International Journal of Adolescent Medicine and Health

Published by De Gruyter

Volume 24 Issue 3 - SPECIAL ISSUE on “Evaluation of project P.A.T.H.S. in Hong Kong: Replication of findings” / Editors: Daniel T.L. Shek, Rachel C.F. Sun and Joav Merrick

Issue of International Journal of Adolescent Medicine and Health

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Contents
Journal Overview

Masthead

Publicly Available September 7, 2012

Masthead

Page range: i-iii

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Editorial

September 7, 2012

Support for Project P.A.T.H.S. in Hong Kong: continuation of positive evaluation evidence

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

Page range: 191-193

Abstract

No abstract available.

Review Articles

January 14, 2012

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Florence K.Y. Wu, Daniel T.L. Shek

Page range: 195-199

Abstract

Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this field is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) reflected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the reflection, the transformations involved, including self-perception, teaching role and teaching strategies, were highlighted. The issue of how previous experience influenced training in the context of positive youth development was also discussed. It is suggested that involvement of front-line practitioners in the training of positive youth development programs is workable, although systematic training for the novice trainers may be needed.

February 16, 2012

The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program

Florence K.Y. Wu, Daniel T.L. Shek

Page range: 201-206

Abstract

There is scant literature about identifying factors contributing to the success of the implementation of programs to help understand the interrelationships among multiple facets of implementation. In this paper, a front-line implementer reviewed the execution practice of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in her former school in terms of program, people, process, policy and place (5Ps). By examining the factors contributing to the success of the implementation, the authors intend to fill the gap between the research and the practical school-based front-line implementation. Although the program implementation process was examined in researchers’ “expert” perspective, it would be helpful if more research employed front-line workers as collaborators and participants in the implementation process to understand what actually happen in the program implementation process.

Original Articles

January 17, 2012

Interim evaluation of the Tier 1 Program of Project P.A.T.H.S.: continuation of evidence

Daniel T.L. Shek, Lu Yu, Alex C.W. Chan

Page range: 207-212

Abstract

An interim evaluation study was conducted to understand the implementation of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the 2008/09 school year. One hundred and twenty-eight schools were randomly selected to provide information on the implementation details of the program via interviews, telephone interviews and self-completed questionnaires. Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. Program workers’ views toward the implementation of the Tier 1 Program were positive across different grades and program implementation modes. In conjunction with previous studies, the present findings suggest that the Tier 1 Program of Project P.A.T.H.S. is well received by different stakeholders.

September 7, 2012

Program implementers’ evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts

Daniel T.L. Shek, Pik Fong Tsui

Page range: 213-222

Abstract

A total of 216 schools participated in the Tier 1 Program (Secondary 1, 2 and 3 levels) of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the 2008/09 school year. Based on the subjective outcome evaluation findings collected from students and instructors in each grade, the program implementers wrote down five conclusions in their reports. Utilizing secondary data analysis, the conclusions in the reports were further analyzed. Results 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 difficulties encountered and recommendations for improvement. The result of the present study is consistent with previous studies using the same method as well as using other evaluation means for the same grades. The findings suggest that the Tier 1 Program is well received by the stakeholders and the program is effective in promoting the holistic development of adolescents.

January 17, 2012

A stakeholder-collaborative evaluation of intervention for students with greater psychosocial needs

Daniel T.L. Shek, Lu Yu

Page range: 223-230

Abstract

The Tier 2 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong was designed and implemented by school social workers targeting adolescents with greater psychosocial needs. Based on the responses of 237 participants, 48 program implementers wrote down five conclusions on the program effectiveness in their reports submitted to the funding body. Based on a stakeholder-collaborative approach involving secondary data analyses, results showed that most conclusions were positive regarding participants’ perceptions of the program, instructors and their perceived program effectiveness, although there were also conclusions reflecting difficulties encountered and suggestions for improvements. In conjunction with the previous evaluation findings, the present study suggests that the Tier 2 Program was well received by the stakeholders and the program was beneficial to the development of the program participants.

January 18, 2012

Impact of Project P.A.T.H.S. on adolescent developmental outcomes in Hong Kong: findings based on seven waves of data

Daniel T.L. Shek, Cecilia M.S. Ma

Page range: 231-244

Abstract

The present study examined the longitudinal impact of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) on adolescent developmental outcomes in Hong Kong. Using a longitudinal randomized group design, seven waves of data were collected from 24 experimental schools (n=4049 at wave 1) in which students participated in the Tier 1 Program of Project P.A.T.H.S. and 24 control schools (n=3797 at wave 1). Results based on individual growth curve modeling generally showed that, relative to the control participants, participants in the experimental group had: (a) a higher level of positive development; (b) a lower level of substance abuse; and (c) a lower level of delinquent behavior. Participants who regarded the program to be beneficial also showed higher levels of positive development and lower levels of problem behavior than did the control school students. The present findings suggest that Project P.A.T.H.S. is effective in promoting positive development and preventing adolescent problem behavior in Chinese adolescents in Hong Kong.

January 18, 2012

Qualitative evaluation of Project P.A.T.H.S. in Hong Kong: focus groups based on Secondary 3 program implementers

Daniel T.L. Shek

Page range: 245-252

Abstract

Ten focus groups comprising 42 program implementers recruited from 10 schools were conducted to evaluate the Tier 1 Program (Secondary 3) of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) in the 2008/09 school year. Results showed that a majority of the program implementers used positive descriptors and metaphors to represent the program and they perceived that the program benefited the program participants in various psychosocial domains. In conjunction with the previous research findings, the present study provides further support for the effectiveness of the Tier 1 Program of Project P.A.T.H.S.

January 17, 2012

Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

Daniel T.L. Shek, Lu Yu, Vicky Y.T. Ho

Page range: 253-260

Abstract

The present study examined the implementation quality of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) at Secondary 2 level in the third year of the initial phase of the project in Hong Kong. Classroom observations of 222 units in 148 schools were conducted under the co-walker scheme. Results generally showed that the overall level of program adherence was high and different dimensions of program delivery were positively correlated amongst themselves. Instructors’ use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation significantly predicted both the overall implementation quality and perceived success of the program. While instructors’ interactive delivery method and their familiarity with the students predicted overall implementation quality, student participation and involvement, and opportunity for reflection were predictive of implementation success. In conjunction with other evaluation findings, the present study lends further support to the high implementation quality of Project P.A.T.H.S. in Hong Kong.

January 17, 2012

Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

Daniel T.L. Shek, Cecilia M.S. Ma

Page range: 261-266

Abstract

The present study was conducted to explore the implementation quality of the Secondary 3 Program of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the third year of the Full Implementation Phase. Classroom observations of 182 units in 129 schools were conducted. Results showed that the overall level of program adherence was 73.9%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that overall implementation quality was significantly predicted by student participation and involvement, strategies to enhance student motivation, use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation. Success of implementation was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives and time management. The present findings generally suggest that the implementation quality of Project P.A.T.H.S. was high.

January 17, 2012

Quantitative evaluation of the revised training program Project P.A.T.H.S. in Hong Kong

Daniel T.L. Shek, Florence K.Y. Wu

Page range: 267-272

Abstract

In the extension phase of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong, potential implementers received 20 h of training (7 h of e-learning and 13 h of interactive training). Subjective outcome evaluation was conducted to evaluate the training workshops conducted in the first year of the extension phase based on the responses of 812 participants. The subjective outcome evaluation form was found to be internally consistent. Percentage findings showed that the respondents had favorable perceptions of the training program including its content, trainers, participants themselves and arrangements. The participants also felt that they had acquired knowledge, positive attitudes and skills related to the implementation of the program. The findings showed that the revised training program was effective in helping the participants to acquire the necessary knowledge, attitudes, and skills in the implementation of the program.

January 17, 2012

Implementation of a positive youth development program by class teachers in a Chinese context

Daniel T.L. Shek, Daniel W.M. Lung, Yammy L.Y. Chak

Page range: 273-280

Abstract

This paper reports the findings of a case study in which a curriculum-based positive youth development program (Project P.A.T.H.S.) was implemented by the class teachers in a school. School-related factors which contributed to the success of program implementation were identified in the study. Results showed that factors facilitating the program implementation were closely related to the “5Ps” model (i.e., program, people, process, policy and place). While all the above factors contributed to the success of program implementation, the “people” factor was identified as the most crucial factor. Overall, both the students and program implementers perceived the program to be effective in promoting holistic development in the program participants.

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