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.     

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.     

Training evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong

A total of 235 participants from 48 schools participated in a 3-day training program designed to train teachers and social workers to implement the Secondary 3 Program of the Project P.A.T.H.S. in Hong Kong. At the end of the training program, participants were invited to respond to a structured subjective outcome evaluation questionnaire containing 31 items. The findings revealed that most of the respondents had very positive perceptions about the training program and the instructors. The present evaluation findings are consistent with the subjective outcome evaluation findings in Secondary 1 and Secondary 2 Training Programs, which revealed the training program of the Project P.A.T.H.S. generated positive reactions, enhanced learning, and desired behavioral changes in the program participants.     

Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: qualitative evaluation findings

A total of 1177 participants from 45 training workshops joined a 3-day training program of the P.A.T.H.S. Project (Secondary 1 Program) in Hong Kong. At the end of each training workshop, participants were invited to respond to a questionnaire comprising 31 structured items and two open-ended questions which assessed what they had learned and experienced in the training workshop. Qualitative analyses of the participants' responses to the two open-ended questions showed that the participants generally had positive evaluation of the training, although some suggestions for improvements were noted. The present study, which was based on a sizable sample size, reinforced the previous evaluation findings that the Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong promoted the knowledge and attitudes of the potential program implementers.     

Qualitative evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong

A total of 907 participants from 31 training workshops joined a 3-day training program of the P.A.T.H.S. Project (Secondary 3 Program) in Hong Kong. At the end of a training workshop, participants were invited to respond to a questionnaire assessing what they had learned and experienced in the training workshop, with 31 structured items and two open-ended questions. Qualitative analyses of the participants' responses to the two open-ended questions showed that the participants generally had positive evaluation of the instructors, intervention program, and the training program, although some suggestions for improvements were noted. In conjunction with the quantitative evaluation findings and the previous evaluation findings, the present study provides support for the effectiveness of the training program for Secondary 3 Program for the potential program implementers.     

Subjective outcome evaluation of the Secondary 2 Training Program of the Project P.A.T.H.S. in Hong Kong

Subjective outcome evaluation findings based on the perceptions of the participants who participated in a 3-day training program of the Project P.A.T.H.S. are reported in this paper. Results showed that most of the respondents were satisfied with and had positive perceptions about the training program. They also reported that they were able to acquire attitude, knowledge and skills conducive to the successful implementation of the program. In addition, the findings suggest that the training program is effective in promoting the participants' self-reflections. The present findings provide support for the effectiveness of the Secondary 2 Training Program (Experimental Implementation Phase) of the Project P.A.T.H.S. in Hong Kong.     

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.     

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.     

Design of training programs for a positive youth development program: Project P.A.T.H.S. in Hong Kong

To facilitate the implementation of the Secondary 1 to Secondary 3 program of the Project P.A.T.H.S. in Hong Kong, systematic training programs are designed for the potential program implementers. The rationales, objectives and design of the Secondary 1 to Secondary 3 training programs are outlined in this paper. The training programs cover theories of adolescent development, positive youth development, background and curricula of the Project P.A.T.H.S., factors affecting program implementation quality and evaluation of the project. Besides introducing the curriculum units, the training programs also focus on nature of learning and related theories (particularly experiential learning), teaching methods and instructional techniques, motivating students, and classroom management.     

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.     

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

No abstract available.     

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.     

Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

Abstract The present study was conducted to explore the implementation quality of the Secondary 3 Program of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the third year of the Full Implementation Phase. Classroom observations of 182 units in 129 schools were conducted. Results showed that the overall level of program adherence was 73.9%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that overall implementation quality was significantly predicted by student participation and involvement, strategies to enhance student motivation, use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation. Success of implementation was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives and time management. The present findings generally suggest that the implementation quality of Project P.A.T.H.S. was high.     

Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

Abstract The present study examined the implementation quality of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) at Secondary 2 level in the third year of the initial phase of the project in Hong Kong. Classroom observations of 222 units in 148 schools were conducted under the co-walker scheme. Results generally showed that the overall level of program adherence was high and different dimensions of program delivery were positively correlated amongst themselves. Instructors' use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation significantly predicted both the overall implementation quality and perceived success of the program. While instructors' interactive delivery method and their familiarity with the students predicted overall implementation quality, student participation and involvement, and opportunity for reflection were predictive of implementation success. In conjunction with other evaluation findings, the present study lends further support to the high implementation quality of Project P.A.T.H.S. in Hong Kong.     

Interim evaluation of the Tier 1 Program of Project P.A.T.H.S.: continuation of evidence

Abstract An interim evaluation study was conducted to understand the implementation of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the 2008/09 school year. One hundred and twenty-eight schools were randomly selected to provide information on the implementation details of the program via interviews, telephone interviews and self-completed questionnaires. Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. Program workers' views toward the implementation of the Tier 1 Program were positive across different grades and program implementation modes. In conjunction with previous studies, the present findings suggest that the Tier 1 Program of Project P.A.T.H.S. is well received by different stakeholders.