Profile of Dr LO, Wing Ka Julia 羅頴嘉 - The Education University of Hong Kong


Assistant Professor	Department of Special Education and Counselling

Contact

ORCiD

0000-0002-0544-5389

Phone

(852) 2948 8098

Fax

(852) 2948 7794

julialo@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=294271&name=LO, Wing Ka Julia

Scopus ID

57189256032

SDGs

3 - Good Health and Well-Being

Research Outputs


Journal Publications Lo, J.W.K., Ma, J.L.C., & Wong, J.C.Y. (2024). The Feasibility and the Therapeutic Process Factors of Online vs. Face-to-Face Multifamily Therapy for Adults with High-Functioning Autism Spectrum Disorder in Hong Kong: A Multi-Method Study. Contemporary Family Therapy, 46, 63-75. https://doi.org/10.1007/s10591-023-09674-9 Lo, J.W.K., & Ma, J.L.C. (2023). Generating Mutual Support in Multifamily Therapy to Promote Father Involvement and Family Communication Quality of Chinese Families of Adolescents with Attention Deficit Hyperactivity Disorder: A Qualitative Study. Family Process, 63(2), 967-982. https://doi.org/10.1111/famp.12944 Wong, B. W. L., Lam, H. C., Lo, J. W. K., Maurer, U., & Huo, S. (2023). How do Hong Kong bilingual children with Chinese dyslexia perceive dyslexia and academic learning? An interview study of metaphor analysis. Reading and Writing, ., .-.. https://doi.org/10.1007/s11145-023-10434-2 Lo, J.W.K., & Ma, J.L.C. (2022). The perceived helpfulness of structural family therapy in caring for Hong Kong Chinese families of an adolescent with intellectual disabilities: A qualitative inquiry. British Journal of Learning Disability, 51(3), 440-449. https://doi.org/10.1111/bld.12510

Journal Publications
Lo, J.W.K., Ma, J.L.C., & Wong, J.C.Y. (2024). The Feasibility and the Therapeutic Process Factors of Online vs. Face-to-Face Multifamily Therapy for Adults with High-Functioning Autism Spectrum Disorder in Hong Kong: A Multi-Method Study. Contemporary Family Therapy, 46, 63-75. https://doi.org/10.1007/s10591-023-09674-9
Lo, J.W.K., & Ma, J.L.C. (2023). Generating Mutual Support in Multifamily Therapy to Promote Father Involvement and Family Communication Quality of Chinese Families of Adolescents with Attention Deficit Hyperactivity Disorder: A Qualitative Study. Family Process, 63(2), 967-982. https://doi.org/10.1111/famp.12944
Wong, B. W. L., Lam, H. C., Lo, J. W. K., Maurer, U., & Huo, S. (2023). How do Hong Kong bilingual children with Chinese dyslexia perceive dyslexia and academic learning? An interview study of metaphor analysis. Reading and Writing, ., .-.. https://doi.org/10.1007/s11145-023-10434-2
Lo, J.W.K., & Ma, J.L.C. (2022). The perceived helpfulness of structural family therapy in caring for Hong Kong Chinese families of an adolescent with intellectual disabilities: A qualitative inquiry. British Journal of Learning Disability, 51(3), 440-449. https://doi.org/10.1111/bld.12510

Projects


Butterfly Gardening Project Project Start Year: 2024, Principal Investigator(s): LO, Wing Ka, Julia
Rugby for ADHD Children and Their Families Project Start Year: 2024, Principal Investigator(s): LO, Wing Ka, Julia
Effectiveness of a Rugby Programme in Promoting Mental well-being of Hong Kong Youth with Attention Deficit Hyperactivity Disorder: A Pilot Study Project Start Year: 2023, Principal Investigator(s): LO, Wing Ka, Julia
Development of a school-based Multiple Family Group intervention for Hong Kong Chinese families of preschool-aged children with special education needs: a pilot study Caring for a child with special education needs (SEN) has been found to associate with increased parents’ stress levels due to the greater time demands, higher medical and related costs, and childcare challenges etc. (Brehaut et al., 2011). Transitioning from home to early childhood education can be stressful for both the young children with SEN and their caregivers, given that children with SEN may exhibit more adjustment difficulties than their typically developing peers. Without adequate professional or social supports, profound adverse impacts could be resulted on the mental well-being of the caregivers of young children with developmental challenges as well as the well-being of the whole family. There is a lack of family-based intervention in Chinese contexts such as Hong Kong to respond to the service needs of families of preschool aged children with SEN. This research project aims to develop a school-based Multiple Family Group (MFG) intervention for Chinese families of preschool-aged children with SEN in Hong Kong, and to examine the treatment efficacy.A pilot study of developing a MFG model for Chinese families of preschool-aged children with suspected SEN has been launched in January 2023. Two pilot groups will be conducted in the pilot study to develop the MFG in terms of its programme structure (e.g., the session duration), activity design (e.g., inter-family activities, intra-family activities, children group activities, parent group activities), and the potential target clientele (e.g., children with anxiety symptoms). Tentatively, the proposed MFG will last for three months, comprising of one individual family session (1 hours), the core programme with six half-day weekly sessions or three full-day weekly sessions (18 hours), and a group reunion (3 hours). The total number of intervention hour is 22 hours. Six to eight families will be recruited for each MFG. A two-day training workshop has been conducted to train a team of school social workers on the knowledge and skills about conducting MFG. By the end of the pilot project, it is estimated that a team of school social workers (n=10) equipped with knowledge, skills and competence in conducting MFG will be trained up. Project Start Year: 2023, Principal Investigator(s): LO, Wing Ka, Julia