What in the world is the BIG M

1
What in the world is the BIG M?
2
Mnenomic devices?

• A mnemonic device (pronounced "neh-mon-ik") is a
  memory aid. Mnemonics are often verbal, something
  such as a very short poem or a special word used
  to help a person remember something, particularly
  lists. They are based on the principle that the
  human mind more easily remembers spatial,
  personal, surprising, sexual or humorous or
  otherwise meaningful information than arbitrary
  sequences.
• KPCOFGS . . . ?

3
The BIG M is not about the M
4
4-H The American Idea

• Creating Greater Opportunity for Youth
• Learning By Doing
• Leading By Example
• Access to 105 State Land-Grant Universities
• 7 Million Youth partnering with 3,500
  professional educators and 640,000 volunteer
  leaders
• Over 100 Years of Reaching Youth

5
Approaches to 4-H Youth Development
Focus Risks
Target Social Norms
Goal Fewer Problems
Focus Skills Knowledge
Focus Developmental Needs
Target Individual Learners
Target Opportunities for Youth
Goal Competency in knowledge or skill
Goal Maturity
6
Understanding the Different Approaches
Developed by Cathann A. Kress, Ph.D.
EDUCATION
FOCUS
YOUTH DEVELOPMENT
7
Essential Elements of 4-H
8
All Youth will find ways to

• 1) Meet their basic needs
• 2) Build skills and values
• 3) Use their skills, talents, energies and time
  in ways that make them feel good and powerful.

9
I pledge my heart to greater loyalty
BELONGING

• Current research emphasizes the
• importance for youth to have opportunities for
• long-term consistent relationships with adults
• other than parents.
• This research suggests that belonging may be
• the single most powerful positive ingredient we
• can add into the lives of youth.

10
I pledge my head to clearer thinking
INDEPENDENCE

• Youth need to know that they are able to
• Influence people and events through
• decision-making and action.

11
I pledge my hands to larger service
GENEROSITY

• Youth need to feel their lives have meaning and
• purpose.
• By participating in 4-H community service and
  citizenship activities, youth can connect to
  communities and learn to give back to others.

12
I pledge my health to better living
MASTERY

• In order to develop self-confidence youth
• need to feel and believe they are capable
• and they must experience success at
• solving problems and meeting challenges.

13
(No Transcript)
14
Essential Elements of 4-H Youth Development
15
(No Transcript)
16
Elements of Vibrant Youth Groups
17
Research Question

• What accounts for the differences between 4-H
  clubs within the same area, county or state?

18
Vibrancy

• Pulsating with life, vigor and activity
• Foster a sense of personal influence over life's
  events rather than submission to the will and
  whims of others
• Acceptance and respect for youth
• Inner confidence
• Believe in themselves and the future
• Authentic

19
1--Focus on Weaning, Not Winning

• High expectations
• Ownership by young people
• Autonomy and self-determination
• Being our best, not beating the rest

20
2--Firm, Yet Flexible

• Able to change how they do things, but not their
  core purpose
• Clear standards and group norms
• Consistency and reliability
• Balance between rigidity and chaos

21
3--Work Hard, Play Hard

• Sense of purpose
• Fun, learning, growth
• Group outings
• Community service
• Develop a positive work ethic

22
4 - Empower Rather than Embalm

• Enable youth to lead
• Develop responsibility and decision-making skills
• Provide opportunities to critically text, explore
  and discuss ideas in safe environments

23
5--Communicate and Listen

• Youth are listened to, respected, and input
  valued
• Involve members in discussions and decisions
• Atmosphere is characterized by coaching, support

24
6--Balance between Chaos and Rigidity

• Vibrant groups as chaordicbalance between
  chaos and too much order
• Can adapt to changes and move on
• Like families that need balancenot enmeshed nor
  permissive

25
7Affirm and Support One Another

• Sense of belonging, group cohesiveness
• Defined sense of self and group membership
• Take pride in and celebrate the accomplishments
  of all
• Not to be the best but do our best

26
8Value and Practice Service to Others

• Community service is truly valued
• Groups feel an obligation to improve their own
  community
• Part of the groups fundamental purpose

27
9--Mentoring

• Intentional about mentoring to socialize new
  members
• Provide a support structure
• Indoctrinated into the values, customs and
  traditions of the club

28
10Take Time for Training

• Set aside time to train youth for roles
• Adults see their role as helping with
  development, not quick solutions
• Help youth grow into positions of leadership and
  responsibility

29
11--Synergy

• Youth acquire a sense of significance from doing
  significant things, from being active
  participants in their own education.
• --Alfie Kohn

• All elements must be present
• The whole is greater than the sum of the
  individual parts
• The process is more important than the outcomes

30
Now its your turn

• REFLECT SHARE
• What surprised you?
• What seemed to be common sense?
• GENERALIZE
• How would you use these ideas in your 4-H work in
  your county or reservation?
• What similarities and parallels exist between
  vibrancy and the essential elements?
• APPLY
• How is this information useful to you?

31
SUMMARY

• Youth programs that involve youth as key partners
  in planning, implementation and evaluation are
  stronger than programs that see youth as
  clients or recipients
• Adult attitudes and perceptions of youth
  capabilities are key in setting group climate
  (stop global whining)
• Adult leadership styles must vary with age and
  circumstances
• Eleven elements of vibrancy help add to our
  knowledge of best practices in positive youth
  development

32
Empowerment

• If you are here to help me, then you are
  wasting your time.
• But if you are here because your liberation is
  bound up in mine, then lets begin together.
• --Lilly Walker
• an Australian Aborigine

33
Resources

• Astroth, Kirk A. (1996). Welcome to the Club
  Education Where the Bell Never Rings. Unpublished
  doctoral dissertation. Bozeman, MT Montana State
  University.
• Astroth, Kirk A. (1998). "Beyond Resiliency
  Fostering Vibrancy in Youth Groups," New Designs
  for Youth Development, 13(4) 5-11.
• Walker, J., Dunham, T. and Snyder, E. (1998).
  Clubs and Groups in the Social Education of Young
  People. The Center. Minneapolis, MN University
  of Minnesota. Online at http//www.fourh.umn.edu
  /resources/center/PDF/Center-Story4.pdf