Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

Daniel T.L. Shek; Cecilia M.S. Ma

doi:10.1515/ijamh.2012.037

Article

Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

Daniel T.L. Shek and Cecilia M.S. Ma

Published/Copyright: January 17, 2012

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From the journal International Journal of Adolescent Medicine and Health Volume 24 Issue 3

Abstract

The present study was conducted to explore the implementation quality of the Secondary 3 Program of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the third year of the Full Implementation Phase. Classroom observations of 182 units in 129 schools were conducted. Results showed that the overall level of program adherence was 73.9%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that overall implementation quality was significantly predicted by student participation and involvement, strategies to enhance student motivation, use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation. Success of implementation was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives and time management. The present findings generally suggest that the implementation quality of Project P.A.T.H.S. was high.

Keywords: Chinese adolescents; development; process evaluation; Project P.A.T.H.S.; school

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

Received: 2011-6-10

Revised: 2011-8-1

Accepted: 2011-8-7

Published Online: 2012-01-17

Published in Print: 2012-09-01

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https://doi.org/10.1515/ijamh.2012.037

Keywords for this article

Chinese adolescents; development; process evaluation; Project P.A.T.H.S.; school