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Experiential and reflective learning approaches for the train-the-trainers program of Project P.A.T.H.S.
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Ching Man Lam
Published/Copyright:
June 18, 2011
Abstract
This paper describes the successful application of experiential and reflective learning approaches to promote personal and professional growth of social workers and teachers in the train-the-trainer program of Project P.A.T.H.S. Qualitative data revealed that program participants benefited from their learning experiences. The paper inquires into the dilemma of experiential and reflective learning. Recommendations are presented for those interested in using experiential and reflective approaches for training programs.
Received: 2010-4-3
Revised: 2010-6-9
Accepted: 2010-6-30
Published Online: 2011-06-18
Published in Print: 2011-12-01
©2011 by Walter de Gruyter Berlin Boston
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Articles in the same Issue
- Editorial
- Training programs and implementation process of positive youth development programs
- Review Articles
- Experiential and reflective learning approaches for the train-the-trainers program of Project P.A.T.H.S.
- “Use of self” as a strategy in teaching the P.A.T.H.S. curriculum
- A review of validated youth prevention and positive youth development programs in Asia
- Original Articles
- Subjective outcome evaluation of the Secondary 2 Training Program of the Project P.A.T.H.S. in Hong Kong
- Training evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in a school with a religious background: a case study
- Qualitative evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: qualitative evaluation findings
- Perceptions of adolescents among teachers and social workers in the context of training programs in Hong Kong
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: an evaluation based on program participants
Keywords for this article
experiential learning;
positive youth development;
reflective learning;
training program
Articles in the same Issue
- Editorial
- Training programs and implementation process of positive youth development programs
- Review Articles
- Experiential and reflective learning approaches for the train-the-trainers program of Project P.A.T.H.S.
- “Use of self” as a strategy in teaching the P.A.T.H.S. curriculum
- A review of validated youth prevention and positive youth development programs in Asia
- Original Articles
- Subjective outcome evaluation of the Secondary 2 Training Program of the Project P.A.T.H.S. in Hong Kong
- Training evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in a school with a religious background: a case study
- Qualitative evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong
- Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: qualitative evaluation findings
- Perceptions of adolescents among teachers and social workers in the context of training programs in Hong Kong
- Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: an evaluation based on program participants
