Extension
It Starts With Us
Developing Life Skills
Acquiring Basic Life Skills
Mackenzie Pogue and Alex Kelly
Build Engaged and Empowered Communities – General
Agriculture
Health & Wellbeing
Youth need to know they are cared about and accepted by others. Youth need to feel a connection to others in a group. Current research emphasizes how important it is that youth have opportunities for long-term consistent relationships with adults other than their parents. In fact, the research suggests that a sense of belonging may be the single most powerful positive ingredient we can add into the lives of children and youth. Youth need to master skills that are relevant. Mastery includes the development of skills, knowledge, and attitudes followed by the competent demonstration of these skills and knowledge. In order to develop self-confidence and a sense that they matter, young people need to feel that they are capable. Young people need to feel their lives have meaning and purpose. They need opportunities to connect to their communities and learn how to give back to others. Young people need to become active, engaged, generous citizens. Young people need to know that they are able to influence people and events through decision-making and action. 4-H offers young people opportunities to experience independence, to learn to make good choices. By gaining a sense of independence, youth develop personal responsibility and discipline. Using the essential elements of 4-H we create opportunities and environments that meet young people’s needs and build life skills.
Youth build relationships with caring adults and other youth.
Youth achieve goals, i.e. bronze, silver, gold.
Youth are competent, capable, contributing adults as important developmental assets were acquired through their participation in 4-H.
Youth make healthy lifestyle choices.
Youth present prepared demonstrations at the classroom, county, area and state levels.
Youth accept and take personal responsibility at camp.
Youth practice caring for others and community service.
Youth work as a team.
Youth develop a sense of purpose.
Youth practice environmental education stewardship.
Youth learn how to prepare for and present a demonstration.
Youth learn new skills, ie. riding, care of animals.
Youth develop independence at camp.
Youth learn consequences of negative decisions.
Youth learn how to care for our environment.
Initial Outcome: Youth become independent at camp
Indicator: Youth thrive and take care of themselves
Method: Youth venture out to 4-H Camp away from parents
Timeline: Summer
Intermediate Outcome: Youth present demonstrations and speeches
Indicator: Number of youth competing, class, county, area, state
Method: Youth present prepared demonstrations and speeches
Timeline: Winter/Summer
Long-term Outcome: Honors received
Indicator: Number of Achievement applications
Method: Fulfill obligations to complete achievement application
Timeline: Fall/Winter
Audience: 4-H members
Project or Activity: Environmental Education Programming and projects including day or overnight camps
Content or Curriculum: Environmental education, The Dirt on Soil, Project Wet, Project Wild, others
Inputs: 4-H agent, program assistant, Camping staff, teen and adult volunteers
Date: Spring and Fall
Audience: Young 4-H members
Project or Activity: 4-H Camp
Content or Curriculum: Various
Inputs: Staff, adult and teen volunteers
Date: Summer
Audience: 4-H Horse Club members
Project or Activity: 4-H Horse Club
Content or Curriculum: KY 4-H Horse Learning Lab, 4-H Horse Curriculum
Inputs: Certified Horse Volunteers
Date: Year round
Audience: 4-H members
Project or Activity: Demonstrations and Speeches
Content or Curriculum: Building Bridges
Inputs: 4-H Agent, Program Assistant, Volunteers
Date: Spring
Audience: Youth
Project or Activity: School Clubs
Content or Curriculum: KY and National 4-H Curriculum
Inputs: 4-H Agent, Program Assistant, Volunteers
Date: Year round
