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About
4-H Youth Development
Michigan
4-H Guiding Principles
for Positive Youth Development
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Youth Development | Michigan
4-H Guiding Principles |
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Download
the Michigan 4-H Guiding Principles PDF document
 1.
Youth develop positive relationships with adults and peers.
Youth
develop sustained relationships with peers and adults that nurture
their positive development.
Elements
of effective practice:
- Adults and
youth are available and accessible to each other for information,
guidance and support.
- The development
of positive, meaningful relationships that foster a sense of belonging
and connectedness over time is encouraged and supported.
- Adults and
youth are consistently and actively engaged together in activities
and experiences.
- Cooperative
experiences that build trust and foster honest and open communication
are developed and supported.
2.
Youth are physically and emotionally safe.
Youth
will learn more and participate more fully when they feel physically
and emotionally safe. A structured yet flexible environment encourages
honesty, trust and respect among all youth and adults.
Elements
of effective practice:
- Adult and
youth volunteers model constructive ways for providing feedback
and addressing situations, behaviors and emotions.
- ctivities
and programs are held in environments that maximize the safety
and well-being of participants.
- Youth are
encouraged to try new experiences through positive risk-taking.
- Rules, expectations
and consequences are clear, consistent, developmentally appropriate
and applied fairly.
3.
Youth are actively engaged in their own development.
Through
a process of identity discovery and awareness, youth increase their
personal competence and sense of well-being.
Elements
of effective practice:
- A wide range
of opportunities and experiences that encourage youth and adults
to explore, discuss and reflect on ethical values, personal interests,
strengths and accomplishments.
- Youth explore,
discuss and reflect on ethical values, personal interests, strengths
and accomplishments in purposeful and meaningful ways.
- Opportunities
and experiences are provided to foster youths’ positive sense
of purpose and view of the future.
- Youth are
recognized for both their participation and achievement.
4.
Youth are considered participants rather than recipients in the
learning process.
Youth
are encouraged to actively participate in their own learning. Opportunities
for youth to learn and develop take place in many different contexts
and take into account a variety of learning styles.
Elements
of effective practice:
- Learning
is encouraged in formal and nonformal settings, in planned and
unplanned ways.
- Opportunities
for shared decision-making, planning and program implementation
are provided for youth.
- Adults and
youth work together to overcome barriers to participation such
as transportation, cost and scheduling.
5.
Youth develop skills that help them succeed.
Youth
experience and learn from hands-on educational opportunities that
help them develop the skills they need to be successful adults.
Elements
of effective practice:
- Youth identify,
develop, practice and articulate their skills.
- Youth set
challenging yet realistic goals; they follow through on their
commitments to achieve their best.
- Youth receive
support from adult and teen volunteers, family members, peers
and the larger community throughout the skill-building process.
- Youth recognize
and celebrate their skills and accomplishments within their own
definition of success and mastery.
6.
Youth recognize, understand and appreciate multiculturalism.
Youth
will respect differences among groups and individuals of diverse
backgrounds. Youth will develop skills and competencies that help
them foster social justice in their communities and their world.
Elements
of effective practice:
- Youth explore
and value their own diverse abilities, skills, interests and cultural
backgrounds.
- Youth explore
diverse people, places and ideas.
- Youth and
volunteers from diverse backgrounds and with diverse abilities
are included in decision-making, leadership and planning.
7.
Youth grow and contribute as active citizens through service and
leadership.
Youth feel
included and involved in their communities. They have significant
roles to play and important contributions to make as stewards of
the future. Youth develop personal competencies that foster leadership,
caring and citizenship.
Elements
of effective practice:
- Youth are
aware of and informed about local and global needs, opportunities
and issues, and are provided meaningful roles in how decisions
are made.
- Youth use
their time, energies and skills for the benefit of others.
- Youth practice
leadership skills to address needs, issues and opportunities.
- Youth are
encouraged to recognize their roles as stewards in their communities.
Research
References for Michigan 4-H Guiding Principles
- Blyth, D.,
(2000, Fall). Extension’s roles in community youth development
for the 21st Century. The Center: Today’s 4-H Connects Youth
to the World. St. Paul, MN: Center for Youth Development, University
of Minnesota Extension. Retrieved September 30, 2002, from http://fourh.umn.
edu/educators/research/center/Center2000.html
- Carnegie
Council on Adolescent Development. (1992). A matter of time: Risk
and opportunity in nonschool hours. New York, NY: Author.
- Collins,
A. Q., Campbell, T., Gallo, C., Kyzer, D., Sgambati, F., &
Taylor, B., (1998). Our children at risk: Children and youth issues,
1998. Chicago, IL: YMCA of the USA.
- Hahn, A.,
& Raley, G., (1998). Youth development: On the path toward
professionalization. Nonprofit Management & Leadership. 8(4),
387–401.
- National
Assembly of Health and Human Service Organizations. (1994). Building
Resiliency: What Works! A Community Guide to Preventing Alcohol
and Other Drug Abuse Through Positive Youth Development. Washington,
DC,: Author.
- National
Collaboration for Youth. (1996 or 1997). Position statement on
accountability and evaluation in youth development organizations.
Washington, DC: Author.
- Nelson, L.
I. (1998). Helping youth thrive: How youth organizations can –
and do – build developmental assets. Minneapolis, MN: Search
Institute.
- Perkins,
D. F., & Butterfield, J. R., (1999, August). Building an asset-based
program for 4-H. Journal of Extension 37(4). Retrieved September
30, 2002, from http://www.joe.org/joe/1999august/a2.html
- Pittman,
K. J., & Cahill, M., (1991, September). A new vision: Promoting
youth development. Paper presented to the House Select Committee
on Children, Youth, and Families on September 30, 1991.
- Politz, B.,
(1996). Making the case: Community foundations and youth development
(2nd ed.). Washington, DC: Center for Youth Development and Policy
Research, Academy for Educational Development, Foundations for
Change.
- America’s
Promise – The Alliance for Youth. (1997, November). The Report
to the Nation: America’s Promise (executive summary). Washington,
DC: Author.
- Quinn, J.,
(1995). Positive effects of participation in youth organizations.
In M. Rutter (Ed.), Psychosocial disturbances in young people:
Challenges for prevention. Cambridge, UK: Cambridge University
Press.
- Roth, J.,
Brooks-Gunn, L, Murray, J., & Foster, W. (1998). Promoting
healthy adolescents: Synthesis of youth development program evaluations.
Journal of Research on Adolescence, 8(4), 423-459.
- Schorr, L.
B., & Schorr, D., (1989). The lessons of successful programs.
In Within our reach: Breaking the cycle of disadvantage. New York:
Anchor Books.
- Search Institute.
(1996). Youth development programs and outcomes: Final report
for the YMCA of the USA. Minneapolis, MN: Author.
- University
of Minnesota Extension Service. (1999). Keys to Quality Youth
Development. St. Paul, MN: Author. Retrieved September 30, 2002,
from http//www.extension. umn.edu/distribution/youthdevelopment/DA6715.html
- Walker, J.,
& Dunham, T. (1996). Understanding youth development work.
St. Paul, MN: Center for 4-H Youth Development, College of Education
and Human Development, and University of Minnesota Extension.
Retrieved September 30, 2002, from http://www.extension.umn.edu/distribution/youthdevelopment/DA6699.html
- Younger Americans
Act, H.R. 17 and S. 1005, 107th Congress. (2000). Retrieved September
30, 2002, from http://www.nydic.org/nydic/YAA.html
- Youth Development
Institute/Fund for the City of New York. (year unknown). The handbook
of positive youth outcomes. New York: Author.
Online
Resources
Learning
Materials
More information on learning
materials available to support these activities can be found in the Michigan
Guide to 4-H or through the MSU
Bulletin Office.
Training
& Events
For upcoming training and
events in this area, check the 4-H
Volunteer Workshops web site, the MSU
Extension Calendar and the 4-H
Exploration Days web site.
Contact
Information
For more information on
how to get involved as a youth
or volunteer,
contact your county MSU Extension
office or:
4-H
Youth Development
Michigan State University
160 Agriculture Hall
East Lansing, MI 48824-1039
USA
Phone: 517-432-7575
Fax: 517-355-6748
Email: msue4h@msu.edu
Copyright © 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007 Michigan State
University
Last Updated: September 5, 2007
Last Reviewed:
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