Poor self restraint 7
Skipping class 4
Late for class 1
Poor academic performance 9
Gained nothing 2
Poor learning ability 2
Too young 1
Poor foundation in Chinese ** 8
(漢語) leading to poor academic
performance, having a hard
time learning and losing interest
* Reasons included: Losing interest because of poor academic performance, failing to
learn / understand the material taught, bad mood due to arguments with classmates,
and losing interest when faced with difficulties.
** Only in one particular school (龍潭鎮新村小學)
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Behavioral Problems Number of students
Hostility *
Quarrelling 103
Fighting 59
Leaving the school without 44
permission & skipping classes
(to return home / play)
Vandalism 5
(e.g. drawing on walls, breaking
glass in the dormitory, breaking
lights in a fight)
Disregarding others 1
Talking back 1
* Impetus include: Differences in opinions, differences in living styles, being
misunderstood, imprudent, hearing something they don’t like to hear, tendency to
aggravate irritate people for no reason
Hygienic Problems Number of students
Littering 51
Forget / Unwilling to brush their teeth 17
Forget / Unwilling to wash their face and feet 39
Cannot properly deal with a runny nose, often 22
wiping it onto their clothes
Having dirty hands and not washing hands 3
before meals
Wiping wet / dirty hands onto their clothes 3
Leaving food all over the place 2
Eating all over the place 1
Unclean / messy attire 2
Not washing their own clothes 1
Spitting 1
Urinating on the ground 1
Generally poor hygiene 14
* Needed reminders from teachers / house parents. Some purposely do not wash up
in the cold weather.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Poor Living Habits Number of students
Bed wetting * 33
Nightmares, night terrors, waking up in the middle of the 23
night, sleep talking
Unwilling to get up in the morning 23
Messiness / Not tidying up personal items / clothes / shoes 63
Unclean personal items / not washing clothes / not keeping 11
things in good conditions
Not making his own bed 4
Not cleaning up the house / room / personal area 4
Selective eating 1
Refusing to eat when sick 1
Sluggish 1
Drinking uncooked water 1
* 7 students (ages 8 to 11) wet their beds frequently or even every night.
Communication Problems Number of students
Not listening to teachers / house parents’ instructions 33
Lack of communication with teachers / house parents 1
Ignoring other people (usually when angered) 17
Difficulty communicating / expressing himself and 2
clearly articulating / pronouncing what he is trying to say
Language difficulty 7
Can only communicate using the Yi dialect (彝語) rather 5
than Han Chinese (漢語) *
Isolated
Quiet / dislike talking 4
In his own world 1
Not playing with others 1
* Many students prefer to communicate in the Yi dialect(彝語)
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Fu Hui Starlets in Butuo First-Year Evaluation Report
Emotional Problems Number of students
Crying * 69
Generally fearful 19
Fear of strangers 4
Afraid to go home alone 1
Fear of darkness 87
Fear of ghosts 35
Emotionally unstable 16
Temperamental / easily angered 10
Throws temper tantrums 19
Loud shouting, usually when angered 13
Self-centered 1
* When thinking of home or mom; when there is no one to pick him up, when
scolded, teased, fighting amongst classmates, nightmares and when not feeling well
** Effects of earthquake on emotions: For a few individual students, emotional
concerns intensified such as fear of darkness, crying and fearfulness.
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Fu Hui Starlets in Butuo First-Year Evaluation Report
5. Identifying schools with the most remarkable improvements
Changes from the beginning of term (T1) to the end of term (T3) indicate the
degree of improvements among students. Schools with the greatest improvements
intimate the implementation of successful strategies that can be translated to other
schools.
i. Physical development
Students in 拖覺中心校 and 俄里坪中心校 exhibited the greatest improvements in
weight and height respectively.
Gains in: Weight (kg) Height (cm)
俄里坪中心校 2.85 5.19
先鋒村小學 2.79 7.23
拖覺中心校 3.55 4.18
木爾鄉中心校 0.35 4.61
沙洛鄉小學 1.61 2.93
特木里小學 2.26 0.49
補洛鄉中心校 1.99 3.1
新村小學龍潭鎮 1.8 6.38
* Items in red are improvements that statistically exceeded most of the other schools
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Fu Hui Starlets in Butuo First-Year Evaluation Report
ii. Competence, Behavioral and emotional development and the Severity of student
problems
The table below indicates the average change pertaining to each school, from
baseline (T1) to the end-of-term (T3). Greater scores on the Competence and
Behavioral / emotional development scales represent more pronounced improvements
over the course of the school year. Two schools in particular (俄里坪中心校 and 先
鋒村小學) demonstrated the greatest improvements in student competencies as well as
in behavioral and emotional development. In contrast to the improvements in other
schools, 木爾鄉中心校 students slightly deteriorated in behavioral and emotional
development.
In the Problem severity scale, negative scores indicate declines in the severity of
problems over the year. Hence, a more negative score indicates a greater reduction
in problem severity. 補洛鄉中心校 demonstrated the most significant reduction of
students’ problems – with the degree of improvement well exceeding all the other
schools.
Behavioral /
Changes in: Competence emotional Problem severity +
development
俄里坪中心校 26.64 37.96 -11.26
先鋒村小學 29.75 31.3 -16.41
拖覺中心校 9.43 10.08 -2.33
木爾鄉中心校 6.37 -6.77 -9.73
沙洛鄉小學 5.8 4.23 -9.38
特木里小學 9.8 12.73 -3.73
補洛鄉中心校 8.17 7.98 -36.61
新村小學龍潭鎮 7.84 3.3 -7.23
* Items in red are improvements that statistically exceeded most of the other schools
+
Negative scores indicate a decrease in problem severity
26
Fu Hui Starlets in Butuo First-Year Evaluation Report
6. The Quality of Relationships between Students and their Families
Generally speaking, the relationship between students and their family (their
fathers and mothers who may have left or passed away, siblings and guardians) were
good.
To understand how the quality of these relationships respectively affected
students’ competence, development and problems, correlational analysis between
these variables was performed. The quality of relationship students had with their
guardians was significantly correlated with the overall severity of the problems
students had (r = -.14; p = .023). This meant that the better the relationship, the less
severe the problems exhibited.
Similarly, the relationship students had with their mother was positively
correlated with their positive behavior (r = .20; p = .00). Therefore, the better the
relationship used to be, the more positive behaviors the student would display.
27
Fu Hui Starlets in Butuo First-Year Evaluation Report
28
Fu Hui Starlets in Butuo First-Year Evaluation Report
7. Effects of the Sichuan Earthquake
Besides manifesting most serious emotional problems amongst a few selected
students, the May 12th earthquake also led to a number of symptoms (behavior /
feelings / thoughts) when students recalled the traumatic event. This was about two
months after the event.
Half of the students (n = 214; 51%) personally experienced the earthquake.
The 10 most prevalent symptoms included fear (38%), crying (31.5%), increased
sensitivity to noises (25%), restlessness and no sense of security (20.5%), being
worried or anxious (18.8%), could not sleep (16.8%), disbelief and confusion (14.7%),
experiencing illusions / hallucinations (14.7%), grief (12.7%) and preoccupation
(11%).
On the positive side, 33.9% of students felt that life is still full of hope and
18.8% felt that they could accept the reality.
Symptoms Number of students %
Feeling hallow in the stomach 胃部空虛感 4 1.4
Chest tightness 胸口緊迫 11 3.8
Constricted throat 喉嚨緊迫 4 1.4
Sensitive to noise 對聲音敏感 73 25
Like a walking zombie 行屍走肉 0 0
Breathing difficulty 呼吸困難 7 2.4
Muscle weakness 肌肉無力 4 1.4
Loss of vitality 缺乏精力 12 4.1
Thirsty 口乾 8 2.7
Shocked / Fearful 震驚及恐懼 111 38
Grief 哀傷 37 12.7
Anger 憤怒 5 1.7
Guilty / Self blame 內疚及自責 5 1.7
Worried / Anxious 憂慮及焦慮 55 18.8
Lonely 寂寞 10 3.4
Tired 疲累 14 4.8
Helpless 無助 25 8.6
Numb 麻木 13 4.5
Cannot sleep 失眠 49 16.8
Loss of appetite 胃口消減 7 2.4
Preoccupied 心不在焉 32 11
29
Fu Hui Starlets in Butuo First-Year Evaluation Report
Social withdrawal 社交退縮 1 0.3
Sighing 氮氣 6 2.1
Dreamt of those deceased 夢見逝者 3 1
Crying 哭泣 92 31.5
Restless / No sense of safety 坐立不安 /没安全感 60 20.5
Avoid discussing the event / 避談有關事件 / 有 22 7.5
related event 关事件
Do not like talking 不愛談話 28 9.6
Behavioral regression 行為倒退 0 0
Illusion / Hallucination 幻覺 43 14.7
Indifferent 漠然 8 2.7
Disbelief / Confused 不相信 / 困惑 43 14.7
Life is full of hope * 生命充滿希望 99 33.9
Seek understanding & meaning * 寻求了解与意义 24 8.2
Accept reality * 接受事實 55 18.8
* Positive items
Conclusion
The program proved highly effective in an overall improvement in students’
physical growth, competency, as well as behavioral and emotional development.
Being children, these students did exhibit a number of problems that were not too
severe. Most students held good relationships with their guardians at home which
appeared to have contributed to better behavioral and emotional development.
Finally, half of the students personally experienced the Sichuan earthquake and a
significant proportion was experiencing negative reactions to the traumatic event.
30
Fu Hui Starlets in Butuo First-Year Evaluation Report
Appendix
i. Assessment Form: Competence Scale
学生的能力 非 差 一 好 非 请描述其他所观察及听到的（如果可以，请举
常 般 常 例）
差 好
体格/肢体能力
身体素质。 1 2 3 4 5
稳定的平衡能力（例如: 一只脚站立，丢或 1 2 3 4 5
。
接小球）
能用前三指灵活地握笔，控制笔的移动。 1 2 3 4 5
手眼的协调能力更为灵活。 1 2 3 4 5
社会融合能力
能与大人/管理员/老师亲近或合作。 1 2 3 4 5
能和游戏玩伴 （同性或异性）和睦玩耍。 1 2 3 4 5
能被同伴接纳。 1 2 3 4 5
懂得尊重别人。 1 2 3 4 5
能表达内心的情感。 1 2 3 4 5
自顾能力
可以照顾自己的吃喝，份量正常。 1 2 3 4 5
只需大人的监督，来完成自己的日常生活 1 2 3 4 5
需要（例如：穿衣服，绑鞋带，洗手，刷
。
牙，洗澡）
明白以及能控制自己必须在厕所大小便。 1 2 3 4 5
领导他人的能力
有能力带动同学。 1 2 3 4 5
主动监督其他同学维护室内卫生。 1 2 3 4 5
31
Fu Hui Starlets in Butuo First-Year Evaluation Report
i. Assessment Form: Competence Scale (continued)
性格
有信心地在同学面前可以提出自己的意 1 2 3 4 5
见。
乐于助人。 1 2 3 4 5
乐于分享自己的物品或玩具。 1 2 3 4 5
语言能力
可以听从以普通话发出的指示。 1 2 3 4 5
可以以普通话与人沟通。 1 2 3 4 5
会运用形容词和副词。 1 2 3 4 5
能听解和完成简单的指示。 1 2 3 4 5
能理解句子的意义。 1 2 3 4 5
学习能力
。
掌握基本的数学运算 （例如：加减乘除） 1 2 3 4 5
能注意并集中精神学习。 1 2 3 4 5
明白空间的概念 (例如：形状， 远近，大 1 2 3 4 5
小，多少)。
明白时间的概念 (例如：时间，日期，月份， 1 2 3 4 5
年份，季节)。
。
会运用记忆策略（例如：重复的诵读） 1 2 3 4 5
大致上， 你如何评估这学生的能力？ 1 2 3 4 5
32
Fu Hui Starlets in Butuo First-Year Evaluation Report
ii. Assessment Form: Positive Behavioral and Emotional Development Questionnaire
学生的正面行为 完 较 一 明 坚 非 请描述其他所观察及听到的 （如果可以，请
全 小 些 显 固 常 举例）
没 的 的 的 坚
有 固
的
好奇心
喜欢模仿成人。 0 1 2 3 4 5
对新事物或知识感兴趣。 0 1 2 3 4 5
学习态度
喜欢接受挑战与责任。 0 1 2 3 4 5
喜欢学习， 有学习的动力。 0 1 2 3 4 5
可以接受别人不同的意见。 0 1 2 3 4 5
准时上课。 0 1 2 3 4 5
认真对待功课。 0 1 2 3 4 5
认真听课，并回答老师的问题。 0 1 2 3 4 5
创新行为
画画有创意。 0 1 2 3 4 5
乐于发表有建设性的意见。 0 1 2 3 4 5
合作精神
会主动/被动完成分担的任务。 0 1 2 3 4 5
会主动帮助同学。 0 1 2 3 4 5
沟通行为
会细心倾听他人说话。 0 1 2 3 4 5
会与同学友善，开心地谈话。 0 1 2 3 4 5
33
Fu Hui Starlets in Butuo First-Year Evaluation Report
ii. Assessment Form: Positive Behavioral and Emotional Development Questionnaire
(continued)
情感的快乐
喜爱听故事。 0 1 2 3 4 5
情绪平稳。 0 1 2 3 4 5
开朗，笑口常开。 0 1 2 3 4 5
关怀他人
会关心同学。 0 1 2 3 4 5
会为同学着想。 0 1 2 3 4 5
道德观念
对自己的行为负责任和有准则。 0 1 2 3 4 5
会承认错误及道歉。 0 1 2 3 4 5
文化与美术
懂得彝族的艺术，如画画，手工，音乐 0 1 2 3 4 5
和舞蹈。
大致上， 你如何评估这学生的正面行 0 1 2 3 4 5
为？
34
Fu Hui Starlets in Butuo First-Year Evaluation Report
iii. Assessment Form: Severity of Student Problems Questionnaire
学生的主要问题范围 完 较 一 明 严 非 请描述其他所观察及听到的 （如果可以，请举
全 小 些 显 重 常 例）
没 的 的 的 严
有 重
的
个人卫生方面
随地大小便。 0 1 2 3 4 5
随地丢食物或垃圾。 0 1 2 3 4 5
随意把鼻涕抹在身上或衣服上。 0 1 2 3 4 5
不洗澡，不刷牙，不洗脸。 0 1 2 3 4 5
日常生活习惯方面
时常作噩梦，而半夜惊醒。 0 1 2 3 4 5
不吃不喝。 0 1 2 3 4 5
尿床。 0 1 2 3 4 5
不起床。 0 1 2 3 4 5
不保持自己空间及物品整齐，清楚。 0 1 2 3 4 5
沟通方面
不听生活管理员或老师的指示。 0 1 2 3 4 5
不理会任何人。 0 1 2 3 4 5
就算以彝语都无法与别人沟通。 0 1 2 3 4 5
行为方面
敌意或身体攻击性行为 （打架）。 0 1 2 3 4 5
言语攻击性行为 （吵架，狡辩）。 0 1 2 3 4 5
擅自离校，出走。 0 1 2 3 4 5
毁坏校舍物件。 0 1 2 3 4 5
暴力事件需老师或管理员体力禁止。 0 1 2 3 4 5
35
Fu Hui Starlets in Butuo First-Year Evaluation Report
iii. Assessment Form: Severity of Student Problems Questionnaire (continued)
学习方面
对学习失去兴趣。 0 1 2 3 4 5
被学校因行为问题而停课。 0 1 2 3 4 5
情绪方面
容易发脾气，大叫。 0 1 2 3 4 5
善变，情绪波动大。 0 1 2 3 4 5
自我伤害或伤残。 0 1 2 3 4 5
哭泣。 0 1 2 3 4 5
害怕（怕人，怕骂，怕黑，怕鬼）。 0 1 2 3 4 5
大致上， 你如何评估这学生的问题？ 0 1 2 3 4 5
36
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