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

Autor/inn/en	Law, Ben M. F.; Shek, Daniel T. L.
Titel	Process Evaluation of a Positive Youth Development Program: Project P.A.T.H.S
Quelle	In: Research on Social Work Practice, 21 (2011) 5, S.539-548 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731511404436
Schlagwörter	Youth Programs; Formative Evaluation; Factor Analysis; Program Evaluation; Program Implementation; Program Effectiveness; Secondary School Students; Correlation; Teaching Methods; Foreign Countries; Prevention; Social Work; Hong Kong + Suchen Sie Ihr Suchwort? Jugendsofortprogramm; Faktorenanalyse; Programme evaluation; Programmevaluation; Sekundarschüler; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Prävention; Vorbeugung; Soziale Arbeit; Hongkong
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. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10