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This study with 198 urban Chinese adolescents (M age = 16.0, SD = 1.46) and their parents investigated the impact of parental control over personal issues in the context of everyday conflicts and adolescent self-reports of internalizing disorders as measured by the Brief Symptom Inventory (BSI). Adolescents and parents completed the Parental Authority Index (PAI) assessing perceptions of parental control over personal, prudential-conventional, and overlapping issues. Adolescents recorded daily conflicts with parents over 2 weeks on private blogs through an online platform. Significant relationships were found between adolescent BSI scores for internalizing disorders (anxiety, somatization, interpersonal sensitivity) and their scores on the PAI for perceptions of parental control over personal issues as well as actions that overlapped personal with conventional and prudential considerations. Blog data revealed that two thirds of these urban Chinese parent--adolescent conflicts were about regulation of adolescent daily activities and issues directly impacting adolescent personal choice. Adolescents considered the majority of these conflicts as personal issues, and those who reported perceiving a higher level of parental control over their personal issues had significantly more daily conflicts with their parents. In addition, significant associations were found between reported actual daily conflicts and adolescent internalizing disorders: The greater the intensity of conflicts as experienced by the adolescents, the higher adolescents scored on the BSI subscale for depression; the less fair adolescents rated the conflict resolution and the less positively they felt about the process that led to the outcome, the higher they scored on the BSI subscales for interpersonal sensitivity and depression.

Background: The past few decades have witnessed drastic changes in family structures and the provision of care within the family in China. Objective: The current study investigated how familial caregivers of children (N = 30, Mage = 41.67, SD = 11.32) living in one of the largest urban centers in China learned and taught how to care within the family. Method: Nine focus groups were conducted to collect data, and thematic analysis was adopted to analyze the data. Results: Two main themes were found: (a) learning to care on one's own and (b) the importance of encouraging one to want to care. The findings indicate that Chinese caregivers received limited direct instruction in learning how to care and were often faced with the challenge of having to self‐teach care. Meanwhile, when teaching care, caregivers focused on the motivation to care (e.g., filial piety) as an important element for learning to practice care. Conclusion: These findings highlight considerations of motivation of care often not mentioned in the Western literature while also indicating the need of society to support teaching and learning the practice of care within the family. Implications: This study highlights the importance of cultural considerations when designing intervention programs to help individuals to develop the ability to care and provides insights exploring how school‐family partnership promotes children's ability to be caring. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore Chinese adolescent's social and moral transgressions and strategies for self-correction. For this study, following protocols that have been approved by an Institutional Review Board, 61 Chinese adolescents living in Guangzhou—distributed across three age groups: 10- to 11-year-olds (N = 21, M age = 11.03 years, SD = 0.43 years), 12- to 13-year-olds (N = 20, M age = 12.92 years, SD = 0.35 years), and 15- to 16-year-olds (N = 20, M age = 16.15 years, SD = 0.30 years)—participated in one-on-one semi-structured interviews. The study employed a deductive analytical approach based on prior social domain research on children's and adolescents' transgressions and strategies for self-correction. This study found that Chinese youth reported conventional transgression events more frequently than any other domain. Moreover, many of adolescents' transgressions involved academic considerations, suggesting that how adolescents' time is organized and the social expectations for adolescent behavior influence the types of transgressions and justifications adolescents will make. Furthermore, participants reported developing self-correcting strategies following 73.6% of events, while 74.5% of strategies were reported to be developed by the adolescents themselves. Therefore, the findings suggest that there is room for adults to collaborate with adolescents in developing strategies to prevent future misbehavior and to encourage youth to not only be "good" or "moral" but also to be and do better. [ABSTRACT FROM AUTHOR]