Catalina S.M. Ng

Qualitative evaluation of the Project P.A.T.H.S. : findings based on focus groups

Abstract The purpose of this paper is to document the experiences of program implementers of the Project P.A.T.H.S. in Hong Kong. Thirteen program implementers from three schools were invited to participate in three focus groups to discuss their views on the Tier 1 Program (Secondary Three Level) of the project. All program implementers regarded the program as beneficial to the program participants in different psychosocial domains, particularly interpersonal and personal levels. The program implementers also perceived the program positively and positive metaphors were used to represent the program. Consistent with the previous research findings, the present study provides evidence that support the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents in Hong Kong.

Early identification of adolescents with greater psychosocial needs: an evaluation of the Project P.A.T.H.S. in Hong Kong

Abstract The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) aims to provide tailor-made programs to adolescents with greater psychosocial needs. Based on the subjective outcome evaluation data collected from 196 schools, the program implementers were asked to write down five conclusions in the evaluation reports. Results demonstrated that most of the conclusions pertaining to perceptions of the Tier 2 Program, instructors, and perceived effectiveness of the programs were positive in nature. Nevertheless, there were also conclusions that reflected the obstacles encountered and suggestions for improvements. Congruent with the previous evaluation findings, the current study suggests that the Tier 2 Program was well received by the stakeholders, and the evaluation findings generally suggest that the program was beneficial to the development of the program participants.

Subjective Outcome Evaluation of the Project P.A.T.H.S. (Secondary 2 Program): Views of the Program Participants

A total of 196 secondary schools participated in the Secondary 2 Program of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). After completion of the Tier 1 Program, 30,731 students responded to the Subjective Outcome Evaluation Form (Form A) to assess their perceptions of the program, instructors, 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 participants. Findings demonstrated 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 beneficial to them. Correlation analyses showed that perceived program and instructor characteristics were positively associated with perceived benefits of the program.

Secondary 1 program of project P.A.T.H.S.: process evaluation based on the co-walker scheme.

This study examined the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) delivered in the second year of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Under the “Co-Walker Scheme”, systematic observation of curriculum units was conducted in 138 schools. Results indicated that the overall level of program adherence was high, with an average of 82.9%. The mean ratings of the program implementation quality were also high. Despite limitations, the findings of this study suggest that the implementation of the Secondary 1 Program (Tier 1 Program) of the Full Implementation Phase was of very high quality. The present findings also provide strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong.

Qualitative Evaluation of the Project P.A.T.H.S.: Findings Based on Focus Groups with Student Participants

This paper reports a qualitative evaluation study conducted to explore the perceptions of students who joined the Tier 1 Program of the Project P.A.T.H.S. A total of 92 students were randomly selected to participate in 10 focus groups, which provided qualitative data for the study. With specific focus on how the informants described the program, the descriptors used were primarily positive; the metaphors named by the informants that could stand for the program were basically positive. Program participants also perceived the program to be beneficial in different psychosocial domains. The present study lends further support to the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents.

General education program in a new 4-year university curriculum in Hong Kong: findings based on multiple evaluation strategies

Abstract Since the 2012−2013 academic year, undergraduate programs in Hong Kong have been changed from 3 years to 4 years, with the additional year focusing primarily on general education. A new general education framework entitled General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU) was examined in a 5-year longitudinal project. Based on different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation and qualitative evaluation (focus groups, case studies, and document analyses), findings consistently showed that students had positive perceptions of the subject content, teachers as well as teaching and learning methods in GUR subjects. A large majority of students perceived that the GUR subjects were effective in promoting the five desirable graduate attributes defined by PolyU (i.e. problem solving, critical thinking ability, effective communication, ethical leadership, and lifelong learning).

Community-based positive youth development program in Hong Kong : views of the program implementers

Abstract Based on the data collected from the Tier 1 Program of a community-based positive youth development program (Project P.A.T.H.S.) in 2013, the current study explored the perspectives of 634 program implementers who implemented the Tier 1 Program in Hong Kong. Upon the completion of the program, the program implementers responded to a validated client satisfaction scale (Form B). The results showed that the program implementers perceived the program, implementers and benefits of the program in a positive manner. However, there were no differences among perceived program content, implementers and effectiveness across the three grades. Consistent with previous studies, perceived program predicted effectiveness of the program. Nevertheless, program implementers did not predict program effectiveness. Once again, the present findings indicated that the Tier 1 Program was well received by the program implementers.

Positive youth development programs for adolescents with greater psychosocial needs: evaluation based on program implementers.

Abstract As program implementers’ views are seldom included in program evaluation and there are few related studies in different Chinese communities, this study examined the perceptions of the program implementers who implemented the Tier 2 Program of the P.A.T.H.S. Program in Hong Kong. The Tier 2 Program was designed to promote the development of adolescents with greater psychosocial needs. In the community-based P.A.T.H.S. Project, 400 program implementers completed a subjective outcome evaluation form (Form D) for program implementers. Consistent with the previous findings, program implementers generally held positive views towards the program, implementers, and program effectiveness and their views towards these three domains did not differ across grades. In line with the hypotheses, perceived program quality and perceived implementer quality predicted program effectiveness. The present findings provided an alternative perspective showing that the Tier 2 Program was well received by the program implementers and they regarded the program to be beneficial to the program participants.

Qualitative evaluation of general university requirements in a new 4-year university curriculum: findings based on experiences of students.

Abstract Following the North American model, the length of undergraduate program in Hong Kong has been extended from 3 to 4 years since 2012. To maximize the impact of the additional year, The Hong Kong Polytechnic University (PolyU) has implemented a new general education framework entitled “General University Requirements (GUR)” aiming to cultivate students in a holistic manner. This study explored students’ impressions of the GUR subjects using a survey collecting primarily qualitative data. Results from 163 students of eight faculties showed that students perceived the GUR subjects favorably. Having opportunities to make new friends from other departments and the teaching and learning methods, particularly experiential learning stimulated students’ interest and enriched their learning experiences which were reportedly are unforgettable. Some of the obstacles encountered by students in several subjects were identified. The beneficial effects of the GUR subjects in different domains were voiced by the students.

Family Quality of Life, Personal Well-Being, and Risk Behavior in Early Adolescents in Hong Kong: Related Phenomena and Research Gaps

Family processes and positive youth development attributes are salient determinants of adolescent development. In this chapter, the influences of family factors (family functioning, parent-child relationship, parenting style, parent-child communication, parental marital problems, and economic disadvantage) and positive youth development attributes on the personal well-being of Chinese adolescents are reviewed. The review demonstrates that there are several limitations of the existing scientific literature in the Chinese context. First, in contrast to the abundance of Western studies, there is a lack of Chinese studies. Second, more emphasis should be put on understanding families from an ecological perspective. Third, few studies have examined both systemic and dyadic family processes in a single study. Fourth, positive youth development research is still in its infancy in different Chinese contexts. Fifth, there are few Chinese validated measures of personal well-being and family quality of life in the field. Sixth, there are few longitudinal studies in different Chinese societies. Finally, there are few studies in which multiple positive and negative measures of personal well-being are employed in one single study.