The Benefits of 4-H
Youth Development
Participation
Karen Nelson
Columbia County
4-H Youth Development Educator
Audience:
 Stakeholders
 User Groups
Purpose:
 Explains the background of 4-H Youth Development
programming.
 Discusses the value of non-formal educational
programs.
 Shares research results that document the
developmental benefits of 4-H Youth Development.
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Strengthening Positive Youth Development Environments, 2005
Slides
Slide 2:
Presenter says
• Wisconsin 4-H Youth
Development - Making a
Difference Through Positive
Youth Development
• “4-H empowers youth to
reach their full potential,
working and learning in
partnership with caring
adults.”
Slide 3:
2. Welcome and Activity
This presentation is designed to help you understand
the difference 4-H Youth Development makes in the
lives of children and families. Many people intuitively
know there are solid reasons to provide positive youth
development experiences for children but cannot state
them. Information included in this presentation will help
you understand how vital it is for communities to
support a variety of youth development experiences. In
addition, the presentation shares some exciting results
from across the country, showing the impact 4-H
makes in the lives of young people.
3. Introduction Activity
Number of youth participating
in 4-H in the United States in
2003.
A. 2 million
B. 4 million
C. 6 million
D. 7 million
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Strengthening Positive Youth Development Environments, 2005
Notes
Number of youth participating in 4-H in the United
States in 2003.
A.
B.
C.
D.
2 million
4 million
6 million
7 million
These questions are
intended to help engage the
audience in thinking about
the value of 4-H. If you
have local information you’d
like to reinforce, add your
own slides.
Slide 4:
4. Answer: Over 7 million young people in 3,051
counties.
Answer: Over 7 million young
people in 3,051 counties. Over
1.5 million were members of 4-H
clubs. Over 4 million participated
in school-enrichment groups.
Over 1.5 million were members of 4-H clubs. Over 4
million participated in school-enrichment groups. “4-H
youth development facts in brief.” (2003) Retrieved on
December 23, 2004 from http://www.national4hheadquarters.gov/library/2003factsbrief.pdf
“4-H youth development facts in brief.” (2003)
Slide 5:
5. Number of 4-H Club members in Wisconsin in
2003.
Number of 4-H Club members in
Wisconsin in 2003.
A. 10,000
B. 20,000
C. 33,000
D. 50,000
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Strengthening Positive Youth Development Environments, 2005
A.
B.
C.
D.
10,000
20,000
33,000
50,000
Slide 6:
Answer: 50,000 members
and 14,500 adult and youth
volunteer leaders.
6. Answer: 50,000 members and 14,500 adult and
youth volunteer leaders. Source: Wisconsin ES-237
Report (2003)
Source: Wisconsin ES-237 Report (2003)
Slide 7:
7. Amount of money county government in
Wisconsin invested in 4-H Youth Development
staff and support in 2001?
Amount of money county
government in Wisconsin invested
in 4-H Youth Development staff
and support in 2001?
A. $2 million
B. $3.5 million
C. $4.5 million
D. $5 million
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Strengthening Positive Youth Development Environments, 2005
A.
B.
C.
D.
$2 million
$3.5 million
$4.5 million
$5 million
Slide 8:
Answer: In 2001, County
government in Wisconsin invested
about $3.5 million in 4-H Youth
Development staff and support,
including both fully funded county
4-H staff and county-university
cost-shared faculty and staff.
8. Answer: In 2001, County government in
Wisconsin invested about $3.5 million in 4-H Youth
Development staff and support, including both
fully funded county 4-H staff and county-university
cost-shared faculty and staff.
“Investing in Wisconsin’s youth – 4-H youth
development.” (2001)
Slide 9:
9. What did Wisconsin counties get for that
investment?
What did Wisconsin counties get
for that investment?
A. Participation of 245,000 young
people in 4-H programs.
B. Between $19.05 and $40.35
million return on investment.
C. 10,000 community service
projects by 4-H members and their
families.
D. All of the above.
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Strengthening Positive Youth Development Environments, 2005
A.
Participation of 245,000 young people in 4-H
programs.
B.
Between $19.05 and $40.35 million return on
investment.
C.
10,000 community service projects by 4-H
members and their families.
D.
All of the above.
Source:
“Investing in Wisconsin’s
youth – 4-H youth
development.” (2001)
Retrieved December 23,
2004 from UW-Extension
Web site:
http://www.uwex.edu/ces/ad
min/documents/youthvalue1
.htm
Slide 10:
Answer: D. All of the above.
Nearly 245,000 youth were reached
through 4-H in 2003.
$3.7 million – $25 million for delinquency
prevention
$1.25 million for volunteer work on behalf
of communities
$4.6 million in state and federal funds
$9.5 million for volunteer work for
Extension programs
More than 10,000 local service projects are
conducted annually.
“Investing in Wisconsin’s youth – 4-H youth development.”
(2001) and WI ES237 Report
10. Answer: D. All of the above.
Nearly 245,000 youth were reached through all 4-H
Youth Development programming in Wisconsin in
2003.
$3.7 million – $25 million for delinquency prevention
$1.25 million for volunteer work on behalf of
communities
$4.6 million in state and federal funds
$9.5 million for volunteer work for Extension programs
More than 10,000 local service projects are conducted
annually by 4-H club members and parents in
Wisconsin.
Source: “Investing in Wisconsin’s youth – 4-H youth
development.” (2001)
Slide 11 (Diagram):
University of Wisconsin-Extension Summary Organizational Chart
Through UW-Extension, all Wisconsin people can access university resources and engage in lifelong learning,
wherever they live and work.
Interim Chancellor
General Educational Administration
Interim Provost and Vice Chancellor
Interim Vice Chancellor, Admin. and Finance
Business and Manufacturing
Extension
Director
Broadcasting and Media
Innovations
Director
Cooperative Extension
Dean and Director
27 Wisconsin Public Radio
Stations*
Small Business Development
Centers at 13 UW Campuses.
Faculty and staff in 72 county
offices and on 6 UW campuses.
6 Wisconsin Public Television
Stations*
Wisconsin Innovations
Service Center (WISC)
Agriculture
Instructional Communications
Systems
Center for Innovation and
Development
Community, Natural Resources
and Economic Development
Extension Conference Centers
J.F. Friedrick Inn and Conference
Center
Lowell Inn and Conference Center
The Pyle Center
Outreach and E-Learning
Extension
Interim Dean and Director
Continuing education, credit
and noncredit outreach at 26
UW campuses.
Independent Learning
School for Workers
Family Living
UW Learning Innovations
*Administered jointly with the
Educational Communications
Board
4-H Youth Development
WI Geological and Natural
History Survey
Higher Education Location
Program (HELP)
WI Rural Leadership Program
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Strengthening Positive Youth Development Environments, 2005
11. UW-Extension and 4-H Youth Development
Cooperative Extension is one arm of UW-Extension. It
operates as part of the University of Wisconsin and is
charged with helping people throughout the state
acquire knowledge and skills. 4-H Youth Development
is one Cooperative Extension program and has been
in existence for more than 100 years.
Slide 12:
4-H Emphasis: Development of life
skills, career preparation and
leadership development.
•Provide young people a chance to learn
new skills
•Programs are delivered in multiple ways
•4-H Youth Development moves
individuals, communities and programs
toward positive youth development.
12. 4-H Youth Development Programming
The historic emphasis of the 4-H program has been
the development of life skills, career preparation and
leadership development generally through non-formal
educational programs that occur during non-school
hours.
You may choose to create
optional slides showing the
4 essential elements and 8
critical elements for young
people and describe how
4-H programs provide them.
4-H youth development programs have been and
continue to be delivered in a variety of ways. From
neighborhood and community 4-H clubs to after school
and mentoring programs, 4-H youth development
provides young people a chance to learn new skills,
gain self-confidence and contribute to their
communities. Opportunities are created to provide
youth real world experiences that teach leadership and
citizenship skills.
4-H youth development
programs provide 4
essential elements and 8
critical elements for young
people.
Overall, the 4-H Youth Development approach is
moving individuals, communities, and programs toward
positive youth development.
Slide 13:
13. What is positive youth development?
Positive Youth Development:
… occurs from an intentional
process that promotes positive
outcomes for young people by
providing opportunities, choices,
relationships, and the support
necessary for youth to fully
participate.
Smith (2004)
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Strengthening Positive Youth Development Environments, 2005
Positive youth development occurs from an intentional
process that promotes positive outcomes for young
people by providing opportunities, choices,
relationships, and the support necessary for youth to
fully participate. Youth development takes place in
families, peer groups, schools, neighborhoods and
communities (Smith, Allan T., 2002).
Belonging
 Positive relationship with
a caring adult.
 An inclusive environment.
 A safe environment.
Mastery
 Engagement in learning.
 Opportunity for mastery.
Independence
 Opportunity to see ones
self as an active
participant in the future.
 Opportunity for selfdetermination.
Generosity
 Opportunity to value and
practice service for
others.
14. How do we know that a positive youth
development program like 4-H makes a difference
in the lives of youth, families and communities?
Slide 14:
How do we know that a positive youth
development program like 4-H makes
a difference in the lives of youth,
families and communities?
•Provides opportunities to master
competencies that prepare them for
adulthood.
•Creates environments that meet their
needs.
•Typically take place during non-school
hours in a non-formal educational
setting.
Slide 15:
Out-of-school, non-formal educational
opportunities like 4-H are important
because they involve:
•Personal choice
•Multiple leadership roles
•Hands-on learning
•Peer relationships outside of the classroom
•Access to multiple caring adults
•Access to multiple adult role models
•Sense of community through youth/adult
partnerships
•Developing initiative
•Participation in diverse activities
Russell (2001)
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Strengthening Positive Youth Development Environments, 2005
The 4-H youth development program assists young
people by creating environments that meet their needs
and provides opportunities within those environments
for them to master the competencies that prepare
them for successful adulthood. These opportunities
are typically available during non-school hours in a
non-formal educational setting.
15. Why are out-of-school, non-formal educational
opportunities like 4-H important to young people?
You might ask why out-of-school, non-formal
educational opportunities are important to young
people. What do they offer that traditional educational
programs do not?
They involve:
1.
Personal choice, which helps youth develop
decision-making skills, and clarify their values.
2.
Multiple leadership roles and trying new things
teach young people about their potential.
3.
Hands-on learning, a hallmark of 4-H youth
development programs.
4.
The development of peer relationships outside of
the classroom.
5.
Access to multiple caring adults, through whom
youth receive guidance, direct feedback that reinforces
parental efforts.
6.
Access to multiple adult role models in addition to
parents so youth benefit emotionally, scholastically,
and interpersonally.
7.
Opportunity to build a sense of community through
youth/adult partnerships.
8.
Developing initiative by learning to set realistic
goals, manage time, take responsibility, and
understand effort and perseverance.
9.
Participation in a collection of diverse activities
allows young people to develop a variety of
relationships and skills. Russell (2001).
“The general purpose of 4-H
is not unlike most other
youth development
organizations – but it is the
methods that distinguish
4-H youth development
activities from other youth
developmental efforts. While
recreation is important for
youth and their
development, 4-H youth
developmental practices
employ recreation not as an
end goal, but as one
method for engaging youth
in science-based education.
The history of 4-H has been
designed by science-based,
non-formal educational
activities that are family-and
community-based.” “The
developmental benefits of
non-formal education and
youth development”
(Russell, 2001).
“Recent research attention
has been given to the
positive benefits
adolescents gain through
participation in
extracurricular activities,
including bolstered selfesteem, improved academic
attainment and aspirations,
lower rates of delinquency,
higher levels of political and
civic engagement, and the
development of leadership
skills and peer popularity”
(Russell, 2001).
Slide 16:
16. A major strength of 4-H is the variety of activities
in which youth can choose to be involved. Another
strength is the emphasis in 4-H of providing
family-based activities.
A major strength of 4-H is the
variety of activities in which
youth can choose to be involved.
Another strength is the emphasis
in 4-H of providing family-based
activities.
Slide 17:
17. Why is family involvement in programs like 4-H
important to young people?
Family involvement is crucial to the
development of healthy youth.
•Family access to community resources
increases competence.
•Higher perception of academic ability
and positive relationship with peers.
•Less time spent with peers.
•Stronger relationships within the
family.
•Parental community ties predict
academic success.
Russell (2001)
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Strengthening Positive Youth Development Environments, 2005
Research shows that family involvement is crucial to
the development of healthy youth.





The development of competence among children
comes from family access to community resources.
Children whose parents are actively involved in their
community score higher in their perception of
academic abilities in school and in relationships with
their peers.
Children whose parents have strong community ties
spend less time alone with peers.
Joint activities foster stronger relationships within
the family.
Strong parental community ties predict children’s
academic success. Russell, Stephen T. (2001).
“Who most benefits from
these activities and
organizations? Most
research attention has been
given to the effects of
extracurricular activities on
privileged students.
However, recent work
indicates that such activities
have been found to be
particularly important for the
long-term academic
success and motivation of
“at risk” or marginalized
youth” (Russell, 2001).
“Involvement in multiple and
diverse activities fosters
academic achievement and
motivation, and a healthy
sense of self. A long-time
characteristic of 4-H has
been that it offers many
different kinds of activities in
which youth can become
involved; research on
extracurricular activities
affirms the importance of
this broad range of activities
for youth development. The
emerging research of extra
curricular involvement
indicates that these
activities play a beneficial
role in adolescent
development. Therefore,
rather than being viewed as
“extra,” these should be
viewed as essentialcurricular activities”
(Russell, 2001).
Slide 18:
18. Having considered the benefits of extracurricular
activities for children, particularly those that
involved parents, let’s consider some evidence
about the benefits of 4-H in particular.
Having considered the benefits of
extracurricular activities for
children, particularly those that
involved parents, let’s consider
some evidence about the benefits of
4-H in particular.
•Prevention
•Positive Youth Development
•Life Skill Development
Slide 19:
19. 4-H Youth Development Research
4-H Youth Development Research
Studies of 4-H participants show the impact of 4-H in
children’s lives in three areas: Prevention, Positive
Youth Development and Life Skill Development.
Prevention
Prevention
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Strengthening Positive Youth Development Environments, 2005
Note: Amend slides as
needed to fit your situation
and/or add local results or
data.
Slide 20:
20. 4-H youth reported that they are less likely than
other youth to:
4-H youth reported that they are less likely than
other youth to:
•Shoplift or steal.
•Use illegal drugs of any kind to get high.
•Ride in a car with someone who has been drinking.
•Smoke cigarettes.
•Damage property for the fun of it.
•Skip school or cut class without permission.
Youth involved in positive out-of-school alternatives
develop critical skills: leadership, self-confidence,
caring.
Shoplift or steal.
Use illegal drugs of any kind to get high.
Ride in a car with someone who has been drinking.
Smoke cigarettes.
Damage property for the fun of it.
Skip school or cut class without permission.
Youth involved in positive out-of-school alternatives
also develop the critical skills needed to make the
transition from adolescence to adulthood – skills like
leadership, self-confidence, communications,
compassion and caring (Astroth, Kirk. 2001).
Astroth (2001) - Montana
21. A lower percentage of 4-Hers than non-4-H
members:
Slide 21:
A lower percentage of 4-Hers than non-4-H
members:
•Spend 6 or more hours/week playing
computer/video games.
•Spend 8 hours or more hours/week watching
television.
•Steal something (past year).
•Damage property (past year).
•Smoke cigarettes (past year).
•Drink alcohol (past year).
•Ride in a car whose driver was drinking (past
year).
Minnesota 4-H Youth Survey (2002)
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Strengthening Positive Youth Development Environments, 2005
Spend 8 hours or more hours/week watching
television.
Spend 6 or more hours/week playing
computer/video games.
Steal something (past year).
Damage property (past year).
Smoke cigarettes (past year).
Drink alcohol (past year).
Ride in a car whose driver was drinking (past
year).
“Minnesota 4-H youth survey.” (2002). Retrieved
December 2, 2004, from University of Minnesota
Extension Service Website:
www.fourh.umn.edu/evaluation/youthsurvey.html
Slide 22:
Local Results:
Local Results
Slide 23:
23. Positive Youth Development
4-H Youth Development Research
Positive Youth Development
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Strengthening Positive Youth Development Environments, 2005
Insert local results as
desired
Slide 24:
•4-H youth have higher scores for
community contribution than do youth
involved in other youth development
programs.
•Community contributions of youth
involved in 4-H programs increases in
relation how long they participate.
•Frequency of community participation
is significantly predicted by 4-H
program participation.
24. 4-H youth independent of (that is over and above)
their participation in 4-H community activities --- have
significantly higher scores for community contribution
than do youth involved in other youth development
programs. In addition, the community contributions of
youth involved in these 4-H programs increases in
relation to their duration of 4-H program participation
and, in turn, frequency of community participation is
significantly predicted by 4-H program participation
(Lerner, Jacqueline, 2004).
Lerner (2003) – National 4-H Impact Study
25. Research from Texas A & M University provided
evidence that 4-H alumni remain more active in their
communities throughout their lives than youth
participants in other non-formal, structured youth
organizations (Ladewig & Thomas, 1987).
Slide 25.
4-H Alumni remain more active in
their communities throughout their
lives than youth participants in other
non-formal, structured youth
organizations.
Ladewig (1987) - Texas
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Strengthening Positive Youth Development Environments, 2005
Other Positive Youth
Development Information.
Research shows:
1. Youth participating in
community-based
organizations are 26%
more likely to report
having received
recognition for good
grades than are
American youth
generally.
2. Nearly 20% more likely
to rate their chances of
graduating from high
school as “very high”.
3. 20% more likely to rate
the likelihood of going
to college as “very
high”.
4. Significantly more likely
to report feeling good
about themselves,
more likely to indicate
higher levels of selfefficacy, more likely to
report higher levels of
personal agency and
effectiveness
(McLaughlin, M.W.,
2000).
Slide 26:
Comparing 4-H’ers with all
other youth in Minnesota a
higher percentage of 4-Hers
than non-4-H members
•Volunteer in the community.
•Are involved in other activities –
sports.
•Are involved in other activities –
arts.
Minnesota 4-H Youth Survey (2002)
Slide 27:
4-H club members scored higher than youth (with
or without other club participation) who completed
a Search Institute Survey on all developmental
assets including:
•Educational aspiration
•Achievement motivation
•Desire to help others
•School grades
•Self-esteem
•Decision Making
•Having a value system
•Interaction with adults
•Ability to make friends
.
Mead (1999) – New York
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Strengthening Positive Youth Development Environments, 2005
26. Compared to other youth, 4-H youth reported that
they are more likely than other youth to:
Succeed in school, getting more A’s than other kids.
Be involved as leaders in their school and the
community. Be looked up to as role models by other
kids. Help others in the community. Astroth, Kirk.
(2001). “Research findings show the impact of 4-H”
Montana 4-H Research Summary, Montana State
University:
http://www.montana.edu/www4h/4hsurvey.pdf
27. 3198 4-H club members from 50 counties in New
York scored higher than youth who completed a
Search Institute Survey. They tested higher than non
4-H youth with or without other club participation on all
developmental assets tested including: educational
aspiration, achievement motivation, desire to help
others, school grades, self-esteem, decision-making,
having a value system, interaction with adults, and
ability to make friends. Mead, June, Eunice
Rodriquez, Thomas Hirschl and Stephen Goggin.
(1999). Understanding the difference 4-H clubs
make in the lives of New York youth: How 4-H
contributes to positive youth development.
www.cce.cornell.edu/4h/resources/4HClubStudy.htm
Developmental assets as
identified by Search Institute
are building blocks that
children and adolescents
need to grow up competent,
caring, and healthy. When
present, these assets not
only nurture valued
behaviors, but also protect
young people from risktaking behaviors.
Slide 28:
28. Local Results
Insert local data as desired
Local Results:
Slide 29:
29. Life Skill Development
4-H Youth Development
Research
Life Skill Development
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Strengthening Positive Youth Development Environments, 2005
30. A study of Wisconsin youth involved in animal
science projects included 379 4-H members and 100
non-4-H members. Over a three year period 4-H
members compared to non-4-H members:
Slide 30:
A study of Wisconsin youth involved in
animal science projects found that 4-H
members compared to non-4-H members:
•Were more likely to set goals for
themselves and achieve them.
•Understood and practiced ethical decision
making.
•Were more likely to serve in a leadership
position in a club, group or program.
•Take responsibility for the decisions they
make.
Were more likely to set goals for themselves and
achieve them.
Understood and practiced ethical decision-making.
Were more likely to serve in a leadership position in a
club, group or program.
Take responsibility for the decisions they make
(Lackey & Associates, 2004.)
Wisconsin 4-H Camp Counselors
develop life skills including:
•Leadership
•People skills
•Communication
•Tolerance
•Responsibility
•Teamwork
•Problem solving
•Planning and organizing
Forsythe (2004) - Wisconsin
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Strengthening Positive Youth Development Environments, 2005
1. A study of over 760
4-Hers in Pennsylvania
indicate that youth who had
county leadership
experiences rated high on
life skills, and even higher
when they have additional
leadership experiences
beyond the county level.
(Cantrell, Heinsohn, &
Doebler, 1989).
2. A study of 400 youth
involved in swine projects in
Iowa showed that 4-H youth
perceived that project
participation had positive
effects on the development
of their life skills. (Gamon &
Dehegedus-Hetzel 1994).
Lackey (2004) - Wisconsin
Slide 31:
Other Life Skill
Development Studies
31. A study of 274 Wisconsin 4-H Camp Counselors
found the development of life skills including
leadership, people skills, communication, tolerance,
responsibility, teamwork, problem solving and planning
and organizing.
4-H Camp Counselors identified the counselor
experience as a unique opportunity. It helps young
people: understand and work with children, develop
responsibility and be a role model.
3. A study of over 50 animal
science project alumni in
New Jersey reported that
their 4-H experience
included the development of
their life skills particularly
accepting responsibility
(Ward, 1996).
4. Participation in 4-H has a
positive influence on
children’s perceptions of
their competence, coping,
and life skills (study of 666
Ohio public school children).
(Miller & Bowen, 1993
32. 93% identified at least one skill they learned that
they will use in their community.
96% identified at least one skill they learned that will
help them in a future job. (Forsythe, Matysik, & Nelson,
2004).
Slide 32:
Wisconsin 4-H Camp Counselors
identified the counselor experience as a
unique opportunity. It helps young
people:
•Understand and work with children.
•Develop responsibility.
•Be a role model.
In addition
•93% identified at least one skill they
will use in their community.
•96% identified at least one skill that
will help them in a future job.
Forsythe, Matysik & Nelson (2004) - Wisconsin
33. Of the 1313 Texas youth participating in the study,
545 were community club members.
Slide 33:

4-H Community Club Members indicate that:
•4-H teaches them to work out differences
peacefully. (88%)
•4-H has taught them problem solving skills.
(86%)
•4-H has taught them decision making skills.
(89%)
•4-H has helped teach them how to develop a plan
to reach their goals. (91%)
•4-H has helped them accept difference in others.
(94%)
•4-H helped teach them skills to be a leader.
(91%)
Texas 4-H impact assessment (2000)
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Strengthening Positive Youth Development Environments, 2005
88% indicated that 4-H teaches them to work
out differences peacefully.
 86% indicated that 4-H has taught them
problem solving skills
 89”% indicated that 4-H has taught them
decision-making skills.
 91% indicated that 4-H has helped teach them
how to develop a plan to reach their goals.
 94% felt that 4-H has helped them accept
difference in others.
 91% felt that 4-H helped teach them skills to
be a leader.
(Texas 4-H impact assessment, 2000)
5. 4-Hers rate themselves
higher than non-4-H peers
on working with groups,
understanding self,
communicating, making
decisions, and leadership
skills (study of over 300 4-H
club members and over 500
non 4-H school children in
Texas. Among 4-H youth in
the study, greater
involvement in the 4-H
program was associated
with higher scores on
communication, working
with groups, and leadership.
(Boyd, Herring, & Briers,
1992).
6. Youth who have
participated in 4-H for more
than a year are significantly
better off than youth who did
not participate in the
programs. 4-H members are more likely to give
money or time to charity are more likely to help the
poor, sick or others - get
more A’s in school than
non-4’Hers - are more
involved as leaders in
school and community, and
are more likely to be looked
up to as role models by
other kids. (Study of 2500
youth in Montana.) (Astroth
& Haynes, 2002).
34. Assessing Leadership Life Skills Gained Through
4-H (Study of 125 Illinois 4-H members.)
Slide 34:

Through 4-H, club members gain skills:
69 – 86% gained leadership skills.
45 – 49% improved their leadership skills in getting along
with others, having a friendly personality, respecting other
and setting goals.
45 – 61% improved in determining needs, using information
to solve problems, showing responsible attitudes, and being
tactful.
40 – 44% improved their skills in trusting other people and
using logical thinking.
40 – 44% improved their skills in considering alternatives,
solving problems, considering input from all group members,
being flexible, selecting alternatives, handling mistakes,
listening effectively, having positive self-concept, clarifying
values, and having good manners.




Clark (1998) – Illinois
Slide 35:

69 – 86% gained moderate to much leadership
skills during their involvement in a 4-H Club.
45 – 49% improved much of their leadership
skills in getting along with others, having a
friendly personality, respecting other and
setting goals.
45 – 61% improved moderately in determining
needs, using information to solve problems,
showing responsible attitudes, and being
tactful.
40 – 44% improved much of their skills in
trusting other people and using logical
thinking.
40 – 44% improved their skills in considering
alternatives, solving problems, considering
input from all group members, being flexible,
selecting alternatives, handling mistakes,
listening effectively, having positive selfconcept, clarifying values, and having good
manners.
50% obtained leadership skills from animal
projects, 11% from arts, 8% from special
events and the remainder obtained leadership
skills from other activities such as childcare,
safety and citizenship. (Clark, Wilcoxen,
Geitner, White, Anderson, & Baker, 1998).
Local Results
35. Local program results.
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Strengthening Positive Youth Development Environments, 2005
Insert local results as
desired.
36. Conclusion
Slide 36:

4-H teaches lessons, habits,
attitudes and skills that last a
lifetime and continue to benefit
local communities throughout
Wisconsin.
Kress (2004)
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Strengthening Positive Youth Development Environments, 2005
4-H Youth Development is the only youth program
with direct access to technological advances, which
result from land-grant university research.

4-H programs focus youth on developing concern
for others and taking action to demonstrate that
concern.

4-H creates opportunities for young people to learn
by doing, to build skills, to refine analytical ability, to
exercise leadership, form relationships with caring
adults and help their communities.

4-H teaches lessons, habits, attitudes and skills that
last a lifetime and continue to benefit local
communities throughout Wisconsin (Kress 2004).
Slide 37 & Slide 38 include the following references.
References:
“4-H youth development facts in brief.” (2003) Retrieved on December 23, 2004 from http://www.national4-hheadquarters.gov/library/2003factsbrief.pdf
Astroth, Kirk. (2001). “Research findings show the impact of 4-H” Montana 4-H Research Summary, Montana State University.
http://www.montana.edu/www4h/4hsurvey.pdf
Astroth, Kirk, and George Haynes. (2002). “More than cows and cooking: Newest research shows the impact of 4-H.” Journal of Extension. 40(4).
www.joe.org/joe/2002august/a6.shtml
Boyd, Barry L., Don R. Herring, and Gary E. Briers. (1992). “Developing life skills in youth.” Journal of Extension. 30 (4). www.joe.org/joe/1992winter/a4.html
Cantrell, Joy, Anne L. Heinsohn, and Melanie K Doebler. (1989). “Is it worth the costs?” Journal of Extension. 27(1). www.joe.org/joe/1989spring/a4.html
Clark, Charlie, Carol Wilcoxen, Cheryl Geitner, Dianne White, Sarah Anderson, and Diane Baker. (1998). “Assessing leadership life skills gained through 4H.” Illinois Extension Service.
Forsythe, Katy, Robert Matysik, and Karen Nelson. (2004) “Impact of the 4-H camp counselor experience.” Department of Youth Development, University of
Wisconsin – Extension.
Gamon, Julia, and Ond Pedro Dehegedus-Hetzel. (1994). “Swine project skill development.” Journal of Extension. 32(1). ww.joe.org/joe/1994june/rb5.html
“Investing in Wisconsin’s youth – 4-H youth development.” (2001) Retrieved December 23, 2004 from UW-Extension Web site:
http://www.uwex.edu/ces/admin/documents/youthvalue1.htm
Kress, Cathann A. (2004.) “What does America need from 4-H?” Prepared for Connecticut 4-H Newsletter. Retrieved December 23, 2004 from
National 4-H Headquarters Web site: http://www.national4-hheadquarters.gov/library/ct_article.pdf
Lackey, Jill Florence & Associates. “Evaluation of the Wisconsin 4-H animal science projects.” 2004.) A Youth Development Program of the University of
Wisconsin-Extension.
Ladewig, Howard and John Thomas. (1987). “Does 4-H make a difference?” The Texas A & M University System.
Lerner, Jacqueline. “4-H study on positive youth development.” Tufts University. Retrieved December 23, 2004, from the California 4-H Youth Development
Program Web site: http://ca4h.org/4hresource/updates/attach/4HPYD.htm.
McLaughlin, M.W. (2000). “Community Counts: How youth organizations matter for youth development”, Executive Summary Abstract. Retrieved January 11,
2005 from the U.S. Department of Health and Human Services Administration for Children & Families Web site:
http://www.acf.dhhs.gov/programs/fysb/abstracts.htm
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Strengthening Positive Youth Development Environments, 2005
Mead, June, Eunice Rodriquez, Thomas Hirschl and Stephen Goggin. (1999). Understanding the difference 4-H clubs make in the lives of New York youth:
How 4-H contributes to positive youth development. www.cce.cornell.edu/4h/resources/4-HClubStudy.htm
Miller, Jeffrey P. and Blannie E. Bowen. (1993). “Competency, coping, and contributory life skills development of early adolescents.” Journal of Agricultural
Education. Spring: 68-76. http://pubs.aged.tamu.edu/jae/pdf/Vol34/34-01-68.pdf
Russell, Stephen T. (2001). “The developmental benefits of non-formal education and youth development.” 4-H Center for Youth Development Focus. The
University of California, Davis.
Smith, Allan T., (2002). “4-H youth development facts in brief.” Retrieved December 23, 2004 from National 4-H Headquarters Web site:
http://4h.ifas.ufl.edu/newsandinfo/Stats/2002/4HFacts2002.pdf
“Texas 4-H impact assessment.” (2000) Retrieved June 30, 2004, from University of Florida Extension Service Web site:
http://4h.ifas.ufl.edu/newsandinfo/researchfindings.htm
Ward, Carol Knowlton. (1996). “Life skill development related to participation in 4-H animal science projects.” Journal of Extension. 34(2).
www.joe.org/joe/1996april/rb2.html
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