Dr. Kathy Kar-man SHUM
Phone: (852) 3917-4223
HKU Researcher Page:
- Hons.B.Sc., Human Biology; M.Sc., Physiology (University of Toronto)
- PCEd; PCPsy; Ph.D., Educational Psychology (University of Hong Kong)
Early childhood intervention
ASD & ADHD
Havighurst, S. S., Choy, R., Ulker, A., Otterpohl, N., Meybodi, F. A., Edrissi, F., Qiu, C., Shum, K. K. M., Radovini, A., Hosn, D. A., & Kehoe, C. E. (2022). A preliminary evaluation of the cultural appropriateness of the Tuning in to Kids parenting program in Germany, Turkey, Iran and China. International Journal of Environmental Research and Public Health, 19(16), 10321.https://www.mdpi.com/1660-4601/19/16/10321/htm
Yu, N. K. K., Shum, K. K. M., Lam, Y. Y., Kwan, Q. K. L., Ng, S. Y. P., & Chan, N. T. T. (2022). Sensitivity training for mothers with premature infants: A randomized controlled trial. Journal of Pediatric Psychology, 47(10), 1167-1184.
Chan, W. W. Y., Shum, K. K. M., Sonuga-Barke, E. (2022). Attention-deficit/hyperactivity disorder in cultural context: Do parents in Hong Kong and the United Kingdom adopt different thresholds when rating symptoms, and if so why? International Journal of Methods in Psychiatric Research, 31(3), e1923.
Zheng, Q., Cheng, Y. Y., Sonuga-Barke, E., & Shum, K. K. M. (2022). Do executive dysfunction, delay aversion, and time perception deficit predict ADHD symptoms and early academic performance in preschoolers? Research on Child and Adolescent Psychopathology, 50, 1381-1397.
Keung, A. Y. C., Ho, V. F. L., & Shum, K. K. M. (2022). Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial. British Journal of Educational Psychology, 92, 1109-1132.
Shum, K. K. M., Zheng, Q., Wong, W. L. L., Wong, Y. M., & Lam, C. W. C. (2022). Validation of a developmental screening checklist for Chinese preschoolers in Hong Kong. Child Neuropsychology, 28(8), 997-1030.
Qiu, C., & Shum, K. K. M. (2022). Emotion coaching intervention for Chinese mothers of preschoolers: A randomized controlled trial. Child Psychiatry & Human Development, 53, 61-75.
Shum, K. K. M., Wong, R. M. F., Au, A. H. C., & Au, T. K. (2022). Autism spectrum disorder screening in Chinese-language preschools. Autism, 26(2), 545-551.
Qiu, C., & Shum, K. K. M. (2022). Relations between caregivers’ emotion regulation strategies, parenting styles, and preschoolers’ emotional competence in Chinese parenting and grandparenting. Early Childhood Research Quarterly, 59, 121-133. https://doi.org/10.1016/j.ecresq.2021.11.012
Zheng, Q., Wang, X., Chiu, K. Y., & Shum, K. K. M. (2022). Time perception deficits in children and adolescents with ADHD: A meta-analysis. Journal of Attention Disorders, 26(2), 267-281.
Michael, R., & Shum, K. K. M. (2022). Future perceptions of Israeli and Hong Kong young adults. International Journal for Educational and Vocational Guidance, 22(1), 169-190.
Tsang, K. K. Y., Shum, K. K. M., Chan, W. W. L., Li, S. X., Kwan, H. W., Su, M. R., Wong, B. P. H., & Lam, S. F. (2021). Effectiveness and mechanisms of mindfulness training for school teachers in difficult times: A randomized controlled trial. Mindfulness, 12, 2820–2831.
Chan, R. F. Y., Qiu, C., & Shum, K. K. M. (2021). Tuning in to kids: A randomized controlled trial of an emotion coaching parenting program for Chinese parents in Hong Kong. Developmental Psychology. 57(11), 1796–1809.
Au, A. H. C., Shum, K. K. M., Cheng, Y. T., Tse, M. Y., Wong, R. M. F., Li, J., & Au, T. K. (2021). Autism spectrum disorder screening in preschools. Autism, 25(2), 516-528.
Shum, K. K. M., Au, T. K., Romo, L. F., & Jun, S. (2021). Learning challenging L2 sounds via computer training: High-variability perceptual training for children and adults. Language Learning and Development, 17(4), 327-342.
Shum, K. K. M., Zheng, Q., Chak, G. S., Kei, K. T. L., Lam, C. W. C., Lam, I. K. Y., Lok, C. S. W., & Tang, J. W. Y. (2021). Dimensional structure of the BRIEF2 and its relations with ADHD symptoms and task performance on executive functions in Chinese children. Child Neuropsychology, 27(2), 165-189. https://doi.org/10.1080/09297049.2020.1817355
Lam, S. F., Shum, K. K. M., Chan, W. W. L., & Tsoi, E. W. S. (2021). Acceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher support. British Journal of Educational Psychology, 91(2), 676-690.
Lo, J. Y. T., & Shum, K. K. M. (2021). Brief report: A randomized controlled trial of the effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(6), 2146-2154.
Shum, K. K. M., Chan, W. W. L., Tsoi, E. W. S., & Lam, S. F. (2021). Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment. Group Processes and Intergroup Relations, 24(8), 1355-1371.
Lam, C. W. C., Shum, K. K. M., Chui, Y. F., Choi, W. L., Wong, Y. M., & Yung, S. T. (2019). 香港2-6歲幼兒成長發展檢核表 [Developmental Checklist for Hong Kong Preschoolers Aged 2-6]. Hong Kong: Hong Kong Society for the Protection of Children.
Su, M., & Shum, K. K. M. (2019). The moderating effect of mindfulness on the mediated relation between critical thinking and psychological distress via cognitive distortions among adolescents. Frontiers in Psychology, 10, 1455.
Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Shum, K. K. M., Chan, W. W. L., & Lam, S. F. (2019). School without borders—Inclusion program for primary school students. Hong Kong: The Hong Kong Jockey Club Charities Trust & Faculty of Social Sciences, The University of Hong Kong.
Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Chan, W. W. L., Shum, K. K. M., & Lam, S. F. (2019). School without borders—Inclusion program for secondary school students. Hong Kong: The Hong Kong Jockey Club Charities Trust & Faculty of Social Sciences, The University of Hong Kong.
Keung, Y. C., Ho, F. L., Kwan, P. S., & Shum, K. K. M. (2019). Think Bright 導思有法幼兒高階思維訓練教師手冊(小組訓練) [“Think Bright” higher-order thinking training program for preschoolers: Teacher’s manual for group training]. Hong Kong: Heep Hong Society.
Shum, K. K. M., Cho, W. K., Lam, L. O. M., Laugeson, E. A., Wong, W. S., & Law, L. S. K. (2019). Learning how to make friends for Chinese adolescents with autism spectrum disorder: A randomized controlled trial of the Hong Kong Chinese version of the PEERS® intervention. Journal of Autism and Developmental Disorders, 49(2), 527-541.
Lam, M. O., Shum, K. K. M., Wong, W. S., & Cho, W. K. (2018). 自閉症青少年交友聯誼的社交技巧“友來友往”社交訓練手冊 [Social skills for teenagers with developmental and autism spectrum disorders: The PEERS® treatment manual]. Hong Kong: Routledge.
Keung, Y. C., Ho, F. L., Kwan, P. S., & Shum, K. K. M. (2018). Think Bright 導思有法幼兒高階思維訓練教師手冊 [“Think Bright” Higher-Order Thinking Training Program for Preschoolers: Teacher’s Manual]. Hong Kong: Heep Hong Society.
Shum, K. K. M., & Au, T. K. (2017). Why does rapid naming predict Chinese word reading? Language Learning and Development, 13(1), 127-142.
Kidd, J. C., Shum, K. K. M., Wong, A. M. Y., Au, T. K., & Ho, C. S. H. (2017). Auditory perception and word recognition in Cantonese-Chinese speaking children with and without specific language impairment. Journal of Child Language, 44(1), 1-35.
Shum, K. K. M., Ho, C. S. H., Siegel, L. S., & Au, T. K. (2016). First-language longitudinal predictors of second-language literacy in young L2 learners. Reading Research Quarterly, 51(3), 323-344.
Kidd, J. C., Shum, K. K. M., Ho, C. S. H., & Au, T. K. (2015). Phonological representations and early literacy in Chinese. Scientific Studies of Reading, 19(2), 89-113.
Child and School Psychology Laboratory (http://www.psychology.hku.hk/kshumlab/)
Our lab uses behavioral measurements as well as neuroimaging techniques to understand reading, thinking and learning in children and teenagers. We are actively engaged in the application of psychological theories and research findings to curriculum design and interventions. Our goal is to facilitate schools and parents to provide a nurturing environment for the growth and learning of children and adolescents.
We are looking for highly motivated interns who love to work with children and teenagers to join our projects in 2022-2023. Interns will be involved in a school-based intervention project for students with ADHD and other projects in the lab.
Interns will help with data collection in kindergartens, primary and/or secondary schools. They may also be engaged in other tasks such as preparation of materials and data entry. Interns are expected to spend at least one day per week (preferably no less than 10-12 hours per week) on the internship.
– Strong commitment and high motivation
– Fluent in written and spoken Chinese (Cantonese) and English
– Mature and responsible
– Good interpersonal skills
– Experience in working with children and teenagers
– Preferably with teaching-related experience
How to apply:
Interested students should send an updated CV, transcript, and personal statement to Dr. Kathy Shum (firstname.lastname@example.org).