Parental abuse is supposedly objectionable because it is the instigation of the child's delinquency. This instigation is likely to stem from the impairment of parental control arising from parental abuse, with respect to social control theory. For the substantiation of this likelihood, the present study surveyed 229 users of youth social work services in Hong Kong, China. Results illuminate the mediating role of parental control for the instigation of delinquency and delinquent intention by parental abuse reported to happen at the age of 11 years. The results imply the importance of curbing parental abuse and enhancing or reviving parental control after parental abuse to prevent delinquent risks and expedite rehabilitation from the risks.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430.2014.901014]

This paper examines the nature and socio-political functions of Hong Kong's 'Chinese history curriculum' during colonialism and since decolonization and argues that these functions have resulted in a curriculum characterized by rote-learning and geared towards social control. Students are initiated into the traditional, orthodox view of Chinese history and prescribed moral judgements. Consequently, there is little chance for independent thinking on the part of students.
[Copyright of Journal of Curriculum Studies is the property of Routledge . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00220271003599165]

This paper attempts to discuss the Chinese cultural implications of the recently proposed document: 'Global Qualifying Standards for Social Work Education' by the IASSW and IFSW. It seems that this document still embraces an ideology of western social work imperialism in perceiving the development of social work in other countries. With reference to Chinese culture and social work education in Hong Kong and in mainland China, the writer advocates that responsibility and rights, stability and changes, social norms and equality, as well as empowerment and relation, should be fully articulated in the definition, ethical principles, and core purpose of social work practice as well as in the mission and curriculum in social work education within Chinese communities.
[Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0261547042000252316]