Characteristics of Positive Youth Development Life Skill Development

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Characteristics of Positive Youth Development & Life Skill Development 4 -H 101 CES Staff

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

To access Power. Point slides, visit: • U: drive, “State YDAE” file folder, then

To access Power. Point 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 To ask questions during presentation, type in the Chat box: • Lower left hand corner of your screen 2

4 -H 101 Series • 4 -H Purpose, History, and Structure (10/15/09) • Effectively

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) 3

Objectives: 1. Discuss characteristics of youth development. 2. Define the 8 essential elements and

Objectives: 1. Discuss characteristics of youth development. 2. Define the 8 essential elements and 4 concepts of positive youth development. 3. Identify life skills developed by 4 -H members. 4. Explain the components of the Experiential Learning Model. 5. Discuss methods to help youth develop life skills. 6. Identify successful strategies for youth in governance and youth and adult partnerships. 4

Objective 1 Discuss characteristics of youth development. 5

Objective 1 Discuss characteristics of youth development. 5

Youth Development Approach • Focus on positive outcomes desired for youth, not on negative

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. 6

Youth Development Approach • Offer opportunities for mastery of competencies needed for productive adult

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. 7

To master skills young people need… • • Safety and structure Sense of belonging

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 8

To master skills young people need… • Independence and control over some part of

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 9

Positive Youth Development • Is an intentional process • Promotes positive outcomes for young

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 10

4 -H Youth Development • Non-formal youth education program • Housed in the National

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 11

4 -H Program Strengths • Nationally-recognized • Strong local, state, and national infrastructure •

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 12

Approaches to 4 -H Youth Development PREVENTION Focus: Risks & Risk Factors Target: Social

Approaches to 4 -H Youth Development PREVENTION Focus: Risks & Risk Factors Target: Social Norms Goal: Fewer Problems Focus: Skills & Knowledge Target: Individual Learners Goal: Competency in knowledge or skill EDUCATION Focus: Developmental Needs Target: Opportunities for Youth Goal: Maturity & Potential YOUTH DEVELOPMENT 13

Understanding the Different Approaches Community, Family, Peers, School, Work, Leisure Contextual Influences EDUCATION FOCUS

Understanding the Different Approaches Community, Family, Peers, School, Work, Leisure Contextual Influences EDUCATION FOCUS YOUTH DEVELOPMENT Competencies 1. Health/Physical 2. Personal/Social 1. 2. 3. 4. 5. Physiological Safety and Structure Belonging/Membership Closeness/Relationships Competency/Mastery Cognitive Changes Needs 3. Cognitive/Creative 4. Vocational/Citizenship 6. Independence/Control over one’s life 7. Self Worth/Contribution 8. Capacity to enjoy life Psychosocial Changes Biological & Physical Changes Developed by Cathann A. Kress, Ph. D. 14

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

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

Essential Elements of 4 -H Belonging 1. Positive Relationship with a caring adult 2.

Essential Elements of 4 -H Belonging 1. Positive Relationship with a caring adult 2. An inclusive environment 3. A safe environment Independence Mastery 4. Engagement in Learning 5. Opportunity for Mastery Generosity 6. Opportunity to see 8. Opportunity to value oneself as an active and practice service for participant in the future others 7. Opportunity for selfdetermination 16

I pledge my head to clearer thinking… INDEPENDENCE • Youth need to know that

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 17

I pledge my heart to greater loyalty… BELONGING • Current research emphasizes importance for

I pledge my heart to greater loyalty… BELONGING • Current research emphasizes importance for youth to have opportunities for longterm 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 18

I pledge my hands to larger service… GENEROSITY • Youth need to feel their

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 19

I pledge my health to better living… MASTERY • In order to develop self-confidence

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 20

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

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

Life Skill Development • Life Skills – competencies that help people function well in

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. 22

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

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

HEAD 24

HEAD 24

HEART 25

HEART 25

HANDS 26

HANDS 26

HEALTH 27

HEALTH 27

Indiana 4 -H Tenure Study (2008) • 4 -H members in their final year

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 28

Objective 4 Explain the components of the Experiential Learning Model 29

Objective 4 Explain the components of the Experiential Learning Model 29

Experiential Learning Model • Process for youth to learn through a carefully planned experience

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 30

"Learn by Doing" • We remember: – – – 10% of what 20% of

"Learn by Doing" • We remember: – – – 10% of what 20% of what 30% of what 50% of what 70% of what 90% of what practice we we we read hear see and hear see, hear and discuss see, hear, discuss and • 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 31

90% 70% 50% 30% 10% 32

90% 70% 50% 30% 10% 32

Experiential Learning Model 33

Experiential Learning Model 33

Experience… “Just do it!” • Action on the part of the learner • Leader

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 34

Share… “What happened? ” • Ask the group some of the following questions… –

Share… “What happened? ” • Ask the group some of the following questions… – – What did you do? happened? did it feel like to do this? was most difficult? Easiest? 35

Process… “What’s important? ” • Ask questions to focus on thinking about the process…

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? 36

Generalize… “So what? ” • Focus questions on individual experiences… – What did you

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? 37

Apply… “Now what? ” • Emphasize how this activity helped the members learn subject

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? 38

Debriefing the Activity • Debriefing allows members to complete their learning from 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 gained & practice targeted life skill. 39

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

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

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 41

Skill-a-thon • Method to involve 4 -H members and parents • Challenging, non-competitive, learn-bydoing

Skill-a-thon • Method to involve 4 -H members and parents • Challenging, non-competitive, learn-bydoing activities • Series of mini learning stations with assistants at each station • Participants rotate from station to perform the given task 42

Skill-a-thon • All team members test their knowledge and ability before assistant provides hints

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 43

Planning a Skill-a-thon • Determine subject matter for stations. • Create realistic tasks to

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. 44

Conducting a Skill-a-thon • • • Set up stations. Divide group into teams by

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. 45

Objective 6 Identify successful strategies for youth in governance and youth and adult partnerships.

Objective 6 Identify successful strategies for youth in governance and youth and adult partnerships. 46

Youth in Governance (YIG) • Youth are “fully-engaged participants, leaders, and decision-makers in the

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 47

Youth in Governance Characteristics • Program Level – Youth are participants and decide which

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 48

Youth-Adult Partnerships (YAP) • Youth and adults work together in a positive and respectful

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 49

Youth-Adult Partnerships • Benefits of youth involvement: – Youth recruit other youth more effectively

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. 50

Youth-Adult Partnerships • Benefits of youth involvement: – New role models are formed. –

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. 51

Youth as Volunteers • 44% of adults volunteer and 2/3 of these began volunteering

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 52

Youth in Governance and Youth Adult Partnerships: An Examination of Promising Practices Results from

Youth in Governance and Youth Adult Partnerships: An Examination of Promising Practices Results from a University of California 4 H Youth Development Study 53

Promising Practices for Implementing YIG & YAP • Five themes were identified: – –

Promising Practices for Implementing YIG & YAP • Five themes were identified: – – – Organizational and Program Structure Youth and Adult Roles Supportive Relationships Skill Building and Mutual Learning Community or Program Impact • Promising practices were identified for each theme area. 54

Organizational & program structure • Staff are available to support leadership opportunities for youth

Organizational & program structure • Staff are available to support leadership opportunities for youth • Program is flexible and incorporates youth interests and needs • Service to community is youth-led • Youth feel sense of acceptance and belonging as their ideas are valued by peers and adults • Funding is adequate; transportation provided 55

Youth and Adult Roles • Adults hold high expectations of youth. • Adults step

Youth and Adult Roles • Adults hold high expectations of youth. • Adults step back to allow youth to assume leadership roles. • Adults and youth perceive each other’s contributions positively. • Adult and youth roles are clearly defined. 56

Supportive Relationships • Adults and youth form mutually supportive relationships in a safe environment.

Supportive Relationships • Adults and youth form mutually supportive relationships in a safe environment. • Adults actively listen to youth and provide feedback and guidance. • Mutual respect is exhibited through positive, courteous communication by youth and adults. • Older youth provide mentoring and support to their younger peers. 57

Skill Building and Mutual Learning • Skills are transferred through peer mentoring and tutoring.

Skill Building and Mutual Learning • Skills are transferred through peer mentoring and tutoring. • Training is provided to develop youths’ leadership skills and to enhance their ability to interact with adults. • Volunteer turnover is minimized to avoid knowledge loss. • Training is provided to adults on YIG/YAP. 58

Community or Program Impact • Youth establish goals that allow them to positively contribute

Community or Program Impact • Youth establish goals that allow them to positively contribute to their communities. • Networking opportunities are provided to youth with other community groups and agencies. • Impact of community projects is shared and celebrated. 59

Additional YIG/YAP Tips 60

Additional YIG/YAP Tips 60

Tips to develop effective YAP’s • Don't expect more from youth than you would

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. 61

Tips to develop effective YAP’s • Don't interrupt. Allow youth the chance to finish

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. 62

Tips to develop effective YAP’s • Allow youth and adults to learn together and

Tips to develop effective YAP’s • Allow youth and adults to learn together and explore beneficial new program ideas. • Take joint responsibility for decisionmaking, 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. 63

Overcoming Barriers to Youth Service • Discuss organizational “mindset” so that adults and youth

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 advise 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”. 64

Overcoming Barriers to Youth Service • Train various age groups appropriately. • Provide clear

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 65

This I Believe… • The 4 -H boy and girl are more important than

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 members 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. 66

This I Believe… • Learning how to do the project is more important than

This I Believe… • Learning how to do the project is more important than the project itself. • A blue ribbon 4 -H member with a red ribbon pig is more desirable than a red ribbon 4 -H member 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 67

Resources • Hendricks, Pat. 1998. “Targeting Life Skills Model. ” http: //www. extension. iastate.

Resources • Hendricks, Pat. 1998. “Targeting Life Skills Model. ” http: //www. extension. iastate. edu/4 h/lifes kills/previewwheel. html. • Independent Sector. http: //www. independentsector. org/progra ms/research/engagingyouth. html. 68

Resources • Kress, Cathann. “Essential Elements of 4 -H Youth Development. ” National 4

Resources • Kress, Cathann. “Essential Elements of 4 -H Youth Development. ” National 4 -H Headquarters. http: //www. national 4 hheadquarters. gov/library/elements. ppt. • University of California. (Fall 2009). “Youth in Governance and Youth Adult Partnerships: An Examination of Promising Practices. ” http: //cyd. ucdavis. edu 69

Resources • USDA/Army Youth Development Project. 2003. “ 4 -H 101, The Basics of

Resources • USDA/Army Youth Development Project. 2003. “ 4 -H 101, The Basics of Starting 4 -H Clubs. ” http: //www. 4 hmilitarypartnerships. org/Desktop. Default. aspx? tabid=75. • Utah State 4 -H. “This I Believe…” Utah State University Extension. • Woessner, Lisa. “Youth and Adult Partnerships. ” University of Illinois 4 -H. 70

Questions, Comments ? ? ? E-MAIL MCKINLES@PURDUE. EDU OR BROADY@PURDUE. EDU 71

Questions, Comments ? ? ? E-MAIL MCKINLES@PURDUE. EDU OR BROADY@PURDUE. EDU 71

Thank you for your participation in the 4 -H 101 Series! 72

Thank you for your participation in the 4 -H 101 Series! 72