Yammy L. Y. Chak

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To facilitate the implementation of the Secondary 1 to Secondary 3 program of the Project P.A.T.H.S. in Hong Kong, systematic training programs are designed for the potential program implementers. The rationales, objectives and design of the Secondary 1 to Secondary 3 training programs are outlined in this paper. The training programs cover theories of(More)
To strengthen the implementation quality of the Tier 1 Program (Secondary 1 Level) of the Project P.A.T.H.S. in Hong Kong, a 20-hour training program is provided to the potential program implementers before program implementation. A total of 49 workshops were conducted with 2,359 teachers, social workers and allied professionals participating in the(More)
Subjective outcome evaluation findings based on the perceptions of the participants who participated in a 3-day training program of the Project P.A.T.H.S. are reported in this paper. Results showed that most of the respondents were satisfied with and had positive perceptions about the training program. They also reported that they were able to acquire(More)
  • Daniel T L Shek, Yammy L Y Chak
  • 2011
A total of 235 participants from 48 schools participated in a 3-day training program designed to train teachers and social workers to implement the Secondary 3 Program of the Project P.A.T.H.S. in Hong Kong. At the end of the training program, participants were invited to respond to a structured subjective outcome evaluation questionnaire containing 31(More)
Subjective outcome evaluation findings based on the perspective of the participants participating in a 3-day training program of the Project P.A.T.H.S. are reported in this paper. The findings were based on the data collected from the training workshops conducted between 2005 and 2009 (N = 4.167). Results showed that the respondents had good and positive(More)
This paper reports the findings of a case study that attempted to identify school-related factors influencing the quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong. The case study method was utilized to investigate perceptions of the program implementers of program effectiveness, and to identify the crucial factors for(More)
This paper reports the findings of a case study in which a curriculum-based positive youth development program (Project P.A.T.H.S.) was implemented by the class teachers in a school. School-related factors which contributed to the success of program implementation were identified in the study. Results showed that factors facilitating the program(More)
Individual and focus group interviews were conducted to identify school-related factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong. Results of this case study approach showed that the program implementation quality was generally high. Factors that facilitate the implementation of the(More)
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