The Role of Positive Youth Development, Family and ... - PolyU

Contents

International Conference on Building a Better Future for Young People :

The Role of Positive Youth Development, Family and Community

Table of Contents Page

Congratulatory Messages 4

Welcome Message 10

Welcome Address 12

Conference Program 15

Paper Presentation – Day 1 (May 12, 2016) 18

Paper Presentation – Day 2 (May 13, 2016) 28

About the Speakers 41

Publications Generated from the Project 55

Conference Organizing CommitteeOrganizersThe Hong Kong Jockey Club Charities TrustThe Hong Kong Polytechnic UniversitySocial Welfare Department, The Government of the HKSAREducation Bureau, The Government of the HKSARCity University of Hong KongHong Kong Baptist UniversityThe Chinese University of Hong KongThe University of Hong Kong

Co-organizersUniversity of Kentucky School of Medicine (U.S.A.)National Institute of Child Health and Human Development (Israel)

Organizing CommitteeChairman: Prof. Daniel T.L. ShekDepartment of Applied Social Sciences, The Hong Kong Polytechnic University

Members:Mr. Andrew FungThe Hong Kong Jockey Club Charities Trust

Ms. Moon Y.M. LawDepartment of Applied Social Sciences, The Hong Kong Polytechnic University

Ms. Vicky C.Y. LeeSocial Welfare Department, The Government of the HKSAR

Dr. Lu-yin Liang (Secretary)Department of Applied Social Sciences, The Hong Kong Polytechnic University

Dr. Cecilia M.S. MaDepartment of Applied Social Sciences, The Hong Kong Polytechnic University

Dr. Florence K.Y. WuDepartment of Applied Social Sciences, The Hong Kong Polytechnic University

Ms. Winnie F.S. YingThe Hong Kong Jockey Club Charities Trust

Dr. Lu YuDepartment of Applied Social Sciences, The Hong Kong Polytechnic University

To promote holistic development among adolescents in Hong Kong, The Hong Kong Jockey Club Charities Trust approved HK$400 million in 2004 to initiate “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme”. The Project P.A.T.H.S. is co-organized by the Social Welfare Department, the Education Bureau, and a Research Team comprising academics from five universities in Hong Kong. The Research Team has developed, implemented, and evaluated the positive youth development program constructed in the project. Evaluation based on different strategies has consistently shown that the program is effective in promoting youth development (Shek & Sun, 2013a). In view of the overwhelming success of the initial phase of the project, the Trust earmarked an additional funding of HK$350 million to extend the project for another cycle from 2009-2012. At the same time, a pioneer 6-year longitudinal study was conducted to understand high school students in Hong Kong (Shek & Sun, 2013b). From 2013 to 2017, the third phase of the project focusing on community-based youth enhancement initiatives is implemented (Shek & Wu, 2016). Since its inception in the 2005/06 school year, more than 320 schools and 284,400 students (with 601,198 man-times) have participated in the project.

References:Shek, D.T.L., & Sun, R.C.F. (Eds.). (2013a). Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.). Heidelberg: Springer.

Shek, D.T.L., & Sun, R.C.F. (2013b). The Project P.A.T.H.S. in Hong Kong: Development, training, implementation, and evaluation. Journal of Pediatric and Adolescent Gynecology, 26(3S), S2-S9.

Shek, D.T.L., & Wu, F.K.Y. (2016). The Project P.A.T.H.S. in Hong Kong: Work done and lessons learned in a decade. Journal of Pediatric and Adolescent Gynecology, 29(1), S3-S11.

P.A.T.H.S. to Adulthood: A Jockey Club YouthEnhancement Scheme

Daniel Shek SBS, JP

Principal Investigator

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Congratulatory

Messages

International Conference on “Building a Better Future for Young People: The Role of Positive Youth Development, Family and Community” 5

Mrs. Carrie Lam Cheng Yuet-ngor GBS, JP

Chief Secretary for Administration The Government of the HKSAR

Congratulatory

Messages

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Congratulatory

Messages

Mr. Matthew Cheung Kin-chung GBS, JP

Secretary for Labour and Welfare The Government of the HKSAR

I would like to pay warm tribute to the Organising Committee of the International Conference on Building a Better Future for Young People. This important and highly meaningful two-day event brings together academics and practitioners from across disciplines and borders to share the ground-breaking research findings of the P.A.T.H.S. programmes and discuss the important issues related to youth development.

Young people are our hope and leaders of tomorrow. We must properly nurture them and give them ample room to realise their potentials. Hong Kong, like many other developed economies in the world, is facing the prospect of the twin challenges of an aging population and a dwindling workforce. This means that every single young person counts in propelling our economy and society forward in the years ahead. We cannot afford to, and must not, leave anyone behind.

My heartfelt appreciation goes to The Hong Kong Jockey Club Charities Trust for its generous financial support for the P.A.T.H.S. programmes and this Conference. I am also grateful to Professor Daniel Shek, his research team, the participating non-government organisations, schools, practitioners and academics for their hard work, professionalism, dedication and sterling contribution. The emphasis of this Conference and the programmes on holistic and positive youth development as well as family and community support provides much good food for us in addressing the various challenges facing today’s youths.

The Hong Kong Special Administrative Region Government attaches great importance to providing an environment conducive to the whole-person development of our young people. We strive to build multiple pathways, nurture a culture of multi-faceted excellence and promote upward mobility. These goals and objectives coincide with the positive beliefs and values promoted by this Conference.

Whether you are an academic, an educator, a social worker, a parent, or a member of the public, let us all join hands to build a brighter tomorrow for our youths.


Mr. Lai Tung-kwok SBS, IDSM, JP

Secretary for SecurityThe Government of the HKSAR

It is a great pleasure for me to write this congratulatory message for the International Conference on “Building a Better Future for Young People: The Role of Positive Youth Development, Family and Community”. I would like to extend my warmest congratulations to the organizers and the Organizing Committee for organizing this very meaningful conference.

Drug abuse amongst young people is a global challenge. In the past two decades in Hong Kong, we have witnessed several “peaks” in the abuse of tranquilizers, amphetamine-related drugs and ketamine. With the collaborative efforts of the Government, the anti-drug sector and the community as a whole in combating the drug abuse problem, we have observed a downward trend in the number of young drug abusers over the past few years. We are also pleased to note that the number of participating schools in the territory-wide Healthy School Programme with a Drug Testing Component has been on a steady rise.

To sustain the momentum, we firmly believe that the whole community should continue to join hands in fighting against drug abuse. In this connection, it is encouraging to note the development of the evidence-based project P.A.T.H.S. in Hong Kong. The project demonstrated its effectiveness in promoting the development of positive attitude among young people and enhancing their self-efficacy and resilience. Students in the experimental group displayed lower level and slower development of abuse of different drugs (such as ketamine, cannabis, solvent, heroin as well as illicit use of commercially available drugs) and showed lower intention to engage in substance abuse in future. The project is also identified as an evidence-based drug prevention program by a review study published in The Lancet.

I sincerely hope that more young people can make use of the program to strengthen their resolve against drugs.

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Congratulatory

Messages

Mr. Lau Kong-wah JP

Secretary for Home Affairs The Government of the HKSAR

Youth is the future of Hong Kong’s society. The Home Affairs Bureau attaches great importance to youth development work. We strive to promote a culture of multi-faceted excellence and the concept of multiple pathways for our youth. We encourage young people to develop a positive approach to life and a sense of social awareness, and pay attention to the development of Hong Kong and our country, while cultivating an international vision. We also encourage them to respect individual rights and fulfill social obligations.

We are glad to learn that the Project P.A.T.H.S. (the Project) shares the same vision with us and has made enormous impact on the community through the implementation of youth development programmes in secondary schools. Since its inception in 2005, a total of 284, 400 students have already benefitted from different phases of the Project.

The Project is an evidence-based programme with a high level of scientific rigor. Its successful implementation experience helps build community capacity in terms of positive youth development, and brings useful insights for the Government and relevant stakeholders in planning youth enhancement initiatives.

Another unique feature of the Project P.A.T.H.S. is its interface with its overseas counterparts. The International Conference on “Building a Better Future for Young People: The Role of Positive Youth Development, Family and Community” helps gather renowned experts on youth development from various disciplines and from different parts of the world to Hong Kong, and serves as a platform for cross-disciplinary collaboration to foster positive youth development.

Last but not the least, I would like to commend the Organising Committee, chaired by Professor Daniel Shek who is also the Chairman of the Family Council, for its dedication and contribution to promoting holistic youth development. I wish the Conference a great success and would take this opportunity to congratulate the Organising Committee for bringing it to fruition.


Mr. Lau Ming-wai BBS, JP

Chairman, Commission on YouthThe Government of the HKSAR

On behalf of the Commission on Youth, I would like to offer my heartfelt congratulations on the remarkable success of the Project P.A.T.H.S. and extend my warmest greeting to everyone taking part in the International Conference on “Building a Better Future for Young People: The Role of Positive Youth Development, Family and Community”. As a signature event of its kind in Hong Kong, this conference will bring together academics, researchers and practitioners to exchange knowledge and insights on how we can nurture young people and foster their holistic development.

Young people are the backbone of Hong Kong’s future. It is our mission to make every effort to facilitate the growth of young people and to meet their different developmental needs. As a pioneering youth program, the Project P.A.T.H.S. has been implemented over the past decade, aiming at promoting positive and holistic youth development in junior secondary school students in Hong Kong. Project P.A.T.H.S. is an evidence-based program. Longitudinal evaluation findings have confirmed the effectiveness of the project and its significant effects on reducing the risk-taking behavior of young people and promoting positive development in young people. This international conference offers a platform for sharing the longitudinal findings of the project. Participants will have a unique opportunity to hear presentations from renowned experts, researchers and practitioners in different disciplines from different parts of the world. The conference will also stimulate discussion on the role of positive youth development and related programs on different aspects of adolescent development.

I would like to express my deep gratitude to the organizers and the Organizing Committee for their hard work. I am confident that this conference will be a great success, and I trust that every participant will have a memorable time and a fruitful experience.

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Welcome

Message


Prof. Timothy W. Tong PhD, JP

PresidentThe Hong Kong Polytechnic University

It gives me great pleasure to welcome you to the International Conference on “Building a Better Future for Young People: The Role of Positive Youth Development, Family and Community”, jointly organized by The Hong Kong Polytechnic University, The Hong Kong Jockey Club Charities Trust, the Social Welfare Department and the Education Bureau of the HKSAR Government, as well as City University of Hong Kong, Hong Kong Baptist University, The Chinese University of Hong Kong and The University of Hong Kong.

In response to worrying trends relating to the development of young people both locally and globally, The Hong Kong Jockey Club initiated the “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” in 2004 for the benefit of junior secondary school students in Hong Kong.

Academics from five Hong Kong universities were invited to form a Research Team led by The Hong Kong Polytechnic University to develop curriculum materials, train teachers and social workers, and implement and subsequently evaluate Project P.A.T.H.S. Over the past decade, the Project has achieved impressive results with more than 320 schools and some 284,400 students having participated.

This two-day Conference will provide an excellent platform for local practitioners and researchers from the Chinese mainland to share research evidence and implementation experience from the Project, as well as to exchange international perspectives on positive youth development undertaken in a community-based setting.

I would like to take this opportunity to thank all distinguished speakers, organizers and co-organizers for their support and efforts. I wish you all a most enlightening and rewarding Conference.

Welcome

Message

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Welcome

Address


Welcome Address

Mr. Leong CheungExecutive Director, Charities and Community

The Hong Kong Jockey Club

On behalf of The Hong Kong Jockey Club Charities Trust, I should like to say a warm welcome to all participants of this International Conference on “Building a Better Future for Young People: The Role of Positive Youth Development, Family and Community”. Joining us for the next two days we have distinguished experts on youth development from both Hong Kong and overseas, eminent academics, teachers and other practitioners.

This conference marks another milestone in the development of The Hong Kong Jockey Club’s “Youth Enhancement Scheme – Positive Adolescent Training through Holistic Social Programme”, better known as Project P.A.T.H.S, which was initiated in 2004 aiming to investigate how the typical adolescent problems of drug-taking, family conflicts and general disaffection could be tackled by taking a holistic approach and by developing youth programmes based on evidence gathered through research. Our vision was to help junior secondary school students explore their potential and develop positive values. With the enthusiastic support of participating schools, teachers and agencies, P.A.T.H.S. programmes are being implemented in three phases from 2006 to 2017, funded by a HK$750 million donation from the Trust.

We are delighted to learn that evaluation findings have shown P.A.T.H.S. to be effective in assisting junior secondary students to develop positive beliefs and delay their involvement in risk behaviour. This was the first-known scientific youth development programme in the Chinese communities designed for adolescents, and it has not only raised the awareness of teachers and social workers about the importance of holistic and life skills development of young people, but also changed their mindset by focusing on the students’ strengths rather than their deficiencies. In fact, the Government has since included P.A.T.H.S. in some of its new initiatives. We are also proud to note that the scheme has been adapted and implemented in Mainland China, Macau and Singapore.

With the third phase we are implementing a Community-based Youth Enhancement Programme run by local NGOs at community venues such as child, youth and integrated family service centres. This will help P.A.T.H.S. continue its evidence-based, positive youth development approach to community youth services, benefiting many more young people.

As Hong Kong’s largest community benefactor, the Trust will continue to seek multiple ways of contributing to the community’s long-term sustainability. In the coming years, we strategically focus on three themes: youth, elderly and sports. In the past decade, the Trust has donated over HK$1.3 billion to youth-related projects, and will continue to support youth development programmes in Hong Kong, with a special focus on helping young people overcome their challenges.

This conference will provide an ideal platform for both local and international experts to explore youth development issues across the world, building on each other’s experience to devise the most appropriate ways to help the youth of tomorrow adopt positive attitudes and achieve their full potential.

I wish the Conference every success!


CONFERENCE

PROGRAM



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Day 1 May 12, 2016

Morning Session

Opening Ceremony and Keynote Speeches

9:00 - 9:30 AM Opening ceremony

9:30 - 10:05 AM Keynote speech: Building a better future for young people: The role of prevention program (Hatim Omar)

10:05 - 10:40 AM Keynote speech: Building a better future for young people: The Project P.A.T.H.S. in Hong Kong (Daniel Shek and Rachel Sun)

10:40 - 11:10 AM Tea break

11:10 - 11:45 AM Keynote speech: Building a better future for young people: An evidence-based approach (Bruce Thyer)

11:45 - 12:20 PM Keynote speech: Building a better future for young people: The role of holistic youth development (Joav Merrick)

Afternoon Session

Invited Papers on Six-Year Longitudinal Study Findings

2:00 - 2:30 PM Compensated dating and risk behavior in Chinese adolescents in Hong Kong (Tak-yan Lee, Daniel Shek, and Lu-yin Liang)

2:30 - 3:00 PM Consumption of pornographic materials and intention to engage in sexual behavior in Hong Kong Chinese adolescents (Cecilia Ma and Daniel Shek)

3:00 - 3:30 PM Personal well-being and Internet addiction in Chinese adolescents in Hong Kong (Lu Yu and Daniel Shek)

3:30 - 4:00 PM Tea break

4:00 - 4:30 PM Emotional competence and risk behaviors in Chinese high school students in Hong Kong (Janet Leung and Daniel Shek)

4:30 - 5:00 PM Perceptions of the new secondary school curriculum in Secondary 6 Graduates in Hong Kong (Florence Wu and Daniel Shek)

5:00 - 5:30 PM Longitudinal relationships among life satisfaction, hopelessness, self-harm and suicidal behaviors among Chinese adolescents: A cross-lagged analysis

(Ben Law and Daniel Shek)

CONFERENCE

PROGRAM


Day 2 May 13, 2016

Morning Session

Implementation Experience, Evaluation and Research

Afternoon Session

Implementation of the Project P.A.T.H.S. in mainland China

9:00 - 9:30 AM Implementation of the Project P.A.T.H.S.: Personal insights (Chun-kit Law and Ivy Hui)

9:30 - 10:00 AM From Junior P.A.T.H.S. to Senior P.A.T.H.S.: Implementation experiences (Kit-yung Ng)

10:00 - 10:30 AM Experiences in applying P.A.T.H.S. in liberal studies (Yuk Chan)

10:30 - 11:00 AM Tea break

11:00 - 11:30 AM Social worker - teacher collaboration in the Project P.A.T.H.S.: Challenges and personal insights (Yammy Chak)

11:30 - 12:00 PM Use of foul language in Chinese high school students in Hong Kong: Developmental trajectory and related predictors (Li Lin and Daniel Shek)

12:00 - 12:30 PM Adolescent sexual behavior, intention to engage in sexual behavior, and consumption of pornographic materials among high school students in Hong Kong

(Hildie Leung and Daniel Shek)

Afternoon Session

Invited Papers on Six-Year Longitudinal Study Findings

2:00 - 2:25 PM Family processes and Internet addiction in Chinese adolescents in Hong Kong (Moon Law and Daniel Shek)

2:25 - 2:50 PM Moral competence and adolescent risk behavior in Chinese high school students in Hong Kong (Daniel Shek, Xiao-qin Zhu, and Jian-qiang Liang)

2:50 - 3:15 PM Self-efficacy and adolescent risk behavior in Chinese adolescents in Hong Kong (Lu-yin Liang and Daniel Shek)

3:15 - 3:45 PM Tea break

3:45 - 4:10 PM School social work practice model from the perspective of prevention science: Based on the Tin Ka Ping P.A.T.H.S. Project in Su-zhou

(Xiao-yan Han, Li-ping Tang, and Hai-ping Wang)

4:10 - 4:35 PM The longitudinal effect of Positive Youth Development project in East China (Xi-xi Li, Xiao-yan Han, and Xiao-xiao Zhang)

4:35 - 5:05 PM School-based development model and future directions of Project P.A.T.H.S. in mainland China (Yi-ming Yang)

5:05 - 5:30 PM Integration of Project P.A.T.H.S. and the national moral curriculum: Possible routes (Hui Dai)

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Mortality and morbidity in young people are mostly the result of risky behaviors rather than illness. Consequences of these behaviors do carry over to adult life. Developmental, societal, psychosocial, economic and parenting issues influence both risk taking and adult future of this population. In order to improve outcomes and insure a better future, we need to implement preventive programs targeting early adolescents and extending into early adulthood. With the expanded use of the electronic media, many new challenges are coming to light. Research shows that early prevention is most effective in improving outcomes. We have found that school based health promotion, including screening for risk behaviors and providing school intervention as well as involving parents, schools and community is most effective in reducing teen suicide, pregnancy, drug abuse and eating disorders. This approach also increases graduation rates and decreases school dropout rates, which insures better future for teens.

In many countries, including the USA, the overall focus continues to be on intervention rather than prevention. The challenge for health care providers and researchers is to continue providing convincing research data to force politicians and communities to embrace prevention programs and provide funding for them. Prevention is less costly and more effective.

The challenges born from the massive social media networks are also significant. While social media has many positives, it also carries many dangers and reconciling those antagonistic sides would contribute to better outcomes.

9:30 - 10:05 AM Building a Better Future for Young People: The Role of Prevention ProgramHatim A. Omar University of Kentucky, U.S.A.

Paper Presentation

Day 1 May 12, 2016


10:05 - 10:40 AM Building a Better Future for Young People: The Project P.A.T.H.S. in Hong KongDaniel T.L. Shek1 & Rachel C.F. Sun2 1The Hong Kong Polytechnic University, Hong Kong, P.R. China2The University of Hong Kong, Hong Kong, P.R. China

To promote holistic development among adolescents in Hong Kong, The Hong Kong Jockey Club Charities Trust approved HK$400 million in 2004 to initiate a multi-year project entitled “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme”. The Project P.A.T.H.S. is co-organized by the Social Welfare Department, the Education Bureau, and a Research Team comprising academics from five universities in Hong Kong. The Research Team has developed, implemented, and evaluated the positive youth development program constructed in the project. The project is based on the positive youth development approach which maintains that young people have strengths and psychosocial competence is a key to holistic youth development.

There are three phases in the project. In the Initial Phase, the Research Team developed 120 teaching units for junior secondary school students, trained more than 7,000 potential program implementers, implemented the program in more than 200 schools and evaluated the program using different evaluation methods and data. Evaluation based on different strategies has consistently shown that different stakeholders had positive perceptions of the program, the instructor and the benefits of the program. Using a 5-year randomized group trial, a longitudinal study based on eight waves of data showed that students in the experimental schools had better positive youth development but slower development of adolescent substance abuse (smoking, drinking and consumption of illicit drugs) and delinquent behavior.

In view of the overwhelming success of the initial phase of the project, the Trust earmarked an additional funding of HK$350 million to extend the project for another cycle from 2009 to 2012. Subjective outcome evaluation findings consistently showed that program participants had positive views of the program, the instructor and the benefits of the program. The Research Team also revamped part of the original teaching units and developed new teaching units addressing adolescent developmental issues. At the same time, a pioneer 6-year longitudinal study was conducted to understand high school students in Hong Kong. The ground-breaking study generated findings of the profiles of psychosocial development in high school students in Hong Kong. Besides, economic disadvantage, family intactness, positive youth development attributes, family functioning, and parent-child relational qualities were identified as significant predictors of adolescent developmental outcomes.

From 2013 to 2017, a third phase of the project focusing on community-based youth enhancement initiatives has been implemented. Subjective outcome evaluation findings again showed that different stakeholders have positive evaluation of the program, the instructor and the benefits of the program. Findings based on pretest-posttest design also showed that the participants showed positive changes after joining the program.

Since its inception, more than 320 secondary schools with a total of 284,400 students (as at December 2015) benefited from different phases of the project. The findings of the project were reported in international refereed journals. The program was identified as an effective program in promoting holistic development of adolescents in an article in The Lancet. The program has been transplanted to other places outside Hong Kong, including Tin Ka Ping P.A.T.H.S. Project in China.

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This paper will describe the invaluable role of empirical research in developing psychosocial prevention programmes and interventions that will be effective in promoting positive youth development. It will also discuss the value of programme evaluation studies in determining the outcomes of existing positive youth development services. The focus will be on the more rigorous forms of evaluation studies such as randomized controlled trials (RCTs), and on the meta-analyses and systematic reviews which become possible once a sufficient number of RCTs have been conducted. A number of methodological advances are being made in the design and conduct of RCTs which help such studies become more transparent, rigorous and yield trustworthy results. Some of the advances that will be reviewed include (a) submitting one’s study protocol into a clinical trials registry before the study begins, (b) adhering to reporting standards such as the CONSORT (Consolidated Standards Reporting Trials, see http://www.consort-statement.org/) in the design and reporting of RCTs, (c) depositing one’s data in a public database within a reasonable period of time after study completion, (d) reporting the results of all trials (see http://www.alltrials.net/) regardless of the outcomes, so as to reduce the ‘file drawer’ problem, and (e) reporting results not simply in terms of statistical significance, but also through the use of appropriate measures of effect sizes. The role of professional journals, funding agencies, and governments in promoting these new research standards will be discussed. These methodological initiatives have the potential to significantly advance the rigor of outcome evaluation studies in areas such as positive youth development.

The findings of recent systematic reviews of the effects of various psychosocial interventions provided to young people and their families, as published by the Campbell and Cochrane Collaborations will be presented. Treatments will include topics such as home-based child development interventions, parent training programmes, drug courts, truancy interventions, cognitive-behavioural treatment of conduct problems, social skills training, mentoring and interventions. The current outcome research on relatively widely used and broad-based programmes such as Triple-P, Functional Family Therapy, and Multisystematic Therapy will also be reviewed. It is no longer justifiable to provide services to promote youth development without embedding such service delivery into the context of ongoing evaluation studies of outcomes, and (if outcomes are positive) of process and client satisfaction. The Project P.A.T.H.S. conducted here in Hong Kong is an example of this approach. Even interventions that have been previously well-supported through rigorous outcome studies need to be systematically evaluated when applied in new and perhaps cross-cultural contexts. In the past, numerous programs intended to promote positive youth development were widely adopted, and subsequently shown to have harmful effects. Social care programmes need to guard against the proliferation of preventive services and treatments which lack an adequate empirical foundation of outcomes research, and to systematically evaluate existing services to help ensure that youth are genuinely being helped and not harmed.

11:10 - 11:45 AM Building a Better Future for Young People: An Evidence-based ApproachBruce A. Thyer Florida State University, U.S.A.

Paper Presentation

Day 1 May 12, 2016


Adolescence is a developmental transition between childhood and adulthood. It is the period from puberty until full adult status has been attained. In our society, adolescence is sometimes called a luxury and some even claim that the real reason there is the developmental period of adolescence was to delay young people from going into the workforce, due to the scarcity of jobs. There are also varying views on the actual timeline of adolescence, especially about when it ends. Typically, we view adolescence beginning at puberty and ending at 18 or 21 years, while others suggest that there is a period of late adolescence that extends well into what is now known as the period of young adulthood.

Positive youth development is a set of strategies which any program or program model can adopt to help guide youth on a successful transition to adulthood. It is an approach that provides youth with the broadest possible support, enabling them to attain desirable long-term outcomes, including economic self-sufficiency and engagement in healthy family and community relationships.

In this presentation we will discuss the nature of holistic youth development, the positive aspects and multi-disciplinary collaborations, and how to build a better future and overcome challenges ahead.

11:45 - 12:20 PM Building a Better Future for Young People: The Role of Holistic Youth DevelopmentJoav MerrickUniversity of Kentucky, U.S.A.

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Compensated dating is a term that originated in Japan, and refers to the practice where adolescents offer companionship and/or sexual services for the purpose of receiving financial remuneration or material rewards. In recent years, more and more young people have been engaging in compensated dating activity and it has become a worrying trend in Asian countries. Past research has indicated that the phenomenon of compensated dating would jeopardize the development of adolescents due to a number of reasons. First, compensated dating involving sexual intercourse between adults and minors is illegal in many countries. Second, adolescents who get involved in compensated dating had a higher risk to become victims of physical abuse, maltreatment, and sex crime. Third, compensated daters are stigma-prone, which means they have greater tendency to experience stigma, including guilt and shame. Fourth, existing studies have documented that many adolescents who have joined compensated dating ended up in prostitution. Although the adverse effects of compensated dating on youth development are significant, we still know little about the patterns of this behavior in different Chinese contexts. We are also unclear what kinds of factors would increase the risk of engaging in compensated dating activity during adolescence.

To promote our understanding of the related phenomenon, our research examined the prevalence and risk factors of compensated dating in Hong Kong adolescents based on five waves of data via a longitudinal design. The data was collected between 2010 and 2015. Students from Grade 8 to Grade 12 in 28 secondary schools in Hong Kong (Wave 1: 2,905; Wave 2: 2,860; Wave 3: 2,684; Wave 4: 2,474; Wave 5: 2,385) were invited to participate in this study. Pearson correlation analysis was applied to measure the extent to which different risk factors related to each other. Multiple regression analysis was then performed to examine how well engagement of compensated dating was predicted by these factors.

Several findings are highlighted in the study. First, majority of the students had never engaged in compensated dating. Second, contrary to previous research, more male than female adolescents reported that they had compensated dating experiences. Third, drug abuse, delinquency, exposure to sexual materials, self-harm, suicidal behavior, Internet addiction, and risk behavior intention were found to have negative impacts on the engagement of compensated social activities, compensated sexual behavior, and overall compensated dating activities to different degrees across the waves. Fourth, drug abuse was the strongest risk factor for compensated dating behavior. The current study has shed light on prevention program development for Chinese adolescents.

2:00 - 2:30 PM Compensated Dating and Risk Behavior in Chinese Adolescents in Hong KongTak-yan Lee1, Daniel T.L. Shek2, & Lu-yin Liang2 1City University of Hong Kong, Hong Kong, P.R. China2The Hong Kong Polytechnic University, Hong Kong, P.R. China

Paper Presentation

Day 1 May 12, 2016


Mass media plays a significant role in the sexual socialization of adolescents. With the popular use of the Internet, its impact becomes more salient as adolescents can freely access sexual information anonymously with almost no financial cost. Empirical research has shown the negative effects of adolescent consumption of pornographic materials, such as sexually aggressive attitudes and early initiation of sexual relationship. Examination of the antecedents and consequences of pornography consumption is an essential step in understanding the related behaviors and designing appropriate prevention programs.

Although some work has been done to study the correlates of adolescent exposure to pornographic materials, most of them focus on the risk factors. Little is known about how consumption of pornography would affect their intention to engage in sexual behavior. Another limitation of the existing literature is that most of the studies used correlational or cross-sectional analysis. As such, longitudinal designs are indispensable to examine how different ecological factors influence adolescent sexual outcomes across time.

The purposes of the present study were a) to explore the effects of consumption of pornographic materials on intention to engage in sex across high school years and b) to examine whether such associations were mediated by the positive youth development qualities. The participants were recruited from a six-year longitudinal study of youth development (2009-2015 academic years). In the present study, the data used were based on different time points, Grade 7 (Wave 1: N = 3,328, 52% male), Grade 8 (Wave 2: N = 3,638, 52% male), Grade 9 (Wave 3: N = 4,106, 54% male), Grade 10 (Wave 4: N = 3,973, 53% male), Grade 11 (Wave 5: N = 3,683, 52% male) and Grade 12 (Wave 6: N = 3,498, 52% male). While Wave 1 to Wave 3 were junior secondary school years, Wave 4 to Wave 6 were senior secondary school years. At Wave 1, the mean age of the participants was 12.6 years (SD = .74). The cross-sectional and longitudinal influences of pornography consumption on intention to engage in sexual behavior were examined.

Several phenomena could be highlighted from the present study. First, consumption of online pornography was concurrently related to intention to engage in sexual behavior at both Wave 1 and Wave 6. Second, online pornography consumption at Wave 1 predicted intention to engage in sex at Wave 3, while both online and traditional pornography consumption at Wave 4 predicted intention to engage in sexual behavior at Wave 6. Third, early pornography consumption at Wave 1 was not related to intention to engage in sexual behavior at Wave 6. Lastly, positive youth development was concurrent and longitudinal mediator of the influence of consumption of pornographic materials on intention to have sex. The theoretical and practical implications of the present findings are discussed.

2:30 - 3:00 PM Consumption of Pornographic Materials and Intention to Engage in Sexual Behavior in Hong Kong Chinese Adolescents Cecilia M.S. Ma & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China

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Internet addiction refers to an individual’s inability to control the use of the Internet which eventually leads to distress and impairment in one’s daily life. Research findings suggest that Internet addiction has become a serious youth problem across the world and there is an urgent need to find effective strategies to reduce this problem. Previous studies have shown the importance of psychosocial competence and well-being in the development of Internet addiction. The present study investigated the relationship among life satisfaction, hopelessness, and Internet addiction in adolescents over six years.

Starting from the 2009-2010 school year, Secondary 1 students in 28 secondary schools in Hong Kong participated in a six-year longitudinal study. Up to the 2014-2015 school year, six waves of data were collected from the same group of students (Wave 1: 3,328 students with 1,719 males and 1,572 females, Wave 2: 2,905 students with 1,445 males and 1,419 females; Wave 3: 2,860 students with 1,433 males and 1,407 females, Wave 4: 2,684 students with 1,336 males and 1,338 females; Wave 5: 2,474 students with 1,200 males and 1,265 females, and Wave 6: 2,385 students with 1,161 males and 1,218 females). All the participants responded to a questionnaire containing measures of positive youth development, multiple adolescent risk behavior including Internet addiction, personal well-being, and demographic information on a yearly basis.

The prevalence rates of Internet addiction in Hong Kong adolescents ranged from 17% to 26.8% in six years. Male students consistently showed a higher prevalence rate and level of Internet addiction than did female students. In each wave, participants’ Internet addictive behaviors were negatively predicted by life satisfaction while positively predicted by self-reported sense of hopelessness after controlling for gender, age, and family economic status. Longitudinal data revealed that while participants’ feelings of hopelessness at Wave 1 served as a risk factor for youth Internet addiction at Wave 6 (β = .08, p < .01), the longitudinal protective effect of life satisfaction was not significant.

The results suggested that personal well-being plays an important role in adolescent Internet addiction. Particularly, a sense of hopelessness may exacerbate addictive behaviors to Internet over time. Further investigation on the relationship between life satisfaction and Internet addiction is needed.

3:00 - 3:30 PM Personal Well-being and Internet Addiction in Chinese Adolescents in Hong KongLu Yu & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China

Paper Presentation

Day 1 May 12, 2016


In this paper, the concurrent and longitudinal impacts of emotional competence on risk behaviors of Chinese adolescents in Hong Kong were examined. Six waves of longitudinal data were collected from a random sample of 3,328 Chinese secondary school students in Hong Kong at Wave 1. The students were invited to complete a questionnaire measuring emotional competence, drug use, delinquent behaviors, deliberate self-harm and suicidal behaviors. Gender was significantly correlated with emotional competence, drug use, delinquent behaviors, deliberate self-harm and suicidal behaviors, with girls showing a higher level of emotional competence than did boys. While girls showed more deliberate self-harm and suicidal behaviors, they showed less drug use and delinquent behaviors than did boys.

Regarding concurrent relationship between emotional competence and adolescent risk behaviors, hierarchical multiple regressions were performed. Gender and emotional competence were entered into hierarchical blocks. It was found that emotional competence negatively predicted adolescent drug use, delinquent behaviors, deliberate self-harm and suicidal behavior in each concurrent wave after controlling for adolescents’ gender.

Individual growth curve modeling was used to examine the longitudinal relationships between emotional competence and adolescent risk behaviors across time. Regarding drug use, higher emotional competence predicted less drug use of students at the initial wave, but emotional competence did not significantly account for the variability of drug use over time. For delinquent behaviors, students with higher emotional competence reported less delinquent behaviors at the initial assessment and emotional competence significantly accounted for the variability of adolescent delinquent behaviors.

For deliberate self-harm, it was found that emotional competence negatively predicted deliberate self-harm of adolescents in the initial wave. Emotional competence was a predictor of the linear and quadrate changes of deliberate self-harm in the subsequent waves. While students with lower emotional competence reported a faster drop of deliberate self-harm than did those with higher emotional competence, the rate of changes decelerated across time. Similar effects were observed in adolescent suicidal behaviors. Emotional competence negatively predicted suicidal behaviors of adolescents in the initial wave and it accounted for the linear and quadrate changes of suicidal behaviors of adolescents. Students having lower emotional competence reported a faster rate of drop of suicidal behaviors, but the rate of changes slowed down across time. Across all waves, students with higher emotional competence displayed lower levels of risk behavior.

The study suggests that emotional competence is an important protective factor preventing adolescents from internalizing (deliberate self-harm and suicidal behaviors) and externalizing (drug use and delinquent behaviors) behavioral outcomes. Practically speaking, cultivation of emotional competence is an important strategy for the prevention of adolescent drug abuse, delinquency, self-harm and suicide.

4:00 - 4:30 PM Emotional Competence and Risk Behaviors in Chinese High School Students in Hong KongJanet T.Y. Leung & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China

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Paper Presentation

Day 1 May 12, 2016

To bridge with the world-wide educational advancement, the Education Bureau has initiated the education reform since 2006 and the secondary school structure of Hong Kong has been changed from 5-year secondary and 2-year matriculation to 3-year junior and 3-year senior secondary structure. The New Academic Structure (NAS) has brought both opportunities and challenges to different stakeholders, such as students, teachers and parents. It is crucial to learn how students, the "receivers" of this educational reform, perceive this change and how this change has impacted on them. Against such background, the views of Secondary 6 students to the new high school curriculum, including their confidence in handling the challenges aroused from NAS, related stress of academic pursuit, and adequacy of school support are described in this paper. Besides, their views on the importance of life skills and adequacy of its coverage in the formal curriculum are also covered in the present study.

Several research questions were asked in this study: (1) Are senior high school students confident about their study? (2) Do senior high school students feel stressful about the new high school curriculum? (3) Do senior high school students feel stressful about their current study? (4) What is the view of senior high school students regarding school support? (5) Do senior high school students think that there is a need for students to learn life skills? (6) Do senior high school students think that life skills are adequately covered in the senior high school? (7) What are the inter-relationships amongst study confidence, study stress and perceived school support? (8) Is there any relationship between positive youth development (PYD) attributes and study confidence and study stress? The general hypothesis was that there would be significant correlations amongst these factors. It was expected that perceived stress and perceived school support would predict perceived study confidence. It was also predicted that PYD would predict perceived confidence, stress and school support.

Data were collected within the context of a six-year longitudinal study in Hong Kong which began in 2009-10 academic year. Results showed that above 40% of the students did not feel confident about their study and around 62% of them felt stressful in the current study and in facing the NAS. Regarding the sufficiency of school support, nearly 45% of the students found that school support was barely adequate. Although most of the students attached high importance to life skills, around 45% of the students regarded that the coverage of such knowledge in the formal curriculum was not sufficient. Consistent with our hypotheses, perceived stress and school support predicted perceived confidence; positive youth development attributes were positively linked to students' study confidence yet negatively correlated to their study stress.

4:30 - 5:00 PM Perceptions of the New Secondary School Curriculum in Secondary 6 Graduates in Hong KongFlorence K.Y. Wu & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China


We examined the longitudinal relationships among life satisfaction, hopelessness, self-harm, and suicidal behaviors among Chinese adolescents in Hong Kong for 6 years. We used quantitative data based on a large sample of adolescent participants. The participants consisted of 2,023 students from 28 secondary schools in Hong Kong using the multi-stage cluster random sampling method. The participants who initially joined this study were in Grade 7 (Wave 1: N = 1,543), and were followed up from Grade 10 (Wave 4: N = 1,543) and Grade 12 (Wave 6; N = 1,543). The present study is based on the responses of 1,543 students across these three waves.

A longitudinal autoregressive cross-lagged analysis using Mplus was conducted. We adopted repeated measures for life-satisfaction, hopelessness, self-harm and suicidal behaviors for these three waves. We also controlled the effects of gender, family non-intactness, and economic disadvantage. As the first step, all stability coefficients for the four outcome variables (life satisfaction, hopelessness, self-harm and suicidal behaviors) were significant, suggesting that these measures were stable across time. Life satisfaction in Wave 1 was negatively associated with hopelessness in Wave 4. This association appeared again from Wave 4 to Wave 6. On the other hand, suicidal behaviors in Wave 1 positively predicted self-harm in Wave 4, but this association was not found from Wave 4 to Wave 6. Suicidal behaviors in Wave 4 were positively associated with hopelessness in Wave 6 only.

In addition, two strong indirect effects were found: (a) hopelessness in Wave 4 mediated the effects between life satisfaction in Wave 1 and Wave 6, and (b) life satisfaction in Wave 4 mediated the effects between suicidal behaviors in Wave 1 and Wave 6. Thus, life satisfaction and hopelessness are two critical dimensions when we understand adolescent self-harm and suicidal behaviors. In particular, life satisfaction was found to be an important linkage between suicidal behaviors at two waves for adolescents. Given the importance of life satisfaction and hopelessness, more evidence-based sophisticated positive youth development programs are needed for the prevention of self-harm and suicidal behaviors. Evidence-based programs are especially required for Grade 7 (Wave 1) suicidal prevention programs as this would have an impact for the self-harm for Grade 9.

5:00 - 5:30 PM Longitudinal Relationships among Life Satisfaction, Hopelessness, Self-harm and Suicidal Behaviors among Chinese Adolescents: A Cross-lagged AnalysisBen M.F. Law1 & Daniel T.L. Shek2

1 The University of Hong Kong, Hong Kong, P.R. China2 The Hong Kong Polytechnic University, Hong Kong, P.R. China

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As one of the diversified social service organizations, Hong Kong Children and Youth Services implemented "P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme" since 2006. With concrete experiences in implementing the scheme both in schools and communities for nine academic years, we gradually mastered the art of designing and adjusting the program content in response to the needs of the students and different cultural backgrounds of schools.

Over the years, there were many significant and memorable experiences that we would like to share. Some of the points are listed below:

• Experience sharing among social workers: Breakfast Meeting

• Advantage of school-based model: Growth Navigators

• Advantage of community-based model: Inter-school Activities

• Touching moments: Equal Share Action

9:00 - 9:30 AM Implementation of the Project P.A.T.H.S.: Personal Insights Chun-kit Law1 & Ivy Hui21 Hong Kong Children and Youth Service, Hong Kong, P.R. China2 Jockey Club Heng On Integrated Children and Youth Services Centre, Hong Kong, P.R. China

Paper Presentation

Day 2 May 13, 2016


The Hong Kong Education Bureau started to implement the “334” academic structure in 2009. The senior secondary school curriculum was adjusted based on Senior Secondary Curriculum Guide - The Future is Now: from Vision to Realization. The change of academic structure and school curriculum resulted in change of frequency and mode of evaluation. In addition, since the quota of university student is increased, the new generation of youth changed their perspectives of further education and employment. Nowadays, education should inspire and equip students, as well as help students realize their personal vision. Furthermore, students should learn how to contribute to the well-being and progress of the society, the nation and the world through education.

Hong Kong Yan Oi Tong Tin Ka Ping Secondary School first implemented the pilot trial of the Project P.A.T.H.S. to Adulthood, which is a systematic and practical curriculum for junior secondary school students. This project did not develop the curriculum for senior secondary school students. However, because senior secondary school students have their own distractions and needs in their growth, Yan Oi Tong Tin Ka Ping Secondary School allocated resources to implement Senior P.A.T.H.S. especially for senior secondary school students.

The curriculum of Senior P.A.T.H.S. focuses on career planning. The core team was Career's Guidance Team, while Discipline Team, Guidance Team, Extra-curricular Activities Team, and Moral and Citizenship Education Team were also included. Through the diversity of the curriculum design, official and nonofficial curriculum activities, the project is aimed at providing omnibearing career education for students, and then enhancing students’ sustained development capability. There are three characteristics of the school-based Senior P.A.T.H.S. curriculum. The first one is longitudinal curriculum planning. Specifically, career planning curriculum covers both junior secondary school and senior secondary school. The content of the curriculum includes personality identity, college-choice, trend of job market, social development, national planning, world situation, and so on. The second one is individual focus. Specifically, the subject choosing and career planning are diverse among individuals, a well-developed growth curriculum should care for the growth of the group, as well as the growth of individuals. The last one is independent career planning. Specifically, a short-term goal of the career planning curriculum for senior secondary school students is to help them make a better choice after graduating from senior secondary school, while a long-term goal is to promote and to inspire their independence consciousness and ability for future life planning.

9:30 - 10:00 AM From Junior P.A.T.H.S. to Senior P.A.T.H.S.: Implementation ExperiencesKit-yung NgYan Oi Tong Tin Ka Ping Secondary School, Hong Kong, P.R. China

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To equip students with comprehensive social skills and promote whole-person development, Ning Po College has implemented the Project P.A.T.H.S. in the junior form Liberal Studies curriculum since 2006. To enhance quality of teaching and learning, Liberal Studies teachers and social workers usually co-teach and prepare for lessons collaboratively every week. During the weekly preparation session, we share teaching experience and evaluate each other’s classes to increase the effectiveness of the teaching plan.

The project P.A.T.H.S. is rich in content and has a well-developed structure, and therefore, students could understand the concepts easily. Our school has adopted various teaching strategies to further enhance the effectiveness of learning. For example, students are required to do preparation before class. We believe that learning outcomes will be maximized if students have basic understanding of the teaching materials. Besides, we emphasize collaborative learning. Students are required to work as a team for class activities, such as role play, group discussion, debating, election and group presentation on social issues. In addition, a wide variety of assignments have been assigned to students as a revision to consolidate their learning.

We would like to express our appreciation towards the Project P.A.T.H.S., which promotes healthy adolescent development and whole person development at the early stage for students. It helps teenagers to establish clear goals and live the best of their life.

10:00 - 10:30 AM Experiences in Applying P.A.T.H.S. in Liberal StudiesYuk ChanNing Po College, Hong Kong, P.R. China

Paper Presentation

Day 2 May 13, 2016


Implementation of large-scale youth development programs in schools is not simple. In particular, intensive staff involvement and harmonious inter-disciplinary collaboration are essential in the process. The Project P.A.T.H.S. has provided a very good platform for schools and non-governmental organizations (NGOs) to jointly implement a two-tier positive youth development program, which not only enhances the holistic development of adolescents, but also significantly enriches inter-professional collaboration of social workers and educators.

In this paper, a social worker who had coordinated and implemented the programs in the Project P.A.T.H.S. would share the related implementation experiences. Based on the model of interdisciplinary collaboration (Bronstein, 2003), tangible and intangible components contributing to the program success will be highlighted. The five key components are: (1) Interdependence, (2) Newly Created Professional Activities, (3) Flexibility, (4) Collective Ownership of Goals, and (5) Reflection on Process. In fact, strong and effective social worker-teacher collaboration can be the centerpiece for creating change in students. While learning the expertise of each profession, collaborative practice promotes positive educational outcomes and brings positive influence in the classroom practice as well as the whole school atmosphere. The implications for implementing positive youth development programs in the school context are discussed.

11:00 - 11:30 AM Social Worker -Teacher Collaboration in the Project P.A.T.H.S.: Challenges and Personal Insights Yammy L.Y. ChakThe Hong Kong Polytechnic University, Hong Kong, P.R. China

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Paper Presentation

Day 2 May 13, 2016

Use of foul language has become increasingly popular or even “normalized” among young people, although swearing is still regarded as controversial, profane or even forbidden in many social contexts. As such, it is a thorny developmental issue for professionals in education, social work, youth service and adolescent research. However, little empirical research has been conducted to understand the developmental pattern of the use of foul language over adolescence. More importantly, there is a need to identify psychosocial factors that could help reduce the use of foul language. Previous research has suggested that adolescent delinquent behavior increases during adolescence. According to the tenets of positive youth development perspective, promotion of psychosocial competencies would help reduce adolescents’ delinquent behavior. Hence, it should bear a similar implication for the use of foul language, which arguably is a sort of adolescent delinquent behavior.

Adopting a longitudinal design, this study addressed two research questions: 1) Does adolescents’ use of foul language increase over the high school years?; 2) Are psychosocial competences (i.e., emotional competence, social competence, and moral competence) inversely associated with the increase of use of foul language among adolescents over the high school years? A total of 3,328 seventh graders in Hong Kong were assessed annually over six high school years. They rated on their frequency of speaking foul language and psychosocial competencies.

Univariate latent growth curve modeling was used to address the first question. Results showed that use of foul language was on the rise with the increase rate slowing down over the high school years. Multivariate latent growth curve modeling was employed to address the second question, and the results revealed that: a) the higher the initial levels of emotional, social or moral competencies, the lower the initial frequency of speaking foul language; b) the higher the initial level of emotional or moral competence, the slower the increase of speaking foul language; c) the increase (decrease) in the three psychosocial competencies predicted the decrease (increase) in speaking foul language, respectively. This study sheds light on the developmental pattern of the use of foul language among Hong Kong adolescents, and suggests that emotional competence, social competence and moral competence play a critical role in reducing the use of foul language among adolescents.

11:30 - 12:00 PM Use of Foul Language in Chinese High School Students in Hong Kong: Developmental Trajectory and Related PredictorsLi Lin & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China


During adolescence, youths commonly harbor sexual curiosity which is developmentally normal. Studies have found that sex is the most frequently searched topic among teens on the Internet and worrying trends in adolescent sexuality have also been observed. As such, primary prevention programs promoting healthy sexuality are needed for adolescents at earlier ages. In order to develop effective programs, however, there is a need to better understand factors that may impact on adolescents’ sexual behaviors, intentions, as well as related activities such as the consumption of pornographic materials.

Most of the existing studies investigating gender differences in sexual behavior among adolescents have been predominantly conducted in the West and focused on examining sexual behaviors and attitudes among college students. Besides, few studies have investigated gender differences in sexual behavior or consumption of pornographic materials among high school students, especially in the Asian context. Against this background, the present study attempted to (a) identify gender differences in adolescent sexual behavior, in intention to engage in sexual behavior, and consumption of Internet and traditional mass media pornographic materials; (b) investigate the relationship amongst sexual behavior, intention to engage in sexual behavior, and consumption of pornographic materials; and (c) examine whether adolescent sexual behavior and intention to engage in sexual behavior would impact on adolescents’ consumption of different pornographic materials both concurrently and longitudinally.

Data were collected from the high school students in Hong Kong beginning from the 2009/2010 academic year (N = 3,228 at Wave 1). Students were assessed subsequently at one year intervals for six years. Gender differences were identified across all waves for intention to engage in sexual behaviors, and for consumption of both Internet and traditional mass media pornographic materials, with adolescent boys showing higher levels on these behavioral measures. However, gender differences were not found for past sexual behavior. Results also revealed that adolescent past sexual behavior and intention to engage in sexual behavior predicted their consumption of both Internet and traditional mass media pornographic materials at Wave 1. Longitudinally, intention to engage in sexual behavior at Wave 1 significantly predicted adolescent consumption of Internet pornographic materials, but not traditional mass media pornography at Wave 6. Adolescents’ past sexual behavior also did not predict their consumption of pornography at Wave 6.

This longitudinal study highlights the importance of understanding gender differences among adolescent sexual behavior, intention to engage in sexual behavior, and consumption of pornographic materials for the promotion of sexual health among youngsters. Findings suggest that effective positive youth development and sexual health programs should include gender related concepts such as gender roles, stereotypes, beliefs, and attitudes prescribed in their specific culture.

12:00 - 12:30 PM Adolescent Sexual Behavior, Intention to Engage in Sexual Behavior, and Consumption of Pornographic Materials among High School Students in Hong KongHildie Leung & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China

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Adolescent addictive problems such as Internet addiction are rising globally. Research findings showed that Internet addiction adversely affects different developmental domains of adolescents, including the physical, psychological, social and spiritual domains. According to the ecological perspective, factors in different systems such as school, community, and peer systems contribute to adolescent Internet addiction. However, compared with research in other systems (particularly personal factors), research examining how different family processes contribute to adolescent Internet addiction is lacking, particularly in the Chinese culture.

To fill the research gap, this study was conducted to examine how different family processes, including parental behavioral control, parental psychological control, and parent-child relational qualities, influence adolescent Internet addiction. A total of 3,328 Chinese junior secondary school students responded to measures of perceived behavioral control, perceived psychological control, parent-child relational qualities, family functioning, and adolescent Internet addiction.

Regarding measures of dyadic parent-child relational qualities, consistent with our expectations, both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) showed that three distinct factors (parental behavioral control, parental psychological control, and parent-child relational qualities) were extracted from the father-child and mother-child relational measures. The findings supported the hypothesized models, with good internal consistency for the various scales and subscales.

Consistent with our predictions, while parental behavioral control and parent-child relational qualities were negatively associated with adolescent Internet addiction, parental psychological control was positively correlated with adolescent Internet addiction. Multiple regression analyses showed that parental behavioral control, parental psychological control, parent-child relational qualities, and family functioning predicted adolescent Internet addiction. Compared to mother-child relational processes, paternal behavioral control, father-child relational quality, and father-child subsystem showed stronger impacts on adolescent Internet addiction.

2:00 - 2:25 PM Family Processes and Internet Addiction in Chinese Adolescents in Hong KongMoon Y.M. Law & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China

Paper Presentation

Day 2 May 13, 2016


Moral competence refers to the affective and cognitive aspects of adolescents’ competence regarding altruistic orientation, moral judgment, and development of values. Promoting adolescent moral competence could help reduce the risk of having problem behavior, such as substance abuse and delinquency. Although moral competence is regarded as an important factor shaping adolescent development, there are several limitations in the research of moral competence in adolescence. First, there are few studies in different Chinese contexts. Second, few studies use samples that are large and representative. Third, most of the existing studies are cross-sectional in nature with very few longitudinal studies detecting both short-term and long-term effects of moral competence on adolescent risk behavior.

The present study investigated the longitudinal relationships between moral competence and adolescent risk behavior over a period of six years. This longitudinal project was implemented in the 2009/2010 academic year. A total of 3,328 high school students (Grade 7) participated in Wave 1. They were invited to complete the same questionnaire assessing their positive youth development constructs (including moral competence), family processes, and measures assessing their risk behaviors, such as substance abuse, delinquency, Internet addiction, self-harm, and suicidal behavior. Based on the existing theories and previous findings, there were four hypotheses in this study: 1) moral competence at Wave 6 would be negatively correlated with risk behavior at Wave 6; 2) moral competence at Wave 1 would be negatively related to adolescent risk behavior at Wave 6; 3) moral competence at Wave 6 would predict adolescent risk behavior at Wave 6; 4) moral competence at Wave 1 would predict adolescent risk behavior at Wave 6.

Results showed that adolescent moral competence was concurrently and longitudinally correlated with adolescent risk behavior. Moreover, adolescent moral competence in Wave 6 predicted adolescent risk behavior in Wave 6; adolescent moral competence in Wave 1 predicted adolescent risk behavior in Wave 6. The findings basically supported Hypotheses 1 to 4. The present findings are consistent with the theoretical expectations and previous research findings. The study echoes the importance of adolescent moral competence which may serve as a protective factor for adolescent risk behavior in adolescent years. The study also suggests that Project P.A.T.H.S. has long-term effect in preventing adolescent problem behavior through promoting positive youth development.

2:25 - 2:50 PM Moral Competence and Adolescent Risk Behavior in Chinese High School Students in Hong KongDaniel T.L. Shek, Xiao-qin Zhu, & Jian-qiang LiangThe Hong Kong Polytechnic University, Hong Kong, P.R. China

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Self-efficacy is commonly conceived as the belief about one's ability to successfully accomplish tasks and achieve goals. It is the core concept of Bandura’s social cognitive theory that emphasizes the essential role of human agency in behavioral functioning. Self-efficacy not only directs the interpretation of one’s attainment, but also motivates one’s decision making process and mediates courses of action one pursues. Studies have shown that self-efficacy could benefit the development and well-being of adolescents in different ways, such as promoting school performance, improving social relationship skills, and enhancing psychological health. The importance of self-efficacy in reducing adolescent risk behavior was also highlighted in the scientific literature.

While past research has largely focused on the impact of self-efficacy on youth development, antecedents of self-efficacy and its developmental patterns in adolescence have not been sufficiently and well discussed. In addition, although risk behavior has been identified as the consequential aspect of self-efficacy in adolescence, whether it could also be treated as the predictor of self-efficacy remains unclear. To fill the research gaps, the present study provided an investigation of Chinese adolescents in Hong Kong on the development of their self-efficacy, and explored how adolescent self-efficacy was affected by different types of risk behavior.

Six waves of data were collected from students in 28 secondary schools (Wave 1: 3,328; Wave 2: 2,905; Wave 3: 2,860; Wave 4: 2,684; Wave 5: 2,474; Wave 6: 2,385) in Hong Kong from 2009 to 2015. Several observations can be highlighted from the study. First, there was a gradual increase in self-efficacy during the adolescent years. Second, risk factors such as drug abuse, delinquency, exposure to sexual materials, Internet addiction, self-harm, suicidal behavior, and risk behavior intention were found to be correlated with each other. Third, risk behaviors exerted negative influence on the development of self-efficacy in adolescence to a different extent. Fourth, the impacts of drug abuse, delinquency, Internet addition, and self-harm behavior on self-efficacy were stronger and consistent across different developmental stages, while the effect of exposure to sexual materials was a relatively weaker factor when compared with other risk factors. Finally, while risk behavior intention had negative impact on self-efficacy in early adolescence, suicidal behavior showed negative impact on self-efficacy in late adolescence. The theoretical and practical implications of the findings are discussed.

2:50 - 3:15 PM Self-efficacy and Adolescent Risk Behavior in Chinese Adolescents in Hong KongLu-yin Liang & Daniel T.L. ShekThe Hong Kong Polytechnic University, Hong Kong, P.R. China

Paper Presentation

Day 2 May 13, 2016


In accordance with the three levels of the prevention science theory - universal, selective, and indicated prevention - we explored how to develop a practical and effective School Social Work Practice Model during the initial stage of school social work development in mainland China. In this process, we integrated moral education, psychology, class meetings, and parenting schools by introducing a youth development program that promotes holistic, positive development among the youth. Action research of three years, which involved four stages of exploratory practice, was conducted. These four stages include the initial stage of embedding classroom cooperation, prolonging classroom social service, multi-dimensional development of charity program support, and finally establishing mechanisms for stationing school social workers. This study formulates the “Co-create” of the School Social Work Practice Model including the following seven aspects: focus points, objectives, conceptual framework, fundamental theories, client system, problem sources, and social workers’ responsibilities.

3:45 - 4:10 PM School Social Work Practice Model from the Perspective of Prevention Science: Based on the Tin Ka Ping P.A.T.H.S. Project in Su-zhouXiao-yan Han1, Li-ping Tang2, & Hai-ping Wang1

1East China Normal University, Shanghai, P.R. China2Suzhou University of Science and Technology, Suzhou, P.R. China

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Tin Ka Ping P.A.T.H.S. Project aims to promote adolescents’ positive development in mainland China. During the past three years (2011-2014), nearly a thousand students in East China have participated in the project and four Tin Ka Ping secondary schools even have incorporated the project into their moral education and psychological programs to promote student participation and facilitate their holistic development. Objective outcome evaluation using a longitudinal study was conducted to evaluate the effectiveness of the project. Compared with students in control group, students in Tin Ka Ping secondary schools showed significant advantages on bonding, emotional competence, and positive youth development attributes in the three consecutive years; they also demonstrated significant improvement on behavioral competence, moral competence, prosocial norms and self-determination. Moreover, implementation of P.A.T.H.S. Project also showed important protective effect on students in Tin Ka Ping secondary schools regarding their performance on social competence, cognitive competence, self-efficacy, resilience, spirituality, clear and positive identity, beliefs in the future, prosocial involvement, recognition for positive behavior, and life satisfaction. Subjective outcome evaluation indicated that program effect and quality of teachers were as satisfactory as expected. Furthermore, all the different stakeholders gave positive evaluation on the program, teachers, and program effect. These results strongly support the ongoing implementation and promotion of the project in mainland China.

4:10 - 4:35 PM The Longitudinal Effect of Positive Youth Development Project in East ChinaXi-xi Li, Xiao-yan Han, & Xiao-xiao ZhangEast China Normal University, Shanghai, P.R. China

Paper Presentation

Day 2 May 13, 2016


The P.A.T.H.S. Project is a positive youth development program aiming to promote adolescents’ holistic development that has been successfully implemented in Hong Kong. It also accumulated rich experience for school-based curriculum development. During the 2011-2014 academic years, with the support provided by Tin Ka Ping Foundation, the project has been successfully adapted and implemented in the four Tin Ka Ping secondary schools in mainland China. The implementation of the Tin Ka Ping P.A.T.H.S. Project not only effectively promoted holistic development of Chinese adolescent but also played a positive role in developing school-based distinctive moral education. Concerning the needs of curriculum development, the implementation of the P.A.T.H.S. Project in mainland China is characterized by emphasizing the promotion of the core subjects while at the same time encouraging the development of the unique subjects catering to school’s needs. Development of school-based curriculum in mainland China includes two forms: one is denotation which incorporates the philosophy of the P.A.T.H.S. Project into school work and culture building to shape new features of school education, and the other is connotation which focuses on promoting practice and culture of teacher training to enhance understanding and implementation quality of the P.A.T.H.S. Project. It has been proved that the two modes of curriculum development both have their own advantages and disadvantages. Ongoing promotion and implementation of P.A.T.H.S. Project in mainland China require quality improvement in school-based curriculum development. As a result, it is quite necessary to further adapt the P.A.T.H.S. Project curriculums according to the educational environment in mainland China. At the same time, it is also important to create and improve supportive conditions for school-based curriculum development by improving curriculum policy, management system, teaching culture and facilitating teacher growth.

4:35 - 5:05PM School-based Development Model and Future Directions of Project P.A.T.H.S. in Mainland ChinaYi-ming YangThe National Institute of Education Sciences, Beijing, P.R. China

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Paper Presentation

Day 2 May 13, 2016Day 2 May 13, 2016Day 2 May 13, 2016

Regarding the objectives of the curriculum, both the moral education course and the Project P.A.T.H.S. aimed at empowering students to develop healthy personality, to form proper (or positive) personal values, to enhance their adaptability to the society, and to facilitate their comprehensive development. These similarities provide the premise for the integration of these two courses.

From the perspective of the status of the two courses, while the moral education course is a national curriculum course, and takes two class hours per week, the Project P.A.T.H.S. is a school-based course, which takes one class hour per week. These two courses are complementary to each other and mutually reinforce the effectiveness of the students’ moral education.

Considering the contents of the two courses, they seem to be overlapping in the areas such as self-understanding, emotional regulation, and ability to develop good interpersonal relationships. For example, although the moral education course covers a wider spectrum of topics than the Project P.A.T.H.S., the Project P.A.T.H.S. has a greater depth on the corresponding themes. Thus it can be said that both courses can easily refer to each other.

The Project P.A.T.H.S. has adopted experiential learning approach and targets those with greater psychosocial needs. These would be good points for the moral education course to consider.

In terms of the evaluation methods, the moral education course over-emphasizes examinations and its process evaluation also lacks support. On the other hand, the Project P.A.T.H.S. adopts various assessment methods and combines qualitative and quantitative methods in assessing the students. The moral education course should learn from the Project P.A.T.H.S. on using the scientific assessing methods.

Lastly, as for the training of the teachers to teach the moral education course, low participation rate, monotonic method and weak monitoring on quality are observed. Thus, it seems that the experiential training and the evaluation methods of the Project P.A.T.H.S. training sessions would be something for the moral education course teacher training to refer to.

To sum up, both courses have similarities and differences that facilitate the growth of students in a complementary way.

5:05 - 5:30 PM Integration of Project P.A.T.H.S. and the National Moral Curriculum: Possible RoutesHui DaiChangzhou Institute of Science Education, Changzhou, P.R. China


About the Speakers

( in alphabetical order)

International Conference onBuilding a Better Future for Young People :


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About the Speakers ( in alphabetical order)

Yammy L.Y. Chak BSW, MEd, PhD Candidate, RSW

E-mail: [email protected]

Yuk Chan BA, DipEd


Ms. Yammy Chak is Teaching Fellow in the Department of Applied Social Sciences at The Hong Kong Polytechnic University. She currently teaches leadership and service learning courses. She has also taught courses in personal growth and development, child and youth development, social work practice and counselling. Yammy has been a social worker for more than 15 years and she was the Chief Education Officer of the Project P.A.T.H.S. She has professional experience in planning and running training programs for students, parents, social workers as well as teachers. Her research interests include positive youth development, training and program evaluation. Her work has appeared in International Journal on Disability and Human Development, The Scientific World Journal and International Journal of Adolescent Medicine and Health.

Mr. Yuk Chan is the subject panel head of the Liberal Studies and the coordinator of the Project P.A.T.H.S. in Ning Po College. He is in charge of the coordination, implementation and promotion of the Project P.A.T.H.S. He has rich experience in teaching the P.A.T.H.S. subjects and has been invited as a speaker at various sharing occasions, including the Project P.A.T.H.S. sharing session organized by The Hong Kong Polytechnic University. He is also actively involved in the sharing of teaching pedagogy and classroom application. His teaching has been filmed as exemplary teaching for other local teachers' references. He has conducted public lesson demonstrations to both local teachers and teachers from the Mainland. He has been very devoted in promoting of the Project P.A.T.H.S. to the general public. Apart from sharing at various press conferences to showcase the learning outcomes of the project, and writing articles of his experiences in implementing the Project P.A.T.H.S. in his school, he also participated in the filming of the television programme produced by Radio Television Hong Kong raising the public awareness of the positive impacts of the Project P.A.T.H.S. on students.


Hui DaiE-mail: [email protected]

Xiao-yan Han PhD


Ms. Hui Dai is secondary school senior teacher and education researcher of moral education at Changzhou Institute of Science Education. Her research interests largely involve in moral education and civic education in primary and secondary schools. Her research achievements/ publications include Practice Research on Training of Civic Awareness in Moral Education Courses, which was awarded the second prize of the National Teaching Achievement by the Ministry of Education in September 2014, and Civic Education of Changzhou Primary and Secondary Schools Based on Social Participation, which won the grand prize of Jiangsu Basic Education Achievement by Jiangsu Provincial People’s Government in December 2013. She was the chief editor of Template and Practice Strategies of Moral Education Course in Primary School (Jiangsu Education Publishing House, April 2013) and has published papers in many well-known journals and publications at provincial and municipal levels.

Dr. Xiao-yan Han is Professor and Director in the Center of Youth and Social Work Studies at East China Normal University. She got her PhD in Social Welfare at The Chinese University of Hong Kong, and is licensed mental health counselor in mainland China. Her specialized areas are social welfare, social work, family and adolescents study, parent-child relationships, and family therapy. She has served as supervisor in many advisory bodies, including Shanghai Sunshine Community Youth Centre (SCYC), Shanghai Women Federal Association, Shanghai Communist Youth League, and Min Hang District Government. She has published 10 books and more than 20 articles.

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Ben M.F. Law MPhil, PhD, RSW


Chun-kit Law and Ivy Hui RSW

E-mail: [email protected]; [email protected]

Dr. Ben Law is Senior Lecturer in the Department of Social Work and Social Administration at The University of Hong Kong. He had been in the social work field for over 15 years, and has worked as a school social worker for 10 years. In addition to working with youths and empowering social work profession in the youth area, he also works on psychosocial coping of dyslexic children in Hong Kong. His research areas include prosocial behavior, volunteerism, school social work, coping of dyslexia, and disability service models. He has rendered training in many NGOs on social worker’s roles in special education and volunteer service management.

Mr. Chun-kit Law and Ms. Ivy Hui have been serving as registered social workers in the field of children and youth service for many years. They have solid experiences in applying Adventure-based Counseling, Service Learning Approach, etc. to implement personal growth program for children and youth including leadership training, life planning and volunteer programs in both community and school settings. Since 2006, they started to implement the "P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme" in a number of schools. During the implementation, they experienced the transition of the scheme from school-based model to community-based model in which they gained extensive and solid experience in program planning and implementation.


Moon Y.M. Law BSW, MSW, DSW Candidate, RSW


Tak-yan Lee MSW, PhD, RSW


Ms. Moon Law is Teaching Fellow of the Department of Applied Social Sciences at The Hong Kong Polytechnic University, Project Manager of the Project P.A.T.H.S., and registered social worker. She is currently a doctoral student in social work. Before joining PolyU, Moon worked as a frontline social worker in youth services center and secondary school. She worked dedicatedly to mentor and guide young people and families for positive changes in their development. Also, she has worked as field work supervisor for master students in counselling. Apart from providing training for teachers and social workers in Hong Kong and mainland China, she has taught different courses for university students, including leadership, service learning and counselling. Her research interests include positive youth development, leadership, and Internet addiction. Her current research projects focus on positive youth development programs and adolescent Internet addiction. Her work has appeared in Journal of Pediatric & Adolescent Gynecology, International Journal of Adolescent Medicine and Health, International Journal of Disability and Human Development, and in books related to family, positive youth development, and leadership.

Dr. Tak-yan Lee is Associate Professor in Social Work of the Department of Applied Social Sciences at City University of Hong Kong. As a Co-Principal Investigator of the Project P.A.T.H.S., he joined in teams working on curriculum development, program evaluation, and e-learning. His areas of teaching are group work theories and methods, teaching and learning in social work practicum, practice and program evaluation, social work research and evaluation, as well as information management and technology in a social work environment. He is currently researching adolescent prostitution, child and family resilience, as well as positive youth development. Dr. Lee has provided consultancy to a number of government and statutory bodies and NGOs.

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Hildie Leung PhD


Janet T.Y. Leung PhD, RSW


Dr. Hildie Leung is Assistant Professor in the Department of Applied Social Sciences at The Hong Kong Polytechnic University. Her research centers on positive youth development and its application to the promotion of healthy adolescent development and the prevention of problem behaviors among children and adolescents. Dr. Leung’s current research includes a project on the development, implementation, and evaluation of a multi-addiction prevention program targeted at young adolescents in Hong Kong. She currently teaches Introduction to Psychology, Psychology of Personality, and Psycho-socio-educational Programme Development and Evaluation. She has also taught other psychology courses as well as leadership and intrapersonal development, service leadership, service learning at both undergraduate and postgraduate levels. Her work has appeared in journals such as Social Indicators Research, International Journal on Disability and Human Development, and Journal of Behavioral and Decision Making. She has also co-authored book chapters in the area of positive youth development and positive psychology.

Dr. Janet T.Y. Leung is Assistant Professor of the Department of Applied Social Sciences at The Hong Kong Polytechnic University. She obtained her PhD in Social Work from The Hong Kong Polytechnic University. She is a registered social worker and has been working in social welfare field for a long time. She had been a service supervisor in a social service organization and was responsible to supervise a wide range of services such as children and youth services, school counseling services, training projects for dyslexic children, family support programmes, service for the homeless people, community development projects, etc. Her areas of interest include poverty, adolescent development, family processes and parent education. Her work has appeared in Research on Social Work Practice, British Journal of Social Work, Journal of Family Issues, Child Indicators Research, and Journal of Child and Family Studies.


Xi-xi Li PhD


Lu-yin Liang MSW, PhD, RSW


Dr. Xi-xi Li is Assistant Professor in the Department of Social Work at East China Normal University. She gained her master degree of Clinical Psychology and PhD of Educational Psychology in The Chinese University of Hong Kong. Her research interests focus on adolescent career development, positive youth development, and psychometric. Dr. Li has published several academic articles in Chinese and international journals. She has served as supervisor for an instructor team in Hong Kong Youth Development Fund for the global Chinese Youth Leadership Training Camp for many years. In recent five years, she has provided experiential career development counselling and educational training for many organizations, including Hong Kong St. James' Settlement, Jetta Company Limited, Zhong Tuo International Education Group OEC International Study School, CIIC Human Resources Management Consulting Co., Ltd., Hua Shi Jing Cheng High-tech Co., Ltd., Yibo International, Shanghai Job Center, Social Work Training Center at East China Normal University, Career Center at East China University of Science and Technology, Shanghai Le Cheng Xin Li Education Ltd., Tin Ka Ping secondary schools, Save the Children International, Shanghai Starfish Home Social Work Office, Shanghai Sunshine Community-Youth Affairs Centre, and Shanghai Xuhui District Experiential Road Public Service Centre.

Dr. Lu-yin Liang is Postdoctoral Fellow in the Department of Applied Social Sciences of The Hong Kong Polytechnic University. She received her Master of Social Work at the George Warren Brown School of Social Work at Washington University in St. Louis. She earned her PhD degree in social work from The University of Hong Kong. Her research interests lie in the fields of positive youth development, parent-child relationship, disability, and social work practice. Her work has appeared in journals such as International Journal of Adolescent Medicine and Health, International Journal of Child Health and Human Development, Journal of Social Work and Journal of Shenzhen University (Humanities & Social Sciences), and in books about positive youth development and service leadership.

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Li Lin PhD


Cecilia M.S. Ma BEd, MPhil, PhD


Dr. Li Lin is Research Assistant Professor in the Department of Applied Social Sciences of The Hong Kong Polytechnic University. She received her PhD degree in Psychology from The Chinese University of Hong Kong. Her research interests largely involve development of adolescence and emerging adulthood, particularly parent-child relationship, positive youth development, adolescent risk behavior and sociocultural influence. Her work has appeared in journals such as Social Indicators Research, International Journal on Disability and Human Development, and Journal of Youth and Adolescence, and in books about positive youth development and service leadership.

Dr. Cecilia Ma is Assistant Professor in the Department of Applied Social Sciences at The Hong Kong Polytechnic University. She received her PhD from The University of South Carolina. Her research interests include psychometrics, structural equation modeling and program evaluation. She has published peer reviewed papers in journals such as Research on Social Work Practice, Social Indicators Research, Child Indicators Research and International Journal on Disability and Human Development.

She has also co-authored book chapters and articles in the area of Chinese adolescents’ psychological development. She serves as a reviewer for several journals, including Applied Research in Quality of Life, Cellular and Molecular Biology, International Perspectives in Psychology: Research, Practice, Consultation, Journal of Statistical Computation and Simulation and Social Science & Medicine.

Her current research projects focus on adolescents psychological well-being and the development of a university leadership program. She received the 2015 Best Teaching Award, Department of Applied Social Sciences and the Faculty Teaching Prizes 2014/15, The Hong Kong Polytechnic University.


Joav Merrick MD, MMedSci, DMSc


Kit-yung NgE-mail: [email protected]

Prof. Joav Merrick was born and educated in Denmark. He is a professor of pediatrics, child health and human development, Division of Pediatrics, Hadassah Hebrew University Medical Center, Mt Scopus Campus, Jerusalem, Israel and Kentucky Children’s Hospital, University of Kentucky, Lexington, Kentucky United States and professor of public health at the Center for Healthy Development, School of Public Health, Georgia State University, Atlanta, United States, the medical director of the Health Services, Division for Intellectual and Developmental Disabilities, Ministry of Social Affairs and Social Services, Jerusalem, the founder and director of the National Institute of Child Health and Human Development in Israel. He has numerous publications in the field of pediatrics, child health and human development, rehabilitation, intellectual disability, disability, health, welfare, abuse, advocacy, quality of life and prevention. He received the Peter Sabroe Child Award for outstanding work on behalf of Danish Children in 1985 and the International LEGO-Prize (“The Children’s Nobel Prize”) for an extraordinary contribution towards improvement in child welfare and well-being in 1987.

Ms. Kit-yung Ng is the Principal of Yan Oi Tong Tin Ka Ping Secondary School. She not only engages in the administration work at the school and leads the development of the school, but also dedicates to serving the Ting Ka Ping Foundation in recent years. Previously, she participated actively in instructor training that offered for the Tin Ka Ping secondary schools in different regions in mainland China. These training sessions have included such as the Principal Forum, the Head Teacher Forum, and the Tin Ka Ping Project P.A.T.H.S. Instructor Training Program. In addition, in Hong Kong she also frequently exchanged her experiences and insights about administration and organization, learning and teaching, and student development with domestic and international schools.

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Hatim A. Omar MD, FAAP


Daniel T.L. Shek PhD, FHKPS, BBS, SBS, JP


Prof. Hatim A. Omar is Professor of Pediatrics and Obstetrics and Gynecology and Chief of Adolescent Medicine & Young Parent Program at the University of Kentucky in Lexington. Dr. Omar is board certified in the areas of Pediatrics and Adolescent Medicine. He is the Founder & Chairman of the Stop Youth Suicide Campaign. He is a member of the Executive Committee of the Section on Adolescent Health of the American Academy of Pediatrics. Dr. Omar has published extensively in all areas of care for adolescents in various peer-reviewed scientific journals, books and many media outlets. He is on the Editorial Board of the Journal of Pediatric and Adolescent Gynecology, International Journal of Adolescent Medicine & Health, Child Health & Human Development and four other peer reviewed journals. Dr. Omar is a recipient of various awards, including: Founders of Adolescent Health Award; Community Leadership from the American Academy of Pediatrics: Section on Adolescent Health 2007; Special Achievement Award for bringing awareness to adolescent depression & suicide; American Academy of Pediatrics 2007; Ohio Valley Society for Adolescent Medicine Award for dedication to adolescent health 2006; The William Lions Award, UK; Chairman’s Research Award; Chairman’s Teaching Award and the Miracle Maker Award in different years.

Prof. Daniel Shek is Associate Vice President (Undergraduate Programme) and Chair Professor of Department of Applied Social Sciences at The Hong Kong Polytechnic University. He is also Advisory Professor of East China Normal University and Adjunct Professor of University of Kentucky College of Medicine.

He is Chief Editor of Journal of Youth Studies and Applied Research in Quality of Life, Associate Editor of Frontier in Child Health and Human Development and past Consulting Editor of Journal of Clinical Psychology. He is a Series Editor of Quality of Life in Asia published by Springer. He is an Editorial Advisor of The British Journal of Social Work and an Editorial Board member of eight international journals, including Social Indicators Research, Journal of Adolescent Health and Journal of Child and Family Studies.

Prof. Shek has to date published 120 books, 228 book chapters and more than 500 articles in international refereed journals.


Rachel C.F. Sun PhD


Bruce A. Thyer MSW, PhD


Dr. Rachel Sun got her BSocSc and PhD at The University of Hong Kong. She is Honorary Assistant Professor, Faculty of Education, The University of Hong Kong. She has been the Principal Investigator of school misbehavior research studies, and Co-Principal Investigator of positive youth development programs and a service leadership program in Hong Kong. Her research areas include academic achievement motivation, school satisfaction, life satisfaction, positive youth development, problem behavior, school misbehavior, adolescent suicidal ideation and psychological health.

Prof. Bruce Thyer is former Dean and current Professor of Social Work at Florida State University. He received his MSW from the University of Georgia in 1978 and his PhD in social work and psychology from the University of Michigan in 1982. Dr. Thyer has produced over 270 articles in peer reviewed journals, over 110 book chapters and over 35 books, all in the fields of social work, behavior analysis, psychology, and psychiatry. He is the founding and current Editor of the peer-reviewed journal Research on Social Work Practice, produced by Sage Publications and now in its 26th year of publication and is Co-Editor of the Child & Adolescent Social Work Journal. His most recent books include Quasi-Experimental Research Designs (Oxford University Press, 2012) and Science and Pseudoscience in Social Work Practice (Springer, 2015). He is a Fellow of the American Psychological Association, the Association for Psychological Science, the Society for Social Work and Research, and the American Academy of Social Work and Social Welfare. He is a Licensed Clinical Social Worker and a Board Certified Behavior Analyst.

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Hai-ping Wang PhD


Florence K.Y. Wu PhD


Dr. Hai-ping Wang is Assistant Professor of Department of Social Work at East China Normal University. Dr. Hai-ping Wang obtained her PhD degree in Human Sciences and Education from University of Nebraska-Lincoln, the United States in 2013.

Dr. Wang’s research interests are in the field of child and family social work, marriage and family therapy. Her current research focuses on Chinese college students’ help-seeking intention and predictors. She has also put a lot of efforts on promoting the application of Sand-therapy in social work field.

Dr. Florence Wu is Assistant Professor in the Department of Applied Social Sciences of The Hong Kong Polytechnic University. She dedicated her early career in the educational field, being a frontline secondary school teacher for a decade. During the service as a teacher, she was responsible for various leading roles in nurturing students' whole-person development, such as serving simultaneously the heads of the school guidance and counseling team, the life education team, and the student support team (a team aiding students with special needs). Such frontline practical experiences inspired her to discover more on the conceptual idea of adolescent development, hoping to have both the macro and micro view on educating and developing the potential of young people.

While she was pursuing her doctorate degree in Educational Psychology in The Chinese University of Hong Kong, Dr. Wu started her academic career in 2010 as a part-time lecturer of the Faculty of Education in The Chinese University of Hong Kong. She taught both undergraduate and postgraduate programs such as classroom management for pre-service teachers and, counseling training and supervision for students taking the Master’s course. Upon her completion of the doctorate degree in 2013, Dr. Wu became a full-time academic staff and a researcher, focusing on positive youth development, guidance curriculum designs, implementation and effectiveness, and aspiration and dreams of children and adolescents. Incorporating the valuable frontline experiences, she has developed the track records and published papers in Assessment and Evaluation in High Education, Journal of Pediatrics and Adolescent Gynecology, and International Journal on Disability and Human Development, investigating the effectiveness of the positive youth development programs implemented in secondary school settings, leadership trainings and implementation of service learning in the university setting.


Yi-ming Yang PhD


Lu Yu MSc, PhD


Dr. Yi-ming Yang holds a Master of Philosophy and a Doctor of Education. He is currently working as a researcher at the Information Centre of the National Institute of Education Sciences, China. Previously, he was a deputy editor-in-chief of Moral Education China. His research interests focus on education theory, moral education in school and teacher education. In these areas, he has numerous publications in notable journals in China. As a core researcher, he has been participating in many research projects at national level and international collaborative projects in recent years. Dr. Yang is also the chief editor of the textbook of moral education commissioned by the Ministry of Education (Grade 9, People's Education Press).

Dr. Lu Yu is Assistant Professor in the Department of Applied Social Sciences of The Hong Kong Polytechnic University. She was trained in clinical medicine, medical psychology, education, and positive psychology. Currently her research mainly focuses on positive youth development in both secondary school (the Project P.A.T.H.S.) and university (the Project “Tomorrow’s Leaders”) settings and psychometrics. She is also interested in other topics in positive psychology (e.g., youth values, subjective well-being, etc.), child and adolescent development, school psychology (e.g., school-based intervention/prevention programs), gender studies, and cross-cultural studies (especially Chinese cultural impact on youth development and subjective well-being). Her work has appeared in Archives of Sexual Behaviors; Personality and Individual Differences; The Scientific World Journal; Journal of Sex Research; Asian Journal of Counseling; and Sex Roles. She also regularly serves as a paper reviewer for a few international journals. Meanwhile, she quite enjoys teaching courses to various levels of university students including interpersonal and intrapersonal development, research methods and statistics, and leadership in The Hong Kong Polytechnic University.

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Xiao-qin Zhu PhD


Dr. Xiao-qin Zhu is Postdoctoral Fellow in the Department of Applied Social Sciences of The Hong Kong Polytechnic University. She received her PhD in Psychology from The Chinese University of Hong Kong. Her research interests lie in the areas of child and adolescent development, particularly parent-child relationship, adolescent risk behavior and positive youth development. Her work has appeared in such journals as International Journal of Child and Adolescent Health, and International Journal on Disability and Human Development, and in books about positive youth development and service leadership.


PUBLICATIONS GENERATED

FROMTHE PROJECT




FROMTHE PROJECT

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Type No. of publicationsCurriculum manuals 66Curriculum manuals (CD) 11CD about implementation 1Books 15Book chapters 148Special issues 7Refereed journal papers 94Conference papers 39Total 381

Type No. of publicationsEvaluation manuals 2Evaluation manuals (CD) 2Books 9Book chapters 89Special issues 11Refereed journal papers 170Conference papers 34Total 317

Type No. of publicationsTraining manuals 7Training manuals (CD) 6Special issues 2Refereed journal papers 24Conference papers 8Total 47

Type No. of publicationsBooks 4Book chapters 47Special issues 2Refereed journal papers 38Conference papers 17Total 108

Evidence-based practice is a guiding principle of the Project P.A.T.H.S. in Hong Kong. As such, we have dedicated much attention and resources to evaluation and documentation of the research findings. The number of publications generated from the different phases of the project can be seen as follows:

Publication Statistics Related to Curriculum and Implementation

Publication Statistics Related to Evaluation

Publication Statistics Related to Training

Publication Statistics Related to the 6-Year Longitudinal Study


FROM THE PROJECT


In the last decade, we have published books, book chapters, and journal articles in international refereed journals. To give readers some ideas about the publications of the project, some selected published works are presented in the following sections. For the complete list of publications of the project, please download the information from our website (https://www.paths.hk).

Initial Implementation Phase (P.A.T.H.S. I)1) Catalano, R. F., Fagan, A. A., Gavin, L. E., Greenberg, M. T., Irwin Jr, C. E., Ross, D. A., & Shek, D. T. L. (2012). Worldwide application

of prevention science in adolescent health. The Lancet, 379(9826), 1653-1664.

2) Law, B. M. F., & Shek, D. T. L. (2013). Process evaluation of the Project P.A.T.H.S. in Hong Kong. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 227-246). Heidelberg: Springer.

3) Law, B. M. F., & Shek, D. T. L. (2013). Self-harm and suicide attempts among young Chinese adolescents in Hong Kong: Prevalence, correlates, and changes. Journal of Pediatric and Adolescent Gynecology, 26(3S), S26-S32.

4) Lee, T. Y., & Shek, D. T. L. (2013). Compensated dating in Hong Kong: Prevalence, psychosocial correlates, and relationships with other risky behaviors. Journal of Pediatric and Adolescent Gynecology, 26(3S), S42-S48.

5) Ma, C. M. S., & Shek, D. T. L. (2013). Consumption of pornographic materials in early adolescents in Hong Kong. Journal of Pediatric and Adolescent Gynecology, 26(3S), S18-S25.

6) Ma, C. M. S., & Shek, D. T. L. (2013). Subjective outcome evaluation based on the perceptions of the program implementers. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 121-134). Heidelberg: Springer.

7) Shek, D. T. L. (Ed.). (2006). Positive youth development program in Hong Kong [Special issue]. International Journal of Adolescent Medicine and Health, 18(3), 299-558.

8) Shek, D. T. L. (2013). Sexual behavior and intention to engage in sexual behavior in junior secondary school students in Hong Kong. Journal of Pediatric and Adolescent Gynecology, 26(3S), S33-S41.

9) Shek, D. T. L. (2013). Evaluation based on personal construct psychology: Findings based on the repertory grid test. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 207-225). Heidelberg: Springer.

10) Shek, D. T. L. (2013). Evidence-based positive youth development programs: Insights from the Project P.A.T.H.S. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 305-316). Heidelberg: Springer.

11) Shek, D. T. L. (2013). Evaluation of the Project P.A.T.H.S. using multiple evaluation strategies. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 53-67). Heidelberg: Springer.

12) Shek, D. T. L., Han, X. Y., Lee, T. Y., & Yu, L. (2013). Impact of the Project P.A.T.H.S. in China. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 291-304). Heidelberg: Springer.

13) Shek, D. T. L., & Lee, T. Y. (2013). Using different programs to help adolescents with greater psychosocial needs. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 247-263). Heidelberg: Springer.

14) Shek, D. T. L., & Leung, H. (2013). Subjective outcome evaluation based on the program participants: Does dosage matter? In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 107-119). Heidelberg: Springer.

15) Shek, D. T. L., & Leung, J. T. Y. (2013). Adolescent developmental issues in Hong Kong: Phenomena and implications for youth service. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 1-13). Heidelberg: Springer.


FROM THE PROJECT

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16) Shek, D. T. L., & Lin, L. (2013). Qualitative evaluation of the Project P.A.T.H.S.: Narrative findings based on focus groups with participating students. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 165-177). Heidelberg: Springer.

17) Shek, D. T. L., & Liu, T. T. (2013). Subjective outcome evaluation of the Project P.A.T.H.S.: Secondary analyses of the qualitative data collected from program implementers. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 135-148). Heidelberg: Springer.

18) Shek, D. T. L., & Lu, S. (2013). Qualitative findings derived from focus groups based on the program implementers. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 179-191). Heidelberg: Springer.

19) Shek, D. T. L., & Ma, C. M. S. (2013). Objective outcome evaluation of the Project P.A.T.H.S.: Longitudinal study based on indicators of positive youth development. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 69-84). Heidelberg: Springer.

20) Shek, D. T. L., & Sun, R. C. F. (Eds.). (2013). Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.). Heidelberg: Springer.

21) Shek, D. T. L., & Sun, R. C. F. (2013). Development of a positive youth development program in Hong Kong. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 29-52). Heidelberg: Springer.

22) Shek, D. T. L., & Sun, R. C. F. (2013). Evaluation based on weekly diaries written by the students. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 193-205). Heidelberg: Springer.

23) Shek, D. T. L., & Sun, R. C. F. (2013). Lessons learned, emergent issues, and future directions. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 265-278). Heidelberg: Springer.

24) Shek, D. T. L., & Sun, R. C. F. (2013). The Project P.A.T.H.S. in Hong Kong: Development, training, implementation, and evaluation. Journal of Pediatric and Adolescent Gynecology, 26(3S), S2-S9.

25) Shek, D. T. L., Sun, R. C. F., & Merrick, J. (Eds). (2012). Positive youth development constructs: Conceptual review and application [Special issue]. The Scientific World Journal, 2012.

26) Shek, D. T. L., Sun, R. C. F., & Merrick, J. (Eds). (2013). Positive youth development: Involvement, resilience and competence [Special issue]. Journal of Alternative Medicine Research, 5(1), 1-96.

27) Shek, D. T. L., & Wu, F. K. Y. (2013). Conceptual framework underlying the development of a positive youth development program in Hong Kong. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 15-27). Heidelberg: Springer.

28) Shek, D. T. L., & Yu, L. (2013). Impact of the Project P.A.T.H.S. on adolescent risk behavior: A five-year longitudinal study. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 85-106). Heidelberg: Springer.

29) Shek, D. T. L., & Yu, L. (2013). Interim evaluation of Project P.A.T.H.S.: An integration of findings based on program implementers. In D. T. L. Shek & R. C. F. Sun (Eds.), Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.) (pp. 149-164). Heidelberg: Springer.

30) Yu, L., & Shek, D. T. L. (2013). Internet addiction in Hong Kong adolescents: A three-year longitudinal study. Journal of Pediatric and Adolescent Gynecology, 26(3S), S10-S17.


FROM THE PROJECT


Extension Phase (P.A.T.H.S. II)1) Law, B. M. F, & Shek, D. T. L. (2014). A longitudinal study on deliberate self-harm and suicidal behaviors among Chinese adolescents. In

D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol. 5 (pp. 155-172). Singapore: Springer.

2) Law, B. M. F., & Shek, D. T. L. (2016). A 6-year longitudinal study of self-harm and suicidal behaviors among Chinese adolescents in Hong Kong. Journal of Pediatric & Adolescent Gynecology, 29(S), S38-S48.

3) Lee, T. Y., & Shek, D. T. L. (2014). Compensated dating and juvenile prostitution in early adolescents in Hong Kong. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol.5 (pp. 173-199). Singapore: Springer.

4) Lee, T. Y., Shek, D. T. L., & Busiol, D. (2016). A longitudinal study of compensated dating and juvenile prostitution behaviors among adolescents in Hong Kong. Journal of Pediatric & Adolescent Gynecology, 29(S), S31-S37.

5) Lee, T. Y., Shek, D. T. L., & Sun, R. C. F. (Eds.). (2015). Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol. 7. Singapore: Springer.

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8) Shek, D. T. L., Chi, X., & Yu, L. (2015). Internet addiction in Hong Kong adolescents based on four waves of longitudinal data. In T. Y. Lee, D. T. L. Shek, & R. C. F. Sun (Eds.), Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol. 7 (pp. 293-308). Singapore: Springer.

9) Shek, D. T. L., & Law, M. Y. M. (2014). Evaluation of the Project P.A.T.H.S. based on the client satisfaction approach: View of the students. Journal of Pediatric & Adolescent Gynecology, 27(S), S2-S9.

10) Shek, D. T. L., & Law, M. Y. M. (2014). Parent behavioral control, parental psychological control and parent-child relational qualities: Relationships to Chinese adolescent risk behavior. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol. 5 (pp. 51-69). Singapore: Springer.

11) Shek, D. T. L., & Leung, H. (2014). Perceived family quality of life, school competence, and academic adjustment among early adolescents in Hong Kong. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia 5 (pp. 71-91). Singapore: Springer.

12) Shek, D. T. L., & Leung, H. (2014). Subjective outcome evaluation of the training program of the Project P.A.T.H.S.: Findings based on the revised training program. International Journal on Disability and Human Development, 13(2), 267-274.

13) Shek, D. T. L., & Leung, H. (2015). Sexual behavior and intention to engage in sexual behavior among young adolescents in Hong Kong: Findings based on four waves of data. In T. Y. Lee, D. T. L. Shek & R. C. F. Sun (Eds.), Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol. 7 (pp. 255-273). Singapore: Springer.

14) Shek, D. T. L., & Leung, H. (2016). Do adolescent sexual behavior and intention to engage in sexual behavior change in high school years in Hong Kong? Journal of Pediatric & Adolescent Gynecology, 29(S), S49-S60.

15) Shek, D. T. L., Leung, H., & Lu, S. (2014). Perceived family life quality in junior secondary school students in Hong Kong. Social Indicators Research, 117(3), 757-775.

16) Shek, D. T. L., & Leung, J. T. Y. (2014). Substance abuse in junior secondary school students in Hong Kong. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol. 5 (pp. 133-153). Singapore: Springer.


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18) Shek, D. T. L., & Li, X. (2016). Perceived school performance, life satisfaction, and hopelessness: A 4-year longitudinal study of adolescents in Hong Kong. Social Indicators Research, 126, 921-934. Doi: 10.1007/s11205-015-0904-y.

19) Shek, D. T. L., & Liang, J. (2015). Risk factors and protective factors in substance abuse in Chinese adolescents in Hong Kong. In T. Y. Lee, D. T. L. Shek, & R. C. F. Sun (Eds.), Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol. 7 (pp. 237-253). Singapore: Springer.

20) Shek, D. T. L., & Lin, L. (2014). Development of delinquent behavior in early adolescents in Hong Kong. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol. 5 (pp. 111-131). Singapore: Springer.

21) Shek, D. T. L., & Lin, L. (2014). Personal well-being and family quality of life of early adolescents in Hong Kong: Do economic disadvantage and time matter? Social Indicators Research, 117(3), 795-809.

22) Shek, D. T. L., & Lin, L. (2015). Family attributes, family functioning, and positive youth development as predictors of adolescent self-harm: A longitudinal study in Hong Kong. In T. Y. Lee, D. T. L. Shek, & R. C. F. Sun (Eds.), Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol. 7 (pp. 275-292). Singapore: Springer.

23) Shek, D. T. L., & Lin, L. (2015). What predicts adolescent delinquent behavior in Hong Kong? A longitudinal study of personal and family factors. Social Indicators Research, 1-28. doi: 10.1007/s11205-015-1170-8.

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26) Shek, D. T. L., & Ma, C. M. S. (2014). A longitudinal study of the personal well-being and family quality of life among Chinese adolescents in Hong Kong. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol. 5 (pp. 19-34). Singapore: Springer.

27) Shek, D. T. L., & Ma, C. M. S. (2014). Validation of a subjective outcome evaluation tool for participants in a positive youth development program in Hong Kong. Journal of Pediatric and Adolescent Gynecology, 27(S), S43-S49.

28) Shek, D. T. L., & Ma, C. M. S. (2016). A six-year longitudinal study of consumption of pornographic materials in Chinese adolescents in Hong Kong. Journal of Pediatric & Adolescent Gynecology, 29(S), S12-S21.

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30) Shek, D. T. L., & Ng, C. S. M. (2014). Family quality of life, personal well-being, and risk behavior in early adolescents in Hong Kong: Related Phenomena and Research Gaps. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol. 5 (pp. 1-18). Singapore: Springer.

31) Shek, D. T. L., & Sun, R. C. F. (2014). Positive youth development programs for adolescents with greater psychosocial needs: Subjective outcome evaluation over three years. Journal of Pediatric & Adolescent Gynecology, 27(S), S17-S25.

32) Shek, D. T. L., & Sun, R. C. F. (2014). Promotion of positive youth development and family quality of life in Chinese adolescents. In D. T. L. Shek, R. C. F. Sun, & C. M. S. Ma (Eds.), Chinese adolescents in Hong Kong: Family life, psychological well-being and risk behavior. Quality of Life in Asia, vol. 5 (pp. 221-237). Singapore: Springer.

33) Shek, D. T. L., & Sun, R. C. F. (2015). Positive youth development (PYD) and adolescent development: Reflection on related research findings and programs. In T. Y. Lee, D. T. L. Shek, & R. C. F. Sun (Eds.), Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol. 7 (pp. 325-337). Singapore: Springer.

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36) Shek, D. T. L., & Wu, F. K. Y. (2016). The Project P.A.T.H.S. in Hong Kong: Work done and lessons learned in a decade. Journal of Pediatric & Adolescent Gynecology, 29(S), S3-S11.

37) Shek, D. T. L., Xie, Q., & Ma, C. M. S. (2015). Adolescent consumption of pornographic materials: Prevalence and psychosocial correlates based on a longitudinal study. In T. Y. Lee, D. T. L. Shek, & R. C. F. Sun (Eds.), Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol.7 (pp. 309-324). Singapore: Springer.

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39) Shek, D. T. L., & Yu, L. (2014). Factorial validity of a subjective outcome evaluation tool for implementers of a positive youth development program. Journal of Pediatric and Adolescent Gynecology, 27(S), S32-S42.

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41) Shek, D. T. L., Yu, L., & Busiol, D. (2015). Preventing and combating Internet addiction: A concept review. In T. Y. Lee, D. T. L. Shek, & R. C. F. Sun (Eds.), Student well-being in Chinese adolescents in Hong Kong: Theory, intervention and research. Quality of life in Asia, vol. 7 (pp. 71-79). Singapore: Springer.

42) Sun, R. C. F., & Shek, D. T. L. (2014). Perceived program qualities and outcomes of a youth program in Hong Kong based on the views of the workers. Journal of Pediatric & Adolescent Gynecology, 27(S), S10-S16.

Community-Based Youth Enhancement Initiative Phase (P.A.T.H.S. III)1) Shek, D. T. L., & Law, M. Y. M. (in press). Evaluation of programs for adolescents with greater psychosocial needs: Community-based

P.A.T.H.S. project in Hong Kong. International Journal of Adolescent Medicine and Health.

2) Shek, D. T. L., Liang, R. L. Y., & Ma, C. M. S. (in press). Subjective outcome evaluation of the community-based Project P.A.T.H.S. in Hong Kong [Special issue]. International Journal of Child and Adolescent Health.

3) Shek, D. T. L., & Lin, L. (in press). Project P.A.T.H.S. for adolescents with greater psychosocial needs: Evaluation based on the program implementers [Special issue]. International Journal of Child and Adolescent Health.

4) Shek, D. T. L., Ma, C. M. S., & Xie, Q. Z. (in press). Evaluation of a community-based positive youth development program based on Chinese junior school students in Hong Kong. International Journal of Adolescent Medicine and Health.

5) Shek, D. T. L., Ng, C. S. M., & Law, M. Y. M. (in press). Community-based positive youth development program in Hong Kong: Views of the program implementers. International Journal of Adolescent Medicine and Health.

6) Shek, D. T. L., Ng, C. S. M., & Law, M. Y. M. (in press). Positive youth development programs for adolescents with greater psychosocial needs: Evaluation based on program implementers. International Journal of Adolescent Medicine and Health.

7) Shek, D. T. L., Pu, E. X. P., Leung, J. T. Y., & Law, M. Y. M. (in press). Subjective outcome evaluation of the community-based P.A.T.H.S. project: Views of program implementers [Special issue]. International Journal of Child and Adolescent Health.

8) Shek, D. T. L., Zhu, X., & Wu, F. K. Y. (in press). Subjective outcome evaluation of the community-based program of the P.A.T.H.S. project in Hong Kong [Special issue]. International Journal of Child and Adolescent Health.


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