Development and Evaluation of Positive Adolescent Training through Holistic Social Programs (P.A.T.H.S.)

Professor Daniel TL Shek is Chair Professor of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, PRC, Advisory Professor of East China Normal University, Shanghai, PRC, and Honorary Professor of Kiang Wu Nursing College of Macau, Macau, PRC. He is Chief Editor of Journal of Youth Studies, Editorial Advisor of British Journal of Social Work, and editorial board members of several international refereed journals, such as Social Indicators Research. He has served in many high level government advisory bodies. He has published numerous books and more than 450 scientific articles in international refereed journals. Dr. Rachel Sun, PhD is Assistant Professor, Faculty of Education, The University of Hong Kong. She is the Principal Investigator of school misbehavior research studies and a Co-Principal Investigator of a positive youth development program and a university’s leadership program in Hong Kong. Her work appears in Educational Psychology, British Journal of Guidance and Counselling, Journal of Adolescence, Journal of Youth and Adolescence, Adolescence, Pastoral Psychology, Social Indicators Research and The Scientific World Journal. She is a member of the Executive Committee of the Society of Boys’ Centres and a member of the editorial board of Research on Social Work Practice.

Preface.- 1 Adolescent developmental issues in Hong Kong: Phenomena and implications for youth service.- 2 Conceptual framework underlying the development of a positive youth development program in Hong Kong.- 3 Development of a positive youth development program in Hong Kong.- 4 Evaluation of the Project P.A.T.H.S. using multiple evaluation strategies.- 5 Objective outcome evaluation of the Project P.A.T.H.S.: Longitudinal study based on indicators of positive youth development.- 6.Impact of the Project P.A.T.H.S. on adolescent risk behavior: A five-year longitudinal study.- 7 Subjective outcome evaluation based on the program participants: Does dosage matter?.- 8 Subjective outcome evaluation based on the perceptions of the program implementers.- 9 Subjective Outcome Evaluation of the Project P.A.T.H.S.:Secondary analyses of the qualitative data collected from program implementers.- 10 Interim evaluation of Project P.A.T.H.S.:An integration of findings based on program implementers.- 11 Qualitative evaluation of the Project P.A.T.H.S.:Narrative findings based on focus groups with participating students.- 12 Qualitative findings derived from focus groupsbased on the program implementers.- 13 Evaluation based on weekly diaries written by the students.- 14 Evaluation based on personal construct psychology:Findings based on the repertory grid test.- 15 Process evaluation of the Project P.A.T.H.S. in Hong Kong.- 16 Using different programs to help adolescents withgreater psychosocial needs.- 17 Lessons learned, emergent issues, and future directions.- 18 Development of a positive youth development subject in a university context.- 19 Impact of the Project P.A.T.H.S. in China.- 20 Evidence-based positive youth development programs: Insights from the Project P.A.T.H.S.