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… 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 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。 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 RA:其他家長會給你意見,這 些是不是解決方法? 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 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!