Extension
It Starts With Us
2022 4-H Clubs and Programming
Leadership Development, Engaged Communities
Calyn Colston
Leadership
Economic Development and Workforce Preparation – 4-H Youth Development
Communications and Expressive Arts
Volunteer Development
All youth in Calloway County need to enhance their economic opportunities and quality of life by learning how to further obtain and use the resources at their disposal, including money, time, human capital, material resources and community services. Many Calloway County youth are victims of broken families. Simply put, whether or not a child's parents are married and stay married has a massive affect on his or her future prosperity and that of the next generation. Unfortunately, the growth in the number of children born into broken families in America--from 12 for every 100 born in 1950 to 58 for every 100 born in 1992 --has become a seemingly unbreakable cycle. (The Heritage Foundation, 1999)
The Calloway County 4-H program currently focuses on the four basic needs of youth in every family situation encompassed in the research validated “Circle of Courage.” These four basic needs include: the spirit of belonging, the spirit of mastery, the spirit of independence, and the spirit of generosity. Furthermore, youth must develop life skills throughout their stages in development that include: personal development; communicating; working and relating with others; problem solving and decision making; acquiring, analyzing and using information; and managing resources. The Calloway County 4-H program plans to develop these life skills in youth to fulfill the 4 basic needs of youth identified in the Circle of Courage. A special focus to help youth who are victims of broken families will be applied to every possible programming situation.
Research states that children in broken families are typically in a lower-income bracket. These at risk youth may have fewer opportunities to engage in enrichment activities and other positive experiences (Miller, O’Connor, Sirignano and J Joshi, 1996: Posner & Vandell, 1994). They are more likely to experience problems associated with high-risk environments. Furthermore, a national study released by National 4-H Council in 2007 establishes the fact that the more time youth spend participating in youth development program such as 4-H, the more likely they are to experience positive youth development and contribute to their communities. Therefore participation in after school or community 4-H programs is particularly important for low-income children. The Calloway County 4-H program will build protective factors in a young person’s environment to promote resiliency and thriving behavior. The Extension Service can provide programming in areas that will enable youth to develop practical living skills that will help them make informed and effective decisions to improve their quality of life. In addition, the youth will have opportunities to develop these skills that will aid them in continuing education and gainful employment.
4-H Youth and other youth involved in 4-H programming will:
--Improve their academic standing and job readiness skills that will lead to gainful employment.
--Increase practical living skills and make more effective decisions.
--Become a contributing member of society.
--Combat the poverty cycle related to at risk youth from broken families.
4-H Youth and other youth involved in 4-H programming will:
--Practice communication and team work skills among peers.
--Develop thoughts and present them orally and effectively to a group in the communications contest.
--Build strong decision making and oral communication skills in judging clinics and contests.
--Raise and maintain responsibility for a 4-H project.
--Practice goals and objectives through the 4-H record book program.
--Study more effectively.
--Gain confidence in front of a group.
--Interview for a position.
--Prepare a 4-H project such as foods, photography dog, clothing, wood, etc.
--Communicate positively with their parent(s)/family more frequently.
--Participate in cultural experiences.
4-H Youth and other youth involved in 4-H programming will:
--Learn what educational opportunities away from home are available and how to attend.
--Acquire study skills and memorization techniques.
--Learn how to communicate effectively, make informed and effective decisions.
--Learn how to be responsible for oneself away from home (managing money and resources).
--Learn how to exhibit self-confidence in front of a crowd.
--Learn how to research a topic and present it to a group of peers, family, etc.
--Learn life skills (cooking, sewing, budgeting, managing, and working, etc.).
--Learn proper job skills (interviewing, writing, communicating, thinking, problem solving.
--Learn about the fine arts and experience diverse culture.
Outcome: Initial outcomes will be determined such as: the acquisition of responsibility, independence, conflict resolution and the acquisition of other skills in campers while at camp.
Indicator: The impact of at summer 4-H camp on the campers will be determined by an end of camp clicker survey combined with a four-six month follow-up focus group after camp.
Method: End of camp survey and one-on-one communication
Timeline: June/July(end of camp)
Outcome: Leadership and communication skills of speech and demonstration contest participants gained through the program.
Indicator: The impact of the 4-H speech and demonstration contest will be determined by an end of program survey and a featured program, follow up classroom survey in the spring. Plus the number of middle school youth presenting speeches will reflect the growth in the program.
Method: One-on-one communication with youth and teachers, survey
Timeline: Contest - March/April
Outcome: Initial outcomes will be determined such as: through survey and evaluation of club members at end of the year in the areas of belonging, mastery of skills, generosity and independence. Club leaders and youth will evaluate.
Method: Survey and group conversations with club leaders and members
Timeline: End of Club year
Outcome: Initial outcomes will be determined such as: proper interviewing and communicating skills; proper workforce skills.
Indicator: The impact of the Senior Interview will be determined by an end of program survey and the success of serving at a real banquet.
Method: End of program survey and real-life application.
Timeline: End of youth's program year
Audience: Teens
Project/Activity: Teen Club
Content/Curriculum: County/District/State teen activities, Service learning Project, Prepare for interviews, Learn how to have positive and respectful conversations.
Inputs: curriculum, volunteers, conferences, workshops, Teen Conference
Date: Throughout each program year
Audience: 4th/5th Grade Youth
Project/Activity: School Clubs
Content/Curriculum: Speeches/Demonstration, Service Learning Projects, Officer Training, Enrichment programs
Inputs: Volunteers, Program Assistant, Agents, teachers
Date: Annually 2022-2026
Audience: Youth
Project/Activity: 4-H Project Clubs
Content/Curriculum: Geology, Archery, Shotgun, Horse, Livestock, Animal Science, Bee, Robotics, Sewing, Fine Arts, Teen, etc.
Inputs: Volunteers, program assistant, agents (Learning Life Skills)
Date: Annually each program year
Audience: Youth
Project/Activity: After School Clubs
Content/Curriculum: Enrichment Programs/Short Courses (leadership, projects, STEM, etc.)
Inputs: Volunteers, program assistant, teachers
Date: Annually 2022-2026
Audience: Youth
Project/Activity: 4-H Summer Day Camps
Content/Curriculum: Special Interest workshops, Project Days, Short Courses
Inputs: Volunteers, program assistants, agents
Date: Annually each program year
Audience: Youth
Project/Activity: 4-H Summer Camp
Content/Curriculum: Special Interest workshops, Projects, Short Courses, Learning responsibility when away from home
Inputs: Volunteers, program assistants, agents
Date: Annually each program year
Audience: Youth
Project/Activity: Annual Record Book Training
Content/Curriculum: How to use your 4-H Record Book
Inputs: Volunteers, program assistants, agents
Date: Annually each program year
