Conceptual framework underlying the development of a Positive Youth Development Program in Hong Kong

2006 ◽  
Vol 18 (3) ◽  
Author(s):  
Daniel TL Shek
Keyword(s):  
Hong Kong ◽  
Conceptual Framework ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Youth Development Program

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 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.

Evaluation of a community-based positive youth development program based on Chinese junior school students in Hong Kong

2017 ◽  
Vol 29 (1) ◽  
pp. 5-13 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Cecilia M.S. Ma ◽  
Qiuzhi Xie
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Outcome Evaluation ◽  
Social Program ◽  
Successful Implementation ◽  
Community Based ◽  
Youth Development Program ◽  
Program Content

Abstract This study investigated students’ evaluations of a positive youth development program entitled Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social program) in Hong Kong. The participants were 19,790 Secondary 1, 2 and 3 students who joined this program at the extension phase of the project. They were required to complete a subjective outcome evaluation form to indicate their perceptions of the program content, instructors, and effectiveness. Results showed that the students evaluated this program positively. Amongst the students in the three grades, Secondary 1 students evaluated the program most favorably whereas Secondary 3 students had the relatively least favorable evaluation. In addition, the program content and instructors accounted for approximately 35% of the variance in program effectiveness. The findings generally imply the successful implementation of this program in the community-based phase.

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