Positive Youth Development / Strategies for Creating a 4-H Welcoming Environment

What is positive youth development?

Positive youth development is a broad term that includes both the research and practical implications for promoting healthy personal growth for young people (Benson, Scales, Hamilton, & Sesma, 2007). Positive youth development is a wholistic approach where the family, the school, and the community of the child collectively operate to provide youth with opportunities to achieve positive outcomes and to prevent problem behaviors (Benson, Scales, Hamilton, & Sesma, 2007). Because there are many definitions of positive youth development in the literature, Benson, Scales, Hamilton, and Sesma (2007) created a model that synthesizes common elements of the concept. Their model is shown below in Figure 1.

Figure 1: Core positive youth development constructs (Benson, et al., 2007)

In Benson and colleagues' (2007) model, the community drives positive youth development in young people. The development of youth involves the parents of the child and programs the youth are involved in. Parents and youth program leaders can help a young person to capitalize on their strengths by helping youth to discover their full potential and to engage in more positive behaviors. Provided support helps the young person to achieve youth development, decrease in risk behaviors, and increased health and well-being.

There are other models that demonstrate positive youth development and how parents and youth leaders fit into this phenomenon. For example, Lerner's (2006) 5 C's Model shows positive youth development through fostering of the following components in youth:

• Competence
• Confidence
• Character
• Caring
• Connection.

If positive youth development is achieved, the model shows that youth will be able to make contribution to self, family and community and engage in active and engaged citizenship. If positive youth development is not achieved, an increase in risk behaviors, such as depression, delinquency, and substance use may occur. The 4-H Essential Elements Model (Kress, 2009) includes:

• Belonging
• Mastery
• Independence
• Generosity development for youth.

For example, the Belonging component of the model involves youth having a positive relationship with a caring adult, an environment that is inclusive and welcoming, and a place where youth feel safe.

Positive youth development models provide direction on how youth professionals and volunteer leaders can positively impact the environment for youth. It is essential that both 4-H youth development professionals and volunteer leaders have knowledge on strategies for how to foster a welcoming environment for youth and their families. Throughout this article, we will discuss about how 4-H professionals and 4-H volunteer leaders can create an inviting environment for 4-H members and their families to better foster youth development.

The Role of Parents and Youth Leaders on Positive Youth Development

Personal connection with adult leader is an important part of youth development (Dawes & Larson, 2011, as cited by Lerner et. al., 2011). Parents also have a major influence while a child is making a decision to join a 4-H group (Dawes & Larson, 2011). It is important that 4-H educator, adult volunteer leader, and parents have a basic understanding of positive youth development principles because it affects youth involvement in 4-H programs.

Youth are more likely to be successful within the 4-H program if their parents are involved (Radhakrishna, Foley, Ingram, & Ewing, 2013). However, 4-H is facing a lack of parents' involvement (McKee, Taulbert & Barkman, 2002). Thus, it is important that parents feel welcomed in order to want to be involved in their child's 4-H program (Hartley, 1983). Not feeling welcomed into the 4-H program can cause new families to desire to drop out of the program (Astroth, 1985, as cited by Harder, 2005). Therefore, it is critical that 4-H volunteer club leaders work to make sure parents feel welcomed in their 4-H programs. How can 4-H educators and 4-H volunteer leaders better involve parents in 4-H programming?

A synthesis of the Extension literature helped us to adapt strategies for how to create welcoming environments for 4-H parents and improve 4-H youth involvement. Moreover, some strategies will help community leaders increase parental involvement in youth programs.

Strategies for Creating a Welcoming Environment

• The physical meeting environment must to be inviting. Set up a welcome sign. Set up the 4-H flag and 4-H pledge banner. Put up posters with the 4-H emblem and motto. Arrange the meeting space in a way conducive to meeting.
• Always have greeters at meetings. Use nametags so it is easier for parents to get to know each other and club leaders. Greeters must know how to help new parents and direct all parents to sit during the meeting.
• Use icebreaker sessions at the beginning of each meeting that will help people get to know each other more quickly in a fun way.
• Be a friendly and helpful resource. Tell parents they can always come to you for questions. Provide parents with calendar of events and registration information in a timely manner. Be a positive source of information, even when challenging issues arise.
• Make parents feel welcome at any meeting. Encourage parents to stay during the meeting. Make time to talk with parents about their child's progress before and after meetings.
• Make parents feel valued and recognized. Get to know parents and their child personally. Thank parents for involving their child and for any volunteer work they may contribute.
• Make sure everyone is in the loop. Club communication is essential and must be organized. Share information with parents. Make accommodations if needed; such as, if Internet access is an issue, print the yearly schedule for families that lack access.
• Form meaningful connections for youth. The parents will feel comfortable attending club meetings and events if their child feels they belong in the club. Pair new youth club members with a buddy at the first meeting. Conduct an activity to help them get to know each other. The Dynamic Duos activity pairs two youth together for an ice breaker activity at the beginning of the year, but could also be used beyond the first meeting to provide youth with a partner for a team demonstration or club project together (Wisconsin 4-H Community 4-H Clubs, n.d.).
• Form meaningful connections for parents. Pair parents with a more experienced 4-H family to help them "learn the ropes." Encourage parents to get involved in volunteer opportunities within the club so they can get to know each other better. Committees are a great way to foster parent connections.
• Have family socials. Provide opportunities for parents to get to know each other. Organize a picnic, bowling night, or other family-friendly event where both youth and parents can socialize.
• Ask parents to volunteer and use their talents. Get to know parents' interests and skills. Tell parents they can use their talents to volunteer. Match them with appropriate volunteer opportunities.
• Reduce parents' anxiety about volunteering for the 4-H program. Set up expectations (time commitment) upfront. Show your appreciation.
• Promote a sense of family and culture. Model a friendly environment where youth and parents are encouraged to speak to each other and get to know each other. Parents should understand both they and youth are part of a local and national organization, rich in tradition.
• Respect diversity. Recruit a variety of club members. Value of different perspectives and experiences. Show the importance of diversity in a 4-H.

References

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Astroth, K. A. (2014). Interdependence: Ninth and newest critical element for 4-H positive youth development. Journal of Youth Development, 9(3), 4-12.

Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesma Jr, A. (2007). Positive youth development: Theory, research, and applications. Handbook of child psychology, 1.

Dawes, N.P. & Larson, R. (2011). How youth get engaged: Grounded-theory research on motivational development in organized youth programs. Developmental Psychology, 47(1), 259-269.

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