The Experts below are selected from a list of 213 Experts worldwide ranked by ideXlab platform
Daniel T. L. Shek - One of the best experts on this subject based on the ideXlab platform.
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longitudinal impact of the project paths on adolescent risk behavior what happened after five years
The Scientific World Journal, 2012Co-Authors: Daniel T. L. ShekAbstract:The present study investigated the longitudinal impact of the Project PATHS, a large-scale curriculum-based positive youth development program in Hong Kong, on the development of adolescents' risk behavior over a period of five years. Using a longitudinal randomized controlled design, eight waves of data were collected from 19 Experimental Schools in which students participated in the Project PATHS (N = 2,850 at Wave 8) and 24 control Schools without joining the Project PATHS (N = 3,640 at Wave 8). At each wave, students responded to measures assessing their current risk behaviors, including delinquency, use of different types of drug, and their intentions of participating in risk behaviors in the future. Results demonstrated that adolescents receiving the program exhibited significantly slower increases in delinquent behaviors and substance use as compared to the control participants. During two years after the completion of the program, differences in youth risk behaviors in the two groups still existed. These results suggest that the Project PATHS has long-term effect in preventing adolescent problem behavior through promoting positive youth development.
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impact of the project p a t h s in the junior secondary school years objective outcome evaluation based on eight waves of longitudinal data
The Scientific World Journal, 2012Co-Authors: Daniel T. L. Shek, Cecilia M SAbstract:To assess the effectiveness of the Tier 1 Program of the Project P.A.T.H.S., a randomized group trial with eight waves of data collected was carried out. At the fifth year of data collection, 19 Experimental Schools (
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prevention of adolescent problem behavior longitudinal impact of the project p a t h s in hong kong
The Scientific World Journal, 2011Co-Authors: Daniel T. L. ShekAbstract:The present study attempts to examine the longitudinal impact of a curriculum-based positive youth development program, entitled the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes), on adolescent problem behavior in Hong Kong. Using a longitudinal randomized group design, six waves of data were collected from 19 Experimental Schools (n = 3,797 at Wave 1) in which students participated in the Project P.A.T.H.S. and 24 control Schools (n = 4,049 at Wave 1). At each wave, students responded to questions asking about their current problem behaviors, including delinquency and use of different types of drugs, and their intentions of engaging in such behaviors in the future. Results based on individual growth curve modeling generally showed that the participants displayed lower levels of substance abuse and delinquent behavior than did the control students. Participants who regarded the program to be helpful also showed lower levels of problem behavior than did the control students. The present findings suggest that the Project P.A.T.H.S. is effective in preventing adolescent problem behavior in the junior secondary school years.
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impact of the project p a t h s in the junior secondary school years individual growth curve analyses
The Scientific World Journal, 2011Co-Authors: Daniel T. L. Shek, Cecilia M SAbstract:The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) is a positive youth development program implemented in school settings utilizing a curricular-based approach. In the third year of the Full Implementation Phase, 19 Experimental Schools (n = 3,006 students) and 24 control Schools (n = 3,727 students) participated in a randomized group trial. Analyses based on linear mixed models via SPSS showed that participants in the Experimental Schools displayed better positive youth development than did participants in the control Schools based on different indicators derived from the Chinese Positive Youth Development Scale, including positive self-identity, prosocial behavior, and general positive youth development attributes. Differences between Experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the Experimental Schools. The present findings strongly suggest that the Project P.A.T.H.S. is making an important positive impact for junior secondary school students in Hong Kong.
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Effectiveness of the Tier 1 Program of Project P.A.T.H.S.: Findings Based on Three Years of Program Implementation
TheScientificWorldJournal, 2010Co-Authors: Daniel T. L. Shek, Rachel C. F. SunAbstract:The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is a curricular-based program that attempts to promote positive youth development in Hong Kong. In the second year of the Full Implementation Phase, 20 Experimental Schools (N = 2,784 students) and 23 control Schools (N = 3,401 students) participated in a randomized group trial. Analyses of covariance and linear mixed models, controlling for differences between the two groups in terms of Wave 1 pretest scores, personal variables, and random effect of Schools, showed that participants in the Experimental Schools had significantly higher positive youth development levels than did participants in the control Schools at post-test, based on different indicators derived from the Chinese Positive Youth Development Scale. The students in the Experimental Schools also displayed a lower level of delinquency, but better school adjustment than did students in the control Schools. Differences between Experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the Experimental Schools.
William A. Dieterich - One of the best experts on this subject based on the ideXlab platform.
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Effects of a Skills-based Prevention Program on Bullying and Bully Victimization among Elementary School Children
Prevention Science, 2007Co-Authors: Jeffrey M. Jenson, William A. DieterichAbstract:We report results from a group-randomized trial of a prevention program aimed at preventing bullying and other aggressive behaviors. Fourth grade classrooms at 28 public elementary Schools were assigned to receive selected modules of the Youth Matters prevention curriculum or to a no-treatment control condition. Cross-classified multilevel models were fitted to four waves of data collected over 2 years to test the effect of the intervention on self-reported bullying and bully victimization. No systematic change in bullying other students was observed. In a continuous outcome growth model, bully victim scale scores declined over the course of the study and the rate of decline in victimization was significantly higher in Experimental Schools relative to control Schools. But the results from binary outcome growth models indicate no significant treatment effects on bully status or bully victim status over time. Implications of findings for the implementation of anti-bullying strategies in urban public school settings are discussed.
Rosemary Cann - One of the best experts on this subject based on the ideXlab platform.
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Evaluating school-based sexual health education programme in Nepal: An outcome from a randomised controlled trial
International Journal of Educational Research, 2017Co-Authors: Dev Raj Acharya, Malcolm Thomas, Rosemary CannAbstract:Abstract This study explored the effectiveness of teaching sex education programme to the secondary school children in Nepal.The study included four Schools which were randomised to two groups; control and Experimental Schools. The teachers in the control Schools delivered the sex education curriculum in a conventional way whereas the trained health facilitator in the Experimental Schools used a participatory teaching approach. The results were analysed by using z-score to identify the distribution patterns of pupils’ responses. There was significant number of school children reporting the increment of sexual health knowledge in the Experimental Schools. This suggests that the health facilitator led sex education programme is more effective in improving the sexual health knowledge of the school children.
Bert P.m. Creemers - One of the best experts on this subject based on the ideXlab platform.
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Promoting quality and equity in socially disadvantaged Schools : A group-randomisation study
Studies in Educational Evaluation, 2018Co-Authors: Evi Charalambous, Leonidas Kyriakides, Bert P.m. CreemersAbstract:This study investigates the impact of the Dynamic Approach to School Improvement (DASI) on promoting quality and equity. Forty primary Schools in socially disadvantaged areas were randomly split into two groups. The control group was supported to develop action plans, whereas the Experimental group used DASI. To investigate the impact of DASI on quality, student achievement gains in mathematics were measured. Using multilevel analyses the Experimental Schools managed to promote student achievement more than Schools of the control group. To investigate the impact of DASI on equity, the impact of the socioeconomic status (SES) on student achievement was measured. The effect of SES was reduced only in the Experimental Schools. Implications for research, policy and practice are drawn.
J. Snel - One of the best experts on this subject based on the ideXlab platform.
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promoting the purchase of low calorie foods from school vending machines a cluster randomized controlled study
Journal of School Health, 2012Co-Authors: Paul Kocken, Jennifer Eeuwijk, Elise Dusseldorp, Goof Buijs, Nicole Mc Van Kesteren, Zeina Bassadafesh, J. SnelAbstract:BACKGROUND: Vending machines account for food sales and revenue in Schools. We examined 3 strategies for promoting the sale of lower-calorie food products from vending machines in high Schools in the Netherlands. METHODS: A school-based randomized controlled trial was conducted in 13 Experimental Schools and 15 control Schools. Three strategies were tested within each Experimental school: increasing the availability of lower-calorie products in vending machines, labeling products, and reducing the price of lower-calorie products. The Experimental Schools introduced the strategies in 3 consecutive phases, with phase 3 incorporating all 3 strategies. The control Schools remained the same. The sales volumes from the vending machines were registered. Products were grouped into (1) extra foods containing empty calories, for example, candies and potato chips, (2) nutrient-rich basic foods, and (3) beverages. They were also divided into favorable, moderately unfavorable, and unfavorable products. RESULTS: Total sales volumes for Experimental and control Schools did not differ significantly for the extra and beverage products. Proportionally, the higher availability of lower-calorie extra products in the Experimental Schools led to higher sales of moderately unfavorable extra products than in the control Schools, and to higher sales of favorable extra products in Experimental Schools where students have to stay during breaks. Together, availability, labeling, and price reduction raised the proportional sales of favorable beverages. CONCLUSION: Results indicate that when the availability of lower-calorie foods is increased and is also combined with labeling and reduced prices, students make healthier choices without buying more or fewer products from school vending machines. Changes to school vending machines help to create a healthy school environment.
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Promoting the Purchase of Low‐Calorie Foods From School Vending Machines: A Cluster‐Randomized Controlled Study
Journal of School Health, 2012Co-Authors: Paul Kocken, Jennifer Eeuwijk, Nicole M.c. Van Kesteren, Elise Dusseldorp, Goof Buijs, Zeina Bassa‐dafesh, J. SnelAbstract:BACKGROUND: Vending machines account for food sales and revenue in Schools. We examined 3 strategies for promoting the sale of lower-calorie food products from vending machines in high Schools in the Netherlands. METHODS: A school-based randomized controlled trial was conducted in 13 Experimental Schools and 15 control Schools. Three strategies were tested within each Experimental school: increasing the availability of lower-calorie products in vending machines, labeling products, and reducing the price of lower-calorie products. The Experimental Schools introduced the strategies in 3 consecutive phases, with phase 3 incorporating all 3 strategies. The control Schools remained the same. The sales volumes from the vending machines were registered. Products were grouped into (1) extra foods containing empty calories, for example, candies and potato chips, (2) nutrient-rich basic foods, and (3) beverages. They were also divided into favorable, moderately unfavorable, and unfavorable products. RESULTS: Total sales volumes for Experimental and control Schools did not differ significantly for the extra and beverage products. Proportionally, the higher availability of lower-calorie extra products in the Experimental Schools led to higher sales of moderately unfavorable extra products than in the control Schools, and to higher sales of favorable extra products in Experimental Schools where students have to stay during breaks. Together, availability, labeling, and price reduction raised the proportional sales of favorable beverages. CONCLUSION: Results indicate that when the availability of lower-calorie foods is increased and is also combined with labeling and reduced prices, students make healthier choices without buying more or fewer products from school vending machines. Changes to school vending machines help to create a healthy school environment.
