This paper discusses the qualitative findings of practice research on rural-to-urban migrant Chinese mothers’ perceived outcomes and experiences in a parent support and education programme. Informed by an existential–narrative approach to parent education, four intervention groups were provided to 56 migrant mothers recruited from a social service centre in China. Of them, 28 mothers were purposively selected and invited to join four post-intervention focus groups. Themes of their narratives suggest that the programme has helped participants to reconstruct what migrant mothering means to them, reorganise their lived experiences, reflect upon their priorities in life, adjust their parental expectations, deepen their parent–child connectedness by visiting and calling home, express gratitude to their children’s caregivers, reaffirm the role of the children’s fathers in parenting, and facilitate learning from other participants. The findings offer insights into developing parenting programmes for migrant mothers that focus on meaning-making, storytelling and mutual learning.

本文采用質性研究方法，呈現及討論了中國城鄉流動母親參與家長支持及教育小組中所感知的成效和體驗。本項目在中國內地某社會工作服務中心開展了四期的存在—敘事取向家長支持及教育小組，共有56位內地城鄉流動母親參與。在小組干預結束後，研究人員透過目的抽樣邀請了28位組員進行焦點小組訪談，她們的敘事中呈現出如下主題：首先，本次家長小組為她們提供了重整人生經驗、反思及調整人生重心，重新發掘自身作為城鄉流動母親親職意義的空間；其次，母親們在小組中進一步感悟到與孩子不可割舍的骨肉親情，使她們能夠逐步調整親職期待，並透過增加探親次數增進親子關系，不少組員亦對孩子在家鄉的照顧者表達了由衷的感謝。第三，小組透過組員之間的交流和分享，創造了母親之間共同學習和支持的環境；最後，母親們亦重申了父親在孩子的教育和成長中所扮演的不可或缺的角色。本小組亦為未來將以故事、意義及共同學習為本的服務取向在城鄉流動母親群體的應用提供了有益的探索和啟發。

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