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The 4-H Study on Positive Youth Development

The 4-H Study on Positive Youth Development. The 4-H Study of Positive Youth Development. Conducted by 4-H Youth Development Program Cooperative Extension Service North Carolina State University in cooperation with Tufts University, Medford, MA Funded by National 4-H Council.

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The 4-H Study on Positive Youth Development

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  1. The 4-H Study on Positive Youth Development

  2. The 4-H Study of Positive Youth Development Conducted by 4-H Youth Development Program Cooperative Extension Service North Carolina State University in cooperation with Tufts University, Medford, MA Funded by National 4-H Council

  3. The 4-H Study of Positive Youth Development The mission of North Carolina Cooperative Extension is to partner with communities to deliver education and technology that enrich the lives, land, and economy of North Carolinians. Including helping young people thrive!

  4. The 4-H Study of Positive Youth Development How do you know if a plant is thriving? New buds Green leaves Growing taller Looks Healthy

  5. The 4-H Study of Positive Youth Development How do you know if a child is thriving?

  6. The 4-H Study of Positive Youth Development The 4-H Study of Positive Youth Development will help us answer that question.

  7. The 4-H Study of Positive Youth Development Design of the Study • This is a longitudinal study. Youth are surveyed annually for several years. Ideally, we will follow NC youth from 8th grade grade through high school. • The national study began with 5th graders. • Overall, more than 5,000 youth and 2,000 parents from 37 states are involved.

  8. The 4-H Study of Positive Youth Development Design of the Study • Over 100 North Carolina youth and their parents were surveyed in spring 2008. • For comparative purposes, our sample included 4-H youth and non-4-H youth. • Our goal is to re-survey these NC youth for at least two or three years.

  9. The 4-H Study of Positive Youth Development The Student Questionnaire • More than 300 questions • Demographic questions - About the children, their household, the time they have lived in their neighborhood, etc. • Future Goals and Expectations • Activity Participation - School clubs, sports, lessons, after-school programs • Relationships with parents, friends, other adults • Involvement in positive behaviors • Involvement in risk behaviors

  10. The 4-H Study of Positive Youth Development The Basic Idea Positive Youth Development (PYD) is constituted by “Five Cs” that result in a 6th “C”—Contribution. • The Five Cs • Competence • Confidence • Character • Caring • Connection The Sixth C Contribution

  11. The 4-H Study of Positive Youth Development Confidence Character Caring Connection Competence Individual Assets Contribution PYD Reduced Risk Behaviors Contextual Assets

  12. The 4-H Study of Positive Youth Development What do we hope to learn? • How are NC youth doing in terms of the Five Cs (competence, confidence, connection, character, and caring) and the resulting, “6th C,” contributions to community? • How can 4-H Youth Development programs help parents, schools, communities, and organizations promote PYD?

  13. The 4-H Study of Positive Youth Development What has the national The 4-H Study of Positive Youth Development learned so far?

  14. The 4-H Study of Positive Youth Development Findings • Youth may show increases or decreases in both positive development and risk - It is not that youth either engage in positive behavior or negative. They can engage in both behaviors. - Therefore, youth need both positive development promotion and risk/problem prevention.

  15. [Youth participating in 2 or more waves are included] 27% 37% 13% 17% 6%

  16. [Youth participating in 2 or more waves are included] Gender as a context Girls and boys tend to show different patterns in some important ways 4 Waves Girls vs. Boys High PYD: 76% vs. 60% High Contribution: 33% vs. 20% Low Risk Behaviors: 67% vs. 48% Low Depression: 70% vs. 78%

  17. [8th graders participating in 2 or more waves are included, N=994] 4-H Participation in 8th Grade:PYD and Contribution Average score for participants in the ideal trajectories [Participation is defined as twice a month or more]

  18. [8th graders participating in 2 or more waves are included, N=994] 4-H Participation in 8th Grade:Depression and Risk Behaviors Average score for participants in the ideal trajectories [Participation is defined as twice a month or more]

  19. [8th graders participating in 2 or more waves are included, N=994] 4-H Participation in 8th Grade:Outcomes by Sex(% in ideal trajectories)

  20. The 4-H Study of Positive Youth Development Findings 4-H youth are more likely than youth in other structured after school activities (SASAs) to be in the high contribution trajectory group Youth in High Activity Contribution Trajectory 4-H21% Other YDP, but not 4-H 14% Other SASAs 12%

  21. The 4-H Study of Positive Youth Development Findings There are significant differences between girls and boys in 4-H Activity Girls Boys Overall 4-H 25% 14% 21% Other YDP, but not 4-H 15% 12% 14% Other SASAs 13% 10% 12% (% of each group in the high contribution trajectory; matched sample)

  22. The 4-H Study of Positive Youth Development This study is important so that we can… • Evaluate our 4-H programs to determine how effective we are in fostering the “5 C’s” and the “6th C – Contribution.” • Use what we learn to improve, strengthen and enhance our 4-H programs.

  23. The 4-H Study of Positive Youth Development This study is important so that we can… • Share the information with other youth development programs so that they can strengthen, improve and enhance programs. • Share the results parents, schools, and communities in order to promote PYD.

  24. The 4-H Study of Positive Youth Development This study is important so that we can… Help young people thrive!

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