Overview of 4-H Champions Network

On Sunday, October 9, 2022, over thirty 4-H Champions convened in Madison Wisconsin to discuss innovative ways to implement the 4-H Thriving Model of positive youth development at the national, state, and county levels. The Regional 4-H Positive Youth Development Champion Network consists of up to two Thrive Champions per state who are organized according to geographical region of the United States, including U.S. territories. See https://padlet.com/maryarnold2/c1798n2yhz1sikcf Each Champion commits for a term of up to three years in order to disseminate the 4-H Thriving Model for their state-level constituencies. Before their term expires, Champions identify their successor in order to continue the work of implementing the 4-H Thriving Model.

What is the 4-H Thriving Model?

The 4-H Thriving Model, originally proposed by Dr. Mary Arnold, is a theoretical framework that helps practitioners understand how youth develop in 4-H, which can inform program planning and evaluation through a standardized theoretical model. The model provides a resiliency-based lens of youth development and highlights how high quality program contexts relate to youth proximal and distal outcomes. The model outlines three distinct structures: 1) 4-H developmental context, 2) youth thriving, and 3) positive youth development outcomes.

Key constructs of the model

Central to the model is the concept of a youth's "spark," which is defined as a "passion for a self-identified interest or skill, or a capacity that metaphorically lights a fire in the adolescent's life, providing energy, joy, purpose, and direction" (Scales et al., 2011, p. 264). This spark is assumed to provide a catalyst for change that, when coupled with a nurturing developmental context, can lead to indicators of youth's thriving, such as openness to challenge and discovery, hopeful purpose, transcendent awareness, pro-social orientation, positive emotionality, and intentional self-regulation. The result of thriving can lead to youth developmental outcomes, such as academic motivation, academic success, reduction in risk behaviors, healthful choices, social competence, personal standards, connection to others, and contribution to others.

For more information about the 4-H Thriving Model, please visit the website: https://helping-youth-thrive.extension.org/

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 

Scales, P. C., Benson, P. L., & Roehlkepartain, E. C. (2011). Adolescent thriving: The role of sparks, relationships, and empowerment. Journal of Youth and Adolescence, 40, 263-277. https://doi.org/10.1007/s10964-010-9578-6

Overview

4-H volunteers plant seeds with the hope of seeing growth over time. Each year, 369,000 adult volunteers serve six million young people across the United States by toiling 1 to 5 hours per month cultivating relationships with youth. A recent study written by Steven Worker and colleagues wanted to see what growth these volunteer efforts were having. What they discovered was jaw-dropping. While prior research has documented how volunteerism benefits the growth of others in society, this study found that volunteers may actually be helping their own personal growth too! 

The study explored two foundational questions: 1) What did 4-H volunteers feel was the most important contribution they made to 4-H programs? and 2) What did 4-H volunteers feel was the biggest difference 4-H had on their own personal growth? With data collected from 1,245 4-H volunteers, the research team found some very exciting findings.

Volunteers influence program and youth growth

First, volunteers reported making an impact to improve their 4-H program, such as creating new clubs.  A 22-year-old female volunteer with one year of 4-H experience said their impact involved, “...starting a club from scratch with the highest percentage of participation in a county speaking event from the smallest club in our first year.” As we can see, this volunteer felt one of their most important contributions to 4-H was their ability to start a club and help it thrive during its first year.

Second, volunteers reported impacting the positive development of youth, such as cultivating a love of learning, empathy towards others, and confidence in their abilities. A 61-year-old female volunteer with 15 years of 4-H experience described their impact as, “...having the opportunity to work with a diverse group of youth and see them develop and change through the work.” This quote reveals that this volunteer believed their most important contribution to 4-H was their ability to help young people grow and develop over time.

Volunteers influence their own personal growth

This study also unearthed another exciting discovery. Volunteers reported an increase in their own personal growth as a result of having volunteered in their 4-H program. A 20-year-old male volunteer with two years of 4-H experience described their personal growth as, “meeting a variety of wonderful people that have taught me about myself and what I want to do with my life.” This statement suggests volunteering helps cultivate the volunteer's own self-awareness and expands their horizons.

Reflections

The results from this study shed insight for 4-H programs and volunteers to consider. First, the evidence from this study suggests volunteers personally benefit from their 4-H service. Second, volunteers may stick around longer when they feel they are expanding their 4-H program. Third, this personal growth through volunteerism continues onward while people age.

As more volunteers sign up this year, we pause and reflect upon the seeds that will be planted. One by one. A little water. A little sunlight. A little time. And with each gentle breeze, roots will form. Life will sprout. Both outside and within…

Reference

Worker, S. M., Espinoza, D. M., Kok, C. M., Go, C., & Miller, J. C. (2020). Volunteer Outcomes and Impact: The Contributions and Consequences of Volunteering in 4-H. Journal of Youth Development, 15(4), 6-31. https://doi.org/10.5195/jyd.2020.847

Welcome to Thriving Forward Blog

Welcome to "Thriving Forward," which is a blog dedicated to "promoting healthy people and communities." Challenges such as poverty, racism, discrimination, food insecurity, gun violence, disparities of health, climate change, obesity, are some of the many challenges Californians face in the 21st century. The University of California is poised to make a significant positive difference in the lives of Californians through Cooperative Extension and the many programs and services offered to various constituencies in all 58 counties.

UC ANR's 4-H Positive Youth Development Program

One way that the University of California serves youth and their families is through the Division of Agriculture and Natural Resources's (UCANR) 4-H positive youth development program (PYD). The UC 4-H program is part of the 4-H national youth development program, which is the largest youth development program in the country. In fact, 4-H has been serving youth and their families for over 100 years. To continue this tradition, the UC 4-H program offers a wide array of community-based programming to help support the needs of youth ages 5-18 in every county in California.

The UC 4-H program offers positive youth development programs through a variety of ways (or modes). For example, here are some of the UC 4-H modes:

• Organized 4-H clubs
• Overnight and day camp programs
• School enrichment programs
• Individual study, mentoring, and family learning programs

These efforts collectively position the University of California to make a significant impact on promoting healthy people and communities, which is a UCANR public value. For example, 72% of 4-H youth would like to work in science, 87% of 4-H youth gained social and leadership skills, and 4-H youth were twice as likely to get good grades in school compared to others not involved in 4-H. These are some of the many positive impacts that the UC 4-H program has made in communities across California.

Thriving Model of Positive Youth Development

What distinguishes the 4-H program from other youth development programs is an emphasis on evidence-based and evidence-informed practices. Science undergirds why (and how) we do programming among young people in our community. For example, 4-H is guided by the Thriving Model of Positive Youth Development. Key to this model is a focus on establishing a healthy developmental context for youth that include "sparks" (i.e. areas a youth is passionate about), a sense of belonging, healthy relationships, and engagement in the 4-H program.

The model believes that when these developmental context characteristics are present, youth will provide indicators of thriving, which include a growth mindset, openness to challenge and discovery, hopeful purpose, prosocial orientation, transcendent awareness, positive emotions, and goal setting and management. To promote the adoption of the 4-H Thriving Model of PYD, a team of "Champions" (2 from each state) meet together regularly by region to collaborate.

Another way that UC professionals collaborate together is through work groups. For example, here are some of the many work groups that 4-H professionals are members of:

• Expanded Learning (Afterschool)
• Career/College Readiness and Workforce Development
• Developing Volunteer Capacities
• Native American Community Partnerships

These collaborations bring together Extension professionals, such as 4-H academics and community education specialists, to discuss the most pressing needs and opportunities to promote healthy people and communities in California. These work groups provide an important network to UC 4-H professionals. The information gained at these work group meetings, which occur on a regular basis, provide helpful knowledge that can be applied at the county level. 

For example, I am a member of all four of the aforementioned work groups and am also a state 4-H Thrive Champion. These collaborations allow me to learn from others about innovative 4-H PYD applied research, which I can then consider for the 4-H program that I support in Placer, Nevada, Sutter, and Yuba counties.

What to Expect from Thriving Forward Blog

So what can you expect to find from this blog "Thriving Forward?" In one word—understanding. First, the information presented in this blog will be guided by scientific knowledge and theoretical frameworks. Second, this website will provide practical information for people who work with young people and volunteers. By combining the two, this blog strives to make a positive contribution to the promotion of healthy people and communities.

So who are the intended audiences for Thriving Forward? Some of the audiences can include:

• Parents and grandparents
• Volunteers who work with youth
• Educators (from elementary through college)
• Youth development staff (e.g. youth programs, military bases, juvenile probation)
• Clinicians who work with youth (e.g. mental health, school counselors)
• 4-H professionals (e.g. UC advisors, Cooperative Extension agents, educators, 4-H community education specialists)
• Community leaders (e.g. Native Tribal Communities, Farm Bureaus, County Staff)

Ways to Engage with Thriving Forward Blog

I invite you to subscribe to Thriving Forward to receive an email when a new article gets posted. I also invite you to comment on new articles. Your feedback is an important part of the collaborative exchange of ideas, values, and information that make our 4-H program a success in California. Thank you in advance for your help in promoting healthy people and communities through your involvement in Thriving Forward. Together, we can help Californians and other communities across the country thrive forward.

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 

Fields, N. I. (2020). Exploring the 4-H Thriving Model: A Commentary Through an Equity Lens. Journal of youth development (Online), 15(6), 171-194. https://doi.org/https://doi.org/10.5195/jyd.2020.1058 

Hurtado Choque, G., Rodriguez, M., Soltani, D., Baltaci, A., Nagao-Sato, S., Alvarez de Davila, S., Monardez, J., Peralta Reyes, A., & Reicks, M. (2023). Mixed-methods evaluation of father participation in an adolescent obesity prevention program with multiple delivery methods. Health Promotion Practice, 1-12. https://doi.org/https://doi.org/10.1177/15248399231177300