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This article has been retracted as it is found to contain a substantial amount of material, without referencing, from the published article titled “Process Evaluation of a Positive Youth Development Program: Project P.A.T.H.S,” Ben M. F. Law, and Daniel T. L. Shek, Research on Social Work Practice, vol. 21, no. 5, pp. 539-548, 2011.

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  1. B. M. F. Law and D. T. L. Shek, “Process evaluation of a positive youth development program in Hong Kong based on different cohorts,” The Scientific World Journal, vol. 2012, Article ID 736730, 9 pages, 2012.
The Scientific World Journal
Volume 2012, Article ID 736730, 9 pages
Research Article

Process Evaluation of a Positive Youth Development Program in Hong Kong Based on Different Cohorts

1Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
2Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong
3Public Policy Research Institute, The Hong Kong Polytechnic University, Hong Kong
4Department of Social Work, East China Normal University, Shanghai, China
5Kiang Wu Nursing College of Macau, Macau, China
6Division of Adolescent Medicine, Department of Pediatrics, Kentucky Children's Hospital, University of Kentucky College of Medicine, Lexington, KY, USA

Received 6 November 2011; Accepted 25 December 2011

Academic Editor: Joav Merrick

Copyright © 2012 Ben M. F. Law and Daniel T. L. Shek. 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.


There are only a few process evaluation studies on positive youth development programs, particularly in the Chinese context. This study aims to examine the quality of implementation of a positive youth development program (the Project P.A.T.H.S.: Positive Adolescent Training through Holistic Social Programmes) and investigate the relationships among program adherence, process factors, implementation quality, and perceived program success. Process evaluation of 97 classroom-based teaching units was conducted in 62 schools from 2005 to 2009. Findings based on different cohorts generally showed that there were high overall program adherence and implementation quality. Program adherence and implementation process were highly correlated with quality and success of the program. Multiple regression analyses further showed that both implementation process and program adherence are significant predictors of program quality and success. Theoretical and practical implications of the findings are discussed.