THE 4-H STUDY OF POSITIVE YOUTH DEVELOPMENT. Jacqueline V. Lerner Boston College and Christina Theokas Institute for Applied Research in Youth Development Tufts University. Background and Significance. A New Perspective About Youth. Scientists, practitioners, and educators agree:
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Jacqueline V. Lerner
Institute for Applied Research in Youth Development
Scientists, practitioners, and educators agree:
“THE FIVE Cs”
One Community Asset for the Promotion of Positive Development:
Effective Youth Serving Programs
Lerner, R.M. (2004). Liberty: Thriving and civic engagement among America’s youth.
“Time spent in youth programs was the developmental asset that appeared to have the most pervasive positive influence…predicting…thriving outcomes…Good youth programs provide young people with access to caring adults and responsible peers, as well as skill-building activities that can reinforce the values and skills that are associated with doing well in school and maintaining good physical health.”
Note: This conclusion comes from a study of about 100,000 diverse youth in grades 6-12 from across the United States. (Scales, Benson, Leffert, and Blyth, Applied Developmental Science, 2000)
Goal # 1:To advance the understanding of the nature of positive youth development.
Goal # 2:To study the impact of community-based youth development programs, specifically 4-H and HealthRocks! as a particular 4-H program, on children and youth.
Wave Iparticipants of the 4-H Study are a diverse group of about 1,700 fifth grade adolescents and approximately 1,200 of their parents. The sample socioeconomic status, family structure, rural-urban location, and geographic region of the United States.
Males: 47.9% Females: 52.1%
Native American: 4.1% Asian American: 3.3%
African American: 8.1% Hispanic: 18.0%
European American: 57.9% Multi-ethnic/Multi-racial: 5.7%
Youth and parents come from the following states:
Northeast: MA, NY Mid-Atlantic: MD
Southeast: AL, FL, NC Mid-West: WI, TN, MO, MN
Northwest: WA, MT Southwest: AZ
Competence, Connection, Character and Caring were higher than those of boys
Competence, Confidence, Connection and Character