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"In Hong Kong, with the financial support of the Hong Kong Jockey Club Charities Trust, five universities worked together to develop a positive youth development program entitled "P.A.T.H.S. to Adulthood" (Project P.A.T.H.S.). In this project, the research team developed curricula-based materials for junior secondary school students, trained the potential program implementers, provided support for the implementation (such as conducting visits and workshops to support the teachers), and conducted evaluation of the program using multiple evaluation methods. Because of the remarkable achievements of the Project P.A.T.H.S. in Hong Kong, Tin Ka Ping Foundation provided funding to transplant the project to Mainland China in 2011. The pilot project from 2011 to 2014 was very successful and from 2015 to 2018, Tin Ka Ping P.A.T.H.S. Project was implemented in over thirty schools in mainland China. Based on the evaluation data collected, we can conclude that Tin Ka Ping P.A.T.H.S. Project made very positive impact in China. In this book we describe our project in Mainland China, the results and our thoughts and reflections for the future"--

Intro -- Preface -- Contents -- About the Editors -- Introduction -- 1 The Project: Theoretical Framework and Global Institutional Experience -- Abstract -- 2 USR Network: A Platform to Promote University Social Responsibility -- Abstract -- 2.1 Background -- 2.2 Definition of USR -- 2.3 The Need to Set Up a USR Network -- 2.4 USRN: A Global Initiative -- 2.5 Uniqueness and Challenges of USRN -- 2.6 The Way Forward -- References -- Concepts and Theoretical Considerations -- 3 University Social Responsibility (USR): Insight from the Historical Roots to the Contemporary Challenges -- Abstract -- 3.1 Introduction -- 3.2 Historical Development of Universities -- 3.3 Changing Nature of Universities: Puzzles and Challenges -- 3.4 Lessons Learned -- 3.5 Way Forward and Questions to Be Considered -- References -- 4 University Social Responsibility: Conceptualization and an Assessment Framework -- Abstract -- 4.1 Introduction -- 4.2 The Concept of Social Responsibility -- 4.3 Universities and Social Responsibility -- 4.4 The Development of USR -- 4.5 A Holistic and Progressive USR Assessment Framework: The VPI Model -- 4.6 A Stakeholder Perspective of University Social Responsibility -- 4.7 The University Social Responsibility Assessment Framework -- 4.8 Strategic Implications of USR -- 4.9 Limitations of Proposed USR Assessment Model -- 4.10 Conclusion: The Sustainability Pathway for USR -- References -- Global Experience -- 5 A Comprehensive University-Wide Strategy to Educate Students in All Fields for Lifetimes of Active Citizenship -- Abstract -- 5.1 The Tufts University Vision: Prepare Students in All Fields for Lifetimes of Active Citizenship -- 5.2 Process and Stages of Development -- 5.3 Strategies -- 5.3.1 Infuse Active Citizenship Throughout the Curriculum and the Co-curriculum -- 5.3.2 Collective Leadership.

ADOLESCENCE POSITIVE YOUTH DEVELOPMENT PROGRAMS IN CHINESE COMMUNITIES -- ADOLESCENCE POSITIVE YOUTH DEVELOPMENT PROGRAMS IN CHINESE COMMUNITIES -- Library of Congress Cataloging-in-Publication Data -- CONTENTS -- INTRODUCTION -- Chapter 1 CHINESE COMMUNITIES AND POSITIVE YOUTH DEVELOPMEN -- INTRODUCTION -- REFERENCES -- SECTION ONE: COMMUNITY BASED PROJECTS -- Chapter 2 POSITIVE YOUTH DEVELOPMENT IN HONG KONG: SUBJECTIVE OUTCOME EVALUATION -- INTRODUCTION -- OUR STUDY -- FINDINGS -- DISCUSSION -- ACKNOWLEDGMENTS -- REFERENCES

AbstractMental health problem is a growing problem in mainland China and the situation has worsened under the COVID-19 pandemic. Besides focusing on tertiary and secondary prevention strategies, there is an urgent need to enhance the well-being of adolescents through primary prevention programs. During the pandemic, a positive youth development program entitled "Tin Ka Ping P.A.T.H.S. Program" was implemented in schools in mainland China. In 2022/23 academic year, students were invited to write a weekly diary on their experience about the program after completion of the program (N = 2,337). Qualitative evaluation showed that 98.2% of the students perceived the program was beneficial to their well-being in different domains. Specifically, students perceived the program enhanced their sense of community, school and academic adjustment, interpersonal relations (family relations and peer relations), and intrapersonal competence (including optimism, resilience, positive coping with stress, spirituality, life meaning and cherishing one's life). In conjunction with other quantitative and qualitative evaluation findings, the triangulated findings strongly suggest Tin Ka Ping P.A.T.H.S. Program is a promising program that enhances the psychosocial competence and quality of life of adolescents.

Objective: As there are few studies examining the relationship between subjective and objective outcome evaluation findings, this study investigated the linkage between these two types of outcomes in the Chinese culture. Method: In an experimental study, 3,298 Chinese secondary school students responded to the Chinese Positive Youth Development Scale assessing objective outcome (CPYDS) at pretest and posttest. They also responded to the Chinese Subjective Outcome Scale (CSOS) assessing subjective outcome at posttest. Results: The CSOS total and subscale scores were significantly correlated with posttest CPYDS scores and difference scores; they also predicted changes in CPYDS scores across time. Conclusions: The present findings demystify the common belief that findings based on the client satisfaction approach are unrelated to objective outcome evaluation findings.

The organization and research programs of the Social Welfare Practice and Research Centre (SWPRC) at the Chinese University of Hong Kong are outlined. There are five regular research programs (Family and Group Practice Research Centre, Human Behavior and the Social Environment Research Program, Mutual Aid and Social Capital Research Program, Social Welfare Indicators Research Program, and Youth and Childhood Research Program) and several ad hoc research projects in the center. With specific focus on the Human Behavior and the Social Environment Program, different research studies, including their funding sources, degree of university—agency collaboration, and innovativeness of the projects illustrative of the research projects in the SWPRC are outlined. The strengths, weaknesses, opportunities, and threats (SWOT) of the center have been discussed using the SWOT analysis. The future research priorities of the SWPRC are discussed.