scholarly journals Developing a Federal Research Agenda for Positive Youth Development: Identifying Gaps in the Field and an Effective Consensus Building Approach

2016 ◽  
Vol 11 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Allison B. Dymnicki ◽  
Suzanne Le Menestrel ◽  
Michelle J. Boyd ◽  
Lisa Lauxman ◽  
Sarah E. Oberlander ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Research Agenda ◽  
Lessons Learned ◽  
Future Research ◽  
Consensus Building ◽  
Federal Research ◽  
Building Process ◽  
Research Domains

The field of positive youth development (PYD) is at an important crossroads in terms of defining its scope and directions for future research. This paper describes an effective consensus-building process that representatives from 16 federal agencies engaged in to develop a research agenda focused on PYD and the product that resulted from using this approach. During this process, the representatives identified and refined three research domains (conceptual issues related to PYD, data sources and indicators, and program implementation and effectiveness) and key research questions that could benefit from future research. We share lessons learned from our experience to emphasize the importance of organizational systems change efforts and interagency collaborations. A major contribution of this paper is to provide specific areas for future research in PYD from the federal perspective and to describe future implications for PYD policy and interagency collaborations.

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.

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.

Recommendations for the Involvement of Patient Research Partners (PRP) in OMERACT Working Groups. A Report from the OMERACT 2014 Working Group on PRP

2015 ◽  
Vol 43 (1) ◽  
pp. 187-193 ◽  
Author(s):  
Peter P. Cheung ◽  
Maarten de Wit ◽  
Clifton O. Bingham ◽  
John R. Kirwan ◽  
Amye Leong ◽  
...  
Keyword(s):  
Literature Review ◽  
Patient Participation ◽  
Research Process ◽  
Future Research ◽  
Consensus Building ◽  
Building Process ◽  
Practical Guidelines ◽  
Working Groups ◽  
Training And Support ◽  
Participation In Research

Objective.Patient participation in research is increasing; however, practical guidelines to enhance this participation are lacking. Specifically within the Outcome Measures in Rheumatology (OMERACT) organization, although patients have participated in OMERACT meetings since 2002, consensus about the procedures for involving patients in working groups has not been formalized. The objective is to develop a set of recommendations regarding patient research partner (PRP) involvement in research working groups.Methods.We conducted a systematic literature review on recommendations/guidelines of PRP involvement in research; elaborated a structured consensus process involving multiple participants to develop a set of recommendations; and sought endorsement of recommendations by OMERACT.Results.In the 18 articles included in the literature review, there was general agreement on the broad concepts for recommendations covering PRP involvement in research although they were heterogeneous in detail. Most considered PRP involvement in all phases of research with early engagement, training, and support important, but details on the content were scarce. This review informed a larger consensus-building process regarding PRP inclusion in OMERACT research. Three overarching principles and 8 recommendations were developed, discussed, and refined at OMERACT 2014. The guiding principles were endorsed during the OMERACT plenary session.Conclusion.These recommendations for PRP involvement in OMERACT research reinforce the importance of patient participation throughout the research process as integral members. Although the applicability of the recommendations in other research contexts should be assessed, the generalizability is expected to be high. Future research should evaluate their implementation and their effect on outcome development.

scholarly journals Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: Findings Based on the First 2 Years of Program Implementation

2009 ◽  
Vol 9 ◽  
pp. 539-547 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
School Adjustment ◽  
Random Effect ◽  
Implementation Phase ◽  
Tier 1 ◽  
Post Test ◽  
Development Levels ◽  
And Control

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a curricular-based program that attempts to promote positive youth development in Hong Kong. In the second year of the Full Implementation Phase, 20 experimental schools (N = 2,784 students) and 23 control schools (N = 3,401 students) participated in a randomized group trial. Analyses of covariance and linear mixed models, controlling for differences between the two groups in terms of Wave 1 pretest scores, personal variables, and random effect of schools, showed that participants in the experimental schools had significantly higher positive youth development levels than did participants in the control schools at post-test, based on different indicators derived from the Chinese Positive Youth Development Scale. The students in the experimental schools also displayed a lower level of delinquency, but better school adjustment than did students in the control schools. Differences between experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the experimental schools.

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 The Five Cs of Positive Youth Development in an Aotearoa/New Zealand Program Context

2019 ◽  
Vol 14 (4) ◽  
pp. 36-58 ◽  
Author(s):  
Jayne Mercier ◽  
Catherine Powell ◽  
Georgina Langdon-Pole ◽  
Daleki (Fole) Finau ◽  
Karen Hicks ◽  
...  
Keyword(s):  
New Zealand ◽  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
Education Program ◽  
Outdoor Education ◽  
Future Research ◽  
Aotearoa New Zealand ◽  
Five Cs

This study took a qualitative look at an Aotearoa/New Zealand-based positive youth development outdoor-education program in schools using the 5 Cs model of positive youth development. The viewpoints of young people, parents, and teachers were gathered, providing an opportunity to explore additional perspectives of the 5 Cs. All 5 Cs were seen to be present in the program and the 6th C of contribution was also observed. The Cs of competence, confidence and connection featured strongly, whilst the C of connection appeared to be important to young people’s experience of the program. Young people and adults prioritized different outcomes, with adults focusing more on future impacts and young people identifying more immediate benefits. The findings of this study add to an understanding of the 5 Cs model beyond the American context and highlight areas for future research.

scholarly journals Positive Youth Development at Camps for Youth with Chronic Illness: A Systematic Review of the Literature

2018 ◽  
Vol 13 (1-2) ◽  
pp. 201-215 ◽  
Author(s):  
Mya DeBoer Sendak ◽  
Clarissa Schilstra ◽  
Eitan Tye ◽  
Samuel Brotkin ◽  
Gary Maslow
Keyword(s):  
Chronic Illness ◽  
Youth Development ◽  
Positive Youth Development ◽  
Social Connectedness ◽  
Outcome Measurement ◽  
Opportunity To Learn ◽  
Youth Leadership ◽  
Future Research ◽  
Starting Point ◽  
Skill Building

This study aimed to systematically review all the literature on camps for youth with childhood onset chronic illness (COCI) utilizing the Positive Youth Development (PYD) framework to assess camp processes and psychosocial outcomes. This paper describes a unique dataset of 425 included studies published over the last 70 years and gives a broad overview of camp demographics, processes that align with PYD’s Big 3 (sustained adult-youth relationships, skill-building, and youth leadership) and measured outcomes that align with the PYD’s 5 Cs (Competence, Confidence, Character, Social Connectedness, and Compassion). Among the included studies, 36% included diabetes camps, 15% included camps accepting multiple illnesses, 12% included cancer camps, and 11% included asthma camps. The majority of participants were under the age of 16. While no study explicitly used the PYD approach, over 90% of studies described camps that deployed both active leadership and sustained positive relationships, while only 59% of studies described camps providing the opportunity to learn life skills. Although no study utilized the PYD 5 Cs framework for outcome measurement, 47% addressed outcomes related to Competence, 44% addressed Confidence, 33% addressed Connection, 4% addressed Compassion, and 2% addressed Character. This review highlights opportunities for camp leadership to align their programming with the PYD framework, to incorporate older adolescents and young adults and, ultimately, to improve positive adult outcomes for youth with COCI. It provides a starting point for future research evaluating illness-specific camps using a PYD approach. 

scholarly journals An Exploratory Study of the Five Cs Model of Positive Youth Development Among Indiana 4-H Youth

2012 ◽  
Vol 7 (1) ◽  
pp. 82-98 ◽  
Author(s):  
Abby M. Robinson ◽  
Levon T. Esters ◽  
Aryn Dotterer ◽  
Renee McKee ◽  
Mark Tucker
Keyword(s):  
Systems Theory ◽  
Youth Development ◽  
Positive Youth Development ◽  
Exploratory Study ◽  
Future Research ◽  
Developmental Systems Theory ◽  
Developmental Systems ◽  
Convenience Sample ◽  
Five Cs

The purpose of this study was to explore the levels of positive youth development (PYD) among Indiana 4-H club participants. Questionnaires were collected from a convenience sample of [State] youth (n = 453). Findings indicated that youth who participated in the 4-H program reported significantly higher total positive youth development than those who had never participated in 4-H. Youth who participated in the 4-H program also reported significantly higher scores on four of the Five Cs of PYD (Confidence, Connection, Character, and Caring). The findings of this study contribute to the Developmental Systems Theory by confirming the role that 4-H has in contributing to positive youth development. Recommendations are provided to guide future research related to the Five Cs aspect of positive youth development among 4-H youth.

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 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.

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