Hardin County CES

Title:

Enhancing Life Skills

MAP:

Acquiring Basic Life Skills

Agents Involved:

Stillwell, Jolly, Parrett

MAJOR PROGRAM 1:

4-H Communications and Expressive Arts Core Curriculum

MAJOR PROGRAM 2:

4-H Agriculture Core Curriculum AND Natural Resources

MAJOR PROGRAM 3:

4-H Family and Consumer Science Core Curriculum

MAJOR PROGRAM 4:

4-H Leadership Core Curriculum

Situation:

How we live life is ever-changing but learning basic life skills is still as important as ever. Learning to practice healthy habits, select clothing to emphasize one’s best appearance, create and live within a budget, prepare nutritious meals safely, nurture children, create a safe and pleasant home environment, practice common courtesies, and form relationships with others—all of these skills are basic to everyday life. Many schools no longer include family and consumer sciences classes in the curriculum. Reality is that today’s youth and adults are busier than ever. Many of these basic life skills are not consistently taught to youth at home or at school. 4-H family and consumer sciences projects equip youth with these skills.
As with any other Kentucky 4-H Core Curriculum area, when it comes to development of life skills, a strong case can be made for the need to go beyond mere transfer of knowledge to giving youth the opportunity for a variety of supportive, related learning experiences to significantly increase the program’s influence.
4-H often offers basic learning activities on a topic of interest to youth but the addition of activities which support that interest (such as fair exhibits, related subject matter workshops or day camps, field trips, and decision-making judging contests) significantly increase the development of life skills in youth. In a study by Olson, Croymans and Ji (2014), 4-Hers reported that participating in 1 or 2 educational opportunities influenced the development of critical thinking and decision making skills, and participating in 6 to 8 opportunities significantly increased the program’s influence by adding development of life skills in leadership, planning/organization, wise use of resources, useful/marketable skills and accepting differences.
While many FCS skills can be learned through self-directed projects or school enrichment, it’s beneficial for youth to have the added experience and guidance of a trusted adult and the opportunity to form relationships with caring mentors. For many adults, long-term volunteering is not always possible but shorter-term volunteer roles create doable opportunities for more people to tuck volunteering into busy schedules. Special interest clubs and groups that meet for a few weeks or months broaden the possibilities. The volunteer efforts of multiple adults may be required to take the 4-H experience from club meetings alone to also include exhibits, field trips and more.

Long-Term Outcomes:

Youth will:
*Utilize skills gained through involvement in 4-H programs to serve as leaders not only in 4-H but other organizations.
*Become responsible & contributing individuals within their families and communities.
*Gain and maintain employment as a result of their life skill development through 4-H participation.

Intermediate Outcomes:

Youth will:
*Utilize and practice life skills in projects and life situations
*Project a positive image and self-confidence
*Practice responsible consumer and financial decision-making
*Practice healthy eating choices
*Make choices that lead to responsible and beneficial results
*Adopt habits and skills that contribute toward employability in the future

Initial Outcomes:

Youth will:
*Gain knowledge and develop skills in Family & Consumer Sciences projects and programs
*Understand the decision-making process
*Gain skills in setting a goal and developing a plan of action
*Acquire better oral and written communication skills that will aide them in formal presentations, scholarship/college applications, job resumes and other formal presentations

Evaluation:

Initial Outcome: Gain knowledge & acquire skills
Indicator: Number of Youth who demonstrate increased or routine use of like skills learned through 4-H in daily life
Method: Family & Consumer Sciences 4-H program evaluation
Timeline: at end of school year

Intermediate Outcome: Make choices that lead to responsible & beneficial results
Indicator: Number of youth who reported that they set a goal and accomplished it
Method: Family & consumer science 4-H program evaluation
Timeline: at end of school and/or project year

Long-term Outcome: Become responsible and contributing individuals within their family and communities
Indicator: Number of youth that credit 4-H for their achievements
Method: Family & consumer science 4-H program evaluation
Timeline:
Given at one's senior year in HS or within one year of graduating.

Learning Opportunities:

Audience: High School youth
Project or Activity: FCS Essentials class collaboration
Content or Curriculum: FCS, Leadership, Health and Communications curriculum
Inputs: Local schools, community volunteers & businesses
Date: Monthly from Fall to Spring

Audience: 4-H youth
Project or Activity: Babysitting
Content or Curriculum: Child Care: Kentucky 4-H Babysitting Basics 4 Fun and 4 Profit
Inputs: extension agents, volunteers, professionals in related field
Date: fall, spring or summer

Audience: High School juniors
Project or Activity: APES
Content or Curriculum: APES
Inputs: related business volunteers, school counselors, teachers, local electric cooperative
Date: November

Audience: Elementary 4 & 5th grade youth
Project or Activity: Organized School Clubs
Content or Curriculum: FCS, Leadership, Health and Communications curriculum
Inputs: Local schools, community volunteers, businesses & leaders
Date: Monthly from Fall to Spring

Success Stories