Moon Y.M. Law

Process evaluation of a pilot subject on service leadership for university students in Hong Kong

Abstract To promote the holistic development of university students under the knowledge economy, a subject entitled “Service Leadership” was developed and piloted at The Hong Kong Polytechnic University. Process evaluation was carried out for 10 lectures, with each lecture observed by two independent observers who were registered social workers. Inter-rater reliability across the two observers was high, suggesting the observations were reliable. Results showed that program adherence was high in these lectures (mean=97.8%) and ratings on the implementation quality of the subject were also high. Some of the qualities of program implementation were significant predictors of the overall quality and success of the program. Consistent with other findings, the present study suggests that the implementation quality of “Service Leadership” was high.

Parental Behavioral Control, Parental Psychological Control and Parent-Child Relational Qualities: Relationships to Chinese Adolescent Risk Behavior

Over three consecutive years, Chinese junior secondary school students responded to the measures of parenting (perceived behavioral control and perceived psychological control), parent-child relational qualities and adolescent risk behavior (substance abuse, delinquency, self-harm behavior, and suicidal behavior). Factor analysis showed that three distinct factors (namely parental behavioral control, parental psychological control, and parent-child relational qualities) were extracted from the father-child and mother-child relational measures, and good internal consistency among the items on the three factors was indicated. In line with the hypotheses, correlation and partial correlation analyses showed that parental behavioral control, parental psychological control, and parent-child relational qualities at Time 1 predicted adolescent risk behavior and their change at Time 3. Regarding the different contributions of fathers and mothers to adolescent risk behavior, results showed that maternal influence predicted changes in adolescent substance abuse and delinquency whereas paternal influence predicted adolescent deliberate self-harm and suicidal behavior over time.

Service leadership education for university students in Hong Kong: qualitative evaluation

Abstract This study examined the perceptions of students taking a subject entitled “Service Leadership” at The Hong Kong Polytechnic University which was developed using the model proposed by the Hong Kong Institute of Service Leadership and Management (HKI-SLAM). After taking this subject, students were invited to participate in a qualitative study where they used three descriptors and a metaphor to describe their experiences about the subject. Based on the reflections of 50 students, results showed that 96.1% of the descriptors and 90% of the metaphors used by the students were positive. In conjunction with the objective outcome evaluation, subjective outcome evaluation and process evaluation findings, the present study suggests that “Service Leadership” is a subject that can promote holistic development in Chinese university students in Hong Kong.

Evaluation of the Project P.A.T.H.S. Based on the Client Satisfaction Approach: View of the Students

STUDY OBJECTIVESnBased on several data sets collected from 2009/10 to 2011/12 school years, this study examined the views of 242,705 students participating in the Tier 1 Program in the extension phase of the Project P.A.T.H.S. in Hong Kong.nnnDESIGNnStudents responded to a validated client satisfaction measure after completion of the program. Analyses were based on the reports submitted by the schools participating in the project.nnnRESULTSnHigh proportions of the students viewed the program, implementers, and benefits of the program in a favorable light. Compared with students in lower grades, students in higher grades showed relatively lower satisfaction ratings, although the differences were small. Perceived qualities of program and instructor predicted perceived effectiveness of the program.nnnCONCLUSIONnThe Tier 1 Program was received favorably by the students. Perceived qualities of the program and the program implementers predicted perceived program effectiveness. The findings are consistent with those reported in the initial phase of the project.

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.

Evaluation of a subject on leadership and intrapersonal development: views of the students based on qualitative evaluation

Abstract “Tomorrow’s Leaders” is a subject developed to satisfy the leadership and intrapersonal development requirement at The Hong Kong Polytechnic University. After taking this subject, students were invited to use three descriptors and a metaphor to describe their experiences about the subject. Based on the reflections of 143 students, results showed that 94.4% of the descriptors used by informants were positive and 2.31% of the descriptors were negative. For the metaphors used to describe the subject, 92.7% were positive and 4.47% were negative. In conjunction with other findings, the present study suggests that Tomorrow’s Leaders is a subject that can promote the holistic development in Chinese university students in Hong Kong.

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.

Development, implementation, and evaluation of a multi-addiction prevention program for primary school students in Hong Kong: the B.E.S.T. Teen Program.

AbstractBased on the evaluation findings of the B.E.S.T. Teen Program which aimed at promoting behavioral, emotional, social, and thinking competencies in primary school students, it is argued in this paper that promotion of psychosocial competence to prevent addiction in primary school students is a promising strategy. A total of 382 Primary 5 (Grade 5) and 297 Primary 6 (Grade 6) students from five primary schools in Hong Kong participated in the program. Different evaluation strategies were adopted to evaluate the program. First, objective outcome evaluation adopting a non-equivalent group pretest–posttest experimental-control group design was conducted to examine change in the students. Second, to gauge students’ perceptions of the program, subjective outcome evaluation was conducted. The evaluation findings basically converged to tentatively suggest that young adolescents benefited from participating in the program. Implications on the development, implementation, and evaluation of addiction prevention programs for teenagers are discussed.n

Focus group evaluation of a service leadership subject in Hong Kong

Abstract Two focus groups with six randomly selected students were conducted to understand the views and experiences of students taking a subject entitled “Service Leadership” at The Hong Kong Polytechnic University. Several observations were highlighted from the findings. First, students generally had positive views of the subject. Second, students felt that they had positive experience in the subject. Third, the instructors were seen in a positive light by the students. Fourth, the students perceived the subject to be beneficial to their development. Fifth, students had positive impression about the subject. Finally, recommendations regarding time allocation, teaching style, and classroom environment were expressed by the students.

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

Abstract The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the second year of the Extension Phase was examined in this study, with classroom observations of 218 units in 172 schools. Results demonstrated that the overall level of program adherence was generally high with an average of over 90%. Different aspects regarding program delivery were significantly correlated, suggesting that different aspects of program implementation were intimately related. Regarding predictors of global implementation quality, analyses indicated that overall implementation quality was significantly predicted by interactive delivery method, achievement of objectives, time management, and lesson preparation; success of implementation was predicted by student participation and involvement, interactive delivery method, achievement of objectives, and time management. The present study replicated the findings in previous studies.