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.

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 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.

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.

REACH Harlem: young urban boys’ experiences in an after-school PA positive youth development program

2019 ◽  
Vol 24 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Risto Marttinen ◽  
Kelly Johnston ◽  
Sharon Phillips ◽  
Ray N. Fredrick ◽  
Brianna Meza
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
After School ◽  
Youth Development Program ◽  
Urban Boys
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