Success StoryVolunteers trained to help youth thrive



Volunteers trained to help youth thrive

Author: Elizabeth Easley

Planning Unit: Laurel County CES

Major Program: Community Vitality and Leadership – 4-H Youth Development

Plan of Work: Community Leadership

Outcome: Initial Outcome

The problem:

Volunteers are valuable partners in the 4-H program and aid the Laurel County 4-H program in extending programmatic output and outreach to youth who otherwise might not be served. 4-H volunteers invest their time and talent in helping youth explore their sparks (interest) and providing a positive environment where youth are safe, belong, and thrive. The 4-H Thriving Model incorporates PYD research into a predictive model illuminating characteristics of youth thriving and how thriving youth reach developmental outcomes (Arnold & Gagnon, 2020). However, there is a disconnect between 4-H volunteers understanding the reason behind the “magic” of 4-H.

 

The educational program response:

The Laurel County 4-H Agent is a Certified 4-H Thriving Model Curriculum Trainer. She offered two 4-H volunteer fall trainings emphasizing the components of the 4-H Thriving Model. Specifically, the Understanding Sparks unit which highlights how volunteers are youth spark champions and the Understanding Developmental Relationships unit which highlights the importance of caring adults were covered. Additionally, the agent adapted and dispensed the Laurel County 4-H Volunteer Training Academy Handbook. The handbook not only provided general 4-H and 4-H Thriving Model information but also provided a space and place for volunteers to plan intentional PYD experiences for their clubs.

 

The participants/target audience:

The target audience included all Laurel Count 4-H Volunteer Club Leaders. The same training was offered at two separate times. In total 29 volunteers attended the fall training with 18 female volunteers and 11 male volunteers.

 

Program impact or participant response:

According to a retrospective pre-post evaluation, all 4-H volunteers increased their knowledge about the components of the 4-H Thriving Model and used the Kentucky 4-H: Thriving in ____ (core curriculum area) to intentionally plan progressive spark club experiences. Eighty-six percent of volunteers selected three developmental relationship “behavior” goals to work on at each club meeting.






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