Impacts of the Positive Youth Development Program for Expectant and Parenting Teens in California

2019 ◽  
Author(s):  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Youth Development Program

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

The Use of Participatory Action Research to Create a Positive Youth Development Program

2011 ◽  
Vol 17 (3) ◽  
pp. 2-17 ◽  
Author(s):  
Anne Hamby ◽  
Meghan Pierce ◽  
Kim Daniloski ◽  
David Brinberg
Keyword(s):  
Conflict Resolution ◽  
Action Research ◽  
Participatory Action Research ◽  
Youth Development ◽  
Positive Youth Development ◽  
Social Marketing ◽  
Development Program ◽  
Participatory Action ◽  
Youth Development Program ◽  
Marketing Approach

A positive youth development program focusing on HIV prevention, alcohol abuse prevention, conflict resolution skills, and managing peer pressure was developed and implemented in the Eastern Cape of South Africa. Participatory action research methods were combined with a social marketing approach to generate and implement a narrative-based curriculum. A posttest-only control group field experiment was used to evaluate the impact of a classroom intervention on adolescents' knowledge and attitudes related to the topics covered. The narrative-based curriculum was more effective than the standard, government-endorsed curriculum in increasing knowledge and changing attitudes toward sexual behavior and conflict resolution. The implications of implementing a narrative-based curriculum using a social marketing approach are discussed.

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.

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