2013 Engaging Teens & Older Youth PPT

Session #2
Tuesday, December 3, 2013
Recipient of the National
and North Central Region
2013 Salute to Excellence
Volunteer of the Year Award
Recipient of the National
and North Central Region
2013 Salute to Excellence
Outstanding Lifetime
Volunteer Award
Becky Harrington,
University of Minnesota
Kandi O’Neil, University
of Wisconsin
Brenda Shafer,
University of Minnesota
Rachelle Vettern, North
Dakota State University
High quality youth programs
Create engaging environment
Strategies to engage youth
What does the research say?
◦ Quality youth programs, those
proven most effective and rated
highly by young people
themselves, make an intentional
effort to engage youth at the
highest level in planning, making
choices, and reflecting on their
learning (Zeldin, Larson, Camino,
& O'Connor, 2005).
◦ Attention to making youth programs fun,
interesting, welcoming, and encouraging
to young people in our 4-H Youth
Development programs is crucial to their
continued vitality.
1) youth leadership development
2) sustained youth-adult partnerships
3) skill-building activities
(Roth, & Brooks-Gunn, 2003)
From grades 7 to 12, 4-H youth were
significantly more likely than youth in
other Out of School Time (OST) activities
to contribute to their communities and to
be active, engaged citizens.
In Grade 11 (Wave 7), 4-H youth were
3.9 times more likely to actively
contribute to their communities when
compared with youth who are in other
OST activities.
(Lerner, 2013, February)
What are you doing with the young
people you work with to develop
the Big 3?
What are you doing with the young people
you work with to develop
◦ Youth leadership
◦ Youth-Adult Partnership
◦ Skill-building
Site Activity – 15 minutes
Please take 10 minutes to complete this
activity at your site
Take a quick break
Talk to you soon to hear your opinions!
After completing the Opinion Line Activity
Type into the chat box
New roles you identified to engage teens and
older youth in clubs and communities?
What can adults do to support youth to
engage in leadership roles?
Program space free of health/safety hazards
Healthy food/beverage choices
First aid kit/ fire extinguisher visible
Leaders show respect/inclusion of others
Evidence of exclusion or bias among youth is
addressed by program leaders
Safe Environment
Leaders encourage & support youth
Involved/interacting with youth
Ask open ended questions (How…?)
Use encouraging, non evaluative language
Support imperfect results & push to
keep trying
◦ Know & appropriately challenge each youth
Youth partner with adults
◦ adults share control retain responsibility
◦ adults & youth talk
Youth practice leadership skills
◦ Contribute to decisions and put
forward ideas
◦ Take on new learning & leadership
Opportunities for voice and choice
◦ All Youth have chance to make content & process
Opportunities to set goals & make plans
◦ Use of multiple planning and decision making strategies
◦ All youth encouraged to set project/program goals
Youth Have Structured Opportunities to
◦ Intentional process of reflecting on what they are
doing or what they have done
◦ Youth have structured opportunities to make
presentation to the whole
◦ Leaders provide opportunities for youth to give
feedback on program/activities
Ladder of Learning &
12 years
9 years
16 years
Your 4-H Club has decided to offer a project
day again for local elementary children.
Consider the roles that both the youth and
adults play in planning.
Post-It® Planning
Green Light, Yellow
Light, Red Light
•South Dakota
•North Dakota
1. At the club meeting, the adult volunteer leader announced that
the group would be picking up garbage at the local park as a service
2. At the club meeting, members in the club are given a choice
between picking up garbage, raking leaves, or painting benches at
the local park as a service project. After discussion on each option,
the group decided to paint park benches, and an adult volunteer
agreed to pick out the paint and supplies needed and all were told
when and where to be to get the job done.
3. Youth were asked the question “what could we do to improve the
park for our community service project”? The president led the
group in discussion around the needs and opportunities for park
improvement. After a number of ideas were generated and
discussed amongst the members, they voted to build a bench and
landscape around it with plants and flowers native to the region.
They then broke into groups to discuss the design and construction
of the bench and the landscape.
What? So what?
Now what?
Vary methods
Ball Toss
Talking Stick
Chat with your
• Illinois
• Indiana
• Wisconsin
• Minnesota
• South Dakota
• North Dakota
• Michigan
• Iowa
• Missouri
• Nebraska
• Kansas
• Ohio
We welcome your feedback from tonight’s
e-Forum session.
Your responses will help us to better plan
future programs for 4-H Volunteers.
Site facilitators, please compile your site’s
data and enter it into the survey link within 2
weeks of the session.
To access resources presented in the
e-Forum sessions, please visit:
A recording of this session is also available at
this site and at: learn.extension.org
Hooray! You’ve Got 4-H Parents! Now What??
Engaging Teens/Older 4-H Youth (Tuesday,
Using Technology to Enhance Your 4-H Experience
Exploring the Science of 4-H Projects (Monday,
(Monday, November 18, 2013)
December 3, 2013)
(Tuesday, January 14, 2014)
February 3, 2014)
All programs will be held from 8:00-9:30
p.m. (ET). Local activities begin at 7:30
p.m. (ET)
Lerner, J. (2013, February). Promoting a strength based vision of
adolescence: The PYD perspective and findings from the 4-H study of
positive youth development. Symposium conducted at the 2013 National
4-H Leadership Meeting, New Orlean’s, LA.
Lerner, R. (2013, January). Positive youth development (PYD) and youth
mentoring: Evidence from the 4-H study of PYD. Symposium conducted
at the Meeting of National 4-H Council Mentoring Grant Conference,
Chevy Chase, MD.
Roth, J.L., & Brooks-Gunn, J. (2003). What is a youth development
program? Identification and defining principles. In F. Jacobs, D. Wertlieb,
and R.M. Lerner (Eds.) Enhancing the life of chances of youth and
families: Public service systems and public policy perspectives. Vol. 2 of
handbook of applied developmental science: Promoting positive child,
adolescent, and family development through research, policies and
programs (pp. 197-223). Thousand Oaks, CA: Sage.
Zeldin, S., Larson, R., Camino, L., & O'Connor, C. (2005).
Intergenerational relationships and partnerships in community
programs: Purpose, practice, and directions for research. Journal of
Community Psychology, 33(1), 1-10.
Eccles, J. S. and J. A. Gootman (2002). Community programs to
promote youth development. Washington, DC, National Acad-emies
Durlak, J. and R. Weissberg (2007). The Impact of After-School
Programs that Promote Persona; and Social Skills. Chicago, I;,
Collaborative for Academic, Social, and Emotional Learning.
Akiva, T., & Jones, M. (2007) Youth PQA Handbook. Ypsilanti, MI:
High/Scope Press
Quality matters toolkit: Reflection. (2010). Minneapolis, MN:
University of Minnesota Extension. Retrieved from
Quality matters toolkit: Voice and Engagement. (2010) Minneapolis,
MN: University of Minnesota Extension. Retrieved from
Norb Yogerst, adult leader, Washington
County, WI
Luke Schowalter, youth leader, Washington
County, WI
Brianna Stapleton-Welch, Washington County
4-H Youth Development Educator, WI
Lily Crume, youth leader, Clay County, MN

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