Dr Sze Ching Cici Lam
Faculties, deparments and locations
- Faculty of Business and Social Sciences
- Department of Psychology
- School of Law, Social and Behavioural Sciences
- Penrhyn Road
Lecturer in Psychology
- Email:
- c.lam@kingston.ac.uk
About
I am an HCPC-registered educational psychologist, and my research focuses on exploring the relationship between social support, positive psychology constructs, and school satisfaction across the lifespan, particularly focusing on the socio-cultural context in understanding mental health in the school settings. In addition, my research area also covers collaborative learning in teacher education for special/inclusive education, centred on inclusive evidence-based research and practices. I earned my Doctorate in Education from the University of Hong Kong in 2017. Before coming to U.K. I have worked as a school-based educational psychologist for NGOs, and Senior Lecturer at a teacher training university, delivering lectures and seminars to in-serve teachers and SENCos. I then joined Kingston University London as a Lecturer in February 2024.
Qualifications
- Health and Care Professionals Council - Practicing Psychologist
- British Psychological Society (MBPsS)-Graduate Basis for Chartered Membership
- Hong Kong Association of Educational Psychologists - Educational Psychologist in Accredited Register
- Hong Kong Psychological Society - Registered Educational Psychologist
Domains
Undergraduate courses taught
Psychology BSc (Hons)
Postgraduate courses taught
MScChild Psychology
Qualifications
- Postgraduate Diploma in Education
Courses taught
Articles
Ho, F. C., Lam, S. C. & Lo, S. K. (2023). Differences between intellectually disabled students with and without autism spectrum disorder in the recognition of and reaction to emotions. Journal of Autism and Developmental Disorders, 53(2),593-605.
Ho, F. C., Lam, S. C., Sam, K. L., & Arthur-Kelley, M. (2018). An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD), Support for Learning, 33(2),142-164.
Lam, S. C., Yeung, P.S., & Yuen, M. T. (2017). Personal and Environmental Factors Affecting Hong Kong High-Ability Students' School Satisfaction. Journal of Psychologists and Counsellors in Schools, 28(2), p.1-19.
Lam, S. C., & Yuen, M. T. (2008) "Applying Solution Focused questions to primary school pupils: A Hong Kong teacher's reflections". Pastoral Care in Education, 26(2), p.103-110.
Book Chapters/ Edited
Lam, S. C. (2022) Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers' Understanding of the Behaviours of Students with ASD? In Ho, F., Lam, S. C. & Kelly, M. (Ed.) ‘CAISE Book Series: Promoting Collaborative Learning Cultures to help Teachers Support Students with Autism Spectrum Disorder.' Springer. Singapore.
Lam, S. C., Chan, K. C. & Cheng, T. F. (2022) Evolving from a Remedial Case-Based Model to an Integrative Whole-School Approach and Three-Tier Model in Supporting Students with ASD: A Case Study of a Resource School in Hong Kong. In Ho, F., Lam, S. C. & Kelly, M. (Ed.) ‘CAISE Book Series: Promoting Collaborative Learning Cultures to help Teachers Support Students with Autism Spectrum Disorder.' Springer. Singapore.
Lam, S. C. (2022) Collaborative Problem-Based Approach in Training Teachers to Use Positive Behavior Support to Help Students with Autism Spectrum Disorder. In Ho, F., Lam, S. C. & Kelly, M. (Ed.) ‘CAISE Book Series: Promoting Collaborative Learning Cultures to help Teachers Support Students with Autism Spectrum Disorder'.Springer. Singapore.
Chan, G., & Lam, S. C. (2022) Developing school–university partnerships to help teachers run a social skills training programmes for students with ASD. In Ho, F., Lam, S. C. & Kelly, M. (Ed.) ‘CAISE Book Series: Promoting Collaborative Learning Cultures to help Teachers Support Students with Autism Spectrum Disorder'. Springer. Singapore.
Yuen, M. T., Wu, F., Wong, F., Lam, S. C., Ma, G., Chan, K., Yeung, P & Tan, C. Y. (2022) Inclusion Education in a Chinese Context: A Hong Kong Perspective. In Beamish, W., & Yuen, M.T. (Ed.) ‘The Changing Face of Inclusion for Students with Special Education Needs across the Asia Pacific'. Springer. Singapore.
Lam, S. C. & Ho, F. C. (2021) How a team-based approach enhance teachers ‘understanding of the social and emotional needs of students with Autism Spectrum Disorder? In ‘Social and Emotional Development for Diverse Learners'. Advancement in Inclusive and Special Education, CAISE Book Series.
Ho, F. C. & Lam, S. C. (2020). Inclusive and Special Education in Hong Kong. In Oxford Research Encyclopedia of Education.
Lam, S.C. & Ho, F.C. (2016). How a Short In-Service Teachers' Professional Development Course Provide Hand-On Experience and Knowledge of Individualized Education Planning and Students with Autism. In ‘Professional Development: Recent Advances and Future Directions'. NOVA.
Conference Papers
Lam, S. C. (2019). In-service teachers' experience of using videos for collaborative inquiry to understand behaviors of ASD. 12th Autism Europe Congress. [Poster presentation, Nice, France].
Kwok, K. D., & Lam S. C. (2019). Educators' perceptions of sex education needs for students with autism spectrum disorder. 12th Autism Europe Congress. [Poster presentation, Nice, France].
Lam, S. C. (2019). Differential Types of School-related Social Support: Effects on Chinese students' School satisfaction. Sixth World Congress on Positive Psychology. [Poster presentation, Melbourne, Australia].
Wehmeyer, M., Niemiec, R., Bressoud, N. Lam, S. C., (2019). A Conversation on the Application of Positive Psychology to Disability Contexts. Sixth World Congress on Positive Psychology. [Conversation Hour, Melbourne, Australia].
Lam, S. C. (2018). Exploring Self-Determination for Transition to Adulthood for Autism (ASD) adolescents in Collectivist Context: Views of Special Educators. The 2nd Asia-Pacific Conference on Inclusive Education. [Poster presentation, Taiwan].
Lam, S. C. (2017). Are Hong Kong Students Happy in the School? An investigation of Perceived Social Support, Hope and Self- efficacy as Predictors. Fifth World Congress on Positive Psychology. [Poster presentation, Montreal, Canada].
Lam, S. C., Ho, F. C (2017). Using Videos and Case Studies in a Professional Special Education Teacher Training Course: A Hong Kong Experience. Redesigning Pedagogy International Conference. [Symposium, Singapore].
Lam, S. C., Ho, F. C., & Sam, K. L. (2016). A Comparison of Two different methods to teach Emotions for school-aged children with Autism Spectrum Disorder and its implication for social skill intervention in Hong Kong primary school. XI Autism-Europe International Congress. [Poster Presentation, Edinburgh, Scotland].
Ho, F. C., Lam, S. C., & Sam, K. L. (2016). Implementation science and collaborative modes of professional development and learning for teachers of students with Autism Spectrum Disorder: Synergies and outcomes in Hong Kong educators. XI Autism- Europe International Congress. [Poster Presentation, Edinburgh, Scotland].
Sam, K. L., Lam, S. C. (2015). Perception of teacher on inclusive education: a multi-method validation. 2nd International Conference on Humanity and Social Science [Oral Presentation, Paris, France].
Specialisms
- Wellbeing in Children and Adolescents
- Inclusive/Special Teacher education
- Autism Spectrum Disorder (ASD)
Professional Commitments (international)
Consultant, SENCO Programme, The Education University of Hong Kong (2021- present)
Honorary Research Associate, Centre of Advancement in Special and Inclusive Education, The University of Hong Kong (2019-Present)
Professional Consultant, Centre of Child and Family Services, The Education University of Hong Kong (2018- 2019)
Expert Panel, Task Group on Special Examination Arrangements for Candidates with Specific Learning Difficulties, Hong Kong Examinations and Assessments Authority. (2015- 2018)
Member, Curriculum Development Council Committee on Special Educational Needs, HKSAR. (2012- 2019)
2024 - Inclusive Curricula and Education for Sustainable Future Bursaries Review Committee, Kingston University, U.K.
Publications
Promoting collaborative learning cultures to help teachers support students with autism spectrum disorder
Ho, Fuk-Chuen, Lam, Cici and Arthur-Kelly, Michael (2022). Singapore: (Springer Nature)
Differences between students with comorbid intellectual disability and autism spectrum disorder and those with intellectual disability alone in the recognition of and reaction to emotions
Ho, Fuk-chuen, Lam, Cici Sze-ching and Lo, Sing-kai, 2023, Journal of Autism and Developmental Disorders (53), 2, pp 593-605
Personal and environmental factors affecting Hong Kong high-ability students’ school satisfaction
Lam, Cici Sze-ching, Yeung, Patcy P.S. and Yuen, Mantak, 2018, Journal of Psychologists and Counsellors in Schools (28), 2, pp 166-184
An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD)
Ho, Fuk Chuen, Lam, Cici Sze‐Ching, Sam, Sam Ka‐lam and Arthur‐Kelly, Michael, 2018, Support for Learning (33), 2, pp 142-164
Applying solution‐focused questions with primary school pupils : a Hong Kong teacher’s reflections
Lam, Cici and Yuen, Mantak, 2008, Pastoral Care in Education (26), 2, pp 103-110
Collaborative problem-based approach in training teachers to use positive behaviour support to help students with autism spectrum disorder
Lam, Cici (2022). In: Ho, Fuk-Chuen, (eds.), Lam, Cici, (eds.) and Arthur-Kelly, Michael, (eds.), Promoting collaborative learning cultures to help teachers support students with autism spectrum disorder. Singapore: Springer Nature, pp 197-210
Developing school–university partnerships to help teachers run a social skills training programme for students with ASD
Chan, Grace W. and Lam, Cici (2022). Promoting collaborative learning cultures to help teachers support students with autism spectrum disorder. Singapore: Springer Nature, pp 89-106
Evolving from a remedial case-based model to an integrative whole-school approach and three-tier model in supporting students with ASD : a case study of a resource school in Hong Kong
Lam, Cici, Chan, Kwok-ching and Cheng, Tak-foo (2022). In: Ho, Fuk-chuen, (eds.), Lam, Cici, (eds.) and Arthur-Kelly, Michael, (eds.), Promoting collaborative learning cultures to help teachers support students with autism spectrum disorder. Singapore: Springer Nature, pp 107-118
Inclusive education in a Chinese context : a Hong Kong perspective
Yuen, Mantak, Wu, Florence, Wong, Fay, Yeung, Patcy, Lam, Cici, Chan, Kit, Ma, Gloria and Tan, Cheng Yong (2022). In: Beamish, Wendi, (eds.) and Yuen, Mantak, (eds.), The inclusion for students with special educational needs across the Asia Pacific. Cham: Springer, pp 79-93
Videos as a tool in teacher professional learning : how do videos scaffold teachers’ understanding of the behaviours of students with ASD?
Lam, Cici (2022). In: Ho, Fuk-Chuen, (eds.), Lam, Cici, (eds.) and Arthur-Kelly, Michael, (eds.), Promoting collaborative learning cultures to help teachers support students with autism spectrum disorder. Singapore: Springer Nature, pp 167-178
Special education and integrated education in Hong Kong
Hi, Fuk-chuen and Lam, Cici Sze-ching (2020). In: Hytten, Kathy, (ed.), Oxford Research Encyclopedia of Education. Oxford, U.K.: Oxford University Press
How a short in-service teachers’ professional development course provide hand-on experience and knowledge of indvidualized education planning and students with autism
Lam, Cici and Ho, Fuk-chuen (2016). In: Norton, Tanya, (ed.), Professional development : recent advances and future directions. Hauppauge, U.S.: Nova Science
Instructional methods for teaching sub-types of students with reading disabilities Chinese words
Ho, Fuk-chuen and Lam, Cici (2016). In: Parsons, Rodney, (ed.), Learning disabilities : Assessment, management and challenges. Hauppauge, U.S.: Nova Science
Educators’ perceptions of sex education needs for students with autism spectrum disorder
Kwok, Kan Diana and Lam, Sze Ching Cici(2019). In: 12th Autism-Europe International Congress, 13-15 Sep 2019 :Nice, France
In-service teachers’ experience of using videos for collaborative inquiry to understand behaviors of ASD
Lam, Sze Ching Cici and Ho, Fuk-Chuen(2019). In: 12th Autism-Europe International Congress, 13-15 Sep 2019 :Nice, France
Differential types of school-related social support : effects on Chinese students’ school satisfaction
Lam, Cici(2019). In: 6th World Congress on Positive Psychology, 18-21 Jul 2019 :Melbourne, Australia
A conversation on the application of positive psychology to disability contexts [Conversation Hour]
Wehmeyer, Michael, Niemiec, Ryan, Bressoud, Nicolas and Lam, Cici(2019). In: 6th World Congress on Positive Psychology, 18-21 Jul 2019 :Melbourne, Australia.
Exploring self-determination for transition to adulthood for autism (ASD) adolescents in collectivist context : views of special educators
Lam, Cici(2018). In: 2nd Asia-Pacific Conference on Inclusive Education, 08 Jun 2018 :Taipei, Taiwan
Are Hong Kong students happy in the school? An investigation of perceived social support, hope and self-efficacy as predictors
Lam, Cici(2017). In: 5th World Congress on Positive Psychology, 13-16 Jul 2017 :Montréal, Canada
Using videos and case studies in a professional special education teacher training course : a Hong Kong experience
Lam, Sze Ching and Ho, Fuk Chuen(2017). In: Redesigning Pedagogy International Conference 2017, 31 May - 02 Jun 2017 :Singapore