Process Evaluation of a Positive Youth Development Program: Project P.A.T.H.S

Abstract

There are only a few process evaluation studies on positive youth development programs, particularly in the Chinese context. Objectives: This study aims to examine the quality of implementation of a positive youth development program (Project Positive Adolescent Training through Holistic Social Programs [P.A.T.H.S.]) and investigate the relationships among program adherence, process factors, implementation quality, and success. Method: Process evaluation of 20 Secondary 3 classroom-based programs was conducted in 14 schools. Results: Overall program adherence, individual evaluation items, quality, and success had high ratings. Principal components analysis showed that two components, namely, implementation process and implementation context were extracted from 11 evaluation items. The correlational analysis indicated that program adherence, implementation process, and context were highly correlated with quality and success. Multiple regression analyses show that teaching process and program adherence predicted quality, whereas teaching process, teaching context, and program adherence predicted success. Conclusions: The implementation quality of the Tier 1 Program of Project P.A.T.H.S. was generally high.

School‐Based Positive Youth Development: A Systematic Review of the Literature

“…The literature review includes a total of 23 peer reviewed articles. The 23 papers include 12 PYD classroom‐based lessons that explicitely targeted PYD, 9 youth leadership program evaluations, and 2 mentorship programs . Whereas the specific formats of each program vary, each school‐based program is designed to foster PYD in the participants.…”

“…Programs carry out youth development using 3 basic structures: curriculum‐based format, leadership development, or youth mentorship. A total of 12 programs integrate youth development curriculum into the normal school day . Students participating in these programs receive lectures on, eg, emotional and social skills and then participate in small group activities.…”

Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education

“…More specifically, these barriers can generate or inflate challenges in how students with a mental health problem or illness experience learning, as well as how teaching faculty and academic staff address the needs of students. Aside from funding limitations, stigma and stereotypes, underdeveloped policies, and minimal faculty/staff professional development and training opportunities are noted as some of the more pressing institutional barriers (Kadison & DiGeronimo, 2004;Kitzrow, 2003;Law & Shek, 2011;Martin, 2010;Tinklin, Riddell, & Wilson, 2005;University of Manitoba Campus Mental Health Strategy, 2014). In the paragraphs below, I further explore these challenges, specifically indicating how each can affect students' accessibility to assistance, as well as the way teaching faculty and academic staff support the mental health and well-being of students.…”

Empirische Qualitätssicherung in der Evaluation des Gruppenangebots „Trampolin“ für Kinder aus suchtbelasteten Familien

“…Das Programm "Trampolin" stieß des Weiteren sowohl bei den Kindern und deren Eltern als auch bei den Durchführenden auf erhebliche Akzeptanz und Zufriedenheit. Vor allem aber die Ergebnisse der Adhärenzprü-fung sind ausschlaggebend für die Evaluation der Wirksamkeit des "Trampolin"-Programms, da bei hoher Adhärenz mit größerer Sicherheit davon ausgegangen werden kann, dass die Wirksamkeitsnachweise von "Trampolin" auf das Programm zurückzuführen sind und Konfundierungen ausgeschlossen werden können [ 5 ] . Gleichzeitig ergaben sich in den Auswertungen zahlreiche und hilfreiche Anknüpfungspunkte für Optimierungen und Überar-beitungen des modularen Gruppenprogramms "Trampolin", z.…”