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Positive Youth Development & Life Skill Development. 4-H 101: Return to the Basics CES Staff Development Series Tuesday, January 10, 2006, 9:00-12:00 noon IP Video Presentation by Steve McKinley mckinles@purdue.edu; 765-494-8435. 4-H 101 Series. Effectively Utilizing Volunteers (10/4)

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positive youth development life skill development

Positive Youth Development & Life Skill Development

4-H 101: Return to the Basics

CES Staff Development Series

Tuesday, January 10, 2006, 9:00-12:00 noon

IP Video Presentation

by Steve McKinley

mckinles@purdue.edu; 765-494-8435

4 h 101 series
4-H 101 Series
  • Effectively Utilizing Volunteers (10/4)
  • Starting and Maintaining 4-H Clubs (11/15)
  • Expanding 4-H Opportunities (12/13)
  • Characteristics of Positive Youth Development & Life Skill Development (1/10)
  • 4-H Purpose, History, and Structure (2/14)
  • Conflict Management Techniques (3/14)
program information
Program Information…
  • Disconnected? Contact the AgIT Help Desk at 765-494-8333
  • Provide feedback to: Steve at 765-494-8435, or mckinles@purdue.edu
objectives
Objectives:
  • Discuss characteristics of youth development.
  • Define the 8 essential elements and 4 concepts of positive youth development.
  • Identify life skills developed by 4-H members.
  • Explain the components of the Experiential Learning Model.
  • Discuss methods to help youth develop life skills.
  • Identify characteristics of successful youth and adult partnerships.
objective 1

Objective 1

Discuss characteristics of youth development.

youth development approach
Youth Development Approach
  • Focus on positive outcomes desired for youth, not on negative outcomes to prevent.
  • Provide programs that are available to all young people.
  • Youth are seen as “central actors in their own development.”
  • Develop the whole person – not just a single characteristic or problem.
youth development approach1
Youth Development Approach
  • Mastery of competencies for productive adult life.
  • Not something done TO youth, but results from programming WITH youth.
  • Guided by caring, knowledgeable adults – dependent on family and other adults in community.
  • Programs offered in safe, nurturing, healthy environments.
to master skills young people need
To master skills young people need…
  • Safety and structure
  • Sense of belonging and membership
  • Closeness and several good relationships
  • Experience of gaining competence and mastering skills
to master skills young people need1
To master skills young people need…
  • Independence and control over some part of their lives
  • Self-awareness and ability and opportunities to act on that understanding
  • Sense of self-worth and ability and opportunities to contribute
positive youth development
Positive Youth Development
  • Is an intentional process
  • Promotes positive outcomes for young people
  • Provides opportunities, relationships and the support to fully participate. 
  • Takes place in families, peer groups, schools, neighborhoods and communities.
      • Source: National 4-H Leadership Trust
4 h youth development
4-H Youth Development
  • Non-formal, youth education program
  • Housed in the Cooperative State Research, Education and Extension Service (CSREES) of the United States Department of Agriculture (USDA)
  • Part of land grant university system
  • Access to most current knowledge and research
  • Located in each county in the nation
4 h program strengths
4-H Program Strengths
  • Nationally-recognized
  • Strong local, state, and national infrastructure
  • Outreach opportunities support community efforts
  • Research-based curriculum
  • Professionals trained in adult education and youth programming
  • Record of successful partnerships with youth-serving organizations
approaches to 4 h youth development
Approaches to 4-H Youth Development

Focus: Risks & Risk Factors

Target: Social Norms

Goal: Fewer Problems

Focus: Skills & Knowledge

Focus: Developmental Needs

Target: Individual Learners

Target: Opportunities for Youth

Goal: Competency in knowledge or skill

Goal: Maturity & Potential

understanding the different approaches

Community, Family, Peers,

School, Work, Leisure

Contextual Influences

Competencies

1.

Health/Physical

3. Cognitive/Creative

2.

Personal/Social

4. Vocational/Citizenship

Needs

1.

Physiological

6. Independence/Control

2.

Safety and Structure

over one’s life

3.

Belon

ging/Membership

7. Self Worth/Contribution

4.

Closeness/Relationships

8. Capacity to enjoy life

5. Competency/Mastery

Cognitive Changes

Psychosocial Changes

Biological & Physical Changes

Understanding the Different Approaches

EDUCATION FOCUS

YOUTH DEVELOPMENT

Developed by Cathann A. Kress, Ph.D.

objective 2

Objective 2

Define the 8 essential elements and 4 concepts of positive youth development.

i pledge my head to clearer thinking
I pledge my head to clearer thinking…
  • Youth need to know that they are able to influence people and events through decision-making and action.
  • These youth are…Confident, Assertive, Responsible, Self-disciplined, Leaders

INDEPENDENCE

i pledge my heart to greater loyalty
I pledge my heart to greater loyalty…
  • Current research emphasizes importance for youth to have opportunities for long-term consistent relationships with adults other than parents.
  • Belonging may be the single most powerful positive ingredient we can add to the lives of youth.
  • These youth are…Loving, Friendly, Social, Cooperative, Trusting

BELONGING

i pledge my hands to larger service
I pledge my hands to larger service…
  • Youth need to feel their lives have meaning and purpose.
  • By participating in 4-H community service and citizenship activities, youth connect to communities and learn to give back to others.
  • These youth are…Caring, Sharing, Loyal, Empathetic, Supportive

GENEROSITY

i pledge my health to better living
I pledge my health to better living…
  • In order to develop self-confidence youth need to feel and believe they are capable and they must experience success at solving problems and meeting challenges.
  • These youth are…Achieving, Successful, Creative, Problem-solvers, Motivated, Persistent, Competent

MASTERY

objective 3

Objective 3

Identify life skills developed by 4-H members.

life skill development
Life Skill Development
  • Life Skills – competencies that help people function well in their environments.
  • Learned in sequential steps related to their age and developmental stage.
  • Acquired through “learn-by-doing” activities.
targeting life skills model
Targeting Life Skills Model

Source: Pat Hendricks, Iowa State

objective 4

Objective 4

Explain the components of the Experiential Learning Model

experiential learning model
Experiential Learning Model
  • Process for youth to learn through a carefully planned experience followed by leader-led discussion questions
  • Basis for 4-H activity manuals
learn by doing
"Learn by Doing"
  • We remember:
    • 10% of what we read
    • 20% of what we hear
    • 30% of what we see
    • 50% of what we see and hear
    • 70% of what we see, hear and discuss
    • 90% of what we see, hear, discuss and practice
  • You can tell or show members how to do something, but the actual experience of doing it themselves is the best way to reinforce learning
slide32

90%

70%

50%

30%

10%

experience just do it
Experience… “Just do it!”
  • Action on the part of the learner
  • Leader provides guidance, but is not directive
  • Goal is for youth to “experience” the activity to develop life skills
  • Opportunities for practice
share what happened
Share… “What happened?”
  • Ask the group some of the following questions…
    • What did you do?
    • What happened?
    • What did it feel like to do this?
    • What was most difficult? Easiest?
process what s important
Process… “What’s important?”
  • Ask questions to focus on thinking about the process…
    • How was the experience conducted?
    • How was the activity performed?
    • What steps did you complete during this activity?
    • What problems did you encounter? How did you overcome them?
generalize so what
Generalize… “So what?”
  • Focus questions on individual experiences…
    • What did you learn or discover?
    • How does what you learned relate to other things you have been doing?
    • What skill did you practice? What similar experiences have you had with learning this skill?
apply now what
Apply… “Now what?”
  • Emphasize how this activity helped the members learn subject matter skills and practice life skills.
    • How does what you learned relate to other parts of your life?
    • How can you use what you learned?
    • How might this experience change the way you will approach a similar task in the future?
debriefing the activity
Debriefing the Activity
  • Debriefing allows members to complete their learning from the activity.
  • Leaders should be well-prepared for the debriefing.
  • Build in adequate time for members to reflect on their experiences.
  • Listen to youth carefully.
  • Most important outcome: members demonstrate new knowledge gain & practice targeted life skill.
objective 5

Objective 5

Discuss methods to help youth develop life skills.

methods used in 4 h to help youth develop life skills
Methods used in 4-H to help youth develop life skills
  • 4-H projects
  • Activity manuals
  • Demonstrations/Public Speaking
  • Judging events
  • Skill-a-thons
  • Project workshops
  • Educational trips
  • Resume building
  • Camp Counselors
skill a thon
Skill-a-thon
  • Method to involve 4-H members and parents
  • Challenging, non-competitive, learn-by-doing activities
  • Series of mini learning stations with assistants at each station
  • Participants rotate from station to station to perform the given task
skill a thon1
Skill-a-thon
  • All team members test their knowledge and ability before assistant provides hints
  • Can involve several project groups at one time on the program
  • Entire club can be actively involved at one time
  • Provides recognition to projects and leaders
planning a skill a thon
Planning a Skill-a-thon
  • Determine subject matter for stations.
  • Create realistic tasks to complete at each station.
  • Delegate responsibility for securing adequate equipment and supplies.
  • Identify an assistant for each station (youth or adult) familiar with the topic.
  • Identify volunteer to divide group into teams of 2-4 and to assign each team to a workstation.
  • Advertise event to members and parents.
conducting a skill a thon
Conducting a Skill-a-thon
  • Set up stations
  • Divide group into teams by age
  • Allow teams to experience activities
  • Listen to answers and presentations
  • Ask questions to help build on presentation
  • Praise efforts
  • Review major points and appropriate solutions
  • Evaluate the skill-a-thon
objective 6

Objective 6

Identify characteristics of successful youth and adult partnerships.

youth adult partnerships
Youth-Adult Partnerships
  • Provides opportunities for youth and adults to work together
  • Excellent learning opportunity for both groups
  • Adults work with youth as equals in the partnership (not do activities to or for youth)
youth adult partnerships1
Youth-Adult Partnerships
  • Benefits of youth involvement:
    • Youth recruit other youth more effectively than adults
    • Youth have a fresh perspective
    • Youth have access to information
    • Youth gain self-esteem and new skills.
    • Communities gain new source of potential leaders
youth adult partnerships2
Youth-Adult Partnerships
  • Benefits of youth involvement:
    • New role models are formed.
    • Negative youth activities are reduced.
    • Adults learn they don’t need to be responsible for everything.
    • Adults better understand youth and become re-energized.
    • Youth better understand adults and the roles they play.
tips to develop effective yap s
Tips to develop effective YAP’s
  • Don't expect more from youth than you would from an adult. Youth have busy schedules and deadlines too.
  • Treat youth as individuals. Don't ask one youth to represent all youth.
  • Encourage youth & adults to work as equal partners with balanced voices.
  • Respect youth as having a significant contribution to make and do not view them only as program beneficiaries.
tips to develop effective yap s1
Tips to develop effective YAP’s
  • Don't interrupt. Allow youth the chance to finish their thoughts.
  • Help the group feel comfortable with each other and overcome the initial anxiety.
  • Outline expectations and responsibilities of youth and adult members. Establish a set of shared values, such as respect, equality, openness, listening, and trust.
  • Work toward outcomes that address real issues and needs of youth & community.
tips to develop effective yap s2
Tips to develop effective YAP’s
  • Allow youth and adults to learn together and explore beneficial new program ideas.
  • Take joint responsibility for decision-making, identifying issues, planning, and implementing plans.
  • Provide challenging and relevant roles for participation in the organization.
  • Evaluate results and give positive reinforcement. Allow time to reflect on the work accomplished.
overcoming barriers to youth service
Overcoming Barriers to Youth Service
  • Discuss organizational “mindset” so that adults and youth working together is a productive and enjoyable experience for both groups
  • Advise adults about “dos and don’ts” on how to work with youth, and youth on how to work with adults
  • Hold open discussion about stereotypes that adults and youth have of each other
  • Lead exercises to practice “shared power”
overcoming barriers to youth service1
Overcoming Barriers to Youth Service
  • Train various age groups appropriately
  • Provide clear definition of roles and responsibilities for both adults and youth
  • Include youth in meaningful decision-making processes
  • Be sensitive to logistics such as the availability of transportation, suitable scheduling, and snacks for young volunteers who come after school

Source: Independent Sector

youth as volunteers
Youth as Volunteers
  • 44% of adults volunteer and 2/3 of these began volunteering when they were young.
  • Adults who began volunteering as youth are twice as likely to volunteer as those who did not volunteer when they were younger.
  • High school volunteering recently reached the highest levels in the past 50 years.  
  • In every income and age group, those who volunteered as youth give and volunteer more than those who did not.
  • Those who volunteered as youth and whose parents volunteered became the most generous adults in giving time.

Source: “Youth Service America”, Independent Sector

this i believe
This I Believe…
  • The 4-H boy and girl are more important than the 4-H projects.
  • 4-H is not trying to replace the home, the church, and the school, only to supplement them.
  • 4-H’ers are their own best exhibit.
  • No 4-H award is worth sacrificing the reputation of a 4-H member or leader.
  • Competition is a natural human trait and should be recognized as such in 4-H club work. It should be given no more emphasis than other fundamentals in 4-H.
this i believe1
This I Believe…
  • Learning how to do the project is more important than the project itself.
  • A blue ribbon 4-H’er with a red ribbon pig is more desirable than a red ribbon 4-H’er with a blue ribbon pig.
  • To “learn by doing” is fundamental in any sound educational program and is characteristic of the 4-H program.
  • Generally speaking, there is more than one good way of doing most things.
  • Every 4-H member needs to be noticed, to be important, to achieve, and to be praised.
  • Our job is to teach 4-H members HOW to think, NOT what to think.

Source: Utah 4-H

resources
Resources
  • Hendricks, Pat. 1998. “Targeting Life Skills Model.” http://www.extension.iastate.edu/4h/lifeskills/previewwheel.html.
  • Independent Sector. http://www.independentsector.org/programs/research/engagingyouth.html.
  • Kress, Cathann. “Essential Elements of 4-H Youth Development.” National 4-H Headquarters. http://www.national4-hheadquarters.gov/library/elements.ppt.
resources1
Resources
  • USDA/Army Youth Development Project. 2003. “4-H 101, The Basics of Starting 4-H Clubs.” http://www.national4-hheadquarters.gov/library/4h_docs.htm.
  • Utah 4-H website. “This I Believe…” http://utah4h.org/vol-handbook/handouts.htm.
  • Woessner, Lisa. “Youth and Adult Partnerships.” University of Illinois 4-H. http://www.4-h.uiuc.edu/opps/articles003.html.
thanks for joining us

Thanks for joining us!

Next 4-H 101 Program:

“4-H Purpose, History, and Structure”

Tuesday, February 14, 2006,

9:30-11:30 a.m.