bluuebunny/crossref_metadata_2025 huggingface dataset:
Preparing Teens for Success: Building 21st Century Skills through a 4-H Work-Based Learning Program
Authors: Ferrari Theresa M. , Arnett Nate , Cochran Graham
Published: November 2016

There is widespread concern that youth lack the skills essential for job success and are entering the workplace unprepared. To address issues of workforce preparation, Extension educators at an urban 4-H education center created the Job Experience and Training (JET) program, a work-based learning program for teens. JET is conducted over a six-month period, culminating in an eight-week summer work experience in collaboration with a local park district. Supervisors and teens completed a performance appraisal measure based on SCANS workforce skills at two points during the program. Both teens and supervisors provided written comments addressing teens’ strengths and areas for growth, as well as comments on their satisfaction with the program itself. Overall, the experience appears to have produced improvements in teens’ workforce skills, as evidenced by their own self-assessment and that of their supervisors. We conclude with implications for conducting work-based learning programs.
Model Youth Programs: A Key Strategy for Developing Community-University Partnerships Using a Community Youth Development Approach
Authors: Anyon Yolanda , Fernández María A.
Published: November 2016

Universities across the nation face the charge of enhancing their intellectual capital as a learning institution while also contributing to the greater social good. While there is great potential for university-community partnerships to generate lessons for youth workers and policy makers, create powerful new knowledge for the academic field, and provide transformative experiences for community members, partnerships often fail to produce such meaningful results. In the San Francisco Bay Area, community residents who have been involved in such unsuccessful initiatives frequently perceived that university partners spent insufficient time learning about the community context, prioritized research objectives over community needs and did not make long-term commitments. Despite these challenges, community-university partnerships can be useful strategies for advancing the field of youth development by strengthening research and practice in local contexts. This paper presents how the design and implementation of model youth programs served as an effective strategy in developing a partnership between a university-based center and two local communities over a 5-year period. It also describes essential lessons that other communities, research institutions or universities may use to launch, implement, expand and sustain their own successful partnerships to build local capacity to implement youth development practices, promote positive outcomes for young people, and generate knowledge about the impact of youth development approaches.
Evidence to Support the Use of the Retrospective Pretest method to Measure Dietary and Physical Activity Behavior and Self-Efficacy in Adolescents
Authors: Shilts Mical Kay , Smith Dorothy , Ontai Lenna , Townsend Marilyn S.
Published: November 2016

This study compared the retrospective pretest-posttest method to the traditional prospective pretest-posttest method assessing adolescents’ dietary and physical activity, self-efficacy and behaviors. Participants were 7th and 8th grade students at a rural K-8th grade elementary school in Northern California (n=188). All participants completed an evaluation instrument (traditional pretest), followed by a 9-lesson dietary and physical activity intervention. Upon completion of the intervention, participants completed a second and identical evaluation instrument which served as a traditional posttest. The following day, participants completed another evaluation tool, this time formatted as a retrospective pretest. Analysis included sample t tests comparing the means of each method. Participants (n = 154) with a mean age of 13 ± .7 years old were included in the analyses (52% female). Paired sample t tests reported non-significant differences between the two methods for dietary behavior and dietary self-efficacy, yet significant differences were found for physical activity behavior (p < .05) and physical activity self-efficacy (p < .01). We conclude that the retrospective pretest-posttest method was as good a measure of dietary self-efficacy and behavior as the traditional prospective pretest-posttest method and may be better at attenuating response-shift bias when assessing physical activity self-efficacy and behavior.
Measuring the Influences of Youth Participation in Ohio 4-H Camps
Authors: Homan Greg , Hedrick Jason , Dick Jeff
Published: November 2016

Findings from a multi-component 4-H camp marketing and enrollment study of Ohio 4-H camps are highlighted. Significant influencers on the camp enrollment decision (parents, other adults, peers, siblings, and the respective camper) are evaluated as well as the effectiveness of various marketing techniques. The data found in this study indicates that the decision to enroll in camp is most influenced by the respective 4-H camper; however parents are also a strong factor in the choice to participate in 4-H camps. Alumni parents report significantly higher influence in the camp enrollment decision than those parents who are not alumni of 4-H. Personal methods of promoting camps were rated the most effective in reaching potential camp audiences.
Lessons from the Front Lines: Factors that Contribute to Turnover among Youth Development Workers
Authors: Laroche Helena , Klein Jonathan D.
Published: November 2016

Motivated, competent Youth Development Workers (YDW’s ) are essential to effective youth outreach programs. This study explores factors affecting job turnover among Youth Development Workers (YDW’s) through detailed direct observation and interviews of six YDW’s in four organizations and a group interview with eight different YDW’s. YDW stressors included few resources, high need among youth, paperwork, excessive responsibilities, burnout/cynicism, miscommunication with supervisors, personal financial strain and lack of job security. Workers identified needs for appreciation, support from superiors, opportunities to advance, experienced mentors, resources and role definition. For programs to be effective and minimize turnover, YDW’s require resources, mentorship, role definition and appreciation.
Development of the OSTRC Conference Evaluation Toolkit
Authors: Buher-Kane Jennifer , Peter Nancy , Gabel Stefanie
Published: November 2016

Research demonstrates that staff quality directly impacts student achievement in out-of-school time (OST) settings, and that effective staff development contributes to a skilled workforce. Evaluating OST professional development is therefore attracting increased attention from researchers, practitioners, and funding agencies. In the spring of 2004, the Out-of-School Time Resource Center (OSTRC) began searching for professional development evaluation instruments designed specifically for the OST field. Since the OSTRC could not locate research-based surveys for this genre, it implemented a pilot study to create and test such instruments. These surveys were designed to evaluate professional conferences, which are critical (but not exclusive) components of OST professional development opportunities. The overarching goal of this study was to operationalize the pathway between professional development conferences and increased student learning.
Proven Effectiveness of Missouri 4-H Camps in Developing Life Skills in Youth
Authors: Klem Michelle D. , Nicholson Donald J.
Published: November 2016

Camping is generally believed to be a context for positive youth development. The 4-H Camp environments presumably focus on the development of life skills including managing and thinking; relating and caring; giving and working and; living and being. However, the effectiveness of the Missouri 4-H Camp environments in developing life skills among campers had never been evaluated in a consistent manner across the multiple camping programs. In order to evaluate the efficacy of these camp programs, resident campers within the 10-13 year age range were surveyed about their camping experience during the summer of 2005 and a similar group was surveyed in 2006. Parents of campers were also surveyed both years to gather their perceptions of 4-H Camp’s impact on their children in developing the life skill areas identified above. Parents and youth agreed strongly that the 4-H Camp experience was substantially valuable in developing the life skills identified in the Targeting Life Skills Model (Hendricks, 1998).
Skateboard Park Participation: A Means-end Analysis
Authors: Goldenberg Marni , Shooter Wynn
Published: November 2016

Skateboarding has become a highly visible and popular activity. However, many negative stereotypes remain associated with the activity and its participants (Jones & Graves, 2000). In contrast to the negative stereotypes, skateboarding seems to provide many individuals, and youth in particular, with an important outlet for physical activity, leisure, and personal development. The purpose of this study was to investigate why skateboarders chose to visit skateboard parks, to identify outcomes of participating in skateboarding at skateboard parks, and to identify the underlying values that guide skateboarders’ choice of this specific setting. The conceptual framework for the reported study was provided by a means-end model, which views values as the key force influencing an individual’s decision to engage in a particular behavior (Gutman, 1982; Manyiwa & Crawford, 2002). The results indicate that this sample of skateboarders received a number of important benefits and, despite stereotypical views, may seek positive outcomes through skateboarding at skateboard parks. A socio-ecological model and a positive youth development framework provide a platform for interpreting the results and implications.
Dose: Comparison of 6 and 12 Nutrition and Physical Activity Sessions Targeting Middle School Adolescents
Authors: Shilts Mical Kay , Martin Anna C. , Townsend Marilyn S.
Published: November 2016

Determining optimal intervention dose to meet time constraints of the teacher while maximizing behavioral impact for students has proven challenging. This study investigated the influence of intervention dose on 7th & 8th grade participants’ dietary and physical activity (PA) behaviors. Participants were assigned randomly to a: 1) 6 week-12 session nutrition intervention [treatment#1], or 2) 3 week-6 session nutrition intervention [treatment#2] with data collected pre/post intervention. Using ANCOVA, measures assessed dietary and PA self-efficacy and behaviors. Ethnically diverse participants (n=107) were included in the analyses (46% male). All students set two goals: one dietary and one PA regardless of dose. Treatment#1 resulted in similar outcomes compared to treatment#2 with no significant differences between groups. As a result, we recommend that teachers using the 12 week intervention give students the option of setting new goals after the 6th lesson to maintain motivation.
Youth Perspectives on Meaningful Participation in Community Based Programs: A Qualitative Assessment
Authors: Royce Sherer W.
Published: November 2016

Allowing the voiceless to have a voice is a tenet of empowerment. This paper highlights research that employed a participatory action research framework to gain a better understanding of young people’s perceptions about youth empowerment and acquire their perspective (voice) about the meaningfulness of participation in out-of-school advocacy and volunteer program activities. Using Photovoice, the research provides a missing point of view in youth empowerment model development. Results indicate that the quality of a youth’s participation in a community-based program is determined by 1) youth expressing themselves without censorship, 2) occasions for youth to expand their social networks with youth and adults, and 3) adults observing and valuing youth contributions. These findings raise implications for community-based, youth empowerment programs including program philosophy, program procedures, youth empowerment content and activities, and adult leadership style. The findings may assist practitioners when designing youth empowering activities and researchers when operationalizing youth empowerment.
Benchmarking the Kansas 4-H Judging System
Authors: Taylor Amy M. , Blackwell Cindy
Published: November 2016

This study investigated the methods and policies associated with 4-H project judging at the county level within the Kansas 4-H Program. Extension Agents surveyed about current 4-H judging processes indicated a variety of methods used. Data collected showed that 21.8% of the counties surveyed practiced some type of project judging without the 4-H member present. In regard to feedback received by the youth in non-livestock project judging, 64.1% of counties reported both verbal and written forms of feedback, with 25.6% receiving only verbal. In livestock project judging, 93.8% reported that youth receive feedback only verbally. The majority of non-livestock projects are judged using the Danish system, while the number of livestock projects judged are split among both the Danish system and peer system of competitive judging. It was concluded that a wide-variety of judging methods are used, resulting in incongruent programs offered to 4-H members.
The Perfect Mindstorm: 4-H Robotics in Afterschool Settings
Authors: Francis Dave , Jones Deb
Published: November 2016

As the 4-H Science, Engineering and Technology (SET) Mission Mandate unfolds, robotics provides an opportunity to involve youth in SET activities. Utah 4-H utilized Lego Mindstorms Robotics kits to teach youth about robotics. Evaluations demonstrated that robots increase youth’s interest in science, engineering and technology.
Educator Perceptions of Conflict Interactions Among Young Children in Inner-city Elementary and Middle Schools
Authors: Huff Jonathan , Wilburn Victor R. , Belay Getinet
Published: November 2016

A study that investigated the perceptions of educational professionals regarding the rising issue of aggressive and disruptive behaviors among young children in inner-city schools is discussed in this article. A convenient sample of 14 professionals were selected and interviewed from educators in an inner-city located in the northeast region of Ohio. Evidence of this investigation suggests that young children’s aggressive behaviors are increasing in both occurrence and complexity. While these behaviors are perceived to be a function of certain environmental exposures, a case can be made for the effectiveness in conflict management and life skill application in young children as many children seem to display more problems in collective and social settings.
Positive Youth Development through Civic Engagement
Authors: Parker Jennifer S. , Bauknight Laura
Published: November 2016

As part of the 175th anniversary celebration of Spartanburg, South Carolina, three local foundations and the United Way agreed to fund a youth leadership project. A University of South Carolina Upstate (USC Upstate) faculty member with expertise in youth development and the coordinator of the Spartanburg Youth Council agreed to develop the project and serve as the project directors. We developed a youth philanthropy project with expected outcomes of positive development, increased awareness of community issues, and greater civic engagement for the youth. A group of eighteen teens participated in the yearlong project. Interactive workshops on topics such as community goals, grant writing, writing the request for proposals and reviewing grants were conducted. At the culmination of the project, the young philanthropists awarded grants totaling $12,000 to eight youth serving organizations. The teens reported many positive developmental experiences and greater awareness of community needs and increased responsibility to their community.
Assessing the Civic Attitudes and Participation of Urban Elementary Students
Authors: Weiss Christopher , Baker-Smith E. Christine
Published: November 2016

Presented is a report of a study conducted to examine Common Cents’ Penny Harvest program in New York City public elementary schools. Penny Harvest is a service learning program designed to promote positive social and civic values among youth. The goal of this paper is to analyze the strengths and weaknesses of the research design in an effort to contribute new insight into effective and appropriate ways to measure civic-service-program success. Additionally, this work provides program results for the program evaluated. Our findings indicate that students in New York City public schools are highly involved in service projects – both in-school and outside of school. We present additional evidence on how such participation is related to a host of social and civic attitudes. Finally, we critique the research design used in this study and offer improvements to be made in future studies.
Growing Without Limitations:” Transformation Among Young Adult Camp Staff
Authors: Garst Barry A. , Franz Nancy K. , Baughman Sarah , Smith Chris , Peters Brian
Published: November 2016

A strong body of research has developed over the last decade regarding the developmental outcomes of camp experiences of children and adolescents. However, few formal studies have taken place to determine how camp experiences lead to deep personal change in young adults. Mixed methods were used to better understand how camp is transformative in lives of young adult camp staff and to identify conditions in the camp setting that facilitate change. A change model and conditions of change model were developed. Recommendations for future research are provided.
Participatory Evaluation with Youth: Building Skills for Community Action
Authors: Wells Elissa E. , Arnold Mary E. , Dolenc Brooke
Published: November 2016

This article describes an innovative training program that combines youth-adult partnerships, social inquiry, and community action as a method for effective youth engagement. Elements of the training are outlined, and program evaluation results are presented. In addition, several strategies for successful program replication are presented.
An Evaluation of the University of Illinois Extension Get Up & Move! Program
Authors: Halpin Mary Ann , Farner Susan M. , Notaro Stephen J. , Seibold Sheri , McGlaughlin Pat , Bosecker Natalie , Farner Barbara
Published: November 2016

Get Up & Move! is a program created by University of Illinois Extension to address childhood obesity. It provides ready-to-use materials for youth leaders to promote healthy lifestyles through physical fitness and healthy eating. The impact of the program on participants’ physical activity was evaluated to see whether involvement produces an increase in physical activity to the USDA recommended 60 minutes per day. It was found that a significant increase in minutes of physical activity occurred in participants from an average of 51.88 minutes per day to an average of 58.84 minutes per day.
Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program
Authors: Hinga Briana M. , Mahoney Joseph L.
Published: November 2016

First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01), civic responsibility (p < .01) and empowerment (p < .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01) and academic engagement (p < .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.
The Impact of a Youth Development Program on Secondary Students’ Career Aspirations
Authors: Williams Bonita , Thompson Jody , Taylor Tonya , Sanders Karen Eley
Published: November 2016

This study’s purpose determined the extent to which adolescents’ participation in a youth development program may be linked to the participants’ post-secondary education and career aspirations. One hundred and seven adolescents, ages 14-19 in grades 8-12 completed Holland’s Vocational Interest Survey and the 4-H Career Decision Survey. Ordinal regression analysis indicated participation in 4-H had a positive impact on career decisions for students who participated in 4-H for two years (p< .038) and six years (p< .001). Significant differences were apparent with 80% of the racial/ethnic groups surveyed concerning a college fair’s impact on career choice and college major determination.
Addressing Criteria in the Development of a New 4-H Foods Project
Authors: McConnell Susan , Scholl Jan
Published: November 2016

As youth and society changes, 4-H projects must change and adapt. Make it with Mixes, a 4-H curriculum, provides a new way of looking at food preparation. It may be one of the first state foods projects created without an emphasis on “from scratch” cooking or baking. Aimed at beginning 4-H members, ages 9 to 13, the project teaches cooking skills with the aid of commercial mixes. However, the main focus of the project is on making comparisons between food labels, costs per serving, and recognizing quality food products. Science and mathematics activities are also incorporated into the curriculum. This article discusses the organization, criteria and strategies used to create this new foods project.
Using Community-Based Programming to Increase Family Social Support for Healthy Eating among African American Adolescents
Authors: Williams Joel E. , Griffin Sarah F. , McCune Amy S. , Linke Gregory H.
Published: November 2016

Little is known about emotional and instrumental social support for nutrition behaviors among African-American adolescents. In this paper, we specifically examine intervention effects on emotional, instrumental and total (composite) social support for fruit/vegetable and low-fat dairy intake. Data from a larger intervention, based on Social Cognitive Theory, which was implemented with 38 African-American adolescents and their families to increase fruit/vegetable intake, low-fat dairy intake and physical activity behaviors are presented. One-way ANOVA analyses revealed that intervention participants had positive and significant increases in emotional social support for low-fat dairy intake (P=0.01), total social support for fruit/vegetable intake (P=0.05), and total social support for low-fat dairy intake (P=0.02). Specific recommendations addressing family social support for healthy eating through youth development programming are discussed.
What’s Going On? Developing Program Theory for Evaluation
Authors: Arnold Mary E. , Nott Brooke D.
Published: November 2016

This paper outlines the process undertaken to develop a program logic model into a program theory that could be tested through a large scale evaluation. Logic models are widely promoted to establish program intention and outcomes, thus setting the stage for effective program evaluation. However, the causal links in program logic models are often assumptive in nature, and lack the specificity of conditions needed in order for the program to achieve its planned success. The authors share a process of observation and focus groups that allowed them to probe some of the links of the program logic model. The result presented is an “enhanced” logic model that reveals possible moderators of program success, which leads to the development of evaluation questions that will be used in a subsequent large-scale evaluation. The value of using an enhanced logic model for program evaluation leading to program policy changes and improvement is underscored.
Can 4-H/FCS Curricula and Program Activities Increase Self-Esteem in At-Risk Youth Ages 8-15?
Authors: Barker Walter , Curry Elizabeth
Published: November 2016

Nationally 4-H programs develop educational strategies and provide opportunities for youth and adults to work in partnership as they develop life skills. This study looks at some curricula that enhance self-esteem in at-risk youth ages 8 to 15. The Coopersmith Self-Esteem Instrument (CSI) measured changes in participants’ self-esteem while the Massachusetts Youth Screening Instrument (MAYSl), used only at the onset of the study, alert the staff of potential mental/emotional distress and other behavior that might require an immediate response. The CSI results showed increases in self-esteem. Girls showed a higher increase in self-esteem over the boys.
Scoring On and Off the Field: Examining the Sexual Activity of Adolescent/Emerging Adult Athletes and Non-Athletes Using an Ecological Perspective
Authors: Moore Sally , Barnett Rosemary V. , Brennan Mark A. , Gibson Heather
Published: November 2016

This paper highlights a study which used an ecological perspective to explore and identify various risk and protective factors that might influence sexual activity in adolescence and emerging adulthood, with a particular emphasis on the unique experiences of athletes. A sample of 437 undergraduate students completed a questionnaire consisting of the following areas: athletic participation, Athletic Identity Measurement Scale (AIMS), ecological variables, Brief Sensation Seeking Scale (BSSS), sexual activity, and sociodemographics. Results indicate that the link between being an athlete and sexual behavior may not be as direct as previously suggested, but is mediated by the influence of various factors related to the sport participation experience. Factors at the individual, familial, and extrafamilial level were found to affect sexual activity.
Implementing and Evaluating the Communities That Care Prevention System in Rural Pennsylvania
Authors: Olson Jonathan R.
Published: November 2016

Communities That Care (CTC) is a prevention-planning system that helps community members plan, implement, and evaluate evidence-based prevention strategies that target common behavioral problems among youth. Recent evaluations of the system have indicated promising results. To date, most of these studies have examined broad effects across multiple implementation sites. The purpose of the current study was to determine if such promising results could be replicated in a single rural county that has been implementing the CTC system for more than a decade. The results of this utilization-focused evaluation indicate a variety of positive effects on outcomes among adolescents.
Positive Youth Development: Processes, Programs, and Problematics
Authors: Lerner Richard M. , Lerner Jacqueline V. , Lewin-Bizan Selva , Bowers Edmond P. , Boyd Michelle J. , Mueller Megan Kiely , Schmid Kristina L. , Napolitano Christopher M.
Published: November 2016

Using the tripartite conception of positive youth development (PYD) suggested by Hamilton (1999) – as a developmental process, a philosophy or approach to youth programming, and as instances of youth programs and organizations focused on fostering the healthy or positive development of youth – we review different theoretical models of the developmental process involved in PYD. In addition, we review the ideas for and the features of youth development programs aimed at promoting PYD. We discuss the need for research interrelating different, theoretically-predicated measures of PYD and, as well, the importance of clear links between models of the PYD developmental process and of the youth development programs seeking to enhance PYD among diverse youth. We discuss several conceptual and practical problematics that must be addressed in order to integrate the three facets of PYD scholarship.
Locating, Analyzing and Making Available a Century of 4-H Research Studies, 1911-2011
Authors: Scholl Jan , Paster Amy
Published: November 2016

For years, 4-H has emphasized the value of being a research-based youth organization in its long term association with the land-grant university system.  But, it was the general consensus among state and national leaders that the program had no research base. The main objectives of this study were to: locate and document research studies conducted (between 1911-2010) in order to support or dispel notions about the lack of 4-H research and its focus on cows and cooking, to make information about the research studies available to the larger community of youth program practitioners and researchers and provide a general review of research topics by decade. Three thousand five hundred and fifty six studies were found over a thirteen year period and only one percent of these related to “cows or cooking.” To make the data available to current and future youth professionals and researchers, the information about each study was transferred to an Internet web-site. Finally, a full century of research topics were summarized.
Diversity and Inclusion in Youth Development: What We Can Learn from Marginalized Young People
Authors: Russell Stephen T. , Campen Kali Van
Published: November 2016

As we commemorate 100 years of youth development programs whose origins are traced to organizations founded in the United States, we consider key insights as well as strategies relevant for diversity and inclusion. Many of the large, mainstream youth development organizations and programs that were founded over a century ago now primarily serve youth in the “mainstream”: youth from the middle classes, traditional families, and dominant cultural groups. A growing body of scholarship considers the positive development of youth who are marginalized due to their social class, ability, sexuality, citizenship status, race, ethnicity, or culture. We draw insights from studies of youth and families who are immigrants, or who are lesbian, gay, bisexual, and transgender (LGBT). These findings provide a vantage point for considering ways that contemporary youth development organizations might stretch the margins, or adapt their practices, in order to reach and include all youth.
Factors Influencing 4-H Club Enrollment and Retention in Georgia
Authors: Defore Amber B. , Fuhrman Nicholas E. , Peake Jason B. , Duncan Dennis W.
Published: November 2016

Middle school aged 4-H member participation is on the decline across the nation. Research has identified reasons for declining 4-H club participation, including conflicting time commitments (with school and community activities) and opinions that the program was boring or for little kids. This study sought to gain a clearer understanding of why 4-H member involvement in Camden County, Georgia has steadily declined in recent years. The most prevalent reason listed for leaving the Camden County 4-H program was that the 4-H meeting conflicted with school and community activities. Other reasons listed included wanting to be with friends in a relaxed setting, not liking the activities and lessons at the special interest club meetings, and not feeling welcome in the 4-H club meetings. The 4-H members who continued with the program had 100% parental involvement – the number one indicator of continued 4-H participation.
The Influence of Past Experiences on the Motivation of Adult Volunteers
Authors: Eason Marcus , Morgan A. Christian , Duncan Dennis W. , Ricketts John C.
Published: November 2016

From its’ conception, 4-H has encouraged volunteerism and utilized volunteers to accomplish its’ mission - to assist youth in acquiring knowledge, developing life skills, and forming attitudes that will enable them to become self-directing, productive and contributing members of society. The purpose of this study was to explore and describe the factors that motivated [state] 4-H camp volunteers to volunteer with 4-H youth. The Volunteer Functions Inventory was used as the theoretical base for this study. The Values construct (M=3.68) of the VFI was the highest motivating factor of adult 4-H volunteers. The Understanding construct (M=3.39) ranked the second highest motivational factor in volunteerism followed by Social construct (M=3.28), the Enhancement construct (M = 3.05) and the Protective construct (M=2.78). The Career construct (M=2.61) was the least motivating factor to adult volunteers. It was also found that participants that were not involved with 4-H as a youth volunteered more days per year than did participants who were former 4-H members.
Parental Attachment and Eating Behaviors in Late Adolescent Females
Authors: Rush Amber-Leigh , March Alice L.
Published: November 2016

Females demonstrating unhealthy eating behaviors in early adolescence may continue to exhibit them in later years, yet there is little empirical research including late adolescents. Attachment theories suggest that adolescents with eating disorders demonstrate insecure attachments to parents. This non-experimental descriptive study in 249 late adolescent females examined the relationship between eating behaviors and parental attachment, and explored the relationship between selected demographic variables and parental attachment. Participants responded to an electronically collected survey of demographic variables, self-reported eating behaviors, and completed the Parent Attachment Questionnaire. Participants reporting healthy eating behaviors had higher scores on two of the three maternal scales, indicating a greater level of attachment. Significantly higher scores were found for two maternal and two paternal attachment scales for selected sociodemographic variables. Quantifying parental attachment in late adolescent females enhances understanding of eating disorders in this population and may help to identify issues important to address in therapy.
The 4-H Youth Development Professionals Workload Relationship to Job Satisfaction
Authors: Stark Carrie , Vettern Rachelle , Gebeke Deb , Lardy Greg , Eighmy Myron A.
Published: November 2016

A study to determine what job responsibilities Extension 4-H youth development professionals (n=241) chose to spend their work time doing and how the workload related to their job satisfaction and burnout is discussed in this paper. Workload was determined using the 4-H Professional, Research, Knowledge, and Competencies (4-H PRKC). Professionals identified their level of job satisfaction and burnout. Based on the previous research on workload, burnout, and job satisfaction, 4-H youth development professionals are prime candidates for experiencing low job satisfaction and increased burnout, which may lead to professionals leaving the organization early. 4-H youth development professionals reported being satisfied with their job and felt very little burnout. Even with the positive job satisfaction and low burnout, there are strategies shared for each of the 4-H PRKC domains to help 4-H professionals continue to have a high level of job satisfaction and low burnout. Many of the strategies that are shared in this paper are applicable to not only 4-H youth development professionals but to any professional who works in the field of youth development.
State 4-H Leader’s Perceptions of Involvement of Youth with Special Needs in the 4-H Program
Authors: Stair Kristin S. , Seevers Brenda S. , Moore Austen
Published: November 2016

Estimates indicate that 13% of school age children have a disability. With such a large number of children identified as individuals with special needs, it is important that organizations such as 4-H have strategies in place to work effectively with this population. This study sought to understand how Extension programs across the nation are working with children with special needs. Overall, 86% of respondents were unsure how many children with special needs were being served in their programs and only 44.7% of respondents indicated they provide training for agents and volunteers. While 68% of respondents indicated that there were programs in place, the scope and size of these opportunities varied greatly. Almost 95% of respondents indicated that modifications/accommodations were in place for children with special needs. The researchers suggest a more standardized response to identify and support children with special needs to ensure that effective programming can be developed.
An Intentional Approach to Achieving Learning Outcomes during a Youth Leadership Residential Program
Authors: Green Jeremy , Davis Jamie
Published: November 2016

The High Desert Leadership Retreat (HDLR) is an annual four-day youth conference which incorporates positive youth development practices to build life skills and increase youth leadership capacity. There are numerous examples in youth development literature of program models and associated outcomes. However, few studies have articulated which aspects of a conference contribute to the achievement of learning outcomes. By utilizing proven program evaluation methods, the achievement of learning outcomes was measured during both formal and informal conference sessions.
Hispanics and Health Care in the United States: Access, Information and Knowledge
Authors: Dawson Patricia
Published: November 2016

The Hispanic population is the largest growing minority group in the United States. A helpful resource to assist in designing programs and interventions aimed at Hispanic communities was recently completed by the Pew Hispanic Center and Robert Wood Johnson Foundation. Over 4,000 Hispanic adults were included in the study which highlights how the diverse characteristics of the Hispanic population affect their health care needs and their comprehension of health care resources.
The Leadership Program’s Violence Prevention Project: Infusing the Arts into Conflict Resolution
Authors: Chauveron Lisa M.
Published: November 2016

While the demand for youth violence prevention programs increases, the ability of the traditional school day schedule to accommodate violence prevention program time requirements has diminished. School reforms, such as No Child Left Behind, have pressed schools to focus more tightly on academics, often to the exclusion of subjects such as physical education and the arts. Viable violence prevention programs must offer components that supplement classroom curriculum as well as reduce violence and strike a balance between brevity and effectiveness. The Leadership Program’s (TLP) universal Violence Prevention Project (VPP) meets this call with a conflict resolution model for students in urban schools. The curriculum is based on a conceptual framework derived from prevention science and positive youth development delivered through the vehicle of the arts. Utilizing an engaging hybrid prevention program, this high quality 12 session model melds fidelity and adaptation to yield effective evaluation outcomes.
Youth Worker Reasoning about Dilemmas Encountered in Practice: Expert-Novice Differences
Authors: Walker Kathrin C. , Larson Reed W.
Published: November 2016

This study examines one aspect of youth worker expertise, the ability to appraise and respond to the dilemmas of practice encountered in youth programs. To understand how expert youth workers differ from novices in their reasoning about these dilemmas, a sample of expert and novice practitioners read vignettes of dilemma situations and described their appraisals of the situations and how they might respond to them. Quantitative analyses confirmed four hypothesized differences between the two groups. Experts identified more considerations in the situations and generated more possible responses. Experts’ responses were also more likely to be youth-centered and address multiple considerations. Qualitative analyses suggested that these differences were attributable to the experts having more elaborate mental models that allowed them to understand varied human systems – individual youth, group dynamics, parents, funders, etc. – and to tailor their responses accordingly. The experts engaged in more forecasting of events, anticipating contingencies, and formulating decision trees that took possible contingencies into account. Although preliminary, the findings have implications for how youth workers are trained.
Got Dating: Outcomes of a Teen 4-H Relationship Retreat
Authors: Brower Naomi , MacArthur Stacey , Bradford Kay , Albrecht Clint , Bunnell Jolene
Published: November 2016

To support youth in developing healthy relationships, state and county staff collaborated to offer a statewide overnight teen retreat to teach health relationship skills. Evaluation of 64 youth participants from rural and urban counties found significant increases in posttest knowledge of relationship skills for both male and female youth. Youth also reported that the content was very helpful and worth repeating. Program success may be attributed to addressing the interesting and needed subject of dating relationships as well as involvement of state ambassador and collegiate 4-H members as teachers. Implications and replication suggestions are outlined.
Positive Youth Development in the 21st Century: Exploring Online Environments
Authors: Light Mark , Falkenthal Jessica
Published: November 2016

The manner that young people and adults are communicating with each other is rapidly changing in society that is, in part, driven by the latest technology. As a youth-driven program, we must engage in new strategies and methods by which we communicate with youth members, volunteers, families, and the community at large. Social and mobile media are a growing and popular venue for much of our target audience and youth development practitioners must learn how to leverage these networks to create positive youth development in online environments. If we ignore and don’t engage in the opportunity to be connected to youth online, then youth are left to make their own paths online and set the online norms. As youth organizations, we also must seize the opportunity to be online mentors and use the resources that are available and being used by our target populations.
and my World:” Perceptions of County Educators and Volunteers toward International 4-H Programs
Authors: Sallee Jeff , Lancaster Sarah
Published: November 2016

The phrase “…and my world” was added to the 4-H pledge in 1973, forever solidifying 4-H’s commitment to international programming and global citizenship. In 2008, Oklahoma 4-H began to consider revitalizing its international outreach. After researching the barriers to International 4-H projects, Oklahoma 4-H educators and volunteers were surveyed to discover their interests in this area with the intent of beginning a renewed International 4-H program with educator and volunteer support. The survey results indicate that 4-H volunteers and youth educators prefer short term International educational programs that focus on cultural awareness and service-learning for older youth.
The 8th Habit (2004)
Authors: Arnett Nate
Published: November 2016

Youth development professionals are on the leading front in helping to prepare our youth and volunteers for success in the information or knowledge worker age. As such, these professionals are being subjected to tremendous changes in their individual and professional lives amidst the current economic challenges. The 8th Habit (2004) by Covey is a resource that youth development professionals can use to improve themselves as “whole persons” and help inspire those they serve to reach their potential, thus enhancing our communities and organizations.
4-Health: A Programmatic Evaluation of a Parent-Based Childhood Obesity Prevention Program
Authors: Benke Carrie , Bailey Sandra , Eldridge Galen , Lynch Wesley , Martz Jill , Paul Lynn
Published: November 2016

The 4-Health Project promotes healthy lifestyles for rural families with an overall goal of reducing or preventing childhood obesity. 4-Health is an integrated research and educational outreach program delivered by agents located in Montana State University Extension offices throughout the state. The collaborative project was developed to provide healthy living programs focusing on the areas of parenting and family communication, body image, food and nutrition, and physical activity to rural parents of 8-12 year old children participating in Montana’s 4-H Youth Development programs. Evaluation outcomes of the 4-Health Educational (experimental) program and the Healthy Living Information (control) program both showed increases in participants’ knowledge, attitudes, and behaviors related to healthy living, with those participating in the 4-Health Educational program making greater gains.
Lack of Parental Rules for Cell Phone Use among Low Income Mexican Descendent Adolescents
Authors: Wiggs Christine Bracamonte , Romero Andrea J. , Orduña Michele
Published: November 2016

Youth have access to and utilize various types of technology at a growing rate. Cell phones are a portable way for adolescents to remain in constant contact with friends, parents, and others. While White youth are more likely to have a cell phone compared to Latino youth, the trends for cell phone use are similar among all teens with text messaging serving as the most popular means of communication. Despite their high volume of communication with others via cell phones, adolescents are likely to have little or no adult supervision while using technology. With a lack of parental supervision or awareness regarding youth technology use, adolescents may be especially vulnerable to cyberbullying and other negative health impacts. The current study investigates cell phone and texting use among a community sample of Latino adolescents and examines how parental rules regarding cell phone use influences adolescents’ cell phone and texting behaviors.
The Accordion Effect: Is Quality in Afterschool Getting the Squeeze?
Authors: Fusco Dana , Lawrence Anne , Matloff-Nieves Susan , Ramos Esteban
Published: November 2016

Community-based afterschool programs remain places that support youth development. However, in most places quality is getting the squeeze, making it more difficult to meet the growing needs of youth and parents. This article describes the impact of increased external and regulatory pressures that have taken hold at a time of reduced financial and social capital. In this article, we name the factors that are creating what we call The Accordion Effect and describe its ‘squeezing’ impact on quality programming. We conclude with recommendations for reclaiming quality youth work, a practice that we believe must remain holistic and emergent.
Preparing Adults to Work with Youth: An Environmental Scan of Professional Development
Authors: Gerdes Jennifer , Durden Tonia R. , Mincemoyer Claudia C. , Lodl Kathleen
Published: November 2016

This feature article shares the results of a national environmental scan conducted to identify professional development programs offered for school age providers across the nation through the Cooperative Extension System. A purposeful sample comprised of representatives from state extension offices throughout the country included 135 respondents from 48 states. Results showed 139 professional development programs for school age providers were offered through the Cooperative Extension System. The majority of programs offered professional development in the areas of health, nutrition, safety, youth development, and quality afterschool environments. This article summarizes the findings of the environmental scan, including number of contact hours, program scope, and program partners, as well as discussion and recommendations for future work in this area.