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TheScientificWorldJOURNAL
Volume 8 (2008), Pages 1063-1074
http://dx.doi.org/10.1100/tsw.2008.126
Research Article

Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

1Social Welfare Practice and Research Centre, The Chinese University of Hong Kong, Hong Kong
2Quality of Life Centre, Hong Kong Institute of Asia-Pacific Studies, The Chinese University of Hong Kong, Hong Kong
3Kiang Wu Nursing College of Macau, Macau
4Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong

Received 10 July 2008; Revised 10 August 2008; Accepted 26 August 2008

Academic Editor: Joav Merrick

Copyright © 2008 Rachel C. F. Sun et al.

Citations to this Article [15 citations]

The following is the list of published articles that have cited the current article.

  • Daniel T. L. Shek, Cecilia M. S. Ma, and Rachel C. F. Sun, “Evaluation of a Positive Youth Development Program for Adolescents with Greater Psychosocial Needs: Integrated Views of Program Implementers,” Thescientificworldjournal, vol. 10, pp. 1890–1900, 2010. View at Publisher · View at Google Scholar
  • Daniel T. L. Shek, and Rachel C. F. Sun, “Secondary Data Analyses of Subjective Outcome Evaluation Findings of the Project PATHS in Hong Kong,” Thescientificworldjournal, vol. 10, pp. 2101–2111, 2010. View at Publisher · View at Google Scholar
  • Daniel TL Shek, and Yammy LY Chak, “Training potential program implementers of the Project P.A.T.H.S. (Secondary 1 Program) in Hong Kong,” International Journal of Adolescent Medicine and Health, vol. 22, no. 3, 2010. View at Publisher · View at Google Scholar
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  • Lun Yang, and Pankaj Agarwal, “Systematic Drug Repositioning Based on Clinical Side-Effects,” Plos One, vol. 6, no. 12, 2011. View at Publisher · View at Google Scholar
  • Patrick S.Y. Lau, and Florence K.Y. Wu, “"use of self" as a strategy in teaching the P.A.T.H.S. curriculum,” International Journal of Adolescent Medicine and Health, vol. 23, no. 4, pp. 311–316, 2011. View at Publisher · View at Google Scholar
  • Daniel T.L. Shek, and Lu Yu, “A review of validated youth prevention and positive youth development programs in Asia,” International Journal of Adolescent Medicine and Health, vol. 23, no. 4, 2011. View at Publisher · View at Google Scholar
  • Daniel T.L. Shek, Catalina S.M. Ng, and Yammy L.Y. Chak, “Implementation of the Project P.A.T.H.S. in a school with a religious background: a case study,” International Journal of Adolescent Medicine and Health, vol. 23, no. 4, 2011. View at Publisher · View at Google Scholar
  • Daniel T.L. Shek, and Chitat Chan, “Qualitative evaluation of the Secondary 3 Training Program of the Project P.A.T.H.S. in Hong Kong,” International Journal of Adolescent Medicine and Health, vol. 23, no. 4, 2011. View at Publisher · View at Google Scholar
  • Daniel T.L. Shek, Catalina S.M. Ng, and Louis P.F. Toh, “Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme,” International Journal of Adolescent Medicine and Health, vol. 23, no. 4, 2011. View at Publisher · View at Google Scholar
  • Daniel T.L. Shek, and Chitat Chan, “Secondary 1 Training Program of the Project P.A.T.H.S. in Hong Kong: qualitative evaluation findings,” International Journal of Adolescent Medicine and Health, vol. 23, no. 4, 2011. View at Publisher · View at Google Scholar
  • Daniel T.L. Shek, Rachel C.F. Sun, and Joav Merrick, “Training programs and implementation process of positive youth development programs,” International Journal of Adolescent Medicine and Health, vol. 23, no. 4, 2011. View at Publisher · View at Google Scholar
  • Daniel T.L Shek, and Eunice P.Y Yim, “Impact of staff commitment and morale on the implementation of the project P.A.T.H.S. in Hong Kong,” International Journal of Adolescent Medicine and Health, vol. 25, no. 4, pp. 373–383, 2013. View at Publisher · View at Google Scholar
  • Lindsey M. O'Brennan, Tracy E. Waasdorp, and Catherine P. Bradshaw, “Strengthening Bullying Prevention Through School Staff Connectedness,” Journal Of Educational Psychology, vol. 106, no. 3, pp. 870–880, 2014. View at Publisher · View at Google Scholar
  • Lindsey M. O’Brennan, Catherine P. Bradshaw, and Michael J. Furlong, “Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior,” School Mental Health, 2014. View at Publisher · View at Google Scholar