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By discussing various aspects of family functioning, including the intricate nature of family functioning, family dynamics’ impact on adolescent growth and lifelong development, and the COVID-19’s effects on family relationships, it reveals the importance and necessity of assessment instruments in the field of family counselling. And concerning the gap between family research and clinical practice as well as the absence of a singular tool capable of evaluating various family functions comprehensively in the Macao context, the study introduced the Basic Family Relations Inventory (BFRI; or ‘Cuestionario de Evaluación de las Relaciones Familiares Básicas’, CERFB), a self-reported questionnaire based on Linares’ Basic Family Relations Theory. This valuable tool consists of 25 items, assessing simultaneously the quality of family relationships in two basic dimensions—marital and parental functioning. This study aimed to develop the Chinese version of the BFRI and investigate its psychometric properties in the context of Macao. By employing a quantitative research approach, it evaluated the normal distribution, exploratory factor analysis and reliability of the BFRI in a non-clinical snowball and convenience sample of 165 participants with at least one biological child from 12 to 18 years old. In the exploratory factor analysis, the initial factor extraction resulted in four components, reflecting both marital and parental items. This suggested potential overlap and interconnectedness between the marital and parental subsystems. Subsequent analysis identified a three-factor solution, separating marital, negative parental, and positive parental components. This aligned with the factor structure of the original Spanish version of the BFRI. A two-factor solution was also explored, replicating findings from the previous Italian and Portuguese validation of the BFRI despite some inconsistencies in item alignment. The EFA results revealed that the three-factor structure of the Chinese version of the BFRI was the best fitting model for the Macao population. Reliability analysis, assessed through Cronbach’s alpha, indicated satisfactory internal consistency of the scales. The results of the analyses demonstrate promising psychometric properties, supporting the tool’s effectiveness in assessing marital and parental relationships in a Macao population. The study contributed to the development of the valuable family assessment instrument. It suggested that the Chinese version of the BFRI could serve as a useful instrument to concurrently assess the quality of marital and parental relationships and systematically collect the data of family functioning in both dimensions. It’s also believed that this instrument could benefit the evaluation of family dynamics and comprehension of family relations not only in family research studies, but also in counselling intervention and clinical therapy, preventing risks to the health of children as well as promoting healthy family contexts in Macao
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"In 2021/2022 academic year, there are 2,244 SEN students in Macau and its growth rate is 36% in ten years. However, at the present, there are 38 schools providing the related education to them. Admittedly, this is an unbalanced supply and demand. In fact, the teachers who work at inclusive education schools are bearing all responsibility to teach SEN students and their mental health is worth to attention. Moreover, there are 1,224 SEN students in primary (2021/2022 academic year), it accounting for 55% of all. That is, the numbers of their teachers are the most and they are representative. Therefore, exploring primary teachers’ burnout at inclusive education schools becomes the topic of this study, even more important, it is including to compare normal and resource teachers. This topic is rarer currently in Macau. On the one hand, emotional exhaustion, depersonalization and (reduced) personal accomplishment are dimensions of burnout (Maslach et al., 1996). These become the dependent variables of this study. According Ecological Systems Theory (Bronfenbrenner, 1979) and the factors of self-efficacy in inclusive education (Sharma et al., 2012), the following hypotheses are provided to guide this study: (1) normal teachers’ emotional exhaustion, depersonalization and reduced personal accomplishment are higher than those in resource teachers; (2) teachers’ attitudes into inclusive education, (3) teachers’ self-efficacy to use inclusive instruction (SEII), (4) teachers’ self-efficacy in collaboration (SEC) and (5) teachers’ self-efficacy in v managing behavior (SEMB) both are negatively related to emotional exhaustion, depersonalization and reduced personal accomplishment; (6) teachers’ stress of Covid19 is positively related to emotional exhaustion, depersonalization and reduced personal accomplishment. On the other hand, quantitative methodology, and snowball sampling are used in this research. At last, 132 responds are collected, including 100 normal teachers and 32 resource teachers. They are from 48 inclusive education schools in Macau. All data were analyzed by SPSS 25.0. The results of this study are followed: (1) teachers’ emotional exhaustion level is middle, their depersonalization and reduced personal accomplishment levels both are low; (2) resource teachers’ emotional exhaustion and depersonalization are higher than normal teachers; (3) teachers’ attitudes into inclusive education negatively related to depersonalization but positively related to reduced personal accomplishment; (4) in the factors of self-efficacy, only SEII is negatively related to reduced personal accomplishment; (5) teachers’ stress of Covid-19 is positively related to emotional exhaustion, depersonalization and reduced personal accomplishment."
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