The purpose of this study is to examine intergenerational learning behaviour within ten Hong Kong families between Generation X parents and their Generation Y children. It tries to investigate intergenerational knowledge exchange, identify the characteristics of learning behaviour and culture in their 'learning families'.
A narrative inquiry approach is adopted asking participants to recall and tell stories describing their personal intergenerational learning experiences. Results indicate that 80% of the participants thought their family is a 'learning family', and intergenerational family learning is happy experience and can be bi-directional. A positive family learning culture facilitates intergenerational learning especially in the Generation Y -> X direction. Learning methodology differs between the two generations due to societal changes and differences in their upbringing.
A conceptual framework of intergenerational family learning in relation to lifelong learning is developed. The government and public should re-define teaching and learning practise and promote intergenerational learning even in schools.
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This article reports the original evidence-based outcome study on parent-child parallel group-designed Anger Coping Training (ACT) program for children aged 8-10 with reactive aggression and their parents in Hong Kong. This research program involved experimental and control groups with pre- and post-comparison. Quantitative data collection consisted of the Child Behavior Checklist (CBCL), Child Behavior Checklist Teacher's Report Form (CBCL-TRF), and Peer Observation Checklist (POC). Two pilot studies and the main study were conducted. Out of 34 applicants, 18 were selected and divided between two experimental groups and one control group in accordance with the rule of randomization. The effectiveness of the program has been consistently verified in lessening overall childhood aggression, especially for children's physical aggression, but not verbal aggression.
[Copyright of Emotional & Behavioural Difficulties is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13632750500393300]