This is a bilingual snapshot page saved by the user at 2025-4-6 10:50 for https://app.immersivetranslate.com/pdf-pro/7fb0b8db-4203-4f99-b9a8-71825790d74b/, provided with bilingual support by Immersive Translate. Learn how to save?

  Project Title

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 4 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
  Family and Community   Family and Community   We Are Family, Community Treasure Hunt
社会心理支持工作坊 维度 模块 主题游戏 儿童 了解自己 我的自画像,形影不离的好伙伴,我的宝藏 儿童 情绪压力调节 为我的生活涂色,减压神器,幸福蛋糕 同辈群体 同伴集体 黑暗前行,友情配方,让我们重归于好吧 家庭与社区 家和社区 我们是一家人,社区寻宝| 社会心理支持工作坊 | | | | :--- | :--- | :--- | | 维度 | 模块 | 主题游戏 | | 儿童 | 了解自己 | 我的自画像,形影不离的好伙伴,我的宝藏 | | 儿童 | 情绪压力调节 | 为我的生活涂色,减压神器,幸福蛋糕 | | 同辈群体 | 同伴集体 | 黑暗前行,友情配方,让我们重归于好吧 | | 家庭与社区 | 家和社区 | 我们是一家人,社区寻宝 |

  Parenting Education Workshop

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
每个孩子都不同,儿童发展有规律,亲 子沟通有方法,制定规则有意义| 每个孩子都不同,儿童发展有规律,亲 | | :--- | | 子沟通有方法,制定规则有意义 |
亲职教育工作坊 维度 主题 课程内容 家长 家长的韧性 应对压力有技巧 儿童 儿童发展知识和育儿方法 "每个孩子都不同,儿童发展有规律,亲 子沟通有方法,制定规则有意义"| 亲职教育工作坊 | | | | :--- | :--- | :--- | | 维度 | 主题 | 课程内容 | | 家长 | 家长的韧性 | 应对压力有技巧 | | 儿童 | 儿童发展知识和育儿方法 | 每个孩子都不同,儿童发展有规律,亲 <br> 子沟通有方法,制定规则有意义 |
  Children's Social-Emotional Development   Emotional Connection is Very Important
  Social Support   Social Relationships   Interpersonal networks can be recognized
  Obtain help and support   Need support and help
儿童社会情感发展 情感联结很重要 社会支持 社交关系 人际网络可识别 获得帮助与支持 需要支持要帮助| | 儿童社会情感发展 | 情感联结很重要 | | :--- | :--- | :--- | | 社会支持 | 社交关系 | 人际网络可识别 | | | 获得帮助与支持 | 需要支持要帮助 |

  Four, goals and significance

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 15 10 15 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.
  Geographic Area   Province   District 社工 (名)  社工   (名)  {:[" 社工 "],[" (名) "]:}\begin{aligned} & \text { 社工 } \\ & \text { (名) } \end{aligned}   Service Children (Name)
  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   About 28 420
  Central China   Hunan   Xinhua County, Anhua County   About 14 210
  North China Region   Inner Mongolia   Ulanhot City, Tucheng County   About 14 210
  Northeast Region   Liaoning   Xingcheng City   About 7 105
所属地理区域 省份 区县 " 社工 (名) " 服务儿童 (名) 华东地区 江西 德安县,广丰县,乐安县,万载县 约 28 420 山东 滕州市,汶上县,泗水县 约 21 315 华南地区 广西 隆安县,合浦县,灵山县,北流市 约 28 420 华中地区 湖南 新化县,安化县 约 14 210 华北地区 内蒙古 乌兰浩特市,突泉县 约 14 210 东北地区 辽宁 兴城市 约 7 105| 所属地理区域 | 省份 | 区县 | $\begin{aligned} & \text { 社工 } \\ & \text { (名) } \end{aligned}$ | 服务儿童 (名) | | :---: | :---: | :---: | :---: | :---: | | 华东地区 | 江西 | 德安县,广丰县,乐安县,万载县 | 约 28 | 420 | | | 山东 | 滕州市,汶上县,泗水县 | 约 21 | 315 | | 华南地区 | 广西 | 隆安县,合浦县,灵山县,北流市 | 约 28 | 420 | | 华中地区 | 湖南 | 新化县,安化县 | 约 14 | 210 | | 华北地区 | 内蒙古 | 乌兰浩特市,突泉县 | 约 14 | 210 | | 东北地区 | 辽宁 | 兴城市 | 约 7 | 105 |
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   About 28 420
所属地理区域 省份 区县 "社工 (名)" 服务家庭 (个) 华东地区 江西 德安县,广丰县,乐安县,万载县 约 28 420 山东 滕州市,汶上县,泗水县 约 21 315 华南地区 广西 隆安县,合浦县,灵山县,北流市 约 28 420| 所属地理区域 | 省份 | 区县 | 社工 <br> (名) | 服务家庭 (个) | | :---: | :---: | :---: | :---: | :---: | | 华东地区 | 江西 | 德安县,广丰县,乐安县,万载县 | 约 28 | 420 | | | 山东 | 滕州市,汶上县,泗水县 | 约 21 | 315 | | 华南地区 | 广西 | 隆安县,合浦县,灵山县,北流市 | 约 28 | 420 |
  Central China Region   Hunan   Xinhua County, Anhua County   About 14 210
  North China Region   Inner Mongolia   Ulanhot City, Tuqian County   About 14 210
  Southwest Region   Chongqing   Banan District   About 7 105
  Yunnan
Yanshan County, Changning County, Pingbian County, Xinping County, Chengjiang City, Yuxi Hongta District, Hong
砚山县,昌宁县,屏边县, 新平县,澄江市,玉溪红塔 区,红| 砚山县,昌宁县,屏边县, | | :--- | | 新平县,澄江市,玉溪红塔 | | 区,红 |
735
  District, Xijiangchuan District
区,溪江川区| 区,溪江川区 | | :--- |
  Qinghai   Xining City   Northeast region   Liaoning
华中地区 湖南 新化县,安化县 约 14 210 华北地区 内蒙古 乌兰浩特市,突泉县 约 14 210 西南地区 重庆 巴南区 约 7 105 云南 "砚山县,昌宁县,屏边县, 新平县,澄江市,玉溪红塔 区,红" 735 "区,溪江川区" 青海 西宁市 东北地区 辽宁| 华中地区 | 湖南 | 新化县,安化县 | 约 14 | 210 | | :--- | :--- | :--- | :--- | :--- | | 华北地区 | 内蒙古 | 乌兰浩特市,突泉县 | 约 14 | 210 | | 西南地区 | 重庆 | 巴南区 | 约 7 | 105 | | | 云南 | 砚山县,昌宁县,屏边县, <br> 新平县,澄江市,玉溪红塔 <br> 区,红 | 735 | | | | | 区,溪江川区 | | | | | 青海 | 西宁市 | 东北地区 | 辽宁 |

  Seven, effect measurement

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
  9-10   Data entry and analysis   Paired analysis before and after testing
  10-11   Preliminary Report
2026 2   Final Report
年份 月份 目标 社工 家长 儿童 研究人员 2025 2-3 前期准备 设计研究方案 3-4 投标\&立项 撰写研究计划书 4-5 前测数据收集 工作坊招募,问卷前测 问卷前测 问卷前测 前测横断面数据分析 6-8 后 测 数 据 收集,焦点小组访谈 问 卷 后测,焦点访谈 问卷后测 问卷后测 后测横断面数据分析,定性材料收集 9-10 数据录入与分析 前后测配对分析 10-11 初步报告 2026 2 最终报告 | 年份 | 月份 | 目标 | 社工 | 家长 | 儿童 | 研究人员 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 2025 | 2-3 | 前期准备 | | | | 设计研究方案 | | | 3-4 | 投标\&立项 | | | | 撰写研究计划书 | | | 4-5 | 前测数据收集 | 工作坊招募,问卷前测 | 问卷前测 | 问卷前测 | 前测横断面数据分析 | | | 6-8 | 后 测 数 据 收集,焦点小组访谈 | 问 卷 后测,焦点访谈 | 问卷后测 | 问卷后测 | 后测横断面数据分析,定性材料收集 | | | 9-10 | 数据录入与分析 | | | | 前后测配对分析 | | | 10-11 | 初步报告 | | | | | | 2026 | 2 | 最终报告 | | | | |

  Ten, Researcher Information

  Dr. Xia Lili
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.)
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned} Please carefully consider your interactions with your mother and evaluate the frequency of the following situations.
Never came from
从 来 没 有| 从 | | :--- | | 来 | | 没 | | 有 |
 较   少  {:[" 较 "],[" 少 "]:}\begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}  适   中  {:[" 适 "],[" 中 "]:}\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}  较   多  {:[" 较 "],[" 多 "]:}\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}
Very many
非 常 多| 非 | | :--- | | 常 | | 多 |
  Not applicable
1   My relationship with my mother is close.
2 When I need it, my mother can give me confidence and will definitely provide unconditional help by my side.
3   I feel angry when I interact with my mom.
4   I can easily discuss the problems I face with my mom.
5   I will respect my mom's opinions.
6   I appreciate my mom.
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned} Please think carefully about your interactions with your father and give an evaluation based on the frequency of the following situations.
Never
从 来 没 有| 从 | | :--- | | 来 | | 没 | | 有 |
 较   少  {:[" 较 "],[" 少 "]:}\begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}  适   中  {:[" 适 "],[" 中 "]:}\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}  较   多  {:[" 较 "],[" 多 "]:}\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}
Very often
非 常 多| 非 | | :--- | | 常 | | 多 |
  Not applicable
1   My relationship with my dad is close.
2 When I need it, my dad can give me confidence and will definitely provide unconditional support by my side.
3   I feel angry when I interact with my dad.
4   I can easily discuss the problems I face with my dad.
5   I will respect my father's opinion.
" 题 号 " 请仔细想想你与 妈妈 的相处,就以下情形的出现频率给出评价 "从 来 没 有" " 较 少 " " 适 中 " " 较 多 " "非 常 多" 不 适 用 1 我与妈妈的关系亲密。 2 当我有需要时,妈妈能给我信心,并必定在我的身边提供无条件的帮助。 3 我和妈妈相处时会感到愤怒。 4 我和妈妈能轻松地讨论我所面对的问题。 5 我会尊重妈妈的意见。 6 我欣赏我的妈妈。 " 题 号 " 请仔细想想你与 爸爸 的相处,就以下情形的出现频率给出评价 "从 来 没 有" " 较 少 " " 适 中 " " 较 多 " "非 常 多" 不 适 用 1 我与爸爸的关系亲密。 2 当我有需要时,爸爸能给我信心,并必定在我的身边提供无条件的帮助。 3 我和爸爸相处时会感到愤怒。 4 我和爸爸能轻松地讨论我所面对的问题。 5 我会尊重爸爸的意见。 | $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 请仔细想想你与 妈妈 的相处,就以下情形的出现频率给出评价 | 从 <br> 来 <br> 没 <br> 有 | $\begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}$ | $\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}$ | $\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}$ | 非 <br> 常 <br> 多 | 不 适 用 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 我与妈妈的关系亲密。 | | | | | | | | 2 | 当我有需要时,妈妈能给我信心,并必定在我的身边提供无条件的帮助。 | | | | | | | | 3 | 我和妈妈相处时会感到愤怒。 | | | | | | | | 4 | 我和妈妈能轻松地讨论我所面对的问题。 | | | | | | | | 5 | 我会尊重妈妈的意见。 | | | | | | | | 6 | 我欣赏我的妈妈。 | | | | | | | | $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 请仔细想想你与 爸爸 的相处,就以下情形的出现频率给出评价 | 从 <br> 来 <br> 没 <br> 有 | $\begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}$ | $\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}$ | $\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}$ | 非 <br> 常 <br> 多 | 不 适 用 | | 1 | 我与爸爸的关系亲密。 | | | | | | | | 2 | 当我有需要时,爸爸能给我信心,并必定在我的身边提供无条件的帮助。 | | | | | | | | 3 | 我和爸爸相处时会感到愤怒。 | | | | | | | | 4 | 我和爸爸能轻松地讨论我所面对的问题。 | | | | | | | | 5 | 我会尊重爸爸的意见。 | | | | | | |
  I admire my dad. \square

  Part Three: Social Support Questionnaire

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.)
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned} When you encounter problems, which of the following situations often occur? Which have never occurred?  从   来   没   有  {:[" 从 "],[" 来 "],[" 没 "],[" 有 "]:}\begin{aligned} & \text { 从 } \\ & \text { 来 } \\ & \text { 没 } \\ & \text { 有 } \end{aligned} |  较   少  |[" 较 "],[" 少 "]:}\left\lvert\, \begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}\right.   Appropriate |  较   臬  |[," 较 "],[" 臬 "]:}\left\lvert\, \begin{array}{c|c} & \text { 较 } \\ \hline \text { 臬 } \end{array}\right.
1   My dad cares about me.
2   My dad will help me solve my difficulties.
3   When I do something well, my dad will praise me.
4   My mom cares about me.
5   My mom will help me solve my difficulties.
6   When I do something well, my mom will praise me.
7   My other family members care about me.
8   My other family members will help me solve my difficulties.
9   When I do something well, my other family members will appreciate me.
10   When I want to do things a little better, my teacher will help me.
11   The teacher will treat me fairly.
12   The teacher will try to answer my questions.
13   My friend is willing to spend time with me.
14   My friend understands my feelings.
15   When I feel lonely, my friends will accompany me.
" 题 号 " 当你遇到问题时,以下哪些情况是经常出现?哪些是从来没有出现? " 从 来 没 有 " |[" 较 "],[" 少 "]:} 适 中 |[," 较 "],[" 臬 "]:} 非 不 1 我的 爸爸关心我。 2 我的爸爸会协助我解决我的困难。 3 当我把一件事做好,我的爸爸会赞赏我。 4 我的妈妈关心我。 5 我的妈妈会协助我解决我的困难。 6 当我把一件事做好,我的妈妈会赞赏我。 7 我的 其他家人 关心我。 8 我的其他家人会协助我解决我的困难。 9 当我把一件事做好,我的其他家人会赞赏我。 10 当我希望把事情做好一点时,我的老师会帮助我。 11 老师会公平地对待我。 12 老师会尝试解答我的问题。 13 我的 朋友愿意花时间与我一起。 14 我的朋友明白我的感受。 15 当我感到孤独时,我的朋友会陪伴我。 | $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 当你遇到问题时,以下哪些情况是经常出现?哪些是从来没有出现? | $\begin{aligned} & \text { 从 } \\ & \text { 来 } \\ & \text { 没 } \\ & \text { 有 } \end{aligned}$ | $\left\lvert\, \begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}\right.$ | 适 中 | $\left\lvert\, \begin{array}{c\|c} & \text { 较 } \\ \hline \text { 臬 } \end{array}\right.$ | 非 | 不 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 我的 爸爸关心我。 | | | | | | | | 2 | 我的爸爸会协助我解决我的困难。 | | | | | | | | 3 | 当我把一件事做好,我的爸爸会赞赏我。 | | | | | | | | 4 | 我的妈妈关心我。 | | | | | | | | 5 | 我的妈妈会协助我解决我的困难。 | | | | | | | | 6 | 当我把一件事做好,我的妈妈会赞赏我。 | | | | | | | | 7 | 我的 其他家人 关心我。 | | | | | | | | 8 | 我的其他家人会协助我解决我的困难。 | | | | | | | | 9 | 当我把一件事做好,我的其他家人会赞赏我。 | | | | | | | | 10 | 当我希望把事情做好一点时,我的老师会帮助我。 | | | | | | | | 11 | 老师会公平地对待我。 | | | | | | | | 12 | 老师会尝试解答我的问题。 | | | | | | | | 13 | 我的 朋友愿意花时间与我一起。 | | | | | | | | 14 | 我的朋友明白我的感受。 | | | | | | | | 15 | 当我感到孤独时,我的朋友会陪伴我。 | | | | | | |

  Part Four: Confidence Questionnaire

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.
6   I am very good at sports.
7   Overall, I think I am a good child.
8   I feel good about the things I do.
题 号 你对以下句子有多同意? "非 常 不 同 意" "不 同 意" 同 意 "非 常 同 意" 不 适 用 1 我擅长做学校的作业。 2 与其他同学相比,我与他们一样聪明。 3 我有很多朋友。 4 我会与其他同学/朋友一起完成工作。 5 我喜欢参与体育或其他活动,而不喜欢在旁观察。 6 我运动很好。 7 整体而言,我觉得自己是个好孩子。 8 我对自己做的事情感觉良好。 | 题 号 | 你对以下句子有多同意? | 非 <br> 常 <br> 不 <br> 同 <br> 意 | 不 <br> 同 <br> 意 | 同 意 | 非 <br> 常 <br> 同 <br> 意 | 不 适 用 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 我擅长做学校的作业。 | | | | | | | 2 | 与其他同学相比,我与他们一样聪明。 | | | | | | | 3 | 我有很多朋友。 | | | | | | | 4 | 我会与其他同学/朋友一起完成工作。 | | | | | | | 5 | 我喜欢参与体育或其他活动,而不喜欢在旁观察。 | | | | | | | 6 | 我运动很好。 | | | | | | | 7 | 整体而言,我觉得自己是个好孩子。 | | | | | | | 8 | 我对自己做的事情感觉良好。 | | | | | |

  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.
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}   Please recall how often you experienced the following situations in the past two weeks.  几   乎   没   有  [[" 几 "],[" 乎 "],[" 没 "],[" 有 "]]\begin{array}{|l|} \text { 几 } \\ \text { 乎 } \\ \text { 没 } \\ \text { 有 } \end{array}
Quite often
较 多 时 候| 较 | | :--- | | 多 | | 时 | | 候 |
 大   部   分   时   候  {:[" 大 "],[" 部 "],[" 分 "],[" 时 "],[" 候 "]:}\begin{aligned} & \text { 大 } \\ & \text { 部 } \\ & \text { 分 } \\ & \text { 时 } \\ & \text { 候 } \end{aligned}
All the time
所 有 时 候| 所 | | :--- | | 有 | | 时 | | 候 |
1   Low mood (e.g., sadness, depression, frustration)
2   Impatience (e.g., easily angered, feeling angry, frustrated)
3   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)
" 题 号 " 请回想 过去两周,你出现以下情况的频率是怎样的? [" 几 乎 没 有 "] "较 多 时 候" " 大 部 分 时 候 " "所 有 时 候" 1 情绪低落(如:悲伤,消沉,沮丧) 2 急躁(如:容易发脾气,感到生气,挫败) 3 睡眠困难(如:入睡困难,易惊醒,做歌梦) 4 兴趣减退(如:提不起兴趣做以前喜欢的事,包括兴趣爱好,与朋友聚会,娱乐活动,运动等) 5 感觉毫无价值感(如:绝望,对自己失望,觉得自己不够好) | $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 请回想 过去两周,你出现以下情况的频率是怎样的? | $\begin{array}{\|l\|} \text { 几 } \\ \text { 乎 } \\ \text { 没 } \\ \text { 有 } \end{array}$ | 较 <br> 多 <br> 时 <br> 候 | $\begin{aligned} & \text { 大 } \\ & \text { 部 } \\ & \text { 分 } \\ & \text { 时 } \\ & \text { 候 } \end{aligned}$ | 所 <br> 有 <br> 时 <br> 候 | | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 情绪低落(如:悲伤,消沉,沮丧) | | | | | | 2 | 急躁(如:容易发脾气,感到生气,挫败) | | | | | | 3 | 睡眠困难(如:入睡困难,易惊醒,做歌梦) | | | | | | 4 | 兴趣减退(如:提不起兴趣做以前喜欢的事,包括兴趣爱好,与朋友聚会,娱乐活动,运动等) | | | | | | 5 | 感觉毫无价值感(如:绝望,对自己失望,觉得自己不够好) | | | | |
6
Feeling tired (e.g., feeling exhausted, lacking energy, lacking motivation to work, procrastinating, always wanting to rest or do nothing)
感觉疲倦(如:感到劳累,精力不济,做事没有积极性, 拖拉,总想休息或躺着什么也不做)| 感觉疲倦(如:感到劳累,精力不济,做事没有积极性, | | :--- | | 拖拉,总想休息或躺着什么也不做) |
7
Attention issues (e.g., difficulty concentrating when one should be studying or working, easily lost in thought, easily distracted)
注意力问题(如:在应该学习或做事的时候难以集中注意 力,容易胡思乱想,容易分心)| 注意力问题(如:在应该学习或做事的时候难以集中注意 | | :--- | | 力,容易胡思乱想,容易分心) |
8
Feeling life is uninteresting (e.g., feeling that life is not as interesting, unable to derive as much joy from interesting things as before)
感觉生活无趣(如:感到生活不是那么有趣,不能像往常 一样从有趣的事物中得到同样多的快乐)| 感觉生活无趣(如:感到生活不是那么有趣,不能像往常 | | :--- | | 一样从有趣的事物中得到同样多的快乐) |
9   Worry and anxiety (e.g., feeling worried, panicked, tense, anxious, etc.)
10 Physical discomfort (e.g., headache, restlessness, nausea, abdominal pain, trembling)
11   Having thoughts or behaviors of self-harm or suicide
6 "感觉疲倦(如:感到劳累,精力不济,做事没有积极性, 拖拉,总想休息或躺着什么也不做)" 7 "注意力问题(如:在应该学习或做事的时候难以集中注意 力,容易胡思乱想,容易分心)" 8 "感觉生活无趣(如:感到生活不是那么有趣,不能像往常 一样从有趣的事物中得到同样多的快乐)" 9 担心焦虑(如:感到忧虑,恐慌,紧张,焦虑等) 10 身体不适感(如:头痛,步忈不安,恶心,腹鸡,发抖) 11 有自杀或自伤想法或行为 | 6 | 感觉疲倦(如:感到劳累,精力不济,做事没有积极性, <br> 拖拉,总想休息或躺着什么也不做) | | | | | :---: | :--- | :--- | :--- | :--- | | 7 | 注意力问题(如:在应该学习或做事的时候难以集中注意 <br> 力,容易胡思乱想,容易分心) | | | | | 8 | 感觉生活无趣(如:感到生活不是那么有趣,不能像往常 <br> 一样从有趣的事物中得到同样多的快乐) | | | | | 9 | 担心焦虑(如:感到忧虑,恐慌,紧张,焦虑等) | | | | | 10 | 身体不适感(如:头痛,步忈不安,恶心,腹鸡,发抖) | | | | | 11 | 有自杀或自伤想法或行为 | | | |
———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 Tengzhou Minors Protection Center: 0632-5512912
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 V V 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
  6. Your household monthly income:
   1000 1000 ◻1000\square 1000 Below 1000 yuan, 1000-2999 yuan
   \square 3000-5999 yuan
   \square 6000-9999 yuan
   \square 10,000-14,999 yuan
   \square 15,000-19,999 yuan
   \square 20,000 - 29,999 yuan
3 3 ◻3\square 3 ten thousand - fifty thousand yuan
5 5 ◻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.
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.
以下有关教养孩子方式的描述,在多大程度上符合您的实际情况? "从不"表示句子所描述的情况在你家从来没有发生过。 "几乎不"表示句子所描述的情况在你家里一年发生不超过 3 次。 "有时"表示句子所描述的情况大约每两个月会发生 1次。 "经常"表示句子所描述的情况大约每个月会发生 1-2| 以下有关教养孩子方式的描述,在多大程度上符合您的实际情况? | | :--- | | "从不"表示句子所描述的情况在你家从来没有发生过。 | | "几乎不"表示句子所描述的情况在你家里一年发生不超过 3 次。 | | "有时"表示句子所描述的情况大约每两个月会发生 1次。 | | "经常"表示句子所描述的情况大约每个月会发生 1-2 |
 从   不  {:[" 从 "],[" 不 "]:}\begin{aligned} & \text { 从 } \\ & \text { 不 } \end{aligned}  几   乎   不  {:[" 几 "],[" 乎 "],[" 不 "]:}\begin{aligned} & \text { 几 } \\ & \text { 乎 } \\ & \text { 不 } \end{aligned}
题 "以下有关教养孩子方式的描述,在多大程度上符合您的实际情况? "从不"表示句子所描述的情况在你家从来没有发生过。 "几乎不"表示句子所描述的情况在你家里一年发生不超过 3 次。 "有时"表示句子所描述的情况大约每两个月会发生 1次。 "经常"表示句子所描述的情况大约每个月会发生 1-2" " 从 不 " " 几 乎 不 " 有 经 总| 题 | 以下有关教养孩子方式的描述,在多大程度上符合您的实际情况? <br> "从不"表示句子所描述的情况在你家从来没有发生过。 <br> "几乎不"表示句子所描述的情况在你家里一年发生不超过 3 次。 <br> "有时"表示句子所描述的情况大约每两个月会发生 1次。 <br> "经常"表示句子所描述的情况大约每个月会发生 1-2 | $\begin{aligned} & \text { 从 } \\ & \text { 不 } \end{aligned}$ | $\begin{aligned} & \text { 几 } \\ & \text { 乎 } \\ & \text { 不 } \end{aligned}$ | 有 | 经 | 总 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: |
"Always" means that the situation described in the sentence occurs every week or every day.
次。 "总是"表示句子所描述的情况每周或每天都会发生。| 次。 | | :--- | | "总是"表示句子所描述的情况每周或每天都会发生。 |
1   Talking to children in a friendly manner. \square \square \square \square \square
2 Providing volunteer services for certain special activities that children participate in (such as sports events, club activities, etc.). \square \square \square \square \square
3   Play games or do other fun things with the kids. \square \square \square \square \square
4   Inquire about the child's daily situation at school. \square \square \square \square \square
5   Ask about the child's plans for the next day. \square \square \square \square \square
6   Personally take the child to participate in an activity. \square \square \square \square \square
7   Talk to the child about his/her friends. \square \square \square \square \square
8   Involve children in planning family activities. \square \square \square \square \square
9 Attend parent-teacher association meetings, parent meetings, or other gatherings at the child's school. \square \square \square \square \square
10   Let the child know that he/she is doing well in something. \square \square \square \square \square
11 Reward or give the child something extra when he/she obeys you or behaves well. \square \square \square \square \square
12   When the child does something well, praise him/her. \square \square \square \square \square
13   If the child performs well, compliment him/her. \square \square \square \square \square
14   If the child performs well, hug or kiss him/her. \square \square \square \square \square
15   When the child helps with chores, tell him/her that you like him/her doing that \square \square \square \square \square
16   The child (when going out) did not tell you where he/she is going \square \square \square \square \square
17   The child is still outside at the time he/she is supposed to be home in the evening \square \square \square \square \square
18   The child is going out with friends you don't know. \square \square \square \square \square
19   The child goes out to play without a specified time to return home. \square \square \square \square \square
20   After dark, the child goes out to play without adult supervision. \square \square \square \square \square
21   Too busy to remember where the child is and what they are doing \square \square \square \square \square
22   Not verifying the time the child should return home from school \square \square \square \square \square
23   Not telling the child where you are going when you leave \square \square \square \square \square
24   The child has been home for more than an hour longer than you expected \square \square \square \square \square
25   There is no adult supervision when the child is at home \square \square \square \square \square
26   When a child does something wrong, hit him/her on the butt. \square \square \square \square \square
27   When a child does something wrong, slap him/her. \square \square \square \square \square
28   When a child does something wrong, hit him/her with a belt, whip, or other objects. \square \square \square \square \square
29
When a child does not listen to you, verbally humiliate the child (for example, calling the child "lazy," "fool," "ungrateful," "useless," etc.)
当孩子不听你的话时,用言语羞辱孩子(例如说孩子 "濑惰""笨蛋""白眼狼""没用的东西"等)| 当孩子不听你的话时,用言语羞辱孩子(例如说孩子 | | :--- | | "濑惰""笨蛋""白眼狼""没用的东西"等) |
\square \square \square \square \square
30   Punishing him/her by claiming to no longer care for or love the child \square \square \square \square \square
31 Making the child feel unimportant or unloved at home in some way \square \square \square \square \square
32 When a child makes a mistake, they will be left alone without being spoken to, and no explanation will be provided. \square \square \square \square \square
"次。 "总是"表示句子所描述的情况每周或每天都会发生。" 1 与孩子友好地交谈。 ◻ ◻ ◻ ◻ ◻ 2 为孩子参加的某些特殊活动(如运动会,社团活动等)提供志愿服务。 ◻ ◻ ◻ ◻ ◻ 3 和孩子一起玩游戏或做其他有趣的事情。 ◻ ◻ ◻ ◻ ◻ 4 询问孩子在学校里的日常情况。 ◻ ◻ ◻ ◻ ◻ 5 询问孩子未来一天的计划。 ◻ ◻ ◻ ◻ ◻ 6 亲自送孩子去参加活动。 ◻ ◻ ◻ ◻ ◻ 7 跟孩子谈论有关他/她朋友们的事情。 ◻ ◻ ◻ ◻ ◻ 8 让孩子参与计划家庭活动。 ◻ ◻ ◻ ◻ ◻ 9 参加孩子学校的家长教师联谊会,家长会,或者其他会议。 ◻ ◻ ◻ ◻ ◻ 10 让孩子知道他/她在某件事情上做得不错。 ◻ ◻ ◻ ◻ ◻ 11 当孩子顺从你或表现较好时,会奖励或额外给他/她一些东西。 ◻ ◻ ◻ ◻ ◻ 12 当孩子某件事做得好时,会称赞他/她 ◻ ◻ ◻ ◻ ◻ 13 如果孩子表现好,会表扬他/她 ◻ ◻ ◻ ◻ ◻ 14 如果孩子表现好,会拥抱或亲吻他/她 ◻ ◻ ◻ ◻ ◻ 15 当孩子帮忙做家务时,告诉他/她你喜欢他/她这样做 ◻ ◻ ◻ ◻ ◻ 16 孩子(外出)没有告诉你他/她去哪里 ◻ ◻ ◻ ◻ ◻ 17 孩子在他/她晚上该回家的时间仍然待在外面 ◻ ◻ ◻ ◻ ◻ 18 孩子和你不认识的朋友外出 ◻ ◻ ◻ ◻ ◻ 19 孩子出去玩,没有规定应该回家的时间 ◻ ◻ ◻ ◻ ◻ 20 天黑之后,孩子在没有成人陪伴的情况下出去玩 ◻ ◻ ◻ ◻ ◻ 21 忙得忘了孩子在哪儿,在干什么 ◻ ◻ ◻ ◻ ◻ 22 不核实孩子应该放学回家的时间 ◻ ◻ ◻ ◻ ◻ 23 出门不告诉孩子你要去哪儿 ◻ ◻ ◻ ◻ ◻ 24 孩子放学回家的时间超过了你所预期的一个多小时 ◻ ◻ ◻ ◻ ◻ 25 孩子在家时没有成人监督 ◻ ◻ ◻ ◻ ◻ 26 当孩子做错事时,用手打他/她屁股 ◻ ◻ ◻ ◻ ◻ 27 当孩子做错事时,打他/她耳光 ◻ ◻ ◻ ◻ ◻ 28 当孩子做错事时,用皮带,鞭子或别的东西打他/她 ◻ ◻ ◻ ◻ ◻ 29 "当孩子不听你的话时,用言语羞辱孩子(例如说孩子 "濑惰""笨蛋""白眼狼""没用的东西"等)" ◻ ◻ ◻ ◻ ◻ 30 通过(宣称)不再关心或爱孩子来惩罚他/她 ◻ ◻ ◻ ◻ ◻ 31 通过某种方式让孩子感觉他/她在家中不重要或不被疼爱 ◻ ◻ ◻ ◻ ◻ 32 孩子做错事时,会把他/她晾在一边不理他/她也不提供解释 ◻ ◻ ◻ ◻ ◻| | 次。 <br> "总是"表示句子所描述的情况每周或每天都会发生。 | | | | | | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 与孩子友好地交谈。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 2 | 为孩子参加的某些特殊活动(如运动会,社团活动等)提供志愿服务。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 3 | 和孩子一起玩游戏或做其他有趣的事情。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 4 | 询问孩子在学校里的日常情况。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 5 | 询问孩子未来一天的计划。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 6 | 亲自送孩子去参加活动。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 7 | 跟孩子谈论有关他/她朋友们的事情。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 8 | 让孩子参与计划家庭活动。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 9 | 参加孩子学校的家长教师联谊会,家长会,或者其他会议。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 10 | 让孩子知道他/她在某件事情上做得不错。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 11 | 当孩子顺从你或表现较好时,会奖励或额外给他/她一些东西。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 12 | 当孩子某件事做得好时,会称赞他/她 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 13 | 如果孩子表现好,会表扬他/她 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 14 | 如果孩子表现好,会拥抱或亲吻他/她 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 15 | 当孩子帮忙做家务时,告诉他/她你喜欢他/她这样做 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 16 | 孩子(外出)没有告诉你他/她去哪里 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 17 | 孩子在他/她晚上该回家的时间仍然待在外面 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 18 | 孩子和你不认识的朋友外出 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 19 | 孩子出去玩,没有规定应该回家的时间 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 20 | 天黑之后,孩子在没有成人陪伴的情况下出去玩 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 21 | 忙得忘了孩子在哪儿,在干什么 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 22 | 不核实孩子应该放学回家的时间 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 23 | 出门不告诉孩子你要去哪儿 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 24 | 孩子放学回家的时间超过了你所预期的一个多小时 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 25 | 孩子在家时没有成人监督 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 26 | 当孩子做错事时,用手打他/她屁股 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 27 | 当孩子做错事时,打他/她耳光 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 28 | 当孩子做错事时,用皮带,鞭子或别的东西打他/她 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 29 | 当孩子不听你的话时,用言语羞辱孩子(例如说孩子 <br> "濑惰""笨蛋""白眼狼""没用的东西"等) | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 30 | 通过(宣称)不再关心或爱孩子来惩罚他/她 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 31 | 通过某种方式让孩子感觉他/她在家中不重要或不被疼爱 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 32 | 孩子做错事时,会把他/她晾在一边不理他/她也不提供解释 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ |

  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.)
To what extent do the following descriptions match your actual situation as a parent?
Very inconsistent
非 常 不 符 合| 非 | | :--- | | 常 | | 不 | | 符 | | 合 |
 不   符   合  {:[" 不 "],[" 符 "],[" 合 "]:}\begin{aligned} & \text { 不 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}   Very consistent
1 Having been a parent for such a long time, I have completely familiarized myself with the role of a father/mother. \square \square \square \square
2 I fully believe that I possess all the necessary skills to be a good dad/mom \square \square \square \square
3   Being a parent is not difficult; any problem can be easily solved. \square \square \square \square
4   I am the person who knows my child best. \square \square \square \square
5   I have reached my personal expectations in taking care of my child. \square \square \square \square
6 I will set a good example as a parent for my child so that he/she will know how to do it in the future. \square \square \square \square
7   Being a parent makes me nervous and anxious \square \square \square \square
8   As a parent, I feel like there are endless tasks to do all day long \square \square \square \square
9 Even knowing that being a parent has its rewards, I feel "headache" or "frustration" when facing my child at this moment \square \square \square \square
10 I don't know why, sometimes I feel like I seem to be in control, but in reality, I am being manipulated by my child. \square \square \square \square
11   The biggest difficulty in raising children is not knowing whether I am doing it right or wrong. \square \square \square \square
12   Sometimes I feel like I haven't done anything well. \square \square \square \square
题 请问以下描述,多大程度上符合您为人父母后的实际情况? "非 常 不 符 合" " 不 符 合 " 符 非 常 符 合 1 成为父母这么长时间,我已经完全熟悉了父/母这一角色 ◻ ◻ ◻ ◻ 2 我完全相信自己具有做一个好爸爸/好妈妈所必备的一切技能 ◻ ◻ ◻ ◻ 3 做父母并非难事,任何问题都容易解决 ◻ ◻ ◻ ◻ 4 我是最了解我孩子的人 ◻ ◻ ◻ ◻ 5 在悉心照料孩子方面,我达到了我个人的期望 ◻ ◻ ◻ ◻ 6 我会给孩子树立一个好父母的榜样,以便她/他将来知道怎么做(父/母)。 ◻ ◻ ◻ ◻ 7 做父母使我紧张和焦虑 ◻ ◻ ◻ ◻ 8 (作为父/母)我感觉一天到晚有做不完的事 ◻ ◻ ◻ ◻ 9 即使知道为人父母会有回报,但面对此时的孩子我感到"头疼"或"沮丧" ◻ ◻ ◻ ◻ 10 不知道为什么,我有时觉得看似我在做主而实际上是被孩子操纵着 ◻ ◻ ◻ ◻ 11 养孩子最大的困难就是不知道自己是做对了还是做错了 ◻ ◻ ◻ ◻ 12 有时我感到我什么事都没做好 ◻ ◻ ◻ ◻| 题 | 请问以下描述,多大程度上符合您为人父母后的实际情况? | 非 <br> 常 <br> 不 <br> 符 <br> 合 | $\begin{aligned} & \text { 不 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}$ | 符 | 非 常 符 合 | | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 成为父母这么长时间,我已经完全熟悉了父/母这一角色 | $\square$ | $\square$ | $\square$ | $\square$ | | 2 | 我完全相信自己具有做一个好爸爸/好妈妈所必备的一切技能 | $\square$ | $\square$ | $\square$ | $\square$ | | 3 | 做父母并非难事,任何问题都容易解决 | $\square$ | $\square$ | $\square$ | $\square$ | | 4 | 我是最了解我孩子的人 | $\square$ | $\square$ | $\square$ | $\square$ | | 5 | 在悉心照料孩子方面,我达到了我个人的期望 | $\square$ | $\square$ | $\square$ | $\square$ | | 6 | 我会给孩子树立一个好父母的榜样,以便她/他将来知道怎么做(父/母)。 | $\square$ | $\square$ | $\square$ | $\square$ | | 7 | 做父母使我紧张和焦虑 | $\square$ | $\square$ | $\square$ | $\square$ | | 8 | (作为父/母)我感觉一天到晚有做不完的事 | $\square$ | $\square$ | $\square$ | $\square$ | | 9 | 即使知道为人父母会有回报,但面对此时的孩子我感到"头疼"或"沮丧" | $\square$ | $\square$ | $\square$ | $\square$ | | 10 | 不知道为什么,我有时觉得看似我在做主而实际上是被孩子操纵着 | $\square$ | $\square$ | $\square$ | $\square$ | | 11 | 养孩子最大的困难就是不知道自己是做对了还是做错了 | $\square$ | $\square$ | $\square$ | $\square$ | | 12 | 有时我感到我什么事都没做好 | $\square$ | $\square$ | $\square$ | $\square$ |

  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.
请问以下描述,多大程度上符合您的实际情 况? )  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  {:[[,,,,,,],[" 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.
孩子在有需要时,我能给予他/她信心,并必 定在他/她的身边提供无条件的帮助| 孩子在有需要时,我能给予他/她信心,并必 | | :--- | | 定在他/她的身边提供无条件的帮助 |
\square \square \square \square \square
3
  I am very clear about my responsibilities as a father/mother/grandparent.
我十分清晰自己作为爸爸/妈妈/祖父母的职 责| 我十分清晰自己作为爸爸/妈妈/祖父母的职 | | :--- | | 责 |
\square \square \square \square \square
4   I feel angry towards the child when interacting with him/her. \square \square \square \square \square
5   I can easily discuss the problems he/she is facing with the child \square \square \square \square \square
6   I feel the child's respect for me \square \square \square \square \square
7   I feel the child's admiration for me \square \square \square \square \square
1 我与孩子在情感上亲密 ◻ ◻ ◻ ◻ ◻ 2 "孩子在有需要时,我能给予他/她信心,并必 定在他/她的身边提供无条件的帮助" ◻ ◻ ◻ ◻ ◻ 3 "我十分清晰自己作为爸爸/妈妈/祖父母的职 责" ◻ ◻ ◻ ◻ ◻ 4 和孩子相处时,我对孩子感到愤怒 ◻ ◻ ◻ ◻ ◻ 5 我和孩子能轻松地讨论他/她所面对的问题 ◻ ◻ ◻ ◻ ◻ 6 我感受到孩子对我的尊重 ◻ ◻ ◻ ◻ ◻ 7 我感受到孩子对我的赞赏 ◻ ◻ ◻ ◻ ◻| 1 | 我与孩子在情感上亲密 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | :--- | :--- | :---: | :---: | :---: | :---: | :---: | | 2 | 孩子在有需要时,我能给予他/她信心,并必 <br> 定在他/她的身边提供无条件的帮助 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 3 | 我十分清晰自己作为爸爸/妈妈/祖父母的职 <br> 责 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 4 | 和孩子相处时,我对孩子感到愤怒 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 5 | 我和孩子能轻松地讨论他/她所面对的问题 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 6 | 我感受到孩子对我的尊重 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 7 | 我感受到孩子对我的赞赏 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ |

  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.
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned} To what extent do the following descriptions match your actual situation when caring for the child?
Very inconsistent
非 常 不 符 合| 非 | | :--- | | 常 | | 不 | | 符 | | 合 |
Relatively consistent
比较 符 合| 比较 | | :--- | | 符 | | 合 |
一般  一般   符   合  {:[" 一般 "],[" 符 "],[" 合 "]:}\begin{aligned} & \text { 一般 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}
Relatively suitable
比 较 符 合| 比 | | :--- | | 较 | | 符 | | 合 |
Very suitable
非 常 符 合| 非 | | :--- | | 常 | | 符 | | 合 |
 不   适   用  {:[" 不 "],[" 适 "],[" 用 "]:}\begin{aligned} & \text { 不 } \\ & \text { 适 } \\ & \text { 用 } \end{aligned}
1 In order to meet my child's needs, I sacrificed many aspects of my own life, which I had not anticipated. \square \square \square \square \square \square
2   After having a child, I feel bound by the responsibilities of parenthood. \square \square \square \square \square \square
3   After having a child, I can no longer try new and different things. \square \square \square \square \square \square
4   After having a child, I can hardly do the things I enjoy. \square \square \square \square \square \square
5   I no longer appreciate things or enjoy the pleasures of life like I used to. \square \square \square \square \square \square
6   Most of the time, I feel that my child doesn't like me and is not close to me \square \square \square \square \square \square
" 题 号 " 请问以下描述,多大程度上符合您照顾孩子时的实际情况? "非 常 不 符 合" "比较 符 合" " 一般 符 合 " "比 较 符 合" "非 常 符 合" " 不 适 用 " 1 为了满足孩子的需求,我牺牲许多自己的生活,那是我没有想到的。 ◻ ◻ ◻ ◻ ◻ ◻ 2 有了孩子以后,我觉得自己被为人父母的责任绑定了 ◻ ◻ ◻ ◻ ◻ ◻ 3 有了孩子以后,我不能再尝试新鲜的不同的事 ◻ ◻ ◻ ◻ ◻ ◻ 4 有了孩子以后,我几乎不能做我喜欢的事 ◻ ◻ ◻ ◻ ◻ ◻ 5 我不像过去那样欣赏事物,享受生活乐趣了 ◻ ◻ ◻ ◻ ◻ ◻ 6 大部分时间我觉得孩子不喜欢我,而且不亲近我 ◻ ◻ ◻ ◻ ◻ ◻| $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 请问以下描述,多大程度上符合您照顾孩子时的实际情况? | 非 <br> 常 <br> 不 <br> 符 <br> 合 | 比较 <br> 符 <br> 合 | $\begin{aligned} & \text { 一般 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}$ | 比 <br> 较 <br> 符 <br> 合 | 非 <br> 常 <br> 符 <br> 合 | $\begin{aligned} & \text { 不 } \\ & \text { 适 } \\ & \text { 用 } \end{aligned}$ | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 为了满足孩子的需求,我牺牲许多自己的生活,那是我没有想到的。 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 2 | 有了孩子以后,我觉得自己被为人父母的责任绑定了 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 3 | 有了孩子以后,我不能再尝试新鲜的不同的事 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 4 | 有了孩子以后,我几乎不能做我喜欢的事 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 5 | 我不像过去那样欣赏事物,享受生活乐趣了 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 6 | 大部分时间我觉得孩子不喜欢我,而且不亲近我 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ |
7   The number of times my child smiles at me is much less than I expected. \square \square \square \square \square \square
8   When I put effort into my child, I feel like my efforts are in vain. \square \square \square \square \square \square
9   When playing, my child rarely laughs happily. \square \square \square \square \square \square
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned} To what extent do the following descriptions match your actual situation when taking care of your child?
Very inconsistent
非 常 不 符 合| 非 | | :--- | | 常 | | 不 | | 符 | | 合 |
 比   较   不   符   合  {:[" 比 "],[" 较 "],[" 不 "],[" 符 "],[" 合 "],[]:}\begin{aligned} & \text { 比 } \\ & \text { 较 } \\ & \text { 不 } \\ & \text { 符 } \\ & \text { 合 } \\ & \hline \end{aligned} 一般  一般   符   合  {:[" 一般 "],[" 符 "],[" 合 "]:}\begin{aligned} & \text { 一般 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}
Relatively consistent
比 较 符 合| 比 | | :--- | | 较 | | 符 | | 合 |
 非   常   符   合  {:[" 非 "],[" 常 "],[" 符 "],[" 合 "]:}\begin{aligned} & \text { 非 } \\ & \text { 常 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}   Not applicable
10   The child does not like to laugh like other children \square \square \square \square \square \square
11   Children usually have a bad mood when they wake up. \square \square \square \square \square \square
12   I think children are very emotional and often unhappy \square \square \square \square \square \square
13   The child does some things that trouble me. \square \square \square \square \square \square
14   The child can easily become unhappy over small matters. \square \square \square \square \square \square
15   The child has more demands on parents than the average child. \square \square \square \square \square \square
7 孩子对我微笑的次数比我期望的少很多 ◻ ◻ ◻ ◻ ◻ ◻ 8 当我为孩子付出心力时,我觉得我的努力白费心思 ◻ ◻ ◻ ◻ ◻ ◻ 9 玩要时候,孩子很少笑得很开心 ◻ ◻ ◻ ◻ ◻ ◻ " 题 号 " 请问以下描述,多大程度上符合您照顾孩子时的实际情况? "非 常 不 符 合" " 比 较 不 符 合 " " 一般 符 合 " "比 较 符 合" " 非 常 符 合 " 不 适 用 10 孩子不像其他孩子一样喜欢笑 ◻ ◻ ◻ ◻ ◻ ◻ 11 孩子睡醒时,情绪通常不好 ◻ ◻ ◻ ◻ ◻ ◻ 12 我觉得孩子很情绪化,而且常常不高兴 ◻ ◻ ◻ ◻ ◻ ◻ 13 孩子会做一些令我困扰的事情 ◻ ◻ ◻ ◻ ◻ ◻ 14 孩子很容易为小事就不高兴 ◻ ◻ ◻ ◻ ◻ ◻ 15 孩子对父母的要求比一般的孩子多 ◻ ◻ ◻ ◻ ◻ ◻| 7 | 孩子对我微笑的次数比我期望的少很多 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 8 | 当我为孩子付出心力时,我觉得我的努力白费心思 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 9 | 玩要时候,孩子很少笑得很开心 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 请问以下描述,多大程度上符合您照顾孩子时的实际情况? | 非 <br> 常 <br> 不 <br> 符 <br> 合 | $\begin{aligned} & \text { 比 } \\ & \text { 较 } \\ & \text { 不 } \\ & \text { 符 } \\ & \text { 合 } \\ & \hline \end{aligned}$ | $\begin{aligned} & \text { 一般 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}$ | 比 <br> 较 <br> 符 <br> 合 | $\begin{aligned} & \text { 非 } \\ & \text { 常 } \\ & \text { 符 } \\ & \text { 合 } \end{aligned}$ | 不 适 用 | | 10 | 孩子不像其他孩子一样喜欢笑 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 11 | 孩子睡醒时,情绪通常不好 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 12 | 我觉得孩子很情绪化,而且常常不高兴 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 13 | 孩子会做一些令我困扰的事情 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 14 | 孩子很容易为小事就不高兴 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | | 15 | 孩子对父母的要求比一般的孩子多 | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ | $\square$ |

  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.
[0 points - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 points]
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.
请问以下描述,多大程度上符合您家庭的整体情况? 答题说明:分值范围为 0-10 分,分数越高,符合程度越高。 0 分表示完全不符合,10 分表示完全符合| 请问以下描述,多大程度上符合您家庭的整体情况? | | :--- | | 答题说明:分值范围为 0-10 分,分数越高,符合程度越高。 | | 0 分表示完全不符合,10 分表示完全符合 |
Until 10 10 10\mathbf{1 0} points, please score
至 10 分, 请打分| 至 $\mathbf{1 0}$ 分, | | :---: | | 请打分 |
1   Feel safe at home
2
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.)
在过去一年,家庭收入足够应付日常的开支(收入包括工资,奖金,救助 金,各类津贴,租金或投资收入等)| 在过去一年,家庭收入足够应付日常的开支(收入包括工资,奖金,救助 | | :--- | | 金,各类津贴,租金或投资收入等) |
3   A comfortable living environment
4 The ability to solve life problems (for example, being able to handle or find someone to repair a burst pipe)
"请问以下描述,多大程度上符合您家庭的整体情况? 答题说明:分值范围为 0-10 分,分数越高,符合程度越高。 0 分表示完全不符合,10 分表示完全符合" "至 10 分, 请打分" 1 在家中感到安全 2 "在过去一年,家庭收入足够应付日常的开支(收入包括工资,奖金,救助 金,各类津贴,租金或投资收入等)" 3 有舒适的居住环境 4 有能力解决生活难题(例如爆水管时,能够自己处理或找人维修) | 请问以下描述,多大程度上符合您家庭的整体情况? <br> 答题说明:分值范围为 0-10 分,分数越高,符合程度越高。 <br> 0 分表示完全不符合,10 分表示完全符合 | | 至 $\mathbf{1 0}$ 分, <br> 请打分 | | | :--- | :--- | :--- | :--- | | 1 | 在家中感到安全 | | | | 2 | 在过去一年,家庭收入足够应付日常的开支(收入包括工资,奖金,救助 <br> 金,各类津贴,租金或投资收入等) | | | | 3 | 有舒适的居住环境 | | | | 4 | 有能力解决生活难题(例如爆水管时,能够自己处理或找人维修) | | |
5   Family members have enough time to spend together
6   Family members enjoy the time spent together
7   Family members can trust each other
8   Family members can accommodate each other
9   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.
整体来说,在有需要时,您和您的家人愿意互相帮忙做以下的事情吗? 0 至 10 分,请 答题说明:分值范围为 0-10 分,分数越高,意愿程度越高。 0 分表打分示完全不愿意, 10 分表示非常愿意。| 整体来说,在有需要时,您和您的家人愿意互相帮忙做以下的事情吗? | | :--- | | 0 至 10 分,请 | | 答题说明:分值范围为 0-10 分,分数越高,意愿程度越高。 0 分表打分示完全不愿意, 10 分表示非常愿意。 |
18   Solve financial difficulties
19   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.
当您的家庭遇到自己无法解决的困难时(例如身体不适,照顾老人,托管儿童),容易找到以下的人或机构帮忙吗? 答题说明:分值范围为 0-10 分,分数越高,越容易找到。 0 分表示完全找不到, 10 分表示非常容易找到| 当您的家庭遇到自己无法解决的困难时(例如身体不适,照顾老人,托管儿童),容易找到以下的人或机构帮忙吗? | | :--- | | 答题说明:分值范围为 0-10 分,分数越高,越容易找到。 0 分表示完全找不到, 10 分表示非常容易找到 |
  Please score from 0 to 10.
22   Relatives, friends, or neighbors.
5 家人有足够的相处时间 6 家人享受一起相处的时间 7 家人可以互相信赖 8 家人可以彼此迁就 9 家人互相感激各自为家庭的付出 10 家人经常融洽相处 11 家人成员可以发挥各自的长处和能力 12 目前的家庭生活水平与家人的努力相对照,是相当公平的 13 家庭对子女有足够的关怀和照顾 14 家庭对子女有奖罚分明的管教 15 工作令我疲累到无法完成应做的家庭事务 16 家庭的烦恼或问题,影响我的工作投入与表现 17 整体而言,我的家庭是幸福的 "整体来说,在有需要时,您和您的家人愿意互相帮忙做以下的事情吗? 0 至 10 分,请 答题说明:分值范围为 0-10 分,分数越高,意愿程度越高。 0 分表打分示完全不愿意, 10 分表示非常愿意。" 18 解决财政困难 19 处理家庭事务(例如打扫,做饭,照顾儿童和老人) 20 就重要事情(例如工作,升学,就医)提供意见 21 聆听心事 "当您的家庭遇到自己无法解决的困难时(例如身体不适,照顾老人,托管儿童),容易找到以下的人或机构帮忙吗? 答题说明:分值范围为 0-10 分,分数越高,越容易找到。 0 分表示完全找不到, 10 分表示非常容易找到" 0 至 10 分,请打分 22 亲戚,朋友或邻居 | 5 | 家人有足够的相处时间 | | | :---: | :---: | :---: | | 6 | 家人享受一起相处的时间 | | | 7 | 家人可以互相信赖 | | | 8 | 家人可以彼此迁就 | | | 9 | 家人互相感激各自为家庭的付出 | | | 10 | 家人经常融洽相处 | | | 11 | 家人成员可以发挥各自的长处和能力 | | | 12 | 目前的家庭生活水平与家人的努力相对照,是相当公平的 | | | 13 | 家庭对子女有足够的关怀和照顾 | | | 14 | 家庭对子女有奖罚分明的管教 | | | 15 | 工作令我疲累到无法完成应做的家庭事务 | | | 16 | 家庭的烦恼或问题,影响我的工作投入与表现 | | | 17 | 整体而言,我的家庭是幸福的 | | | 整体来说,在有需要时,您和您的家人愿意互相帮忙做以下的事情吗? <br> 0 至 10 分,请 <br> 答题说明:分值范围为 0-10 分,分数越高,意愿程度越高。 0 分表打分示完全不愿意, 10 分表示非常愿意。 | | | | 18 | 解决财政困难 | | | 19 | 处理家庭事务(例如打扫,做饭,照顾儿童和老人) | | | 20 | 就重要事情(例如工作,升学,就医)提供意见 | | | 21 | 聆听心事 | | | 当您的家庭遇到自己无法解决的困难时(例如身体不适,照顾老人,托管儿童),容易找到以下的人或机构帮忙吗? <br> 答题说明:分值范围为 0-10 分,分数越高,越容易找到。 0 分表示完全找不到, 10 分表示非常容易找到 | | 0 至 10 分,请打分 | | 22 | 亲戚,朋友或邻居 | |
23
Government departments or social welfare organizations (such as community centers, party service centers, and social organizations providing professional social services, etc.).
政府部门或社福机构(例如社区,党群服务中心,提供专业社会服务的社 会组织等)| 政府部门或社福机构(例如社区,党群服务中心,提供专业社会服务的社 | | :--- | | 会组织等) |
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.
24.您和您的家人参加社区或宗教团体的聚会或者活动的频率如 何?(社会团体例如社区活动中心,青少年中心,老人活动中心; 宗教团体例如教会,寺庙,佛堂等) 答题说明:分值范围为 0 至 10 分,分数越高,表示参加频率越高。| 24.您和您的家人参加社区或宗教团体的聚会或者活动的频率如 | | :--- | | 何?(社会团体例如社区活动中心,青少年中心,老人活动中心; | | 宗教团体例如教会,寺庙,佛堂等) | | 答题说明:分值范围为 0 至 10 分,分数越高,表示参加频率越高。 |
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.
25.您和您的家人参与志愿服务活动或慈善捐款的情况如何? 答题说明: 0 分代表完全没有参加,至 10 分代表经常参加 26.整体来说,在过去一年,您和您家人的身体健康状况何? 答题说明:分值范围为 0-10 分,分数越高,表示健康状况越好。0 分代表健康状况非常糟糕,至 10 分代表非常健康| 25.您和您的家人参与志愿服务活动或慈善捐款的情况如何? | | :--- | | 答题说明: 0 分代表完全没有参加,至 10 分代表经常参加 | | 26.整体来说,在过去一年,您和您家人的身体健康状况何? | | 答题说明:分值范围为 0-10 分,分数越高,表示健康状况越好。0 | | 分代表健康状况非常糟糕,至 10 分代表非常健康 |
27. Overall, how would you rate the mental health of you and your family in the past year? Answer instructions: The score ranges from 010 0100-100-10 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.
27.整体来说,在过去一年,您和您家人的心理健康状况如何? 答题说明:分值范围为 0-10 分,分数越高,表示健康状况越好。 0 分代表健康状况非常糟糕,至 10 分代表非常健康| 27.整体来说,在过去一年,您和您家人的心理健康状况如何? | | :--- | | 答题说明:分值范围为 $0-10$ 分,分数越高,表示健康状况越好。 0 | | 分代表健康状况非常糟糕,至 10 分代表非常健康 |
In the past year, have there been any major incidents at home, such as the death of a family member, serious illness,
  accidental hospitalization, career issues, severe financial difficulties, or emotional conflicts?
23 "政府部门或社福机构(例如社区,党群服务中心,提供专业社会服务的社 会组织等)" "24.您和您的家人参加社区或宗教团体的聚会或者活动的频率如 何?(社会团体例如社区活动中心,青少年中心,老人活动中心; 宗教团体例如教会,寺庙,佛堂等) 答题说明:分值范围为 0 至 10 分,分数越高,表示参加频率越高。" "25.您和您的家人参与志愿服务活动或慈善捐款的情况如何? 答题说明: 0 分代表完全没有参加,至 10 分代表经常参加 26.整体来说,在过去一年,您和您家人的身体健康状况何? 答题说明:分值范围为 0-10 分,分数越高,表示健康状况越好。0 分代表健康状况非常糟糕,至 10 分代表非常健康" "27.整体来说,在过去一年,您和您家人的心理健康状况如何? 答题说明:分值范围为 0-10 分,分数越高,表示健康状况越好。 0 分代表健康状况非常糟糕,至 10 分代表非常健康" 28.过去一年,家中有无重大事故发生,例如家人去世,重大疾病, 意外住院,事业,严重经济困难或者感情冲突? | 23 | 政府部门或社福机构(例如社区,党群服务中心,提供专业社会服务的社 <br> 会组织等) | | :--- | :--- | :--- | | 24.您和您的家人参加社区或宗教团体的聚会或者活动的频率如 <br> 何?(社会团体例如社区活动中心,青少年中心,老人活动中心; <br> 宗教团体例如教会,寺庙,佛堂等) <br> 答题说明:分值范围为 0 至 10 分,分数越高,表示参加频率越高。 | | | 25.您和您的家人参与志愿服务活动或慈善捐款的情况如何? <br> 答题说明: 0 分代表完全没有参加,至 10 分代表经常参加 <br> 26.整体来说,在过去一年,您和您家人的身体健康状况何? <br> 答题说明:分值范围为 0-10 分,分数越高,表示健康状况越好。0 <br> 分代表健康状况非常糟糕,至 10 分代表非常健康 | | | 27.整体来说,在过去一年,您和您家人的心理健康状况如何? <br> 答题说明:分值范围为 $0-10$ 分,分数越高,表示健康状况越好。 0 <br> 分代表健康状况非常糟糕,至 10 分代表非常健康 | | | 28.过去一年,家中有无重大事故发生,例如家人去世,重大疾病, | | | 意外住院,事业,严重经济困难或者感情冲突? | |
——— 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 Tengzhou Minors Protection Center: 0632-5512912
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
\square Chengjiang City, Yunnan \square Hongta District, Yuxi, Yunnan \square Jiangchuan District, Yuxi, 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
\square Grade 10 \square Grade 11 \square Grade 12
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.
题 号 请仔细想想你与的出现频率给出评价| 题 | | :--- | | 号 | | 请仔细想想你与的出现频率给出评价 |
None
从 来 妋 有| 从 | | :---: | | 来 | | 妋 | | 有 |
  Relatively few
较 少| 较 | | :---: | | 少 |
  Moderate
适 中| 适 | | :---: | | 中 |
  Relatively many
较 多| 较 | | :---: | | 多 |
Very many
非 常 多| 非 | | :---: | | 常 | | 多 |
Not applicable
不 适 用| 不 | | :--- | | 适 | | 用 |
1   My relationship with my mother is close.
2
When I need it, my mom can give me confidence and will definitely provide unconditional support by my side.
当我有需要时,妈妈能给我信心,并必定 在我的身边提供无条件的帮助。| 当我有需要时,妈妈能给我信心,并必定 | | :--- | | 在我的身边提供无条件的帮助。 |
3   I feel angry when I am with my mom.
4   I can easily discuss the problems I face with my mom.
5   I will respect my mother's opinion.
6   I admire my mom.
"题 号 请仔细想想你与的出现频率给出评价" "从 来 妋 有" "较 少" "适 中" "较 多" "非 常 多" "不 适 用" 1 我与妈妈的关系亲密。 2 "当我有需要时,妈妈能给我信心,并必定 在我的身边提供无条件的帮助。" 3 我和妈妈相处时会感到愤怒。 4 我和妈妈能轻松地讨论我所面对的问题。 5 我会尊重妈妈的意见。 6 我欣赏我的妈妈。 | 题 <br> 号 <br> 请仔细想想你与的出现频率给出评价 | 从 <br> 来 <br> 妋 <br> 有 | 较 <br> 少 | 适 <br> 中 | 较 <br> 多 | 非 <br> 常 <br> 多 | 不 <br> 适 <br> 用 | | | :--- | :--- | :--- | :--- | :--- | :--- | :--- | :--- | | 1 | 我与妈妈的关系亲密。 | | | | | | | | 2 | 当我有需要时,妈妈能给我信心,并必定 <br> 在我的身边提供无条件的帮助。 | | | | | | | | 3 | 我和妈妈相处时会感到愤怒。 | | | | | | | | 4 | 我和妈妈能轻松地讨论我所面对的问题。 | | | | | | | | 5 | 我会尊重妈妈的意见。 | | | | | | | | 6 | 我欣赏我的妈妈。 | | | | | | |
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned} Please think carefully about your interactions with Dad and evaluate the frequency of the following situations
Never came from
从 来 没 有| 从 | | :--- | | 来 | | 没 | | 有 |
 较   少  {:[" 较 "],[" 少 "]:}\begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}  适   中  {:[" 适 "],[" 中 "]:}\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}  较   多  {:[" 较 "],[" 多 "]:}\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}
Very many
非 常 多| 非 | | :--- | | 常 | | 多 |
Not applicable
不 适 用| 不 | | :--- | | 适 | | 用 |
1   My relationship with my dad is close.
2 When I need it, my dad can give me confidence and will definitely provide unconditional help by my side.
3   I feel angry when I am with my dad.
4   My dad and I can easily discuss the problems I face.
5   I will respect my dad's opinions.
6   I appreciate my dad.
" 题 号 " 请仔细想想你与 爸爸 的相处,就以下情形的出现频率给出评价 "从 来 没 有" " 较 少 " " 适 中 " " 较 多 " "非 常 多" "不 适 用" 1 我与爸爸的关系亲密。 2 当我有需要时,爸爸能给我信心,并必定在我的身边提供无条件的帮助。 3 我和爸爸相处时会感到愤怒。 4 我和爸爸能轻松地讨论我所面对的问题。 5 我会尊重爸爸的意见。 6 我欣赏我的爸爸。 | $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 请仔细想想你与 爸爸 的相处,就以下情形的出现频率给出评价 | 从 <br> 来 <br> 没 <br> 有 | $\begin{aligned} & \text { 较 } \\ & \text { 少 } \end{aligned}$ | $\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}$ | $\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}$ | 非 <br> 常 <br> 多 | 不 <br> 适 <br> 用 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 我与爸爸的关系亲密。 | | | | | | | | 2 | 当我有需要时,爸爸能给我信心,并必定在我的身边提供无条件的帮助。 | | | | | | | | 3 | 我和爸爸相处时会感到愤怒。 | | | | | | | | 4 | 我和爸爸能轻松地讨论我所面对的问题。 | | | | | | | | 5 | 我会尊重爸爸的意见。 | | | | | | | | 6 | 我欣赏我的爸爸。 | | | | | | |

  Part Three: Social Support Questionnaire

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.)
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned} When you encounter problems, which of the following situations occur frequently? Which have never occurred?
Never
从 来 没 有| 从 | | :--- | | 来 | | 没 | | 有 |
  Rarely
较 少| 较 | | :--- | | 少 |
 适   中  {:[" 适 "],[" 中 "]:}\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}  较   多  {:[" 较 "],[" 多 "]:}\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}   Not applicable
1   My dad cares about me.
2   My dad helps me solve my difficulties.
3   When I do something well, my dad praises me.
4   My mom cares about me.
5   My mom will help me solve my difficulties.
6   When I do something well, my mom will praise me.
7   My other family members care about me.
8   My other family members will help me solve my difficulties.
9   When I do something well, my other family members appreciate me.
10   When I want to do things a little better, my teacher helps me.
" 题 号 " 当你遇到问题时,以下哪些情况是经常出现?哪些是从来没有出现? "从 来 没 有" "较 少" " 适 中 " " 较 多 " 非 不 适 用 1 我的 爸爸 关心我。 2 我的爸爸会协助我解决我的困难。 3 当我把一件事做好,我的爸爸会赞赏我。 4 我的 妈妈关心我。 5 我的妈妈会协助我解决我的困难。 6 当我把一件事做好,我的妈妈会赞赏我。 7 我的 其他家人 关心我。 8 我的其他家人会协助我解决我的困难。 9 当我把一件事做好,我的其他家人会赞赏我。 10 当我希望把事情做好一点时,我的 老师会帮助我。 | $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 当你遇到问题时,以下哪些情况是经常出现?哪些是从来没有出现? | 从 <br> 来 <br> 没 <br> 有 | 较 <br> 少 | $\begin{aligned} & \text { 适 } \\ & \text { 中 } \end{aligned}$ | $\begin{aligned} & \text { 较 } \\ & \text { 多 } \end{aligned}$ | 非 | 不 适 用 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 我的 爸爸 关心我。 | | | | | | | | 2 | 我的爸爸会协助我解决我的困难。 | | | | | | | | 3 | 当我把一件事做好,我的爸爸会赞赏我。 | | | | | | | | 4 | 我的 妈妈关心我。 | | | | | | | | 5 | 我的妈妈会协助我解决我的困难。 | | | | | | | | 6 | 当我把一件事做好,我的妈妈会赞赏我。 | | | | | | | | 7 | 我的 其他家人 关心我。 | | | | | | | | 8 | 我的其他家人会协助我解决我的困难。 | | | | | | | | 9 | 当我把一件事做好,我的其他家人会赞赏我。 | | | | | | | | 10 | 当我希望把事情做好一点时,我的 老师会帮助我。 | | | | | | |
11   The teacher treats me fairly.
12   The teacher tries to answer my questions.
13   My friend is willing to spend time with me.
14   My friend understands my feelings.
15   When I feel lonely, my friends will accompany me.
11 老师会公平地对待我。 12 老师会尝试解答我的问题。 13 我的朋友愿意花时间与我一起。 14 我的朋友明白我的感受。 15 当我感到孤独时,我的朋友会陪伴我。 | 11 | 老师会公平地对待我。 | | | | | | | ---: | :--- | :--- | :--- | :--- | :--- | :--- | | 12 | 老师会尝试解答我的问题。 | | | | | | | 13 | 我的朋友愿意花时间与我一起。 | | | | | | | 14 | 我的朋友明白我的感受。 | | | | | | | 15 | 当我感到孤独时,我的朋友会陪伴我。 | | | | | |

  Part Four: Confidence Questionnaire

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.
 题   号  {:[" 题 "],[" 号 "]:}\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}   Please recall how often you experienced the following situations in the past two weeks.   Almost none  较   多   时   候  {:[" 较 "],[" 多 "],[" 时 "],[" 候 "]:}\begin{aligned} & \text { 较 } \\ & \text { 多 } \\ & \text { 时 } \\ & \text { 候 } \end{aligned}
  Most of the time
" 题 号 " 请回想 过去两周,你出现以下情况的频率是怎样的? 几 乎 没 有 " 较 多 时 候 " https://cdn.mathpix.com/cropped/2025_04_06_e04c723623fe07e6ce05g-41.jpg?height=312&width=42&top_left_y=2345&top_left_x=1613 所 有 时 候| $\begin{aligned} & \text { 题 } \\ & \text { 号 } \end{aligned}$ | 请回想 过去两周,你出现以下情况的频率是怎样的? | 几 乎 没 有 | $\begin{aligned} & \text { 较 } \\ & \text { 多 } \\ & \text { 时 } \\ & \text { 候 } \end{aligned}$ | ![](https://cdn.mathpix.com/cropped/2025_04_06_e04c723623fe07e6ce05g-41.jpg?height=312&width=42&top_left_y=2345&top_left_x=1613) | 所 有 时 候 | | :---: | :---: | :---: | :---: | :---: | :---: |
1   Low mood (e.g., sadness, depression, frustration)
2   Impatience (e.g., easily angered, feeling angry, frustrated)
3   Sleep difficulties (e.g., trouble falling asleep, easily waking up, 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)
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.)
10 Physical discomfort (e.g., headache, restlessness, nausea, diarrhea, trembling)
11   Having thoughts or behaviors of self-harm or suicide
1 情绪低落(如:悲伤,消沉,沮丧) 2 急躁(如:容易发脾气,感到生气,挫败) 3 睡眠困难(如:入睡困难,易惊醒,做験梦) 4 兴趣减退(如:提不起兴趣做以前喜欢的事,包括兴趣爱好,与朋友聚会,娱乐活动,运动等) 5 感觉毫无价值感(如:绝望,对自己失望,觉得自己不够好) 6 感觉疲倦(如:感到劳累,精力不济,做事没有积极性,拖拉,总想休息或躺着什么也不做) 7 注意力问题(如:在应该学习或做事的时候难以集中注意力,容易胡思乱想,容易分心) 8 感觉生活无趣(如:感到生活不是那么有趣,不能像往常一样从有趣的事物中得到同样多的快乐) 9 担心焦虑(如:感到忧虑,恐慌,紧张,焦虑等) 10 身体不适感(如:头痛,㤐忈不安,恶心,腹泻,发抖) 11 有自杀或自伤想法或行为 | 1 | 情绪低落(如:悲伤,消沉,沮丧) | | | | | :---: | :---: | :---: | :---: | :---: | | 2 | 急躁(如:容易发脾气,感到生气,挫败) | | | | | 3 | 睡眠困难(如:入睡困难,易惊醒,做験梦) | | | | | 4 | 兴趣减退(如:提不起兴趣做以前喜欢的事,包括兴趣爱好,与朋友聚会,娱乐活动,运动等) | | | | | 5 | 感觉毫无价值感(如:绝望,对自己失望,觉得自己不够好) | | | | | 6 | 感觉疲倦(如:感到劳累,精力不济,做事没有积极性,拖拉,总想休息或躺着什么也不做) | | | | | 7 | 注意力问题(如:在应该学习或做事的时候难以集中注意力,容易胡思乱想,容易分心) | | | | | 8 | 感觉生活无趣(如:感到生活不是那么有趣,不能像往常一样从有趣的事物中得到同样多的快乐) | | | | | 9 | 担心焦虑(如:感到忧虑,恐慌,紧张,焦虑等) | | | | | 10 | 身体不适感(如:头痛,㤐忈不安,恶心,腹泻,发抖) | | | | | 11 | 有自杀或自伤想法或行为 | | | |

  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.
请仔细想想你与爸爸妈妈 的整体相处,就以 下情形的出现频率给出评价| 请仔细想想你与爸爸妈妈 的整体相处,就以 | | :--- | | 下情形的出现频率给出评价 |
  From Not
从 不| 从 | | :--- | | 不 |
  Occasionally
偶 尔| 偶 | | :--- | | 尔 |
  Sometimes
有 时| 有 | | :--- | | 时 |
  Often
经 常| 经 | | :---: | | 常 |
  Always
总 是| 总 | | :---: | | 是 |
Not applicable
不 适 用| 不 | | :--- | | 适 | | 用 |
1   He/She encourages me to talk about the troubles I encounter.
2   He/She allows me to participate in the formulation of family rules.
3
He/She tends to discipline me more through punishment rather than guiding me with reasoning.
他/她更多通过惩罚来管教我,而不是以讲道 理的方式引导我。| 他/她更多通过惩罚来管教我,而不是以讲道 | | :--- | | 理的方式引导我。 |
"题 号" "请仔细想想你与爸爸妈妈 的整体相处,就以 下情形的出现频率给出评价" "从 不" "偶 尔" "有 时" "经 常" "总 是" "不 适 用" 1 他/她鼓励我谈我遇到的烦恼。 2 他/她允许我参加家庭规则的制定。 3 "他/她更多通过惩罚来管教我,而不是以讲道 理的方式引导我。" | 题 <br> 号 | 请仔细想想你与爸爸妈妈 的整体相处,就以 <br> 下情形的出现频率给出评价 | 从 <br> 不 | 偶 <br> 尔 | 有 <br> 时 | 经 <br> 常 | 总 <br> 是 | 不 <br> 适 <br> 用 | | :---: | :--- | :--- | :--- | :--- | :--- | :--- | :--- | | 1 | 他/她鼓励我谈我遇到的烦恼。 | | | | | | | | 2 | 他/她允许我参加家庭规则的制定。 | | | | | | | | 3 | 他/她更多通过惩罚来管教我,而不是以讲道 <br> 理的方式引导我。 | | | | | | |
4 He/She punishes me by depriving me of rights (such as not allowing me to do certain things) without giving any (or very little) explanation.
5   When he/she thinks I am behaving inappropriately, he/she yells at me.
6   When I do well, he/she praises me.
7   He/She explains to me why it is important to follow the rules.
8   He/She considers my thoughts before asking me to do something.
9   He/She hits me when I am disobedient.
10 He/She punishes me by making me stay alone without giving any (or very little) explanation.
11   He/She gets angry at me.
12   When I am hurt or face setbacks, he/she sympathizes with me.
13 He/she encourages me to talk about the impact of my actions on others to help me understand the consequences of my behavior.
14 He/she encourages me to freely express my thoughts, even when we disagree.
15   When I am disobedient, he/she pulls me back.
4 他/她以剥夺权利(如不让我做某些事情)的方式来惩罚我,不给任何(或很少)解释。 5 当他/她认为我行为不当时,会对我大嚷大叫。 6 当我乘时,他/她表扬我。 7 他/她向我讲道理说明为什么要遵守规则。 8 他/她在叫我做某事之前,会考虑我的想法。 9 当我不听话时,他/她打我。 10 他/她以让我独自呆在一边的方式来惩罚我,不给任何(或很少)解释。 11 他/她冲我发火。 12 当我受到伤害或挫折时,他/她同情我。 13 他/她鼓励我谈我自己的行为对别人造成的影响,以帮助我了解我的行为带来的后果。 14 他/她鼓励我自由表达我的想法,即使是在我和她意见不一致时。 15 当我不听话时,他/她拉拽我。 | 4 | 他/她以剥夺权利(如不让我做某些事情)的方式来惩罚我,不给任何(或很少)解释。 | | | | | | | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 5 | 当他/她认为我行为不当时,会对我大嚷大叫。 | | | | | | | | 6 | 当我乘时,他/她表扬我。 | | | | | | | | 7 | 他/她向我讲道理说明为什么要遵守规则。 | | | | | | | | 8 | 他/她在叫我做某事之前,会考虑我的想法。 | | | | | | | | 9 | 当我不听话时,他/她打我。 | | | | | | | | 10 | 他/她以让我独自呆在一边的方式来惩罚我,不给任何(或很少)解释。 | | | | | | | | 11 | 他/她冲我发火。 | | | | | | | | 12 | 当我受到伤害或挫折时,他/她同情我。 | | | | | | | | 13 | 他/她鼓励我谈我自己的行为对别人造成的影响,以帮助我了解我的行为带来的后果。 | | | | | | | | 14 | 他/她鼓励我自由表达我的想法,即使是在我和她意见不一致时。 | | | | | | | | 15 | 当我不听话时,他/她拉拽我。 | | | | | | |
  Question Number
题 号| 题 | | :--- | | 号 |
Please carefully think about your overall interaction with your parents, and give an evaluation based on the frequency of the following situations.
请仔细想想你与爸爸妈妈的整体相处,就以 下情形的出现频率给出评价| 请仔细想想你与爸爸妈妈的整体相处,就以 | | :--- | | 下情形的出现频率给出评价 |
  Never
从 不| 从 | | :--- | | 不 |
  Occasionally
偶 尔| 偶 | | :--- | | 尔 |
  Sometimes
有 时| 有 | | :--- | | 时 |
  Often
经 常| 经 | | :---: | | 常 |
  Always
总 是| 总 | | :---: | | 是 |
Not applicable
不 适 用| 不 | | :--- | | 适 | | 用 |
16
17   He/She argues with me.   When I am sad, he/she shows understanding and comfort to me.
18   When I behave inappropriately, he/she talks sense to me.
19   When planning family activities, he/she considers my preferences.
20
  He/She disciplines me through physical punishment.
他/她用体罚的方式来管教我。| 他/她用体罚的方式来管教我。 | | :--- |
21
He/She punishes me by scaring me, without giving any (or very little) explanation.
他/她以吓唬的方式来惩罚我,不给任何(或 很少)解释。| 他/她以吓唬的方式来惩罚我,不给任何(或 | | :--- | | 很少)解释。 |
"题 号" "请仔细想想你与爸爸妈妈的整体相处,就以 下情形的出现频率给出评价" "从 不" "偶 尔" "有 时" "经 常" "总 是" "不 适 用" 16 17 他/她和我争吵。 当我难过时,他/她对我表示理解和安慰。 18 当我行为不当时,他/她向我讲道理。 19 他/她在计划家庭的活动时,会考虑我的喜好。 20 "他/她用体罚的方式来管教我。" 21 "他/她以吓唬的方式来惩罚我,不给任何(或 很少)解释。" | 题 <br> 号 | 请仔细想想你与爸爸妈妈的整体相处,就以 <br> 下情形的出现频率给出评价 | 从 <br> 不 | 偶 <br> 尔 | 有 <br> 时 | 经 <br> 常 | 总 <br> 是 | 不 <br> 适 <br> 用 | | :--- | :--- | :--- | :--- | :--- | :--- | :--- | :--- | | 16 | | | | | | | | | 17 | 他/她和我争吵。 | 当我难过时,他/她对我表示理解和安慰。 | | | | | | | 18 | 当我行为不当时,他/她向我讲道理。 | | | | | | | | 19 | 他/她在计划家庭的活动时,会考虑我的喜好。 | | | | | | | | 20 | 他/她用体罚的方式来管教我。 | | | | | | | | 21 | 他/她以吓唬的方式来惩罚我,不给任何(或 <br> 很少)解释。 | | | | | | |
22   He/She told me that he/she appreciates my efforts and achievements.
23
He/She explained to me his/her feelings about my good and bad behavior.
他/她向我解释对于我的好行为和不好行为的 感受。| 他/她向我解释对于我的好行为和不好行为的 | | :--- | | 感受。 |
24
  When I misbehave, he/she will hit me.
当我行为不当时,他/她会打我。| 当我行为不当时,他/她会打我。 | | :--- |
25
When I ask him/her why I should obey, he/she says: Because I said so, or I am your mom (or dad, etc.), and I want you to do this.
当我问他/她我为什么要听话时,他/她说:因 为这是我说的,或我是你妈妈(或爸爸等), 我要你这么做。| 当我问他/她我为什么要听话时,他/她说:因 | | :--- | | 为这是我说的,或我是你妈妈(或爸爸等), | | 我要你这么做。 |
26   He/She cares about and understands the problems I encounter at school.
27   He/She explains to me the consequences of my bad behavior.
28   He/She expresses his/her love for me through hugs, kisses, and other ways.
29   He/She can't control me.
30   He/She spoils me too much.
31   When I disturb others, he/she ignores me.
32   When I behave inappropriately, he/she ignores me.
33   When I cause trouble and cry, he/she will comply with me.
34   When I hinder others, he/she does not care about me.
22 他/她告诉我,他/她欣赏我的努力和成绩。 23 "他/她向我解释对于我的好行为和不好行为的 感受。" 24 "当我行为不当时,他/她会打我。" 25 "当我问他/她我为什么要听话时,他/她说:因 为这是我说的,或我是你妈妈(或爸爸等), 我要你这么做。" 26 他/她关心并且了解我在学校遇到的问题。 27 他/她向我解释我的不良行为的后果。 28 他/她以拥抱,亲吻等方式表达对我的爱。 29 他/她管不了我。 30 他/她过分宠爱我。 31 当我打扰别人时,他/她不管我。 32 在我行为不当时,他/她不管我。 33 当我捣乱,哭闹时,他/她会顺从我。 34 当我妨碍别人时,他/她不管我。 | 22 | 他/她告诉我,他/她欣赏我的努力和成绩。 | | | | | | | | :--- | :--- | :--- | :--- | :--- | :--- | :--- | :--- | | 23 | 他/她向我解释对于我的好行为和不好行为的 <br> 感受。 | | | | | | | | 24 | 当我行为不当时,他/她会打我。 | | | | | | | | 25 | 当我问他/她我为什么要听话时,他/她说:因 <br> 为这是我说的,或我是你妈妈(或爸爸等), <br> 我要你这么做。 | | | | | | | | 26 | 他/她关心并且了解我在学校遇到的问题。 | | | | | | | | 27 | 他/她向我解释我的不良行为的后果。 | | | | | | | | 28 | 他/她以拥抱,亲吻等方式表达对我的爱。 | | | | | | | | 29 | 他/她管不了我。 | | | | | | | | 30 | 他/她过分宠爱我。 | | | | | | | | 31 | 当我打扰别人时,他/她不管我。 | | | | | | | | 32 | 在我行为不当时,他/她不管我。 | | | | | | | | 33 | 当我捣乱,哭闹时,他/她会顺从我。 | | | | | | | | 34 | 当我妨碍别人时,他/她不管我。 | | | | | | |
———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 Tengzhou Minors Protection Center: 0632-5512912
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.
 题   目  {:[" 题 "],[" 目 "]:}\begin{aligned} & \text { 题 } \\ & \text { 目 } \end{aligned}
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).
请仔细阅读下面的语句,根据您的实际工作情况,评估自己的胜任能力程度。 右侧 1-5 评分的含义是:1(我完全没有信心能做到这件事)至 5 (我非常自信我能做到这件事)。| 请仔细阅读下面的语句,根据您的实际工作情况,评估自己的胜任能力程度。 | | :--- | | 右侧 1-5 评分的含义是:1(我完全没有信心能做到这件事)至 5 (我非常自信我能做到这件事)。 |
I completely cannot do it.
我 完 全 做 不 到| 我 | | :--- | | 完 | | 全 | | 做 | | 不 | | 到 |
 我   偶   尔   能   做  {:[" 我 "],[" 偶 "],[" 尔 "],[" 能 "],[" 做 "]:}\begin{aligned} & \text { 我 } \\ & \text { 偶 } \\ & \text { 尔 } \\ & \text { 能 } \\ & \text { 做 } \end{aligned}   I can basically do it.  我   经   常   能   做  [" 我 "],[" 经 "],[" 常 "],[" 能 "],[" 做 "]\begin{aligned} & \hline \text { 我 } \\ & \text { 经 } \\ & \text { 常 } \\ & \text { 能 } \\ & \text { 做 } \end{aligned}
I can completely do it.
我 完 全 能 做 到| 我 | | :--- | | 完 | | 全 | | 能 | | 做 | | 到 |
1   Gently assist the service user in exploring emotional distress
2 Show the service user how to reward themselves when they make progress in handling problems
3   Teach the service user specific skills to deal with certain issues
4   Assist the service user in learning from past attempts to solve current problems
" 题 目 " "请仔细阅读下面的语句,根据您的实际工作情况,评估自己的胜任能力程度。 右侧 1-5 评分的含义是:1(我完全没有信心能做到这件事)至 5 (我非常自信我能做到这件事)。" "我 完 全 做 不 到" " 我 偶 尔 能 做 " 到 我基本能做到 " 我 经 常 能 做 " 到 "我 完 全 能 做 到" 1 态度温和地协助服务对象探索情绪困扰 2 向服务对象展示:当自己处理问题有进步时,如何自我奖励 3 教服务对象学会特定的技巧去处理某些问题 4 协助服务对象从过往的尝试中学习,以解决现在的问题 | $\begin{aligned} & \text { 题 } \\ & \text { 目 } \end{aligned}$ | 请仔细阅读下面的语句,根据您的实际工作情况,评估自己的胜任能力程度。 <br> 右侧 1-5 评分的含义是:1(我完全没有信心能做到这件事)至 5 (我非常自信我能做到这件事)。 | 我 <br> 完 <br> 全 <br> 做 <br> 不 <br> 到 | $\begin{aligned} & \text { 我 } \\ & \text { 偶 } \\ & \text { 尔 } \\ & \text { 能 } \\ & \text { 做 } \end{aligned}$ 到 | 我基本能做到 | $\begin{aligned} & \hline \text { 我 } \\ & \text { 经 } \\ & \text { 常 } \\ & \text { 能 } \\ & \text { 做 } \end{aligned}$ 到 | 我 <br> 完 <br> 全 <br> 能 <br> 做 <br> 到 | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 1 | 态度温和地协助服务对象探索情绪困扰 | | | | | | | 2 | 向服务对象展示:当自己处理问题有进步时,如何自我奖励 | | | | | | | 3 | 教服务对象学会特定的技巧去处理某些问题 | | | | | | | 4 | 协助服务对象从过往的尝试中学习,以解决现在的问题 | | | | | |
5   Assist the service recipients in learning from past experiences
6   Teach service recipients how to complete tasks more effectively
7   Teach service users how to manage their problematic behaviors
8 Collaborate with service users to develop plans to help them effectively cope when problems recur
9   Assist service users in building confidence so they can better tackle challenges
10   Teach service users how to monitor their own behavior
11 Exploring how past interpersonal relationships with service users can help understand current issues
12   Measuring the gradual progress of service users from multiple scales/perspectives
13   Conducting research, especially action research in collaboration and participation with community members
14   Acquiring and managing resources
15   Negotiating and resolving conflicts
16   Communicating in diverse contexts and backgrounds (such as urban and rural environments, ethnic regions, etc.)
17   Dealing with people of varying degrees/levels
18   Conducting monitoring and evaluation in the community
19   Evaluate at the community level
20   Assist service users in being motivated to address their own issues during treatment
21   Provide emotional support to service users
22   Assist service users in having a positive self-perception
23   Assist the service user in feeling that he/she is willing to open up
24   Point out the service user's successes to enhance their confidence
25 When the service user or their family blame me for things not going well, I can manage my emotions well
26 When team members from other departments/professions blame me for making mistakes, I can manage my emotions well
27 When working with clients who are experiencing emotional and psychological distress, I am able to manage my own emotions well
28 When I feel frustrated by institutional administrative (or bureaucratic) processes, I can manage my emotions well
29   Work with institutional supervisors
30   Collaborate with the staff of this institution
31   Collaborate with people from different functional departments
32   Refer to other services
33   Provide service users with information about other services available to them
34   Assess the material resource levels of the service users
35   Promote and advocate for the service users
36   Establish connections with different organizations to coordinate diverse services
37   Provide relevant information and advice
38   Collect relevant materials
39   Establish a working relationship with the service object
5 协助服务对象从过往的经验中学到东西 6 教服务对象学会如何更有效地完成任务 7 教服务对象学会如何管理自己的问题行为 8 与服务对象合作制定计划,以协助他们能在问题反复出现时有效应对 9 协助服务对象建立信心,使他们能更好地应对难题 10 教服务对象如何监控自己的行为 11 与服务对象一起探索过往的人际关系如何有助于理解当前的问题 12 用多种尺度/视角来衡量服务对象逐渐取得的进步 13 做研究,特别是与社区成员合作和共同参与的行动研究 14 获取资源和管理资源 15 协商和解决矛盾/冲突 16 在多元情境和背景中交流(如城乡环境,民族地区等) 17 与不同程度/水平的人打交道 18 在社区进行监测与评价 19 对社区层面做评估 20 协助服务对象在治疗中有动力处理自己的问题 21 为服务对象提供情感支持 22 协助服务对象使其对自己有好的感受 23 协助服务对象感受到他/她自己愿意敞开心扉 24 指出服务对象的成功之处,以增强他们的自信 25 服务对象或他们的家人因事情不顺利而责怪我时,我能够管理好自己的情绪 26 来自其他部门/专业的团队成员指责我做错事时,我能够管理好自己的情绪 27 与正在经受情绪困扰和心理困扰的服务对象工作时,我能够管理好自己的情绪 28 当我遭遇机构行政化(或机构官僚化)感到挫折时,我能够管理好自己的情绪 29 与机构督导一起工作 30 与本机构的员工合作 31 与不同职能部门的人合作 32 转介其他服务 33 向服务对象提供他们可用的其他服务信息 34 评估他们(服务对象)的物质资源水平 35 为服务对象做宣传和倡导 36 与不同机构建立联系,以协调多样化服务 37 提供相关的信息和忠告 38 收集相关资料 39 与服务对象建立工作关系 | 5 | 协助服务对象从过往的经验中学到东西 | | | | | | | :---: | :---: | :---: | :---: | :---: | :---: | :---: | | 6 | 教服务对象学会如何更有效地完成任务 | | | | | | | 7 | 教服务对象学会如何管理自己的问题行为 | | | | | | | 8 | 与服务对象合作制定计划,以协助他们能在问题反复出现时有效应对 | | | | | | | 9 | 协助服务对象建立信心,使他们能更好地应对难题 | | | | | | | 10 | 教服务对象如何监控自己的行为 | | | | | | | 11 | 与服务对象一起探索过往的人际关系如何有助于理解当前的问题 | | | | | | | 12 | 用多种尺度/视角来衡量服务对象逐渐取得的进步 | | | | | | | 13 | 做研究,特别是与社区成员合作和共同参与的行动研究 | | | | | | | 14 | 获取资源和管理资源 | | | | | | | 15 | 协商和解决矛盾/冲突 | | | | | | | 16 | 在多元情境和背景中交流(如城乡环境,民族地区等) | | | | | | | 17 | 与不同程度/水平的人打交道 | | | | | | | 18 | 在社区进行监测与评价 | | | | | | | 19 | 对社区层面做评估 | | | | | | | 20 | 协助服务对象在治疗中有动力处理自己的问题 | | | | | | | 21 | 为服务对象提供情感支持 | | | | | | | 22 | 协助服务对象使其对自己有好的感受 | | | | | | | 23 | 协助服务对象感受到他/她自己愿意敞开心扉 | | | | | | | 24 | 指出服务对象的成功之处,以增强他们的自信 | | | | | | | 25 | 服务对象或他们的家人因事情不顺利而责怪我时,我能够管理好自己的情绪 | | | | | | | 26 | 来自其他部门/专业的团队成员指责我做错事时,我能够管理好自己的情绪 | | | | | | | 27 | 与正在经受情绪困扰和心理困扰的服务对象工作时,我能够管理好自己的情绪 | | | | | | | 28 | 当我遭遇机构行政化(或机构官僚化)感到挫折时,我能够管理好自己的情绪 | | | | | | | 29 | 与机构督导一起工作 | | | | | | | 30 | 与本机构的员工合作 | | | | | | | 31 | 与不同职能部门的人合作 | | | | | | | 32 | 转介其他服务 | | | | | | | 33 | 向服务对象提供他们可用的其他服务信息 | | | | | | | 34 | 评估他们(服务对象)的物质资源水平 | | | | | | | 35 | 为服务对象做宣传和倡导 | | | | | | | 36 | 与不同机构建立联系,以协调多样化服务 | | | | | | | 37 | 提供相关的信息和忠告 | | | | | | | 38 | 收集相关资料 | | | | | | | 39 | 与服务对象建立工作关系 | | | | | |
40   Maintain contact with the service object
41   Identify your own learning needs
42   Evaluate your own practical work
43   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.
与同事和服务对象小组互动时,在行为上表现出尊 重多元文化规范,价值体系,伦理和道德信念| 与同事和服务对象小组互动时,在行为上表现出尊 | | :--- | | 重多元文化规范,价值体系,伦理和道德信念 |
46
Responsible for the service user system (e.g., individuals and their families in need of assistance), the employing organization, and the social work profession.
对服务对象系统(如:需要帮助的个人及其家庭), 供职机构和社工专业负责| 对服务对象系统(如:需要帮助的个人及其家庭), | | :--- | | 供职机构和社工专业负责 |
47   Use non-judgmental language to describe behavior.
40 与服务对象保持接触 41 识别自己的学习需求 42 对自己的实务工作做出评价 43 有学习规,划,增加自己的学习机会 44 恰当地运用理模式 45 "与同事和服务对象小组互动时,在行为上表现出尊 重多元文化规范,价值体系,伦理和道德信念" 46 "对服务对象系统(如:需要帮助的个人及其家庭), 供职机构和社工专业负责" 47 用非评判性的词语来描述行为 | 40 | 与服务对象保持接触 | | | | | | | :--- | :--- | :--- | :--- | :--- | :--- | :--- | | 41 | 识别自己的学习需求 | | | | | | | 42 | 对自己的实务工作做出评价 | | | | | | | 43 | 有学习规,划,增加自己的学习机会 | | | | | | | 44 | 恰当地运用理模式 | | | | | | | 45 | 与同事和服务对象小组互动时,在行为上表现出尊 <br> 重多元文化规范,价值体系,伦理和道德信念 | | | | | | | 46 | 对服务对象系统(如:需要帮助的个人及其家庭), <br> 供职机构和社工专业负责 | | | | | | | 47 | 用非评判性的词语来描述行为 | | | | | |

  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?

Barlow, J., & Stewart-Brown, S. (2000). Behavior Problems and Group-Based Parent Education Programs. Journal of Developmental & Behavioral Pediatrics, 21(5), 356-370
Biggeri, M., & Cuesta, J.A. (2020). An Integrated Framework for Child Poverty and Well-Being Measurement: Reconciling Theories. Child Indicators Research, 13(5).
Caprara, G.V., Kanacri, B.P.L., Gerbino, M., Zuffiano, A., Alessandri, G., Vecchio, G., ... Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early adolescence: Evidence from a school-based intervention. International Journal of Behavioral Development, 38(4), 91-95.
Eisenberg, N., Fabes, R.A., & Spinrad, T.L. (2007). Prosocial Development: Handbook of Child Psychology
Gariepy, G., Honkaniemi, H., & Quesnel-Vallee, A. (2016). Social support and protection from depression: systematic review of current findings in Western countries. Br J Psychiatry, 209(4), 284-293.
Huang, L., Wu, W., & Yang, F. (2024). Parenting Style and Subjective Well-Being in Children and Youth: A Meta-Analysis. Psychological Reports. doi: doi:10.1177/00332941241256883
Kokko, K., Tremblay, R.E., Lacourse, E., Nagin, D.S., & Vitaro, F. (2010). Trajectories of Prosocial Behavior and Physical Aggression in Middle Childhood: Links to Adolescent School Dropout and Physical Violence. Journal of Research on Adolescence, 16(3), 403-428.
Letourneau, N.L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic Status and Child Development: A Meta-Analysis. Journal of Emotional & Behavioral Disorders, 21(3), 211-224
Robinson, C. C., Mandleco, B., Olsen, S. F., & Hart, C. H. (1995). Authoritative, authoritarian, and permissive parenting practices: Development of a new measure. Psychological Reports, 77(3), 819-830.
Schonert-Reichl, K. A., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting Children's Prosocial Behaviors in School: Impact of the "Roots of Empathy" Program on the Social and Emotional Competence of School-Aged Children. School Mental Health, 4(1), 1-21.
Taylor, T. K., & Biglan, A. (1998). Behavioral Family Interventions for Improving Child-rearing: A Review of the Literature for Clinicians and Policy Makers. Clinical Child & Family Psychology Review, 1(1), 41-60.
Timothy, L. D., & Georgesugaiph, D. (1996). Descriptive and experimental analysis of teacher and peer attention and the use of assessment-based intervention to improve pro-social behavior. Journal of Behavioral Education, 6(1)
Zhang, J., Zhang, Y., & Xu, F. (2020). Urban-rural differences in parenting style in China: A protocol for systematic review and meta-analysis. Medicine, 99(23), e20592.
Li De. (2018). Parenting styles in Chinese families and adolescent development: Parenting styles in Chinese families and adolescent development.
Lin Hui. (2016). A study on the relationship between parenting styles of middle school students' parents, perceived social support, and gratitude. (Master's thesis). Shanxi University, Retrieved from https://d.wanfangdata.com.cn/thesis/ChhUaGVzaXNOZXdTMjAyNDA5MjAxNTE3MjUSCUQw
MTE2MjI3MRoIMWZxaXd2djQ%3D Available from Beijing Wanfang Data Co., Ltd.
  Yuan Di. Promoting Child Development: Welfare Policies and Service Models.
Shang Xiaoyuan. (2015). Research on the Growth of Disadvantaged Children: The Negative Impact of Social Exclusion on Orphans' Self-Identity Formation. China Civil Affairs (19), 14-18. doi: 10.3969/j.issn.1002-4441.2015.19.004
Shang Xiaoyuan. (2016). Solving the Problem of Left-Behind Children: Supervision of Families Must Be Matched with Support for Families. Social Welfare (11), 29. Retrieved from https://kns.cnki.net/kcms2/article/abstract?v=B-gnKLiyiTwz59TGXrsJ4TnA2xexGaYJ3XbjXUJAwXcF01E8vXTYQEPQ901ZLfNa5ziB3Jcx1sEEnhrokP35hDT8vnco9JvyeeYZ31vy5WKkLzTOpimtDKNn6MP2KmXMKOJqrWm5TGBcJ64XvyqFAs1oGtfLx31DycOLbfC29XIJhGcyaTph8cncXFk9z3HOTWDTNHG-E=&uniplatform=NZKPT&language=CHS
Yu Yibing, Yu Jiawei, Li Yanru, & Du Yizhan. (2022). Analyzing the Intersecting Lag Effects of Family Support, Peer Support, and Depression in Rural Left-Behind Children. Psychological and Behavioral Research, 20(4), 472-478. doi: 10.12139/j.1672-0628.2022.04.006
Zhang Qingpeng. (2017). The Path of Community Growth for Adolescents: Prosocial Behavior and Its Interventions: The Path of Community Growth for Adolescents: Prosocial Behavior and Its Interventions.
Harjusola-Webb, S., S.P. Hubbell, & P. Bedesem. 2012. "Increasing prosocial behaviors of young children with disabilities in inclusive classrooms using a combination of peer-mediated intervention and social narratives." Beyond Behavior 21 (2): 29-36.
de Graaf, I., Speetjens, P., Smit, F., de Wolff, M., & Tavecchio, L. (2008). Effectiveness of the Triple P Positive Parenting Program on Parenting: A Meta-Analysis. Family Relations, 57(5), 553-566.