International Journal of Adolescent Medicine and Health

Published by De Gruyter

Volume 23 Issue 4 - SPECIAL ISSUE on “Training and program implementation in project P.A.T.H.S. in Hong Kong” Edited by Daniel T.L. Shek, Rachel C.F. Sun and Joav Merrick

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Contents
Journal Overview

Editorial

December 1, 2011

Training programs and implementation process of positive youth development programs

Daniel T.L. Shek, Rachel C.F. Sun, Joav Merrick

Page range: 303-304

Abstract

No abstract available

Review Articles

June 18, 2011

Experiential and reflective learning approaches for the train-the-trainers program of Project P.A.T.H.S.

Ching Man Lam

Page range: 305-310

Abstract

This paper describes the successful application of experiential and reflective learning approaches to promote personal and professional growth of social workers and teachers in the train-the-trainer program of Project P.A.T.H.S. Qualitative data revealed that program participants benefited from their learning experiences. The paper inquires into the dilemma of experiential and reflective learning. Recommendations are presented for those interested in using experiential and reflective approaches for training programs.

June 27, 2011

“Use of self” as a strategy in teaching the P.A.T.H.S. curriculum

Patrick S.Y. Lau, Florence K.Y. Wu

Page range: 311-316

Abstract

The purpose of promoting “use of self” or “self-disclosures” as a teaching strategy in teaching the P.A.T.H.S. curriculum is to create an interactive environment between teachers and students which can enhance the interactions between both parties. This article focuses on three major consequences of utilizing self-disclosures in the education settings, including humanizing the classroom, encouraging students’ openness, and promoting teachers’ awareness and reflective practice. Positive feedback of the participants of the Secondary 3 P.A.T.H.S. training programs show that participants were moved by the training instructors, who demonstrated the power of “use of self” in a humanistic manner. To retain a humanized and open classroom atmosphere depends greatly on the relational exchanges between teachers and students. This revelation should be purposeful and intentional, with appropriate boundaries and frequencies. Acknowledging the issues to consider in using “use of self” as a teaching strategy, teachers should focus attention on the process of connecting students with them. Guidelines for worker’s self-disclosure are also discussed.

June 2, 2011

A review of validated youth prevention and positive youth development programs in Asia

Daniel T.L. Shek, Lu Yu

Page range: 317-324

Abstract

In view of the intensification of adolescent developmental issues in different Asian contexts, there is an urgent need for developing prevention and positive youth development programs in different Asian communities. In this paper, adolescent prevention and positive youth development programs in Asia which have been evaluated by studies adopting true experimental or quasi-experimental designs are reviewed. Several observations are highlighted from this review. First, compared with Western societies, the number of validated programs in different Asian communities was extremely low. Second, there were comparatively more programs addressing substance abuse than other mental health problems. Third, compared with evaluated prevention programs, there were very few positive youth development programs. Finally, there were very few rigorously designed evaluative studies of prevention and positive youth development programs over a long period of time.

Original Articles

June 18, 2011

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

Daniel T.L. Shek, Yammy L.Y. Chak

Page range: 325-332

Abstract

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.

June 27, 2011

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

Daniel T.L. Shek, Yammy L.Y. Chak

Page range: 333-339

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.

June 18, 2011

Implementation of the Project P.A.T.H.S. in a school with a religious background: a case study

Daniel T.L. Shek, Catalina S.M. Ng, Yammy L.Y. Chak

Page range: 341-349

Abstract

This paper reports the findings of a case study that attempted to identify school-related factors influencing the quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong. The case study method was utilized to investigate perceptions of the program implementers of program effectiveness, and to identify the crucial factors for program success in a school with a religious background that admits students with high academic achievement. Findings demonstrated that incorporation of the program into the formal curriculum, good administrative support, efficient management from school, and presence of dedicated teachers contributed to program success. The present findings provide insight for the implementation of the Project P.A.T.H.S. in schools with a religious background.

June 27, 2011

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

Daniel T.L. Shek, Chitat Chan

Page range: 351-356

Abstract

A total of 907 participants from 31 training workshops joined a 3-day training program of the P.A.T.H.S. Project (Secondary 3 Program) in Hong Kong. At the end of a training workshop, participants were invited to respond to a questionnaire assessing what they had learned and experienced in the training workshop, with 31 structured items and two open-ended questions. Qualitative analyses of the participants’ responses to the two open-ended questions showed that the participants generally had positive evaluation of the instructors, intervention program, and the training program, although some suggestions for improvements were noted. In conjunction with the quantitative evaluation findings and the previous evaluation findings, the present study provides support for the effectiveness of the training program for Secondary 3 Program for the potential program implementers.

June 27, 2011

Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme

Daniel T.L. Shek, Catalina S.M. Ng, Louis P.F. Toh

Page range: 357-363

Abstract

The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the third year of the Full Implementation Phase was examined in this study, with classroom observations of 233 units in 157 schools. Results demonstrated that the overall level of program adherence was generally high with an average of 72.96%. A total of 13 aspects regarding program delivery were significantly correlated. Multiple regression analyses indicated that overall implementation quality was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, degree of achievement of the objectives, and time management. Student participation and involvement, classroom control, degree of achievement of the objectives, and time management were significant predictors of success of implementation.

June 27, 2011

Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: qualitative evaluation findings

Daniel T.L. Shek, Chitat Chan

Page range: 365-371

Abstract

A total of 1177 participants from 45 training workshops joined a 3-day training program of the P.A.T.H.S. Project (Secondary 1 Program) in Hong Kong. At the end of each training workshop, participants were invited to respond to a questionnaire comprising 31 structured items and two open-ended questions which assessed what they had learned and experienced in the training workshop. Qualitative analyses of the participants’ responses to the two open-ended questions showed that the participants generally had positive evaluation of the training, although some suggestions for improvements were noted. The present study, which was based on a sizable sample size, reinforced the previous evaluation findings that the Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong promoted the knowledge and attitudes of the potential program implementers.

June 27, 2011

Perceptions of adolescents among teachers and social workers in the context of training programs in Hong Kong

Daniel T.L. Shek, Chitat Chan

Page range: 373-378

Abstract

This article explores whether professionals working with young people hold a negative view on adolescents in Hong Kong. Data were collected from 1112 participants from 23 workshops in a 3-day training program of the Project P.A.T.H.S. in Hong Kong. In the workshop, there was a group activity inviting the participants to describe the characteristics of contemporary young people in Hong Kong. The findings showed that positive comments about adolescents were only half of the negative comments. The common themes that emerged from the negative comments included: “problematic self-conceptions”, “do not have long-term life goals”, “irresponsible”, “materialistic”, and “calculative”. The common themes that emerged from the positive comments included: “good at learning new things”, “energetic”, and “creative”. The themes apparently reflected sociocultural characteristics of the contemporary Hong Kong Society.

June 27, 2011

Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: an evaluation based on program participants

Ben M.F. Law, Daniel T.L. Shek

Page range: 379-383

Abstract

A total of 1744 participants comprising 44 groups participated in a 3-day Secondary 1 Training Program of Project P.A.T.H.S. in Hong Kong. At the end of the training program, the participants were invited to respond to a subjective outcome evaluation. Results showed that the assessment tools are internally consistent. Descriptive statistics revealed that evaluations of the respondents are positive in terms of the training program content, interaction, trainers’ performance, self-performance, administrative arrangement, and overall satisfaction. Overall satisfaction was predicted by training content, trainers’ performance, self-performance, and interaction. Training content and trainers’ performance explain half of the total variance. The present findings reiterate other studies regarding the effectiveness of the training program of Project P.A.T.H.S. in promoting the participants’ knowledge, attitude, and skills in delivering the program.

About this journal

In 2022, Imelda Coyne, Professor in Children's Nursing & Co-Director of the Trinity Research in Childhood Centre (TRiCC) and Maria Demma Cabral, Associate Professor in Adolescent Medicine in Cottage Children's Medical Center, Western Michigan University Homer Stryker M.D. School of Medicine, took over as Co-Editors-in-Chief of International Journal of Adolescent Medicine and Health (IJAMH).

Both bring a tremendous wealth of experience and expertise on adolescent health and well-being in broad contexts, and we are excitedly looking forward to this new phase of the journal.

Objective
The International Journal of Adolescent Medicine and Health (IJAMH) is an international, interdisciplinary, peer-reviewed, scientific journal with aim to publish original research in all aspects of promotion and improvement of adolescents’ health and wellbeing. We seek original manuscripts, review articles, short communications and letters to the editor from all disciplines worldwide. We welcome manuscripts from our colleagues in medicine, clinical medicine, nursing, health services research, public health and policy and other disciplines that strive to improve adolescents’ health and wellbeing internationally. Our International Editorial Board is dedicated to producing a high-quality scientific journal that is essential reading for healthcare professionals, practitioners, researchers, educators, managers, policy makers, students, and other learners and which advances and promotes adolescents’ health and wellbeing.

Topics

Medicine and Clinical Medicine
Health issues
Adolescents
Hygiene and Environmental Medicine

Article formats
Review Articles, Original Articles, Short Communications, Letters to the Editor