Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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Recommendations for developing programs that result in positive outcomes for youth include:1) Develop a program plan designed to meet specific youth outcomes using a logic modelapproach to program development. The University of Wisconsin Extension websiteoffers many tips for using logic models for program development. Visit:http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html.2) Determine your organization’s strengths and weaknesses with regard to meetingspecified outcomes. Determine where collaboration is appropriate.3) Get to know the resources of organizations in your state and community related topositive youth development. Every state has a land grant institution of higher educationwith Extension Service. To locate a listing of all Land Grant Institutions visit:http://www.higher-ed.org/resources/land_grant_colleges.htm.4) Strengthen your plan by collaborating with other organizations, allowing each to bringtheir expertise to the program.5) Develop indicators for success and collect baseline data.6) Compare changes in baseline data over time.7) Allow each organization to share in the analysis of the data.8) Allow each organization to take credit for successes and share the results with theirstakeholders.ReferencesBlum, R.W., McNeely, C.A., & Rinehart, P.M. (2002). Improving the Odds: The Untapped Powerof Schools to Improve the Health of Teens. Minneapolis, MN: Center for Adolescent Health andDevelopment, University of Minnesota.Covington, M.V. (2000). “Goal Theory, Motivation, and School Achievement: An IntegrativeReview.” Annual Review of Psychology 51: 171-200.Hardman, E., & Smith, S.W. (1999). “Effective Behavior Support: A Systems Approach toProactive School Wide Management.” Focus on Exceptional Children 31(6): 1-24.Lewis, T., Sugai, G. (1999). “Effective Behavior Support: A Systems Approach to ProactiveSchool wide Management.” Focus on Exceptional Children 31(6): 1-24.Kaplan, H., Hemmes, N.S., Motz, P., & Rodriquez, H. (1996). “Self-reinforcement and Personswith Developmental Disabilities.” The Psychological Record 46(1): 161-179.Mayer, G.R. (1995). “Preventing Antisocial Behavior in the Schools.” Journal of AppliedBehavior Analysis 28(4): 467-478.Merrett, F., & Thorpe, S. (1996). “How Important Is the Praise Element in the Pause, Promptand Praise Tutoring Procedures for Older Low-progress Readers?” Educational Psychology16(2): 193-206.
Mitchem, K.J., Young, R. & West, R.P. (2000). “Changing Student, Parent, and FacultyPerceptions: School is a Positive Place.” Intervention in School and Clinic 35(4): 248-252.Stewart, S.C., & Evans. W.H. (1997). “Setting the Stage for Success: Assessing the InstructionalEnvironment.” Preventing School Failure 41(2): 53-56.Sugai, G., Homer, R.H. (2002). “The Evolution of Discipline Practices: School-wide PositiveBehavior Supports.” Child and Family Behavior Therapy 24: 23-50.Sulzer-Azaroff, B. & Mayer, G.R. (1991). Behavior Analysis for Lasting Change. Fort Worth: Holt,Rinehart.U.S. Department of Education. (2001). “No Child Left Behind Act” (Overview Fact Sheet).Washington: ed.gov. Retrieved October 2006 fromhttp://www.ed.gov/nclb/overview/intro/factsheet.html© Copyright of Journal of Youth Development ~ Bridging Research and Practice. Content may not becopied or emailed to multiple sites or posted to a listserv without copyright holder’s express writtenpermission. However, users may print, download or email articles for individual use.
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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This study uses the “5 Cs” mode
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
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ecause of him (the coach)…. You d
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practices and competitions, the gir
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Eccles, J.S., & Gootmann, J.A. (Eds
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Smoll, F.L., & Smith, R.E. (2002).
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The present work builds upon that o
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MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
Page 100 and 101: Volume 3, Number 3, Winter 2008Arti
Page 102 and 103: Cronbach’s Alpha Score For Youth
Page 104 and 105: 12 to 18 years old. Fourteen of the
Page 106 and 107: Therefore, there was a mixed relati
Page 108 and 109: Youth respondents identified two ob
Page 110 and 111: are developed through working in a
Page 112 and 113: Seevers, B.S., & Dormody, T.J. (199
Page 116 and 117: With the many opportunities that yo
Page 118 and 119: meaningfully reduced involving dedu
Page 120 and 121: StaffingXTime/Schedule X X XTrainin
Page 122 and 123: “Involving adults that will allow
Page 124 and 125: “They can't drive or do not have
Page 126 and 127: page in understanding why youth voi
Page 128 and 129: Parker, L. (1999). If all youth ser
Page 132 and 133: However, the literature is mixed in
Page 134 and 135: group was the quality of the progra
Page 136 and 137: Table 1Reasons for Non-Attendance:
Page 138 and 139: easons given was six. Sixty-three p
Page 140 and 141: The non-family-related activities t
Page 142 and 143: “Catch ‘Em Being Good:”An Ext
Page 144 and 145: In 2001, the WVUES received a schoo
Page 146 and 147: to leverage the resources of the co
Page 148 and 149: 4. Most primary behavior incidents
Page 152 and 153: Cross-Cultural UnderstandingThrough
Page 154 and 155: that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
Page 160 and 161: We believe that the USPORT program
Page 162 and 163: West Virginia’s Response to theRo
Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
Page 168 and 169: problems in this rural state…This
Page 172 and 173: vacuum. Determination of factors, a
Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 178 and 179: Purpose of StudyThe purpose of this
Page 180 and 181: Students in the High computer gamin
Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
Page 186 and 187: second section examined demographic
Page 188 and 189: a constructive manner. The group is
Page 190 and 191: differences in the scores for the 1
Page 192 and 193: Adaptability include “Reality Tes
Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
Page 198 and 199: and a half million U.S. youth (ages
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Families. In partnering counties, p
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Healthy Families was then offered a
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Kamberelis, G., & Dimitriadis, G. (
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Change It Up!What Girls Say About R
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In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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