Perceived program qualities and outcomes of a youth program in Hong Kong based on the views of the workers.

STUDY OBJECTIVES: Based on the data collected in the extension phase of the Project P.A.T.H.S. in Hong Kong, this study examined the views of 9,765 program implementers on the universal curricula-based program (ie, Tier 1 Program). DESIGN: After the Tier 1 Program was completed, workers responded to a client satisfaction scale (Form B). Utilizing the data supplied by the participating schools, the profiles and correlates of client satisfaction data were examined. RESULTS: Program attributes, implementer attributes, and benefits of the program were viewed positively by the program implementers, with high proportion of the instructors perceiving the program contributing to the development of the students. Small grade differences on client satisfaction levels were found. Regarding predictors of perceived program effectiveness, perceived program and instructor attributes predicted perceived effectiveness of the program. CONCLUSION: Consistent with the data collected from the students, the present findings suggest that the Tier 1 Program was well-received by the major stakeholders, particularly with respect to its ability to promote positive development in Chinese junior high school students. The present finding replicated the previous observation that perceived program and implementer qualities were significant determinants of perceived program effectiveness.

The Project P.A.T.H.S. in Hong Kong: development, training, implementation, and evaluation.

We review, a multi-year positive youth development program entitled "P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme" (Project P.A.T.H.S.), which was initiated and funded by The Hong Kong Jockey Club Charities Trust with the involvement of 5 universities in Hong Kong, is described. The Research Team developed curricula-based positive youth development programs for junior secondary school students (20 hours per grade) and designed training programs for the potential program implementers (20 hours per grade). Roughly half of the secondary schools and more than 200,000 students in Hong Kong joined the program. Multiple evaluation strategies including objective outcome evaluation, subjective outcome evaluation, secondary data analyses, process evaluation, interim evaluation, qualitative evaluation based on focus groups, student weekly diaries, case studies, and repertory grid method were employed. Existing evaluation findings revealed that different stakeholders had positive perceptions of the program, workers, and benefits of the program. Results also showed that the program was effective in promoting holistic positive youth development and reducing risk behavior in Chinese adolescents in Hong Kong.