1. Life Skills Long-Range Focus Area Overview

2. How to think, Not just what to think.

3. Life Skills Communication, Oral & Written Communication, Interpersonal Conflict Resolution Critical Thinking, Problem Solving Cultural Competence Goal Setting Decision Making Stress Management

4. Unlisted Life Skills Empathy Creative Thinking Learning-to-Learn Resource Management Completing forms Using maps, charts, graphs Teamwork Systems Thinking

5. Life Skills Behavioral responses (vs. attitude or knowledge gain) that - enable youth to connect, produce, or navigate challenges across a variety of settings in childhood; and - predict future capacity to connect, produce, or navigate diverse settings as young adults

6. Life Skills Outcomes Skill demonstration during short- term events provides a measure of progress toward skill mastery; Skill mastery, evident in competent practice over an extended time OR effective application of a practice in a new setting indicates impact of a planned program.

7. Life Skills Measurement Skill demonstration criteria should be specified in the event/curricula and matched to developmental stage, learning environment, and practical needs –Ex: Public speaking may involve (age 9): gathering, organizing, and telling about a simple topic, with guidance; (age 12): completing basic tasks on own, more complex topics or delivery with coaching (age 16): developing topical ideas and delivery skills in a more precise and creative way

8. Life Skills Measurement Skill mastery must be specific to the process and subject area and may involve several levels achievement, continuous practice, and multiple applications –Ex: Goal setting may involve (basic): listing and checking off project tasks with guidance; (intermediate): completing tasks on own (advanced): researching, identifying, and tracking tasks and learning for a self- determined project

9. Related Values & Views Character involves behaviors that demonstrate trustworthiness, respect, responsibility, fairness, caring, citizenship Self-efficacy describes an attitude of confidence to do something or to make a difference in some area

10. Check for Program Quality Safety in physical and emotional climate Support, emotional & practical Structure, including discipline and freedom Sense of Belonging, offering acceptance & respect Social norms that support responsibility, teamwork, and service Skill-building in subject-matter and life skills Significance; opportunities to make a difference Synergy of the program with peer, family, and community social networks

11. Interactive Learning Strategies modeling and role playing small group work debates one-on-one rehearsal decision mapping literature content analysis relaxation and trust-building activities games …but interactive learning requires much more skilled facilitators

12. Life Skills Delivery Strategies 4-H Clubs Afterschool Camps ARI Peer teaching experiences Teen Conferences/ Summit 4-H Congress Teen Retreats County Events County Workshops/ Trainings Summer Special Interest Programs Web-based Educational Strategies

13. Life Skills Evaluation Skill requires external observation, using a criterion-based rubric –Presentation Contest judging –Record book judging –Animal/habitat decision-making Self-reported skills are actually attitudes about skills

14. Life Skills Evaluation Observation rubric/judging checklist –Performance: (live or video) of speaking contests, skill-a-thons, demonstrations, habitat evaluations, teaching or mentoring) –Products: (mature crops or animals, landscapes, machines, foods, clothing, models or full-scale structures) Interview/Focus group –Process: type and level of learning, interacting, adapting related to performance or products

15. Life Skills Evaluation Portfolio/content analysis checklists –Products ( journals; lab, activity, event, or trip records, record books, written or photo reports, scrapbooks) Interview/Focus group –Process: type and level of learning, interacting, adapting

16. Life Skills Evaluation Reporting Format –Measures of Progress Number gaining knowledge of [Life Skill] –Impact Indicators Number practicing specific life skills sub-skill

17. LRFA Links: Health Social Skills (communication, conflict resolution) key to risk avoidance Decision-making key to nutrition, health & safety behaviors Stress Management a key component of physical and mental health

18. LRFA Links: Academics Critical Thinking and Learning Skills key to learning-to-learn and self- directed learning Goal setting is critical to improving academics, one skill at a time Decision-making key to setting priorities for school success

19. LRFA Links: Volunteerism Social Skills (communication, conflict resolution) key to helping and leading others Decision-making key to issues and organizational issues

20. LRFA Links: Leadership Social Skills (communication, conflict resolution) key to helping and leading others Decision-making key to issues and organizational issues Effective leaders think ahead, considering both the task and the people involved

21. LRFA Links: Workforce Prep Social Skills (communication, conflict resolution) key to helping and leading others Decision-making key to career exploration and experimentation Goal setting enables youth to take a step at a time Most jobs require inquiry and problem solving skills

22. Life Skills Teaching Points Life skills describe behavioral responses (vs. attitude or personality) that are –Acquired via training and modeling (knowledge, understanding) –Developed and expanded via disciplined practice (application, analysis)

23. Life Skills Teaching Points Life skills can be organized into social, cognitive, and emotional competencies, although many skills include all three elements (e.g., communication, decision-making, cultural competence, stress coping)

24. Life Skills Teaching Points Everyday experiences foster life skills, but 4-H programs target training in life skills Life skills are often learned or applied in relation to a specific content area Life skills emphasized by NC 4-H fit with NC-DPI Standard Course of Study Positive life attitudes such as self-efficacy, and character traits such as perseverance or compassion, complement life skills

25. Life Skills Teaching Points Competence in a life skill improves developmental outcomes in childhood, adolescence, and adulthood, including resiliency under stress