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Since 2019, Hong Kong has been experiencing a social and mental health crisis caused by social unrest and the COVID-19 Pandemic. As a result, there have been reports of increasing family conflicts among secondary students. With the understanding that family support and positive relationships are crucial for maintaining the mental well-being of young people, narrative therapy is a practical approach for helping families shift from problem-focused perspectives to empowering strategies for rebuilding positive relationships. The study aims to report on the effectiveness of a pilot group parent narrative therapy workshop for family relationship harmonisation and enhancing parenting competency using quantitative and qualitative methods. The study participants included 34 parents from five local schools. The results indicated a significantly increased sense of parental competency, general self-efficacy, adult hope, and decreased parental stress. Qualitative reports and participants’ narratives also demonstrated the positive effect of the narrative therapy workshop on their parent–adolescent relationships. [ABSTRACT FROM AUTHOR]

Background: Schools are a key setting for student well-being promotion. Various school-based mental health programs have been implemented worldwide, with greater emphasis placed on psychological and social aspects. The bio-psycho-social model provides a holistic and integrated view of mental health based on theory and research evidence. Given the importance of considering all three dimensions in mental health promotion, this study explored reasons for the relative neglect of this approach by studying the early phase of school well-being program development and implementation. Method: Seventy-seven Hong Kong government-funded student well-being programs implemented in 2000–2009 were reviewed for the use of biological, psychological, social interventions. Questionnaires and interviews were conducted to explore program leadersz usage and views regarding theoretical frameworks and evidence-based practise and program evaluation. Challenges encountered in the initial stage of school well-being program development and implementation were identified and analysed. Results: Of the 77 programs reviewed, only 5 addressed all three bio-psycho-social factors of mental health. A significantly greater number of programs addressed psychological (n = 63) and social (n = 40) factors compared to those that covered biological factors of mental health (n = 13). Of 24 program implementers who responded to the online survey, 75% claimed to have studied or applied a theoretical framework yet only 41.7% considered evidence-based practises to be important. The majority of interviewed participants valued their own practical experience over theory and research evidence. Many programs lacked rigours evaluation of clear objectives and measurable outcomes, thus the mechanisms of change and program effectiveness were uncertain. Perceived barriers to program adoption and continuation were identified. Conclusion: This study highlighted a neglect of the biological contribution to mental health in school well-being promotion initiatives, possibly due to lack of theoretical knowledge and evidence-based practise among program leaders and implementers in the early phase of school mental health promotion. The bio-psycho-social model should therefore be recommended for student well-being programs as a holistic and integrated theory of mental health underpinning program objectives, mechanisms of change, and measurable outcomes. To develop effective practises in student well-being promotion, more thorough documentation, a rigours evaluation framework and support for frontline educators to evaluate their practises were recommended. [ABSTRACT FROM AUTHOR]