Abstract
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.
Highlights
In different parts of the world, policy makers and professionals in the education and welfare fields are concerned about the development of young people
As the findings reported in the previous studies were limited to Secondary 1 students only, there is a need to examine the effectiveness of the P.A.T.H.S
Using schools as the units of analysis, results showed that the 20 experimental schools and 23 control schools did not differ in the banding of the schools, districts, religion, gender of the students, and source of funding
Summary
In different parts of the world, policy makers and professionals in the education and welfare fields are concerned about the development of young people. Helping professionals attempt to develop programs that are effective in promoting the positive development of adolescents. A survey of the literature shows that there are many positive youth development and adolescent prevention programs in the field. One basic question is whether or not the existing programs are effective in promoting positive youth development. Catalano and associates[1] reviewed the effectiveness of 77 positive youth development programs. Results showed that only 25 programs were successful and different positive youth development constructs were incorporated into the successful programs. These constructs include: Shek: Effectiveness of Project P.A.T.H.S
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