Outcome Evaluation Findings Research Articles

Subjective outcome evaluation of the Secondary 2 Training Program of the Project P.A.T.H.S. in Hong Kong

Subjective outcome evaluation findings based on the perceptions of the participants who participated in a 3-day training program of the Project P.A.T.H.S. are reported in this paper. Results showed that most of the respondents were satisfied with and had positive perceptions about the training program. They also reported that they were able to acquire attitude, knowledge and skills conducive to the successful implementation of the program. In addition, the findings suggest that the training program is effective in promoting the participants' self-reflections. The present findings provide support for the effectiveness of the Secondary 2 Training Program (Experimental Implementation Phase) of the Project P.A.T.H.S. in Hong Kong.

Training evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong

Abstract A total of 235 participants from 48 schools participated in a 3-day training program designed to train teachers and social workers to implement the Secondary 3 Program of the Project P.A.T.H.S. in Hong Kong. At the end of the training program, participants were invited to respond to a structured subjective outcome evaluation questionnaire containing 31 items. The findings revealed that most of the respondents had very positive perceptions about the training program and the instructors. The present evaluation findings are consistent with the subjective outcome evaluation findings in Secondary 1 and Secondary 2 Training Programs, which revealed the training program of the Project P.A.T.H.S. generated positive reactions, enhanced learning, and desired behavioral changes in the program participants.

Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong

This study attempted to examine correlates of subjective outcome evaluation findings amongst Chinese junior secondary students from 216 schools who joined in a positive youth development program in Hong Kong. With individual students as the unit of analysis, results revealed that three factors (perceived program quality, perceived instructor quality, and perceived effectiveness) were extracted from a 36-item client satisfaction scale. Significant grade differences in the subjective outcome evaluation findings were found, although the effect size was small. Multiple regression analyses revealed that perceived qualities of the program and the program implementers positively predicted perceived effectiveness of the program. The findings suggest that the use of schools vs. individuals as units of analyses would yield different results on the determinants of subjective outcome evaluation.

Subjective Outcome Evaluation Findings: Factors Related to the Perceived Effectiveness of the Tier 2 Program of the Project P.A.T.H.S.

After completion of the Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes), 8,489 participants in 196 schools responded to the Subjective Outcome Evaluation Form (Form C) to assess their views of the program, program workers, and perceived effectiveness of the program. Four major program elements were identified, including programs based on the adventure-based counseling approach (n = 48), programs concentrated on volunteer training and services (n = 44), programs with both the adventure-based counseling approach and volunteer training activities (n = 63), and other programs with different foci (n = 41). Descriptive statistics showed that the respondents had positive perceptions of the program, workers, and benefits of the program. Perceived qualities of the program and the program workers were positively associated with perceived effectiveness of the program. Multiple regression analysis revealed that perceived qualities of the program, but not the program workers, predicted perceived effectiveness of the program. The theoretical and practical implications of the findings are discussed.

Secondary Data Analyses of Subjective Outcome Evaluation Findings of the Project P.A.T.H.S. in Hong Kong

The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a positive youth development program in Hong Kong. After completion of the program, program implementers were required to draw five conclusions based on the subjective outcome evaluation findings collected from the program participants and implementers as reported in the evaluation report. Secondary analyses of the data collected from 48 schools that had joined the Secondary 3 program showed that most of the conclusions concerning perceptions of the program, instructors, and effectiveness of the program were positive in nature. There were also conclusions indicating strengths and possible improvement of the program. The present findings are consistent with the previous findings that suggest that the Project P.A.T.H.S. is well received by the stakeholders and the program is beneficial to the development of Chinese adolescents in Hong Kong.

Subjective Outcome and Objective Outcome Evaluation Findings: Insights From a Chinese Context

Objective: As there are few studies examining the relationship between subjective and objective outcome evaluation findings, this study investigated the linkage between these two types of outcomes in the Chinese culture. Method: In an experimental study, 3,298 Chinese secondary school students responded to the Chinese Positive Youth Development Scale assessing objective outcome (CPYDS) at pretest and posttest. They also responded to the Chinese Subjective Outcome Scale (CSOS) assessing subjective outcome at posttest. Results: The CSOS total and subscale scores were significantly correlated with posttest CPYDS scores and difference scores; they also predicted changes in CPYDS scores across time. Conclusions: The present findings demystify the common belief that findings based on the client satisfaction approach are unrelated to objective outcome evaluation findings.

Outcome evaluation findings of a Hawaiian culture-based adolescent substance abuse treatment program.

Outcome evaluation findings of a Hawaiian culture-based adolescent substance abuse treatment program.

Evaluation of Project P.A.T.H.S. (Secondary 2 Program) by the Program Implementers: Findings Based on the Experimental Implementation Phase

A total of 49 schools (N = 8,167 students) participated in the Secondary 2 Program of the Experimental Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). After completion of the Tier 1 Program, 270 instructors completed the Subjective Outcome Evaluation Form (Form B) to assess their views of the program, their own performance, and perceived effectiveness of the program. Based on the consolidated reports submitted by the schools to the funding body, the research team aggregated the consolidated data to form a “reconstructed” overall profile on the perceptions of the program implementers. Results showed that high proportions of the instructors had positive perceptions of the program and their own performance, and over 90% of the instructors regarded the program as helpful to the program participants. These findings are consistent with the subjective outcome evaluation findings based on the perspective of the program participants.

Evaluation of Project P.A.T.H.S. (Secondary 1 Program) by the Program Implementers: Findings Based on the Full Implementation Phase

A total of 207 schools (N = 35,735 students) participated in the Secondary 1 Program of Project P.A.T.H.S. in the full implementation phase (2006/07 school year). After completion of the Tier 1 Program, 1,250 instructors completed a subjective outcome evaluation form (Form B) to assess their views of the program, instructors, and perceived effectiveness of the program. Utilizing the consolidated reports submitted to the funding body, the research team aggregated the consolidated data to form an overall profile of the perceptions of the program participants. Results showed that high proportions of the respondents had positive perceptions of the program and the instructors, and roughly four-fifths of the respondents regarded the program as helpful to the program participants and the workers. These findings complement the subjective outcome evaluation findings based on the perspective of the program participants.

Convergence of Subjective Outcome and Objective Outcome Evaluation Findings: Insights Based on the Project P.A.T.H.S.

A total of 546 students participated in the Tier 1 Program of the P.A.T.H.S. Project responded to the Chinese Positive Youth Development Scale (CPYDS) at pretest and posttest and the Subjective Outcome Scale (SOS) at posttest. Result showed that the SOS was internally consistent. The SOS total scores were significantly related to measures of global satisfaction and the participants' degree of sharing with others, thus giving support to its construct validity. Factor analysis revealed that there were three dimensions of the scale and the related subscales were significantly correlated among themselves. Based on the significant relationships between the SOS measures of perceived program effectiveness and posttest CPYDS scores as well as changes in CPYDS scores, the present study revealed the convergence of subjective outcome evaluation findings and objective outcome evaluation findings in the P.A.T.H.S. Project.

Effectiveness of the Tier 1 Program of the Project P.A.T.H.S.: Preliminary Objective and Subjective Outcome Evaluation Findings

There are two tiers of programs in the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). In the Tier 1 Program, teaching units based on different positive youth development constructs are covered. Pre- and post-test data utilizing the Chinese Positive Youth Development Scale (CPYDS) and post-test subjective outcome evaluation data were collected from 546 students who participated in the 20h Tier 1 Program of the P.A.T.H.S. Project. Results showed that high proportions of the respondents had positive perceptions of the program and the instructors, with 85.3% of the respondents regarding the program as helpful to them. Positive changes in the program participants in many measures of positive youth development were also observed. Although there were some increases in problem behavior in some areas, adolescent problem behavior was generally stable. The present study provides preliminary support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong.

Evaluation of the Restorative Care Education and Training Program for Nursing Homes

Restorative care attempts to break the cycle of dependency and functional decline in nursing homes by addressing individual resident needs. The Restorative Care Education and Training (RCET) Program consists of a five-week workshop and resource manual for both supervisory and direct care staff. This paper describes the RCET approach and presents the implementation, process, and quasi-experimental outcome evaluation findings with 42 residents from six intervention sites and six ''wait-list'' facilities who received usual care. Baseline data supported the fact that staff primarily targeted residents with substantial functional impairments. Over four months, residents who received restorative care improved significantly on several functional outcome indicators, while the comparison sample declined in several areas of functioning. Interviews with facility directors and participating staff provided direction for modifying the RCET and insight regarding opportunities and challenges when implementing restorative care activities in nursing homes.

Evaluation of a New Zealand indigenous community injury prevention project

Objective: To evaluate the Turanganui-a-kiwa Community Injury Prevention Project, based in a provincial town on the North Island of New Zealand with an extensive indigenous population (Maori). Method: The evaluation design was quasi-experimental and included process, impact and outcome measures. Results: Process evaluation findings indicated that adopting an holistic lifespan approach to injury prevention was successful in this Maori community. The three main areas of activities were: child road safety; safer alcohol use in the roading, sporting and home environments for young people and adults; and fire safety for older people. Significant increases in awareness of injury prevention initiatives were found among Turanganui-a-kiwa whanau (families) (p < 0.001). A large increase in the take-up of car restraints among Maori young children was demonstrated (pre 10%, post 74%). The safe alcohol dual message approach also resulted in significant increases in the number of respondents wearing protective equipment for sports (p < 0.05). The result of the fire safety initiative was that 120 kaumatua homes now have correctly installed smoke alarms and there is now a commitment from the Fire Service to maintain these alarms. Outcome evaluation findings showed that there was a significant decrease in hospitalization injury rates across the lifespan in Turanganui-a-kiwa (p < 0.05). Conclusion: Despite the challenges associated with conducting community injury prevention projects the conduct of this evaluation provides previously unknown information on an indigenous (Maori) injury prevention programme. The success of the programme would appear to be that the project was perceived as an intervention for Maori operating within a Maori framework which addressed Maori aspirations. Implications: As so little is known about injury prevention initiatives in indigenous populations, the findings presented in this article will provide important information for the future development of other indigenous injury prevention programmes.

Evaluation of the Waitakere Community Injury Prevention Project

Objective—To evaluate the Waitakere Community Injury Prevention Project (WCIPP). Methods—Process and outcome evaluations were conducted over a three year period. Process activities included analysis of project documentation, participant observation, key...