Positive youth development programs for adolescents with greater psychosocial needs: subjective outcome evaluation over 3 years.

STUDY OBJECTIVES: This study examined the views of 153,761 students participating in a positive youth development program designed for participants with greater psychosocial needs (the Tier 2 Program) in the context of the Project P.A.T.H.S. in Hong Kong. The program was implemented in the extension phase of the project from 2009/10 to 2011/12 school years. DESIGN: A validated subjective outcome evaluation scale was used to assess the views of the program participants toward the program qualities, implementer qualities, and program effectiveness after completion of the program. Nine datasets were used which were derived from the aggregated reports submitted by social service providers designing the Tier 2 Program. RESULTS: Participants generally held favorable views of program qualities, implementer qualities, as well as program effectiveness of the Tier 2 Program. Some small grade and program differences on subjective outcome evaluation were also found. Both program qualities and implementer qualities were significant predictors of program effectiveness in different grades. CONCLUSION: Consistent with the findings of the initial phase of the Project P.A.T.H.S., the present study suggests that the Tier 2 Program of the Project P.A.T.H.S. in Hong Kong is perceived favorably by program participants and its perceived effectiveness was high. Significant but small grade and program approach differences on subjective outcome evaluation were found. Both program and implementer qualities were predictive of perceived program effectiveness in different grades.

Evaluation of the Project P.A.T.H.S. (extension phase) based on the perspective of the program participants.

Subjective outcome evaluation data were collected from 236 schools (n=87,943 students) after students had participated in the Tier 1 Program in the second year of the Extension Phase of the Project P.A.T.H.S. in Hong Kong. Using schools as the units of analysis, results showed that the program and implementers were perceived in a positive manner and approximately four-fifths of the participants regarded the program as helpful to them. There were some significant grade differences in the subjective outcome evaluation findings with small effect size. Multiple regression analyses showed that whereas perceived qualities of the program positively predicted perceived effectiveness of the program, perceived qualities of implementers negatively predicted program effectiveness. The present study suggests that irrespective of cohorts at different times, junior secondary school students perceived the program to be beneficial to them. The theoretical and practical implications of the present findings are discussed.

Helping adolescents with greater psychosocial needs: the extension phase of the Project P.A.T.H.S. in Hong Kong.

Subjective outcome evaluation data were collected from 24,198 students of 236 schools after completion of the Tier 2 Program in the second year of the Extension Phase of the Project P.A.T.H.S. in Hong Kong. Using schools as units of analysis, results showed that the program, implementers, and effectiveness were perceived in a positive manner. Although subjective outcome evaluation findings differed across participant types, grades, and program types did not show significant differences on the outcome measures. Consistent with previous reports, perceived effectiveness of the program was significantly predicted by student perceptions about the program and program instructor. These findings provide support for the claim that the Tier 2 Program is effective in promoting positive development among adolescents with greater psychosocial needs in the extension phase of the Project P.A.T.H.S. in Hong Kong.

Evaluation of Project P.A.T.H.S. by the program implementers: findings based on the extension phase.

A total of 236 schools participated in the Project P.A.T.H.S. in the 2010/2011 school year. After completion of the Tier 1 Program, subjective outcome evaluation data were collected from 3275 program implementers. Based on the consolidated findings based on schools as units, results showed that participants had positive perceptions of the program, implementers, and benefits of the program. More than four-fifths of the implementers regarded the program as helpful to the program participants. Multiple regression analysis revealed that perceived qualities of the program and the program implementers predicted perceived effectiveness of the program. Grade differences were not significant. The present study provides additional support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

Participants' evaluation of the project P.A.T.H.S.: are findings based on different datasets consistent?

Subjective outcome evaluation findings based on the perspective of the participants of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in nine datasets collected from 2005 to 2009 (n = 206, 313 program participants) were examined in this paper. Based on the consolidated data with schools as units, results showed that the participants generally had positive perceptions of the program, implementers, and benefits of the program. More than four-fifths of the participants regarded the program as beneficial to their holistic development. Multiple regression analysis revealed that the perceived qualities of the program and the program implementers predicted perceived effectiveness of the program. Based on the subjective outcome evaluation findings, the present study provides support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

Qualitative evaluation of project P.A.T.H.S.: an integration of findings based on program participants.

An integration of the qualitative evaluation findings collected in different cohorts of students who participated in Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) (n = 252 students in 29 focus groups) was carried out. With specific focus on how the informants described the program, results showed that the descriptions were mainly positive in nature, suggesting that the program was well received by the program participants. When the informants were invited to name three metaphors that could stand for the program, positive metaphors were commonly used. Beneficial effects of the program in different psychosocial domains were also voiced by the program participants. The qualitative findings integrated in this paper provide further support for the effectiveness of the Tier 1 Program of Project P.A.T.H.S. in promoting holistic development in Chinese adolescents in Hong Kong.

The project P.A.T.H.S. in Hong Kong--lessons learned and implications for positive youth development programs.

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.

Development and evaluation of a positive youth development course for university students in Hong Kong.

With higher education, university graduates are important elements of the labor force in knowledge-based economies. With reference to the mental health and developmental problems in university students, there is a need to review university's role in nurturing holistic development of students. Based on the positive youth development approach, it is argued that promoting intrapersonal competencies is an important strategy to facilitate holistic development of young people in Hong Kong. In The Hong Kong Polytechnic University, a course entitled Tomorrow's Leader focusing on positive youth development constructs to promote student well-being will be offered on a compulsory basis starting from 2012/13 academic year under the new undergraduate curriculum structure. The proposed course was piloted in 2010/11 school year. Different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, process evaluation, and qualitative evaluation, are being carried out to evaluate the developed course. Preliminary evaluation findings based on the piloting experience in 2010/11 academic year are presented in this paper.

Evaluation of the project P.A.T.H.S. based on students' weekly diaries: findings from eight datasets.

This paper aims to investigate the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. (positive adolescent training through holistic social programmes) based on eight datasets collected between 2005 and 2009. A total of 1,138 students who participated in the program were randomly invited (from the whole grade or in some classes) to write a piece of journal in the form of a weekly diary in order to reveal their perceptions and feelings regarding the program and the perceived benefits of the program. Based on an integration of findings from different databases, results showed that the respondents generally (1) had positive views on the program, (2) had positive views on the instructors, and (3) perceived that they had acquired competencies at the societal, school, familial, interpersonal, and personal levels after joining the program. Acknowledging the limitations of diaries, the present qualitative findings provide support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

Positive youth development program targeting students with greater psychosocial needs: Project P.A.T.H.S. in Hong Kong.

The Tier 2 Program of the Project P.A.T.H.S. targets adolescents with greater psychosocial needs. Based on subjective outcome evaluation data collected from 2173 participants recruited in 52 schools, 257 conclusions were reported by the program implementers in the evaluation reports. These conclusions were further analyzed via secondary data analyses. Although most of the conclusions concerning perceptions of the Tier 2 Program, instructors, and program effectiveness were positive in nature, there were also conclusions on the difficulties encountered and suggestions for improvements. Consistent with the previous evaluation findings, the present study suggests that the Tier 2 Program was well received by different stakeholders and the program was beneficial to the development of the program participants in the first year of the Experimental Implementation Phase.

A brief overview of adolescent developmental problems in Hong Kong.

Several adolescent developmental problems in Hong Kong are briefly reviewed in this paper. First, rising adolescent substance abuse trends are described. Second, Internet use problems and Internet addiction among young people are examined. Third, worrying trends in adolescent sexuality are identified. Fourth, phenomena on bullying among young people are reviewed. Finally, phenomena related to adolescent materialistic orientation are focused upon. With reference to these adolescent developmental problems, possible solutions are briefly discussed particularly with reference to the ecological perspective. It is argued that the related scientific literature provides useful pointers for designing the curriculum in the extension phase of the Project P.A.T.H.S. in Hong Kong.

Secondary data analyses of subjective outcome evaluation findings of the project P.A.T.H.S. in Hong Kong.

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 positive youth development program for adolescents with greater psychosocial needs: integrated views of program implementers.

To help adolescents with greater psychosocial needs, the Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) was designed and implemented by school social workers and teachers. Based on subjective outcome evaluation data collected from the program participants (n = 2,542) in 49 schools, program implementers were invited to write down five conclusions based on an integration of the evaluation findings. With reference to 245 conclusions included in the 49 evaluation reports, secondary data analyses showed that most of the conclusions concerning perceptions of the Tier 2 Program, instructors, and program effectiveness were positive. In addition, difficulties encountered and recommendations for program improvement were highlighted. In conjunction with previous evaluation findings, the present study suggests that the Tier 2 Program was well received and was perceived to be beneficial to the development of adolescents with greater psychosocial needs.

Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: findings based on three years of program implementation.

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a positive youth development program implemented in school settings, utilizing a curricular-based approach. In the third year of the Full Implementation Phase, 19 experimental schools (n = 3,170 students) and 24 control schools (n = 3,808 students) participated in a randomized group trial. Utilizing the six-wave longitudinal data, ANCOVA, and linear mixed models controlling for differences between the two groups in terms of Wave 1 pretest scores, personal variables, and random effects of schools, it was revealed that participants in the experimental schools showed significantly better development than did participants in the control schools at post-test (Wave 6) based on different indicators of positive youth development derived from the Chinese Positive Youth Development Scale and other measures. Students in the experimental schools also displayed a lower level of intention to engage in problem behavior and better school adjustment than did students in the control schools. Similarly, differences between experimental participants who perceived the program to be beneficial and control participants were found.

Subjective outcome evaluation based on secondary data analyses: the project P.A.T.H.S. in Hong Kong.

The intent of this study was to evaluate the program effectiveness of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) (Secondary 1 Curriculum) by analyzing 207 school-based program reports, in which program implementers were invited to write down five conclusions based on an integration of the subjective outcome evaluation data collected from the program participants and program implementers. Secondary data analyses were conducted and 1,855 meaningful units were extracted from 1,035 "aggregated" conclusions. Among them, about 27 and 18% were related to perceptions of the program and implementers, respectively, and most of them were positive in nature. About one-third was related to perceived effectiveness of the program, and most of them referred to enhancement of students' development in societal, familial, interpersonal, and personal aspects. However, difficulties encountered during program implementation (3.34%) and recommendations for improvement (18.11%) were also reported. The present study replicated the findings reported in previous studies and suggests that the Tier 1 Program of the Project P.A.T.H.S. is beneficial to the development of the program participants.

Full implementation of the secondary 1 program of project P.A.T.H.S.: observations based on the co-walker scheme.

This study was conducted in order to understand the implementation quality of the Secondary 1 Program of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the first year of the Full Implementation Phase. Classroom observations of 137 units in 85 schools were conducted under the Co-Walker Scheme. Results showed that the overall level of program adherence was generally high, with an average of 86.57%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that (1) overall implementation quality was significantly predicted by interactive delivery method, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives, and lesson preparation; whereas (2) success of implementation was significantly predicted by student interest, interactive delivery method, use of positive and supportive feedback, opportunity for reflection, and degree of achievement of the objectives. In general, the present study suggests that the implementation quality of the Project P.A.T.H.S. is good.

Focus group evaluation from the perspective of program implementers: findings based on the secondary 2 program.

Nine focus groups comprising 23 program implementers recruited from nine schools were conducted to evaluate the Tier 1 Program (Secondary 2 Program) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Qualitative findings showed that a majority of the program implementers regarded the program as beneficial to the program participants in different psychosocial domains. The program implementers also described the program positively and positive metaphors were used to represent the program. In conjunction with the previous research findings, the present study provides further support for the effectiveness of the Tier 1 Program of Project P.A.T.H.S. in promoting holistic development among Chinese adolescents in Hong Kong.

Experimental implementation of the secondary 3 program of project P.A.T.H.S.: observations based on the co-walker scheme.

Classroom observations based on the Co-Walker Scheme were conducted in 34 schools in order to examine the implementation quality of the Tier 1 Program (Secondary 3 Program) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the Experimental Implementation Phase. Results showed that the overall level of program adherence was generally high (with an average of 82.8%) and the mean ratings of the 13 items examining the implementation quality were all on the high side. Student participation and involvement, and the degree of achievement of the objectives, were the two significant predictors of both overall implementation quality and success of implementation, whereas lesson preparation was the third significant predictor of overall implementation quality. In conjunction with other process evaluation findings, the present study supports that the implementation quality of the Project P.A.T.H.S. is good.

Implementation of a positive youth development program in a Chinese context: the role of policy, program, people, process, and place.

In this paper, a case study is presented based on one school, conducted to examine the factors that influenced 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 instructors, an integration of the findings showed that several 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. Obstacles and difficulties with reference to the 5 "P"s that affected the quality of implementation were also identified. 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 discussed.