Volume 25, Issue 4 - Special Issue: Promotion of holistic development of high school and university students in Hong Kong / Editors: Daniel T.L. Shek, Tak Yan Lee and Joav Merrick

Despite the fact that different Chinese communities have already undergone industrialization and urbanization, Confucian virtues are still regarded as developmental ideals in Chinese culture. Unfortunately, while Confucian virtues are commonly discussed under Chinese philosophies, they are rarely examined in the context of developmental research. In this paper, several key Confucian virtues are discussed, including loyalty (“zhong”), filial piety (“xiao”), benevolence (“ren”), affection (“ai”), trustworthiness (“xin”), righteousness (“yi”), harmony (“he”), peace (“ping”), propriety (“li”), wisdom (“zhi”), integrity (“lian”) and shame (“chi”). These Chinese traditional virtues are also linked to the concepts of character strengths and positive youth development constructs highlighted in Western culture. It is argued that Confucian virtues provide an indigenous conceptual framework to understand character strengths and positive youth development in Chinese culture. Furthermore, when service leadership is considered in Chinese contexts, these virtues should be regarded as important cornerstones.

Four domains of developmental issues of university students in Hong Kong are examined in this paper. First, behavioral and lifestyle problems of university students are identified, including alcohol consumption, Internet addiction, cyber-pornography, irregular sleep patterns, and interpersonal violence. Second, the mental health problems of university students, including suicidal ideation, depression and anxiety problems, are outlined. Third, issues on self-determination (including establishment of personal goals), self-confidence, and materialism of the students are reviewed. Fourth, issues related to students’ connection to the society, including egocentrism and civic engagement, are discussed. The views of employers about university graduates in Hong Kong are also examined. With the emergence of developmental issues among Hong Kong university students, it is argued that promoting the psychosocial competencies of university students via positive youth development programs is an important strategy in addressing such issues.

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. Based on the fundamental postulation that effective service leadership is a function of moral character, competence and care (E=MC 2 ), a subject called “Service Leadership” has recently been developed at The Hong Kong Polytechnic University. This paper outlines the objectives, intended learning outcomes, syllabus, assessment, and references of the subject. The proposed evaluation strategies are also described.

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.

In the field of positive youth development, there are few studies on program sustainability and the relationship between program implementation and program sustainability. Based on an in-depth case study in the Project P.A.T.H.S. in Hong Kong, this study examines the intrinsic factors and mechanisms that influence program implementation and sustainability. The results reveal that implementers under study are highly flexible and responsive agents who operate in different areas at all school levels. With an understanding of the program philosophies and a belief in its efficacy, implementers also modify the program by integrating the “adopted” program to the existing strength-based framework, resulting in enhanced program effectiveness and sustainability. Furthermore, the present study underscores the importance of staff commitment and morale in the implementation and sustainability of positive youth development programs in the Chinese context.

Under the New Undergraduate Curriculum at The Hong Kong Polytechnic University (PolyU), students are required to take a 3-credit subject to fulfill service-learning requirements. To understand the views of teachers regarding service-learning, five focus group interviews (n=33) are conducted to examine the perceived characteristics and myths of service-learning as well as colleagues’ views on the policy at PolyU. Results showed that most informants are aware of service-learning and have seen its benefits to both students and teachers. Most informants also possess positive views about service-learning. Nevertheless, in terms of service-learning at PolyU, three different groups of views on service-learning are observed, namely, positive, negative, and mixed views. This paper also discusses teachers’ views on the anticipated difficulties of service-learning implementation and the ways, by which to promote the subject in the PolyU context.

The purpose of this study is to examine the relationships between economic disadvantage and adolescent and developmental outcomes as well as perceived family qualities in 3580 Secondary 2 students in Hong Kong. Developmental outcomes include positive youth development constructs, problem behavior and drug taking behavior, whereas perceived family qualities include perceived family interaction and parental parenting. Generally speaking, poor and non-poor adolescents differ in terms of overall positive youth development and family life quality. Although adolescents experiencing poverty do not display significant differences from non-poor adolescents in terms of risk behavior and psychosocial competencies, adolescents with economic disadvantage show lower levels of positive identity, family interaction, and perceived paternal parenting than do those without economic disadvantage.

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.H.S. in Hong Kong. Using schools as the units of analysis, results showed that the program and implementers were perceived in a positive manner and approximately four-fifths of the participants regarded the program as helpful to them. There were some significant grade differences in the subjective outcome evaluation findings with small effect size. Multiple regression analyses showed that whereas perceived qualities of the program positively predicted perceived effectiveness of the program, perceived qualities of implementers negatively predicted program effectiveness. The present study suggests that irrespective of cohorts at different times, junior secondary school students perceived the program to be beneficial to them. The theoretical and practical implications of the present findings are discussed.

A total of 236 schools participated in the Project P.A.T.H.S. in the 2010/2011 school year. After completion of the Tier 1 Program, subjective outcome evaluation data were collected from 3275 program implementers. Based on the consolidated findings based on schools as units, results showed that participants had positive perceptions of the program, implementers, and benefits of the program. More than four-fifths of the implementers regarded the program as helpful to the program participants. Multiple regression analysis revealed that perceived qualities of the program and the program implementers predicted perceived effectiveness of the program. Grade differences were not significant. The present study provides additional support for the effectiveness of the Tier 1 Program 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.H.S. in Hong Kong. Using schools as units of analysis, results showed that the program, implementers, and effectiveness were perceived in a positive manner. Although subjective outcome evaluation findings differed across participant types, grades, and program types did not show significant differences on the outcome measures. Consistent with previous reports, perceived effectiveness of the program was significantly predicted by student perceptions about the program and program instructor. These findings provide support for the claim that the Tier 2 Program is effective in promoting positive development among adolescents with greater psychosocial needs in the extension phase of 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.T.H.S. in Hong Kong. The findings showed that participants highly valued the learning experiences acquired from the training program, particularly in the areas of knowledge acquisition and personal growth. Participants who benefited from these dimensions developed attitudes and skills that are desirable for the implementation of the Project P.A.T.H.S. Implications about the conditions that are conducive to the P.A.T.H.S. training program in promoting knowledge, skills acquisition, retention, application, and generalization are discussed.

To help university teachers to understand Service-Learning and develop Service-Learning subjects, a 3-h+ e-learning package was developed at The Hong Kong Polytechnic University (PolyU). There are seven units in this e-learning package: introduction session (Unit 1), what is Service-Learning? (Unit 2), impact and benefits of Service-Learning (Unit 3), myths and positive attitudes toward Service-Learning (Unit 4), developing a Service-Learning subject at PolyU (Unit 5), self-reflection about Service-Learning (Unit 6), and concluding session (Unit 7). To understand the views of the users on the e-learning package, the package was offered before formal launching. For the first offering, three focus group sessions were held. Results showed that the users were satisfied with the structural arrangement of the e-learning package and agreed that the e-learning package was useful for them to understand more about Service-Learning. For the second offering, colleagues were generally satisfied with the e-learning package and demonstrated gain in knowledge on Service-Learning. Suggestions for improvement were noted.

Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the second year of the Extension Phase was examined in this study, with classroom observations of 218 units in 172 schools. Results demonstrated that the overall level of program adherence was generally high with an average of over 90%. Different aspects regarding program delivery were significantly correlated, suggesting that different aspects of program implementation were intimately related. Regarding predictors of global implementation quality, analyses indicated that overall implementation quality was significantly predicted by interactive delivery method, achievement of objectives, time management, and lesson preparation; success of implementation was predicted by student participation and involvement, interactive delivery method, achievement of objectives, and time management. The present study replicated the findings in previous studies.

To evaluate the implementation quality of the Tier 1 Program of the Project P.A.T.H.S. (Secondary 1 to Secondary 3), a study based on classroom observations of 597 units in 207 schools was conducted under the Co-Walker Scheme. Results demonstrated that the implementation quality of the program was high in general, with a mean program adherence of 80.8%. The 13 aspects of program delivery under observation were significantly intercorrelated. Multiple regression analyses indicated that: (i) overall implementation quality was significantly predicted by classroom control, interactive delivery method, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives, time management, and lesson preparation; (ii) success of implementation was significantly predicted by student participation and involvement, opportunity for reflection, degree of achievement of the objectives, and time management.