Positive youth development programs for adolescents with greater psychosocial needs: subjective outcome evaluation over 3 years.

Study Objectives: This study examined the views of 153,761 students participating in a positive youth development program designed for participants with greater psychosocial needs (the Tier 2 Program) in the context of the Project P.A.T.

Development of a credit-bearing service leadership subject for university students in Hong Kong.

Given that service industries contribute to 93% of Hong Kong's GDP, an important question that should be asked is whether the education system can promote the development of service leadership among young people in Hong Kong. Unfortunately, service leadership programs specifically designed for university students are lacking in Hong Kong. In this paper, the basic tenets of the Service Leadership and Management framework are presented.

Transforming potential program implementers in professional development: the Project P.A.T.H.S. in Hong Kong.

High quality pre-implementation professional training is the cornerstone for successful implementation of positive youth development programs. A qualitative evaluation study was conducted to understand the experiences of the potential program implementers of the Project P.A.

Evaluation of Project P.A.T.H.S. by the program implementers: findings based on the extension phase.

A total of 236 schools participated in the Project P.A.T.

Helping adolescents with greater psychosocial needs: the extension phase of the Project P.A.T.H.S. in Hong Kong.

Subjective outcome evaluation data were collected from 24,198 students of 236 schools after completion of the Tier 2 Program in the second year of the Extension Phase of the Project P.A.T.

Evaluation of the Project P.A.T.H.S. (extension phase) based on the perspective of the program participants.

Subjective outcome evaluation data were collected from 236 schools (n=87,943 students) after students had participated in the Tier 1 Program in the second year of the Extension Phase of the Project P.A.T.

Classroom misbehavior in the eyes of students: a qualitative study.

Using individual interviews, this study investigated perceptions of classroom misbehaviors among secondary school students in Hong Kong (N = 18). Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning.

Student classroom misbehavior: an exploratory study based on teachers' perceptions.

This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated.

Participants' evaluation of the project P.A.T.H.S.: are findings based on different datasets consistent?

Subjective outcome evaluation findings based on the perspective of the participants of the Project P.A.T.

The project P.A.T.H.S. in Hong Kong--lessons learned and implications for positive youth development programs.

The Project P.A.T.

Qualitative evaluation of project P.A.T.H.S.: an integration of findings based on program participants.

An integration of the qualitative evaluation findings collected in different cohorts of students who participated in Project P.A.T.

Beliefs in the future as a positive youth development construct: a conceptual review.

Beliefs in the future are an internalization of hope and optimism about future outcomes. This paper reviews and compares several theories of hope and optimism and highlights the features constituting beliefs in the future. This paper points out that beliefs in the future include a series of goal-directed thoughts and motivation, such as setting up valued and attainable goals, planning pathways, and maintaining self-confidence and mastery, so as to keep adolescents engaged in the pursuit of goals.

Cognitive competence as a positive youth development construct: a conceptual review.

This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing.

Development and evaluation of a positive youth development course for university students in Hong Kong.

With higher education, university graduates are important elements of the labor force in knowledge-based economies. With reference to the mental health and developmental problems in university students, there is a need to review university's role in nurturing holistic development of students. Based on the positive youth development approach, it is argued that promoting intrapersonal competencies is an important strategy to facilitate holistic development of young people in Hong Kong.

Evaluation of the project P.A.T.H.S. based on students' weekly diaries: findings from eight datasets.

This paper aims to investigate the effectiveness of the Tier 1 Program of the Project P.A.T.

Positive Youth Development, Life Satisfaction and Problem Behaviour Among Chinese Adolescents in Hong Kong: A Replication.

The purpose of this replication study was to examine the relationships among life satisfaction, positive youth development and problem behaviour. The respondents were 7,151 Chinese Secondary 2 (Grade 8) students (3,707 boys and 3,014 girls) recruited from 44 schools in Hong Kong. Validated assessment tools measuring positive youth development, life satisfaction and problem behaviour were used.

A brief overview of adolescent developmental problems in Hong Kong.

Several adolescent developmental problems in Hong Kong are briefly reviewed in this paper. First, rising adolescent substance abuse trends are described. Second, Internet use problems and Internet addiction among young people are examined.

Positive youth development program targeting students with greater psychosocial needs: Project P.A.T.H.S. in Hong Kong.

The Tier 2 Program of the Project P.A.T.

Development of a new curriculum in a positive youth development program: the project P.A.T.H.S. in Hong Kong.

The design of a new curriculum in a positive youth development program (Project P.A.T.

Secondary data analyses of subjective outcome evaluation findings of the project P.A.T.H.S. in Hong Kong.

The Project P.A.T.