Effectiveness of a parental training programme in enhancing the parent–child relationship and reducing harsh parenting practices and parental stress in preparing children for their transition to primary school: a randomised controlled trial

Abstract

BackgroundEntering primary school is an important childhood milestone, marking the beginning of a child’s formal education. Yet the change creates a time of vulnerability for the child, the parents and the parent–child relationship. Failure to adjust to the transition may place the family in a psychologically devastating position. The aims of this study were to test the effectiveness of a parental training programme in enhancing the parent–child relationship and decreasing parental stress by reducing harsh parenting in preparing children for the transition to primary school.MethodsA randomised controlled trial incorporating a two-group pre-test and repeated post-test was conducted in one of the largest public housing estates in Hong Kong. A total of 142 parents were recruited, with 72 parents randomly assigned to the experimental group and 70 to the control group. Harsh parenting practices, parent–child relationships and parental stress were assessed.ResultsIn comparison to parents in the control group, those in the experimental group engaged in less harsh parenting practices and reported better parent–child relationships. However, parental stress scores did not differ significantly between the two groups.ConclusionThis study addressed a gap in the literature by examining the effectiveness of the training programme for enhancing parent–child relationship and decreasing parental stress at the time of a child’s transition to primary school. The findings from this study provide empirical evidence of the effectiveness of the parental training programme and highlight the significance of parenting in promoting a smooth transition for children from kindergarten to primary 1.Trial registrationClinicalTrials.gov: NCT01845948.

Translation and Validation of the Chinese Version of Parent–Child Relationship Inventory (PCRI-C) in Hong Kong

“…In response to Cheah, Leung, and Zhou's (2013) observation about the limited studies on P-C relationship involving Chinese parents, the validation of PCRI-C makes possible the conceptualization of relevant studies that capture the complexities in the family dynamics of Chinese families through various methodological approaches. The previous report involving Chinese parent's relationship with their children (e.g., Chan, Bowes, and Wyver 2009;Li, Chan, Mak, and Lam 2013) makes it even more imperative to understand the dynamics of Chinese P-C relationship. Thus, the newly validated PCRI-C becomes indispensable.…”

How to improve parenting in Hong Kong by training: the 6As Positive Parenting Program

“…The challenging environment in Hong Kong Considerable research has suggested that traditional Chinese culture has created an environment that encourages and even requires the practice of harsh parenting (Chan et al, 2009;Li et al, 2013;Tang, 1998;Zhou et al, 2008). Despite the rapid integration of new cultural values, filial piety and "guan (管)" are still the core ethical codes of today's Chinese family.…”

“…Externalizing problems include aggression, disruptive behavior, impulsivity and hyperactivity, whereas internalizing problems comprise over-controlled behaviors, such as social withdrawal, depression and anxiety (Achenbach, 1991; Cicchetti and Toth, 1991). Authoritarian parenting has been labeled as “harsh parenting,” with harsh child-rearing interactions including parental violence (Tang, 1998), scolding or punishing the child for undesirable behavior (Zhou et al , 2008), and demanding better academic results while simultaneously offering limited responses to the child’s need for affection (Li et al , 2013). This body of research has emphasized the need for parents in Hong Kong to change what was called their “negative parenting style” to one of positive parenting.…”

“…Positive parenting strategies include reasoning, negotiation, and compromise, use of humor and incentives, use of no more than gentle confrontation, and behaviors that show parental warmth and address the child’s needs (Gardner et al , 1999). Proponents of positive parenting assert that parenting training can influence parents to change from a negative to a positive parenting style (DeRosier and Gilliom, 2007; Gardner et al , 1999; Leung et al , 2003, 2009; Li et al , 2013; Reedtz et al , 2011). This research showed that adoption of positive parenting could reduce parent–child conflict and improve parent–child relationship (Gardner et al , 1999; Li et al , 2013), children’s social behaviors and conduct-related problems (Leung et al , 2003; Leung et al , 2009).…”

“…In Hong Kong, it is extremely challenging for children to acquire entry to desirable schools, especially the prestigious primary schools. If their children do not obtain satisfactory academic results, parents are more likely to enact harsh parenting (Li et al , 2013). Moreover, Chinese parents may hesitate to praise their children due to traditional beliefs that excessive praise may cause their children’s performance to decline, believing that praise creates children who are too proud and who will exert insufficient effort (Li et al , 2013).…”