Practitioners' capacity-building for parent empowerment: A pilot non-randomized controlled trial.

Although research has increasingly recognized that parents benefit from parent empowerment programs, studies on the outcomes of the capacity-building of practitioners of such programs are generally lacking. Using the results of a non-randomized controlled trial, this study examined the possible outcomes of a related capacity-building program. A total of 56 practitioners were recruited from 10 social service agencies in Hong Kong to participate. Most of them were females with more than 10 years of social work experience. Of these, 28 participated in a 15-session capacity-building program on parent empowerment (serving as the experimental group), while the others did not participate in the capacity-building program (serving as the control group). MANCOVAs were performed to identify any differences between the two groups at different time points. The post-test assessment showed that the level of attitudes around parent empowerment of the experimental group was significantly higher than that of the control group with a large effect size, but no difference was found in their self-perceived competence. Furthermore, the follow-up test revealed that the level of self-perceived competence of the experimental group was significantly higher than that of the control group, with a large effect size. A serial mediation of the levels of favorable attitudes at the post-test and follow-up test on the association between the capacity-building program and self-perceived competence at the follow-up test was also found. This study can contribute to the limited body of knowledge on how to equip practitioners with the professional attitudes and skills to implement parent empowerment programs.

Maternal Distress and Adolescent Mental Health in Poor Chinese Single-Mother Families: Filial Responsibilities-Risks or Buffers?

Single motherhood and poverty have a significant, negative impact on mothers and their children. When their mothers experience maternal distress, adolescent children have to take up more instrumental and emotional filial responsibilities to comfort their mother and adapt to related changes. Based on 325 mother-child dyads of Chinese single-mother families experiencing economic disadvantage, this study examined the relationship between maternal distress and adolescent mental health problems (indexed by anxiety and depression) and the moderating roles of instrumental and emotional filial responsibilities. Results indicated that maternal distress was positively associated with anxiety and depression in adolescent children. In addition, instrumental filial responsibility intensified the associations of maternal distress with adolescent anxiety and depression. Moreover, the moderating role of emotional filial responsibility in the predictive relationship between maternal distress and adolescent anxiety was different in boys and girls. Adolescent girls with more emotional filial responsibility reported higher adolescent anxiety than did those who shouldered less emotional filial responsibility when their mother exhibited more distress, whereas the relationship between maternal distress and adolescent anxiety was stable in boys, regardless of emotional filial responsibility. In short, the present study showed that parentification was likely to occur in poor Chinese single-mother families, and adolescent children who took up a more caregiving role in the family exhibited poorer mental health. Family counselling and tangible support for single-mother families experiencing economic disadvantage are urged.

Narrative analysis of parents' experiences with participating in the intervention of children on the autism spectrum in mainland China.

PURPOSE: Although the challenges encountered by parents of children on the autism spectrum during the intervention process have garnered scholarly attention, how parents subjectively review those challenges and construct meanings of their experiences remained underexamined. By applying the narrative analysis framework, we investigated the lived experiences of parents of children on the autism spectrum regarding challenges they faced in the intervention process, along with the meanings of those experiences that they constructed in the sociocultural context of mainland China. METHODS: We purposively sampled 16 parents to narrate their experiences following semistructured interviews. Each participant had one child who had participated in autism intervention for more than two years. RESULT: The narrative analysis revealed that parents experienced a series of challenges imposed by structural barriers in the intervention process, which resulted in psychological distress and negative perceptions of their parental identities. Albeit susceptible to those adversities, the parents actively constructed new meanings of parenthood and their children's situations through reflexive dialogues. CONCLUSION: Our results indicate the essential role of meaning-oriented coping in helping parents with children on the autism spectrum to mitigate the negative influence of challenges on their parental identity, strengthen their parent-child relationships, and readjust their priorities for intervention.IMPLICATIONS FOR REHABILITATIONThe role of encouraging new meanings through reflexive dialogues was found to be particularly important among parents with children on the autism spectrum to cope with the challenges they faced in the intervention process.New meanings assigned can mitigate the negative impact of challenges on parents' parental identity, strengthening their parent-child relationships, and readjusting their priorities for intervention within the Chinese socio-cultural context.It is crucial for social workers and other practitioners to support parents in mainland China by facilitating them to assign new meanings to the challenging situations.It is important for social workers and other practitioners to encourage parents to cultivate inner strengths and self-value to support their children on the autism spectrum.

Development and validation of a quantitative measure for parent empowerment via transformative learning.

Although current literature demonstrates how parents benefit from parent empowerment programs, the development of a quantitative measure of parent empowerment has garnered limited attention in parenting research. The goal of this research was therefore to develop and validate a quantitative measure for the assessment of practitioners' attitudes and competence in parent empowerment. In the process of item generation, the qualitative findings derived from four studies in relation to the perceived outcomes and experiences in parent empowerment were synthesized in the first stage. In the second stage, a list of narratives that articulated different themes of parent empowerment was generated, which resulted in an item pool containing 28 items. In the third stage, the research team converted the 28 items into a survey instrument. In the fourth stage, a first-scale validation study was conducted to explore the factor structure of the initial 28-item questionnaire. The exploratory factor analysis on the first sample of 366 practitioners yielded a twofold factor structure with 17 items, including practitioners' attitudes in parent empowerment and practitioners' competence in parent empowerment. In the final stage, a second-scale validation study was undertaken to verify the fit of the twofold factor structure. A confirmatory factor analysis on the second sample of 170 practitioners demonstrated a good model fit. The results of reliability tests for the whole scale and two subscales also indicate satisfactory internal consistency. The Parent Empowerment via Transformative Learning Questionnaire (PETLQ) was thus developed and confirmed as a scale with sufficient factorial validity and internal consistency to be used for assessing parenting practitioners' attitudes and competence in parent empowerment and for evaluating the effectiveness of parent empowerment programs.

The Presence of Meaning in Parenthood, Perceived Social Support, and Happiness of Mothers Living in Hong Kong: A Comparative Study on Younger and Older Mothers.

This study investigates whether and how mothers' meaning of parenthood and their perceived social support interact and are associated with their happiness. Similarities and differences in these areas between younger and older mothers are also explored. A total of 1292 Chinese mothers were recruited from different Hong Kong communities; 361 were 24 years of age and younger and were categorized as younger mothers, and 931 were older than 24 years of age and were categorized as older mothers. Multiple regression analyses were performed to discern direct and interaction effects. The results show that older mothers were happier than younger mothers and indicate that parental meaning and perceived social support had a positive effect on the happiness of both younger and older mothers. Notably, while the results reveal significant interaction effects between the meaning of parenthood and perceived social support from significant others and friends on the happiness of older mothers, these effects are not found among younger mothers. This study suggests that the social support young mothers receive from their significant others and friends does not amplify the association between their meaning of parenthood and happiness. These findings provide insights into the importance of synergizing social support and meaning-making among younger mothers.

Civic Engagement, Social Support, and Sense of Meaningfulness in Life of Adolescents Living in Hong Kong: Implications for Social Work Practice.

Little is known about the moderation effect of social support on youth's civic engagement and meaning in life. To address this research gap, the current study examines the relationship among civic engagement, different sources of social support (family, significant others, and friends), and sense of meaningfulness in life. 1330 High school students in Hong Kong were recruited to participate into a survey in this study. Hierarchical regression analysis was used to examine the possible moderation effect of social support on youth's civic engagement and meaning in life. The results indicate a positive association between civic engagement and the sense of meaningfulness in life. Social support from family and significant others is also found to be associated positively with the sense of meaningfulness in life. Surprisingly, a negative moderation effect of social support from friends is found in the relationship between civic engagement and the sense of meaningfulness in life, which reminds us to reconsider the nature of friendship support. The results suggest that the government and social workers should continue to facilitate youth participation in civic engagement. Further, more focus should be put on nurturing positive family relationships and support from significant others, from which youth's sense of meaningfulness can be enhanced.

Meaning-Making of Motherhood Among Mothers With Substance Abuse Problems.

Previous literature has documented the unique challenges encountered by mothers with substance abuse problems, which may hinder the ability to fulfill parenting responsibilities. Since there is evidence suggesting the engagement in meaning-making processes can help individuals reinterpret their transitions into parenthood and cope with parental stress, this study examined the meaning-making processes of motherhood among mothers with substance abuse problems. Sixteen Hong Kong Chinese mothers with a history of substance abuse were purposively selected and invited to narrate their life and maternal experiences in individual interviews. Based on the meaning-making model in the context of stress and coping, whereby global meaning refers to orienting system of an individual and situational meaning refers to the meaning one attributes to a particular situation, the global and situational meanings of participants related to motherhood and substance use, and their reappraised meanings in response to the discrepancies between global and situational meanings were analyzed. Using thematic analysis, the results showed that when faced with an internal conflict between global and situational meanings induced by substance abuse, most participants engaged in the meaning-making process of assimilation. Rather than changing their inherent parental beliefs and values, most participants adjusted their appraisals toward the situation, and hence made changes in their cognitions or behaviors such as making efforts to quit substance use or reprioritizing their parenting responsibilities. The analysis further revealed that being a mother provided a significant source of meaning to the participants in confronting highly stressful mothering experiences induced by substance abuse. Altogether, the findings suggest that a meaning-making approach may have benefits and implications for helping this population reorganize their self-perceptions, gain a clearer sense of future direction in motherhood, and achieve more positive life and parenting outcomes.

The Influence of Intrapersonal, Interpersonal, and Community Protective Factors on Hong Kong Adolescents' Stress Arising from Political Life Events and Their Mental Health.

Precarious political circumstances can take a mental toll on young people. Adopting a socio-ecological perspective, this study investigated the influence of stress arising from political life events, intrapersonal factors (i.e., meaning in life, resilience), interpersonal factors (i.e., social support, associational social capital), and community factors (i.e., perceived empowerment in the community, perceived opportunities for civic engagement) on the mental health of youth in Hong Kong. Furthermore, it examined the moderating effects of these factors on the relationship between stress arising from political life events and mental health. A cross-sectional quantitative survey with a stratified purposive sampling data collection method was conducted. A total of 1330 secondary school students were recruited for this study. Multiple regression analysis was performed to examine both direct and moderation effects. The results indicate that high stress arising from political life events, low meaningfulness in life, low resilience, low social support, low youth empowerment in the community, and high civic engagement in the community were related to high mental distress. None of the presumed moderators moderated the relationship between stress due to political life events and mental distress. Assessing and addressing stress due to political life events would be potentially important in mental health programs for Hong Kong adolescents in precarious political situations.

Examining social context and the pathways to mental wellness in young adults during social movement: A parallel mediation analysis.

BACKGROUND: Good family relationships are important for mental health. However, the mechanism linking family perceptions to mental wellness during political and social turmoil remains unclear. This study aimed to examine whether psychological and social factors could protect university students from detrimental mental health conditions in a time of social chaos. METHODS: Participants included young adults (n = 1874, mean age = 22.19 years) who had been enrolled in Hong Kong local tertiary intuitions during Hong Kong's 2019 social movement. An online survey assessing various conditions, including family satisfaction, social support, personal resilience, negative moods, sense of school belonging, and mental health conditions before and during the movement, was administered to these students. Mediation analyses were performed to examine the role of negative affect, support from family, and school belongingness as mediators of the association between family satisfaction and mental health condition during the movement overall and by resilience subgroups. RESULTS: Higher levels of satisfaction with family relationships before the onset of movement was associated with lower levels of negative affect and higher levels of support from family and school belongingness during the movement, in turn benefiting the student's mental health. The links of family satisfaction and school belongingness with mental wellness were particularly strong among low-resilient students. LIMITATIONS: Mediation analysis using retrospective survey data CONCLUSIONS: Family conditions would interact with personal resilience to influence mental health status during social turmoil. The findings underscore the importance of early interventions particularly for those students facing family difficulties to enhance their social chaos and emergency preparedness.

Rural-to-Urban Migration, Strain, and Bullying Perpetration: The Mediating Role of Negative Emotions, Attitude Toward Bullying, and Attachment to School.

Based on an integrated general strain theory, this study involved testing negative emotions (i.e., anxiety and depression), a social learning variable (i.e., attitude toward bullying), and a social control variable (i.e., attachment to school) as possible mediators of the strain-bullying relationship. A group comparison was also conducted to examine possible differences between migrant and non-migrant children. Data used in the study were derived from a questionnaire survey with a school-based multistage random sample of 1,666 children in Grades 4 to 9 in Nanjing and Guangzhou, China. Structural equation modeling and group comparison were performed with AMOS 25.0 to test the hypothesized model. The findings indicated that attitude toward bullying and attachment to school but not negative emotions mediated the strain-bullying relationship. The results also revealed that the mediation model was applicable to both migrant and non-migrant children, albeit with significant differences in certain paths within the model. The study's framework bridged the integrated general strain theory and its typical emphasis on crime or delinquency with the pervasive behavior of school bullying in the context of Chinese rural-to-urban migration. Implications for theory and practice were discussed.

Personal Growth Experience among Parents of Children with Autism Participating in Intervention.

Guided by Pals' (in: McStay (ed) Identity and story: Creating self in narrative, American Psychological Association, Washington DC, 2006) model of self-making through a narrative lens in the context of adversity, this study investigated not only the difficulties but also the personal growth that parents have experienced while participating in the interventions with their children with autism spectrum disorder (ASD) in mainland China. Based on interviews with 16 purposively sampled parents, thematic analysis revealed themes concerning the parents' acknowledgment of stressful events and their emotional reactions, meanings of their experiences constructed through causal connections, and outcomes of their perceived improvement in self-understanding, parent-child relationships, and philosophies on life. Largely consistent with this theoretical model, such findings highlight the uniqueness of the personal growth process of parents of children with ASD in China's sociocultural context.

Parent Education for Migrant Mothers of Left-Behind Children in China: A Pilot Randomized Controlled Trial.

Although numerous studies have indicated the significance of parental support and parent-child communication in alleviating the adverse effects of parental departure on left-behind children, researchers have rarely addressed the impact of parent education on migrant parents. On the basis of the results of a pilot randomized controlled trial, the study reported here involved examining the possible outcomes and feasibility of a parent education program for rural-to-urban migrant mothers of left-behind children in China. Informed by an existential-narrative approach to parent education, the program was composed of six 2.5-hour sessions. The sample included 56 migrant mothers recruited from a social service center in Shenzhen, China, who were randomly assigned to either the immediate group (n = 28, M = 34.82 years, SD = 4.12, aged 23-43) or the waitlist control group (n = 28, M = 34.68 years, SD = 4.53, aged 28-43). The hypotheses of the trial were twofold: that the program would positively affect participants' parental identity and that it would improve mother-child relationships and parenting practices. The results revealed no significant difference in parental identity between the intervention group and the waitlist control group at the post-test assessment after ruling out the effects of pretest survey scores. However, significant differences did emerge in parent-child relationships and parenting practices. Overall, the results corroborate the feasibility of examining the current program for migrant mothers in China in a full trial. The findings also offer insights into developing empirically supported parent education programs for migrant parents.

Aunque numerosos estudios han indicado la importancia del apoyo de los padres y de la comunicación entre los padres y los hijos a la hora de aliviar los efectos desfavorables de la partida de los padres en los niños que estos dejan en las zonas rurales, los investigadores rara vez han abordado la influencia que tiene la capacitación de los padres en los padres emigrantes. Sobre la base de los resultados de un ensayo piloto controlado y aleatorizado, el estudio aquí informado consistió en analizar los posibles resultados y la viabilidad de un programa de capacitación para padres orientado a madres que emigran del campo a la ciudad y dejan a sus niños en el campo en China. Sobre la base de un enfoque existencial-narrativo de la capacitación para padres, el programa estuvo compuesto por seis clases de dos horas y media. La muestra incluyó 56 madres emigrantes convocadas de un centro de servicios sociales de Shenzhen, China, que fueron asignadas aleatoriamente al grupo inmediato (número = 28, media = 34.82 años, desviación estándar = 4.12, de entre 23 y 43 años) o al grupo control en lista de espera (número = 28, M = 34.68 años, desviación estándar = 4.53, de entre 28 y 43 años). Las hipótesis del ensayo fueron dos: que el programa influiría positivamente en la identidad parental de las participantes y que mejoraría las relaciones entre madre e hijo y las prácticas de crianza. Los resultados no revelaron ninguna diferencia importante en la identidad parental entre el grupo de intervención y el grupo control en lista de espera en la evaluación de la prueba de salida después de descartar los efectos de los puntajes de la encuesta de la prueba de entrada. Sin embargo, surgieron diferencias significativas en las relaciones entre padres e hijos y en las prácticas de crianza. En general, los resultados corroboran la viabilidad de analizar el presente programa para madres emigrantes en China en un ensayo completo. Los resultados también ofrecen conocimientos sobre el desarrollo de programas factuales de capacitación para padres orientados a padres emigrantes.

Economic disadvantage and transitional outcomes: a study of young people from low-income families in Hong Kong.

This study draws on data from focus groups involving 50 young people from low-income families in Hong Kong to investigate their school-to-work experiences. In line with the ecological-developmental perspective, our results show that contextual influences, including lower levels of parental involvement and lack of opportunities for further education or skill development, constrain both the formulation and pursuit of educational and career goals. In contrast, service use and supportive interactions with parents and non-family adults were found to help young people find a career direction and foster more adaptive transition. Furthermore, our results indicate a striking difference in intrapersonal agency and coping styles between youths who were attending further education or engaged in jobs with career advancement opportunities and those who were not. We discuss the implications of our findings, both for future research and for policy development to enhance the school-to-work transition of economically disadvantaged young people.

Empowering school personnel for positive youth development: the case of Hong Kong school social workers.

While empowerment has become a popular concept in working with adolescents, few attempts have been made to explore the possibilities for empowering school personnel to create an environment in which young people can make maximum use of the opportunity to learn and grow. Based on the field experiences of 15 Hong Kong school social workers, this article examines how practitioners use various strategies to interact with school personnel to generate empowering practices in the school setting: namely, (1) exerting influence on school personnel in daily conversations and interactions; (2) creating an environment conducive to the teacher-student relationship; (3) achieving consensus with school personnel through lobbying and negotiation; and (4) collaborating with school personnel to organize life education and positive youth development programs. The findings provide valuable reference materials to guide other practitioners in applying the empowerment approach in actual practice. It also helps fill the gap in existing literature on empowerment and school social work.

An interpretative phenomenological analysis of the lived experiences of young Chinese females in the course of unintended pregnancy.

Research in the West has increasingly recognized the importance of understanding the perceptions and experiences of young pregnant females; however, limited studies are available in Chinese societies. This paper investigates the experiences of 10 young pregnant Chinese females living in Hong Kong. Through the use of individual interviews and the method of interpretive phenomenological analysis, the researchers were able to explore how the research participants made sense of their personal and social worlds. This research strategy also adds a cultural perspective in analyzing their stories in the context of Hong Kong. Recurrent themes identified in their stories revealed their thoughts, feelings, and actions in encountering the unintended pregnancy. The themes can be grouped into four categories, namely 1) pregnancy resolution: self-determination vs. significant others' influences; 2) emotional experiences after the termination of pregnancy: sense of relief vs. sense of guilt and sadness; 3) identity of young pregnant females: self-perception vs. others' perceptions and 4) pursuing an intimate relationship: love vs. sex. The findings provide a knowledge base for an understanding of the perspectives of young pregnant women and open up valuable reflections and discussions about adolescent pregnancy in Chinese societies. Implications can also be drawn for intervention, prevention, and research.

The effects of service participation, friendship networks, and family support on developmental outcomes: a study of young people from low-income families in Hong Kong.

This research investigates the factors conducive to the success of young people growing up in low-income families. Many studies carried out locally and overseas focus on the risks and difficulties experienced by these young people; however, little attempt has been made to examine the factors that help them change their lives from failure, poverty, and social exclusion. Based on a quantitative survey of 405 young people recruited from schools and integrated youth service centers in Hong Kong, this research identifies a range of indicators of, and necessary conditions for, the positive development of young people with economic disadvantage. It also evaluates the way in which the functions of service participation, friendship networks, and various family factors support them to thrive in different areas. The study helps fill the gap of the existing literature and draws implications for policy and practice to address the needs of these youths. Future directions of research are also discussed.

Empowering school social work practices for positive youth development: Hong Kong experience.

Empowerment has become a popular concept in working with adolescents in recent years. It challenges the deficit model of youth work and focuses on creating a facilitative climate in which young people can make maximum use of the opportunity to learn and grow. While many practitioners have adopted the empowerment approach in youth services, however, we know little about the possibilities for empowerment practice in the field of school social work. Based on the findings of a qualitative study conducted in Hong Kong, this paper explores how school social workers engage in different dimensions of empowerment: (1) the personal dimension in regard to how students recapture a sense of competence to meet life challenges and fight for their own benefits; (2) the school and community dimensions in regard to how practitioners collaborate with service users and partners to initiate constructive changes to school policies and strengthen the school-community partnership for student development; and (3) the institutional dimension in regard to how practitioners play the advocacy role in the education sector. The findings provide rich information for other youth workers, especially those who render service in the school setting, as they apply the empowerment approach in daily practice.