Research Base for4-H Youth Development Professionals

Pamela Rose, PhDOregon State University

Marion County 4-H Youth Development Educator

Goals for this webinar

Understand our Research Base Increase understanding of Positive

Youth Development (PYD) Theory Historic/Current Research Base Frameworks

Provide ideas for how to put this knowledge into everyday practice

What is our Research Base?

4-H Professional, Research, Knowledge, Competency (4-H PRKC) Youth Development Youth Program Development Organizational Systems Partnerships Volunteerism Equity, Access and Opportunity

Stone, B . & Rennekamp, R. (2004)

Youth Development Research Base

Positive Youth Development A field which has only established its

footing in the last 20-30 years

Grew out of a look at adolescence through the lens of systems theories:

Plasticity of adolescent development

Multiple pathways children take through adolescence

Positive Youth Development

“View young people as

resources to be developed

rather than as problems

to be managed.”

(Lerner, 2005; Damon, 2004)

Why is a Research Base important to our work?

Serves as the cornerstone Provides credibility Creates positive outcomes for youth

A look back…Strategies of the Past Focus on reducing specific risk

behaviors Categorical funding—Categorical

problems Focus on stopping teens from…. Presumption of Guilt:

Just Say “No” This is Your Brain on Drugs!

Ecological theory is based on an understanding that young people grow up in a set of nested contexts.

(Brofenbrenner, 1979)

Ecological Model

Positive Youth Development: A 21st Century Approach

Young people grow up in communities, not programs. Efforts must strengthen communities.

Youth are valued assets who can contribute positively to community change—now and as adults.

Youth participation as partners is essential

Traditional Youth Services

• Focus on problems • Focus on positive outcomes

• Reactive • Pro-active

• Targeted youth • All youth

• Youth as recipients • Youth as active participants

• Programs • Community response (systemic change)

Positive Youth Development

• Professional providers • Community members

Positive Youth Development

• This approach does not replace the focus on preventing problems.

• Rather, it creates a larger framework that promotes positive outcomes for ALL young people.

• The focus is on asset-building.

• This framework includes a broad base of opportunities, such as: mentoring, school-based community service programs, arts activities, parenting skills and more.

Focus: Risks

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

Source: Dr. Cathann Kress (2004).

Approaches to Youth Development

Youth Development

Youth development is the natural process of developing one's abilities and capacities. While it occurs through a youth's daily experiences with people, places, and possibilities, it is far too important to be left to chance.

Positive Youth Development

Positive youth development occurs from an intentional process that promotes positive outcomes for young people by providing opportunities, relationships and the support to fully participate. Youth development takes place in families, peer groups, schools, neighborhoods and communities.

“Problem free is not fully prepared.

Fully prepared is not fully engaged.”

Karen Pittman

Executive Director of the Forum for Youth Investment

http://www.forumfyi.org/files/PPE.pdf

Positive Youth Development

A philosophy or approach

that guides communities

in the way they

organize programs and

supports so that young

people

can develop to their full

potential!

Proven Principles of PYD Youth do youth development. They grow up with or

without our help. Our support makes a difference. An asset-based approach builds on the positive

protective factors in a young person’s life. Caring adults provide essential support to youth. Problem-free is neither fully prepared nor fully

engaged. Intentional opportunities promote desired outcomes. Young people are resources, not problems to be

managed.

What is a Framework?

A way to organize what is known in an area in order to make it easier for people to use that knowledge effectively.

Many frameworks use the same research and label core elements differently.

Understanding the core elements of a framework are critical to its effective use.

Source: Dr. Cathann Kress (2007). CYFAR Speech

Frameworks may be designed to: stimulate research (theories) communicate to a wide audience summarize a whole body of literature guide action

Knowing the intended purpose of a framework helps to check alignment with your intended

use.

Frameworks arise not from data so much as purpose.

Purpose of the Framework

A few frameworks…

Essential Features Search Institute’s 40 Assets 4-H Life Skills America’s Promise Circle of Courage Essential Elements The 5 C’s

Essential Features of PYD1. Physical and Psychological Safety2. Appropriate Structure3. Supportive Relationships4. Opportunities for Belonging5. Positive Social Norms6. Support for Efficacy & Mattering7. Opportunities for Skills Building8. Integration of Family, School and

Community Efforts

National Research Council (2002)

Search Institute Assets

External Assets• Support• Empowerment• Boundaries and

Expectations• Constructive Use

of Time

Internal Assets• Commitment to

Learning• Positive Values• Social

Competencies• Positive Identity

www.search-institute.org

Thriving Indicators by Asset Level

8%

25%

43%

59%

30%

52%

75%

93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0-10 11-20 21-30 31-40

Succeeds in School

Maintains GoodHealth

Relationship of Assets to Negative Outcomes

Percent of Teens

Number of assets

49

27

11

3

61

38

19

7

0%

10%

20%

30%

40%

50%

60%

70%

0-10 Assets 11-20 Assets 21-30 Assets 31-40 Assets

Alcohol UseViolence

Copyright © 2001 by Search Institute

4-H Life Skills Model

Comparing Frameworks

National Research Council

4-H Life Skills Model

Search Institute

PhysicalDevelopment

Health Internal Assets

External Assets

Intellectual Development Head

Psychological and Emotional Development

Heart

Social Development Hands

P.E.P. Talk

Putting into Everyday Practice

How to put knowledge into practice

Basis for Research

Administered Search Institute Surveys to all 8th-10th grade students in County

Identified assets students were lacking

Created program to address needs

Measured impact of program

America’s Promise…

1. Caring Adult2. Safe Places3. Effective Education4. Healthy Start5. Opportunities to Help Others

Circle of Courage

First introduced in 1990 in the book “Reclaiming Youth at Risk”.

In 1999, a team of evaluators from the National 4-H Impact Design Implementation Team was given the charge of determining the “critical elements in a 4-H experience”.

Essential Elements of 4-H PYD

Essential Elements of 4-H PYD

1. Positive relationship with a caring adult

2. A safe environment3. An inclusive environment4. Engagement in learning5. Opportunity for mastery6. Opportunity to see oneself as an

active participant in their future7. Opportunity for self-determination8. Opportunity to value and practice

service for others

BelongingPositive Relationship with a caring adultA safe environmentAn inclusive environment

MasteryEngagement in LearningOpportunity for Mastery

IndependenceOpportunity to see oneself as an active participant in the futureOpportunity for self-determination

GenerosityOpportunity to value and practice service for others

Essential Elements of 4-H PYDdistilled into 4-H concepts

Comparing Frameworks4-H Essential Elements

Circle of Courage

America’s Promise

Belonging See themselves as belonging to a whole

Caring AdultSafe Places

Independence Take step forward as independent people

Effective Education

Mastery Draw on their inherent mastery of life

Healthy Start

Generosity Use generosity to contribute their wisdom to community

Opportunities to Help Others

P.E.P. Talk

Putting into Everyday Practice

How to put knowledge into practice

Program Planning/Education needs

Used Circle of Courage as the basis for training provided to Counselors in Training (CIT)

Helped counselors understand needs of campers based on 4 elements

Situation based activities

The Five C’s

Categorizing desired outcomes for youth into 5 C’s ( Connell, Gambone & Smith, 2000;

Lerner, Fisher & Weinberg 2000) Competence Confidence Connection Character Caring & Compassion

Competence – refers to the social, academic, cognitive and vocational capacities of youth

Confidence – the internal sense of positive self-worth and efficacy

Connection – positive bonds with people and institutions

Character – respect for societal and cultural rules, a sense of right and wrong, integrity

Caring & Compassion – a sense of sympathy and empathy for others

(Source: Lerner (2004) and Roth & Brooks-Gunn (2003a)

Definition of the Five C’s

Recent study

Research Questions:

How can PYD theory be translated into specific practices that will help young people thrive?

Do YD programs do this successfully?

The 4-H Study of Positive Youth Development

About the Study

First-ever longitudinal study to measure positive youth development (PYD)

Led by Richard Lerner, Ph.D., professor at Tufts University, in cooperation with land-grant universities and funded by the National 4-H Council

Included more than 4,400 youth and 2,800 parents in 34 states

Measured impact of personal and social factors on young person’s development

Result Highlights

Proves that structured, out-of-school-time programs like 4-H are critical to youth success

Youth who spend more time in 4-H reported significantly: higher levels of Contribution than youth who

participated in other out-of-school time activities

lower (63 %) levels on risk/problem behavior better grades likely to expect themselves to go to college

Five Outcomes of PYD

The child or adolescent who develops each of the Five C’s is considered to be thriving:

1) competence2) confidence3) connection 4) character5) and caring/compassion

Thriving youth then develop a 6th C – contribution

(to self, family, community and civil society)

Comparing Frameworks - 4-H Essential Elements

Foundations for self-worth(S. Coopersmith,2000)

Dimensions of psychologicalEmpowerment (G. Spreitzer, 2005)

The Five C’s

Belonging Significance Meaning Connection

Independence Power Self-determination

Confidence

Mastery Competence Competence Competence

Generosity Virtue Impact Caring and Character

P.E.P. Talk

Putting into Everyday Practice

How to put knowledge into practice

Program Planning

Incorporate Essential Elements in my 4-H New Leader Education Class

Discussion

Activity

Harm

Future

Sit

uat

ion

Inputs

What we invest

Staff

Volunteers

Time

Money

Materials

Equipment

Technology

Partners

OutputsWhat we do(Program Activities)

WorkshopsMeetingsFacilitationProduct Dev.TrainingCurriculum

Who we reach (Participation)

ParticipantsCustomersCitizens

Outcomes

Short Medium Long Term

Learning

AwarenessKnowledgeAttitudesSkillsOpinionsAspirationsMotivations

Action

BehaviorPracticeDecisionsPolicies

Conditions

SocialEconomicCivilEnvironmental

Logic Model

Taken from “Logic Model Training for New 4-H Staff” by Mary Arnold, OSU Extension Specialist

Inputs Outputs Outcomes

Staff

Materials

Incorporate Essential Elements in new leader training

Provide 3 Hours of New Leader Training

60 Adult and

Teen Leaders

are trained

What is done..

Who is reached... Short Medium Long Term

25 4-H clubs are exposed to Essential Elements

4-H Adult and Teen Leaders will learn the 8 essential elements and have the expertise to build them into their 4-H club setting

Trainees will be effective in incorporating the essential elements in their role as a 4-H adult or teen leader

4-H members will experience at least one of the 5 C’s (caring, connection, competence, confidence or character) as a result of the expertise and effectiveness of the 4-H adult or teen leader.

New Leader Education Logic Model

SITUATION

INPUTS OUTCOMESOUTPUTS

Positive Youth Development Theory and Frameworks

Positive Youth Development Best Practices

Positive Youth Development Outcomes

Logic Model for PYD

P.E.P. Talk

Putting into Everyday Practice

How to put knowledge into practice

Teaching

Use this power point to provide training to other youth development professionals:

After School Coordinators

Head Start Staff

Master Gardeners

Commission on Children and Families Programs

Adolescent Sexuality Conference

How to put knowledge into practice

Market – tell our story

Include 5 C’s on your 4-H website, 4-H fan page, or promotional flyers

Describe Tufts Study outcomes in a newsletter, display, or presentation

4 ways to put knowledge into practice

1. Basis for Research

Incorporate into Logic Model planning for programs and outcomes

2. Program Planning

Practice what you preach – our county and state 4-H programs should include the essential elements of 4-H PYD.

4 ways to put knowledge into practice

3. Teaching

Share knowledge and theories with others

4. Marketing and Promotion

Advocate with it when telling your story to partners, media, 4-H families, and elected officials.

PYD On-line Resources National 4-H Headquarters www.national4hheadquarters.gov/

4-H PRKC Self-Assessment An awareness and learning tool, not a research instrument, designed to help youth

development educators assess their skills in conducting 4-H youth development work.

4-H Youth Development Research A number of documents related to the Tufts Study and more.

Innovation Center for Community Youth Development www.theinnovationcenter.org/ Contains research reports and useful toolkits on numerous topics.

National Youth Development Information Center www.nydic.org/ Provides information about youth development to national and local youth serving

agencies. Also contains youth development training modules.

Forum for Youth Investment www.forumforyouthinvestment.org Provides innovative ideas, strategies and resources based on rigorous research.

Search Institute. www2.search-institute.org/assets/

National Clearinghouse on Families and Youth: http://ncfy.acf.hhs.gov/publications/pdf/PosYthDevel.pdf

Sources Arnold, M. ( ). Logic Model Training for New 4-H Staff. YDE 431

Educational Design for Community Based Youth Development, Oct 31, 2008, Corvallis, OR.

Damon, W. (2004). What is Positive Youth Development? The Annals of the American Academy of Political and Social Science, 591, 13-24.

Eccles, J. & Gootman, J.A. (eds). (2002). Community programs to promote youth development. Washington, DC: National Academies Press.

Jelicic, H., Bobek, D., Phelps, E. Lerner, R., and Lerner, J. (2007). Using positive youth development to predict contribution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development. International Journal of Behavioral Development. 31 (3) 263-273.

Kress , C. (2004) 4-H Essential Elements of 4-H Youth Development, National 4-H Headquarters. USDA, Washington D.C.

Kress , C. (2007) Frames, Frameworks and Foundations in Youth Development Outreach, CYFAR Pre-conference, May 1, 2007, Chicago, IL.

Lerner, R. (2004). Liberty: Thriving and Civic Engagement Among America’s Youth. Sage Publications, Thousand Oaks, CA.

Sources Lerner, R. Lerner, J., Phelps, E. et. al. (2009). Waves of the Future: The

first five years of the 4-H study of positive youth development. Institute for Applied Research in Youth Development. Tufts University. Agrilife Communications, TX.

Pittman, K. (1991). Promoting positive youth development: Strengthening the role of youth serving and community organizations. Washington, DC: Center for Youth Development and Policy Research.

Roth, J., & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied developmental Science, 7(2), 94-111.

Search Institute, Accessed from website on April 1,2009 at http://www2.search-institute.org/assets/

Stone , B. & Rennekamp, R. (2004). New Foundations for the 4-H Youth Development Profession: 4-H Professional Research, Knowledge, and Competencies Study, 2004. Conducted in cooperation with the National 4-H Professional Development Task Force. National 4-H Headquarters, CSREES, USDA.

The Circle of Courage, Accessed on the web April 1, 2009 at http://www.reclaiming.com/content/about-circle-of-courage