scholarly journals Objective outcome evaluation of a leadership course utilising the positive youth development approach in Hong Kong

2019 ◽  
Vol 45 (5) ◽  
pp. 741-757 ◽  
Author(s):  
Xiang Li ◽  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Outcome Evaluation ◽  
Development Approach ◽  
Objective Outcome

Objective Outcome Evaluation of a Positive Youth Development Program: The Project P.A.T.H.S. in Hong Kong

2017 ◽  
Vol 29 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Cecilia M. S. Ma ◽  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Outcome Evaluation ◽  
Chinese Adolescents ◽  
Positive Development ◽  
Program Content ◽  
The Impact ◽  
Objective Outcome

Objective: The present study explored the outcomes of a positive youth development (PYD) program entitled “Project P.A.T.H.S.” based on a total of 12,281 Chinese adolescents in Hong Kong. Method: To understand the impact of this program, the study assessed the changes in developmental outcomes using a single group pretest and posttest design. Results: Findings showed that the participants displayed positive changes in PYD attributes, life satisfaction, and thriving after joining the program regardless of the program content. Conclusion: In conjunction with other studies, the study demonstrates the benefits of PYD programs in promoting positive development in Chinese adolescents.

scholarly journals Objective Outcome Evaluation of the Project P.A.T.H.S. in Hong Kong: Findings Based on Individual Growth Curve Models

2010 ◽  
Vol 10 ◽  
pp. 182-191 ◽  
Author(s):  
Daniel T.L. Shek
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Outcome Evaluation ◽  
Individual Growth ◽  
Implementation Phase ◽  
Growth Curve Models ◽  
Tier 1 ◽  
Individual Growth Curve ◽  
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 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. 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.

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 Development and Evaluation of a Positive Youth Development Course for University Students in Hong Kong

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Y. H. Chui ◽  
S. W. Lit ◽  
Walter W. Yuen ◽  
...  
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Youth Development ◽  
Positive Youth Development ◽  
Well Being ◽  
Outcome Evaluation ◽  
Preliminary Evaluation ◽  
Holistic Development ◽  
Developmental Problems ◽  
Academic Year

With higher education, university graduates are important elements of the labor force in knowledge-based economies. With reference to the mental health and developmental problems in university students, there is a need to review university’s role in nurturing holistic development of students. Based on the positive youth development approach, it is argued that promoting intrapersonal competencies is an important strategy to facilitate holistic development of young people in Hong Kong. In The Hong Kong Polytechnic University, a course entitled Tomorrow’s Leader focusing on positive youth development constructs to promote student well-being will be offered on a compulsory basis starting from 2012/13 academic year under the new undergraduate curriculum structure. The proposed course was piloted in 2010/11 school year. Different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, process evaluation, and qualitative evaluation, are being carried out to evaluate the developed course. Preliminary evaluation findings based on the piloting experience in 2010/11 academic year are presented in this paper.

scholarly journals Effectiveness of the Tier 1 Program of the Project P.A.T.H.S.: Preliminary Objective and Subjective Outcome Evaluation Findings

2006 ◽  
Vol 6 ◽  
pp. 1466-1474 ◽  
Author(s):  
Daniel T.L. Shek
Keyword(s):  
Hong Kong ◽  
Problem Behavior ◽  
Youth Development ◽  
Positive Youth Development ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
Adolescent Problem Behavior ◽  
Tier 1 ◽  
Post Test ◽  
Preliminary Support

There are two tiers of programs in the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). In the Tier 1 Program, teaching units based on different positive youth development constructs are covered. Pre- and post-test data utilizing the Chinese Positive Youth Development Scale (CPYDS) and post-test subjective outcome evaluation data were collected from 546 students who participated in the 20h Tier 1 Program of the P.A.T.H.S. Project. Results showed that high proportions of the respondents had positive perceptions of the program and the instructors, with 85.3% of the respondents regarding the program as helpful to them. Positive changes in the program participants in many measures of positive youth development were also observed. Although there were some increases in problem behavior in some areas, adolescent problem behavior was generally stable. The present study provides preliminary support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

scholarly journals Secondary Data Analyses of Subjective Outcome Evaluation Findings of the Project P.A.T.H.S. in Hong Kong

2010 ◽  
Vol 10 ◽  
pp. 2101-2111 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C.F. Sun
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Secondary Data ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
Youth Development Program ◽  
Data Analyses ◽  
Secondary Analyses

The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a positive youth development program in Hong Kong. After completion of the program, program implementers were required to draw five conclusions based on the subjective outcome evaluation findings collected from the program participants and implementers as reported in the evaluation report. Secondary analyses of the data collected from 48 schools that had joined the Secondary 3 program 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 strengths and possible improvement of the program. The present findings are consistent with the previous findings that suggest that the Project P.A.T.H.S. is well received by the stakeholders and the program is beneficial to the development of Chinese adolescents in Hong Kong.

Post-lecture subjective outcome evaluation of a university subject on leadership and positive youth development in Hong Kong

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Hildie Leung
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Outcome Evaluation ◽  
Global Evaluation ◽  
Regression Analyses ◽  
Subjective Outcome ◽  
Leadership Qualities ◽  
Teacher Attributes ◽  
The Subject

AbstractPost-lecture subjective outcome evaluation findings of a university subject promoting the leadership qualities and positive youth development of students at The Hong Kong Polytechnic University are reported. Students were invited to respond to a 16-item post-lecture questionnaire gauging their perceptions toward the subject, lecture, and the teachers after each of the 13 lectures. Factor analysis demonstrated that three factors were abstracted from the scale, including subject attributes, lecture attributes, and teacher attributes. Normative findings showed that students had positive perceptions on each of the dimensions throughout the lectures. Multiple regression analyses revealed that subject attributes, lecture attributes, and teacher attributes predicted global evaluation of the lecture and teacher. Based on the subjective outcome evaluation findings, the present study provides further support for the effectiveness of this subject in promoting the holistic development of the students.

Sign in / Sign up

Export Citation Format

Share Document