1. 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

2. 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)

3. Program Information…
Disconnected? Contact the AgIT Help Desk at
Provide feedback to: Steve at , or

4. Positive Youth Development & Life Skill Development

5. 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.

6. Discuss characteristics of youth development.
Objective 1
Discuss characteristics of youth development.

7. 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.

8. 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.

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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
Over the years, our 4-H Educators have used many approaches in their work with youth. Understanding these approaches and how they differ is critical in our effectiveness.
Prevention
Education
Youth Development
Goal: Maturity & Potential

15. Understanding the Different Approaches
Biological & Physical Changes
Cognitive Changes
Psychosocial Changes
Competencies 1.
Health/Physical
3. Cognitive/Creative 2.
Personal/Social
4. Vocational/Citizenship
Needs
Physiological
6. Independence/Control
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
Contextual Influences
Community, Family, Peers,
School, Work, Leisure
EDUCATION FOCUS
YOUTH DEVELOPMENT
Understanding the different approaches is a little easier –
[House Model]
It’s that first floor that is the focus of youth development work, the concern with developmental needs of youth and what opportunities productively respond to those needs. It should be no surprise that it also forms the Essential Elements of 4-H…
Developed by Cathann A. Kress, Ph.D.

16. Objective 2
Define the 8 essential elements and 4 concepts of positive youth development.

17. Essential Elements of 4-H
Belonging
Positive Relationship with a caring adult
An inclusive environment
A safe environment
Mastery
Engagement in Learning
Opportunity for Mastery
Independence
Opportunity to see oneself as an active participant in the future
Opportunity for self-determination
Generosity
Opportunity to value and practice service for others
In 1999, a team of evaluators from the National 4-H Impact Design Implementation Team was given the charge of determining the “critical elements in a 4-H experience.”
Those elements revolve around four central concepts which form the Essential Elements of our program and are woven through all we do-
BELONGING
MASTERY
INDEPENDENCE
GENEROSITY
Joining with friends for work, fun and fellowship
Developing talents
Learning to live in a changing world
Producing something of value
Creating better homes and communities
Conserving nature’s resources
Building health
Choosing a way to earn a living
Sharing responsibility for community improvement
Serving as citizens in maintaining world peace

18. I pledge my head to clearer thinking…
INDEPENDENCE
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
By exercising independence through 4-H leadership opportunities, youth mature in self-discipline and responsibility, learn to better understand themselves and become independent thinkers.

19. I pledge my heart to greater loyalty…
BELONGING
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
Youth need to know they are cared about by others and feel a sense of connection to others in the group. This “fellowship” has always been an important part of a 4-H experience. 4-H gives youth the opportunity to feel physically and emotionally safe while actively participating in a group.

20. I pledge my hands to larger service…
GENEROSITY
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
It’s clear that these experiences provide the foundation that helps us understand the "big picture" of life and find purpose and meaning.

21. I pledge my health to better living…
MASTERY
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
By exploring 4-H projects and activities, youth master skills to make positive career and life choices.
Additionally, youth need to have a safe environment for making mistakes and getting feedback, not just through competition but also as an ongoing element of participation.
Finally, youth need the breadth and depth of topics that allow them to pursue their own interests.

22. Identify life skills developed by 4-H members.
Objective 3
Identify life skills developed by 4-H members.

23. 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.

24. Targeting Life Skills Model
Source: Pat Hendricks, Iowa State

25. HEAD

26. HEART

27. HANDS

28. HEALTH

29. Explain the components of the Experiential Learning Model
Objective 4
Explain the components of the Experiential Learning Model

30. 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

31. "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

32. 90%
70%
50%
30%
10%

33. Experiential Learning Model

34. 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

35. 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?

36. 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?

37. 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?

38. 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?

39. 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.

40. Discuss methods to help youth develop life skills.
Objective 5
Discuss methods to help youth develop life skills.

41. 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

42. 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

43. 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

44. 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.

45. 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

46. Identify characteristics of successful youth and adult partnerships.
Objective 6
Identify characteristics of successful youth and adult partnerships.

47. 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)

48. 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

49. 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.

50. 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.

51. 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.

52. 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.

53. 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”

54. 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

55. 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

56. 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.

57. 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

58. Resources
Hendricks, Pat “Targeting Life Skills Model.”
Independent Sector.
Kress, Cathann. “Essential Elements of 4-H Youth Development.” National 4-H Headquarters.

59. Resources
USDA/Army Youth Development Project “4-H 101, The Basics of Starting 4-H Clubs.”
Utah 4-H website. “This I Believe…”
Woessner, Lisa. “Youth and Adult Partnerships.” University of Illinois 4-H.

60. Questions?

61. “4-H Purpose, History, and Structure”
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.