Social support reportedly plays an important role in reducing parenting stress caused by children’s problematic behaviors; however, the investigation of this phenomenon among Chinese parents in Japan is lacking. The current study empirically examines a hypothesized model in which the problematic behaviors of children of Chinese nationals living in Japan influence parenting stress, with social support acting as a mediator in this relationship. Toward this end, researchers distributed questionnaires to parents of 43 and 194 Chinese children with disability and typical development, respectively, in Japan. Correlation and mediation analyses indicated a positive correlation between internalizing and externalizing problems and parenting stress, whereas prosocial behavior was negatively correlated with parenting stress. Furthermore, multigroup analysis was conducted for the disability and typical development groups. The results indicated that externalizing problems in children from both groups were linked to parenting stress, with social support acting as the mediator. Additionally, bootstrap analysis confirmed that social support only indirectly mediated the relationship between children’s externalizing problems and parental stress. In summary, the findings imply that children’s externalizing problems and social support play crucial roles in alleviating stress among Chinese parents living in Japan.

【Research Impact】

This study examines the relationship between parenting stress and children’s problematic behaviors, with social support acting as a mediator, among Chinese parents in Japan, particularly focusing on children with disability and typical development. The results reveal that social support mediates the relationship between parenting stress and children’s externalizing problems regardless of developmental status. These findings emphasize the importance of tailored social support for immigrant families and offer practical guidance for the reduction of parenting stress among this demographic.

This study used the job demands-resources model (JD-R model) to examine the relevance between difficulty, burnout, and work engagement experienced by therapists in daycare facilities for children with disabilities. Participants included 177 staff members working in 50 organizations affiliated with Japan’s National Council for Child Development Support. The results showed that difficulty positively affected emotional exhaustion, while emotional exhaustion negatively affected work engagement. Moreover, engagement’s negative and positive effects influenced depersonalization and personal accomplishment, respectively. Furthermore, the organizational environment negatively influenced emotional exhaustion and positively affected work engagement. The results suggest that difficulty may enhance depersonalization while decreasing work engagement due to emotional exhaustion. Regarding job resources, the organizational environment weakened depersonalization via work engagement.

【Research Impacts】

This study used the JD-R model to clarify the relationship between difficulties experienced by therapists and mental health. The findings indicate that personal resources, such as coping strategies and job resources, such as social support and organizational climate, have an impact on the perceived level of difficulty and subsequently influence the mental health of therapists. Finally, this study partially identified the support required to improve therapists’ physical and mental health.

Adults typically praise children to promote self-esteem and motivation. Although praise occurs between a praiser and recipient, few studies have directly investigated the occurrence of discrepancies in the reception of praise. To address this research gap, the current study examined this discrepancy between givers (university and elementary school students) and receivers (elementary school students) of praise from three perspectives: task difficulty, children’s strengths and weaknesses, and grade. The results demonstrated that givers and receivers strongly preferred giving and receiving praise regardless of children’s strengths or weaknesses during difficult tasks. Conversely, for easy tasks, givers were more likely to praise children who exhibited weaknesses, whereas receivers preferred to praise children who displayed strengths. These findings revealed that discrepancies in praise may occur especially during easy tasks, which suggests that teachers must consider children’s perception of praise when giving praise.

【Research Impact】

The study has a significant impact by revealing discrepancies between the praise expected by adults and the actual perception of praise by children. This study also provides novel evidence of discrepancies in the perception of praise between children. The findings imply that praise should be considered not only as a means of behavior modification but also an important aspect of interpersonal communication.

This study clarifies how caregivers in an infant home can support children to facilitate a gradual transition from an infant home to a foster home during a change of measures. Semistructured interviews with caregivers revealed several key aspects of support: fostering stable attachment between the caregiver and child, implementing break-in childcare tailored to individual needs, assisting children in establishing trust with their new caregiver, and providing aftercare. Findings suggest that the foundation of trust in self and others, developed through a stable attachment to caregivers, may ease the child’s acceptance of separation during a change of measures and promote positive relationships with foster caregivers after transition. In addition, continuity in the child’s caregiving environment was maintained by preserving connections even after the transition, with the caregiver playing an ongoing role in supporting the child’s development and growth. This study highlights the importance of sustaining and reinforcing the foundation of trust formed through attachment between self and others, which was formed through the attachment in an infant home, even after the child transitions to a foster home.

【Research Impact】

This study identified effective support strategies employed by caregivers to assist children transitioning from an infant home to a foster home. Establishing attachment with a caregiver in an infant home helps form a child’s foundational trust in self and others. Supporting the formation, maintenance, and reinforcement of this foundation is crucial for children’s socioemotional development and growth, thereby facilitating a smoother transition.