Based on a qualitative analysis of a group of parents' perceived outcomes and experiences in a parent education program in Hong Kong, this paper discusses how a transformative approach provides a new frame of reference from which to explore the new directions of parent education. The research findings suggest that parent transformation can be achieved in numerous ways comprising consciousness raising, growth facilitation, life integration, relationship enhancement, support generation and community building. The findings provide a knowledge base for an investigation of its applicability. They also offer reference materials to guide other parent education practitioners in applying the transformative approach in actual practice.
[Copyright of Journal of Social Work Practice: psychotherapeutic approaches in health, welfare and the community is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02650533.2012.732046]

This study examined possible bicultural effects on creative potential of children in four groups of Chinese and French children in Hong Kong and Paris. An international battery of widely used divergent measures (Wallach-Kogan Creativity Tests; WKCT) and newly constructed divergent-plus-integrative measures (Evaluation of Potential Creativity; EPoC) was established for assessment. Study 1 showed that most measures of WKCT and EPoC were reasonably high in reliability and they had expected correlations with the fluency scores of some subtests of Torrance Tests of Creative Thinking. Study 2 found some interestingly mixed bicultural effects favoring verbal divergent responses for French children and graphic integrative responses for Chinese children. Compared with Paris-French children, the bicultural Hong Kong-French children had significantly higher scores in figural fluency, figural flexibility, and figural uniqueness of WKCT (requiring only verbal divergent responses) but significantly lower scores in the graphic divergent-exploratory measure of EPoC. Compared with Hong Kong-Chinese children, the bicultural Paris-Chinese children had significantly higher scores in the graphic convergent-integrative measure of EPoC, but significantly lower scores in verbal fluency, verbal flexibility, figural fluency, figural flexibility, figural uniqueness, and figural unusualness of WKCT. Implications of the mixed bicultural effects in relation to the diverse creativity measures and children groups are discussed.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10400419.2013.752281]