scholarly journals A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in a Changing Education Policy Environment

2008 ◽  
Vol 8 ◽  
pp. 1010-1026 ◽  
Author(s):  
Tak Yan Lee
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Structural Changes ◽  
Development Program ◽  
Implementation Process ◽  
Policy Environment ◽  
Youth Development Program ◽  
Tier 1

This investigation of the implementation of a positive youth development program (Project P.A.T.H.S.) was part of a large study undertaken comprehensively to explore how effective the Tier 1 Program was in practice and how the results can shed light on future developments. Case studies on randomly selected schools were conducted in order to examine the factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. Through interviews with the school contact person and focus group interviews with the teachers, an integration of the findings of these studies showed that five factors related to the program, people, process, policy, and place (5 “P”s) facilitated the implementation process of the Tier 1 Program in the school. Based on the integrated findings of a randomly selected school, it was found that the school made use of the changes in the educational policy environment to facilitate school policy and structural changes, to pave the way for the success of the implementation of a new and “unfamiliar” curriculum. Overall, the quality of program implementation in the school was good and the program was well received by the program implementers. Implications of the present findings for future program implementation with reference to school administrative arrangements and implementation issues are also discussed.

The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program

2012 ◽  
Vol 24 (3) ◽  
pp. 201-206
Author(s):  
Florence K.Y. Wu ◽  
Daniel T.L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Implementation Process ◽  
Front Line ◽  
Youth Development Program ◽  
School Based ◽  
Front Line Workers

Abstract There is scant literature about identifying factors contributing to the success of the implementation of programs to help understand the interrelationships among multiple facets of implementation. In this paper, a front-line implementer reviewed the execution practice of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in her former school in terms of program, people, process, policy and place (5Ps). By examining the factors contributing to the success of the implementation, the authors intend to fill the gap between the research and the practical school-based front-line implementation. Although the program implementation process was examined in researchers’ “expert” perspective, it would be helpful if more research employed front-line workers as collaborators and participants in the implementation process to understand what actually happen in the program implementation process.

scholarly journals A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in Hong Kong: Learning from the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 1047-1062
Author(s):  
Tak Yan Lee
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Implementation Phase ◽  
Youth Development Program ◽  
Incremental Change ◽  
Experimental Implementation ◽  
Tier 1

This investigation of the implementation of a positive youth development program (Project P.A.T.H.S.) was part of a large study undertaken comprehensively to explore how effective the Tier 1 Program was in practice and how the results can shed light on future developments. Utilizing a case study approach, individual and focus group interviews were conducted in 2007 to examine the factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. The focus of this study was on how the implementers of a school made use of the experience gained in the Experimental Implementation Phase (EIP) in 2005/06 to improve the program implementation quality in the Full Implementation Phase (FIP) in 2006/07. Results showed that the program implementation in the FIP was generally high and the program was well received by the implementers. Factors that facilitated the implementation of the program were identified, including the adoption of an incremental change strategy, the incorporation of the program into both formal and informal curricula, positive perceptions of the program among staff and agency social workers, sufficient school administrative support, excellent cooperation between the school and the social work agency, presence of a dedicated school contact person and instructors who engaged themselves in continuous quality improvement of the implementation, and an emphasis on application of what had been learned. Difficulties encountered by the school in the process of implementation were also observed. Based on the present findings, key process variables that facilitate or impede the implementation of positive youth development programs are discussed. Implications for future program implementation are also discussed.

scholarly journals Implementation of a Positive Youth Development Program in a Chinese Context: The Role of Policy, Program, People, Process, and Place

2008 ◽  
Vol 8 ◽  
pp. 980-996 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Implementation Process ◽  
Tier 1 ◽  
Policy Program ◽  
Group Interviews

In this paper, a case study is presented based on one school, conducted to examine the factors that influenced the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. Through interviews with the school contact person and focus group interviews with the instructors, an integration of the findings showed that several factors related to the program, people, process, policy, and place (5 “P”s) facilitated the implementation process of the Tier 1 Program in the school. Obstacles and difficulties with reference to the 5 “P”s that affected the quality of implementation were also identified. Overall, the quality of program implementation in the school was good, and the program was well received by the program implementers. Implications of the present findings for future program implementation with reference to school administrative arrangements and implementation issues are discussed.

Implementation of a positive youth development program by class teachers in a Chinese context

2012 ◽  
Vol 24 (3) ◽  
pp. 273-280
Author(s):  
Daniel T.L. Shek ◽  
Daniel W.M. Lung ◽  
Yammy L.Y. Chak
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Related Factors ◽  
Chinese Context ◽  
Youth Development Program ◽  
The People ◽  
Study Results

Abstract This paper reports the findings of a case study in which a curriculum-based positive youth development program (Project P.A.T.H.S.) was implemented by the class teachers in a school. School-related factors which contributed to the success of program implementation were identified in the study. Results showed that factors facilitating the program implementation were closely related to the “5Ps” model (i.e., program, people, process, policy and place). While all the above factors contributed to the success of program implementation, the “people” factor was identified as the most crucial factor. Overall, both the students and program implementers perceived the program to be effective in promoting holistic development in the program participants.

scholarly journals Evaluation of the Effectiveness of a Positive Youth Development Program for Secondary Students in Macau

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Andrew L. Luk ◽  
K. M. Leong ◽  
Annah M. L. Au
Keyword(s):  
Secondary Students ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Outcome Evaluation ◽  
Youth Development Program ◽  
Junior Secondary ◽  
Tier 1 ◽  
Outcome Evaluations ◽  
Objective Outcome

A well-tested comprehensive Chinese positive youth development program (Project P.A.T.H.S.) developed in Hong Kong has been modified and adapted for use in Macau. This program aims to help adolescent school children develop positively and to be better prepared for their future. The present study investigated the effectiveness of the Tier 1 Program of “P.A.T.H.S.” for Secondary 2 students of two pilot schools. Since there were “repeating” and “transferring” students joining the program, the effectiveness of the program on these particular groups of participants was also examined. The subjective outcome evaluations including participants' perceptions of the program, program instructors, benefits from the program, and overall satisfaction were positive. Although the longitudinal data from the objective outcome evaluation did not show any notable improvement, the overall effect of the program was found to be positive to the new comers in the junior secondary years. The existing evaluation findings suggest that the Secondary 2 program is especially effective to those newly joining the program. In view of the paucity of youth studies in Macau, the present study can contribute to evidence-based youth work and provide baseline data for the program to be evaluated in the Secondary 3 periods in the future.

scholarly journals Process Evaluation of a Positive Youth Development Program in Hong Kong Based on Different Cohorts

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Ben M. F. Law ◽  
Daniel T. L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Process Evaluation ◽  
Evaluation Studies ◽  
Development Program ◽  
Implementation Process ◽  
Implementation Quality ◽  
Youth Development Program ◽  
Program Adherence ◽  
Process Factors

There are only a few process evaluation studies on positive youth development programs, particularly in the Chinese context. This study aims to examine the quality of implementation of a positive youth development program (the Project P.A.T.H.S.: Positive Adolescent Training through Holistic Social Programmes) and investigate the relationships among program adherence, process factors, implementation quality, and perceived program success. Process evaluation of 97 classroom-based teaching units was conducted in 62 schools from 2005 to 2009. Findings based on different cohorts generally showed that there were high overall program adherence and implementation quality. Program adherence and implementation process were highly correlated with quality and success of the program. Multiple regression analyses further showed that both implementation process and program adherence are significant predictors of program quality and success. Theoretical and practical implications of the findings are discussed.

Evaluation of a Positive Youth Development Program in Hong Kong: A Replication

2018 ◽  
Vol 29 (7) ◽  
pp. 808-819 ◽  
Author(s):  
Cecilia M. S. Ma ◽  
Daniel T. L. Shek ◽  
Hildie Leung
Keyword(s):  
Hong Kong ◽  
High School Students ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Tier 2 ◽  
Development Programs ◽  
Youth Development Programs ◽  
Youth Development Program ◽  
Tier 1

Objectives:In this study, we used the one-group pretest–posttest design to examine changes in students after joining a positive youth development program (Project PATHS) in Hong Kong, with 9,226 successfully matched junior high school students joining the Tier 1 and/or Tier 2 program(s).Method:Program participants completed the validated outcome measures on positive youth development, life satisfaction, and thriving before and after joining the program(s).Results:Students showed positive changes after joining the Tier 1 and/or Tier 2 program(s). The present findings replicated and converged with the findings of the previous two studies.Conclusion:The present study illustrates the role of positive youth development programs in promoting adolescent development and highlights the importance of replication in intervention research in positive youth development programs in youth services. The contributions and limitations of this series of studies are discussed.

Factors influencing the quality of implementation of a positive youth development program in Hong Kong

2013 ◽  
Vol 25 (4) ◽  
pp. 363-372
Author(s):  
Daniel T.L. Shek ◽  
Moon Y.M. Law
Keyword(s):  
Hong Kong ◽  
Social Workers ◽  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
School Context ◽  
Development Program ◽  
School Teachers ◽  
Self Disclosure ◽  
Youth Development Program

Abstract This study examines how social workers collaborate with school teachers in implementing a school-based positive youth development program in Hong Kong. Individual and focus group interviews are conducted with social workers cooperating with school teachers in implementing the Project P.A.T.H.S. in a school context. Through the interviews, strategies for establishing inter-disciplinary collaboration and factors that hinder or facilitate program implementation are identified. This case study highlights factors that facilitate the collaboration between social workers and school teachers, including the following: 1) sufficient training for instructors, 2) sharing of the practice wisdom and teaching experiences, 3) building up mutual support among different parties, 4) use of proactive communication, and 5) demonstration of self-disclosure.

scholarly journals Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: Findings Based on Three Years of Program Implementation

2010 ◽  
Vol 10 ◽  
pp. 1509-1519 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
School Adjustment ◽  
Development Program ◽  
Implementation Phase ◽  
Personal Variables ◽  
Tier 1 ◽  
Post Test ◽  
And Control

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a positive youth development program implemented in school settings, utilizing a curricular-based approach. In the third year of the Full Implementation Phase, 19 experimental schools (n = 3,170 students) and 24 control schools (n = 3,808 students) participated in a randomized group trial. Utilizing the six-wave longitudinal data, ANCOVA, and linear mixed models controlling for differences between the two groups in terms of Wave 1 pretest scores, personal variables, and random effects of schools, it was revealed that participants in the experimental schools showed significantly better development than did participants in the control schools at post-test (Wave 6) based on different indicators of positive youth development derived from the Chinese Positive Youth Development Scale and other measures. Students in the experimental schools also displayed a lower level of intention to engage in problem behavior and better school adjustment than did students in the control schools. Similarly, differences between experimental participants who perceived the program to be beneficial and control participants were found.

scholarly journals Implementation Quality of a Positive Youth Development Program: Cross-Case Analyses Based on Seven Cases in Hong Kong

2008 ◽  
Vol 8 ◽  
pp. 1075-1087 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
School Administrators ◽  
Development Program ◽  
Policy Support ◽  
Successful Implementation ◽  
Formal Curriculum ◽  
Implementation Quality ◽  
Tier 1

Cross-case analyses of factors that influence the process and implementation quality of the Tier 1 Program of the Project P.A.T.H.S. based on seven cases were carried out. Systematic and integrative analyses revealed several conclusions. First, several factors related to policy, people, program, process, and place (5 “P”s) were conducive to the successful implementation of the Tier 1 Program in the schools. Second, there were obstacles and difficulties with reference to the 5 “P”s that impeded the quality of implementation. Third, policy support and people (especially commitment and passion of the principals, senior school administrators, and program implementers) are two main groups of factors that influence the quality of program implementation. Fourth, although there were different arrangements for program implementation, incorporation of the Tier 1 Program into the formal curriculum was a sound and viable strategy. Fifth, implementation of the Tier 1 Program in schools that admitted students with high or low academic achievement was viable. Sixth, the program was generally perceived positively by the program participants and implementers. Finally, the program implementers perceived the program to be beneficial to the program participants.

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