Dr CHUNG, Yiu Bun    鍾耀斌 博士
Senior Lecturer II
Department of Psychology
(852) 2948 8160
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
Personal Profile

YB received his PhD degree in Education from the University of Hong Kong. He was a senior curriculum development officer of the Education Bureau, specializing in Life-wide Learning and Invitational Theory. He had also been an experienced guidance master serving in a secondary school for more than 10 years.


"Top 10%" teaching awards 2017, 2018, & 2020, Faculty of Education and Human Development, EdUHK;

Certificate Merit under the Faculty Teaching Award Scheme, 2017, EdUHK;

Outstanding Dissertation Award, 2013, International Alliance for Invitational Education.

Research Outputs

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Chung, Y. B. & Yuen, M. (2020). Views of parents on a career and life planning program for junior secondary students with special educational needs: A qualitative study in Hong Kong. In M. Yuen, W. Beamish, & S.V. H. Solberg (Eds.), Career for Students with Special Educational Needs: Perspectives on Development and Transitions from the Asia-Pacific Region (161-175). Singapore: Springer.
鍾耀斌 (2019)。 <關懷別人>。輯於石美寶、李子建、姚偉梅編, 《迎接未來的四大能力 — 家長與孩子一起踏上成功之路》 (頁 108-116)。香港: 中華書局(香港) 有限公司。
Chung, Y. B., Yuen, M., Chow, C. W. and Leung, Y. C. (2016). An invitational approach to a service learning program in a university: A critical reflection. Gregory, S. T. and Edwards, J., Invitational Education and Practice in Higher Education: An International Perspective (201-214). US: Lexington Books.

Journal Publications
Publication in refereed journal
Yuen, M., Zhang, J., Man, P. K. W., Mak, J., Chung, Y. B., Lee, Q. A. Y., Chan, A. K. C., So, A. & Chan, T. H. R. (2022). A strengths-based longitudinal career intervention for junior secondary school students with special educational needs: A mixed-method evaluation.. Applied Research in Quality of Life, online, online. https://doi.org/10.1007/s11482-021-10028-6
Yuen, M., Lee, Q.A.Y.& Chung, Y. B. (2020). Meaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, online, 1-17.
Yuen, M., Chung, Y.B., Lee, Q.A.Y., Lau, P. S. Y., Chan, R. M. C., Gysbers, N. C., & Shea, P. M. K. (2020). Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong. International Journal for Educational and Vocational Guidance, online, 1-24.
Chung, Y.B., Yuen, M., Ho, J., & Leung, J.Y.C. (2016). Useful information from the students with visual impairment in Hong Kong mainstream schools who participated in outdoor learning opportunities. CAISE Review 2016, Special Section: Collaborative Innovations Supporting Improved Educational Outcomes for Students with Special Educational Needs (SEN), 4, 4-51.
Chung, Y. B. & Yuen, M. (2013). Teachers’ perceptions of a reporting system for learning and development in an ‘inviting school’ in Hong Kong.. Asian Journal of Counselling, 20, 85-111.
Chung, Y.B., & Yuen, M. (2013). Factors influencing a reporting system for learning and development in an inviting school in Hong Kong. Hong Kong Special Education Forum, 15, 1-20.
Chung, Y. B. & Yuen, M. (2012). Students’ perceptions of a reporting and feedback system for learning and development in an ‘inviting school’ in Hong Kong. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 30, 241-262.
Chung, Y. B. & Yuen, M. (2011). The Role of Feedback in Enhancing Students’ Self-regulation in Inviting Schools. Journal of Invitational Theory and Practice, 17, 22-27.

Conference Papers
Refereed conference paper
Ma, L. K. & Chung, Y. B. (2023, May). Using the virtual drama-based pedagogical approach to teaching psychology for teachers. Teacher Education Advancement Network (TEAN) Conference 2023, UK.
Ma, L. K. & Chung, Y. B. (2022, November). Drama-based pedagogical (DBP) approach to learning and teaching Psychology: Creative use of online drama to facilitate student engagement. British Psychological Society, Division of Academics, Researchers, and Teachers in Psychology Annual Conference 2022, UK.
Yuen, M., Zhang, J., Man, P., Mak, J., Chung, Y. B., Lee, Q., Chan, A., So, A., & Chan, R. (2022, June). A Strengths-Based Longitudinal Career Intervention for Junior Secondary School Students with Special Educational Needs: Impacts on Students’ Meaning in Life and Self-Efficacy. Meaning in Life 2022, Hong Kong.
Chung, Y. B. & Ma, L. K. (2021, December). Drama-based pedagogical approach to psychology in daily teaching practices. International Conference on Learning and Teaching 2021, Hong Kong.
Other conference paper
Chung, Y. B. (2019, November). Teachers’ perception of the teacher-student relationship among students with social, emotional, and behavioral difficulties (SEBD) in boarding schools in Thailand and Hong Kong. 23rd International Conference on Teaching, Education & Learning 2019, Singapore.
Chung, Y. B. (2016, November). Useful Information from the Students with Visual Impairment in Hong Kong Mainstream Schools who Participated in Outdoor Learning Opportunities.. Supporting Individuals with Learning Diversity, a Win-Win Formula. Equal Opportunity Festival 2016. Equal Opportunity Unity, the University of Hong Kong., Hong Kong.
Chung, Y. B. & Yuen, M. (2016, July). Mobile school for students with and without visual impairment.. The symposium on collaborative efforts in supporting students with special educational needs. Summer workshop on disability rights and equality. Hong Kong, China: University of Hong Kong, School of professional and continuing education & faculty of education Centre for Advancement in Inclusive and Special Education, Hong Kong.


Using collaborative scriptwriting to facilitate learning and teaching in Psychology
Collaborative scriptwriting is a process involves elements with the likes of character creation, cultivation of the worldviews of the characters, development of internal conflicts, and identifying a triggering event. Scriptwriting for a play or a drama episode is also conceptualized as “imagined role-playing”, where writers would mentally go through the play without having to act out the episodes for real. Meanwhile, it was highlighted the social nature of scriptwriting by referring to the concept of collaborative scriptwriting—which constitutes a collective creative endeavor in script production via discussions amongst contributors. During this process, not one single writer will be “in charge”, as every contributor is entitled to raising his/her idea(s) which are subject to elaborations and/or modifications by other fellow writers. Notably, the continuous cycle of “problem finding” and “problem solving” inherent in collaborative scriptwriting is therefore conducive to problem-solving and creativity, as it calls upon the knowledge and the diverse social and/or cultural background of each contributor, in addition to the mental processes incurred for each individual author as he/she comes up with the script.
Scripts are prepared collaboratively by the student helpers. Upon completion of the scripts, lecturer(s) would distribute the script to students of the selected courses (see below) prior to certain class. Students are invited to perform role-play in turns during the class. Depending on the degree of involvement of the rest of the class, the lecturer(s) may consider incorporating applied drama techniques like hot-seating or Forum Theatre to solicit participations from the class. Students are then required to write a small alternate script with elaborations as an assessment to showcase what they have learned in the psychology-related classes.

Project Start Year: 2023, Principal Investigator(s): MA, Ka Yin, Lawrence, CHUNG, Yiu Bun
'Theatre of the Mentalists': The Making of a Mental Health Educator Using a Forum Theatre Approach
By applying Forum theatre approach, to examine how psychological theories could be applied to analyze some common problems in relation to Mental Health (application of communication skills); to investigate if students could propose creative strategies to promote Mental Health in their own communities (e.g. schools) (application of creative thinking skills and problem-solving skills); and to test if students could critically discuss the possible outcomes of different interventions (application of critical thinking skills).
Project Start Year: 2021, Principal Investigator(s): MA, Ka Yin Lawrence 馬嘉言 (CHUNG, Yiu Bun 鍾耀斌 as Co-Investigator)
Drama-based Pedagogical (DBP) Approach to Psychology in Learning Motivation
To examine how the drama-based pedagogical approach could be applied in learning motivation and to investigate how this approach enhances students' critical thinking, communication, creativity, and problem solving skills.
Project Start Year: 2021, Principal Investigator(s): MA, Ka Yin Lawrence 馬嘉言 (CHUNG, Yiu Bun 鍾耀斌 as Co-Investigator)
Drama-based Pedagogical Approach to Psychology in Daily Teaching Practices
Project Start Year: 2019, Principal Investigator(s): CHUNG, Yiu Bun 鍾耀斌, MA, Ka Yin Lawrence 馬嘉言
Prizes and awards

Best Paper Award
The Conference was hosted by Faculty of Educational Studies, Universiti Putra Malaysia in collaboration with National Youth Policy Institute (NYPI) of South Korea on 16-18 November 2021. Please refer to the link (https://link.springer.com/article/10.1007/s11482-021-10028-6) for the abstract of the Paper.
Date of receipt: 16/11/2021, Conferred by: Universiti Putra Malaysia (UPM)