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Volume 11, Pages 2339-2347
Research Article

Using Positive Youth Development Constructs to Design a Drug Education Curriculum for Junior Secondary Students in Hong Kong

1Department of Social Work, The Chinese University of Hong Kong, Hong Kong
2Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong
3Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong

Received 30 September 2010; Revised 15 February 2011; Accepted 15 August 2011

Academic Editor: Joav Merrick

Copyright © 2011 Ching Man Lam et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This paper outlines the design of a new curriculum for positive youth development (P.A.T.H.S. II) in Hong Kong. The paper discusses the conceptual base for designing a drug-education curriculum for junior-secondary students using four positive youth development constructs—cognitive competence, emotional competence, beliefs in the future, and self-efficacy. The program design is premised on the belief that adolescents do have developmental assets; therefore, the curriculum is designed to develop their psychosocial competencies. The goal of the curriculum is to develop the selfhood of these youths and ultimately achieve the goal of successful adolescent development.