1. 4-H Afterschool Rationale, Program Delivery Models and Theoretical Base A Reference for Extension Professionals Theresa M. Ferrari, Ina Metzger Linville & Nancy Valentine Presentation by Ina Linville State 4-H Youth Development Specialist LinvilleI@missouri.edu

2. Defining 4-H Afterschool Rationale for 4-H and Extension Involvement 4-H Afterschool Program Development Model Theoretical Foundation

3. 4-H Afterschool … Is a brand name for all new and existing Extension Programs conducted during the out-of-school time

4. Goals of 4-H Afterschool are: Increase the quality and availability Increase the # of young people and volunteers involved Increase use of 4-H & Extension curricula in these settings

5. Goals of 4-H Afterschool are continued: Increase the knowledge/skills of AS Staff Increase the number of 4-H Clubs in AS programs Position 4-H as a major contributor & leader in the after-school field

6. Definition of 4-H Afterschool Programs

7. 4-H Afterschool Programs are Offered during OST hours (safe, caring, enriching) Reach K to 12 Engage youth – long-term, structured and sequential experiences in partnership with adults

8. 4-H Afterschool Programs are designed on principles of positive youth development Belonging Mastery Independence Generosity

9. 4-H Afterschool the Logo Clover – Positive Image Extraordinary Learning Opportunities Shaded dots – learning experiences are never ending

10. Rationale Issues For 4-H and Extension

11. 8 to 15 million youth 5 to 14 need ASP (NIOST; USDOE, 1999a) Public Attention, Acceptance and Support (Gannett & Short, 2001; Afterschool Alliance, 2002; Fight Crime Invest in Kids, 2001) ASP can meet a variety of needs (Gootman, 2000; Roth, Brooks-Gunn, Murray & Foster, 1998) AS is time for opportunity or risk (Newman, Fox, Flynn & Christeson, 2000)

12. Learn skills, develop interest and spend meaningful time with peers and adults Lower incidence of problem behaviors OST opportunities decline rather than increase with age (Pittman et al, 2003)

13. Why Should 4-H Be Involved?

14. 4-H is about positive youth development After-school Programs are Needed Where Kids are at

15. After-school programs can benefit from 4-H youth development resources Curricula Training

16. Adapted from the Extension School-Age Child Care Consortium, 1993 Revised April 2003 Distributed at the 4-H Afterschool National Roll-Out Conference, St. Louis, MO Involvement in After-School Programs: An Extension Program Development Model Conducting Community Needs Assessment Impacting the Quantity of Quality After-School Programs Working with Families Impacting the Quality of Existing After-School Programs Extension ManagedCommunity Managed Creation of New Non-Profit Board Managed by Other Agency or Organization Education and Technical Assistance Community Partnerships Enhancing Educational Environment After-School Staff Development Training Evaluation Providing Curriculum Support Starting & Maintaining 4-H Clubs in After-School Settiing Quality of Environment Child Outcomes

17. Required Elements of Quality Child Care, School-Age Care, and Out-of-School Programs for Older Youth and Teens Source: Cooperative Extension System Extension "CARES" for America's Children and Youth Initiative August, 2002 DEVELOPMENT EDUCATION CARE Quality

18. Youth Development

19. Positive Youth Development occurs from an intentional process that promotes positive outcomes for young people by providing opportunities, relationships and the support to fully participate. Youth development takes place in families, peer groups, schools, neighborhoods and communities.

20. Young people who are… Competent My HEAD to clearer thinking Solving problems Achieving goals Using scientific methods Planning and organizing Thinking creatively Caring My HEART to greater loyalty Communicating Cooperating Resolving conflicts Valuing diversity Contributing My HANDS to larger service Mastering technology Learning through community service Volunteering Being a responsible citizen Exercising leadership Capable My HEALTH to better living Making healthy lifestyle choices Utilizing resistance skills Preventing disease Expressing emotions positively

21. Opportunities for mastery Opportunities for self-determination Opportunities for engagement in learning Opportunities to value and practice service to others 4-H Impact Study 8 Critical Elements in Positive Youth Development Programs

22. Opportunities to see oneself as an active participant in the future Inclusive environments Safe environments Relationships with caring adults 4-H Impact Study 8 Critical Elements in Positive Youth Development Programs

23. Features of Positive Developmental Settings/Programs* *Community Programs to Promote Youth Development, 2002, National Research Council Physical and psychological safety Appropriate structure Supportive relationships Opportunities to belong Positive social norms Support for efficacy and mattering Opportunities for skill building Integration of family, school and community efforts

24. Educational Frameworks

25. Experiential Learning Do - Reflect – Apply (David Kolb) Anchored Learning (Brown, Collins & Duguid, 1989) Social Cognitive Theory (Bandura, A., Schunk, D., Zimmerman, B.)

26. Good Practice for Care

27. NSACA Standards http://www.kcyouthnet.org/standards1.asp YouthNet http://www.kcyouthnet.org/standards_teen.asp

28. Ecological Model (Bronfenbrenner, 1993)

29. Principle Engines Social Interactions family, school & OST Progressively more complex activities and tasks.

30. In Summary 4-H Afterschool can

31. Take many shapes and forms Accommodate many different roles self-defined by agent/educator Provide the theories to address “why” 4-H Afterschool works.