From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.
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Florence K.Y. Wu
and
Daniel T.L. Shek
Abstract
Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this field is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) reflected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the reflection, the transformations involved, including self-perception, teaching role and teaching strategies, were highlighted. The issue of how previous experience influenced training in the context of positive youth development was also discussed. It is suggested that involvement of front-line practitioners in the training of positive youth development programs is workable, although systematic training for the novice trainers may be needed.
©2012 by Walter de Gruyter Berlin Boston
Articles in the same Issue
- Masthead
- Masthead
- Editorial
- Support for Project P.A.T.H.S. in Hong Kong: continuation of positive evaluation evidence
- Review Articles
- From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.
- The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program
- Original Articles
- Interim evaluation of the Tier 1 Program of Project P.A.T.H.S.: continuation of evidence
- Program implementers’ evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts
- A stakeholder-collaborative evaluation of intervention for students with greater psychosocial needs
- Impact of Project P.A.T.H.S. on adolescent developmental outcomes in Hong Kong: findings based on seven waves of data
- Qualitative evaluation of Project P.A.T.H.S. in Hong Kong: focus groups based on Secondary 3 program implementers
- Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Quantitative evaluation of the revised training program Project P.A.T.H.S. in Hong Kong
- Implementation of a positive youth development program by class teachers in a Chinese context
Articles in the same Issue
- Masthead
- Masthead
- Editorial
- Support for Project P.A.T.H.S. in Hong Kong: continuation of positive evaluation evidence
- Review Articles
- From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.
- The role of program, people, process, policy and place (5Ps) in the implementation of a positive youth development program
- Original Articles
- Interim evaluation of the Tier 1 Program of Project P.A.T.H.S.: continuation of evidence
- Program implementers’ evaluation of Project P.A.T.H.S. in Hong Kong: a study based on different cohorts
- A stakeholder-collaborative evaluation of intervention for students with greater psychosocial needs
- Impact of Project P.A.T.H.S. on adolescent developmental outcomes in Hong Kong: findings based on seven waves of data
- Qualitative evaluation of Project P.A.T.H.S. in Hong Kong: focus groups based on Secondary 3 program implementers
- Implementation of the Secondary 2 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme
- Quantitative evaluation of the revised training program Project P.A.T.H.S. in Hong Kong
- Implementation of a positive youth development program by class teachers in a Chinese context
