Supporting parents in late modernity through parent education: A mixed-methods study in Hong Kong

Supporting parents in late modernity through parent education: A mixed-methods study in Hong Kong

• To, Siu Ming The Chinese University of Hong Kong
• So, Yuk Yan The Chinese University of Hong Kong
• Tsoi, Kcon Wah The Chinese University of Hong Kong
• Iu Kan, Siu Mee The Chinese University of Hong Kong
• Chan, Ting Sam The Chinese University of Hong Kong

Journal of Social Work, 18(2), 164-184, 2018

SAGE Publications

2018

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education

Social Work Education Reflexive Practice Evaluation

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Primary Education

Summary While the increasing awareness of risk in late modernity has resulted in the proliferation and complication of parental roles and choices, few attempts have been made to explore how parent education can empower parents to reconstruct parenthood and transform parental lives. Based on the results of a mixed-methods study conducted in Hong Kong, this article discusses the possible outcomes and experiences of a parent education program that aimed to facilitate parents' holistic growth in dealing with the prevailing culture of intensive parenting. The program was composed of 30'h of seminars and workshops. The participants included 387 Hong Kong Chinese parents recruited from seven primary schools and 27 nursery schools. A pretest'posttest assessment survey and postintervention focus groups were adopted for the evaluation methods. Findings The quantitative results showed that the participants experienced an enhancement in confidence, understanding, and trust in parenting. The qualitative findings indicated that the program helped the participants reflect upon the meaning of parenthood, underline the gains and accomplishments of parenting, and adjust parental expectations. They could also foster parent'child relationships in accordance with their children's developmental needs, uniqueness, and emotions. As a result, these parents were more ready to face the challenges of the anxious parenting culture. Applications The findings support the reconceptualization of parent education as a reflexive practice. Such practice can unleash parents' capacity to construct knowledge from their lived experiences and reconstitute their reflexive and emotional selves to negotiate life choices among the diversity of options in childrearing.
[Copyright of Journal of Social Work is the property of SAGE Publications. Full article may be available at the publisher's website:
http://dx.doi.org/10.1177/1468017316656090]

• English

Journal Articles

• 14680173

• 10.1177/1468017316656090

https://bibliography.lib.eduhk.hk/en/bibs/47238cdc

2018-12-11