Design of a positive youth development program in Hong Kong

The design of a positive youth development program in Hong Kong is outlined. Based on adolescent developmental issues observed in Hong Kong and the conceptual framework on positive youth development, a 2-tier program was designed. For the Tier 1 Program, it is a universal positive youth development program for students in Secondary 1 to Secondary 3 with the curricula developed by a research team comprising scholars from different disciplines (e.g., social work, psychology, and education). For the Tier 2 Program, it is a selective program targeting adolescents with greater psychosocial needs, developed by school social workers providing school social work service in the schools. With particular reference to the Tier 1 program, several principles are maintained in the design of the program. These include comprehensive coverage of positive youth development constructs, theoretical and empirical grounding of the program, holistic emphasis, focus on both adolescent development assets and problems, developmentally appropriate content, culturally relevant content, multi-year intervention, provision of proper and adequate training to the workers, and use of effective teaching methods in the delivery of the program.     

Training for program implementers of Project P.A.T.H.S. in Hong Kong: Secondary 2 training program

Before program implementers implement the Secondary 2 (Grade 8) program of Project P.A.T.H.S. in Hong Kong, they are required to participate in a 3-day workshop. This paper describes the objectives, curriculum, design and learning outcomes of the training program of the 3-day workshop. Three characteristics--emphasis on the strengths of the participants, focus on reflective learning and utilization of experiential learning--are intrinsic to the training program. Through the emphases of the strengths perspectives, experiential learning and reflective learning, trainees will appreciate the philosophy and desired teaching methodology of P.A.T.H.S.     

Positive youth development program targeting students with greater psychosocial needs: Project P.A.T.H.S. in Hong Kong

The Tier 2 Program of the Project P.A.T.H.S. targets adolescents with greater psychosocial needs. Based on subjective outcome evaluation data collected from 2173 participants recruited in 52 schools, 257 conclusions were reported by the program implementers in the evaluation reports. These conclusions were further analyzed via secondary data analyses. Although most of the conclusions concerning perceptions of the Tier 2 Program, instructors, and program effectiveness were positive in nature, there were also conclusions on the difficulties encountered and suggestions for improvements. Consistent with the previous evaluation findings, the present study suggests that the Tier 2 Program was well received by different stakeholders and the program was beneficial to the development of the program participants in the first year of the Experimental Implementation Phase.     

Training for program implementers of the Project P.A.T.H.S. in Hong Kong: Secondary 3 training program

Before the Secondary 3 (Grade 9) program of the Project P.A.T.H.S. is introduced into a school in Hong Kong, those responsible for its implementation are required to participate in a 3-day workshop. This paper describes the training objectives, curriculum, and design of the training program of the 3-day workshop. 'Use of self and 'self-disclosure' are two of the major training themes of the program. These themes are emphasized repeatedly by the trainers during the workshop. It is argued that the open attitude of teachers, together with a genuine sharing of their past experiences, would be an effective means of both connecting with students and facilitating their reflection and learning during the program.     

Quantitative evaluation of the revised training program Project P.A.T.H.S. in Hong Kong

Abstract In the extension phase of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong, potential implementers received 20 h of training (7 h of e-learning and 13 h of interactive training). Subjective outcome evaluation was conducted to evaluate the training workshops conducted in the first year of the extension phase based on the responses of 812 participants. The subjective outcome evaluation form was found to be internally consistent. Percentage findings showed that the respondents had favorable perceptions of the training program including its content, trainers, participants themselves and arrangements. The participants also felt that they had acquired knowledge, positive attitudes and skills related to the implementation of the program. The findings showed that the revised training program was effective in helping the participants to acquire the necessary knowledge, attitudes, and skills in the implementation of the program.     

Qualitative evaluation of the training program of the Project P.A.T.H.S. in Hong Kong

A total of 358 participants from 52 schools participated in a 3-day training program of the Project P.A.T.H.S. in Hong Kong. At the end of the training program, participants were invited to write down what they had learned and their experience. A total of 317 written comments were collected from the participants in four training workshops. The results showed that most respondents had a positive perception of the training program and instructors. Most participants felt that the training program enhanced their understanding of positive youth development and the project and offered them opportunities for self-reflection. Participants showed more confidence in program implementation but also pointed out the difficulties in program implementation. This qualitative evaluation study provides support for the effectiveness of the training program in the Project P.A.T.H.S. in Hong Kong.     

Support for Project P.A.T.H.S. in Hong Kong: continuation of positive evaluation evidence

No abstract available.     

Adolescent developmental issues in Hong Kong: Relevance to positive youth development programs in Hong Kong

Several adolescent developmental issues and problems in Hong Kong are examined in this paper. First, the changing adolescent substance abuse patterns are described. Second, although the overall youth crime trend was relatively stable in the past decade, shoplifting and stealing crimes deserve our concern. Third, adolescent mental health problem is a growing problem. Fourth, statistics show that unhealthy life styles, such as smoking, early sex and moral confusion are issues of concern. Fifth, the proportion of adolescents experiencing economic disadvantage has increased. Sixth, youth unemployment and non-engaged youth are growing problems when the economy of Hong Kong is undergoing re-structuring. Seventh, family and parenting problems in families with adolescents deserve our attention. Finally, the Social Development Index showed that the development of young people has gradually deteriorated in the past decade. These adolescent issues and problems provide useful pointers for designing the positive youth development program financially sponsored by the Hong Kong Jockey Club Charities Trust.     

Conceptual framework underlying the development of a positive youth development program in Hong Kong

The conceptual framework governing the development of a positive youth development program in Hong Kong is outlined. Based on a thorough literature review on: a) risk factors, protective factors and adolescent resilience; b) adolescent developmental assets; c) deficits-based and assets-based models on adolescent development; d) models on positive youth development programs and e) ecological models, 15 positive youth development constructs covered in this project are presented. The following assertions are maintained in the present positive youth development program: ecological assertion, change assertion, holistic assertion, developmental assets assertion, risk factors assertion, protective factors assertion, positive youth development assertion, positive youth development constructs assertion, integration assertion, and evidence-based assertion.     

Adolescent cough medicine abuse in Hong Kong: implications for the design of positive youth development programs in Hong Kong

This study examines the phenomenon of adolescent cough medicine abuse in Hong Kong. Quantitative data obtained from questionnaire survey with 225 adolescents showed that there were personal, peer, family and community factors influencing adolescent cough medicine abuse. Part 2 of the study obtained qualitative data from focus group interviews with cough medicine abusers (N = 8), their family members (N = 5) and service providers (N = 6). The accounts of the participants revealed that the primary factors accounting for adolescent cough medicine abuse were social pressure (peer and environmental influences), family (difficult relationships or harmful incidents), availability (ease of access), and ignorance (unaware of the consequence of cough medicine use and belief that cough medicine was non-addictive). The present findings provide useful pointers for the development of the positive youth development program supported by the Hong Kong Jockey Club Charities Trust.     

Evaluation of a positive youth development program in Hong Kong: issues, principles and design

Several issues concerning evaluation of positive youth development programs in Hong Kong are outlined. These include the choice of evaluation paradigm, evaluation frameworks and evaluation standards, role of quantitative and qualitative research methods, process vs. outcome evaluation, and choice of objective outcome measures. With reference to the above issues, the evaluation design of a positive youth development program in Hong Kong is presented. Several principles are maintained in the design of the program. These include objective outcome assessment, use of multiple objective outcome indicators, subjective outcome evaluation, involvement of stakeholders in evaluation, assessment of program implementers' views, qualitative evaluation, collection of quantitative and qualitative data, process evaluation, triangulation of data collected from different sources by different methods, use of validated measures, following existing guidelines governing the evaluation of positive youth development programs, and continuous evaluation. Five evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, qualitative evaluation, evaluation based on repertory grid tests, and process evaluation are proposed to evaluate the project.     

Training potential program implementers of the Project P.A.T.H.S. (Secondary 1 Program) in Hong Kong

To strengthen the implementation quality of the Tier 1 Program (Secondary 1 Level) of the Project P.A.T.H.S. in Hong Kong, a 20-hour training program is provided to the potential program implementers before program implementation. A total of 49 workshops were conducted with 2,359 teachers, social workers and allied professionals participating in the program. This paper describes the objectives, development and implementation of the Secondary One Training Program delivered in the first cycle of the P.A.T.H.S. Project. Conceptual and practical issues underlying the training program as well as the implications for future training programs are also discussed.     

Perceived parental control processes in Chinese adolescents: implications for positive youth development programs in Hong Kong

Chinese secondary school students (N=3,017) were asked to respond to instruments measuring their subjective evaluation of parental behavioral control (including indicators of knowledge, expectation, monitoring, discipline and satisfaction), parental psychological control, and psychological well-being (hopelessness, mastery, life satisfaction and self-esteem). Results showed that while a significant proportion of Chinese parents did not exercise behavioral control over the peer domain of their children, some parents were high in their psychological control. Relative to the peer domain, parents generally exerted more behavioral control in the academic domain of their children. Roughly one-fourth of the respondents indicated that they were home alone or stayed with their friends without adult supervision after school. Use of after school time was associated with parental control processes and psychological well-being. The implications of the present findings on the design of the positive youth development program supported by the Hong Kong Jockey Club Charities Trust are discussed.     

Program implementers' evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts

Abstract A total of 216 schools participated in the Tier 1 Program (Secondary 1, 2 and 3 levels) of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the 2008/09 school year. Based on the subjective outcome evaluation findings collected from students and instructors in each grade, the program implementers wrote down five conclusions in their reports. Utilizing secondary data analysis, the conclusions in the reports were further analyzed. Results showed that most of the conclusions concerning perceptions of the program, instructors and effectiveness of the program were positive in nature. There were also conclusions indicating difficulties encountered and recommendations for improvement. The result of the present study is consistent with previous studies using the same method as well as using other evaluation means for the same grades. The findings suggest that the Tier 1 Program is well received by the stakeholders and the program is effective in promoting the holistic development of adolescents.     

Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme

The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the third year of the Full Implementation Phase was examined in this study, with classroom observations of 233 units in 157 schools. Results demonstrated that the overall level of program adherence was generally high with an average of 72.96%. A total of 13 aspects regarding program delivery were significantly correlated. Multiple regression analyses indicated that overall implementation quality was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, degree of achievement of the objectives, and time management. Student participation and involvement, classroom control, degree of achievement of the objectives, and time management were significant predictors of success of implementation.