Abstract
This paper outlines the conceptual bases of 'beliefs in the future' as a positive youth development construct and the implications for curriculum development. Based on the concepts of hope and optimism, 'beliefs in the future' comprises (i) valued and attainable goals; (ii) the ability to plan goal-directed pathways and alternative ones in times of difficulties; (iii) positive appraisal of one's capabilities and efforts and (iv) positive and realistic expectancies of the future. With reference to the adolescents' cognitive advancement and developmental needs, as well as gender and cultural issues, ten units that promote beliefs in the future for Secondary 1-3 students in Hong Kong are designed in the Project P.A.T.H.S., supported by the Hong Kong Jockey Club Charities Trust. In the Secondary 1 curriculum, the goal of the units is to guide students to develop realistic and optimistic future orientation. In the Secondary 2 and 3 curricula, the goals of the units are to enhance students' optimistic future orientation as well as hopeful goal-directed thoughts and motivation in the aspects of academic achievement and future careers.
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