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.

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 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.

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 Evaluation of the Tier 1 Program of Project P.A.T.H.S.: Secondary Data Analyses of Conclusions Drawn by the Program Implementers

2008 ◽  
Vol 8 ◽  
pp. 22-34 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Youth Development ◽  
Development Program ◽  
Secondary Data ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
Implementation Phase ◽  
Youth Development Program ◽  
Data Analyses ◽  
Experimental Implementation ◽  
Tier 1

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a curricula-based positive youth development program. In the experimental implementation phase, 52 schools participated in the program. Based on subjective outcome evaluation data collected from the program participants (Form A) and program implementers (Form B) in each school, the program implementers were invited to write down five conclusions based on an integration of the evaluation findings (N = 52). The conclusions stated in the 52 evaluation reports were further analyzed via secondary data analyses in this paper. Results showed that most of the conclusions concerning perceptions of the Tier 1 Program, instructors, and effectiveness of the programs were positive in nature. There were also conclusions reflecting the respondents’ appreciation of the program. Finally, responses on the difficulties encountered and suggestions for improvements were observed. In conjunction with the previous evaluation findings, the present study suggests that the Tier 1 Program was well received by the stakeholders and the program was beneficial to the development of the program participants.

scholarly journals Process Evaluation of the Implementation of the Secondary 2 Program of Project P.A.T.H.S. in the Experimental Implementation Phase

2008 ◽  
Vol 8 ◽  
pp. 83-94 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Tak Yan Lee ◽  
Rachel C. F. Sun
Keyword(s):  
Youth Development ◽  
Process Evaluation ◽  
Program Implementation ◽  
Development Program ◽  
Supporting Evidence ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Experimental Implementation ◽  
Tier 1

This study aimed to understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) delivered in the Experimental Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Observers carried out process evaluation in the form of systematic observations of curriculum units in four randomly selected schools. Results showed that the overall level of program adherence was generally high, ranging from 70 to 95%, with an average of 83.6%. The mean ratings of the program implementation quality were high, and the inter-rater reliability on these ratings across the observers was highly reliable. Despite limitations, the findings of this study suggest that the implementation quality of the Secondary 2 Program (Tier 1 Program) of the Experimental Implementation Phase was favorable, and provide supporting evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong.

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 Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: Findings Based on the First 2 Years of Program Implementation

2009 ◽  
Vol 9 ◽  
pp. 539-547 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
School Adjustment ◽  
Random Effect ◽  
Implementation Phase ◽  
Tier 1 ◽  
Post Test ◽  
Development Levels ◽  
And Control

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a curricular-based program that attempts to promote positive youth development in Hong Kong. In the second year of the Full Implementation Phase, 20 experimental schools (N = 2,784 students) and 23 control schools (N = 3,401 students) participated in a randomized group trial. Analyses of covariance and linear mixed models, controlling for differences between the two groups in terms of Wave 1 pretest scores, personal variables, and random effect of schools, showed that participants in the experimental schools had significantly higher positive youth development levels than did participants in the control schools at post-test, based on different indicators derived from the Chinese Positive Youth Development Scale. The students in the experimental schools also displayed a lower level of delinquency, but better school adjustment than did students in the control schools. Differences between experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the experimental schools.

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 Impact of the Project P.A.T.H.S. in the Junior Secondary School Years: Individual Growth Curve Analyses

2011 ◽  
Vol 11 ◽  
pp. 253-266 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Cecilia M. S. Ma
Keyword(s):  
Secondary School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Positive Impact ◽  
Development Program ◽  
Individual Growth ◽  
Implementation Phase ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Tier 1

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) 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 = 3,006 students) and 24 control schools (n = 3,727 students) participated in a randomized group trial. Analyses based on linear mixed models via SPSS showed that participants in the experimental schools displayed better positive youth development than did participants in the control schools based on different indicators derived from the Chinese Positive Youth Development Scale, including positive self-identity, prosocial behavior, and general positive youth development attributes. Differences between experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the experimental schools. The present findings strongly suggest that the Project P.A.T.H.S. is making an important positive impact for junior secondary school students in Hong Kong.

Youths’ Perceptions of Features of a Museum-Based Youth Development Program That Create a Supportive Community Context: A Qualitative Case Study

2021 ◽  
pp. 074355842098546
Author(s):  
Alison L. Mroczkowski ◽  
C. Aaron Price ◽  
Natalie C. Harris ◽  
Angela D. Skeeles-Worley
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Single Case ◽  
Development Program ◽  
Community Context ◽  
Youth Development Program ◽  
Cultural Centers ◽  
Supportive Community ◽  
Community Contexts

Supportive community contexts are critical to positive youth development. Out-of-school time (OST) programs serve as supportive community contexts, and participation in OST programs is associated with a host of positive outcomes for youth. Cultural centers, such as museums, have been identified as potentially supportive community contexts for youth. Still, museums have been mostly absent in the broader research discussion of the role of community-based OST programs in promoting positive youth development. The current article presents a qualitative, single-case study of 37 youth between the ages of 13 and 18, the majority of whom identified with racial/ethnic identity groups traditionally underrepresented in OST program participation, in which we examined youths’ perspectives of the features of a museum-based, science-focused, youth development program that they found to be particularly supportive. Five themes emerged, including (a) the program structure, (b) meaningful opportunities and experiences offered by the program, (c) relationships with staff, (d) a positive peer culture, and (e) sense of belonging. The results provide detailed insight into how cultural centers, such as museums, can serve as supportive community contexts for youth development.

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