Impact of staff commitment and morale on the implementation of the project P.A.T.H.S. in Hong Kong

2013 ◽  
Vol 25 (4) ◽  
pp. 373-383 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Eunice P.Y. Yim
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Program Effectiveness ◽  
Program Sustainability ◽  
Development Programs ◽  
Intrinsic Factors ◽  
Strength Based ◽  
Staff Commitment

Abstract In the field of positive youth development, there are few studies on program sustainability and the relationship between program implementation and program sustainability. Based on an in-depth case study in the Project P.A.T.H.S. in Hong Kong, this study examines the intrinsic factors and mechanisms that influence program implementation and sustainability. The results reveal that implementers under study are highly flexible and responsive agents who operate in different areas at all school levels. With an understanding of the program philosophies and a belief in its efficacy, implementers also modify the program by integrating the “adopted” program to the existing strength-based framework, resulting in enhanced program effectiveness and sustainability. Furthermore, the present study underscores the importance of staff commitment and morale in the implementation and sustainability of positive youth development programs in the Chinese context.

scholarly journals The Project P.A.T.H.S. in Hong Kong—Lessons Learned and Implications for Positive Youth Development Programs

2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Chinese Culture ◽  
Development Program ◽  
Lessons Learned ◽  
Development Programs ◽  
Youth Development Programs ◽  
Long Run

The Project P.A.T.H.S. is a positive youth development program which attempts to promote holistic development of junior secondary schools in Hong Kong. It is ground breaking in terms of the number of schools participating in the project and financial resources injected into the project. Based on the experiences gained from the implementation of the project and evaluation data collected from 2005 to 2011, several issues pertinent to the development of positive youth development programs in the Chinese culture are discussed. These issues include complexity of program development, importance of training, identification of factors governing program implementation, need for evaluation, and promotion of sustainability of the program in the long run.

scholarly journals Development of a Positive Youth Development Program: Helping Parents to Improve Their Parenting Skills

2006 ◽  
Vol 6 ◽  
pp. 388-396 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Britta M. Lee
Keyword(s):  
Hong Kong ◽  
Social Workers ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Development Programs ◽  
Parenting Skills ◽  
Youth Development Programs ◽  
Youth Development Program ◽  
Chinese Parents

The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) is a positive youth development program that attempts to promote holistic development in adolescents in Hong Kong. In the Tier 2 Program of this project, social workers are expected to develop positive youth development programs for adolescents having greater psychosocial needs. They are required to submit proposals that will be evaluated in terms of whether the proposals are evidence based, and appropriate evaluation mechanisms are included. With reference to the literature on parental control processes that Chinese parents may be loose in their behavioral control and they tend to overemphasize academic excellence, it is argued that improvement of the parenting skills of parents of Chinese adolescents is an important area to be addressed. To facilitate social workers to prepare the related proposals, a sample proposal on how to improve the parenting skills of Chinese parents is described, including its conceptual framework, proposed program, and evaluation plan. It is argued that this supportive approach (i.e., preparation of a sample proposal) can help social workers to develop quality proposals on positive youth development programs in Hong Kong.

scholarly journals Development of a New Curriculum in a Positive Youth Development Program: The Project P.A.T.H.S. in Hong Kong

2011 ◽  
Vol 11 ◽  
pp. 2207-2218 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Hing Keung Ma ◽  
Rachel C. F. Sun
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Implementation Strategies ◽  
Specific Reference ◽  
Development Programs ◽  
Developmental Issues ◽  
Youth Development Program ◽  
New Curriculum

The design of a new curriculum in a positive youth development program (Project P.A.T.H.S.) in Hong Kong is outlined. The Tier 1 Program of the original phase of the Project P.A.T.H.S. is a universal positive youth development program for students in Secondary 1 to Secondary 3 with the curricula developed by a research team comprising scholars in different disciplines (e.g., social work, psychology, and education). The 120 teaching units are designed with reference to 15 positive youth development constructs identified in the successful positive youth development programs. In the extension phase of the project, a new curriculum with 60 teaching units is developed in accordance with these 15 constructs with specific reference to five major adolescent developmental issues. These issues include substance abuse, sexuality issue, Internet addiction, bullying, and money and success issues. The principles underlying the program development and implementation strategies are outlined.

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 School-Related Factors in the Implementation of a Positive Youth Development Project in Hong Kong

2008 ◽  
Vol 8 ◽  
pp. 997-1009 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Yammy L. Y. Chak ◽  
Candace W. Y. Chan
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Administrative Support ◽  
Development Project ◽  
Continuous Assessment ◽  
Related Factors ◽  
Implementation Quality ◽  
Study Approach

Individual and focus group interviews were conducted to identify school-related factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong. Results of this case study approach showed that the program implementation quality was generally high. Factors that facilitate the implementation of the program were identified, including administrative support from the school and social work agency, presence of dedicated teachers, positive perceptions of the program among teachers, the teachers' self-disclosure, effective continuous assessment, and excellent co-teaching mode. Difficulties encountered by the school in the process of implementation were also observed. Based on the present findings, school-related process variables that facilitate or impede the implementation of positive youth development programs in the Chinese context are discussed.

Community-based positive youth development program in Hong Kong: views of the program implementers

2017 ◽  
Vol 29 (1) ◽  
pp. 15-21 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Catalina S.M. Ng ◽  
Moon Y.M. Law
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Program Effectiveness ◽  
Development Program ◽  
Community Based ◽  
Satisfaction Scale ◽  
Youth Development Program ◽  
Tier 1 ◽  
Program Content

Abstract Based on the data collected from the Tier 1 Program of a community-based positive youth development program (Project P.A.T.H.S.) in 2013, the current study explored the perspectives of 634 program implementers who implemented the Tier 1 Program in Hong Kong. Upon the completion of the program, the program implementers responded to a validated client satisfaction scale (Form B). The results showed that the program implementers perceived the program, implementers and benefits of the program in a positive manner. However, there were no differences among perceived program content, implementers and effectiveness across the three grades. Consistent with previous studies, perceived program predicted effectiveness of the program. Nevertheless, program implementers did not predict program effectiveness. Once again, the present findings indicated that the Tier 1 Program was well received by the program implementers.

Sign in / Sign up

Export Citation Format

Share Document