Please use this identifier to cite or link to this item: https://repository.cihe.edu.hk/jspui/handle/cihe/181
DC FieldValueLanguage
dc.contributor.authorLaw, Moon Yee Man-
dc.contributor.otherShek, D. T. L.-
dc.contributor.otherLee, T. Y.-
dc.contributor.otherLeung, J. T. Y.-
dc.contributor.otherWu, F. K. Y.-
dc.contributor.otherLin, L.-
dc.contributor.otherZhu, X.-
dc.date.accessioned2021-03-10T07:33:55Z-
dc.date.available2021-03-10T07:33:55Z-
dc.date.issued2018-
dc.identifier.urihttps://repository.cihe.edu.hk/jspui/handle/cihe/181-
dc.description.abstractBackground: 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.-
dc.language.isoenen_US
dc.titleDevelopment of a positive youth development program in China: The Tin Ka Ping P. A. T. H. S. Projecten_US
dc.typeconference paperen_US
dc.relation.conference16th International Society for Quality of Life Studies (ISQOLS) Annual Conferenceen_US
dc.contributor.affiliationFelizberta Lo Padilla Tong School of Social Sciencesen_US
dc.cihe.affiliatedNo-
item.openairetypeconference paper-
item.languageiso639-1en-
item.fulltextNo Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_5794-
item.grantfulltextnone-
item.cerifentitytypePublications-
crisitem.author.deptFelizberta Lo Padilla Tong School of Social Sciences-
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