- Author: Matthew Rodriguez
Overview of 4-H
For over 100 years, the 4-H program has been teaching young people about agricultural science through hands-on activities. 4-H activities are fun and youth love learning about animals, such as chickens. Through learning about chickens, youth experience all four of the Hs:
- Head: Youth learn lots of science and math
- Heart: Youth learn about concern for others
- Hands: Youth learn about serving the needs of their chicks
- Health: Youth learn about caring for their own well being
4-H Embryology Project
While the 4-H program has offered the Embryology program through school enrichment programs (before and after-school), volunteer project leaders can consider leading a 4-H Embryology program for their club. The following are benefits that volunteers can gain from leading an Embryology program:
- Opportunities to teach young people about agricultural values
- Satisfaction of seeing young people learn new skills and gain new knowledge
- Relationships that volunteers make with other volunteers and youth
- Learning about science
- Building lasting memories with others
Now that you are ready to lead your own 4-H Embryology project, consider the following steps.
Step 1: Prepare for your project
The UC ANR Volunteer Educator's Guide provides a wealth of information for 4-H volunteer project leaders. On page 25, you will see a list of 12 items that each project leader should complete PRIOR to beginning your project, such as:
- Discussing your project idea with the club leader
- Completing the required 4-H volunteer application and background check
- Identify a list of youth who will participate in your project
- Develop a project description and lesson plan (see below)
- Obtain a UC ANR facility use agreement
- Obtain signed treatment authorization/health history forms for all youth participants
- Distribute project meeting dates and times to youth, volunteers, and your club leader(s)
- Ensure at least one other adult is present at your project meetings
- If raising funds, have you obtained approval from the 4-H county staff and County Director?
- Provide plenty of drinking water for youth and adults
- Read the 4-H Project Leaders Digest
- Distribute Annual Project Report forms to youth to track their project participation
Step 2: Create learning objectives
A lesson plan is the educator's road map for what the 4-H members will need to learn and how it will be done during the 4-H project meeting. Before designing the lesson plan, you first need to identify the learning objectives.
Image from the Center for Research on Learning and Teaching
4-H Embryology Learning Objective Examples
The following outline learning objective examples for the 4-H Embryology Project based on the youth's developmental stage. For more information, refer to the 4-H Poultry Project Sheet.
Beginner
- Identify different avian species
- Learn how to properly house birds
- Understand basic avian anatomy
- Learn the feed requirements of different poultry
- Demonstrate basic handling techniques
Intermediate
- Name and describe breeds of poultry
- Understand the Standards for breeds of poultry
- Learn the basic of avian disease prevention and care
- Participate in poultry showmanship
- Identify breed characteristics for egg production, meat production, and special purposes
Advanced
- Learn how to properly incubate eggs
- Describe grades and sizes of eggs
- Understand use of photoperiods and lighting in production of chickens
- Participate in Poultry Bowls and Champion Exhibitor contests
- Present on topics pertaining to poultry
- Improve knowledge of breeds and standards of poultry
Step 3: Choose a (or design your own) lesson plan with activities
As mentioned above, a lesson plan outlines what activities the youth will do in order to learn the objectives. Fortunately, there are several really great 4-H Embryology lesson plans with activities already designed for you to consider.
- Hatching Classroom Projects (grades 2-5)
- Experiments in Poultry Science (grades 6-8)
- Embryology Lesson Plans (week by week) by the University of Florida
Depending on your county, you may be able to check out an incubator from your local 4-H office. In addition, your county 4-H office may be able to help you get fertilized chicken eggs.
- Placer and Nevada Counties: Request a 4-H incubator here.
- Sutter and Yuba Counties: Request a 4-H incubator here.
Step 4: Reviewing best-practices for helping youth thrive
Pedagogy is the method and practice of teaching. 4-H volunteers do a lot of teaching, but not in the way some people understand. Here's why:
- Volunteers don't lecture, but instead they design hands-on learning experiences for youth. This way of teaching is called "experiential learning." Learn more about experiential learning here.
- Volunteers don't take over the learning process, but instead they partner with youth by sharing leadership, which is called adult-youth partnership. Learn more abut adult-youth partnerships here.
- Volunteers don't expect youth to learn randomly, but instead they focus on cultivating learning environments, such as helping youth find their spark (passion), helping youth feel like they belong, forging healthy relationships, and encouraging youth to engage in the project. Learn more about the learning environments (i.e. developmental contexts) by viewing the 4-H national Thrive Model of Positive Youth Development.
Step 5: Ask for constructive feedback
4-H's motto is "To make the best better." This motto encourages youth (and adult volunteers) to continue to do their best and continue to grow and develop over time. As such, project leaders have an opportunity to take stock at what is working really well in their project as well as identify any barriers of project engagement. There are many ways to gather constructive feedback. The following are ideas for you to consider:
- At the first project meeting, ask youth how they feel about the project and whether there are any logistical challenges they have with fully participating in the project (e.g. transportation and/or economic barriers)
- At the third project meeting, ask the other adult volunteer what they feel is working well in the project and what ideas for improvement they have "to make the best better"
- Midway through the project, give the youth a written questionnaire asking for their honest (and confidential) feedback. Explain that the questionnaire is not required, but optional.
- "What do you like about the project?"
- "What changes would you suggest to make this project even better?"
- "What are you learning from this project?"
- "Would you recommend this project to your friend?" Why or why not?
Why gather feedback from your youth and volunteers? Because in 4-H, we are committed to "making the best better." As adult volunteers, we have the chance to model continuous improvement in front of many watching eyes. If we are constantly improving our craft, we demonstrate to youth how they can improve their craft too.
Step 6: Consult additional resources
In 4-H, we have a large community with lots of expertise that we can draw from. The following are some additional resources for you to consider as you lead your 4-H Embryology project.
- University of California Cooperative Extension (Placer County) 4-H embryology website
- UC ANR 4-H Project Sheet website
- University of Florida 4-H embryology website
- Utah State University 4-H curricula website
- National 4-H curricula website
- Chicken embryo development video
- Are you a public school teacher? Did you know 4-H has resources to help your school implement an embryology expanded learning (before or after-school) program? To learn more, visit our website.
June Stewart - Making the Best Better
This blog post is dedicated to long-time 4-H professional June Stewart, who ran the embryology program in Placer County for 25 years. Over her career, June touched the lives of many youth and volunteers. To recognize her efforts, the Gold Country Fair named the small animal barn in her honor.
Questions?
Feel free to reach out to Dr. Matthew Rodriguez, 4-H Youth Development Advisor for Placer, Nevada, Sutter, and Yuba Counties at mrro@ucanr.edu or call 530-889-7385.
- Author: Matthew Rodriguez
Overview
Recently I [Matt] had a chance to interview 4-H youth member Jonathan who is also this year's 4-H county ambassador and club president for Kentucky Flat in Nevada County. The following are Jonathan's responses to my questions.
About Jonathan
[Matt] What is your current role in the 4-H program? Describe your involvement and any leadership responsibilities you have.
[Jonathan] Currently, I am the president of the Kentucky Flat 4-H club, as well as a newly appointed Ambassador for Nevada County 4-H. Within 4-H, I am a teen leader for the Swine Group for Kentucky flat 4-H, teen leader for the county 4-H sports shooting project, as well as project mentor for new club members and exhibitors.
About Jonathan's Spark
[Matt] What is your “spark”?
[Jonathan] My 4-H “spark” has always been to help the youth of Nevada County find their own “spark's” and excitement in raising their livestock and preparing their animals for showmanship and market. The relationships I have gained have made my “spark” worth the hours I've spent.
Jonathan's 4-H Accomplishments
[Matt] As a 4-H'er, what are some of your proudest accomplishments?
[Jonathan] Of course being chosen as a county Ambassador has been a true accomplishment, but deep down, knowing I am one of many that made it through 2020 with an animal prepared for fair regardless of the global circumstances, felt pretty good.
Looking to the Future
[Matt] Where do you see yourself in the next three years?
[Jonathan] I have always seen myself entering the military, however, in recent years, I have found a true passion in agricultural science. But to be honest, I can also see myself becoming a pilot some day. The future has a lot of possibility.
Advice for 4-H Members
[Matt] What advice would you give other 4-H youth members?
[Jonathan] Always pursue even what's hard. There is always something to learn, even when we fail.
Impact of 4-H Volunteers on Jonathan's Life
[Matt] What impact have 4-H volunteers made in your life?
[Jonathan] Leadership from the right person, with the right motives can make or break a youth member. I value the strong leadership I have seen in several aspects of projects, including Sports Shooting, and the tremendous effort my mom has put into 4-H across the county.
About the 4-H Program
To learn more about the 4-H program in Nevada County, please check out our website.
- Author: Matthew Rodriguez
What Is a Social Determinant of Health?
Social determinants of health (SDOH), according to the United States Department of Health and Human Services, include "...the conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks" (Healthy People 2030). Social determinants of health include non-medical conditions that influence health outcomes (Centers for Disease Control and Prevention, 2022). Social determinants of health have been categorized around various constructs, some of which include: economic stability (Braveman, 2011; Healthy People 2030), inequality (Marmot, 2005; Marmot, 1999), immigration (Castañeda, 2015), education access and quality (Healthy People 2030), environments (Healthy People 2030), racism (CDC, 2022), access to health care (Healthy People 2030), political systems (CDC, 2022), and social and community context (Healthy People 2030).
Racism as a Social Determinant of Health
The reason why social determinants of health are important to the 4-H program is because these social (non-health) factors influence youth proximal and distal health outcomes (a.k.a. positive youth development). In her article, "Levels of Racism: A Theoretical Framework and a Gardener's Tale," Dr. Jones describes two flower boxes—one with rich fertile soil and a second box with poor rocky soil. The flowers planted in rich fertile soil flourished, but the flowers planted in the poor soil struggled. The point of this analogy is that people who develop in resource-depleted environments can face greater health challenges compared to people who develop in resource-full environments. In regards to 4-H, youth who develop in better environments (e.g. safe neighborhoods, access to health care, good schools, etc.) stand a greater chance of achieving optimal health outcomes compared to youth who develop in poorer environments (e.g. violent communities, food deserts, lack of reliable public transportation, etc.).
Developmental Contexts as Social Determinants of Health
In the 4-H Thrive Model of Positive Youth Development, Dr. Mary Arnold provides an illustration that describes the process by which youth grow. The illustration has a flower planted in soil. The soil represents the developmental contexts (e.g. 4-H club) that youth interact with in order to learn new life skills and build new relationships. Within this model, the developmental contexts (i.e. soil conditions) can be understand as a social determinant of health. Specifically, the model outlines four developmental context factors that can shape youth outcomes, which includes: sparks (youth finding a particular passion in life), belonging, program engagement, and healthy relationships.
Importance of Youth "Sparks"
Regarding sparks, if the youth has a passion to learn about horses, but there are no horses in their neighborhood, then their ability to learn about horses will be limited. Contrast this with a youth whose family owns a multi-generational farm with several horses and caregivers who can provide mentorship with horse husbandry and other essential animal science skills. The youth who live on acreage with horses will likely learn more about horses than the youth who lives in a neighborhood without horses. This example illustrates how developmental contexts can shape a youth's opportunity to pursue certain sparks, which can then influence their ability to develop a certain skill or increase their knowledge of a particular content area (e.g. horse husbandry).
Belonging and Relationships as Health Outcomes
For belonging and relationships, having an inclusive environment is paramount. In contexts where there is racism, discrimination, or oppression can have detrimental effects on a youth person's ability to form positive relationships where they feel a sense of belonging. As Dr. Jones articulates in her article, "Levels of Racism," there can be institutionalized, personally mediated, and internalized racism (Jones, 2000). Institutionalized racism describe conditions where there is differential access to quality education, stable housing, gainful employment, quality health care, etc. Personally mediated racism describes when we form assumptions about the abilities, motives, and intentions of others based on their race or ethnic identities. Discrimination describes when we perform differential actions towards others according to their race or ethnic identities.
Relation of Program Engagement and Health Outcomes
Participating in the 4-H youth development program provides many important opportunities. There are many facilitators (i.e. factors that increase program engagement) that positively influence a child's ability to engage with the 4-H program, such as access to reliable transportation, financial resources to pay fees, and caregiver support. Research has shown that there are many outcomes for California 4-H alumna, including a sense of responsibility, developing leadership skills, and public speaking confidence (Marshall-Wheeler, 2023).
Relation of Social Determinants of Health and Cooperative Extension
While we see that social determinants of health relate to the 4-H positive youth development program, what about other extension programming in the community? Do social determinants relate to extensionists who work with climate change, forestry education, invasive species, horticulture, and other important community programs and services? To answer this question, one may ask several questions:
- Does the program or service directly or indirectly involve the well being of people?
- Do environmental conditions play an important role in achieving programmatic success?
- Can policy or regulation influence the program?
- Does access to resources (material and/or immaterial) matter to the program's clientele?
The answers to these questions can reveal the relationship between social determinants of health and cooperative extension programming and services. As such, I believe it is important for us to remember that our work as extensionists can be enhanced by a deeper understanding of social determinants of health and their relation to our clientele. As we seek to address social determinants of health, our collective work in cooperative extension will ultimately achieve greater impact.
References
Arnold, M. E., & Gagnon, R. J. (2020). Positive youth development theory in practice: An update on the 4-H Thriving Model. Journal of youth development (Online), 15(6), 1-23. https://doi.org/https://doi.org/10.5195/jyd.2020.954
Braveman, P., Egerter, S., & Williams, D. R. (2011). The social determinants of health: coming of age. Annual review of public health, 32, 381-398. https://doi.org/https://doi.org/10.1146/annurev-publhealth-031210-101218
Castañeda, H., Holmes, S. M., Madrigal, D. S., Young, M.-E. D., Beyeler, N., & Quesada, J. (2015). Immigration as a social determinant of health. Annual review of public health, 36(1), 375-392. https://doi.org/https://doi.org/10.1146/annurev-publhealth-032013-182419
Centers for Disease Control and Prevention. (2022). Social Determinants of Health at CDC. Centers for Disease Control and Prevention,. https://www.cdc.gov/about/sdoh/index.html
Healthy People 2020. (2023). Social Determinants of Health. https://health.gov/healthypeople/priority-areas/social-determinants-health
Jones, C. P. (2000). Levels of racism: a theoretic framework and a gardener's tale. American journal of public health, 90(8), 1212-1215.
Marmot, M. (2005). Social determinants of health inequalities. Lancet(9464), 1099-1104.
Marmot, M. (1999). Epidemiology of Socioeconomic Status and Health: Are Determinants Within Countries the Same as Between Countries? Annals of the New York Academy of Sciences, 896(1), 16-29. https://doi.org/https://doi.org/10.1111/j.1749-6632.1999.tb08102.x
Marshall-Wheeler, N., Nayak, R., Iaccopucci, A., & Worker, S. (2023). Long-term outcomes of early adult 4-H alumni. Journal of Extension, 61(2). https://doi.org/https://doi.org/10.34068/joe.61.02.02
- Author: Matthew Rodriguez
Promoting Healthy People and Communities
One of the public values of the University of California's Division of Agriculture and Natural Resources is the promotion of healthy people and communities. One aspect of healthy people is promoting mental well-being. As we recognize national mental health day on October 10, we have an opportunity to promote the mental health of our young people. 4-H is a positive youth development program committed to developing healthy youth. As such, 4-H has an opportunity to support the mental well-being of our young people. Toward this effort, below is an overview of mental health concepts and terminology. Numerous hyperlinks and resources for further research are provided below.
Overview of Mental Health
According to the World Health Organization, “Mental health is a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community.”
The U. S. Department of Health and Human Services says, “Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices.”
The National Institute of Mental Health (NIMH) explains that Any Mental Illness (AMI) includes a mental, behavioral, or emotional disorder. Examples of AMI include: depression, anxiety, eating disorders, attention deficit disorder, and substance abuse.
The NIMH explains that Serious Mental Illness (SMI) includes, “a mental, behavioral, or emotional disorder resulting in serious functional impairment, which substantially interferes with or limits one or more major life activities.”
Watch Mental Health Video
Prevalence of Any Mental Illness in U. S.
Figure from National Institute of Mental Health.
Mental Disorder and Good Mental Health
Figure from Fusar-Poli (2020) "What is good mental health?"
Core Domains of Good Mental Health
According to Fusar-Poli (2020), the following are core domains of good mental health:
- Mental health literacy
- Attitudes towards mental disorders
- Self-perceptions and values
- Cognitive skills
- Academic/occupational performance
- Emotions
- Behaviors
- Self-management strategies
- Social skills
- Relationships
- Physical health
- Sexual health
- Meaning of life
- Quality of life
Determinants of Mental Health
According to the World Health Organization, multiple social, psychological, and biological factors predict the mental health of people, including:
- Economic stress
- Physical and sexual violence
- Discrimination
What Is Attachment Theory?
Attachment theory focuses on the enduring emotional ties between people, starting in infancy. The goal of an innate attachment behavioral system is to maintain adequate care and protection. When people face threats to their safety and security, they try to increase proximity to an attachment figure to restore a sense of security.
Mental Health Curricula and Resources
- 4-H Mental Health and Wellbeing Champion Group. (2023). 4-H Mental Health and Wellbeing Champion Group: Suggested Curriculum & Programs. https://docs.google.com/document/d/1IR4xxriqNk14IpYuIXlV-k3sO0NB1YlbU8P44JB-wQ8/edit
- Bercaw, S., & Johnston, K. (2018). GEM: Get Experience in Mindfulness: An Awareness and Acceptance Stress Management Program for Ages 10 and Up. University of Delaware. https://shop4-h.org/products/gem-get-experience-in-mindfulness
- Dellifield, J., & Raines, A. (2018). Your Thoughts Matter. The Ohio State University. https://shop4-h.org/products/your-thoughts-matter-navigating-mental-health
- Iaccopucci, A., Lewis, K., & Soule, K. (2019). Mindful Me: A 4-H primary mindfulness curriculum. University of California. https://shop4-h.org/products/mindful-me-a-4-h-primary-mindfulness-curriculum
- Iaccopucci, A., Lewis, K., & Soule, K. (2020). Mindful mechanics: A 4-H mindfulness curriculum for adolescents and adults. UCANR. https://shop4-h.org/collections/healthy-living-foods-curriculum/products/copy-of-mindful-mechanics-a-4-h-mindfulness-curriculum-for-adolescents-adults
- Liechty, L., & Berkenes, T. (2023). Mindful Teen: From Surviving to Thriving. Iowa State University Extension and Outreach. https://www.extension.iastate.edu/4h/iowa-4-h-mental-health-and-well-being
- Lobenstein, M. M., Park-Mroch, J., Crowley, L. L., Bean, C., & Voss, M. W. (2022). A review of youth mental health curricula in peer-reviewed studies addressing access, equity, and belonging. The Journal of Extension, 60(2), 1.
- Mental Health First Aid. (2023). Mental Health First Aid for Teens. National Council for Mental Wellbeing. https://www.mentalhealthfirstaid.org/population-focused-modules/teens/
- Norrell-Aitch, K. (2013). Be SAFE: Safe, Affirming and Fair Environments. Michigan State University. https://shop.msu.edu/products/Bulletin-HNI101-USB
- Rhodes, A., Garcia, Z., Lewis, K., & Norrell-Aitch, K. (2023). Understanding Stress and Trauma in Youth Webinar Series. UCANR.
Mental Health Crisis Resources
If you are thinking about suicide, or worried about a friend or loved one, or would like emotional support, the Lifeline Network is available 24/7 across the United States. Here are additional resources:
- National suicide prevention lifeline
- 1-800-273-TALK (8255) [24/7 Hotline]
- 1-888-628-9454 (Spanish)
- 1-800-799-4889 (TTY)
- This hotline is available 24 hours a day.
- Crisis text line
- Text “MHFA” to 741741 to speak with a compassionate, trained crisis counselor, a volunteer who has been trained to help with problem-solving and will address the caller's situation.
References
Fusar-Poli, P., Salazar de Pablo, G., De Micheli, A., Nieman, D. H., Correll, C. U., Kessing, L. V., Pfennig, A., Bechdolf, A., Borgwardt, S., Arango, C., & van Amelsvoort, T. (2020). What is good mental health? A scoping review. European Neuropsychopharmacology, 31, 33-46. https://doi.org/https://doi.org/10.1016/j.euroneuro.2019.12.105
Mental Health First Aid USA. (2020). Youth Mental Health First Aid Participant Processing Guide. In. Washington, DC: National Council for Behavioral Health.
National Institute of Mental Health. (2023). Mental Illness. National Institute of Mental Health. https://www.nimh.nih.gov/health/statistics/mental-illness
Penn State PRO Wellness. (2018). Teen Health: Mental Health Penn State Health Children's Hospital; https://www.youtube.com/watch?v=1i9OktVsTWo
Substance Abuse and Mental Health Services Administration. (2023). What is Mental Health? U.S. Department of Health and Human Services. https://www.samhsa.gov/mental-health
World Health Organization. (2023). Mental health. World Health Organization,. https://www.who.int/data/gho/data/themes/mental-health
World Health Organization. (2022). Mental health. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response
- Author: Matthew Rodriguez
Overview
Recently I [Matt] had a chance to interview Tina Patton, a long-time 4-H volunteer in Nevada county who also directs our 4-H Horse Camp. The following are Tina's responses to my questions.
About Tina
[Matt] What is one of the most important life transitions you have faced and how did this make you a stronger person?
[Tina] Life is an ever-changing process involving challenges. It is how we respond to these challenges that shape us into the person we are. I have faced various obstacles, the most formidable of which was surviving a serious bout of bone cancer which led to life altering surgery. My condition left me at a crossroads. A good friend once told me an old saying, that if life hands you lemons, why not make lemonade! I decided the sweet taste of lemonade would be preferable to the daily sour taste of a lemon, so I chose daily to see the good and happy things in my own life and the people around me. This has enabled me to be a person who looks to see the positive things in people and in situations that present themselves through volunteering in the 4-H program.
Leadership in 4-H Horse Project
[Matt] What is 4-H Horse Project in Nevada County and how did you get involved in leadership?
[Tina] The Nevada County 4-H Horse Project operates as a countywide project (now a Spin Club) that is open to all 4-H clubs in Nevada County. The project meets once a month at a facility that is graciously donated for our project use. Members learn about safe animal handling, basic riding technique, and animal husbandry. The project also provides leadership opportunities for youth and adults, along with actively seeking opportunities to give back to the community. The horse project has an annual schooling horse show and recently brought back its annual horse camp. The Nevada County 4-H Horse Project also offers a Horse Mastership achievement program where members can earn special awards such as belt buckles and saddle blankets, along with the 4-H animal proficiency program. We are currently working on a Mini Horse Mastership achievement program for our mini horse and unmounted members to participate in.
Motivation to Keep Volunteering in 4-H
[Matt] What keeps you motivated to be a 4-H volunteer after all of these years of volunteering?
[Tina] Understanding the benefit of giving back to the community keeps me volunteering. Having raised three children of my own, I understand that youth are the future of not only community, but also things such as innovation, business, and technology. I feel it is important to invest in the most important resource a community has—it's young people.
Impact of 4-H Volunteering on Youth and Adult Outcomes
[Matt] What are the most important outcomes that the 4-H Horse Project provides for youth, parents, and project leader volunteers?
[Tina] One of the most important outcomes that the Horse Project provides youth is education in safe animal handling in a fun environment where they can learn and grow in their knowledge, leadership, and community service. Our project goal is also to enable a parent and/or guardian to be equipped to help their child by reinforcing what members are taught at home. Parents and/or guardians are a vital part in a members overall success as they possess an ability to influence and guide a member beyond the project. We tend to think mostly about our youth members when discussing the benefits of 4-H. However, there is a tangible benefit to adult volunteers as well. The Nevada County 4-H Horse Project currently has ten adult leaders. I consider it a privilege to lead alongside them. Adult leaders in our project are able to exercise their ability in teaching, as well as constantly increase their skill and knowledge. Five of our leaders do not have children in the project. I feel this demonstrates the passion for teaching youth and giving back to the community that exists in our project.
Recommendations for Prospective 4-H Volunteers
[Matt] For those who are interested in becoming a 4-H horse project leader, but have never done something like this before, what would you recommend?
[Tina] The 4-H youth development program is always looking to add leadership. For those seeking to become a horse project leader, do not be intimidated thinking your knowledge base is too small. If anything, becoming a horse project leader gives you an expanded opportunity to learn and increase in skill. Personally, I have learned the most amazing things right alongside youth members. Let your desire to give back to the community guide you into your leadership role.
Resources
To learn more about the 4-H Horse Project and ways you can get involved, check out our website.
