Abstract
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.
Highlights
The project entitled “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” is a holistic positive youth development program developed for junior secondary school students in Hong Kong, with “P.A.T.H.S.” denotes Positive Adolescent Training through Holistic Social Programmes
For the Tier 2 Program, it is a selective program targeting adolescents with greater psychosocial needs developed by non-governmental organizations (NGOs) rendering school social work service
Several observations could be highlighted from the present findings
Summary
The project entitled “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” is a holistic positive youth development program developed for junior secondary school students in Hong Kong, with “P.A.T.H.S.” denotes Positive Adolescent Training through Holistic Social Programmes. The Tier 1 Program of the Project P.A.T.H.S. is developed in line with the five phases proposed by Weissberg et al [1] Regarding conceptualization, this program was developed by integrating existing research findings, researchers’ experiences in program construction, local adolescent needs and cultural characteristics. It basically anchors to 15 positive youth development constructs that have been found to be intrinsic to the existing successful positive youth development programs [2]. Concerning program design, it is a comprehensive and holistic teaching package with clearly specified rationales, implementation guidelines and lesson plans. Apart from classroom discussions and activities, other means like take-home worksheets and small group projects are used to create spaces for students to learn and develop through experiential learning
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