Twenty-nine focus groups comprising 252 participating students were conducted to evaluate the Tier 1 Program of the Project P.A.T.H.S. implemented from 2005 to 2009. There were generally more positive responses (vs. negative responses) regarding the program (Shek, Sun, Sci World J, doi: 10.1100/2012/528483, 2012b). Specifically, when being asked to describe the program with three descriptors and metaphors, the students used various descriptors and metaphors to describe their perceptions and perceived utility of the program. In addition, the students reported beneficial effects of the program under the themes of competence, confidence, connection, character, and care. As the findings reported in Shek and Sun are basically quantitative in nature, this chapter presents narratives and lived experiences of the students. The findings support the effectiveness of the program in promoting holistic development among Hong Kong youth. Besides, the narratives suggest that curriculum content, teaching strategies, and style are important in determining students’ perceptions of the program.
|Title of host publication||Development and Evaluation of Positive Adolescent Training through Holistic Social Programs (P.A.T.H.S.)|
|Editors||Daniel T.L. SHEK, Rachel C. F. SUN|
|Number of pages||13|
|Publication status||Published - 2013|
|Name||Quality of Life in Asia|
Bibliographical noteThe preparation for this chapter and the Project P.A.T.H.S. were financially supported by The Hong Kong Jockey Club Charities Trust. Address all correspondence to Daniel T.L. Shek, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hunghom, Hong Kong (e-mail address: email@example.com).
© 2013, Springer Science+Business Media Singapore.
- Curriculum Content
- Focus Group
- Positive Youth Development
- Secondary School Student
- Youth Development