Home Factors influencing the quality of implementation of a positive youth development program in Hong Kong
Article
Licensed
Unlicensed Requires Authentication

Factors influencing the quality of implementation of a positive youth development program in Hong Kong

  • Daniel T.L. Shek EMAIL logo and Moon Y.M. Law
Published/Copyright: March 1, 2013

Abstract

This study examines how social workers collaborate with school teachers in implementing a school-based positive youth development program in Hong Kong. Individual and focus group interviews are conducted with social workers cooperating with school teachers in implementing the Project P.A.T.H.S. in a school context. Through the interviews, strategies for establishing inter-disciplinary collaboration and factors that hinder or facilitate program implementation are identified. This case study highlights factors that facilitate the collaboration between social workers and school teachers, including the following: 1) sufficient training for instructors, 2) sharing of the practice wisdom and teaching experiences, 3) building up mutual support among different parties, 4) use of proactive communication, and 5) demonstration of self-disclosure.


Corresponding author: Professor Daniel T.L. Shek, PhD, FHKPS, BBS, JP, Chair Professor of Applied Social Sciences, Faculty of Health and Social Sciences, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Room HJ407, Core H, Hunghom, Hong Kong, P.R. China, E-mail:

The preparation for this paper and the Project P.A.T.H.S. were financially supported by The Hong Kong Jockey Club Charities Trust.

References

1. Nation M, Crusto C, Wandersman A, Kumpfer KL, Seybolt D, et al. What works in prevention: principles of effective prevention programs. Prev Sci 2003;4:55–63.10.1023/A:1021786811186Search in Google Scholar

2. Kumpfer KL, Alvarado R. Family-strengthening approaches for the prevention of youth problem behaviors. Am Psychol 2003;58:457–65.10.1037/0003-066X.58.6-7.457Search in Google Scholar

3. Shek DTL, Sun RCF. Implementation quality of a positive youth development program: cross-case analyses based on seven cases in Hong Kong. ScientificWorldJ 2008;8:1075–87.10.1100/tsw.2008.130Search in Google Scholar

4. Mihalic SF, Fagan AA, Argamaso S. Implementing the lifeskills training drug prevention program: factors related to implementation fidelity. Implement Sci 2008;3:5.10.1186/1748-5908-3-5Search in Google Scholar

5. Ringwalt CL, Ennett S, Johnson R, Rohrbach LA, Simon-Rudolph A, et al. Factors associated with fidelity to substance use prevention curriculum guides in the nation’s middle schools. Health Educ Behav 2003;30:375–91.10.1177/1090198103030003010Search in Google Scholar

6. Lewis C, Battistich V, Schaps E. School-based primary prevention: what is an effective program? New Direct Child Dev 1990;50: 35–59.10.1002/cd.23219905005Search in Google Scholar

7. Liddle HA, Rowe TJ, Quille TJ, Dakof, GA, Mills DS, et al. Transporting a research-based adolescent drug treatment into practice. J Subst Abuse Treat 2002;22:231–43.10.1016/S0740-5472(02)00239-8Search in Google Scholar

8. Hudson JD. A model of professional knowledge for social work practice. Aust Soc Work 1997;50:35–44.10.1080/03124079708414096Search in Google Scholar

9. Deiro J. Teacher strategies for nurturing healthy connections with students. J Just Caring Educ 1997;3:192–202.Search in Google Scholar

10. Goldstein H. The knowledge base of social work practice: theory, wisdom, analogue, or art? Fam Soc J Contemp H 1990;71:32–43.10.1177/104438949007100104Search in Google Scholar

11. Chu WCK, Tsui MS. The nature of practice wisdom in social work revisited. Int Soc Work 2008;51:47–54.10.1177/0020872807083915Search in Google Scholar

12. Carroll JM, Neale DC, Isenhour PL, Rossen MB, McCrickard DS. Notification and awareness: synchronizing task-oriented collaborative activity. Int J Hum Comput Stud 2003;58:605–32.10.1016/S1071-5819(03)00024-7Search in Google Scholar

13. Weisband S. Maintaining awareness in distributed team collaboration: implications for leadership and performance. In: Hinds P, Kiesler S, editors. Distributed work. Cambridge, MA: MIT Press, 2002:311–33.Search in Google Scholar

14. Jourard SM. Self-disclosure: an experimental analysis of the transparent. New York: Wiley, 1971.Search in Google Scholar

15. Cozby PC. Self-disclosure: a literature review. Psychol Bull 1973;79:73–91.10.1037/h0033950Search in Google Scholar

16. Nussbaum JF, Scott MD. Instructor communication behaviors and their relationship to classroom learning. In: Nimmo D, editor. Communication yearbook 3. New Brunswick, NJ: Transaction Books, 1979:561–83.Search in Google Scholar

17. Goldstein GS, Benassi VA. The relation between teacher self-disclosure and student classroom participation. Teach Psychol 1994;21:212–7.10.1207/s15328023top2104_2Search in Google Scholar

18. McCarthy PR, Schmeck RR. Effects of teacher self-disclosure on student learning and perceptions of teacher. Coll Stud J 1982;16:45–9.Search in Google Scholar

19. Sorensen G. The relationships among teachers’ self-disclosure statements, students’ perceptions, and affective learning. Commun Educ 1989;38:259–76.10.1080/03634528909378762Search in Google Scholar

20. Mark MM. Evaluation’s future: furor, futile, or fertile? Am J Eval 2001;22:457–79.10.1016/S1098-2140(01)00160-6Search in Google Scholar

21. Rogers PJ. The whole world is evaluating half-full glasses. Am J Eval 2001;22:431–6.10.1177/109821400102200321Search in Google Scholar

22. Miles MB, Huberman AM. Qualitative data analysis. Thousand Oaks, CA: Sage, 1994.Search in Google Scholar

23. Patton MQ. Qualitative evaluation and research methods. Newbury Park, CA: Sage, 1990.Search in Google Scholar

24. Shek DTL, Tang V, Han XY. Quality of qualitative evaluation studies in the social work literature: evidence that constitutes a wakeup call. Res Soc Work Pract 2005;15:180–94.10.1177/1049731504271603Search in Google Scholar

25. Weinstein CS. Secondary classroom management: lessons from research and practice. New York: McGraw-Hill, 1996.Search in Google Scholar

26. Martin NK, Baldwin B. Perspective regarding classroom management style: differences between elementary and secondary level teachers. Paper presented at the Annual Conference of the Southwest Educational Research Association, New Orleans, LA, 1996.Search in Google Scholar

27. Soodak LC, Podell DM. Teacher’s thinking about difficult-to-teach students. J Educ Res 1994;88:44–51.10.1080/00220671.1994.9944833Search in Google Scholar

28. McCormack AC. Investigating the impact of an internship on the classroom management beliefs of preservice teachers. Professional Educ 2001;23:11–22.Search in Google Scholar

29. Bandura A. Self-efficacy: the exercise of control. New York: WH Freeman, 1997.Search in Google Scholar

30. Ginns IS, Tulip DF, Watters JJ, Lucas KB. Changes in pre-service elementary teachers’ sense of efficacy in teaching science. School Sci Math 1995;95:394–400.10.1111/j.1949-8594.1995.tb10191.xSearch in Google Scholar

31. McCroskey JC, Richmond VP. Power in the classroom I: teacher and student perceptions. Commun Educ 1983;32:175–84.10.1080/03634528309378527Search in Google Scholar

32. Stout R, Salas E, Fowlkes J. Enhancing teamwork in complex environments through team training. Group Dyn 1997;1: 169–82.10.1037/1089-2699.1.2.169Search in Google Scholar

33. Lingard L, Reznick R, Espin S, Regehr G, DeVito L. Team communication in the operating room: talk patterns, sites of tension, and implication for novices. Acad Med 2002;77:232–7.10.1097/00001888-200203000-00013Search in Google Scholar PubMed

34. Reagans R, McEvily B. Network structure and knowledge transfer: the effects of cohesion and range. Admin Sci Quart 2003;48:240–67.10.2307/3556658Search in Google Scholar

35. Collins NL, Miller LC. Self-disclosure and liking: a meta-analytic review. Psychol Bull 1994;116:457–75.10.1037/0033-2909.116.3.457Search in Google Scholar PubMed

36. Rogers C. Freedom to learn. Columbus, OH: Merrill, 1969.Search in Google Scholar

37. Tsang NM. Beyond theory and practice integration in social work: lessons from the West. Int Soc Work 1998;41:169–80.10.1177/002087289804100205Search in Google Scholar

38. Wuchty S, Jones BF, Uzzi B. The increasing dominance of teams in production of knowledge. Science 2007;316:1036–9.10.1126/science.1136099Search in Google Scholar PubMed

39. Miller JM, Koons-Witt B, Ventura HE. Barriers to evaluating the effectiveness of drug treatment behind bars. J Crim Just 2004;32:75–83.10.1016/j.jcrimjus.2003.10.006Search in Google Scholar

40. Lee TY. A case study on the implementation of a positive youth development program (Project P.A.T.H.S.) in Hong Kong: learning from the experiential implementation phase. ScientificWorldJ 2008;8:1047–62.10.1100/tsw.2008.125Search in Google Scholar PubMed PubMed Central

41. Shek DTL, Ma CM, Tang CY. Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong. Int J Disabil Hum Dev 2011;10:249–55.10.1515/ijdhd.2011.040Search in Google Scholar

42. Shek DTL, Sun RCF, Merrick J. Training programs and implementation process of positive youth development programs. Int J Adolesc Med Health 2011;23:303–4.10.1515/IJAMH.2011.025Search in Google Scholar

43. Shek DTL, Ma HK, Sun RCF. A brief overview of adolescent developmental problems in Hong Kong. ScientificWorldJ 2011;11:2243–56.10.1100/2011/896835Search in Google Scholar PubMed PubMed Central

44. Shek DTL, Ma HK, Sun RCF. Development of a new curriculum in a positive youth development program: the Project P.A.T.H.S. in Hong Kong. ScientificWorldJ 2011;11:2207–18.10.1100/2011/289589Search in Google Scholar PubMed PubMed Central

45. Shek DTL. Quality of life research: responses to emerging issues in a changing world. Soc Indi Res 2011;100:371–4.10.1007/s11205-010-9628-1Search in Google Scholar

Received: 2012-3-1
Accepted: 2012-4-21
Published Online: 2013-03-01
Published in Print: 2013-12-01

©2013 by Walter de Gruyter Berlin Boston

Articles in the same Issue

  1. Masthead
  2. Masthead
  3. Editorial
  4. Promotion of the holistic development of high school and university students in Hong Kong
  5. Reviews
  6. Confucian virtues and Chinese adolescent development: a conceptual review
  7. Developmental issues of university students in Hong Kong
  8. Development of a credit-bearing service leadership subject for university students in Hong Kong
  9. Original articles
  10. Factors influencing the quality of implementation of a positive youth development program in Hong Kong
  11. Impact of staff commitment and morale on the implementation of the project P.A.T.H.S. in Hong Kong
  12. Service-learning from the views of university teachers: a qualitative study based on focus groups
  13. Developmental outcomes of economically disadvantaged adolescents in Hong Kong: a replication
  14. Evaluation of the project P.A.T.H.S. (extension phase) based on the perspective of the program participants
  15. Evaluation of project P.A.T.H.S. by the program implementers: findings based on the extension phase
  16. Helping adolescents with greater psychosocial needs: the extension phase of the project P.A.T.H.S. in Hong Kong
  17. Transforming potential program implementers in professional development: the project P.A.T.H.S. in Hong Kong
  18. Development of an e-learning package on Service-Learning for university teachers: experience from Hong Kong
  19. Perception of collaborative learning in associate degree students in Hong Kong
  20. Implementation of the extension phase of the project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme
  21. Implementation quality of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong: findings from the extension phase
Downloaded on 8.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/ijamh-2013-0034/html
Scroll to top button