Youth Development An ongoing process through which young people attempt to meet their needs and develop the competencies they perceive as necessary for.

Youth Development

An ongoing process through which young people attempt to meet their needs and develop the competencies they perceive as necessary for survival and transition into adulthood

Positive Youth Development

Is positive and productive for both youth and their communities

Strengths of 4-H

Nationally recognized as an effective youth development organization

Has a strong local, county, state and national infrastructure

Provides outreach opportunities that support communities

Provides research-based curriculum

Strengths of 4-H (cont'd)

Staff are youth development professionals trained in adult education and youth programming and are accessible resources

Has a record of successful partnerships with other youth-serving organizations including youth programs within the military

4-H Historical Timeline

4-H begins Congress creates CES Expansion into

urban areas

First internationalexchange 4-H integrates

programs

1900 1920 1940 1960 1980

The Essential Elements of 4-H

BelongingA positive relationship with

a caring adultAn inclusive environmentA safe environment

MasteryEngagement in learningLearn new skills

IndependenceOpportunity to see oneself as

an active participant in the future

Opportunity for self-determination

GenerosityOpportunity to value and

practice service for others

Belonging

Research shows that it is important for youth to have opportunities for long-term consistent relationships with adults other than their parents.

Belonging may be the single most powerful positive ingredient we can add to the lives of children and youth.

Mastery

Includes the development of skills, knowledge, and attitudes followed by the competent demonstration of these skills and knowledge.

Settings that promote self-efficacy and mastery encourage youth to take risks, seek out challenges and focus on self-improvement rather than comparing themselves to peers.

Generosity

Young people need to feel their lives have meaning and purpose. They need opportunities to connect to their communities and learn how to give back to others.

Independence

Youth need to know they are able to influence people and events through decision-making and action.

Independence refers to an adolescent’s growing ability to think, feel, make decisions and act on her or his own.

Characteristics of Youth Whose Needs are Met in Positive Ways

BelongingLovingAttachedFriendlyIntimateSocialCooperativeTrusting

l

MasteryAchievingSuccessfulCreativeProblem solvingMotivatedPersistentCompetent

IndependenceAutonomousConfidentAssertiveResponsibleSelf controlledSelf disciplinedLeadership

GenerosityAltruisticCaringSharingLoyalEmpathicPro-socialSupportive

From: Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN, National Education Service.

Characteristics of Youth Whose Needs are Met in Negative Ways

BelongingGang loyaltyCraving affection & acceptance from othersPromiscuousClingingActing overly dependent

MasteryOverachievingArrogantRisk seekingCheatingWorkaholicPerseveringDelinquent skills

IndependenceDictatorialRecklessBullyingSexual prowessManipulativeRebelliousDefying authority

GenerosityOver involvedPlaying martyrCo-dependent

From: Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN, National Education Service.

Characteristics of Youth Whose Needs Go Unmet

BelongingUnattachedGuardedRejectingLonelyAloofIsolatedDistrustful

MasteryNon-achievingAvoiding riskFearful of challengesUnmotivatedGiving up easily

IndependenceSubmissiveLacking confidenceIrresponsibleHelplessUndisciplinedEasily Influenced

GenerositySelfishNarcissisticHardenedAnti-socialExploitative

From: Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN, National Education Service.

Culture

The concepts, habits, skills, arts, instruments and institutions of a given people in a given place.

These include things like rules, rituals, language, etc.

4-H Colors

Green represents nature's most common color and is emblematic of youth, life and growth.

White symbolizes purity.

4-H Emblem

Is the four-leaf clover.

The four H's stand for Head, Heart, Hands and Health.

4-H Pledge

I pledge my Head to clearer thinking, my Heart to greater loyalty,my Hands to larger service, andmy Health to better living, for my club, my community, my country and my world.

I pledge my Head to clearer thinking

Independence (leadership)

To develop responsibility, youth need to know that they are able to influence people and events through decision-making and action.

I pledge my Heart to greater loyalty

Belonging (clubs) Current research emphasizes the

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.

I pledge my Hands to larger service

Generosity (serving the community) 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.

I pledge my Health tobetter living

Mastery (projects) To develop self-confidence, youth need

to feel and believe they are capable and they must experience success at solving problems and meeting challenges.

4-H Mission

4-H empowers youth to reach their full potential, working and learning in partnership with caring adults.

4-H Vision

A world in which youth and adults learn, grow and work together as catalysts for positive change.

4-H Motto

To make the best better

Educational philosophy of 4-H

Learning by doing. Young people learn best when they are involved in their learning.

New York Study on 4-H members

4-H members do better in school 4-H members are more motivated to

help others 4-H members develop skills in

leadership, public speaking, self-esteem, communications and planning

High-context Youth Development

Experiences in which young people and adults have close connections over a long period of time.

Low-context Youth Development

Experiences in which youth and adults tend to have many connections but of a shorter duration or for some specific reason.

Approaches to 4-H Youth Development

Cloverbud Club

Youth ages 5-7 (Jan. 1 of current year) Age appropriate activities Cooperative learning activities

4-H Community Club

Meets regularly Addresses county 4-H requests and

community issues Usually multi-project Provides educational program or

activities

Single-project Club

A 4-H club whose members all have similar interests such as dog, entomology or technology club.

How a 4-H Club Fosters Belonging

Encourages youth to form friendships be part of a support community participate in collaborative learning bond with one or more caring adults

How a 4-H Club Fosters Mastery

Provides youth with opportunities for project work opportunities for evaluation and

feedback Opportunities for hands-on learning

to develop life skills

How a 4-H Club Fosters Independence

Provides youth with Decision-making and leadership

experiences, including serving as club officer youth leader mentor teacher teen ambassador

How a 4-H Club Fosters Generosity

Encourages youth to use skills to improve others' lives mentor younger members identify community needs participate in community service projects

Examples of 4-H Delivery Methods

4-H Afterschool Day or overnight camps Trips (state, national or international) Virtual Clubs School Enrichment Individual study Competitive events such as fairs and

judging events

4-H Life Skills

Competencies that help people function well in their environments

Help youth successfully transition into adulthood

Examples of life skills developed through 4-H

Decision making Wise use of resources Communication Accepting differences Leadership Developing useful/marketable skills Making healthy lifestyle choices Self responsibility

Experiential Learning Model

Step 1 -- Experience

A planned experience designed to learn a specific skill.

Step 2 -- Share

Begins with asking questions designed to get individuals to share reactions and observations and to discuss feelings.

Share Questions used for Balloon Shuttle Activity

How did you feel when you were building your balloon shuttle?

How did it feel when you were testing it? What did you think would happen when

you launched your shuttle? What did you expect to happen when

you added the baskets and weights?

Step 3 -- Process

Identify how the experience was actually carried out. How were specific issues or problems addressed?

Process Questions used for Balloon Shuttle Activity

How did you make your shuttle? How did your group decide who would

do what parts of the task? What challenges did you have in making

your shuttle? What effect did the size of your balloon

have on the distance and speed of your shuttle?

Step 4 -- Generalize

Begin to generalize from the experience. The learner applies what was learned to what he/she already knows.

Generalize Questions used for the Balloon Shuttle Activity

What did you learn about building and launching a shuttle that could be applied to something else?

What did you learn about involving everyone in your group in the task?

Step 5 -- Apply

Addresses the "now what?" application of the experience and explores how the information learned can be applied to other situations.

Apply Questions used for the Balloon Shuttle Activity

How would you teach youth to make a balloon shuttle?

What would you do differently when you teach this?

What did you learn from this experience that would help you teach other concepts to a group?

When Using the Experiential Learning Model

Plan activities with Targeted Goals Goals are Life Skills

Experiential Learning Model

Tips for Successful use of the Experiential Learning Model

Plan activities that relate to the learning goals or life skills.

Plan for time to reflect on the experience. Ask the right questions. Prepare ahead of time

as you are thinking through the learning activity. Listen carefully to the youth. Support each young person's unique

learning style.

Tips (cont'd)

Be aware of the Experiential Learning Model Step in which the group is working and be prepared to move the group to the next step when they are ready.

Questions discussed in the processing and application steps provide feedback. Evaluation information also can be gathered by observing the group applying what was learned to another situation.