Can a multicomponent positive psychological intervention promote well-being in parents of young children? A randomized controlled trial study in Hong Kong.

The present research examined the effects of an Early Advancement in Social-Emotional Health and Positivity (EASP) multicomponent positive psychological intervention on parents' well-being in Hong Kong. Participants were parents of young children (N = 120; M  = 37.19 years, SD = 4.

Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers.

The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (M = 26.

Sibling relationship qualities and peer and academic adjustment: A multi-informant longitudinal study of Chinese families.

Very little is known about sibling influences on child adjustment in non-Western communities. Therefore, this multi-informant study examined the longitudinal associations of sibling warmth and conflict with peer and academic adjustment and tested birth order and gender as moderators among Chinese families from Hong Kong, China. On two occasions separated by about 12 months, data were collected from two siblings in each of 189 families.

From child autistic symptoms to parental affective symptoms: A family process model.

Background: Depression and anxiety are prevalent among parents of children with autism spectrum disorder (ASD), but limited research has investigated why parenting a child with ASD is associated with elevated distress and increased risks of mental health problems. We responded to this gap in the literature by examining the associations between child autistic symptoms and parental affective symptoms, as well as the potential underlying mechanisms. Guided by a family process theory, we hypothesized that child autistic symptoms would be positively associated with parental depressive and anxiety symptoms, and that these associations would be mediated by parents' concerns about their children's characteristics (future-related worry), parental roles (parenting stress), marital relationships (marital conflicts), and family conditions (family economic pressure).

Nursing students' anxiety and clinical performance.

This study examined how mood states affect nursing students' performance on a treatment procedure consisting of a novel combination of familiar clinical steps. Thirty third-year and fourth-year nursing students were first taught the procedure and then given both an anxious-mood and a calm-mood induction in a randomly assigned counterbalanced order. Anxiety was induced by showing a video of interviews with frontline nurses and doctors during the severe acute respiratory syndrome epidemic in Hong Kong, China; calmness was induced by a video of a nursing student's pleasant orientation to a clinical placement site.