Qualitative evaluation of a Positive Youth Development Program (Tin Ka Ping P.A.T.H.S. Program) in Mainland China: What do student diaries say

To promote the holistic development of high school students in mainland China, we have implemented the Tin Ka Ping P.A.T.H.S. Project (TKPPP) in mainland China for more than a decade. TKPPP is a curricula-based positive youth development program incorporating different positive youth development constructs such as resilience, psychosocial competence, positive identity, and prosocial norms. To understand the effectiveness of the program, we use different evaluation strategies, including subjective outcome evaluation and qualitative evaluation. One qualitative evaluation strategy is to invite the program participants to share their experiences via writing student diaries. Through the years, we have collected around 9,000 student diaries.

In this study, we analyzed student diaries collected in the 2022-23 academic year (N = 2,400) and analyzed the data using thematic analyses. There are several observations based on the findings. First, the diaries were overwhelmingly positive in nature, suggesting that students had very positive experiences in their participation. Second, TKPPP was able to promote the personal development of the participants, including the promotion of psychosocial competence, resilience, self-confidence, and optimism. Third, participants perceived that the program promoted their positive values and moral competence. Fourth, the program promoted the interpersonal competence of the students, including relationship building and conflict resolution. Fifth, evidence of improvement in parent-child relationships and family life after participating in the program was found. Sixth, students perceived that the program promoted their social responsibilities and prosocial involvement.