Development of a positive youth development program in China: The Tin Ka Ping P. A. T. H. S. Project

Abstract

Background: In view of the emergence of adolescent developmental issues in mainland China, there is a need to prevent adolescent developmental problems and promote holistic adolescent development. Unfortunately, evidence-based youth enhancement programs are almost non-existent in mainland China. To promote adolescent holistic well-being, the Tin Ka Ping P.A.T.H.S. Project was implemented in China initially in four schools in East China in 2011-2014 (Shanghai, Suzhou, Changzhou and Yangzhou) and subsequently in 32 schools in different parts of China (2015-2018). This project is modelled after the Project P.A.T.H.S. in Hong Kong which has been implemented for over a decade in Hong Kong, benefitting more than 200,000 students (with more than 600,000+student times) with very positive evaluation findings.

Main body: In this presentation, curriculum development and evaluation issues in this project are focused upon. Regarding curriculum development, the principles and procedures underlying adaptation of the Hong Kong junior secondary schools teaching units and development of new teaching units for senior high school students with specific reference to the specific mainland Chinese context and positive youth development constructs are outlined. Besides, how the project is related to the new education reform on holistic student development in China will be examined. Finally, evaluation strategies based on objective outcome evaluation, subjective outcome evaluation involving different stakeholders and qualitative evaluation are presented.

Discussion: With reference to the aggregated evaluation findings, it is concluded that the Tin Ka Ping P.A.T.H.S. Project is able to promote holistic development and well-being amongst high school students in China.