This article reported the outcome of an adapted British parenting programme in Hong Kong which aimed at reducing parent-adolescents conflicts. Adolescents' outcome was measured by Strength and Difficulties Questionnaire (SDQ) and parent's parenting stress was measured by parenting stress Index short form (PSI-SF). The level of conflict between parents and their adolescents was measured by parent-adolescent conflict scale (PAC). The study showed that parents of the experimental groups showed significant decrease in parenting stress after the programme. SDQ showed significant decrease in adolescents' difficulties and significant decrease in conflict between parents and their adolescents. Significant between group differences was observed between experimental groups and comparison group in parent child dysfunction interaction and granting of autonomy to their children. Participant satisfaction survey indicated majority of parents perceived the programme as helpful to their parenting as well as reducing conflict with their adolescents. The presence study showed a promising design of a parenting programme that support parents of adolescents in facing their conflicts with their adolescents.
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This study assessed the dispositional gratitude and its relationships with orientations to happiness and burnout in a sample of 96 Chinese school teachers in Hong Kong and investigated the effectiveness of an eight-week gratitude intervention programme using a pre-test/post-test design with outcome measures of subjective well-being in the same sample of teachers. The results indicated that the dispositional gratitude of teachers correlated substantially and positively with a meaningful life orientation to happiness and with personal accomplishment, and correlated substantially and negatively with the two negative components of burnout: emotional exhaustion and depersonalisation. The effects of the gratitude intervention were evident in the increase in scores on satisfaction with life and on positive affect, especially for teachers in the low-gratitude group. Implications of the findings on the relationships between gratitude and burnout and the effectiveness of gratitude intervention for teachers of different levels of dispositional gratitude are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01443410903493934]