Implementation of a positive youth development program by class teachers in a Chinese context

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.

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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

The Scientific World JOURNAL ◽

10.1100/tsw.2008.125 ◽

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.

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The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh.2012.030 ◽

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.

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A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in a Changing Education Policy Environment

The Scientific World JOURNAL ◽

10.1100/tsw.2008.122 ◽

2008 ◽

Vol 8 ◽

pp. 1010-1026 ◽

Cited By ~ 1

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.

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

Journal of Adolescent Research ◽

10.1177/0743558420985462 ◽

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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Factors influencing the quality of implementation of a positive youth development program in Hong Kong

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2013-0034 ◽

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.

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