Encouraging Independence through Project Work Sonja Crawford, 4-H Coordinator / Livestock Agent III, Hendry County Kate Fogarty, 4-H Youth Development Specialist Special Thanks to: Geralyn Sachs, 4-H Extension Agent II, St. John’s County An Equal Opportunity Institution

An Equal Opportunity Institution Overview Independence – What is it? Fostering Independence in Project Work Goal Setting/Helping Youth Make Progress toward Self-set goals, Empowering vs. Enabling Recognizing Independence through Helping Youth Set Their Own Goals Review of Standards of Excellence Summary, Questions, Evaluation Kate An Equal Opportunity Institution

An Equal Opportunity Institution Independence Defined “I pledge my head to clearer thinking…” Sonja An Equal Opportunity Institution

An Equal Opportunity Institution Independence Defined In order to develop self-confidence, youth need to feel and believe that they are capable, and they must gain experience at solving problems and meeting challenges. They need to know that they are able to influence people and events through decision-making and action. They need opportunities to understand themselves and become independent thinkers. (University of California Cooperative Extension Service – Project Leader’s Digest – ANR Publication 21729) Sonja An Equal Opportunity Institution

Independence: Questions to Ask Youth How are you going to influence people and/or events through decision making (your decisions)? What did you learn or discover from participating in your project that can be applied to the future? How does what you learned relate to other parts of your life? How can you use what you learned outside this project in other settings? How will this experience change the way you approach a similar task in the future? Sonja An Equal Opportunity Institution

An Equal Opportunity Institution Setting Project Goals Part of fostering youth independence is to help them set their own project goals. When youth achieve goals they set for themselves, they gain a sense of independence and accomplishment Youth also learn where their skills measure up in terms of “Standards of Excellence” in independent projects Standards of Excellence will be covered later in this presentation Kate Because 4-H’ers learn by doing, they should be allowed to make their own plans and set their own goals Plan and goal-setting varies by age and stage of youth Youth work towards accomplishment of a plan through step-by-step goals Goals help youth to: Make a plan Find ways to achieve that plan Evaluate their progress toward that plan An Equal Opportunity Institution

An Equal Opportunity Institution Setting Project Goals If we don’t know WHERE we are GOING… HOW will we ever know IF we get THERE? Kate If we don’t know WHERE we are GOING… HOW will we ever know IF we get THERE? 4-H volunteers, project leaders, & even older teens Goals need to reflect youth’s own ideas, not be imposed Goals reflect What 4-H’er desires to accomplish Options from 4-H project manual Reflected in activities listed & described in project books An Equal Opportunity Institution

An Equal Opportunity Institution Setting Project Goals Number of goals dependent upon 4-H’er’s age and experience Fewer steps and more basic goals for younger children (5-10 years) Large goal and subgoals with several smaller steps toward each goal in a project for older youth (11-18 years) Goals reflect what a 4-H’er wants to accomplish in a project area. Need to be Realistic Reachable (7-step plan to setting goals) Kate (type your answer in chat box) An Equal Opportunity Institution

An Equal Opportunity Institution Setting Project Goals Kate 4-H’ers Positive feedback (project/record book notes), introduction based on achievement, newspaper articles, letter to parents, certificates & seals, celebration party Volunteers Newsletter article re: volunteer plans and goals, photo of volunteer in newspaper re: achieving a goal Clubs Celebration, skit to present to others re:goals, progress toward goals award, certificate & seals Alternative Delivery Positive adult feedback, public reception at school, library or community center, newspaper article, letters of commendation to parents, party, certificates & seals An Equal Opportunity Institution

An Equal Opportunity Institution Setting Project Goals Kate An Equal Opportunity Institution

Goal Setting: Enabling vs. Empowering Behaviors that put the adult leader between youth and life experience Fosters dependence Empowering Turning control over to youth so have a sense of control over their own lives & decisions Kate Empower:  To equip, to authorize, to invest with power Empowering is giving someone the confidence they need to do something. This is not doing something for them but helping them to increase control over their own life. This is calling them to accountability for their actions. Empowerment also speaks to a reality of self-awareness. From http://svtc.info/am-i-enabling-or-empowering/ By Shenandoah Valley Teen Challenge 2016 Teening up with your Adolescent UF/IFAS 2009. Curriculum An Equal Opportunity Institution

Enabling versus Empowering Excusing certain youth responsibilities due to poor time management (chores excused so youth can finish last minute homework) Giving additional funds to support a project than youth budgeted for * Helping prepare record book for youth (late night work) *There are exceptions Empowering Involving youth in project decision-making Respecting youth’s privacy and decisions Sharing your feelings, asking youth for help Communicating respect Showing faith in youth Giving information vs. advice Listening without fixing or judging. Kate An Equal Opportunity Institution

Describe a meaningful 4-H Youth Project Goal… Setting Project Goals Question: Describe a meaningful 4-H Youth Project Goal… (type your answer in chat box) Sonja An Equal Opportunity Institution

Setting Project Goals: Review Sonja An Equal Opportunity Institution

Progress Towards Goals What are some ways we encourage 4-H youth to make progress toward goals that youth set for themselves? Sonja It is important for youth to learn to set goals and work toward their goals. Goal setting is an individual and personal matter– these are the young people’s goals, not the goals of the parent or volunteer Goals should be SMART: Specific, Measurable, Attainable, Realistic, Timely Goals are motivators only when the person setting the goal owns that goal– when it is owned, it is important 4-H Project Books are one very formalized way to give feedback on progress towards self-set goals These can goals be can individual or collective. How many of your 4-H clubs set club goals for the year? Resources– SMART Goals handout An Equal Opportunity Institution

Achievement of Standards of Excellence What do you think of when you hear “achievement of standards of excellence”? Sonja (type your answer in chat box) An Equal Opportunity Institution

Standards of Excellence Sonja An Equal Opportunity Institution

An Equal Opportunity Institution Questions? Sonja and Kate An Equal Opportunity Institution

‘It’s Not About the Ribbons’ An Equal Opportunity Institution

An Equal Opportunity Institution References Revised 2013. Florida 4-H Recognition for Excellence, Helping Youth Grow. http://florida4h.org/staff/awards_handbook/overview/introduction.pdf   University of California Cooperative Extension Service (2007). Project Leader’s Digest – ANR Publication 21729. http://4h.ucanr.edu/files/4462.pdf Shenandoah Valley Teen Challenge. Am I enabling or empowering? Blog post accessed on http://svtc.info/am-i-enabling-or-empowering/ Fogarty, K. (2009). Teening-Up: A curriculum for parents of teens aged 10-19. UF/IFAS Extension. An Equal Opportunity Institution