Abstract
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.
Highlights
A survey of the literature and research studies shows that there are worrying trends and phenomena related to the development of adolescents in Hong Kong, such as mental health problems[1], abuse of psychotropic substances[2], adolescent suicide[3], school violence[4], compensated dating[5], and drop in family solidarity[6]
Note: CPYDS: Chinese Positive Youth Development Scale; BO: bonding; RE: resilience; SC: social competence; PB: recognition for positive behavior; EC: emotional competence; CC: cognitive competence; BC: behavioral competence; MC: moral competence; SD: self-determination; SE: self-efficacy; SI: clear and positive identity; BF: beliefs in the future; PI: prosocial involvement; PN: prosocial norms; SP: spirituality; CBC: cognitive-behavioral competencies second-order factor; PA: prosocial attributes second-order factor; GPYDQ: general positive youth development qualities second-order factor; PID: positive identity second-order factor.; KEY15: indicator based on 15 key items; Life Satisfaction Scale (LS): life satisfaction; Thriving Scale (TH): thriving; Behavioral Intention Scale (BI): behavioral intention to engage in problem behavior; School Adjustment Measures (SA): school adjustment
For the findings based on ANCOVA controlling for pretest scores at Wave 1, results in Table 3 show that there were significant differences between the experimental and control group participants in terms of various indicators, including the global positive youth development, general positive youth development second-order factor, positive identity second-order factor, intention to engage in problem behavior, school adjustment, life satisfaction, and thriving
Summary
A survey of the literature and research studies shows that there are worrying trends and phenomena related to the development of adolescents in Hong Kong, such as mental health problems[1], abuse of psychotropic substances[2], adolescent suicide[3], school violence[4], compensated dating[5], and drop in family solidarity[6]. Research studies in the West showed that adolescent drug prevention and positive youth development programs are effective means to reduce adolescent developmental problems, there are very few systematic and multiyear positive youth development programs in Hong Kong. Even if such programs exist, they commonly deal with isolated problems and issues in adolescent development (i.e., deficits-oriented programs) and they are relatively short term in nature. Systematic and long-term evaluation of the available programs does not exist
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