This document discusses positive youth development and life skill building. It defines positive youth development as a process that focuses on developing competencies in youth through mastery of life skills. The document outlines characteristics of positive youth development approaches and identifies specific life skills developed through 4-H programs, such as leadership, communication, and planning/organizing. It also describes the experiential learning model and methods for helping youth develop life skills, including projects, demonstrations, and skill-a-thons. Finally, it discusses the benefits of youth-adult partnerships and tips for making them effective.
The document provides an overview of Iowa 4-H Youth Development and how it uses GPS/GIS technologies. It discusses that 4-H aims to empower youth through positive youth development which focuses on belonging, mastery, independence and generosity. It emphasizes the importance of experiential learning and having caring adult mentors to help youth develop these skills through hands-on activities and reflection. The goal is for youth to become competent, caring and contributing community members.
The document discusses life skill development in 4-H members. It describes life skills as competencies that help people function well and are learned through sequential, age-appropriate, hands-on activities. The Targeting Life Skills Model focuses on head, heart, hands, and health. The Experiential Learning Model is used for activities and involves experiencing an activity, sharing reflections, processing the experience, generalizing lessons, and applying what was learned. Methods for developing life skills include 4-H projects, demonstrations, judging events, workshops, camps, and skill-a-thons which involve rotating between learning stations.
This document provides an overview of Iowa 4-H Youth Development and its focus on positive youth development through experiential learning. It discusses the core elements of 4-H, including belonging, mastery, independence, and generosity. It emphasizes the importance of caring adult mentors and creating an inclusive, safe environment where youth can learn skills, help others through service, and make decisions. The experiential learning cycle of experience, share, process, generalize, and apply is highlighted as an effective model for hands-on learning in 4-H programs.
Boys and Girls Clubs of Kawartha Lakes and Taylor Newberry Consulting - How d...YHP Canada
The document discusses a mental health program called Flex Your Head that is run at Boys and Girls Clubs. It was designed collaboratively with Clubs to be fun, engaging, and non-clinical. The program aims to increase understanding of mental health and develop coping strategies among youth. It uses experiential activities and focuses on areas like emotions, relationships, self-care, and stress. Initial experiences running the program have been very positive, with increased knowledge for both youth and staff. Moving forward, there is interest in expanding youth participation, engagement, and community awareness of mental health issues.
This document provides guidance for 4-H volunteer leaders on using experiential learning in 4-H project experiences. It discusses the experiential learning model, which involves youth experiencing an activity, sharing about it, processing it to identify themes, generalizing the experience, and applying what they learned. The document provides tips for leaders on selecting a life skill to practice, choosing an engaging teaching method, processing the experience with youth through questioning, and evaluating whether the activity's objectives were achieved.
The document discusses the professional preparation and characteristics of effective early childhood educators. It outlines that educators should be physically and mentally healthy, caring, respectful, and strive to continuously improve their practice. Educators acquire knowledge about child development, families, curriculum approaches, and how to form partnerships. Professional preparation includes both informal learning like mentorships as well as formal education programs. Research shows that higher levels of teacher education can improve the quality of early education and child outcomes. Effective educators observe and record details about children's behaviors and development to inform curriculum planning in a culturally appropriate way.
The document outlines the objectives and goals of a quality school from the perspective of stakeholders. It discusses bringing together physical, financial, and human resources to develop holistic personalities in students that prepare them as global citizens committed to social change and inculcating life skills. The school aims to instill environmental sensitivity and a commitment to human values.
The document provides an overview of Iowa 4-H Youth Development and how it uses GPS/GIS technologies. It discusses that 4-H aims to empower youth through positive youth development which focuses on belonging, mastery, independence and generosity. It emphasizes the importance of experiential learning and having caring adult mentors to help youth develop these skills through hands-on activities and reflection. The goal is for youth to become competent, caring and contributing community members.
The document discusses life skill development in 4-H members. It describes life skills as competencies that help people function well and are learned through sequential, age-appropriate, hands-on activities. The Targeting Life Skills Model focuses on head, heart, hands, and health. The Experiential Learning Model is used for activities and involves experiencing an activity, sharing reflections, processing the experience, generalizing lessons, and applying what was learned. Methods for developing life skills include 4-H projects, demonstrations, judging events, workshops, camps, and skill-a-thons which involve rotating between learning stations.
This document provides an overview of Iowa 4-H Youth Development and its focus on positive youth development through experiential learning. It discusses the core elements of 4-H, including belonging, mastery, independence, and generosity. It emphasizes the importance of caring adult mentors and creating an inclusive, safe environment where youth can learn skills, help others through service, and make decisions. The experiential learning cycle of experience, share, process, generalize, and apply is highlighted as an effective model for hands-on learning in 4-H programs.
Boys and Girls Clubs of Kawartha Lakes and Taylor Newberry Consulting - How d...YHP Canada
The document discusses a mental health program called Flex Your Head that is run at Boys and Girls Clubs. It was designed collaboratively with Clubs to be fun, engaging, and non-clinical. The program aims to increase understanding of mental health and develop coping strategies among youth. It uses experiential activities and focuses on areas like emotions, relationships, self-care, and stress. Initial experiences running the program have been very positive, with increased knowledge for both youth and staff. Moving forward, there is interest in expanding youth participation, engagement, and community awareness of mental health issues.
This document provides guidance for 4-H volunteer leaders on using experiential learning in 4-H project experiences. It discusses the experiential learning model, which involves youth experiencing an activity, sharing about it, processing it to identify themes, generalizing the experience, and applying what they learned. The document provides tips for leaders on selecting a life skill to practice, choosing an engaging teaching method, processing the experience with youth through questioning, and evaluating whether the activity's objectives were achieved.
The document discusses the professional preparation and characteristics of effective early childhood educators. It outlines that educators should be physically and mentally healthy, caring, respectful, and strive to continuously improve their practice. Educators acquire knowledge about child development, families, curriculum approaches, and how to form partnerships. Professional preparation includes both informal learning like mentorships as well as formal education programs. Research shows that higher levels of teacher education can improve the quality of early education and child outcomes. Effective educators observe and record details about children's behaviors and development to inform curriculum planning in a culturally appropriate way.
The document outlines the objectives and goals of a quality school from the perspective of stakeholders. It discusses bringing together physical, financial, and human resources to develop holistic personalities in students that prepare them as global citizens committed to social change and inculcating life skills. The school aims to instill environmental sensitivity and a commitment to human values.
This document provides information on guidance and counseling. It defines key terms like guidance and counselor. It describes guidance as a process to help individuals solve problems and pursue suitable paths. Counseling involves a relationship between two people to help one resolve issues. The document outlines various principles, elements, types and phases of guidance and counseling. It emphasizes that guidance is a continuous process to assist individual development rather than direct it. Qualities of effective counselors and organizing guidance programs in educational institutions are also discussed.
This document discusses the Girl Guide and Girl Scout experience, which includes their educational method and leadership model. The educational method has five elements: learning in small groups, my path my pace, connecting with others, connecting with the world, and learning by doing. It emphasizes a learner-led approach. The leadership model focuses on developing six leadership mindsets: leading yourself, leading relationships, leading for innovation, leading in context, leading for girls' empowerment, and leadership practice. The overall goal is to empower girls and young women to reach their full potential.
This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It focuses on developing skills through a woman-centered and culturally sensitive lens. The curriculum is divided into 3 modules exploring the self, community, and future. Activities are experiential and aim to improve essential skills. Field tests showed increases in literacy skills. The complete adaptable curriculum is available online.
This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It focuses on developing skills through a woman-centered and culturally sensitive lens. The curriculum is divided into 3 modules exploring the self, community, and future. Activities are experiential and aim to improve essential skills. Field tests showed increases in literacy skills. The complete adaptable curriculum is available online.
The Works Wonders program provides employment and life skills training to foster youth in Rhode Island. It uses a youth engagement model where foster youth help develop the curriculum. The program includes peer support groups, individual career coaching, and supported employment experiences. Early findings show foster youth lack employment skills but are motivated to learn. Involving youth in decision-making has increased participation and buy-in. The program aims to improve foster youth transitions to adulthood by addressing relationships, self-advocacy, and career development.
This document provides an overview and goals of the Lions Quest Skills for Adolescence program. The program is a comprehensive positive youth development program for grades 6-8 that teaches life and citizenship skills. Its goals are to engage students, families, and the community in creating a caring learning environment, provide opportunities for students to learn essential life skills, promote a healthy drug-free lifestyle, engage students in good citizenship, and strengthen student commitments. It aims to develop skills like decision making, communication, and managing emotions.
Education in its general sense is a form of learning, in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research.
Lifelong learning is the "ongoing, voluntary, and self-motivated” pursuit of knowledge for either personal or professional reasons.
The document discusses lifelong learning and skill enhancement. It defines lifelong learning as the voluntary pursuit of knowledge for personal or professional reasons. Skills can be classified as general or specific, and include abilities like time management, teamwork, and self-motivation. The most important life skill is the ability to learn. Learning helps to empower people and promote health. Suggestions to enhance skills include setting challenging targets, improving teacher skills, and helping families and communities support skill development from an early age.
The document summarizes key aspects of training mentors for quality mentoring programs. It discusses that mentor training is vital and should include topics like program rules, building relationships, ethics and closure. Training should focus on developing relationship skills and last a minimum of two hours. Effective training enforces program values, minimizes risk, and raises awareness of the skills and knowledge needed for successful mentoring through strategies like lecture, role play and interactive activities.
This document discusses educational guidance provided by the Islamia University of Bahawalpur. It covers several topics:
1. Educational guidance involves individual and group guidance services to help students improve study skills, time management, and personal and social development.
2. Guidance in schools aims to help students manage their own lives, develop their own views, make decisions, and take responsibility. Vocational guidance also helps students explore careers aligned with their interests and abilities.
3. Individual guidance is tailored to each student to help solve problems, while group guidance addresses common issues through lectures, demonstrations, and orientation classes. Testing and assessment tools are also used to provide career guidance.
The document outlines the 5 essential elements of the PYP (Primary Years Programme): knowledge, concepts, attitudes, skills, and action. It describes each element in detail, noting that knowledge explores important ideas across subject areas, concepts promote higher-level thinking, attitudes aim to develop values like appreciation and cooperation, skills include thinking, social, communication and research abilities, and action involves applying learning to help others. Together, these elements work to develop international-mindedness in students.
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
The document defines life skills as psychosocial abilities that allow people to deal with everyday challenges. Life skills education teaches knowledge, attitudes, and skills to support healthy behaviors through an interactive learning process. It aims to develop important tools for students' overall development, such as decision making, communication, and coping with stress. Some key life skills mentioned include problem solving, self-awareness, leadership, and effective communication. The objectives of life skills education are to clearly express thoughts and feelings, settle disagreements without hurting others, and contribute to well-being.
This document discusses youth work and its relationship to education. It makes three key points:
1. Youth work is a form of non-formal education focused on personal and social development through group association and activities.
2. The Department of Education in Northern Ireland recognizes youth work as a complementary and sometimes alternative service to formal education.
3. There is a need to better define and measure the outcomes of youth work to demonstrate its contributions to educational goals and inform continued collaboration between youth work and formal education sectors.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
Gordon Primary School Improvement 2018 - 2019GordonPrimary
The document outlines plans for improving curriculum, learning and teaching, and environment at Gordon Primary School. It begins with the school's ambitious curriculum rationale and vision of helping pupils "be the best you can be" by placing values at the heart of actions. Improvement plans are outlined for each area, with a focus on inspiring pupil and staff leadership. For curriculum, plans include developing pupils' skills for the future and opportunities to learn locally and globally. For learning and teaching, priorities are supporting pupil leadership in quality assurance and creating a learning environment that fosters curiosity. Environmental improvements aim to model the school's RESPECT values.
In 2015, LWB began the implementation of the Leading Practice strategy, aiming to build a learning culture among a 4,200-strong workforce that improves leadership and practice quality at the frontline.
Life Without Barriers is implementing a leading practice framework to build leadership skills and strengthen relationship-based practice through workshops and coaching for frontline leaders. The program involves experiential learning opportunities like workshops co-facilitated by internal leaders using activities and scenarios. Frontline leaders also receive up to six coaching sessions to set and work towards learning goals using a reflective cycle. Initial evaluations found the workshop approach was different than many participants' training experiences but provided benefits like feeling more able to support clients and staff. The program is being rolled out nationally with lessons learned around planning, implementation and evaluating outcomes over time.
This document outlines the basic principles and organization of a school guidance program. It discusses that guidance should serve all students, address their whole environment and specific needs, and provide continuous services. A guidance program should have trained personnel and specialists, methods to collect student information, and facilitate cooperation between the home, school and community. The document also describes different models for organizing guidance services at the elementary, high school, and college levels, including charts showing how guidance roles relate within the school administration.
This document provides information on guidance and counseling. It defines key terms like guidance and counselor. It describes guidance as a process to help individuals solve problems and pursue suitable paths. Counseling involves a relationship between two people to help one resolve issues. The document outlines various principles, elements, types and phases of guidance and counseling. It emphasizes that guidance is a continuous process to assist individual development rather than direct it. Qualities of effective counselors and organizing guidance programs in educational institutions are also discussed.
This document discusses the Girl Guide and Girl Scout experience, which includes their educational method and leadership model. The educational method has five elements: learning in small groups, my path my pace, connecting with others, connecting with the world, and learning by doing. It emphasizes a learner-led approach. The leadership model focuses on developing six leadership mindsets: leading yourself, leading relationships, leading for innovation, leading in context, leading for girls' empowerment, and leadership practice. The overall goal is to empower girls and young women to reach their full potential.
This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It focuses on developing skills through a woman-centered and culturally sensitive lens. The curriculum is divided into 3 modules exploring the self, community, and future. Activities are experiential and aim to improve essential skills. Field tests showed increases in literacy skills. The complete adaptable curriculum is available online.
This document describes an essential skills program for unemployed women over 40. The program was developed in response to needs in the local community and is funded by the Canadian government. It focuses on developing skills through a woman-centered and culturally sensitive lens. The curriculum is divided into 3 modules exploring the self, community, and future. Activities are experiential and aim to improve essential skills. Field tests showed increases in literacy skills. The complete adaptable curriculum is available online.
The Works Wonders program provides employment and life skills training to foster youth in Rhode Island. It uses a youth engagement model where foster youth help develop the curriculum. The program includes peer support groups, individual career coaching, and supported employment experiences. Early findings show foster youth lack employment skills but are motivated to learn. Involving youth in decision-making has increased participation and buy-in. The program aims to improve foster youth transitions to adulthood by addressing relationships, self-advocacy, and career development.
This document provides an overview and goals of the Lions Quest Skills for Adolescence program. The program is a comprehensive positive youth development program for grades 6-8 that teaches life and citizenship skills. Its goals are to engage students, families, and the community in creating a caring learning environment, provide opportunities for students to learn essential life skills, promote a healthy drug-free lifestyle, engage students in good citizenship, and strengthen student commitments. It aims to develop skills like decision making, communication, and managing emotions.
Education in its general sense is a form of learning, in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research.
Lifelong learning is the "ongoing, voluntary, and self-motivated” pursuit of knowledge for either personal or professional reasons.
The document discusses lifelong learning and skill enhancement. It defines lifelong learning as the voluntary pursuit of knowledge for personal or professional reasons. Skills can be classified as general or specific, and include abilities like time management, teamwork, and self-motivation. The most important life skill is the ability to learn. Learning helps to empower people and promote health. Suggestions to enhance skills include setting challenging targets, improving teacher skills, and helping families and communities support skill development from an early age.
The document summarizes key aspects of training mentors for quality mentoring programs. It discusses that mentor training is vital and should include topics like program rules, building relationships, ethics and closure. Training should focus on developing relationship skills and last a minimum of two hours. Effective training enforces program values, minimizes risk, and raises awareness of the skills and knowledge needed for successful mentoring through strategies like lecture, role play and interactive activities.
This document discusses educational guidance provided by the Islamia University of Bahawalpur. It covers several topics:
1. Educational guidance involves individual and group guidance services to help students improve study skills, time management, and personal and social development.
2. Guidance in schools aims to help students manage their own lives, develop their own views, make decisions, and take responsibility. Vocational guidance also helps students explore careers aligned with their interests and abilities.
3. Individual guidance is tailored to each student to help solve problems, while group guidance addresses common issues through lectures, demonstrations, and orientation classes. Testing and assessment tools are also used to provide career guidance.
The document outlines the 5 essential elements of the PYP (Primary Years Programme): knowledge, concepts, attitudes, skills, and action. It describes each element in detail, noting that knowledge explores important ideas across subject areas, concepts promote higher-level thinking, attitudes aim to develop values like appreciation and cooperation, skills include thinking, social, communication and research abilities, and action involves applying learning to help others. Together, these elements work to develop international-mindedness in students.
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
The document defines life skills as psychosocial abilities that allow people to deal with everyday challenges. Life skills education teaches knowledge, attitudes, and skills to support healthy behaviors through an interactive learning process. It aims to develop important tools for students' overall development, such as decision making, communication, and coping with stress. Some key life skills mentioned include problem solving, self-awareness, leadership, and effective communication. The objectives of life skills education are to clearly express thoughts and feelings, settle disagreements without hurting others, and contribute to well-being.
This document discusses youth work and its relationship to education. It makes three key points:
1. Youth work is a form of non-formal education focused on personal and social development through group association and activities.
2. The Department of Education in Northern Ireland recognizes youth work as a complementary and sometimes alternative service to formal education.
3. There is a need to better define and measure the outcomes of youth work to demonstrate its contributions to educational goals and inform continued collaboration between youth work and formal education sectors.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
Gordon Primary School Improvement 2018 - 2019GordonPrimary
The document outlines plans for improving curriculum, learning and teaching, and environment at Gordon Primary School. It begins with the school's ambitious curriculum rationale and vision of helping pupils "be the best you can be" by placing values at the heart of actions. Improvement plans are outlined for each area, with a focus on inspiring pupil and staff leadership. For curriculum, plans include developing pupils' skills for the future and opportunities to learn locally and globally. For learning and teaching, priorities are supporting pupil leadership in quality assurance and creating a learning environment that fosters curiosity. Environmental improvements aim to model the school's RESPECT values.
In 2015, LWB began the implementation of the Leading Practice strategy, aiming to build a learning culture among a 4,200-strong workforce that improves leadership and practice quality at the frontline.
Life Without Barriers is implementing a leading practice framework to build leadership skills and strengthen relationship-based practice through workshops and coaching for frontline leaders. The program involves experiential learning opportunities like workshops co-facilitated by internal leaders using activities and scenarios. Frontline leaders also receive up to six coaching sessions to set and work towards learning goals using a reflective cycle. Initial evaluations found the workshop approach was different than many participants' training experiences but provided benefits like feeling more able to support clients and staff. The program is being rolled out nationally with lessons learned around planning, implementation and evaluating outcomes over time.
This document outlines the basic principles and organization of a school guidance program. It discusses that guidance should serve all students, address their whole environment and specific needs, and provide continuous services. A guidance program should have trained personnel and specialists, methods to collect student information, and facilitate cooperation between the home, school and community. The document also describes different models for organizing guidance services at the elementary, high school, and college levels, including charts showing how guidance roles relate within the school administration.
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MISS RAIPUR 2024 - WINNER POONAM BHARTI.DK PAGEANT
Poonam Bharti, a guide of ability and diligence, has been chosen as the champ from Raipur for Mrs. India 2024, Pride of India, from the DK Show. Her journey to this prestigious title is a confirmation of her commitment, difficult work, and multifaceted gifts. At fair 23 a long time ago, Poonam has as of now made noteworthy strides in both her proficient and individual lives, encapsulating the soul of present-day Indian ladies who adjust different parts with beauty and competence. This article dives into Poonam Bharti’s foundation, achievements, and qualities that separated her as a meriting champion of this award.
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Amid the constant barrage of distractions and dwindling motivation, self-discipline emerges as the unwavering beacon that guides individuals toward triumph. This vital quality serves as the key to unlocking one’s true potential, whether the aspiration is to attain personal goals, ascend the career ladder, or refine everyday habits.
Understanding Self-Discipline
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Life_Skills_Development.ppt
1. Positive Youth
Development & Life
Skill Development
Presented by
Steve McKinley
mckinles@purdue.edu;
765-494-8435
2. Objectives:
1. Discuss characteristics of youth
development.
2. Identify life skills developed by 4-H
members.
3. Explain the components of the
Experiential Learning Model.
4. Discuss methods to help youth
develop life skills.
5. Identify characteristics of
successful youth and adult
partnerships.
4. 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.
5. 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.
6. 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
7. 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
8. 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
9. 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
10. 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
11. Approaches to 4-H Youth Development
PREVENTION
YOUTH DEVELOPMENT
EDUCATION
Focus: Risks & Risk Factors
Focus: Skills & Knowledge Focus: Developmental Needs
Target: Social Norms
Target: Individual Learners Target: Opportunities for Youth
Goal: Fewer Problems
Goal: Competency in knowledge or skill Goal: Maturity & Potential
12. Understanding the Different
Approaches
Developed by Cathann A. Kress, Ph.D.
EDUCATION
FOCUS
YOUTH
DEVELOPMENT
Biological & Physical Changes
Cognitive Changes Psychosocial Changes
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. Belonging/Membership 7. Self Worth/Contribution
4. Closeness/Relationships 8. Capacity to enjoy life
5. Competency/Mastery
Contextual Influences
Community, Family, Peers,
School, Work, Leisure
14. 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.
21. 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
22. "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
25. 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
26. 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?
27. 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?
28. 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?
29. 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?
30. 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.
32. 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
33. 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
34. 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
35. 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.
36. 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
38. 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)
39. 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
40. 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.
41. 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.
42. 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.
43. 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.
44. 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”
45. 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
46. 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
47. 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.
48. 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
49. Resources
• Hendricks, Pat. 1998. “Targeting Life Skills
Model.”
http://www.extension.iastate.edu/4h/lifes
kills/previewwheel.html.
• Independent Sector.
http://www.independentsector.org/progra
ms/research/engagingyouth.html.
• Kress, Cathann. “Essential Elements of 4-H
Youth Development.” National 4-H
Headquarters. http://www.national4-
hheadquarters.gov/library/elements.ppt.
50. Resources
• USDA/Army Youth Development Project.
2003. “4-H 101, The Basics of Starting 4-H
Clubs.” http://www.national4-
hheadquarters.gov/library/4h_docs.htm.
• Utah 4-H website. “This I Believe…”
http://utah4h.org/vol-
handbook/handouts.htm.
• Woessner, Lisa. “Youth and Adult
Partnerships.” University of Illinois 4-H.
http://www.4-
h.uiuc.edu/opps/articles003.html.