Drama and Life Skills Programme

「創作過程、熱身遊戲，讓原來緊張不安的我們，漸漸熟悉對方，繼而互相依靠。我們以前從未在校內編寫劇本。我以前是非常緊張的，但通過綵排和表演，我們一嘗在舞台上表演的滋味，亦助我增強自信。」

參與學生，14歲

「我深入了解人們為甚麼『真的』會濫藥。從前，我以為他們只為讓自己看起來很酷，但現在我知道他們面對壓力，他們有很多個人問題。」

參與學生，15歲

戲劇為本《預防濫藥計劃》

「這個項目助我在同學面前更具自信。現在，我敢於在班房內發言。」

參與學生

「我學到更多藥物資訊。日後當我面對劇中情況時，我將更有自信地站出來。」

參與學生

預防濫藥及酗酒意識工作坊

「我對工作坊的活動甚感興趣，因為它帶領我們仔細思考。我會將這個工作坊推薦予朋友們，因為我覺得它可以幫助許多人，亦是一個不錯的體驗。」

參與學生  15歲

「這些充滿互動的活動令我相當投入，讓我充份實踐NICE之抗逆策略。活動不但吸引，亦能為大家提供豐富資訊，故我們真的能夠學到一些東西。」

參與學生  15歲

ExCEL!

「通過此項目，我學會更有自信地表達個人看法。以前，我時常擔心別人不喜歡我的話題，又或者對之不感興趣。現在，我卻認為，儘管人們對我的話題不感興趣，我都應該勇於說出自己的想法。」

「現在，我已經簡單知道各種藥物的藥效，以及如何對人們造成影響。我很榮幸大夥兒能夠一同舉辦這些有趣的教育活動。」

「我從項目中了解濫藥風險。及後，我們通過製作一個音樂視頻，自信地展示我們所學的一切。原來我亦具影響別人的能力。」

3名參與學生

SOSKELY緩害外展服務

「能夠協助SOSKELY的工作真好。因為我們抱著非批判性的態度，我覺得年輕人都樂意跟我們暢所欲言。」

SOSKELY 義工

「在SOSKELY的休息區很安全。義工們給予我們不少幫忙。」

青年  22歲

「4年前我和朋友們就讀中學時得到了SOSKELY的幫助。現在看到你們的團隊越趨強大實在很高興！多謝你們的服務！」

青年  21歲

成功在望

「雜耍是我紓緩壓力的一種方式。無論我走到哪裡，我都會帶上這套扯鈴工具（一種雜耍用具）。我並不害怕在人群中表演扯鈴。通過這個計劃，我很高興能夠找到管理壓力的方法。」

參與學生

「作為團員之一，我學會表達個人意見，主動幫助團員；而非依賴團長決定一切瑣事。」

參與學生

「我們十分高興這個計劃，能給予學生一個多元化的校園生活和一個課堂以外的學習平台。透過學習新技能，學生能增強自信心，磨練意志，以及學會聆聽指示和與別人相處的技巧。」

觀塘官立中學老師

少數族裔青年社區參與及融入嚮導計劃

「我希望我的照片能像『鏡子』般，讓人們看到其壓力，繼而激勵他們卸下重負，享受人生。」

「我選擇的照片，反映着我內心深處一些我平日很少表達的感受。」

「從這個項目，我進一步了解自己，並比以前留意更多身旁的事物。我從來沒有想過我從哪裡來，但現在我真的很感興趣。我意識到以往對自己的了解並不多。 」

友你掌舵

「看着參與項目的學生日漸成長，我覺得這確實是趟難以置信的旅程。啟勵的『可持續時尚』模式，引領每位參加者仔細思索他們的日常消費方式。參加者能領略其角色－－他們並非單單塑造個人未來，還有屬於他們朋輩及家人的未來。是次創意學習，不但啟發參加者的思維及行動，更為他們的將來樹立畢生受用的生活技能。」

時裝設計導師

「我為整個團隊燃起的熱情，以及共同構思的點子感到驕傲。我們所設計的服飾，充份展示我們如何突破框架，創造無限可能。」

參與學生

Talk2Me

「我可以在項目中，分享讓我感恩的一切。我能夠由心表達我的想法。」

「我能在各環節裡透過角色扮演，鍛鍊所學的技能。」

「我於本項目中學會如何支持朋輩，並將這行之有效的技能，應用在日常生活當中。」

3 名參與學生

Growing Up with KELY

「『拖延』屬時下廣泛討論的議題。大多數青年都不曉得如何處理有關問題。因此，這個項目對他們來說甚具教育意義。」

中二級教師

「啟勵扶青會以有趣方式，引領我們了解現實世界。」

參與學生，13歲

開放式實習計劃

「這個夏天，我過得十分充實，因為我參加了由啟勵扶青會安排的暑期實習計劃。當中，我除了學到各種新技能外；還獲得僱主專業意見，拓寬我的人際網絡。」

青年實習生

「這個暑期實習計劃非常實用。你不但能夠從中裝備新技能；更重要的是，你能體現真實的工作環境，以便更易適應未來的職場環境。」
青年實習生

團結香港基金研究報告：藝術創共融 世界顯大同

(節錄 － 只提供英文版本)

Theme 2 Social Cohesion

Sub Teme 2.3

Using arts as a means for communication: fostering intercultural exchange

Social cohesion also manifests in the promotion of intercultural contact. A relevant example would be the focus group we conducted with EM students, who had undertaken drama. Most relevantly, they shared that drama had made them more sensitive to the feelings of others, and had taught them how to communicate. Most importantly, drama trained them up to venture outside of their (English-speaking) comfort zones, and  facilitated their mingling with local classmates.

It’s easier to start talking to (local) boys first because they care less about the details. Once we get acquainted with local boys, it makes it easier to approach local girls, and everyone else.

Participant A, KELY Support Group

Drama has also been the efective methods of communication when the language discrepancy gets in the way. An EM participant identifed that the language barrier was the main wall between locals and non-locals getting to know each other. Where such occasions arise, drama is a very good way to go around it. 

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Theme 3 Community Empowerment and Self-Determination

Sub Theme 3.2

Community empowerment through self –expression

The empowerment of a community is not confined within the parameters of geography, but can stretch across physical and conceptual boundaries. Two students of ethnic minority backgrounds who participated in a photography programme indicated that they found empowerment in photography as it gave them the opportunity to express their own thoughts and deliberations, which would otherwise be scarce for non-Chinese locals such as themselves.

Instead of using words, our thoughts and our opinions on how we see the world and society can be shown through our artwork.

Participant B, KELY Support Group

With photography, they are given the access to voice their own opinions which come as a form of empowerment for the EM community. One EM student went further to note that there was usually a difference between the artwork of non-Chinese and Chinese students. She observed that the photographic artworks by local Chinese usually captured still objects or elements that were very emblematic of the ‘Hong Kong’ culture – such as yum cha musings or the Hong Kong skyline – whereas the photographs by non-Chinese students were usually cathartic expressions that often conveyed implicit meanings and tones.

You’d know which work was created by non-Chinese students… as non-Chinese people, our pictures express something deep… because for us, we don’t have a lot of opportunities to express ourselves, and we really take advantage of it and express all of our feelings through photography.

Participant C, KELY Support Group

As evidenced, therefore, the self-expressive mechanism in photography is a catalyst conducive to the empowerment of the community of EM students, which could potentially increase their level of self-confidence, enlarge their social circles, and prompt them to be more courageous when meeting new people.

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Benefit 6: Benefit in Health & Well-being

Using arts interventions to prevent youths from falling into high-risk behaviour, derived from conversations with KELY Support Group & Caritas Charrette Centre.

Insight from KELY Support Group: The Executive Director of KELY Support Group indicated that arts might be employed to detect any early-stage frustration of ‘at-risk’ youths. Consequently, they could introduce measures of controlled stability to protect their mental health early on and prevent them from developing high-risk behaviours. It is suggested that these frustration can be unlocked or dissolved through the process of catharsis. The rewarding experience of EM students to express themselves through the medium of photography via the RISE and Moody’s RiseUp programmes are good examples.