Supporting Children versus Strengthening Parenting: A Comparative Evaluation of the Efficacy of Two Modes of Social Service in Promoting Children's Wellbeing
Abstract
The wellbeing of children is closely related to the social systems they are in, and the social support children receive from these systems is an important resource. Helping children enhance their perceived social psychological support and improving the parenting styles of their caregivers are seen as potentially useful ways to enhance children's wellbeing. The United Nations Children's Fund has systematically developed two different intervention methods: social psychological support and parenting education. However, the different effects and degrees of these two intervention models in helping children improve their wellbeing still need to be explored.
The research will be conducted in two parts. The first part aims to evaluate the intervention effect of the "Parenting Education Manual" on enhancing positive parenting, using a quasi-experimental design to assess the improvement effects of the positive parenting group and identify factors that enhance positive parenting and child welfare. Specifically, pre-and post-assessment surveys will be conducted for parents and children from 1,500 families, along with qualitative focus group interviews with social workers to understand the group experiences of the positive parenting workshop. The second part aims to evaluate the intervention effect of the "Social Psychological Support Manual" on enhancing children's perceived level of social support, also using a quasi-experimental design to assess the improvement effects of the children's support group and identify factors that enhance child welfare. Specifically, pre-and post-assessment surveys will be conducted for over 1,000 children, along with qualitative focus group interviews with social workers to understand the group experiences of the children's support workshop. This research serves as an effect validation of the developed manuals, which can not only derive the intervention effects of the two social work groups but also identify the differences in intervention effects from a comparative perspective. It has reference significance for the further refinement of the manuals, the widespread promotion of social services for children and parenting education, and the enhancement of social workers' capabilities.
I. Research Background
The "State of the World's Children 2023" report published by UNICEF shows that today's global children face increasingly diverse crises and gaps in social protection. The lack of ability to recognize, seek, and perceive social psychological support is particularly common among vulnerable children in China, with research indicating that left-behind children in China often experience "support blindness" due to long-term emotional neglect (Shang Xiaoyuan, 2016).
Children's social support systems consist of communities, schools, peer groups, families, etc. (Biggeri & Cuesta, 2020). To better help children obtain appropriate support for their development within the social support system, UNICEF has implemented two pioneering service programs in collaboration with the Civil Affairs Bureau and the Women's Federation over the past year: "Positive Parenting Workshop" and "Children's Psychological Support Workshop." The aim is to help parents cultivate good parenting practices and assist children in better socialization to obtain the necessary support for growth. The "Positive Parenting Workshop" approaches from the external perspective of children, focusing on the interaction between caregivers within the family "micro-system" and children, enhancing children's mental health by changing parents' parenting styles; the "Children's Psychological Support Workshop" approaches from the internal perspective of children, focusing on children's ability to adapt to "micro, meso, and macro systems," improving children's social adaptation abilities to enhance their mental health.
Figure: Two Intervention Perspectives of Social Service Models
These two services are child-centered and provide deeper support for children by training social workers. Although service manuals for social workers have been developed for these two social services, the effectiveness of the services still requires further evidence-based research. This evaluation study aims to scientifically assess the impact of the two manuals on enhancing children's well-being from the perspectives of both service providers and service users, thereby providing a corresponding evidence base for the application of the manuals to more children and families. In terms of practical construction of a child social-psychological support system, it aims to provide evidence for intervention at the dimensions of the child and family, thus promoting the improvement of the child support system.
Dr. Xia Lili's research team from the Department of Sociology at Zhejiang University has rich experience in capacity building for child protection social work, family education support research, and evidence-based evaluation of intervention effects. The team has also participated in the compilation of social service manuals and has experience collaborating with UNICEF. Therefore, this team is capable of conducting this evaluation research on intervention effects.
II. Literature Review
Children's Social Psychological Support System
The social support that children receive and perceive plays an important role in their growth process. Systems outside of the child, including family poverty, parenting styles, material conditions, and environmental factors, can affect children's cognitive development, mental health, and behavioral adaptation (Kaid). The level of social support that children can obtain and perceive has a significant impact on their internal psychology and cognition. In the central and western regions of China, there is a bidirectional predictive relationship between family support, friend support, and depression among rural left-behind children (Yu Yibing, Yu Jiawei, Li Jue Ru, & Du Yizhan, 2022). Relevant research focuses on the differences between urban and rural areas in China, indicating a significant disparity in the level of support for children (Zhang, Zhang, & Xu, 2020). Shang Xiaoyuan's research, from the perspective of marginalized children, reflects the systemic exclusion behind disadvantaged children, indicating the neglect of macro social systems towards child support (Shang Xiaoyuan, 2015).
Among all the factors influencing children's mental health, children's social adaptability and perceived social support level (Gariepy, Honkaniemi, & Quesnel-Vallee, 2016), as well as the caregiving styles of direct caregivers (Huang, Wu, & Yang, 2024), are considered two important protective factors.
Children's Social Adaptation
From the perspective of the children themselves, individuals who can better adapt to social systems have higher levels of mental health. Socialization refers to the process by which children internalize social rules. Positive socialization can help children better understand themselves, interact with their peers, and adapt to social rules, thereby enhancing their sense of efficacy (Zhang Qingpeng, 2017).
Current research has fully confirmed the effectiveness of interventions for children's social adaptation. However, existing intervention models focus more on developmental issues of children and adolescents in school settings, improving peer relationships, reducing aggressive behavior, and promoting better academic performance (Caprara et al., 2014; Eisenberg, Fabes, & Spinrad, 2007; Kokko, Tremblay, Lacourse, Nagin, & Vitaro, 2010). Previous studies have particularly emphasized social issues within peer groups, using the enhancement of individual social skills and the improvement of interpersonal relationship quality within groups as the logical starting point for prosocial behavior interventions (Schonert-Reichl, Smith, Zaidman-Zait, & Hertzman, 2012; Timothyj. & Georgesugaiph, 1996) (Harjusola-Webb et al., 2012). On the other hand, this has limited the practical application of interventions to school settings, resulting in a lack of social adaptation interventions in the community life of children and adolescents.
Caregiver parenting styles
From the perspective of external support systems for children, the support provided by the family system plays an important role in their support system. A long-term tracking study by the National Institute of Child Health and Human Development (NICHD) found that the family environment predicts children's cognitive and social abilities by 0-50% (Letourneau, Duffett-Leger, Levac, Watson, & Young-Morris, 2013). A study in China indicated a significant correlation between the parenting styles of parents of middle school students and perceived social support (Lin Hui, 2016). Robinson categorized parenting styles into authoritative, authoritarian, and permissive through research on parenting styles (Robinson, Mandleco, Olsen, & Hart, 1995). Authoritative parenting provides warmth to children, allowing them to participate in parental decision-making democratically and communicate with parents rationally; authoritarian parents impose physical punishment, verbal abuse, and emotional maltreatment, communicating with children in an irrational manner; permissive parenting tends to neglect children's needs.
A study conducted in China's metropolitan areas from 2013 to 2016 indicated that parenting styles have a multidimensional impact on adolescent development (Li De, 2018). Focusing on the parenting styles of contemporary Chinese parents, the study showed that adolescents generally reflect that Chinese parents rarely praise them; parental supervision of adolescents is at a relatively low level, especially in terms of interpersonal relationship supervision; Chinese parents exhibit lower levels of authoritarian control over their children, and instances of corporal punishment are infrequent; mothers provide more supportive control to their children, with a higher degree of autonomy compared to fathers; moral education regarding substance abuse and deviant behavior is relatively high.
In the current field of social work practice, extensive interventions and research have been conducted on family education. Behavior Family Intervention (BFI), based on social learning principles, can effectively reduce family risk factors for children's behavioral problems. Research on the effectiveness of parenting education interventions shows that improvements in parents' cognition and parenting skills can enhance children's social skills and school adaptability, while also effectively reducing behavioral and attention problems (Barlow & Stewart-Brown, 2000; Taylor & Biglan, 1998). The widely used Triple P program is a typical example of positive parenting social services, aimed at helping parents cope with their parenting roles, improve parenting styles, and enhance parenting abilities (de Graaf, I., Speetjens, P., Smit, F., de Wolff, M., & Tavecchio, L., 2008). Intervention effects indicate that through advocacy for positive parenting and training in parenting education, parents can learn more rational parenting methods, thereby helping them achieve positive parenting.
III. Introduction to Intervention Methods
Two social services intervene by training service providers (social workers) to assist service users (families and children).
Social Psychological Support Workshop
The Social Psychological Support Workshop trains social workers based on the "Social Psychological Support Game Manual," with each social worker leading a workshop that serves 10-20 children. The workshop covers 4\mathbf{4} modules, and social workers conduct 4-12 sessions of activities based on actual circumstances.
The theoretical foundation of the "Social Psychological Support Game Manual" is "Social Emotional Learning," which promotes children's positive understanding of themselves, their peers, families, and communities through thematic games, enabling them to better adapt to their ecological systems and effectively receive support to cope with challenges during their growth.
Social Psychological Support Workshop
Dimension
Module
Theme Game
Children
Understand oneself
My self-portrait, an inseparable good companion, my treasure
Children
Emotional stress regulation
Color my life, stress relief artifact, happiness cake
Peer group
Companion collective
Walking in the dark, friendship formula, let's reconcile
The parenting education workshop is based on the "Parenting Education Activity Manual" to train social workers, with each social worker leading a workshop that serves 12-20 parents. The parenting education workshop covers 8 modules, and social workers conduct 8 sessions of activities based on the manual (Yunnan version has 4 sessions of activities).
The theoretical foundation of the "Parenting Education Activity Manual" is "positive parenting," which helps the direct caregivers of children learn methods of positive parenting to avoid violent discipline, thereby indirectly ensuring that children grow up in a safe and warm family environment.
Parenting Education Workshop
Dimension
Theme
Course Content
Parents
Resilience of Parents
There are techniques for coping with pressure
Children
Knowledge of child development and parenting methods
Every child is different, child development follows rules, parent-child communication has methods, and establishing rules is meaningful
This project reflects the relentless efforts of the United Nations Children's Fund in helping parents improve their parenting styles and build social support networks for children. The aim of this research is to scientifically assess the intervention effects of social psychological support workshops and parenting education workshops on children's psychological support and parental upbringing methods, thereby measuring the cost and benefits of these two social services and providing evidence support for future services to reach a broader population. Specifically, this research aims to:
(1) From the perspective of service users, evaluate the applicability and intervention effects of social psychological support workshops and positive parenting workshops in different provinces and among different groups;
(2) From the perspective of service providers, evaluate the applicability and intervention effects of social psychological support workshops and positive parenting workshops in enhancing social workers' child protection capabilities and professional competencies;
(3) Regarding social service manuals, summarize the experiences of conducting workshops using the dataset generated by this research, and further revise and improve the "Social Psychological Support Game Manual" and the "Parenting Education Manual";
(4) In terms of social policy, based on a large sample pre-and post-test dataset, analyze the current status of social psychological support for children and parenting styles of Chinese parents, providing empirical references for policy formulation and service provision in child protection.
Five, Research Design
This study will adopt a mixed-methods approach, consisting of two parts: the first part will assess the effectiveness of the "Social Psychological Support Workshop" for enhancing children's social psychological support; the second part will evaluate the effectiveness of the "Parenting Education Workshop" for improving positive parenting among parents.
The first part (Social Psychological Support Workshop) will use a quasi-experimental design. The participating children will undergo two assessments: (1) a pre-test survey questionnaire on social psychological support for children (see appendix); (2) a post-test survey questionnaire on social psychological support for children (see appendix). In the process of recruiting child participants, we will adhere to the participants' willingness and ensure informed consent from both children and parents, fully protecting privacy, and, where conditions permit, recruit more disadvantaged children and case service children (such as orphans and disabled children). To compare and evaluate, we will use questionnaires with the same standards to collect pre-and post-test data from the same group of individuals. In addition, all social workers participating in the workshop will complete pre-and post-test questionnaires on work competence, and using random sampling methods, 2-3 social workers will be selected for focus interviews in each district to summarize the qualitative experiences led by the workshop and further improve the design of the manual for the social psychological support workshop.
The hypotheses of this study are as follows:
(1) For all child participants, social-psychological support workshops can significantly enhance children's self-confidence, mental health levels, strengthen parent-child relationships, and improve social support and subjective well-being.
(2) For different types of children, the intervention effect of social-psychological support workshops on individuals with low levels of social support is significantly higher than that on individuals with high levels of social support.
(3) For social workers, the competency scores after conducting social-psychological support workshops are significantly higher than the competency scores before learning the "Social-Psychological Support Game Manual."
The second part (Parenting Education Workshop) will adopt a quasi-experimental design. Parents, as direct service recipients, will participate in pre- and post-assessments of the research, while children, as indirect service recipients, will have their parents bring home the survey questionnaires or bring the children to the event site to participate in the pre- and post-assessments. Research participants and the children they care for will undergo two assessments: (1) a pre-survey questionnaire on family education for parents (see attachment); (2) a post-survey questionnaire on family education for parents (see attachment). In the process of recruiting parent participants, we will follow the participants' wishes and ensure informed consent for both parents and children, fully protect privacy, and, where conditions permit, recruit more male parents and parents of at-risk children. For comparison and evaluation, we will use the same standardized questionnaires to collect pre- and post-assessment data from the same group of individuals. In addition, all social workers participating in the workshop will complete pre- and post-assessment questionnaires on work competency, and we will use random sampling methods to invite {{0}} social workers in each province for focus group interviews to summarize the qualitative experiences led by the workshop and further improve the design of the parenting education workshop manual.
In each province, we will invite 10-1510-15 social workers for focus group interviews using random sampling methods to summarize the qualitative experiences led by the workshop and further improve the design of the parenting education workshop manual.
The hypotheses of this study are as follows:
(1) For all parent participants, the positive parenting workshop can significantly change parents' parenting styles, strengthen parent-child relationships, reduce parenting stress, and enhance parenting efficacy and family happiness.
(2) For different types of parents, the intervention effect of the positive parenting workshop on parents with negative parenting styles is significantly higher than that on parents with positive parenting styles;
(3) For all child respondents, the positive parenting workshop can significantly enhance children's self-confidence, mental health levels, strengthen parent-child relationships, improve social support and subjective well-being, and children perceive the parenting style as more positive;
(4) For different types of children, the intervention effect of the positive parenting workshop on individuals with low levels of social support is significantly higher than that on individuals with high levels of social support;
(4) For social workers, the competency scores after participating in the positive parenting workshop are significantly higher than the competency scores before studying the "Parenting Education Activity Manual."
Six, Sampling
This social service targets 100 social workers nationwide, designating them to provide one children's workshop and one parents' workshop in their respective communities. If high-risk families are encountered during the activities (such as extreme family relationships or children's psychological crises), social workers need to carry out crisis intervention work and, if necessary, refer to capable case workers immediately.
The inclusion criteria for the social psychological support workshop are: The "Social Psychological Support Game Manual" is aimed at children aged 6-12, targeting 100 social workers in 6 provinces and 16 districts, with each workshop serving 10-20 children, totaling approximately 1500 children served.
The criteria for inclusion in the Positive Parenting Workshop are: the "Parenting Education Activity Manual" designed by the Child Fund, aimed at general parents, which includes not only the parents of children but also caregivers such as grandparents. It targets over 100 social workers in 10 provinces and 26 counties, with each workshop serving 15 parents, benefiting about 1500 families.
Geographic area of affiliation
Province
District
Social Worker (Name)
社工
（名）| 社工 |
| :--- |
| （名） |
Service Families (Number)
East China Region
Jiangxi
De'an County, Guangfeng County, Le'an County, Wanzai County
About 28
420
Shandong
Tengzhou City, Wenshang County, Sishui County
About 21
315
South China region
Guangxi
Long'an County, Hepu County, Ling Shan County, Beiliu City
The children's questionnaire for the social psychological support project is mainly divided into five parts: basic information, parent-child relationship, social support, self-confidence, and mental health.
Parent-Child Relationship Scale
This study uses a modified Child-Parent Relationship Scale (CPRS) to assess the quality of parent-child interaction. The scale includes 12 items (6 for mothers and 6 for fathers) and employs a 5-point Likert scale (from "never" to "very much") to measure dimensions such as intimacy, support, conflict, and respect. A higher total score indicates a more positive parent-child relationship.
Social Support Scale
This study uses a modified Perceived Social Support Scale for Youths (PSSS), which includes 15 items covering support behaviors from parents, family, teachers, and friends. It employs a 5-point Likert scale (from "never" to "very much"), and the total score reflects the intensity of an individual's perceived social support.
Self-Esteem Scale
This study uses the adapted version of the Rosenberg Self-Esteem Scale (RSES) for children, which includes 8 items to assess academic ability, social confidence, and self-worth. A 4-point Likert scale is used (from "strongly disagree" to "strongly agree"), with higher total scores indicating higher levels of self-esteem.
Mental Health Scale
This study uses the short version of the Kutcher Adolescent Depression Scale (KADS), which includes 11 items to assess emotional, behavioral, and somatic symptoms. A 4-point Likert scale is used (from "almost never" to "all the time"), with higher total scores indicating more severe psychological distress.
The parent questionnaire for the parenting education project is mainly divided into six parts: basic information, parenting styles, parenting efficacy, relationship with the child, parenting stress, and family happiness.
Parenting Styles Scale
This study uses a modified Parenting Practices Questionnaire (PPQ), which includes 32 items to assess three types of behaviors: authoritative, authoritarian, and permissive. A 5-point Likert scale (from "never" to "always") is used, and the total score reflects the tendency of parenting styles.
Parenting Efficacy Scale
This study uses the adapted Chinese version of the Parenting Sense of Competence Scale (C－PSOC) introduced by Yang Xiao et al., which includes 12 items and consists of two dimensions: the efficacy subscale and the satisfaction subscale. A 4-point Likert scale is used (from "strongly disagree" to "strongly agree"), with a higher total score indicating a stronger sense of efficacy.
Relationship Scale with Children
This study uses the adapted Child-Parent Relationship Scale (CPRS), which includes 7 items to assess emotional closeness, supportiveness, and conflict. A 5-point Likert scale is used (from "never" to "very often"), with the total score reflecting the quality of the relationship.
Parenting Stress Scale
This study uses the adapted Chinese version of the Parenting Stress Index - Short Form (PSI-SF) introduced by Weng Yuxiu et al., which includes 15 items covering three sub-dimensions: parental role stress, parent-child interaction dysfunction, and problem confusion. A 5-point Likert scale (from "strongly disagree" to "strongly agree") is used, with higher total scores indicating greater stress.
Family Well-being Scale
This study employs the Family Well-being Index (FWI), which consists of 27 items assessing aspects such as economic security, family functioning, and social support. A scoring system of 0-10 points (from "not at all true" to "completely true") is used, with the total score reflecting overall well-being.
The children's questionnaire for the parenting education program is mainly divided into six parts: basic information, parent-child relationship, social support, self-confidence, mental health, and children's perception of parenting styles (the first five parts are the same as the children's questionnaire for the social psychological support project).
Children's Perception Parenting Style Scale
This study uses the Parenting Practices Questionnaire (PPQ) adapted by Beijing Normal University, suitable for assessing parenting styles of parents towards children and adolescents. It includes 34 items that evaluate three types of behaviors: authoritative, authoritarian, and permissive. A 5-point Likert scale (from "never" to "always") is used, and the total score reflects the tendency of parenting style.
The social worker questionnaire for the above two projects mainly consists of two parts: basic information and social worker competence. Self-assessment scale of social work competence.
This study uses the Perceived Social Work Competence Scale (PSWCS), which includes 47 items covering two sub-dimensions: meta-competence and process competence.
Using a 5-point Likert scale (from "I cannot do it at all" to "I can do it completely"), the higher the total score, the stronger the sense of competence.
Focus group interviews for social workers.
Outline for focus group interviews for social workers, used to evaluate the implementation effects of two workshops and the leading experience of social workers. The outline is divided into general questions and specific questions (see appendix for details).
VIII. Data collection and analysis plan.
Research Ethics
For ethical considerations, this study strictly adheres to the following principles:
First is informed consent. All service users (parents and children) must sign a written informed consent form, and for child participants, additional written consent from their guardians is required.
Second is confidentiality and anonymity. During the data collection and analysis phases, only the participants' last names or the pinyin of their last names will be used to achieve matching of pre- and post-test samples, ensuring complete desensitization of personal information and data. Original paper documents and electronic data will only be accessible to the research team and will be destroyed according to the prescribed time limit after the study concludes.
Finally, risk control. If significant psychological distress is observed in children during the intervention and research process, a psychological crisis hotline and intervention from professionals will be provided.
Data Collection and Analysis
Quantitative Assessment
Cross-Sectional Study: We will conduct pre-tests and post-tests on all research intervention subjects using the "Social Psychological Support for Children Questionnaire," "Family Education Support Training for Parents/Children Questionnaire," and "Social Worker Competence Questionnaire" to obtain corresponding data. Based solely on the pre-test or post-test data, descriptive analysis results will be derived considering the different provincial regional conditions.
Pre- and Post-Test Intervention Study: We will analyze the data selected for completeness and validity. If there are missing pre-test or post-test data samples, we will not include them in the intervention study. For the samples with complete pre-test and post-test data collected, SPSS 27.0 will be used to compare means and conduct paired sample tests to analyze the mean changes and significant differences in the variables measured by the parent, child, and social worker questionnaires, thus deriving the practical effects of social psychological support interventions and parenting education interventions: First, we will conduct the SW normality test on the data, and then based on the test results, we will examine the data distribution and select appropriate testing methods for paired sample t-tests or paired sample rank sum tests.
Qualitative Assessment
Qualitative data will be collected from focus group interviews conducted by social workers, and the interviews will be recorded for the analysis of social worker training. This data will be summarized into mechanisms that promote change through interventions and mechanisms for enhancing social worker capabilities, while also providing qualitative experiential references for optimizing subsequent training and intervention programs.
IX. Tentative Schedule
Project Duration: One year (February 2025 - February 2026)
Year
Month
Goal
Social Worker
Parents
Children
Researchers
2025
2-3
Preliminary Preparation
Design Research Plan
3-4
Bidding & Project Initiation
Writing a research proposal
4-5
Pre-test data collection
Workshop recruitment, pre-test questionnaire
Pre-test Questionnaire
Pre-test Questionnaire
Pre-test Cross-sectional Data Analysis
6-8
Post-test data collection, focus group interviews
Post-test questionnaire, focus interviews
Post-test questionnaire
Post-test questionnaire
Post-test cross-section data analysis, qualitative material collection
Dr. Xia Lili is a researcher in the New Hundred Talents Program at the Department of Sociology, Zhejiang University, a certified family therapist by the Asian Institute of Family Therapy, and holds qualifications as a registered social worker in Hong Kong. Her main research areas include child and family welfare, family-based intervention research on mental health issues, social service development, and social work education and training. Current intervention research projects include: research on multi-family therapy models for adolescent psychological crises, exploration of the effects of family therapy for individuals undergoing compulsory drug rehabilitation, capacity building for child protection social workers, and effectiveness studies of family education support programs. Her research aims to find locally suitable solutions to address mental health issues and advocate for policy and service development, improving people's well-being and promoting social equity and justice.
Eleven, project budget To be determined
References
The State of the World's Children 2023
Appendix 1: Pre- and Post-Test Questionnaire
Note: Due to space limitations, only the pre-test questionnaire is attached; the post-test questionnaire is basically the same as the pre-test questionnaire.
(1) Children's Questionnaire for Social Psychological Support Workshop
Research on the Effectiveness of Social Psychological Support Programs
Children's Questionnaire (Pre-test)
Dear children/young people, hello! Thank you for taking the time to fill out our questionnaire!
Our questionnaire is designed to understand some basic information about you and your family, to help us better assess the effectiveness of social psychological support activities. In this survey, there are no standard answers to the questions; please answer based on your true situation.
This questionnaire is filled out anonymously, and we will strictly keep all information confidential.
Your careful completion can help us identify shortcomings in the activity, which is very important to us.
If you and your parents are aware of and agree to the above content, you may begin to answer. This questionnaire will take approximately 10-15 minutes to complete.
Thank you again for your cooperation! If you have any questions, please contact the project leader.
Dr. Xia (Project Leader): \ilyxia＠zju．edu．cn; 15395835257 My parents are aware of and agree to the above content. ◻\square I am aware of and agree to the above content.
Part One: Basic Information
1. Your surname in pinyin: qquad\qquad 3. Your ethnicity: ◻\square Han ethnic minority
2. Your gender: Male
4. Your household registration type: ◻\square Urban ◻\square Rural
5. The place where you live:
◻\square De'an County, Jiangxi ◻\square Guangfeng County, Jiangxi ◻\square Le'an County, Jiangxi ◻\square Wanzai County, Jiangxi
◻\square Long'an County, Guangxi ◻\square Hepu County, Guangxi ◻\square Lingshan County, Guangxi ◻\square Beiliu City, Guangxi
◻\square Tengzhou City, Shandong ◻山\square 山 Dongwenshang County ◻山\square 山 Dongsishui County ◻\square Xingcheng City, Liaoning ◻\square Xinhua County, Hunan ◻\square Anhua County, Hunan ◻\square
6. Your (Gregorian) birthday: qquad\qquad (year) Ulanhot City, Inner Mongolia, Tuquan County, Inner Mongolia
qquad\qquad (month) qquad\qquad (day)
7. What grade are you currently in?
First grade, second grade, third grade, fourth grade, fifth grade, sixth grade of elementary school ◻\square Grade 7, Grade 8, Grade 9 ◻\square Grade 10, Grade 11, Grade 12
8. Are you an only child: ◻\square Yes ◻\square No
9. If you are not an only child, how many siblings do you have qquad\qquad and what is your rank among them? qquad\qquad (Please fill in Arabic numerals).
10. Who is currently the main person taking care of your daily life (single choice): ◻\square Mainly dad, mainly mom, both dad and mom equally Grandpa/Grandpa, Grandma/Grandma, other people (please specify) qquad\qquad
11. Please choose the expression that best represents your overall feelings about your current life:
Part Two: Parent-Child Relationship Questionnaire
Please select the appropriate answer based on your actual situation with your parents. Only one answer should be selected for each question. There are no right or wrong answers. (If you come from a single-parent family: you can fill out only the section for your mother or father, and mark the other section as "not applicable"; if both of your parents have passed away or are missing: please select "not applicable" for all sections related to mother/father.)
Please select the appropriate answer based on your actual relationships with your parents, family, teachers, and friends. Only one answer should be checked for each question. There are no right or wrong answers. (For roles that do not exist in your life, please check "not applicable" for the corresponding questions. For example, if Xiao A's father has passed away, then all questions related to dad should be checked as "not applicable" when Xiao A fills out these questions. Please fill out according to your true situation.)
Please select the corresponding answer based on your actual situation in daily life. Only one answer should be checked for each question. There are no right or wrong answers. (For situations you have not experienced, please check "Not Applicable" for the corresponding question. For example, if person A has not participated in sports due to a physical disability, then when filling out these questions, person A can check "Not Applicable" for "I exercise well.")
)
Question Number
How much do you agree with the following sentence?
Strongly Disagree
非
常
不
同
意| 非 |
| :--- |
| 常 |
| 不 |
| 同 |
| 意 |
Disagree
不
同
意| 不 |
| :--- |
| 同 |
| 意 |
Agree
Strongly Agree
非
常
同
意| 非 |
| :--- |
| 常 |
| 同 |
| 意 |
Not Applicable
1
I am good at doing school assignments.
2
Compared to other classmates, I am just as smart as they are.
3
I have many friends.
4
I will complete work with other classmates/friends.
5
I like to participate in sports or other activities, rather than just observing from the sidelines.
Please choose the appropriate answer based on your physical and mental condition in the past two weeks. Only select one answer for each question. There are no right or wrong answers.
Sleep difficulties (e.g., trouble falling asleep, easily awakened, having nightmares)
4
Loss of interest (e.g., unable to feel interested in things previously enjoyed, including hobbies, social gatherings with friends, entertainment activities, sports, etc.)
5
Feeling a lack of value (e.g., despair, disappointment in oneself, feeling not good enough)
———The questionnaire ends here, thank you again for your participation! Wishing you a happy life!———
Dear children/young people, if you feel uncomfortable while filling out this questionnaire, or if you feel the need to talk to someone or seek help, you can tell a trusted adult (such as a parent, teacher, social worker, or older friend), you can also contact our research team, or call the following hotline. We are always here to support you! Please know that you are not alone!
Inner Mongolia Ulanhot City Minors Protection Center: 0482-8299634
Inner Mongolia Tuquan County Minors Protection Center: 0482-5760788
Liaoning Xingcheng City Minors Protection Center: 0429-5817500 Jiangxi De'an County Minors Protection Center: 0792-4362379
Jiangxi Guangfeng District Minors Protection Center: 0793-2652572
Jiangxi Le'an County Minors Protection Center: 0794-6575171
Jiangxi Wanzai County Minors Protection Center: 0795-7269085
Shandong Wenshang County Minors Protection Center: 0537-7291162
Shandong Sishui County Minors Protection Center: 0537-7022678
Hunan Xinhua County Minors Protection Center: 0738-3535229
Hunan Anhua County Minors Protection Center: 0737-7226981
Guangxi Long'an County Minors Protection Center: 0771-6528157
Guangxi Hepu County Minors Protection Center: 0779-7284977
Guangxi Ling Shan County Minors Protection Center: 0777-6503216
Guangxi Beiliu City Minors Protection Center: 0775-6229776 Yanshan County, Changning County, Pingbian County: 12338 (2) Parent Questionnaire for Parenting Education Workshops
Research on the Effectiveness of Family Education Support Training Programs
Parent Participant Questionnaire (Pre-test)
Dear parents and friends, hello! Thank you for taking the time to fill out our questionnaire!
Our questionnaire is mainly to understand your parenting and family relationship status, and to evaluate the effectiveness of this parenting education activity. In this survey, there are no standard answers to the questions; please answer based on your true situation. This questionnaire is filled out anonymously, and we will strictly keep all information confidential.
Your feedback is crucial for the continuous improvement of the parenting education activities. This questionnaire will take about 15 minutes. Thank you again for your cooperation!
If you have any questions, please contact the project leader. (Dr. Xia Lili: lilyxia＠zju．edu．cn)
Please draw VV in the box ◻\square to indicate that you are aware of and agree to the above content. ◻\square I have acknowledged and agree to the above content.
Part One: Basic Information
1. Please select the province or city where your activity is taking place: Ulanhot City, Inner Mongolia - Tuquan County, Inner Mongolia ◻\square Xingcheng City, Liaoning ◻\square De'an County, Jiangxi
Jiangxi Guangfeng County Jiangxi Le'an County
Jiangxi Wanzai County
Hunan Xinhua County
Anhua County, Hunan
Long'an County, Guangxi
Hepu County, Guangxi
Lingshan County, Guangxi
◻\square Beiliu City, Guangxi ◻\square Tengzhou City, Shandong, Wenshang County, Shandong ◻\square Sishui County, Shandong ◻\square Xining, Qinghai
◻\square Sand
Jiaxing, Zhejiang
Chongqing Banan
Yanshan County, Yunnan
Changning County, Yunnan
Pingbian County, Yunnan
Yuxi Hongta District, Yunnan ◻\square Jiangchuan District, Yuxi, Yunnan ◻\square Xinpingshan County, Yunnan ◻\square Chengjiang City, Yunnan
2. Your gender: ◻\square Male ◻\square Female 3. Your birth year (four digits): qquad\qquad year.
4. Your educational level:
◻\square Primary school and below, junior high school - regular high school/vocational high school or technical secondary school ◻\square College diploma, bachelor's degree, master's degree or above
5. Your work status: full-time job, fixed working hours, part-time job, self-employed, flexible employment, full-time dad/mom, unemployed ◻\square Retired, other
◻5\square 5 ten thousand - one hundred thousand yuan
100,000 yuan and above
7. You are the child's: ◻\square father or mother ◻\square grandmother or maternal grandmother ◻\square grandfather or maternal grandfather ◻\square other caregiver
8. Your marital status is (if you are not the child's parent, please skip this question and go directly to question 9): good marriage, tense but still living together, separated or divorced, widowed
◻\square other qquad\qquad (please specify)
9. (If you are not the child's parent) the marital status of the child's parents is: A good marriage is tense but still cohabiting, separated, or divorced ◻\square One party has passed away ◻\square Both parties have passed away
◻\square Other qquad\qquad (please specify)
10. Please list the children under 18 years old you are taking care of in order of age.
Child 1: ◻\square boys ◻\square girls; qquad\qquad years old;
Child 2: ◻\square boys ◻\square girls qquad\qquad years old
Child 3: boys qquad\qquad girls qquad\qquad years old;
Other children: Please specify gender and age:
11. Among the children you care for, are there any disabled children: ◻\square Yes ◻\square No 12. What is your current living location with these children: urban, town, or rural
13. Is the child's father working outside: ◻\square Yes ◻\square No
14. Is the child's mother working outside: ◻\square Yes ◻\square No
15. Your surname: qquad\qquad (For matching the questionnaire, please fill in accurately)
16. The last four digits of your commonly used mobile phone number qquad\qquad (For matching the questionnaire, please fill in accurately)
17. The Gregorian birthday of the oldest child in your family for whom the corresponding questionnaire is filled out is:
qquad\qquad year qquad\qquad month qquad\qquad day (For matching questionnaire, please fill in accurately)
Part Two: Parenting Styles (Total of 32 questions)
Instructions: Please select the corresponding answer based on your actual situation regarding your parenting style for the child. Note that if you are the child's grandparents or other caregivers, the "child" referred to here is the one you are taking care of
(grand)son/daughter/descendant. Only select one answer for each question. There are no right or wrong answers.
题
To what extent do the following descriptions of parenting methods match your actual situation? "Never" means that the situation described in the sentence has never occurred in your home. "Almost never" means that the situation described in the sentence has occurred no more than 3 times in your home in a year. "Sometimes" means that the situation described in the sentence occurs about once every two months. "Often" means that the situation described in the sentence occurs about 1-2 times a month.
Part Three: Parental Efficacy (12 questions in total)
Instructions: Please select the appropriate answer based on your actual situation as a parent. Only one answer should be selected for each question. There are no right or wrong answers. (If you are the child's "grandparent/other relatives/others," please skip this section. No response is needed.)
题
To what extent do the following descriptions match your actual situation as a parent?
Part Four: The Relationship with Children (7 questions in total)
Guidance: Please choose the appropriate option based on your actual situation with the child. Note that if you are the child's grandparent or other relatives, the "child" referred to here is the (grand)son/daughter or descendant you are taking care of. Please answer according to your actual interaction with this child. Only one answer should be selected for each question. There are no right or wrong answers. {:[[,,,,,,],[" 题 "],[" 号 "]][" 请问以下描述，多大程度上符合您的实际情 "],[" 况？"][" 从 "],[" 来 "],[" 没 "],[" 有 "])\left.\begin{array}{|l|l|l|l|l|l|l|}\hline & & & & & & \\ \text { 题 } \\ \text { 号 }\end{array} \begin{array}{l}\text { 请问以下描述，多大程度上符合您的实际情 } \\ \text { 况？}\end{array} \begin{array}{l}\text { 从 } \\ \text { 来 } \\ \text { 没 } \\ \text { 有 }\end{array}\right)
1
I am emotionally close to my child
◻\square
◻\square
◻\square
◻\square
◻\square
2
When the child is in need, I can give him/her confidence and will definitely provide unconditional support by his/her side.
Part Five: Parenting Pressure (15 questions in total)
Guiding text: Please select the appropriate option based on the actual pressure you feel while raising your child. Note that if you are the child's grandparents or other relatives, the "child" referred to here is the (grand)son/daughter/descendant you are taking care of. Please answer according to your actual situation in raising this child. Only one answer should be selected for each question. There are no right or wrong answers.
Part Six: Family Happiness (27 questions in total)
Guiding statement: Please read each question carefully and score based on your family's actual situation, with a score range of 0 to 10. If you are the child's "grandparent/other person," please skip this section.
To what extent do the following descriptions match your family's overall situation? Answer instructions: The score range is 0-10, with a higher score indicating a higher degree of conformity. A score of 0 means completely does not conform, while a score of 10 means completely conforms.
In the past year, the household income has been sufficient to cover daily expenses (income includes salary, bonuses, aid, various allowances, rental or investment income, etc.)
Family members appreciate each other's contributions to the family
10
Family members often get along harmoniously
11
Family members can play to their strengths and abilities.
12
The current standard of living in the family is quite fair in comparison to the efforts of family members.
13
The family provides sufficient care and attention to the children.
14
The family has clear rewards and punishments in their discipline of the children
15
Work makes me so tired that I cannot complete the household tasks I should do.
16
Family troubles or issues affect my work engagement and performance.
17
Overall, my family is happy.
Overall, are you and your family willing to help each other with the following things when needed? Please rate from 0 to 10. Note: The score range is from 0 to 10, with a higher score indicating a higher willingness. A score of 0 means completely unwilling, while 10 means very willing.
Handle household affairs (such as cleaning, cooking, taking care of children and the elderly)
20
Provide advice on important matters (such as work, further education, medical treatment)
21
Listen to concerns
When your family encounters difficulties that you cannot solve on your own (such as health issues, caring for the elderly, or childcare), is it easy to find the following people or organizations to help? Scoring instructions: The score ranges from 0 to 10, with a higher score indicating it is easier to find help. A score of 0 means you cannot find help at all, while a score of 10 means it is very easy to find help.
Government departments or social welfare organizations (such as community centers, party service centers, and social organizations providing professional social services, etc.).
24. How often do you and your family participate in community or religious group gatherings or activities? (Social groups include community activity centers, youth centers, senior activity centers; religious groups include churches, temples, Buddhist halls, etc.) Answer instructions: The score ranges from 0 to 10, with a higher score indicating a higher frequency of participation.
25. How involved are you and your family in volunteer service activities or charitable donations? Answer instructions: 0 points represent no participation at all, while 10 points represent frequent participation. 26. Overall, how would you rate the physical health of you and your family in the past year? Answer instructions: The score ranges from 0 to 10, with a higher score indicating better health. 0 points represent very poor health, while 10 points represent very good health.
27. Overall, how would you rate the mental health of you and your family in the past year?
Answer instructions: The score ranges from 0-100-10 points, the higher the score, the better the health condition. 0 points represent a very poor health condition, while 10 points represent very good health.
——— The questionnaire ends here, thank you again for your participation! Wishing you a happy life! ———
If the child you are caring for exhibits self-harm behavior or is in a state of physical or mental danger, please contact the service staff, call the local children's and youth hotline (as below), or contact us.
(15395835257), we will assist in connecting you to the relevant local service organizations.
Inner Mongolia Ulanhot City Minors Protection Center: 0482-8299634
Inner Mongolia Tuquan County Minors Protection Center: 0482-5760788
Liaoning Xingcheng Minor Protection Center: 0429-5817500
Jiangxi De'an Minor Protection Center: 0792-4362379
Jiangxi Guangfeng Minor Protection Center: 0793-2652572
Jiangxi Le'an Minor Protection Center: 0794-6575171
Jiangxi Wanzai County Minors Protection Center: 0795-7269085
Shandong Wenshang County Minors Protection Center: 0537-7291162
Shandong Si County Minors Protection Center: 0537-7022678
Hunan Xinhua County Minors Protection Center: 0738-3535229
Hunan Anhua County Minors Protection Center: 0737-7226981
Guangxi Long'an County Minors Protection Center: 0771-6528157
Guangxi Hepu County Minors Protection Center: 0779-7284977
Guangxi Ling Shan County Minor Protection Center: 0777-6503216
Guangxi Beiliu City Minor Protection Center: 0775-6229776 Yunnan Yanshan County, Changning County, Pingbian County: 12338 (3) Parenting Education Workshop Children's Questionnaire
Research on the Effectiveness of Family Education Support Training Projects
Children's Questionnaire (Pre-test)
Dear children/young people, hello! Thank you for taking the time to fill out our questionnaire!
Our questionnaire is designed to understand some basic information about you and your family, to help us better assess the effectiveness of parent education training. In this survey, there are no standard answers to any of the questions; please answer based on your true situation.
This questionnaire is filled out anonymously, and we will strictly keep all information confidential.
Your careful completion of this questionnaire can help us identify shortcomings in the training, which is very important to us.
If you and your parents are aware of and agree to the above content, you may begin to answer. This questionnaire will take approximately 10-15 minutes to complete.
Thank you again for your cooperation! If you have any questions, please contact the project leader.
Dr. Xia (Project Leader): [ilyxia@zju.edu.cn; 15395835257]
My parents are aware of and agree to the above content, and I am aware of and agree to the above content.
Part One: Basic Information
1. Your gender: Male ◻女\square 女 2. Your ethnicity: Han ◻\square Minority ethnic group
3. Your household registration type: ◻\square City ◻\square Rural
4. The place where you live:
◻\square De'an County, Jiangxi ◻\square Guangfeng County, Jiangxi ◻\square Le'an County, Jiangxi ◻\square Wanzai County, Jiangxi
◻\square Long'an County, Guangxi ◻\square Hepu County, Guangxi ◻\square Lingshan County, Guangxi ◻\square Beiliu City, Guangxi
◻\square Tengzhou City, Shandong ◻\square Wenshang County, Shandong ◻\square Sishui County, Shandong
◻\square Xinhua County, Hunan ◻\square Anhua County, Hunan ◻\square Ulanhot City, Inner Mongolia ◻\square Tuquan County, Inner Mongolia
◻\square Xining City, Qinghai ◻\square Jiaxing City, Zhejiang ◻\square Banan District, Chongqing ◻\square Xingcheng City, Liaoning
◻\square Yanshan County, Yunnan ◻\square Changning County, Yunnan ◻\square Pingbian County, Yunnan ◻\square Xinping County, Yunnan
5. Your (Gregorian) birthday: qquad\qquad (year) qquad\qquad (month) qquad\qquad (day)
6. What grade are you in now: First grade of elementary school, Second grade of elementary school, Third grade of elementary school, Fourth grade of elementary school, Fifth grade of elementary school, Sixth grade of elementary school
Grade 7, Grade 8, Grade 9
7. Are you an only child: ◻\square Yes ◻\square No
8. If you are not an only child, then you have qquad\qquad siblings, and you are ranked qquad\qquad (Please fill in with Arabic numerals).
The last four digits of the phone number of the parent who received this questionnaire: qquad\qquad .
qquad\qquad (Please fill in accurately for family pairing in the questionnaire).
If you have more than one parent participating in the training, please write the surname of the other parent on the line below:
The last four digits of the phone number: qquad\qquad .
11. Who is currently the main person taking care of your daily life (single choice):
◻\square Mainly dad ◻\square Mainly mom
Mom and Dad are equally many ◻\square Grandfather / Maternal Grandfather ◻\square Grandmother / Maternal Grandmother ◻\square Other (please specify) qquad\qquad
12. Please choose the expression that best represents your overall feelings about your current life:
Part Two: Parent-Child Relationship Questionnaire
Please choose the corresponding answer based on your actual situation with your parents. Only select one answer for each question. There are no right or wrong answers. (If you come from a single-parent family: you can fill out only the section for your mother or father, and mark the other section as "not applicable"; if both of your parents have passed away or are missing: please select "not applicable" for all sections related to mother/father.)
Question Number: Please carefully consider the frequency of your interactions and provide an evaluation.
Please select the appropriate answer based on your actual relationships with your parents, family, teachers, and friends. Only one answer should be checked for each question. There are no right or wrong answers. (For those roles that do not exist in your life, please check "not applicable" for the corresponding questions. For example, if Xiao A's father has passed away, then all questions related to the father should be checked as "not applicable" when Xiao A fills out these questions. Please fill out according to your true situation.)
Please select the corresponding answer based on your actual situation in daily life. Only one answer should be checked for each question. There are no right or wrong answers. (For situations you have not experienced, please check "Not Applicable" for the corresponding question. For example, if person A has not participated in sports due to a physical disability, then when filling out these questions, person A can check "Not Applicable" for "I am good at sports.")
How much do you agree with the following sentence?
Part Five: Mental Health
Please choose the appropriate answer based on your physical and mental condition in the past two weeks. Only select one answer for each question. There are no right or wrong answers.
Loss of interest (e.g., unable to feel interested in things previously enjoyed, including hobbies, social gatherings with friends, entertainment activities, sports, etc.)
5
Feeling a lack of value (e.g., despair, disappointment in oneself, feeling not good enough)
6
Feeling tired (e.g., feeling exhausted, lacking energy, not being proactive in tasks, procrastinating, always wanting to rest or lie down and do nothing)
7
Attention problems (e.g., difficulty concentrating when one should be studying or working, easily lost in thought, easily distracted)
8
Feeling that life is dull (e.g., feeling that life is not as interesting, unable to derive as much pleasure from interesting things as before)
9
Worry and anxiety (e.g., feeling worried, panicked, tense, anxious, etc.)
Part Six: Questionnaire on Parenting Styles in Children's Perception
Please choose the appropriate answer based on your actual situation with your parents. Only select one answer for each question. There are no right or wrong answers. (If you come from a single-parent family: you can fill out the questions below based only on your feelings with your mom or dad; if both of your parents have passed away or are missing: please select "not applicable" for all questions below.)
Question Number
题
号| 题 |
| :--- |
| 号 |
Please carefully think about your overall interaction with your mom and dad, and rate the frequency of the following situations.
———The questionnaire ends here, thank you again for your participation! Wishing you a happy life!———
Dear children/young people, if you feel very uncomfortable while filling out this questionnaire, or if you feel the need to talk to someone and seek help, you can tell a trusted adult (such as a parent, teacher, social worker, or older friend), you can also contact our research team, or call the following hotline. We are always here to support you! Please know that you are not alone!
Inner Mongolia Ulanhot City Minors Protection Center: 0482-8299634
Inner Mongolia Tuquan County Minors Protection Center: 0482-5760788
Liaoning Xingcheng Minor Protection Center: 0429-5817500
Jiangxi De'an Minor Protection Center: 0792-4362379
Jiangxi Guangfeng Minor Protection Center: 0793-2652572
Jiangxi Le'an Minor Protection Center: 0794-6575171
Jiangxi Wanzai County Minors Protection Center: 0795-7269085
Shandong Wenshang County Minors Protection Center: 0537-7291162
Shandong Si County Minors Protection Center: 0537-7022678
Hunan Xinhua County Minors Protection Center: 0738-3535229
Hunan Anhua County Minors Protection Center: 0737-7226981
Guangxi Long'an County Minors Protection Center: 0771-6528157
Guangxi Hepu County Minors Protection Center: 0779-7284977
Guangxi Ling Shan County Minors Protection Center: 0777-6503216
Guangxi Beiliu City Minors Protection Center: 0775-6229776 Yanshan County, Changning County, Pingbian County: 12338
(4) Questionnaire for social workers in two workshops
Social Work Competence Self-Assessment Questionnaire (PSWCS)
Instructions: This questionnaire is only used to assess the effectiveness of the training program, in order to adjust the training content and methods; it is unrelated to your personal performance, work arrangements, and evaluations; please answer truthfully based on your understanding. This questionnaire assessment is a pre-training assessment, and the post-training assessment will be arranged after the training is completed.
Please read the statements below carefully and assess your level of competence based on your actual work situation. The meanings of the ratings on the right from 1 to 5 are: 1 (I have no confidence at all in being able to do this) to 5 (I am very confident that I can do this).
Have a learning plan to increase your learning opportunities
44
Appropriately apply theoretical models
45
Demonstrate respect for multicultural norms, value systems, ethics, and moral beliefs in behavior when interacting with colleagues and service user groups.
Responsible for the service user system (e.g., individuals and their families in need of assistance), the employing organization, and the social work profession.
Appendix II: Focus Group Interview Outline for Social Workers
I. General Questions (Applicable to Both Workshops)
1. Workshop Preparation and Adaptability
Before leading the workshop, do you feel that the training provided in the manual is sufficient to support you in conducting the work? What parts need to be supplemented?
How do you adjust the content or format of activities based on the characteristics of the service recipients (children/parents)? Please provide examples. 2. Participants' input and feedback
What activities have you observed that the service users respond to most positively? Which activities did not meet expectations? Why? Were there any participants whose changes or feedback left a strong impression on you? 3. The role and challenges of social workers
What was the biggest difficulty you encountered during the facilitation process? (e.g., controlling the situation, understanding the content, participant interaction, etc.) What do you think is the most critical skill for social workers in similar workshops?
4. Resource and Support Requirements
What additional support do you hope the organization or manual will provide? (e.g. toolkits, case libraries, supervision resources, etc.)
II. Special Issues
(1) Social Psychological Support Workshop (Children) 1. Effectiveness of Thematic Games:
Which module do you think has the most significant impact on children? Can you provide an example? Do children show behavioral/cognitive changes in the four modules? 2. Characteristics of children's participation:
Does age difference affect the effectiveness of the game? How do you respond? (e.g., younger children have limited comprehension)
Have any children shown a need for further psychological support during the activity? How did you handle it? (2) Parenting education workshop (for parents) 1. Parental Acceptance and Change: Which topic do parents engage in the most? Are there any resistance situations?
Have parents tried to apply course methods (such as non-violent communication) in practical parenting? 2. Cultural Adaptability: What concepts do local parents have a low acceptance of?
Three, summary and suggestions
If similar workshops continue in the future, which designs would you keep? What parts would you adjust?
What suggestions do you have for other social workers who will lead similar workshops?
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