Characteristics of Positive Youth Development & Life Skill Development

1. Characteristics of Positive Youth Development & Life Skill Development 4-H 101 CES Staff Development Series Tuesday, March 9, 2010, 10:00 a.m. Steve McKinley Carl Broady mckinles@purdue.edubroady@purdue.edu 765-494-8435 765-494-8435

2. To access PowerPoint slides, visit: • U: drive, “State YDAE” file folder, then “4-H 101” file folder • “Save as”, then close to allow others to access the file • Lower left hand corner of your screen To ask questions during presentation, type in the Chat box:

3. 4-H 101 Series • 4-H Purpose, History, and Structure (10/15/09) • Effectively Utilizing Volunteers (11/10/09) • Starting and Maintaining 4-H Clubs (12/10/09) • Expanding 4-H Opportunities (1/12/10) • Working with 4-H Parents(2/18/10) • Characteristics of Positive Youth Development & Life Skill Development (3/9/10)

4. 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 successful strategies for youth in governance and youth and adult partnerships.

5. Objective 1 Discuss characteristics of youth development.

6. Youth Development Approach • Focus on positive outcomes desired for youth, not on negative outcomes we wish to prevent. • Provide programs that are available to all young people. • Involve youth as “central actors in their own development.” • Develop the whole person – not just a single characteristic or problem.

7. Youth Development Approach • Offer opportunities for mastery of competencies needed for productive adult life. • Develop programming WITH youth, not TO youth. • Provide guidance with caring, knowledgeable adults – dependent on family and other adults in community. • Offer programs in safe, nurturing, healthy environments.

8. 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

9. 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

10. 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

11. 4-H Youth Development • Non-formal youth education program • Housed in the National Institute of Food and Agriculture (NIFA) of the United States Department of Agriculture (USDA) • Part of land grant university system • Access to most current knowledge and research • Has a presence in each county in the nation

12. 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

13. 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

14. 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.

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

16. Essential Elements of 4-H

17. 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

18. 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

19. 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

20. 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

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

22. 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.

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

24. HEAD

25. HEART

26. HANDS

27. HEALTH

28. Indiana 4-H Tenure Study (2008) • 4-H members in their final year of tenure reported 4-H’s impact on the development of their personal life skills • Results: Indiana 4-H members perceive they are acquiring multiple life skills through their participation in the 4-H program • 5 top-rated life skills: • Self-responsibility (Health) • Self-motivation (Hands) • Communication (Heart) • Social skills (Heart) • Leadership (Hands) • 94% plan to continue education beyond high school

29. 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 gained & practice targeted life skill.

40. 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 (youth or adult) for each station who is 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. Objective 6 Identify successful strategies for youth in governance and youth and adult partnerships.

47. Youth in Governance (YIG) • Youth are “fully-engaged participants, leaders, and decision-makers in the programs, organizations, and communities to which they belong” (e.g. 4-H) • Not a program, but a strategy or philosophy for positive youth development Source: National 4-H Council, 2005

48. Youth in Governance Characteristics • Program Level • Youth are participants and decide which programs will be offered and how • Organizational Level • Youth voice is included when establishing policies and procedures and making decisions • Community Level • Youth are stakeholders in the activities that affect their communities

49. Youth-Adult Partnerships (YAP) • Youth and adults work together in a positive and respectful environment • Excellent learning opportunity for both groups • Adults work with youth as equals in the partnership (not do activities to or for youth) • Adults and youth share equally in the decision-making process

50. 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.