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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
Disclaimer & Indicia

Volume 13, Number 2, Fall 2002

Getting to the best outcomes for 4-H members:
Making the 4-H Guiding Principles your guide to positive youth development

In January 2000, Michigan 4-H staff members gathered at Kettunen Center for three days to develop a framework for defining what positive youth development really means for the young people we serve.

At the end of that three-day planning process, seven principles were outlined to guide how we as staff members and volunteers develop learning materials and experiences that engage youth to ensure they get from their 4-H experience the skills and opportunities they need for positive growth and development.

Since 2000, 4-H staff members have worked in large groups and small work teams to ensure that these principles reflect the Michigan 4-H vision and mission and that they reflect how national research and practical knowledge define positive youth development. And finally, staff members did some forecasting to acknowledge trends that will influence how we, as a youth-focused organization, will need to work with young people in the future.

These principles are now established to provide direction in how we plan, implement and evaluate 4-H programs. They also provide a filter by which we set priorities, and each should be reflected in all programs offered by Michigan 4-H Youth Development.

This past year, focus groups of 4-H volunteers from around the state had the opportunity to share what the seven principles mean for the work that volunteers do every day with youth in communities. As you begin to plan your new 4-H club year, consider how you can use these guidelines to ensure your 4-H members use their heads, hearts, hands and health to explore, experience and achieve.

For more information on the 4-H Guiding Principles, visit Michigan 4-H online at: http://web1.msue.msu.edu/cyf/youth/educator.html or http://web1.msue.msu.edu/cyf/youth/downloads/4-HGuidingPrinciples.pdf.

The 4-H guiding principles and the following ideas for implementation are the work of many Michigan 4-H staff members and volunteers.

Head

Youth are actively engaged in their own development.

When put into action, the goal of this principle is for youth to increase their personal competence and sense of well-being. Various opportunities and experiences are offered that encourage youth and the adults working with them to explore, discuss and reflect on ethical values, personal interests, strengths and accomplishments.

These opportunities have purpose and meaning – they foster a young person’s positive sense of self and view of the future. They also provide opportunity to recognize youth for both their participation and their achievement.

For volunteers and youth, this means:

• Young people have leadership roles in their project areas and in their county 4-H program.
• Young people set project or activity goals and personally assess the results at the end of their project.
• Youth determine what the club does and then have opportunity to lead meetings and experiences.
• Youth learn from one another.
• Youth think for themselves and are not afraid of their answers and choices.

Youth are considered participants rather than recipients in their own learning.

When put into action, this principle means that youth are provided a variety of opportunities, in different contexts, that respect the way they learn and encourage their active participation in what and how they learn. Young people share the decision-making, planning and implementation of their learning experiences. Young people and adults also work together to overcome barriers to participation such as cost, scheduling and transportation.

For volunteers and youth, this means:

• Young people choose the programming they want delivered.
• Youth have the opportunity to give feedback and suggestions before and after activities.
• Adults facilitate, not dictate.
• Youth are given choices and get to feel the impact of those choices.

Youth develop skills that help them succeed.

This principle ensures that young people in 4-H have hands-on opportunities to learn and develop the skills they need to be successful as adults. Youth identify, develop, practice and can speak about their skills. Young people develop skills by setting challenging yet realistic goals that are supported by their peers, their adult and older teen volunteers, their families and their communities.

For volunteers and youth, this means:

• Use research to define the skills youth need to succeed, then promote 4-H opportunities that specifically help youth get there.
• Empower youth to teach one another.
• Success levels are measured according to ability and desire. There would be no pass/fail or badges needed to be earned.
• 4-H alumni serve as mentors to current youth members.
• Youth are encouraged to participate in the state 4-H awards process, which develops resume writing and interview skills, life skills and a positive work ethic, and provides recognition for a young person’s success.
• Youth are offered the chance and encouraged to participate in junior leadership opportunities.

Heart

Youth develop sustained relationships with adults and peers.

When put into action, this principle means that volunteers and members are available and accessible to one another for information, guidance and support. It means that both adults and youth develop relationships that help them feel that they belong and are connected. The activities and experiences of the group are shared and they serve to build trust and foster honest and open communication.

For volunteers and youth, this means:

• E-mail is used to foster communication between volunteers and members. Clubs can create an electronic discussion group to ensure everyone is connected to everyone else.
• If a club has multiple adult volunteers, matching specific children to specific adults ensures consistent contact and that no child is overlooked.
• Older youth mentor younger members.
• Adult volunteers laugh with members and have fun with them.
• Time is provided for young people to talk about meaningful things in their lives.
• Youth develop trust with and among peers to follow through, start to finish, with projects and goals.

Youth recognize, understand and appreciate diversity and multiculturalism.

It’s important that young people respect differences among groups and individuals of diverse backgrounds. 4-H should help youth develop skills that youth can use to foster social justice in their communities. They should explore and value their own diverse abilities, skills, interests and cultural backgrounds, and explore diversity among people, places and ideas. It is equally important that young people and volunteers from diverse backgrounds and with diverse abilities and interests are valued and included in planning, decision making and leadership opportunities.

For volunteers and youth, this means:

• Youth are aware of and encouraged to participate in city, state and international exchanges.
• Youth should go through a poverty simulation.
• Create opportunities for county cultural sharing.
• Incorporate theme weeks that feature learning about and understanding various cultures—their customs, holidays, foods, interests and more. During these weeks, children learn from guest speakers, literature and reading.
• Have a discussion about various styles of music.
• Find opportunities to recognize each young person as diverse and unique, and use those opportunities to appreciate that uniqueness.
• Provide opportunities for youth to teach and learn from one another.

Hands

Youth grow and contribute as active citizens through service and leadership.

The outcome of this principle is for young people to feel included and involved in their clubs, their communities and our world. This acknowledges that youth have significant roles to play and important contributions to make as stewards of our future. Youth are provided with experiences that help them become competent as caring leaders and citizens and recognize their role as stewards of their communities. This means that youth are informed about local and global needs, issues and opportunities.

Youth are also provided meaningful opportunities to help make decisions that affect their communities and to use their time, energy and skills to benefit their communities and the people who live in them.

For volunteers and youth, this means:

• Youth serve on county 4-H councils and represent their councils at events.
• Youth are mentored by county commissioners and city council members and use these opportunities to learn about and get involved with county and city government.
• Youth plan and execute community service projects.
• 4-H members mentor other members.
• Personal development experiences should be added to the 4-H club programming structure.

Health

Youth are physically and emotionally safe.

Both 4-H staff members and volunteers have a responsibility to ensure that young people involved in 4-H youth development programs participate in environments that are physically safe and structured, yet flexible enough to encourage honesty, trust and respect among 4-H members and the adult volunteers working with them.

This means that feedback is provided in constructive ways to address situations, behaviors and emotions. Positive risk-taking is encouraged to ensure young people to try new things. Rules, expectations and consequences are clear, consistent and appropriate for the age of the child and are applied fairly. Activities and programs are held in environments that maximize the safety and well-being of the youth we work with.

For volunteers and youth, this means:

• Risk management plans are in place at the club, county and state levels.
• Children are always appropriately supervised.
• Clubs and counties are encouraged to develop severe weather policies and ground rules for meetings.
• Identify familiar locations for meetings where children are comfortable.
• Children can share and communicate without restriction, yet with respect.
• Safety is a priority for activities and discussions.
• Guidelines for behavior are made and enforced.
• Accommodations are made for physical and learning needs.