The suspension of social services in Hong Kong during the COVID-19 pandemic increased the caregiver strain for families of adolescent children with intellectual disabilities, possibly aggravating their family relationships. This article reports on an online Multi-Family Group (MFG) conducted during the pandemic for Hong Kong Chinese families of adolescents affected by mild-to-moderate intellectual disabilities. A thematic analysis of the experiences of the participating service users revealed three positive effects of the intervention model: improved family relationships, mutual helpful influences occurring among families, and a new understanding of family members with intellectual disabilities. The therapeutic group process used to promote family development is illustrated by a group vignette. The challenges and the practical considerations for conducting an MFG online are discussed.

This paper reports on the results of a clinical study that assessed the treatment efficacy of an adapted model of multiple family therapy (MFT) in helping Hong Kong Chinese parents recovering from depression. A total of sixty-one depressed parents were assigned to either the control group (CG) or the experimental group (EG) on the basis of their motivation and commitment to the MFT programme. Data were collected using standardised measures in the pre-treatment phase (T1), in the post-treatment phase (T2) and at a three-month followup (T3). No significant difference was found between the EG and the CG in regard to the effect of MFT on the parental and family functioning of the depressed parents.However, after the MFT, the EG depressed parents' level of psychological distress was significantly reduced, an effect which was sustained at 3-month follow-up. Clinical and research implications of the study are discussed.

This article reports results of a study that assessed the efficacy of multiple family therapy (MFT) for helping children of depressed parent(s), using a quasi‐randomized controlled trial design. In total, 76 children participated in the study, with 51 children were assigned to the experimental group (EG) and 25 to the comparison group (CG). The EG children and their parents completed the three‐month MFT program, while the CG children and their parents attended two psychoeducational talks scheduled at the same time as the MFT. A group × Time repeated measure ANCOVA did not discern the intervention types having any effect on children's lives in the post‐treatment phase or at the three‐month follow‐up. However, the MFT brought some promising positive changes in the EG children's perceived social support, both overall and that from the father and other family members at three‐month follow‐up; compared to the CG children, the EG children also attached more importance to the support from their mothers in the post‐treatment phase and that from other family members at the three‐month follow‐up. The results implied the potential efficacy of the MFT in facilitating an increase in the overall social support of children of depressed parents and their positive interactions with both the healthy and the depressed parent and other family members. Owing to multiple statistical limitations, caution is required while interpreting the results. A larger sample and a more sophisticated research design were suggested for future studies examining the efficacy and therapeutic mechanism of the MFT.

This article reports on the outcome of an exploratory study on a university–agency collaboration in a Chinese context for transferring social work knowledge from academia to the field and beyond. A six-stage process characterised by interactive contributions from the university and the agency in question was identified from the trainees’ narratives of the content, process and their subjective experiences with the three-year collaboration. The two parties co-constructed and adapted knowledge oriented for a specific clientele and agency context, and they implemented the intervention together with underlying theories and ways of thinking. Through interactive practising and coaching, knowledge was indigenised and disseminated into and beyond the agency. The study highlighted the trainees’ active participation, the deep collaboration between the two parties and the trusting relationship within the changing power dynamics, and the comprehensive planning at the organisational level for a fully sustainable transfer of social work knowledge with tacit characteristics. Multiple implications for continuing professional education in social work are drawn.

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