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This study investigated bilingualism effects on the production of focus in 5- to 9-year-old Cantonese–English bilingual autistic children's L1 Cantonese, compared to their monolingual autistic peers as well as monolingual and bilingual typically developing children matched in nonverbal IQ, working memory, receptive vocabulary and maternal education. The results from an elicitation task showed that monolingual autistic children had significantly lower accuracy than typically developing children in producing focus in subject and object positions. Bilingual autistic children in general performed similarly to monolingual autistic children but outperformed their monolingual autistic peers in the production of object focus with a significantly higher accuracy. The total amount of English exposure did not relate to the accuracy of focus production in autistic and typically developing children. Our results also revealed autistic children's tendency to make use of less prosodic means to produce focus. The overall findings indicate that bilingual exposure has no detrimental effect on the language skills of autistic children but might enhance the production of focus in bilingual autistic children's L1 Cantonese. It is commonly believed among professionals and parents that exposure to two languages imposes an additional burden on children with autism spectrum disorder. However, there is a lack of empirical evidence to support or reject this belief. With the prevalence of autism and an increasing number of children growing up bilingual, it is urgent to understand how bilingual exposure interacts with autism. Bilingual autistic children from Hong Kong, with Cantonese as their first language and English as their second language, took part in the study. We used a production game to test how bilingual autistic children use different levels of linguistic knowledge to produce contrastive information in real conversations, compared to their monolingual autistic peers and typically developing children matched in language abilities, nonverbal IQ, working memory and maternal education. We found that bilingual autistic children performed as good as typically developing children in general, and they even performed better than monolingual autistic children. Our findings suggest a bilingual advantage in autistic children in conveying constative information in sentences. We thus encourage parents to engage their children in rich bilingual environments. Clinicians, educators and other professionals may also consider adding bilingual aspects in training programmes to support families raising bilingual autistic children. [ABSTRACT FROM AUTHOR]

Summary : A modified e-Delphi study was conducted to identify the core competencies required by social workers for disaster management in China. A list of competencies was compiled through an integrative review and in-depth interviews. We then conducted a three-round e-Delphi survey with 25 experts including social work practitioners and academics, government officials and other professionals. After a 4-month period of data collection and analysis, we proposed a specific social work competence framework for disaster management in the unique context of China. Findings : A total of 87 competencies were identified and categorised into knowledge, values and skills needed for the mitigation, preparedness, response and recovery phases of disaster management (a total of 15 categories). Through a further thematic analysis, we identified four interconnected themes related to disaster resilience building and social justice in various phases. Applications : This ground-breaking competence framework can inform Chinese social work practice and training in disaster management, thus enabling social workers to better identify their specific professional roles and tasks in disaster contexts. The framework can also enhance transdisciplinary collaboration among social workers and the various disaster management stakeholders, and can also be of value when developing social work core competencies outside of China. [ABSTRACT FROM AUTHOR]

Although domestic violence has long been identified as a serious social problem in China, little is known about police officers' attitudinal and behavioral tendencies toward such incidents. Drawing upon survey data collected from police officers in two Chinese provinces, this study assesses whether officer and organizational factors are correlated to police inaction and intervention in resolving family violence. More than a quarter of Chinese police officers often and sometime did not take any action when responding to domestic violence. Chinese officers favored most the least punitive approaches of mediation and separation, with the most punitive actions, written warning and criminal sanction as the least preferred interventions. We found that Chinese officers with low levels of knowledge about the domestic violence law, higher degrees of tolerance of violence and less supportive attitudes toward an active police role in handling domestic violence are less willing to take any action against the offenders. Chinese police officers who perceived stronger supervisory support and expressed better knowledge about China's new domestic violence law are more likely to intervene in domestic violence, whereas police officers who expressed greater degrees of tolerance of violence and believed in gender equality in society are less inclined to intervene. Policy makers and police administrators ought to pay greater attention to frontline supervisors' attitudes and behavior toward proper responses to family violence. If active intervention is preferred, then measures and programs should be put into place to improve police officers' legal knowledge and communication and problem-solving skills pertaining to conflict resolution. [ABSTRACT FROM AUTHOR]

In China, women who domestically relocate from rural or less developed regions to major cities are at a higher risk for intimate partner violence (IPV) than their non-migrant counterparts. Few studies have focused on Chinese domestic migrant women's help-seeking for IPV and their use of different sources of support. The present study aimed to identify factors that influence migrant women's help-seeking decisions. In addition, we also examined factors that contribute to migrant women's use of diverse sources of support for IPV. A sample of 280 migrant women victimized by IPV in the past year at the time of the survey was drawn from a larger cross-sectional study conducted in four major urban cities in China, including Beijing, Shanghai, Guangzhou, and Shenzhen. Using a multinomial logistic regression model and a zero-inflated Poisson model, we found that factors influencing migrant women's help-seeking decisions and their use of diverse sources of support included socioeconomic factors, IPV type, relationship-related factors, knowledge of China's first anti-Domestic Violence Law, and perception of the effectiveness of current policies. We discuss implications for future research and interventions. [ABSTRACT FROM AUTHOR]

The academic underperformance of high school students with learning disabilities may reduce their access to higher education and decrease their employment opportunities. Based on stereotype threat hypothesis, the present study examined the role of stereotype threat in academic performance among adolescents with learning disabilities and the moderating role of psychological disengagement in this relation. In Study 1, 120 students with learning disabilities finished the measures of stereotype threat vulnerability and psychological disengagement, and their academic score at two time points were collected. Results showed that students who are more vulnerable to stereotype threat tend to have a lower academic score at Time 2 even after controlling for academic score at Time 1, and this relation was moderated by psychological disengagement. In Study 2, 62 sophomore students with learning disabilities finished measures of stereotype threat, academic persistence, and psychological disengagement. The results showed that the effect of stereotype threat on academic persistence was significant among students who were of low psychological disengagement, while this effect was not significant among students who were psychologically disengaged in academics. These results emphasize the individual differences of learning disabled students' response to stereotype threat and have significant implications for framing targeted interventions. [ABSTRACT FROM AUTHOR]

Purpose: To investigate the efficiency of a single-session character-strength-based cognitive intervention on enhancing freshmen's adaptability. Method: A randomized trial, pretest, posttest, follow-up intervention was employed using repeated-measures analyses to evaluate the effect. This 90-min intervention contained four activities with 52 undergraduate freshmen (age 17–20) randomly assigned to the intervention and control group, 38 of whom completed all the programs (19 of each group). Results: Compared with the control group, the intervention group showed a remarkable increase in well-being and a significant reduction in depression and anxiety at post and follow-up assessment. The stress level of the intervention group significantly decreased only at the follow-up test. Time effect and the interaction between time and group were significant in anxiety and stress. Conclusions: This intervention can quickly reduce negative affect and elevate well-being for freshmen. It expands the role of social worker in the prevention of mental illness among college population. [ABSTRACT FROM AUTHOR]