Abstract
The repertory grid test, based on personal construct psychology, was used to evaluate the effectiveness of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong. One hundred and four program participants (n = 104) were randomly invited to complete a repertory grid based on personal construct theory in order to provide both quantitative and qualitative data for measuring self-identity changes after joining the program. Findings generally showed that the participants perceived that they understood themselves better and had stronger resilience after joining the program. Participants also saw themselves as closer to their ideal selves and other positive role figures (but farther away from a loser) after joining the program. This study provides additional support for the effectiveness of the Tier 1 Program of Project P.A.T.H.S. in the Chinese context. This study also shows that the repertory grid test is a useful evaluation method to measure self-identity changes in participants in positive youth development programs.
Highlights
There are growing adolescent developmental issues, such as mental health problems, abuse of psychotropic substances, adolescent suicide, school violence, and a drop in family solidarity, in Hong Kong that deserve the attention of helping professionals [1]
Research findings showed that there were very few systematic and multiyear positive youth development programs in Hong Kong. Even if such programs existed, they commonly dealt with isolated problems and issues in adolescent development, and they were relatively short term in nature
A large sample was employed to look at the self-representation of the informants
Summary
There are growing adolescent developmental issues, such as mental health problems, abuse of psychotropic substances, adolescent suicide, school violence, and a drop in family solidarity, in Hong Kong that deserve the attention of helping professionals [1]. With reference to these problems, primary prevention programs that target specific adolescent developmental problems and positive youth development programs are called for. Even if such programs existed, they commonly dealt with isolated problems and issues in adolescent development (i.e., deficits-oriented programs focusing on adolescent problems), and they were relatively short term in nature. Systematic and long-term evaluation of the available programs did not exist [2]
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