Cathann Kress Director, Youth Development National 4-H Headquarters CSREES, USDA

1. Cathann KressDirector, Youth DevelopmentNational 4-H HeadquartersCSREES, USDA Why 4-H Matters

2. I pledge: My head to clearer thinking, My heart to greater loyalty, My hands to larger service and My health to better living, for my Club, my Community, my Country and my World.

3. Our pledge identifies both our: Guiding Principles Intended Outcomes This pledge that has been repeated many times by thousands of youth identifies both the guiding principles and the outcomes for 4-H created nearly 100 years ago. These principles not only continue to be relevant but they also represent thinking ahead of its time. During the last decade, we�ve seen a number of other organizations recognize the importance of youth development work and express similar themes. This pledge that has been repeated many times by thousands of youth identifies both the guiding principles and the outcomes for 4-H created nearly 100 years ago. These principles not only continue to be relevant but they also represent thinking ahead of its time. During the last decade, we�ve seen a number of other organizations recognize the importance of youth development work and express similar themes.

4. Guiding Principles: The Essential Elements

5. I pledge my head to clearer thinking� To develop responsibility, youth need to know that they are able to influence people and events through decision-making and action.

6. I pledge my heart to greater loyalty� Current research emphasizes the importance for youth to have opportunities for long-term consistent relationships with adults other than parents. This research suggests that a sense of belonging may be the single most powerful positive ingredient we can add into the lives of children and youth.

7. I pledge my health to better living� To develop self-confidence youth need to feel and believe they are capable and they must experience success at solving problems and meeting challenges.

8. I pledge my hands to larger service� By participating in community service, youth connect to communities and learn to give back. These experiences help youth understand the "big picture" of life and find purpose and meaning.

9. Intended Outcomes of 4-H Young people who are: Trained to think, plan and reason Trained to be kind and sympathetic Trained to be useful, helpful and skillful Able to resist disease, enjoy life and make for efficiency

10. Source? 1912 USDA circular

11. 1995 National 4-H Base Program Outcomes HEAD -- educational commitment and achievement HEART -- responsive, caring relationships HANDS -- civic and social responsibility HEALTH -- healthy lifestyles

12. America�s Promise, 1997 Marketable skills thru effective education On-going relationships with caring adults Opportunities to serve Healthy start for a healthy future Safe places, structured activities

13. Does 4-H still matter? Relevant and meaningful outcomes Effective program principles

14. What is 4-H? Programmatic outreach of the Land Grant University to our youngest citizens in their communities. The Land Grant Idea taken to youth.

15. The Land Grant Idea Access to higher education for those with limited resources; Just good practical science; Science applied to practical problems; Education for people of the state with problems to solve; All this and more� James T. Bonnen (1998) The Land Grant Idea and the Evolving Outreach UniversityJames T. Bonnen (1998) The Land Grant Idea and the Evolving Outreach University

16. What is the Land Grant Idea? It is a set of beliefs about the social role of the university. Educating and training the professional cadres of an industrial, increasingly urban, society; Providing broad access to higher education, irrespective of wealth or social status; Working to improve the welfare and social status of the largest and most disadvantaged groups in society. Bonnen, 1998Bonnen, 1998

17. The Land Grant Idea The Land Grant vision was of an institution that could be a training ground for democratic life and civic practice and that could quickly move knowledge from the laboratory to the community. Alperovitz & Howard, 2005Alperovitz & Howard, 2005

18. 1912, Marius Malgren, Hickory, VA As our nation grew, public education was the cornerstone of this bold experiment in nation-building and 4-H connected youth to the universities and the research being conducted. 4-H became part of the larger effort on the part of the United States Department of Agriculture to connect citizens to rapidly developing advances in agricultural sciences and technology discovered by the Land-grant Universities. 4-H youth were often among the first to learn about the new scientific discoveries and related technologies and to apply them in real-world settings with their 4-H projects.As our nation grew, public education was the cornerstone of this bold experiment in nation-building and 4-H connected youth to the universities and the research being conducted. 4-H became part of the larger effort on the part of the United States Department of Agriculture to connect citizens to rapidly developing advances in agricultural sciences and technology discovered by the Land-grant Universities. 4-H youth were often among the first to learn about the new scientific discoveries and related technologies and to apply them in real-world settings with their 4-H projects.

19. Canning Clubs

20. Leading Community Change

21. Some things cannot be taught, but must be experienced. Children and youth learn best when they can �do� � Experiential Education Leading by Example � Youth are early adopters and will change their communities.

22. As the nature of the society that sustains the university changes in fundamental ways, the social role of the university will very slowly undergo change in response to that new social reality. James Bonnen, 1998

23. What does America need from 4-H during its second century?

24. The Land Grant University must be careful to commit its limited resources to outreach activities that are legitimate for a university and are of major social significance. Bonnen, 1998Bonnen, 1998

25. What is legitimate? What has major social significance? How will we define what this outreach should be so that we know what we are talking about, can manage it effectively, and can communicate its meaning to others?

26. Degree of consensus in the community Creation and organization of clientele (who is our constituency?) Having command of enough knowledge of the problem being addressed

27. The Land Grant Mission & 4-H An idea � not a set of academic fields This idea is applicable to all the academic programs of the university. Basic concept is that knowledge has consequences and utility, both for individuals and society. Mission: to serve society by providing access to knowledge to everyone who desires it and can benefit from the experience.

28. How do we serve youth through our programs?

29. Approaches to 4-H Youth Development 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 DevelopmentOver 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

30. Understanding the Different Approaches

31. Approaches to 4-H 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 DevelopmentOver 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

32. CONTEXT � circumstances and conditions which surround an event or individual; the circumstances or settings which determine, specify, or clarify the meaning of an event. CONTENT � information and experiences created by individuals, institutions, and technology to benefit audiences in venues that they value.

33. Approaches to 4-H Youth Development 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 DevelopmentOver 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

34. All Youth need: To know they are cared about by others (Attachment, Belonging, Connection) To feel and believe they are capable and successful (Achievement, Mastery, Competence) To know they are able to influence people and events (Autonomy, Power, Confidence) To practice helping others through their own generosity (Altruism, Purpose, Contribution)

35. Educational Opportunities Opportunities to explore dimensions of the human experience from many perspectives (personal) Opportunities to examine the many kinds of social organizations that humankind has invested (organizational) Opportunities to experiment with the contrasting ways in which we explore and interpret our own lives and the natural world around us through the methodologies and assumptions of various fields (technical) Harold Linstone (1994) � Framework of three world views that can assist us in making informed choices within increasingly complex environments and he cautions against too heavy a reliance on any one of them. We all need familiarity with all three world views.Harold Linstone (1994) � Framework of three world views that can assist us in making informed choices within increasingly complex environments and he cautions against too heavy a reliance on any one of them. We all need familiarity with all three world views.

36. What does America need from 4-H during its second century?

37. 1. To remember our central mission is based on the Land Grant Idea The Imperative vs. The Important A Covenant vs. A Contract We have to know what we want to create and so -- Remarkable 4-H Programs remember their central mission is Youth Development. We can become so busy with the �important� work- the rules, policies and their enforcement that we miss the Imperative - focusing on young people and their needs. Failure to understand the difference between the imperative and the important locks us into operating as if under a �contract� with youth-- �we provide this for you, in return you do that for us�-- rather than recognizing that we have a covenant with youth that defines our relationship with them. We have to know what we want to create and so -- Remarkable 4-H Programs remember their central mission is Youth Development. We can become so busy with the �important� work- the rules, policies and their enforcement that we miss the Imperative - focusing on young people and their needs. Failure to understand the difference between the imperative and the important locks us into operating as if under a �contract� with youth-- �we provide this for you, in return you do that for us�-- rather than recognizing that we have a covenant with youth that defines our relationship with them.

38. What does it mean to have a COVENANT with youth? A covenant rests on a shared commitment to: Ideas, Issues, Values, Goals Covenants are a promise to hold a vision that honors youth A Covenant is a special sense of purpose -- it is a genuine vision, not just a vision statement. It rests on a shared commitment- it represents a �vocation� and helps us remember that the mission of youth development is a calling and not just a good idea. Covenants are a promise to honor youth- Professionals who have made this covenant are not only more committed, they take more initiative, they have a broader and deeper sense of responsibility in their work, they advocate on behalf of youth and they even learn faster because they are motivated to do so. A Covenant is a special sense of purpose -- it is a genuine vision, not just a vision statement. It rests on a shared commitment- it represents a �vocation� and helps us remember that the mission of youth development is a calling and not just a good idea. Covenants are a promise to honor youth- Professionals who have made this covenant are not only more committed, they take more initiative, they have a broader and deeper sense of responsibility in their work, they advocate on behalf of youth and they even learn faster because they are motivated to do so.

39. 2. To create opportunities to meet the basic needs of youth: Belonging Mastery Independence Generosity It�s easy to believe that without adult aid, young people won�t be able to meet their own needs or develop skills and values but the truth is, even very young children will create a framework of values and will develop skills to manage daily life. The question becomes what kind of values and what kind of skills? Are those values and skills ultimately self-destructive or ultimately beneficial in the life of that youth? Opportunities for meeting youth needs determine that trajectory- In addition, all youth will use every skill and bit of energy they have to make themselves feel better. It�s easy to believe that without adult aid, young people won�t be able to meet their own needs or develop skills and values but the truth is, even very young children will create a framework of values and will develop skills to manage daily life. The question becomes what kind of values and what kind of skills? Are those values and skills ultimately self-destructive or ultimately beneficial in the life of that youth? Opportunities for meeting youth needs determine that trajectory- In addition, all youth will use every skill and bit of energy they have to make themselves feel better.

40. Why meet youth needs? If youth needs are unmet, they become defining factors in the lives of youth If youth needs are met in positive ways, youth develop CHARACTER and are more likely to CONTRIBUTE Think of walking into a new social situation-- the first thing all of us do is look around for someone we know-- why? Because each of us, in every situation is hoping to find a way to feel more at ease and more in control. Once we understand this part of human nature, we understand that behavior -- the good, the bad -- is motivated by unmet needs. Think of walking into a new social situation-- the first thing all of us do is look around for someone we know-- why? Because each of us, in every situation is hoping to find a way to feel more at ease and more in control. Once we understand this part of human nature, we understand that behavior -- the good, the bad -- is motivated by unmet needs.

41. 3. To remember our UNIQUE purpose and plans In some youth programs, it�s not uncommon to hear comments such as: �Did you hear about the things they�re doing at �YOUTH-R-US� clubs? If we could only be like them, we�d have it made!� �If we could do a video, or had grant money, or were close to ski resorts like the other program that so many kids have joined-- things would be great!� It�s easy to focus on another program�s strengths and even try to copy them to make our own more successful. When we do though, we miss the unique purpose and plans developed for our specific program. Each 4-H Youth Development program is unique-- with a whole set of strengths that connects the vision of our program to the needs of youth and communities. We need to understand these unique purposes and plans clearly, and how �what we do� fits with our vision-- otherwise, we can easily get caught in doing �good things� that keep youth busy, rather than the best things for developing the youth in our local 4-H Youth Program.In some youth programs, it�s not uncommon to hear comments such as: �Did you hear about the things they�re doing at �YOUTH-R-US� clubs? If we could only be like them, we�d have it made!� �If we could do a video, or had grant money, or were close to ski resorts like the other program that so many kids have joined-- things would be great!� It�s easy to focus on another program�s strengths and even try to copy them to make our own more successful. When we do though, we miss the unique purpose and plans developed for our specific program. Each 4-H Youth Development program is unique-- with a whole set of strengths that connects the vision of our program to the needs of youth and communities. We need to understand these unique purposes and plans clearly, and how �what we do� fits with our vision-- otherwise, we can easily get caught in doing �good things� that keep youth busy, rather than the best things for developing the youth in our local 4-H Youth Program.

42. 4. To EVALUATE our impacts It would be great if every new idea, strategy or program worked. Many work great, some are marginal, and others are total failures. Taking time for evaluation allows programs to examine what worked and what didn�t and make needed course corrections. Evaluation is the piece that closes the loop in remarkable programs and helps us bring our actions into perspective with our vision. It helps us to unmask our pictures of the organization and our practices and hold them rigorously to scrutiny. -- It would be great if every new idea, strategy or program worked. Many work great, some are marginal, and others are total failures. Taking time for evaluation allows programs to examine what worked and what didn�t and make needed course corrections. Evaluation is the piece that closes the loop in remarkable programs and helps us bring our actions into perspective with our vision. It helps us to unmask our pictures of the organization and our practices and hold them rigorously to scrutiny. --

43. Evaluation helps us understand our current reality- where we are - and how far we are from our vision - where we want to be It�s the evaluation process that helps us to realistically understand the gap that exists between our vision and practice-- and we need to know this-- because none of us would think of attempting to jump a gap whose size and depth was unknown to us-- but when we can clearly see the size of the gap- only then can we determine, if we can make the jump or what kind of bridge we need to build. Programs that become remarkable don�t start off that way- we learn how to produce extraordinary results by: 1. Telling the truth - being willing to look unflinchingly at both where we currently succeed and where we currently fail; 2. Realizing that today�s problems often come from yesterday�s solutions (multiflora) 3. Recognizing that lofty vision alone fails to revitalize languishing programs- and that action- what we do-- must be congruent with not only where we want to be, but what we believe about our ability to get there; It�s the evaluation process that helps us to realistically understand the gap that exists between our vision and practice-- and we need to know this-- because none of us would think of attempting to jump a gap whose size and depth was unknown to us-- but when we can clearly see the size of the gap- only then can we determine, if we can make the jump or what kind of bridge we need to build. Programs that become remarkable don�t start off that way- we learn how to produce extraordinary results by: 1. Telling the truth - being willing to look unflinchingly at both where we currently succeed and where we currently fail; 2. Realizing that today�s problems often come from yesterday�s solutions (multiflora) 3. Recognizing that lofty vision alone fails to revitalize languishing programs- and that action- what we do-- must be congruent with not only where we want to be, but what we believe about our ability to get there;

44. 5. To make sure our programs CHANGE The core of 4-H-- meeting youth needs and building life skills-- is timeless and unchangeable. It is as relevant today as we face the Millenium, as it was at the last turn of the century when 4-H was developed to teach farming practices and food preservation techniques. But HOW we meet youth needs and build life skills continually changes. Adaptability in our programs, our rules, and our delivery methods ensures that 4-H programs will continue to be important experiences for young people.The core of 4-H-- meeting youth needs and building life skills-- is timeless and unchangeable. It is as relevant today as we face the Millenium, as it was at the last turn of the century when 4-H was developed to teach farming practices and food preservation techniques. But HOW we meet youth needs and build life skills continually changes. Adaptability in our programs, our rules, and our delivery methods ensures that 4-H programs will continue to be important experiences for young people.

45. How do we change? We must be drawn to what we want to create not simply repelled by what we have. We must be drawn to change-- 1. Don�t push change; remove the factors limiting change. Whenever one encounters resistance - it can be understood but not instantly. 2. Organizations change only through individuals who change. We can decide that this change is Terry�s job, or Angela�s job or that other county�s job. But the truth is we become a remarkable 4-H Youth Development Program because individuals share a vision and are drawn to its realization. We must be drawn to change-- 1. Don�t push change; remove the factors limiting change. Whenever one encounters resistance - it can be understood but not instantly. 2. Organizations change only through individuals who change. We can decide that this change is Terry�s job, or Angela�s job or that other county�s job. But the truth is we become a remarkable 4-H Youth Development Program because individuals share a vision and are drawn to its realization.

46. 6. To remember the DREAMS of youth We often spend so much time coping with problems along our path that we forget why we are on that path in the first place. Remarkable 4-H Programs don�t make that mistake. They remember the dreams of youth and recruit people and construct programs that reflect a sincere commitment to developing the potential of all youth. Remarkable 4-H Programs remember that it is not what the vision is, it�s what the vision DOES (Robert Fritz) Why do we want to remember the dreams of youth? We want it because we want it. It is a pivotal moment for a 4-H youth development organization when its people can take this stand. It means that our 4-H Program has absolutely, fully, intrinsically committed itself to the well-being of youth. ...And that�s what makes a 4-H Youth Development Program remarkable.We often spend so much time coping with problems along our path that we forget why we are on that path in the first place. Remarkable 4-H Programs don�t make that mistake. They remember the dreams of youth and recruit people and construct programs that reflect a sincere commitment to developing the potential of all youth. Remarkable 4-H Programs remember that it is not what the vision is, it�s what the vision DOES (Robert Fritz) Why do we want to remember the dreams of youth? We want it because we want it. It is a pivotal moment for a 4-H youth development organization when its people can take this stand. It means that our 4-H Program has absolutely, fully, intrinsically committed itself to the well-being of youth. ...And that�s what makes a 4-H Youth Development Program remarkable.

47. 4-H Study Does participation make a difference in the lives of youth?

48. What difference does 4-H Club participation make? Two year study To what extent and in what ways do 4-H Clubs influence and contribute to the �context� for positive youth development? This two-year study focused on understanding the difference 4-H Club participation makes in a young person�s life and the ways in which 4-H Clubs influence and contribute to positive youth development in New York State. This two-year study focused on understanding the difference 4-H Club participation makes in a young person�s life and the ways in which 4-H Clubs influence and contribute to positive youth development in New York State.

49. Youth Development defined� In this study, youth development was understood as a process of growing up and developing one�s capacities in positive ways -Walker & Dunham, 1994

50. Is success related to active participation and involvement in public demonstrations, community service projects, and events? Is success due to the relationships developed and the long-term membership?

51. Findings- Members Only Survey 4-H Club youth in New York scored higher than both the Search Institute�s youth with club participation and without club participation on all developmental assets tested. The type of club was not important. There was a difference for youth who remain in 4-H for one year or more.

52. Results? The results show that the process of youth development is positively influenced in multiple ways by 4-H membership. When membership includes some key essential elements�

53. Belonging Feeling Part of a Supportive Community Content: Sensory, Awareness Design Elements: Express it, let me sense it, involve others in it Strategies: Encourage Peer Group Cohesion (ice breakers, games, social time); Encourage Cross-age Linkages, Staff-youth bonding; Encourage ties with family and community; Make small group time available to allow the development of close relationships with peers and staff; Encourage collaborative and cooperative learning; Show respect for the value of diverse cultures; Provide multiple opportunities for youth to develop relationships with adults; Encourage supportive peer relationships.

54. Mastery Opportunities for Success � the source of self-esteem Content: Structure, Implementation Oriented Design Elements: Order it, sequence it, walk through, practice Strategies: Mix hands-on activities, projects or exhibitions, applied, contextual or workplace-related challenges; Supplement competition with cooperative activities or games; Develop multi-faceted teaching approaches that include group investigation, experiential learning and multiple outcomes; Focus on the long-term goals of learning; provide prompt feedback; model and teach that failure and frustration are learning experiences.

55. Independence Autonomy, Responsibility Content: Data Oriented, Experiential Design Elements: Free me to discover, experiment, visualize Strategies: Before making decisions, ask if youth could make the decision; Include youth in planning discussions and encourage input; Ask youth to do something instead of telling them to do it; Give youth responsibility to carry out with a minimum of reminders; Commend youth who recognize the limits of their independence and seek counsel; Help youth explore courses of action or appropriate decisions; Never deprive youth of the thrill of overcoming an obstacle, don�t jump in too quickly to help; Maintain a close link between independence and responsibility; Share power with young people through self-governance in significant areas.

56. Generosity Purpose, Usefulness Content: Conceptual, Big Picture Design Elements: Metaphors, Discovery, Experiential, Visuals Strategies: Mentoring/Tutoring programs for cross-age linkages, service projects and community service; Tie learned skills/abilities to how they can be used in positive ways; Respect and encourage bonds of friendship among young people and between staff and children; Use as many opportunities as possible to encourage young people to imagine the feelings of others (discuss feelings or motivations of characters in literature, history or social studies); Highlight the effect of a young person�s behavior on others (both positive and negative), reinforce gestures of caring and concern, and ask young people to take responsibility.

58. Challenges for those who care about 4-H Build the unique character of 4-H and strengthen its identity Strengthen the value relationship between 4-H and the Land Grant University Build a culture of philanthropy within 4-H

59. What does America need from 4-H in the next century?

60. To be an effective youth development program tied to its Land Grant University

61. Characteristics of Effective Youth Development Programs Youth as resources Ecological Approach Caring adults and safe environments Belonging with rules Flexible and responsive Long-term Real work and real responsibility Experiences resulting in product or presentation

62. What does it take to assist young people to become healthy, problem-solving, constructive adults? Youth must: Find a valued place in a constructive group Learn how to form close, durable human relationships Earn a sense of worth as a person Achieve a reliable basis for making informed choices Express constructive curiosity and exploratory behavior Find ways of being useful to others Believe in a promising future with real opportunities Cultivate the inquiring and problem-solving habits of the mind Learn to respect democratic values and responsible citizenship Build a healthy lifestyle Great Transitions: Preparing Adolescents for a New Century Carnegie Council on Adolescent Development

63. If you were to design a youth development program intended to assist young people to become healthy, problem-solving constructive adults �

64. What would it look like? It would offer opportunities for youth to experience belonging It would offer opportunities for youth to experience a �hands-on� laboratory which connects them to the knowledge of the Land Grant University It would offer opportunities for young people to choose It would offer opportunities to experience what it means to be a citizen

65. It would look a lot like the 4-H Club.

66. www.national4-hheadquarters.govwww.4husa.orgCathann KressDirector, Youth DevelopmentNational 4-H HeadquartersCSREES, USDA

67. How can we strengthen 4-H?

69. Challenges in developing or expanding effective programs for young adolescents: Participation Access Funding Effectiveness Coordination The Future of Children: When School is Out,� David and Lucille Packard Foundation, Volume 9, Number 2, Fall 1999

70. Participation: Making programs attractive and relevant to target audiences What do kids say they want? �Fun and friends� �Voice and choice� Income, race and gender influence who participates

71. Access�who can participate? Low-income communities---rural or urban--were least likely to offer consistent support for and a wide array of opportunities for adolescents.

72. More access issues� Logistics--transportation, location of services (including safety issues), fees, required expenses Perceptions--who is perceived as welcome in terms of race, gender, ability/disability, etc.

73. Barriers to involvement... Difficulty of identifying programs Program costs Required parent participation Problem behaviors of some youth Family pre-occupied with other needs Youth lacked self-confidence to initiate or sustain participation �Increasing the 4-H participation of youth from high-risk environments,� B. Hobbs, Journal of Extension, 8/99.

74. Funding�. Multiple sources with multiple expectations Instability Inadequacy Inequity--�easier to obtain a million dollars to study juvenile purse-snatching than a thousand dollars to study youth theatre or dance groups.�

75. Program effectiveness... Reliance on �soft measures� Failure to evaluate core services Few �big studies� Thorny methodological issues Few good measurement tools

76. Coordination� Competition Duplication Unique niches and contribution