香港中文大學社會工作學系
我的行動承諾– 健康生活從和諧家庭開始
與窮共舞: 貧窮社群的親子關係
黃洪博士
香港中文大學社會工作學系
Consultancy Study on the Promotion of
Parent Education for Economically
Disadvantaged and Hard-to-reach Families in
Hong Kong
「為弱勢家庭提供家庭教育」顧問研究
LAM Ching-man, Tam Wai-ming Frank Leung
Tze Fong Terry
Department of Social Work and Department
Educational Administration and Policy, the Chinese
University of Hong Kong
林靜雯, 譚偉明, 梁芷芳
香港中文大學社會工作學系及教育行政及政策學系
香港中文大學社會工作學系
Methodology 研究方法

Part I: Quantitative study量性研究
– Parent survey 家長問卷 (N=10386)
– Organizational survey 機構問卷(N=315)
Socio-economic status of the families, stress and coping,
parental beliefs, parenting behaviors, as well as their
perception on parent education were explored.
調查內容包括家庭社會經濟狀況、家長的壓力和
應付模式、親職信念、管教子女的方法和行為及
對家長教育的看法。
香港中文大學社會工作學系
Methodology 研究方法
 Part
II: Qualitative study質性研究
– Six service provider focus groups, eight parent focus
groups and two policy focus groups
六次服務提供者焦點小組、八次家長焦點小組和兩次
政策關注者焦點小組。
– 14 In-depth individual interviews
十四次深入個人訪談
– 4 Case studies
(the parent work in a school, a church networking
program, a parent development program organized
by a NGO, and a MCHC parent program)
四個個案研究分別為在學校內推行的家長工作、由教
會推行的地區網絡計劃、非政府機構舉辦的家長成長
課及母嬰健康院的家長活動
香港中文大學社會工作學系
Slide 6 to 13 are results of the
following research:
Regulating parenthood and the
pedagogicalization of parents:
Rejuvenating parent education for parent
empowerment on a liberating discourse –
a social R&D project. April 2006 – Aug
2007. (PI: W.M. Kwong, CIs: C.M. Lam,
P.W. Tse-Chan, L.H. Yuen,W.M. Wong).
Strategic Research Grant, City University
of Hong Kong
香港中文大學社會工作學系
Excerptions from parent group
工作員:剛才的討論, 大家覺得怎樣?
家長A:其實我們平時都會有聊天,
剛才的討論和平時的聊天沒什麼
分別
工作員:那你希望我們下次用什麼方
式進行?
家長A:最好是跟我們講書
家長B:是啊!直接講書比較有效
工作員:那你們希望我給你講什麼書?
家長B:告訴我們用什麼方法和技巧
去做父母, 能比較好地管教孩子
工作員:你們自己都有很多經驗,為
什麼相信我講的一定是對的呢?
家長A:我們沒有讀多少書, 沒什麼
知識和文化. 你是博士, 又是這
方面的專家, 當然比我們有經驗
家長B:是的, 我們参加這個小組是
想專家傳授一些方法和技巧…
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W: How about the earlier discussion?
Parent A: We used to have discussion
among ourselves, I can’t see the
difference!
W: What format you expect for our
next session?
Parent A: It’s better to give us a
lecture
Parent B: Yes, lecturing is more
effective
W: What kind of lecture you prefer?
Parent A: Teach us the methods and
skills to parent our children
W: You got experiences in parenting,
why you believe in what I teach?
Parent A: We are not well-educated,
we don’t have knowledge. Your are a
PhD, an expert in this area. No doubt,
you are more experienced than us
Parent B: To have the expert to teach
us the methods and skills is why we
join this group
香港中文大學社會工作學系
Excerptions from parent interview
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RA:你覺得XX在這裏的角色是什
麼？
家長:聽我們自由發揮。
RA:你覺得這個形式是否適合你
們？
家長:我想他給我一些明確的答
案和訊息。
RA:你參加這個小組，是不是有
一些期望？
家長:是，我的目的是希望能夠
學到一些知識。我的目的就是想
聽多點XX的講解，但他就不是
用這個形式，實際上我們傾談的
時間最多。
RA:你期望的情況是怎樣？
家長:我期望他會就着每個問題
給我答案, 但我覺得我們說話比
博士多。
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RA: How you perceive the role
of Mr. X?
P: He listens to our free
expression
RA: Does this format fit you?
P: I expect him to give me
clear message and answer
RA: You come to this group
with certain expectation?
P: Yes, my goal is to learn
some knowledge. My goal is to
learn from Mr. X. But he did
not use this format, actually,
we talk more than him?
RA: What you expect from him?
P: I expect him to give us
answer to the question, but we
talk more than the Doctor
香港中文大學社會工作學系
Continue
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RA:其他家長會給你意見，這
些是不是解決方法？
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家長:但我們的說話未必正確
RA:你覺得這次的形式是否適

合你？
家長:我覺得博士需要說多一點，

我覺得家長的討論和博士的發
言應該是一半一半，在我們討
論問題後，他最好作一總結，
並給予意見。
RA:這次你覺得他有沒有總結？ 
家長:好像沒有，也沒有給我們 
一個指定答案，有些人不會自
己自行思考，離開後就會忘記，
這樣會沒有意思。
RA: Other parents gave you
opinion, those are not
solutions?
P: What we said might not
correct
RA: Does the format of this
group fit you?
P: I suggest the Doctor to
talk more, at least half-half.
After our discussion, he
should make conclusion and
give suggestions
RA: He had no conclusion?
P: He didn’t give us
conclusion, nor answers.
Some of us, we don’t know
how to think (to get the
answer), we forget after
leaving the group, it’s
meaningless…
香港中文大學社會工作學系
What the data informs us?
The response of parents reveal the prevalence
of pedagogical expectation of being taught
 Parents expect the “expert” to teach them and
to provide them with “solutions” to the problem
 They pre-occupy with the idea “expert is expert”,
“expert know more and better than layman” and
they prefer “listening to the expert opinion”
 They believe in expert knowledge and are ready
for professional peoples to “lecture” them
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香港中文大學社會工作學系
The tricky dilemma we faced –
An “Empowerment Paradox”
 Are
we professions “impose” our ideology
of empowerment on the parents who
cherished expert knowledge?
 How can parent education be empowering
with this empowerment paradox?
香港中文大學社會工作學系
Making sense of the data in the
local context
Since the implementation of Family Life
Education in the late 1970s, our society has
successfully constructed the deficit view of
parenthood. Family life education programs
and parent educators successfully bring in the
idea of “learning to become better parents”
 Professionals and society at large has
constructed a deficit view on parenting –
parenting is a problem
 They have reinforced in the minds of the lay
public our professional authority in holding
expert knowledge in parenting

香港中文大學社會工作學系
Historical context
Historically, parent education has been influenced
by the education model that emphasizes the
process of training and developing knowledge,
skills, mind and character (Robinson et al., 1988;
Webster’s New World Dictionary, 1988)
 The “banking” concept of education (Freire, 1970),
which views learners as the depositories and the
educators as the depositor, has been adopted in
the majority of the parent education programs
 The relationship between professionals and
parents is, “a one-side one, predicated on the
presumed superior knowledge of the former”
(Safford & Safford, 1996)

香港中文大學社會工作學系
Resulting from
the educational model…..

Parenting seen as a problem
– Requiring technical skills and knowledge in its solution

Power disparity between educators and parents
– Parents seeking answer from experts who know best
– Reinforcing the sense of inadequacy among parents

Expectation of positivistic solution to parenting difficulty
– To the neglect of personal reflection and reflexivity from their
unique parenting experience

Easy frustration among parents when the “expert answer”
fails
– Blaming self or the children
– Reinforcing the sense of inadequacy
香港中文大學社會工作學系
Research Method 研究方法
Four districts in Hong Kong with the lowest
averaged household incomes
四個平均收入較低的區域
Sham
Shui Po
深水埗
Wong
Tai Sin
黃大仙
Kwun
Tong
官塘
Yuen
Long
元朗
香港中文大學社會工作學系
Research findings研究結果
Parenting causes stress in all families,
regardless of the family background.
因管教子女的責任而令情緒出現壓力的狀况
5 categories of disadvantaged families, namely
 low-income families有工作的低收入家庭
 families receiving Comprehensive Social Service
Allowance接受綜緩的家庭
 single-parent families單親家庭
 families with one or both parent being
unemployed一位或兩位父母失業的家庭
 newly-arrived families新移民家庭
香港中文大學社會工作學系
Research findings研究結果
Stress in
work and life
工作及生活
上的壓力
Risk Factors
不利因素
Economic
hardship
經濟困難
Sense
of powerless
無力感
Aggressive
parenting
behaviors粗
暴的管教子
女行為
香港中文大學社會工作學系
Research findings研究結果
Family
relationship
家庭關係
Parental
involvement
in family and
school
家庭及學校的
參與
Protective factors
有利因素
Social
network
社區網絡
香港中文大學社會工作學系
Research findings研究結果

The monthly household income is inversely related to
parents’ economic stress (β = -0.364, R2 = 0.342),
while parents’ economic stress is directly related to their
psychological stress (β = 0.352, R2 = 0.298).
家庭收入和家長的經濟壓力成反比 (β = -0.364, R2 =
0.342)，而家長的經濟壓力與心理壓力有關係 (β = 0.352,
R2 = 0.298)。
香港中文大學社會工作學系
Research findings研究結果

Economic stress is amplified by parents’ sense of
powerlessness. Parents with strong sense of
powerlessness have a vague sense of future, and a
feeling that their situation can hardly be improved in the
future. Parents with a weak sense of powerlessness
have better sense of organized future. They are more
able to identify, and actively strive to achieve their goal.
經濟壓力會因為家長的無力感而擴大，無力感強的家長，
對未來感覺模糊，不會覺得將來的情況會改善。無力感不
強的家長，對未來會較有計劃，可以認清目標及積極努力
以達到目標。
香港中文大學社會工作學系
Research findings研究結果

It is indicated that, psychological stress is
directly related to aggressive parenting behavior
(β = 0.180, R2 = 0.137); sense of
powerlessness is related to aggressive parental
behavior (β = 0.040).
結果顯示, 心理壓力令家長管教子女出現粗暴行
為(β = 0.180, R2 = 0.137)，而無力感會導致更
多粗暴行為出現(β = 0.040)
香港中文大學社會工作學系
Research findings 研究結果

Good family relationship helps to reduce
economic stress and aggressive parental
behavior (β =- 0.254).
但良好的家庭關係有助減低經濟帶來的心
理壓力和家長粗暴行為 ( β =- 0.254)。
香港中文大學社會工作學系
Recommendations建議
Holistic
family
perspective
全面觀點和家
庭視野
Poverty is a complex
issue
貧窮是一件複雜的事
Role of the
Government
政府角色
The government
should play a
leading role in
policy formulation
政府制訂家庭及相關
策
Proactive
measures
預防勝於治療
The government to
establish funding to
support families
and parent
education
建議設定支援家庭
和家長教育的撥款
香港中文大學社會工作學系
Recommendations建議
Universal
service
普及性服務
Parent education
should be a service
of a universal nature
家長教育應為普及性
的服務, 不論是任何
階層或是經濟條件的
家庭，都應獲支持
The wholeperson
approach
全人發展模式
Focusing on the
holistic
development of
parents家長教育要
以全人角度進行
Co-ordination
of services
服務協調
Better coordination
and collaboration
within and across
sectors and rigorous
long-term studies建議
各部門應加強合作及
作出較嚴謹的長遠研
究, 以檢討和評詁服務
成效
香港中文大學社會工作學系
Recommendations建議
Early
identification
及早識別
Trainings should be made
available to frontline
practitioners to maintain their
sensitivity to the high-risk
families, and to identify those
in need for proper referral
建議提供訓練，提高前線工作
人員 (包括老師, 醫生, 護士)
對高風險家庭的敏度, 識別有
需要人仕從而作出適當轉介。
Cultural &
social
perspective
文化和社會階
層視角
Cultural and social
awareness to be emphasized
in future policy formulation
and service implementation
建議在未來政策釐定和服務推
行, 加強對文化和社會階層級
的敏感度。
Renewed focus in
parenting work
香港中文大學社會工作學系
A manifestation of problems
rather than a problem by itself
Parenting is not a problem, but a life experience
 Struggle and pain in the parenting experience is
related to the parents’

–
–
–
–

Unfinished business from the past
Life view and life expectation
Simultaneous struggle in other facets of life
Availability of resources
Parenting difficulty is very often a manifestation
of problems rather than a problem by itself
香港中文大學社會工作學系
From reflection to reflexivity

Reflection
– Concern with
enhancing awareness
within a given
knowledge framework
– Understanding
achieved by conscious
application of given
knowledge
– Bounded introspection

Reflexivity
– A process in which we
subject our knowledge
framework to critical
analysis
– Critical awareness of
the assumptions
underlying the ways
we make sense of
situations
– Addressing the power
issue involved
– Creative introspection
香港中文大學社會工作學系
From knowledge inoculation to
whole person development
 Reflexivity
requires ego strength for critical
self awareness on
– Values
– Attitudes
– Thoughts
– Actions and reactions
– Affects
 It’s
more than knowledge and skills
 It’s the development of the whole person
香港中文大學社會工作學系
From expert teaching to
reflective learning
From
 Learning for action
 Professionalism
 Education
To
 Learning in action
 Partnership
 Empowerment
香港中文大學社會工作學系
From parent education to parent
empowerment
 Principle
of collaboration
 Parent participation
 Antithesis of paternalism
 Belief in the strengths perspective
 Put emphasis on resiliencies of parents
 Redefine relationship with parents
 To original thoughts from where parents
position themselves
香港中文大學社會工作學系
 Individuals
feel empowered only when
they have a sense of control over their life
(Rappaport, 1985) – parent efficacy and
sense of powerfulness
 To develop a “necessary and sufficient
conditions” and to work out conditions to
enhance family function and capacity
Thank you
謝謝!