tag:blogger.com,1999:blog-88704921269590613422024-03-29T06:02:40.684-05:00Youth Development InsightOur youth development educators bridge research and practice. In this blog, they offer their views on what's happening in the field of youth development, with an eye to evidence-based research written by themselves and others in our field. We welcome your comments.
Unknownnoreply@blogger.comBlogger452125tag:blogger.com,1999:blog-8870492126959061342.post-89772765561098124242024-03-27T12:00:00.001-05:002024-03-27T12:00:00.150-05:00The power of authentic science inquiry<p><b><a href="https://extensionstaff.umn.edu/rebecca-meyer">By Rebecca Meyer</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHrJ2w466wItctlOj2x0iB7RyNj73ygj9DlKGxRBgsMn66W_ovjJyblsEa6V9jVeKhhr3JfFDFPJ6WX7HA4QOQXsZJyRriln9YZatkgFZmVfr58i9xyMvQyO1XZ16Qd90d5R6v9zz2oSSNQ_7Ib_VzhJbbUnRremkw7cgEec93OIJx0f_gBCWvVMd_Qr4/s279/water%20watchers.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="4-H Water Watchers: Girl using a loupe (magnifying lens) to look closer at a frog." border="0" data-original-height="279" data-original-width="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHrJ2w466wItctlOj2x0iB7RyNj73ygj9DlKGxRBgsMn66W_ovjJyblsEa6V9jVeKhhr3JfFDFPJ6WX7HA4QOQXsZJyRriln9YZatkgFZmVfr58i9xyMvQyO1XZ16Qd90d5R6v9zz2oSSNQ_7Ib_VzhJbbUnRremkw7cgEec93OIJx0f_gBCWvVMd_Qr4/s16000/water%20watchers.jpg" /></a></div>We have all probably seen the <a href="https://news.3m.com/2023-06-27-3M-Young-Scientist-Challenge-Announces-2023-National-Finalists">news stories annually of youth who compete for and even win national science awards</a> for what is <a href="https://news.3m.com/2023-10-11-14-year-old-named-Americas-Top-Young-Scientist-for-development-of-skin-cancer-treatment">groundbreaking research</a> to solve problems like <a href="https://www.snexplores.org/article/teens-science-make-world-better-junior-innovators">clean water, prevent health concerns, energy, etc.</a> These young people are obviously involved in <a href="https://www.societyforscience.org/isef/">authentic science endeavors</a> as a part of their youth development - working with communities of science professionals on real world scientific efforts that build our understanding and capabilities to manage real-world challenges. As it turns out, <a href="https://www.tandfonline.com/doi/abs/10.1080/02635143.2017.1322572">research studies</a> as well as my own experiences suggest that science authenticity can play an important role in enhancing how young people perceive the attractiveness and value of STEM learning.</div><div><br /></div><div>Over the course of my STEM teaching career, I have learned that there is a connection between engagement and authenticity. These are two fundamental dimensions we should be paying attention to as we design youth development programs. One project that encapsulates these two dimensions is <a href="https://extension.umn.edu/environmental-education/driven-discover">Driven to Discover: Enabling authentic inquiry through citizen science</a>, in which I was fortunate to be a team member designing the curriculum and supporting youth in the program. This programming focuses on <a href="https://tigerprints.clemson.edu/joe/vol52/iss4/13/">using real citizen science projects as rich learning experiences for STEM inquiry</a>. The evaluation results from observational data, interviewing youth and facilitators (teachers and volunteers) provided two key dimensions that worked together to foster success. These two dimensions were authenticity and engagement. </div><div><br /></div><div>Thinking about making our programs engaging is a very instinctive part of youth development programming. Through our research and design efforts, our team underscored the importance of considering the extent to which the <a href="https://hdl.handle.net/11299/161607">program is engaging, identifying a number of factors to ensure program success</a>. What novelty is being included in the experience, how much variety is included in the content and sequencing for learning, where is the group practicing science are all factors to consider when designing engaging STEM programs. </div><div><br /></div><div>Coupled with this engagement, youth had authentic experiences to contribute to real science to address real world problems, the youth were working side by side with faculty and researchers. Another important and distinctive aspect of the Driven to Discover program is that youth and their adult leaders were involved in collecting data for National Citizen Science programs (i.e. <a href="https://ebird.org/home">ebird</a> and <a href="https://mlmp.org/">monarch larva monitoring</a>) as a way to settle in to the scientific process, learn practical skills through their practice, and ultimately spark and devise ways to answer their own science inquiry questions.</div><div><br /></div><div>When we talked with youth and adult leaders, it was apparent that this involvement in authentic environmental science efforts that resulted in data that help to answer a variety of national and even global questions about birds, insects and other species was an attractive and valued dimension of the program. It helped youth understand and identify themselves as scientists in many cases. </div><div><br /></div><div>Over the years, I have adopted this philosophy in similar ways to design and host the <a href="https://sites.google.com/umn.edu/4-h-water-watchers/home">Water Watchers</a> program with my colleague in Lake County where youth are involved in a range of engaging activities, but also using real protocols with county soil and water conservation district staff to monitor area lakes for aquatic invasive species. Youth in this program have made first finds, and reported findings to county commissioners. In a similar way being involved in authentic scientific endeavors adds value and attractiveness to this program. It also helps the young participants identify as scientists and part of a community contributing to using science to manage real environmental challenges in their local landscape.</div><div><br /></div><div>We understand the importance of designing for engagement in science (and engineering) to draw in participants, and we know the characteristics within the program design to focus attention on to ensure successful outcomes. But, we should also consider how our learning opportunities involve youth in authentic science as well. How are you balancing participant expectations with attention to authenticity and engagement?</div></div><div><br /></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/rebecca-meyer">Rebecca Meyer</a>, Extension educator</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam</i></small></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-32689768242663337562024-03-13T12:00:00.001-05:002024-03-13T12:00:35.877-05:00What does it mean to thrive?<p><b><a href="https://extensionstaff.umn.edu/savannah-aanerud">By Savannah Aanerud</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGOxXL2dXY9wXuVaZMfcVueSO3OeJGSAzSCfDyftxA6G7I3k0G7qFkQG_nOlM5FJO7RZkptnghEWDmEutqpi6GLh90NOm4jPKifu_BH4lNyFkqY3CQUdiNB96wFy639gxMAALW-tzTlOyjhgFCS0BtigTP0dx2Ri1D-RNaMpQbiSwAZ7ks9MtFa8pW2t7v/s3840/Pic%206.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Savannah Aanerud with youth in her local 4-H program" border="0" data-original-height="2880" data-original-width="3840" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGOxXL2dXY9wXuVaZMfcVueSO3OeJGSAzSCfDyftxA6G7I3k0G7qFkQG_nOlM5FJO7RZkptnghEWDmEutqpi6GLh90NOm4jPKifu_BH4lNyFkqY3CQUdiNB96wFy639gxMAALW-tzTlOyjhgFCS0BtigTP0dx2Ri1D-RNaMpQbiSwAZ7ks9MtFa8pW2t7v/w320-h240/Pic%206.jpg" width="320" /></a></div>What does it mean to thrive? The <a href="https://helping-youth-thrive.extension.org/home/">4-H Thriving Model</a> is the root system for how 4-H programs successfully grow and cultivate positive experiences into the lives of our young people. It helps youth develop a growth mindset where key developmental outcomes are achieved. Karen Beranek explores this in <a href="https://blog-youth-development-insight.extension.umn.edu/2022/07/moving-beyond-resilience-towards.html">her blog</a> about how one must move beyond resilience to thrive. However, in order to truly help youth, volunteers and families thrive, we need to first consider how we as program staff are thriving.</div><div><br /></div><div>I want to encourage you to sit back in your chair and ask yourself, "Am I thriving?". Many of us are in "survival" mode while trying to encourage our youth to "thrive". How does that work? We see ourselves taking on a plethora of tasks, adding to our already long to-do lists. Our work can then seem like a checklist that we have to do each day instead of something that we enjoy "getting" to do. We are constantly pouring into our programs because we want them to thrive, but have we asked ourselves, "What does it mean for me to thrive?"</div><div><br /></div><div>Below are insights on how we as staff can experience <a href="https://helping-youth-thrive.extension.org/home/">sparks, belonging, relationships, and engagement</a> to help us explore how we can thrive in our everyday lives.</div><div><ul><li><b>Identify your own <a href="https://helping-youth-thrive.extension.org/what-are-sparks/">sparks</a></b>. Discovering your spark through careful reflection and encouragement will help you become more passionate about your work. Everyone has a skill, talent, passion, or special quality that they are excited about. One of my sparks is engaging youth with the outdoors!</li><li><b>Prioritize your <a href="https://docs.google.com/document/d/1LCyFK4F1c76H60J1i0xAKFnPX1uhZAIQa7olxsyxCEM/edit">goals and wellbeing</a></b>. Creating a routine chart of how you are spending your time will help you uncover what is taking the most time in your daily routine. This can also encourage you to reflect on your overall wellbeing and prioritize goals in a healthy manner.</li><li><b>Make time for yourself to perform well</b>. Establishing buffer time in between meetings and projects can help you feel less overwhelmed and rushed. It will instead create breathable spaces for you to become the best version of yourself.</li><li><b>Model setting boundaries and <a href="https://www.youtube.com/watch?v=VAVlOGct_us">saying "no"</a></b>. Saying "no" to the things that take away who you are is critical to a healthy version of you. To what extent are you sacrificing the quality of work that you are doing because you are taking too much on? </li><li><b><a href="https://extension.umn.edu/stress-and-change/building-social-support-connections#:~:text=Social%20connections%20are%20important%20for,and%20even%20a%20longer%20life.">Connect</a> with co-workers</b>. Connecting with others is essential for good health. Your physical and emotional health is improved through healthy interactions with friends, family members, co-workers, and others. How can you intentionally reach out to others this week?</li><li><b>Celebrate our <a href="https://www.mindtools.com/ax3c2aw/celebrating-achievement">successes</a> with co-workers</b>. Celebrating our successes in the right way increases confidence and motivation. Take time to stop, pause, and celebrate your and your co-workers successes (phone call, dance party, shoutout, brain break, email).</li><li><b>Consider writing a <a href="https://www.futureme.org/letters/new">letter to yourself</a></b>. Journaling can help you reflect on frustrations, joys, hardships, and positive experiences. Reading through these letters can help you reflect on where you have grown, or a problem that still needs to be solved.</li><li><b>Build in reflection</b>. Performing healthy, critical and reflective thinking will help you be more open and prepared for a <a href="https://extension.umn.edu/two-you-video-series/growth-mindset-vs-fixed-mindset">growth mindset</a>. Consider: Am I open to challenge, discovery and growth? Does my work offer me a hopeful purpose? Do I feel happy and fulfilled?</li></ul></div><div><br /></div><div>We, as youth workers, play a critical role in modeling behavior and creating programs that help youth explore their sparks. In the words of Mariaane Williamson, "And as we let our own light shine, we unconsciously give other people permission to do the same." My hope is that as we discover and explore what we need to thrive, we will inspire our youth, volunteers, and families to do the same. Only then will they feel nourished to become the best versions of themselves.</div><div><br /></div><div>The time is ours to redefine what thriving means to us. What does it mean to you? How can we encourage our co-workers to create a thriving environment for themselves? How can we thrive?</div></div><div><br /></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/savannah-aanerud">Savannah Aanerud</a>, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com3tag:blogger.com,1999:blog-8870492126959061342.post-56684805762115044272024-03-06T12:00:00.022-06:002024-03-06T12:00:00.242-06:00Sparks for the future<p><b><a href="https://extensionstaff.umn.edu/sarah-odendahl">By Sarah Odendahl</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhITikiXn0WdpGCPNGHm5mRpPynBk-yhDSz_FJCJTuUziN_C1kwnYPaR-oWpIcotnrP5Kb0-EvaOWGKw6JHMULUfTeb6DYECPG0quREd4YYODcvZ6n3CYb7w-M9HLz3UKL6oiRgR9dYSkMIQpDDxKroewC9-WTtPY3ulmPcuUQWQMMdji3q8f-GN-KkSfs/s330/girl%20graduating%20blowing%20glitter%20from%20her%20hands.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Girl with graduation cap blowing gold sparkles from her hands" border="0" data-original-height="330" data-original-width="220" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhITikiXn0WdpGCPNGHm5mRpPynBk-yhDSz_FJCJTuUziN_C1kwnYPaR-oWpIcotnrP5Kb0-EvaOWGKw6JHMULUfTeb6DYECPG0quREd4YYODcvZ6n3CYb7w-M9HLz3UKL6oiRgR9dYSkMIQpDDxKroewC9-WTtPY3ulmPcuUQWQMMdji3q8f-GN-KkSfs/w213-h320/girl%20graduating%20blowing%20glitter%20from%20her%20hands.jpg" width="213" /></a></div>It’s the time of year when “adulthood” is becoming a very real concept for many of our youth - college acceptance letters are arriving, tuition deposits are due, graduation ceremony and celebration plans are underway.</div><div><br /></div><div>When I think back to that time in my life, I remember lots of people asking variations of, “Can you make money doing that?” when I told them about my plan to major in theatre and music. It was the height of the Great Recession, so I can’t really blame folks - and yet, at 18, it was impossible not to be hurt by the lack of support from the adults around me.</div><div><br /></div><div>In 2011, Dr. Peter Benson of the Search Institute in Minneapolis gave a talk at <a href="https://www.youtube.com/watch?v=TqzUHcW58Us">TedxTC</a>. He spoke about the research they were doing into “sparks” by asking youth, “Tell me what it is about you that gives you joy and energy.”</div><div><br /></div><div>In his talk, Dr. Benson defines sparks as “something that gives their life hope and direction and purpose” and explains the three different categories of sparks: a skill or talent; a commitment, such as social justice or environmentalism; or a quality, such as empathy. Further research has shown that sparks and relationships are both <a href="https://helping-youth-thrive.extension.org/home/">important parts of the developmental context</a> that helps youth thrive and leads to long-term outcomes like vocational success and employability. Yet, only ¼ of youth have someone in their broader community who knows and nourishes their spark.</div><div><br /></div><div>At one point in his talk, Dr. Benson offers this sobering thought: “Young people bring to our world a special capacity or gift, that our world desperately needs, and we so easily snuff it out.” He also shares an important piece of wisdom demonstrated to him by his grandson: “The spark is not necessarily the same thing as the work you do.” In concerns over youth’s career trajectory, are we unintentionally snuffing out the thing that gives them hope, direction, and purpose?</div><div><br /></div><div>There’s an often quoted statistic that the average person has seven different careers in their lifetime. While there’s no data to back that up, because as the <a href="https://www.bls.gov/nls/questions-and-answers.htm">Bureau of Labor Statistics shares</a>, there’s no definition of what constitutes a “career change,” it is true that people hold an average of <a href="https://www.bls.gov/news.release/nlsoy.t01.htm">12 different jobs in their lifetime</a>. It’s also true that <a href="https://www.businessnewsdaily.com/7012-millennial-job-hopping.html">Millennials and Gen Z are changing jobs at a faster pace</a> than their older counterparts. Employers are <a href="https://www.coursera.org/articles/transferable-skills">increasingly looking for transferable skills</a> to measure an employee’s fitness, rather than only industry-specific education and experience.</div><div><br /></div><div>As we move into the time of year where future planning takes on more weight, I challenge you to hear the youth in your life without fear for their future career. How can you support them to live into their spark?</div></div><div><br /></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/sarah-odendahl">Sarah Odendahl</a>, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com2tag:blogger.com,1999:blog-8870492126959061342.post-40537900003238162192024-02-28T12:00:00.002-06:002024-02-28T12:00:00.128-06:00Coaching through change<p><b><a href="https://extensionstaff.umn.edu/jeremy-freeman">By Jeremy Freeman</a></b></p><div style="text-align: right;"><span><div style="text-align: left;"><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzhzupe5G7f3UvFrSgeqb-vAz2ZkAjutU9LsaYk1ncm-mgeWq7Ko7vmDc1MxjUduFX_mdDSRRjop5FXST9vQIJ9t4M3B4RFyB0fu07okJVUbMkz5KPyubatkK5h4u1rlCS0_eAe1sGF6MIPwe5kmrC3oAHgxv3BmtB-q9PIa7ZD66vlItqcoIlgXMjDgE/s1280/time-for-a-change-3842467_1280.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Scrabble tiles spelling out "time for change"" border="0" data-original-height="852" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzhzupe5G7f3UvFrSgeqb-vAz2ZkAjutU9LsaYk1ncm-mgeWq7Ko7vmDc1MxjUduFX_mdDSRRjop5FXST9vQIJ9t4M3B4RFyB0fu07okJVUbMkz5KPyubatkK5h4u1rlCS0_eAe1sGF6MIPwe5kmrC3oAHgxv3BmtB-q9PIa7ZD66vlItqcoIlgXMjDgE/w320-h213/time-for-a-change-3842467_1280.jpg" width="320" /></a></div>As youth development practitioners, managing change is central to our practice. Whether it be with youth, adult volunteers or staff personnel, coaching through change is a foundational skill that helps us leverage the full extent of the potential around us. For example, a volunteer who has maintained overall control of a program is required to change when two or more volunteers are asked to co-lead the program to help its growth and expansion. </div><div><br /></div><div>The challenge in change is, unsurprisingly, that it requires us to change! We often resist change, especially when it requires us to give up or modify previously held roles, values, actions, ways of being or power. In a recent course I took titled <a href="https://ccaps.umn.edu/courses/leading-change-transitions-and-people">Leading Change, Transitions, and People</a> I found the <a href="https://www.mindtools.com/aou2mjr/the-adkar-change-management-model">ADKAR Model</a> to be instrumental in helping me think through a process that builds change through relationships. As we reflect on this model, I invite you to consider the ways it can embed itself in the context of change you are currently managing.</div><div><br /></div><h3 style="text-align: left;">A - Awareness. <i>People need awareness that change is needed.</i></h3><div>As I coach volunteers, I may have observations or data to initiate change, but unless there is personal awareness of the problem, individuals will resist change. Part of the role of a coach is to help bring to life, in a trusting and nurturing way, the opportunities where change can enhance practice. In the example mentioned at the head of this post, bringing awareness to a seasoned volunteer may involve sharing data around the number of new participants eager to join, and observational data around further responsibilities that are not currently being upheld.</div><div><br /></div><h3 style="text-align: left;">D - Desire. <i>People need to feel the desire to create and support change.</i></h3><div>Unless there is a more positive outcome on the other side of change, there may be resistance. Painting that picture to others requires <a href="https://www.creatingwe.com/images/pdf/Conversational-Intelligence-BRIEFINGS-Feburary.pdf">conversational intelligence</a>, which means stressing the dynamic relational connections, building trust, and listening as people share their struggles and concerns. Youth, for example, may be motivated to change habits when they see and observe their peers learning and leading in high-level organizational roles.</div><div><br /></div><h3 style="text-align: left;">K - Knowledge. <i>People know what needs to change and how to go about doing it.</i></h3><div>Part of the role of a good coach is laying out concrete action steps that walk others through change. Transferring knowledge can be done in a variety of ways, and as educators we are positioned well to bring research-based and effective solutions to others. When coaching youth development volunteers, one of the key indicators we can use to share knowledge can be found in the <a href="https://4h-volunteerism-resources.extension.org/home/volunteer-research-and-knowledge-competency-vrkc/">volunteer research & knowledge competency</a> (VRCK) domains. </div><div><br /></div><h3 style="text-align: left;">A - Ability. <i>People need to be skilled to successfully implement the change.</i></h3><div>Strengthening skills through coaching, training and mentoring are excellent strategies to support others in implementing change. Prioritizing skill building at all levels of youth development programming is crucial.</div><div><br /></div><h3 style="text-align: left;">R - Reinforcement. <i>People need to see reinforcement in order for change to be sustainable.</i></h3><div>When new ways of being are developed it is important for us as coaches to provide positive reinforcement and feedback. Celebrating small wins and evaluating the impact of change is a crucial part of cementing change for long-term success.</div><div><br /></div><div>Whatever change you are managing right now, I hope the ADKAR model is helpful to you. What challenges are you facing in leading through change? What strategies could you use to develop one component of the ADKAR model to support youth, volunteers or staff in meaningful change?</div></div><div><br /></div></div><span style="font-size: 1.25em;">-- </span><a href="https://extensionstaff.umn.edu/jeremy-freeman" style="font-size: 1.25em;">Jeremy Freeman</a><span style="font-size: 1.25em;">, Extension educator</span></span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com1tag:blogger.com,1999:blog-8870492126959061342.post-4685283143766986092024-02-21T12:00:00.026-06:002024-02-21T12:29:49.267-06:00Outdoors for ALL<p><b><a href="https://extensionstaff.umn.edu/nicole-pokorney">By Nicole Pokorney</a></b></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwjRt4CrIrJSELIyj-8ra6SRlDD2YaDWIO1qINn7wFw8RgmQIfqZDudFWzJ6qsLhxTU0mac7ZIvfPK0Mpyy0swUHoUC5wS0BNkA0U7YivHruR0rXlQYmJPemdNa8Caqu7t52ivZ5E9X3icZsLjQCS0yr5r64UoWFhnrEFIeaGPwSdomnpA-mTrOx613xg/s282/Picture1.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="5 kids walking joyfully outdoors in the grass" border="0" data-original-height="282" data-original-width="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwjRt4CrIrJSELIyj-8ra6SRlDD2YaDWIO1qINn7wFw8RgmQIfqZDudFWzJ6qsLhxTU0mac7ZIvfPK0Mpyy0swUHoUC5wS0BNkA0U7YivHruR0rXlQYmJPemdNa8Caqu7t52ivZ5E9X3icZsLjQCS0yr5r64UoWFhnrEFIeaGPwSdomnpA-mTrOx613xg/s16000/Picture1.png" /></a></div>In the recent Minnesota DNR newsletter, <a href="https://content.govdelivery.com/accounts/MNDNR/bulletins/38806f9">The Trailblazer</a>, the editors featured stories of people not always represented in the outdoors. As I reflected on the voices and images, I continued to think about the statistics of who is outdoors, and the future of our spaces. According to the <a href="https://outdoorindustry.org/resource/2023-outdoor-participation-trends-report/">2023 Outdoor Participation Trends Report</a>, 2022 showed record numbers and rates of participation in the outdoors, but a decline in the number of outings. Also, the report showed that participants that were new to the outdoors were more diverse, with increases in several BIPOC communities. However, the total population of outdoor participants still hovers around 70% white, mostly men.<p></p><p>The trends report does give us hope: "Although the outdoor participant base isn’t as diverse as the U.S. population, diversity among kids who participate and of new participants (participated for the first time in 2022) strongly indicate that efforts to maximize inclusivity in outdoor recreation are resulting in greater diversity." What organizations are doing is working, but there is more for all of us to do to create inclusive and safe environments in outdoor spaces.</p><p>In <a href="https://extension.umn.edu/youth-learning-and-skills/creating-inclusive-and-impactful-outdoor-learning-experiences">Creating inclusive and impactful outdoor learning experiences</a>, Kristina Abbas and I share some tips for program staff:</p><p></p><ul style="text-align: left;"><li>Use a critical lens to identify audiences in your outdoor learning experiences. Consider a strategy like <a href="https://extension.umn.edu/community-development/ripple-effect-mapping">ripple effect mapping</a>.</li><li>Listen and learn from voices and experiences different from your own, and strive to do so without burdening others. Examples include: <a href="https://www.melaninbasecamp.com/trip-reports/2021/2/27/six-ways-to-get-outside-with-immigrant-parents">Melanin Basecamp Diversify series</a>, <a href="https://outdoorafro.org/">Outdoor Afro</a>, <a href="https://www.ventureoutproject.com/">Venture Out</a>, <a href="https://latinooutdoors.org/">Latino Outdoors</a>, and more! </li><li>Ask the hard questions about how your programs meet the needs of all young people. If it feels like a safe and welcoming environment free from trauma for you, that doesn't mean it is for everyone.</li><li>Develop strategies that incorporate elements of <a href="https://www.plt.org/educator-tips/6-steps-for-successful-service-learning/">environmental service-learning</a> to strengthen the connection with nature, mobilizing young people as social justice change agents.</li><li>Cultivate approaches to ensure equity and inclusiveness in the educational design and development process. Learn how to design <a href="https://doi.org/10.1080/14729679.2010.532986">outdoor education as a system for building resilience</a> in young people.</li><li>Evaluate connectedness to nature throughout the program. Use tools such as the <a href="https://naaee.org/eepro/publication/practitioner-guide-assessing-connection">Practitioner Guide to Assessing Nature</a>.</li><li>Reassess your recruitment and marketing processes. Reframing and recreating your programs to be more inclusive to a broader audience isn't going to automatically make your program more diverse. If your marketing strategies haven’t changed, your participants will likely be the same, even for a new program.</li><li>Create a program with an organization that serves a different audience. Instead of investing time recruiting new young people, partner with another organization and together build a high quality program to reach a broader audience in your area.</li></ul><p></p><p>Whose voices are not represented in your outdoor programs? What changes have you made to increase new audiences?</p><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/nicole-pokorney">Nicole Pokorney</a>, 4-H outdoor education program director</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com1tag:blogger.com,1999:blog-8870492126959061342.post-68070168443990315552024-02-07T12:00:00.004-06:002024-02-07T12:00:00.367-06:00Humor - A key ingredient to engagement, meaningful connection, and creativity in youth development<p><b><a href="https://extensionstaff.umn.edu/amy-sparks">By Amy Sparks</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisfXN3hRrB3jq3YpTK0C5Q-JkX30jJgBIp3Cz6H4pR_cjGOnKgUHHGLo5SBcVN3KSUOkL-f1TrW1_LmNzdvUq6cP_WKLbuHjQuZdZ_4DkcGmrBqKU7GBEASnL5bm9oG5A5FQmCadyaHKeZ6-6Ky61T59QOiUzU4ldQ-_DmwfxlycArNRlZ2RaPp2LesUo/s624/A%20lady%20with%20flashy%20leggings%20sitting%20on%20a%20couch%20reading%20a%20big%20which%20covers%20her%20face.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="A lady with flashy leggings sitting on a couch reading a book which covers her face" border="0" data-original-height="624" data-original-width="624" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisfXN3hRrB3jq3YpTK0C5Q-JkX30jJgBIp3Cz6H4pR_cjGOnKgUHHGLo5SBcVN3KSUOkL-f1TrW1_LmNzdvUq6cP_WKLbuHjQuZdZ_4DkcGmrBqKU7GBEASnL5bm9oG5A5FQmCadyaHKeZ6-6Ky61T59QOiUzU4ldQ-_DmwfxlycArNRlZ2RaPp2LesUo/w320-h320/A%20lady%20with%20flashy%20leggings%20sitting%20on%20a%20couch%20reading%20a%20big%20which%20covers%20her%20face.jpg" width="320" /></a></div>Student: Is Thursday crazy legging day or something?</div><div><br /></div><div>Teacher: It is now.</div><div><br /></div><div>The tale you're about to hear is true. Picture a packed tenth grade English classroom, 30 students begrudgingly tackling Shakespeare, and their 38-year-old teacher, freshly licensed and new to the teaching scene, adding excitement by flaunting leggings that had a design of the "Eye of London" ferris wheel on them. Over time, this teacher expanded her collection for each "crazy legging Thursday."</div><div><br /></div><div>That teacher was me, and I still don't take myself too seriously.</div><div><br /></div><div>According to Dr. Jennifer Aaker and Naomi Bagdonas, instructors of "Humor: Serious Business" at Stanford's Graduate School of Business, humor enhances intelligence, fosters meaningful connections, and stimulates innovative thinking. Laughter releases hormones that make us happier, more trusting, less stressed, and even slightly euphoric. Injecting humor into professional interactions can alter brain chemistry, benefiting youth, volunteers, and colleagues on the spot.</div><h3 style="text-align: left;">Being goofy makes us smarter: Humor aids memory</h3><div><a href="https://www.pewresearch.org/journalism/2008/05/08/journalism-satire-or-just-laughs-the-daily-show-with-jon-stewart-examined/">A Pew Research poll</a> revealed that viewers of humorous news shows remember more current events than those relying on traditional news sources. My mantra, "No laughter, no learning," guides my approach to designing engaging learning experiences for both youth and adults. Incorporating humor makes content more memorable.</div><h3 style="text-align: left;">Humor builds bonds and boosts trust</h3><div>In <a href="https://pubmed.ncbi.nlm.nih.gov/25762120/">a study</a>, pairs of strangers who watched a funny blooper reel shared more personal information than those who viewed a neutral clip. Humor accelerates the path to trust, creating stronger connections. Focusing on funny things can reduce stress, anxiety, and make us feel more connected to others. Checkout <a href="https://greatergood.berkeley.edu/podcasts/item/why_love_needs_laughter?fbclid=IwAR3KwpZfnUmAe_7d1AH7fC74GHRijNNljQ4mDKGUcOSWsdwHmUZ1RO6V00k">this episode of the Science of Happiness podcast</a> to learn how humor can also strengthen relationships, and try the <a href="https://ggia.berkeley.edu/practice/three_funny_things?_ga=2.185068585.1288364692.1706754068-641193617.1706754068">Three Funny Things exercise</a> on your own or with youth.</div><h3 style="text-align: left;">Humor enhances creative problem-solving</h3><div>Directing youth in after-school theater, I discovered the link between improvisational humor and skills like empathy and problem-solving. <a href="https://www.youtube.com/watch?v=LV2YGQ7y5yU">U of M Researcher Barry Kudrowitz</a> demonstrates that improv enhances ideation by relating seemingly unrelated ideas. I use <a href="https://teachersactup.com/theatre-games/a-e/">improv games</a> with youth and adults to engage and promote divergent thinking.</div><h3 style="text-align: left;">A final thought: Psychological safety, authenticity, and sarcasm</h3><div>Psychological safety fosters open-mindedness, resilience, motivation, and persistence. Feeling safe to make light of mistakes empowers individuals to take on bigger risks. I was the educator who tap danced across the room to get ninth graders’ attention. Not everyone is funny in the same way. Understanding one's natural humor style leads to authentic joy. A "What's My Humor Style" assessment is available at <a href="http://Humorseriously.com">humorseriously.com</a>.</div><div><br /></div><div>Finally, an important warning against sarcasm. It can be harmful, especially for young children navigating language and social cues. Nicknames and offhand remarks, innocuous to adults, may cause shame. Teens, still learning these nuances, can be affected, especially if English isn't their primary language. I don’t use sarcasm with youth or adults.</div><div><br /></div><div>When was the last time you really laughed with youth or your colleagues? </div><div>Who or what makes you laugh the most?</div><div>When did you last make someone else laugh?</div><div>How many times did you laugh each day last week?</div></div><div><p></p><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/amy-sparks">Amy Sparks</a>, Extension educator</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></div></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com4tag:blogger.com,1999:blog-8870492126959061342.post-19776516833576715432024-01-31T12:00:00.002-06:002024-02-02T10:12:49.674-06:00Partnering with schools: A conversation with a public school teacher<p><b><a href="https://extensionstaff.umn.edu/jessica-russo">By Jessica Pierson Russo</a></b></p><div><div><i><a href="https://extensionstaff.umn.edu/jessica-russo">Jessica Russo</a>, a 20+ year youth development professional, and her husband Mark Russo, with 20+ years as a public school teacher, discuss the benefits of partnerships between formal and nonformal education. </i></div><div><br /></div><div><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXWoqj7elI4E54a42NRtsgGYV6B_wiNjcl04HaU_O5WZnt8hBey41mFZv982aABKJBdq-kIEzWfzc-4gp-1RJLMSw7sJMLtUy7xge83mzkJaoA8M4ZeT5Sw-zdN5ztM2-JsvhqzfUhm6ywveU7Utvq3PEeBOIOhL8N0BdUOV6iIKOMVgrAmRz4Ix6oLsE/s1280/pencils-6099511_1280.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Pencils, colored pencils with shavings after being sharpened" border="0" data-original-height="853" data-original-width="1280" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXWoqj7elI4E54a42NRtsgGYV6B_wiNjcl04HaU_O5WZnt8hBey41mFZv982aABKJBdq-kIEzWfzc-4gp-1RJLMSw7sJMLtUy7xge83mzkJaoA8M4ZeT5Sw-zdN5ztM2-JsvhqzfUhm6ywveU7Utvq3PEeBOIOhL8N0BdUOV6iIKOMVgrAmRz4Ix6oLsE/w400-h266/pencils-6099511_1280.jpg" width="400" /></a></div>Jessica</b>: Mark, you have been teaching in the school systems for over 20 years, but you’ve also done some nonformal education—Boy Scouts, you helped me lead a 4-H club for a while, and you’ve taught after school classes as well. I’ve seen your attitude towards nonformal education change over time because of your experiences and your conversations with me. I wanted to understand how that happened, because I know I, and many of my colleagues in youth development, struggle with starting partnerships with schools. Nonformal education tends to get overlooked or seen as merely a way to entertain kids. What can you remember about your previous experience and thoughts about nonformal education? </div><div><br /></div><div><b>Mark</b>: I remember being hyper-focused on the few things that I had control over. Sometimes I just closed my door and taught because the hallways were too challenging. Before I got into teaching after school myself, I saw it as all well and good, but it felt like a hook to keep kids engaged or occupied rather than moving the ball forward. If it did not have an academic outcome, it was difficult to see how it impacted my work.</div><div><br /></div><div><b>Jess</b>: And what changed?</div><div><br /></div><div><b>Mark</b>: At first, I didn’t have the capacity or time to connect anything outside the classroom with my teaching practice. I was nervous about letting after school programming use my classroom for activities and ignorant of so much of the good that was happening after I left the building. Then I started to teach after school classes, like Lego League, broomball, and board games, and over time I saw the benefits for me in relationships, street cred, and a little extra income. Now, I see that the goals of after school programming are the same as mine, and while I may not run an afterschool program every semester, I see the need for it and understand more of the challenges that after school programs face.</div><div><br /></div><div><b>Jess</b>: What about what after school did for the kids? Are there needs you see out-of-school time programming being able to help with that a classroom struggles with?</div><div><br /></div><div><b>Mark</b>: Teaching after school classes on anything from chess to drones, I saw that kids got more than a safe space to be for a few hours every day. They got to be more themselves. I noticed that students who would not say a word in class would feel a lot more comfortable with fewer people in the room and less pressure to say a correct answer. Also, students from widely different social groups would have a reason to interact with each other.</div><div><br /></div><div><b>Jess</b>: Did you notice after school changing your in-school teaching at all?</div><div><br /></div><div><b>Mark</b>: It did. I’ve often found I had to prove to my students, especially kids of color, who I was and what I was about before I could be effective in pushing them academically. I intentionally did after school activities in the fall to build relationships at the beginning of the year. And by doing this, I started to see my kids not as sixth grade science students, but as people. I could see better their struggles getting through middle school. Even those students who seemed the most "together" were working on something. It was a lot easier to see what challenged them outside of a typical classroom setting. Seeing them in this way helped me try a more holistic approach to the content—more student-centered. I started to use what I know about them to better connect their interests to what I was teaching. I also used after school classes as a way to field test methods. In a typical classroom, students are likely to "go along" with a teaching strategy because, really, what are their options? In after school, there were more choices, and students were quick to let me know if an approach was working or they were bored.</div><div><br /></div><div><b>Jess</b>: What do you think formal and nonformal education could learn from each other?</div><div><br /></div><div><b>Mark</b>: John Hattie does <a href="https://technologyforlearners.com/summary-of-john-hatties-research/">meta-analysis</a> of educational studies and mashes different research together to determine an overall <a href="https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/">effectiveness</a> of different methods. Of all the methods studied, the one with the largest impact on students is collective teacher efficacy. That is when all the teachers use their collective expertise and abilities to impact the student experience. The connections between classroom and after school are difficult, and communication between these groups, which often don’t spend time in direct contact, is a huge challenge. But it’s important for the formal education world not to see out-of-school time as an "extra" or optional add on. Both formal and nonformal education are important. They have the same goal, and their differences are what make them effective for a spectrum of students.</div><div><br /></div><div><b>Jess</b>: I think that last point is an important one to make the next time I approach a school about a potential partnership. Thank you for the conversation!</div><div><br /></div><div>Blog readers, how do you think nonformal education benefits youth? What do you think the formal and nonformal education worlds can do together, to make the biggest difference in the lives of young people?</div><div><br /></div></div><div><div style="text-align: right;"><span style="font-size: 20px;">-- </span><a href="https://extensionstaff.umn.edu/jessica-russo" style="font-size: 20px;">Jessica Pierson Russo</a><span style="font-size: 20px;">, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com7tag:blogger.com,1999:blog-8870492126959061342.post-91473253006676888172024-01-17T12:00:00.006-06:002024-01-17T12:00:00.133-06:00Rethinking behavior management<p><b>By <a href="https://extensionstaff.umn.edu/courtney-johnson">Courtney Johnson</a> & <a href="https://extensionstaff.umn.edu/katie-ecklund">Katie Ecklund</a></b></p><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpeDspHjw_m6WAa2KY8Qoj2QtrrQliL5nDSjwAcLRzlJxesh-oaalMR2nk9w2DRfGvAqmH4KjuzJjQp5MuwjkRLFxEP0w1AF6kieDSfO8iSeBtZjKAMy-VJ7QFBiv3fP0pkwRJgsf6DEWlvR5dpgN4pjfkr3uaUd0zOf76XaOimeRnW33AEpkU8qor5Pc/s624/Picture1.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Two young boys making funny, squishy faces" border="0" data-original-height="416" data-original-width="624" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpeDspHjw_m6WAa2KY8Qoj2QtrrQliL5nDSjwAcLRzlJxesh-oaalMR2nk9w2DRfGvAqmH4KjuzJjQp5MuwjkRLFxEP0w1AF6kieDSfO8iSeBtZjKAMy-VJ7QFBiv3fP0pkwRJgsf6DEWlvR5dpgN4pjfkr3uaUd0zOf76XaOimeRnW33AEpkU8qor5Pc/w320-h213/Picture1.jpg" width="320" /></a></div>No matter what age group we're working with, most of us have experienced this frustrating situation: You have a great program planned, you’ve got everything prepped, but when you enter the program space, things go haywire. Emotions erupt, youth are struggling to stay focused, arguments are happening, and your program plan seems to be flying out the window. At this point, you may be looking for strategies on behavior management. But is behavior management what’s really needed, or is it something else? </div><div><br /></div><div>Behavior management is the term we often use in programming to describe keeping order, and there is no end to the number of approaches out there. However, if we look closer, we may find the words themselves are problematic. Google the definition of management, and you’ll find <i>"the process of dealing with or controlling things or people."</i> <a href="https://www.merriam-webster.com/dictionary/management#:~:text=1,means%20to%20accomplish%20an%20end">Other definitions</a> include, the <i>"judicious use of means to accomplish an end,"</i> which in many cases, the "end" equates to compliance. </div><div><br /></div><div>Control and compliance is far from what effective youth workers do when they design programming. Our goal is to help youth build skills to communicate effectively, and to help them develop <a href="https://iyfglobal.org/youth-agency#:~:text=What%20is%20youth%20agency%3F,architects%20of%20their%20own%20future.">agency</a> in their lives. Sometimes this means learning to express their emotions in healthy ways. Sometimes it means learning to build awareness around their needs and how to communicate them to others. It might mean learning to navigate discomfort. In any sense, when we examine what’s really needed in program spaces, it’s not dealing with or controlling behaviors, it’s tuning in to what youth need and helping them develop the skills to meet those needs. </div><div><br /></div><div>In program spaces, there is a balance between meeting the needs of an individual and meeting the needs of the group. However, when we’re able to effectively help a young person in a group, we’re not only reaching that individual, we’re also modeling skills for the group as a whole. It may take time and require flexibility, but the learning that can happen with this approach is every bit as valuable as our well-laid plans. </div><div><br /></div><div>So how do we do this? When challenging behaviors come up, we can start by asking ourselves some questions: </div><div><ul style="text-align: left;"><li><b>How am I feeling?</b> Are there emotions or behaviors that are triggering me? If so, can I take a moment to name it and regulate myself before addressing the situation?</li><li><b>Is there an emotion beneath the behavior?</b> If so, can we help youth identify that emotion, "<a href="https://mindfulness.com/mindful-living/name-it-to-tame-it">name it to tame it</a>," and validate it? Can we help them safely express it and/or provide a safe space for them to feel it? </li><li><b>Is the youth experiencing a physical need?</b> Are they hungry? Do they have a lot of <a href="https://blog.calmclassroom.com/using-brain-breaks-to-boost-student-well-being-in-your-classroom">energy</a> in their body? If so, can we help them identify and meet that need? </li><li><b>Does the youth want to be there?</b> They may not have had voice or choice in participating in the program. If so, can you discuss this with the young person and work together to <a href="https://oxfordre-com.ezp3.lib.umn.edu/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-514">engage</a> them, or talk to caregivers about allowing them to opt out? </li><li><b>Is the topic or activity pushing them into discomfort?</b> Past experiences may make certain topics feel vulnerable or unsafe. Can we help youth identify what they’re feeling and/or provide safe alternatives? </li></ul></div><div><br /></div><div>A lot of things that can happen in programming appear like behaviors on the surface, but are really attempts at communicating needs. By asking these questions, we can start to see the needs beneath the behaviors, guiding youth to build skills and better understand themselves. </div><div><br /></div><div>Are there any questions you would add to this list? How have you addressed the needs beneath behaviors in programming?</div><div><p></p><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/courtney-johnson">Courtney Johnson</a> & <a href="https://extensionstaff.umn.edu/katie-ecklund">Katie Ecklund</a><br />Extension educators</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></div></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com5tag:blogger.com,1999:blog-8870492126959061342.post-76017306845247416022024-01-10T12:00:00.004-06:002024-01-10T12:00:00.135-06:00Elevator speeches for youth<p><b><a href="https://extensionstaff.umn.edu/nicole-kudrle">By Nicole Kudrle</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXKUq1Jhf4Zm804-k_xwuOcVQs-bcWM8hRvH6UeI0Ukio_-reZTGQeD3ESihSowdtCZWo0gNqV3qTIsddjWO1PwUUaKj_R7ugpBRWUeakpygdvw7AIdX_FbIUiL0Ug2zzKvah9YL20f8Hf6ih4ciKmOvIZbRO2Nb2t0t1xwx8qlvI4ACUqQMX7fvVrsvY/s412/Nicole%20Kudrle%202024%201st%20blog.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="4-H girl giving a speech to group of youth gathered in a circle" border="0" data-original-height="412" data-original-width="309" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXKUq1Jhf4Zm804-k_xwuOcVQs-bcWM8hRvH6UeI0Ukio_-reZTGQeD3ESihSowdtCZWo0gNqV3qTIsddjWO1PwUUaKj_R7ugpBRWUeakpygdvw7AIdX_FbIUiL0Ug2zzKvah9YL20f8Hf6ih4ciKmOvIZbRO2Nb2t0t1xwx8qlvI4ACUqQMX7fvVrsvY/w240-h320/Nicole%20Kudrle%202024%201st%20blog.jpg" width="240" /></a></div>I attended a kickoff event for 4-H youth leaders in part of the northeast region in Minnesota. At this event, youth learned all about what it means to be a 4-H youth leader in their county, what they can do as a youth leader, and got to know other youth who also wanted to be a leader in their county. </div><div><br /></div><div>After the meeting, I had a conversation with a few youth about how the event went for them and what they enjoyed the most. The conversation then led into what the youth wanted to learn about this year. The thing that stood out to me during our conversations was the youth wanted to learn how to talk to the public about 4-H. The youth indicated that they often talk with friends, family, and sometimes the media about their experiences in 4-H and they are always at a loss for what to say. </div><div><br /></div><div>Youth are the heart of the 4-H organization and as youth get older they spend more time talking with friends about what they are passionate about. These conversations are really word of mouth marketing for any organization that they are involved in. </div><div><br /></div><div><a href="https://learn.g2.com/word-of-mouth-marketing">Word of mouth marketing is the most effective</a> way to tell people about your organization. There are <a href="https://leadershipstack.com/blog/benefits-word-of-mouth-marketing/">five benefits from word of mouth marketing</a>: </div><div><ol style="text-align: left;"><li>It builds trust with those that are looking to be a part of your organization. </li><li>It leads to longer and more in depth conversations versus a simple ad. </li><li>It doesn't cost your organization anything. </li><li>It boosts the loyalty of those within the organization. </li><li>It brings awareness to your organization. </li></ol></div><div><br /></div><div>Why is this important in youth work? Organizations set yearly goals to increase membership. Since word of mouth is the most effective way to promote an organization and youth are the heart of the organization, youth should be trained to effectively market the organization. Youth also have the opportunity to gain communication skills, <a href="https://tigerprints.clemson.edu/joe/vol60/iss4/12/">public speaking self-efficacy</a>, <a href="https://jyd.pitt.edu/ojs/jyd/article/view/266">self confidence</a>, and more. </div><div><br /></div><div>As professionals, we received training on what elevator speeches are and how to prepare them. It is just as important that participants in youth organizations learn about elevator speeches. <a href="https://www.bing.com/ck/a?!&&p=9a9621665db18990JmltdHM9MTcwNDMyNjQwMCZpZ3VpZD0zM2E1YzlkNy03ZWQ2LTZmM2EtMmVjNC1kYTJjN2ZhMjZlNGQmaW5zaWQ9NTMyMg&ptn=3&ver=2&hsh=3&fclid=33a5c9d7-7ed6-6f3a-2ec4-da2c7fa26e4d&psq=Youth+elevator+speech&u=a1aHR0cHM6Ly9ibG9ncy5leHRlbnNpb24ud2lzYy5lZHUvNGhjZW50ZW5uaWFsL2ZpbGVzLzIwMTQvMDMvRWxldmF0b3JTcGVlY2hGcmFtZXdvcmsucGRm&ntb=1">Here are some tips for youth to use when giving elevator speeches</a>:</div><div><ol style="text-align: left;"><li><a href="https://youtu.be/hGkIVxwxrCk"><b>Keep it short</b></a>. The speech should be very brief, around 30 seconds and about 4 to 5 sentences long. </li><li><a href="https://careerservices.fas.harvard.edu/blog/2022/10/11/how-to-create-an-elevator-pitch-with-examples/"><b>Be sincere</b></a>. Show the person you are passionate about the organization. </li><li><a href="https://www.thebalancemoney.com/elevator-speech-examples-and-writing-tips-2061976"><b>Introduction</b></a>. Tell the person your name, and how you are connected to the organization.</li><li><a href="https://www.grammarly.com/blog/elevator-pitch/"><b>Personalize it</b></a>. Tell the person what the organization means to you. You can tell them about an experience, something you learned, your favorite part, or why you choose to be involved. </li><li><a href="https://orai.com/blog/elevator-speech/"><b>Wrap up</b></a>. Thank the person for listening and ask for questions. </li></ol></div><div>When teaching youth about elevator speeches or public speaking, make sure to make it fun, engaging, and incorporate hands-on learning. </div><div><br /></div><div>What tips do you have to teach youth about elevator speeches? What strategies do you use to ensure youth feel supported when talking to others? What is something you are considering to help youth be effective marketers?</div></div><div><p></p><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/nicole-kudrle">Nicole Kudrle</a>, Extension educator</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></div></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com1tag:blogger.com,1999:blog-8870492126959061342.post-28937977679480046802023-12-20T12:00:00.061-06:002023-12-20T12:00:00.253-06:00Inspiration from a pioneer of youth development<p><b><a href="https://extensionstaff.umn.edu/karen-beranek">By Karen Beranek</a></b></p><div><div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUmBmIvYApodDpNu7YWSyT18H1ooKE2Oq_SBtVMcpL720XzV6qpG0zuZaGgzxFuAuWOonZVKDXXh_hFqStyd491Ne-gJi3_jLRNq1CgU5dqCjXr752kzFdNS_eyHYH0cuNUQcsWgZI9qi94V97WhBgm9yEG66Rtn3YIWX2n8cuSjoc029-eQnfj7sj3TQ/s298/Karen%20Pittman.png" style="clear: right; margin-bottom: 1em; margin-left: 2em; margin-right: auto;"><img alt="Karen Pittman" border="0" data-original-height="298" data-original-width="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUmBmIvYApodDpNu7YWSyT18H1ooKE2Oq_SBtVMcpL720XzV6qpG0zuZaGgzxFuAuWOonZVKDXXh_hFqStyd491Ne-gJi3_jLRNq1CgU5dqCjXr752kzFdNS_eyHYH0cuNUQcsWgZI9qi94V97WhBgm9yEG66Rtn3YIWX2n8cuSjoc029-eQnfj7sj3TQ/s16000/Karen%20Pittman.png" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><i>"Fully prepared does not mean problem-free - just resilient."</i><br />Karen Pittman, youth development researcher</span></td><td class="tr-caption"><br /></td></tr></tbody></table>While researching for my thesis two decades ago, I found myself drawn to the work of <a href="https://kpcatalysts.com/wp-content/uploads/2022/09/Karen-Pittman-bio.pdf">Karen Pittman</a>. Her education as a sociologist and lived experiences, combined with her leadership and ability positioned her to create movement in the world of positive youth development. She co-founded the <a href="https://forumfyi.org/">Forum for Youth Investment</a> and <a href="https://kpcatalysts.com/">KP Catalysts</a>. She coined the phrase <i>"Problem-free is not fully prepared"</i> as she describes how we work with youth. </div><div><br /></div><div>This fall, I had the privilege of listening to her speak in person! She expanded on the research and the history of positive youth development that she has advanced in her 30+ year career. It was more than a little humbling to pause and contemplate the evolution of youth development. Karen was able to walk us through the journey of youth work. As youth development professionals, we now recognize that youth being problem-free does not mean they are fully prepared. Through the pandemic we have expanded our focus to include helping youth become resilient and develop skills as they make their journey into adulthood. I encourage you to <a href="https://www.youthcollaboratory.org/news/pyd-overview-10-minutes-dr-karen-pittman">watch this ten-minute video</a> of her summary on positive youth development. </div><div><br /></div><div>In a <a href="https://searchinstitute.org/resources-hub/rooted-in-relationships-episode-2-4">Rooted in Relationships podcast</a>, she shares more about how she was fully prepared as a young person to transition into adulthood. She talks about the adults in her life, and why <a href="https://blog-youth-development-insight.extension.umn.edu/2022/12/relationships-matter.html">developing relationships</a> with young people is much more than just caring about them. Karen fully recognizes the role adults play in creating a place for youth to reach their optimal development using a positive youth development approach.</div><div><br /></div><div>I vividly remember my thesis advisor challenging me to define positive youth development and identify what theory it was based on. With so many theories deeply rooted in years of study, the idea that this term wasn’t based on just one theory was revolutionary. </div><div><br /></div><div>Positive youth development is an <i>approach</i> to working with youth, where adults recognize the youth’s skills, strengths, and passions, and how these lead to their optimal development within their support system. A youth’s support system includes all aspects of their life - adults, school, home, environment, and youth organizations - youth do not develop in a snow globe but rather in the contexts of their daily lives.</div><div><br /></div><div>While we have come so far, we know positive youth development is a journey - for the young people as they develop within their environment, but also for us as growing professionals. As youth development professionals, what professional development experiences do you invest in? What people have shaped the way you work with young people?</div><div><br /></div></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/karen-beranek">Karen Beranek</a>, Extension educator</span></div><span style="font-size: 1.25em;"><br /></span><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-5386815538059591182023-12-13T12:00:00.055-06:002023-12-13T12:00:00.139-06:00Who's at the table: Diversifying boards and committees<p><b><a href="https://extensionstaff.umn.edu/jeremy-freeman">By Jeremy Freeman</a></b></p><div style="text-align: right;"><span><div style="text-align: left;"><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoig7MHoSH9kbq08azfxrrNSTuU4P7Qyp5mCiDt8tGwm5EJh6kl5nlY77oZoFt0XkjbKqN6vICa8nB4IC5tJitc8a6fuHXD4nGNnJKW44Um6lG7YTZkDUhCKSHA-g6VIp0awFPPaD2dMfUv2uVthatoTmP4NnOI1dsppBJWoDxnyVdLjNhtuAaDQuhgys/s1280/large%20conference%20table%20with%20empty%20chairs.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Large conference table in office with empty chairs" border="0" data-original-height="853" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoig7MHoSH9kbq08azfxrrNSTuU4P7Qyp5mCiDt8tGwm5EJh6kl5nlY77oZoFt0XkjbKqN6vICa8nB4IC5tJitc8a6fuHXD4nGNnJKW44Um6lG7YTZkDUhCKSHA-g6VIp0awFPPaD2dMfUv2uVthatoTmP4NnOI1dsppBJWoDxnyVdLjNhtuAaDQuhgys/w320-h213/large%20conference%20table%20with%20empty%20chairs.jpg" width="320" /></a></div>Bringing diversity, whether it be ethnic, age, gender or socio-economic status, into your committees and executive boards can strengthen your approach in addressing community needs. As evidenced in <a href="https://www.councilofnonprofits.org/running-nonprofit/diversity-equity-and-inclusion/diversity-nonprofit-boards">this summary by the National Council of Nonprofits</a>, board diversity is critically important to its effectiveness. Some of the benefits diversity brings include better decision making, better connections and networks, and better insight and discernment into the lived experiences of individual members within the community. If we want to represent and govern our organizations on behalf of the community, ensuring the lived experiences of young people are taken into account when decisions are made, working to diversify our governing bodies so they represent the community is a good first step. </div><div><br /></div><div>Yet if we look practically at the makeup of our volunteer networks, particularly boards and committees within youth development programs, what do we see? Many of the seats in executive boards, county Extension committees and program development committees (PDCs) can be filled with like-minded individuals who passionately support our programs because of their inherent affiliation. This is a common trend. While gender diversity on nonprofit boards may be at parity, <a href="https://www.cicf.org/2021/11/29/the-truth-about-board-diversity/">according to a recent report</a>, diversity in age, race and ethnicity on nonprofit boards falls short of reflecting the overall diversity within the United States. Strikingly, in <a href="https://leadingwithintent.org/?__hstc=98438528.a05f5e9d107acbb5e62d08144ca08cfd.1698766339849.1698766339849.1701360307610.2&__hssc=98438528.1.1701360307610&__hsfp=561747742">another report</a>, nearly half (49%) of chief executives said they did not have the right board members to 'establish trust' with the communities they serve, and even fewer (28%) place a high priority on membership within the community served.</div><div><br /></div><h3 style="text-align: left;">So how can we begin to take steps to diversify boards and committees within our community programs?</h3><div>Below I highlight a few ways, but I’d love to hear from you about your experiences. </div><div><ul style="text-align: left;"><li>To begin with, we have to acknowledge that simply adding a new member is not enough. Building an inclusive culture and climate within a committee is essential. I appreciate the way <a href="https://boardsource.org/initiatives/diversity-equity-inclusion/">BoardSource</a> framed it: <i>"An inclusive board welcomes and celebrates differences and ensures that all board members are equally engaged and invested, sharing power and responsibility for the board’s work, the organization’s mission and its purpose."</i> A culture of inclusivity is about more than representation. It takes into account who has power, how decisions are made, whose voices are heard, and what responsibilities are valued. </li><li>Secondly, building awareness of the current diversity within a structure is a good starting point. In Appendix D of <a href="https://www.ag.ndsu.edu/publications/leadership/working-effectively-with-advisory-councils-and-other-leadership-groups">Working Effectively with Advisory Councils and Other Leadership Groups</a>, you can find a table on selecting a diverse advisory council. It’s a great visual to see the current makeup of your committee, and where you may have some gaps. It also recognizes that diversity means more than ethnicity. Members of different ages, with diverse skills and expertise, build diversity.</li><li>Third, consider developing a <a href="https://www.commonfund.org/research-center/articles/turning-intent-to-action-diversifying-foundation-boards">recruitment committee</a> made up of external and internal appointees tasked with identifying diverse candidates for board membership. Rather than relying on diverse members to come to us, this appointed committee can turn intent into action by being on the front-end of welcoming and engaging new candidates.</li></ul></div><div><br /></div><div>By expanding and diversifying our committees and boards, we are doing more than meeting parity, we are positioning ourselves to be active contributors within our communities to address the critical issues and needs of all Minnesota youth.</div><div><br /></div></div><span style="font-size: 1.25em;">-- </span><a href="https://extensionstaff.umn.edu/jeremy-freeman" style="font-size: 1.25em;">Jeremy Freeman</a><span style="font-size: 1.25em;">, Extension educator</span></span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com5tag:blogger.com,1999:blog-8870492126959061342.post-80713343383366282252023-12-06T12:00:00.045-06:002023-12-06T12:00:00.135-06:00Disability etiquette basics<p><b><a href="https://extensionstaff.umn.edu/darcy-cole">By Darcy Cole</a></b></p><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkl-dB90P6Ku20zO6ksud8M8gqeKqT8jc03e-RTSAqwzc8UXif4ITkuU05lFpLgoGFLhuKBOoPyGZwQWX6sxgozePbUIvvJ0tmbVPjxnM6Wkj3yLOTWetXljUSqktwU_dZWuK9ropGUNKvOV8AAgC3m-F2CAxaDl7-1ingFCk7WCsxAwiKCdlqGxOB8I8/s5847/pexels-judita-tamo%C5%A1i%C5%ABnait%C4%97-2026764.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Young adult talking to woman seated on black folding wheelchair" border="0" data-original-height="3899" data-original-width="5847" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkl-dB90P6Ku20zO6ksud8M8gqeKqT8jc03e-RTSAqwzc8UXif4ITkuU05lFpLgoGFLhuKBOoPyGZwQWX6sxgozePbUIvvJ0tmbVPjxnM6Wkj3yLOTWetXljUSqktwU_dZWuK9ropGUNKvOV8AAgC3m-F2CAxaDl7-1ingFCk7WCsxAwiKCdlqGxOB8I8/w320-h213/pexels-judita-tamo%C5%A1i%C5%ABnait%C4%97-2026764.jpg" width="320" /></a></div>Here in Minnesota, almost 17% of public school students receive special education services. This means that all youth development professionals will engage with youth with disabilities. For those new to disability work, this can provide some uncomfortableness that naturally comes with new experiences. It can be easy to make mistakes or not know exactly how to interact with someone who has a disability because we may feel that we need to interact with them differently than we would with others. Understanding disability etiquette can help everyone avoid some common mistakes and feel more comfortable. Basic disability etiquette involves treating people with disabilities with respect and making them feel valued.</div><h3 style="text-align: left;">Some <a href="https://www.diversity.pitt.edu/sites/default/files/disability_etiquette_guide.pdf">basic disability etiquette tips</a> include:</h3><div><ul style="text-align: left;"><li>Speak directly to the person rather than their companion, aide, caregiver or interpreter. Avoid talking about a person as if they weren’t there when they are present. </li><li>Presume competence by asking before you help. Don’t automatically assume that someone with a disability needs help, but rather offer assistance when someone asks for it and ask how you can help before acting.</li><li>Be sensitive about physical contact. People may depend on their arms for balance or they may consider their equipment part of their personal space.</li><li>Don’t make assumptions. All people are the best judge of what they can or cannot do, so let them decide.</li><li>Use person first language, unless someone tells you they prefer different language. Refer to the individual first, then to their disability, when it is relevant and appropriate. For example, say "person with a disability" rather than "disabled person".</li><li>Avoid terms that might potentially have an unintentional negative connotation. These include words like the "R" word, "spastic", "special", or "abnormal".</li><li>Don’t portray people with disabilities as courageous, brave, special, or superhuman. This implies that it is unusual for people with disabilities to have talents or skills.</li><li>Avoid using the term "normal" for people without disabilities. It’s better to say "people without disabilities" or "typical".</li></ul></div><div><br /></div><div>In some instances, specific disabilities may have additional etiquette. For example, when interacting with people who are deaf or hard of hearing, remember to follow the person’s cues to determine how they prefer to communicate, speak clearly and distinctly in a normal tone, use gestures, make sure they can see you speaking, and speak directly to the person rather than to an interpreter. You can find additional disability-specific etiquette on the Minnesota 4-H Accessible for All Abilities Volunteer Resources Center’s <a href="https://docs.google.com/document/d/1QKQyPTvXUKazzY0arPoMFNW4jMw_c2bOpWfI3zNuk8c/edit?usp=sharing">Disability Etiquette Information Sheet</a>. </div><div><br /></div><div>When interacting with people with disabilities, first and foremost, be respectful and show that you value them for the unique individuals that they are. When you make a mistake, remember to sincerely apologize and try to do better next time.</div><div><br /></div><div>When thinking about interactions you’ve had with someone with a disability, which of the shared disability etiquette tips did you mess up on or do really well with? Are there any other tips that you would share based on your own learning or life experiences?</div><div><br /></div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/darcy-cole">Darcy Cole</a>, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com4tag:blogger.com,1999:blog-8870492126959061342.post-45788183790122851322023-11-15T12:00:00.015-06:002023-11-20T08:07:49.074-06:00We interrupt your narrative for a very important message<p><b><a href="https://extensionstaff.umn.edu/nicole-pokorney">By Nicole Pokorney</a></b></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoxzDDxMDkZoLsB45f5bzRoXem4i4bJePsLqdivtMCi8-wx7QdElNcNqCBoX1QB4zKlbFDynKtZmKV-7vYMFD5BfXE11MFy9qfRMxn1J1UA4WfAtabRzPK7crCoNZi4hcLADYM3JkeN_qjbV-Q0k6LZOEEtADxBRXp56E-GUBB3dAlgyrMGMjVqeyxyKc/s410/diversity.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Diversity graphic" border="0" data-original-height="273" data-original-width="410" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoxzDDxMDkZoLsB45f5bzRoXem4i4bJePsLqdivtMCi8-wx7QdElNcNqCBoX1QB4zKlbFDynKtZmKV-7vYMFD5BfXE11MFy9qfRMxn1J1UA4WfAtabRzPK7crCoNZi4hcLADYM3JkeN_qjbV-Q0k6LZOEEtADxBRXp56E-GUBB3dAlgyrMGMjVqeyxyKc/w320-h213/diversity.png" width="320" /></a></div>At the end of October, I was able to be part of a University of Minnesota Extension international professional development opportunity in Argentina. The purpose of the learning experience was to build cultural agility, establish new international partnerships and advance the DEI goals within our organization. While we dove deep into empanadas and architectural wonders, the immersion into the cultural atmosphere was where we felt the stretch of our perspectives and biases.<p></p><p>During a group reflection one evening, we were discussing the colonization of Argentina and the perceived view that the majority of Argentines had of the indigenous and black populations. We were wrestling with the concept and comparisons when a colleague stated that it was good for us to “interrupt our own narratives.” This simple statement encapsulated the feeling that we were having as we looked at our own stories and how we related to others.</p><p>In a recent youth training, I presented the 4-H True Leaders in Equity curriculum, specifically the <a href="https://docs.google.com/document/d/1_cie47apFixiYF42dtUbcME-oyxHwnyvzDyRfoKJmN0/edit">Your Culture as a Tree activity</a>. In this activity, youth are challenged to explore their values, perceptions, and insights in regards to their unique cultures. Throughout the session, I could see young people wrestling with ideas they grew up with compared to the values that they were beginning to form on their own. Some came to realize that they were positive deviants from embedded values, others celebrated and embraced their cultures. We were interrupting their narratives!</p><p>Are DEIB goals identified and supported in your organization? At the University of Minnesota Extension Department of Youth Development, one of our goals is that staff will possess DEIA knowledge and skills that are applied to effective intercultural interactions and culturally responsive programming.</p><p>The <a href="https://www.aee.org/news/outdoor-and-adventure-educators-come-together-to-create-a-field-guide-to-support-deib-work">Diversity, Equity, Inclusion & Belonging Field Guide</a> concludes with these recommendations as a call to action for furthering DEIB in ourselves and our workplaces:</p><p></p><ul style="text-align: left;"><li>Identify allies that help you grow and deepen your understanding of DEIB</li><li>Personally identify with issues of DEIB</li><li>Find ways to do DEIB in your work and personal life and seek support you need to do so</li><li>Allocate funding for DEIB trainings and initiatives</li><li>Ensure the Board of Directors and other stakeholders are representative of oppressed groups</li><li>Search for and listen to silenced voices</li></ul><p></p><p>What professional and personal development opportunities do you take to interrupt your narrative?</p><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/nicole-pokorney">Nicole Pokorney</a>, 4-H outdoor education program director</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com1tag:blogger.com,1999:blog-8870492126959061342.post-26529331252917117962023-11-08T12:00:00.002-06:002023-11-10T09:09:33.650-06:00Fostering STEM learning: A critical need (post pandemic)<p><b><a href="https://extensionstaff.umn.edu/rebecca-meyer">By Rebecca Meyer</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHwKLp4_ZVllbzBpPNSPjIvQTmcew5HCQJgugGz3iuW0hEOB-3p-6-KHi8OxlY0proldAttZGAhyWrYpd25JFgw8c9aEVxpG7mcrHk-rSdVZTNwCNfwSMJWmGOE7I9vwaogBE73gtx0P6x2FzLK0OaWm-GAwtPzEfMI7_kfX6Vy_wOzPBZoUQQYSi-s4k/s4032/IMG_3514.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="4-H youth at the 2022 Engineering Design Challenge Showcase" border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHwKLp4_ZVllbzBpPNSPjIvQTmcew5HCQJgugGz3iuW0hEOB-3p-6-KHi8OxlY0proldAttZGAhyWrYpd25JFgw8c9aEVxpG7mcrHk-rSdVZTNwCNfwSMJWmGOE7I9vwaogBE73gtx0P6x2FzLK0OaWm-GAwtPzEfMI7_kfX6Vy_wOzPBZoUQQYSi-s4k/w320-h240/IMG_3514.jpg" width="320" /></a></div>The world is facing a shortage of professionals to enter into the STEM workforce, but our young people are also racing to catch up to the necessary skills and capabilities they need to fulfill this shortage. Earlier this fall the Minnesota Department of Education reported that students in Minnesota are not performing at expected levels, as test scores for reading and science dipped while math recorded a small increase. But the slight increase in math scores is still overall lower than pre-pandemic results. Minnesota is not alone in this. This trend in test scores is similar across the United States. </div><div><br /></div><div>While regaining content knowledge and skills are needed, interpersonal skills are also important. <a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21820">4-H and other non-formal youth organizations have critical roles to play in engaging young people</a> in high quality experiences that both build key content knowledge and skills and help them regain key aptitudes. They are also uniquely positioned to strengthen meaningful interpersonal skills essential to the teamwork and community engagement of science and engineering. Sentiments of the National Research Council from 2009 have never rang so true: “...the reality is that schools cannot act alone, and society must better understand and draw on the full range of science learning experiences to improve science education broadly.”</div><div><br /></div><div>An important question that we all need to be asking is: How? Recent articles suggest that we can foster STEM learning with youth through <a href="https://journals.sagepub.com/doi/full/10.1177/0044118X221085296">building a sense of belonging, identity and motivation</a>. Minnesota 4-H is focused on Engineering Design and Plant Sciences where we are designing and delivering these programs with these elements in mind. We are:</div><div><ul style="text-align: left;"><li>Connecting STEM with subjects that 4-H youth care about like agricultural and natural resources and using challenges and problem solving to increase motivation;</li><li>Involving STEM professionals and students as adult leaders and “judges” to help young people see scientists and engineers as fellow community members and develop positive STEM identities;</li><li>Linking our programming to real world issues and professional opportunities that help to increase motivations; and</li><li>Integrating STEM learning and teamwork in ways that increase belonging and build interpersonal skills.</li></ul></div><div><br /></div><div>I have spent many years in Minnesota 4-H working with colleagues and teams focusing on intentional program design. In our current circumstances, it is more important than ever that we thoughtfully create programming to strengthen content understanding and interpersonal skills. It turns out that it's essential that we focus on designing programs in a way that sustains and builds <a href="https://www.ejmste.com/download/exploring-the-role-of-motivation-in-stem-education-a-systematic-review-13086.pdf">motivation</a> and a sense of belonging as a way to encourage young people in learning content and interpersonal skills.</div><div><br /></div><div>What are other tactics that you are using in your programming?</div></div><div><br /></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/rebecca-meyer">Rebecca Meyer</a>, Extension educator</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam</i></small></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-9844398393860982272023-10-18T12:00:00.026-05:002023-10-18T12:00:00.146-05:00When the news is awful<p><b><a href="https://extensionstaff.umn.edu/kathryn-sharpe">By Kathryn Sharpe</a></b></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfOY21OKb-U8B_NdNNOjVUeqFja4CDHWnpqswwtndKJKTry-Qm9b_OjcOcMo3FRjKFRdP7LDrjD6oFiWhTWXZATutzDBDFyltWztx4SUzqK-lo_YlhZh5Y07lyER67uYn0T6wP7j1-OFKF9TdO_Tgqq3MhP6De5drrMv78lhoGcnSqMsc3HMUswgucmHE/s1430/A%20girl%20sitting%20on%20the%20floor%20looking%20glum.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="A girl sitting on the floor looking glum" border="0" data-original-height="953" data-original-width="1430" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfOY21OKb-U8B_NdNNOjVUeqFja4CDHWnpqswwtndKJKTry-Qm9b_OjcOcMo3FRjKFRdP7LDrjD6oFiWhTWXZATutzDBDFyltWztx4SUzqK-lo_YlhZh5Y07lyER67uYn0T6wP7j1-OFKF9TdO_Tgqq3MhP6De5drrMv78lhoGcnSqMsc3HMUswgucmHE/w320-h213/A%20girl%20sitting%20on%20the%20floor%20looking%20glum.jpg" width="320" /></a></div>There are days when it hurts just to be human. Days when turning on the news fills me with dread. And these days I want to somehow shelter my child and the young people in my life from the heartbreaking reality that surrounds us in our world.<p></p><p>Yet young people are growing up in this world and need to learn how to navigate these issues and still keep their full humanity: war in Israel and Palestine, climate devastation, migrant deaths, unearthing children’s graves at Native residential boarding schools, school shootings and police violence, among so many others. And youth often feel them even more intensely than we do as adults.</p><p>So rather than shielding them, we best serve young people by helping them in an age-appropriate way to digest the issue in their minds and bodies. In another blog, I offered guidance for adults on ways to <a href="https://blog-youth-development-insight.extension.umn.edu/2023/05/help-volunteers-have-hard-conversations.html?m=1">manage hard conversations and issues</a> when they arise. But how can we help youth process the world’s and their own pain when they feel it in their hearts and bodies? </p><p>As caring adults we can help young people in our lives learn to process suffering, whether their own or someone else’s, while keeping their hearts open and compassionate. Compassion is <a href="https://www.compassion.emory.edu/cbct-compassion-training/index.html"><i>"the warm-hearted concern that unfolds when we witness the suffering of others and feel motivated to relieve it"</i></a>. Compassion is caring and proactive, and it does not mean taking on the suffering of others in a way that can become distressing or overwhelming.</p><h3 style="text-align: left;">How can we do this?</h3><p></p><ul style="text-align: left;"><li>We can play an important role as <a href="https://youtu.be/PEmJeF3LH6E">co-regulators</a> with youth. If we can start by managing our own emotional response of grief or fear, we can help young people around us to regulate themselves, as well.</li><li>As humans, our ability to stay grounded in compassion is largely influenced by our <a href="https://drarielleschwartz.com/empathy-compassion-and-the-vagus-nerve/">vagus nerve</a>, a key part of our central nervous system that facilitates our sense of connectedness with others. We can cultivate compassion and our ability to hold complexity by using deep belly breathing. That doesn’t seem realistic with youth in your life? Deep belly <a href="https://www.mindful.org/why-your-breath-is-connected-to-your-well-being/">laughter</a> stimulates it, too.</li><li>Encourage opportunities for them to <a href="https://www.nimh.nih.gov/health/publications/helping-children-and-adolescents-cope-with-disasters-and-other-traumatic-events">discharge the stress/trauma</a>. This can be through physical exercise, sports, music, crying, talking, art or writing. Remember to play and share in their play. Let them know that joy is essential, too, without guilt.</li><li>Mindfulness is a powerful tool for dealing with strong emotions and helping us to keep our heart open. For some young people, sitting meditation can feel scary or uncomfortable, <a href="https://blog.calmclassroom.com/trauma-sensitive-mindfulness-exercises-students">especially if they have experienced trauma</a>. Mindfulness through activities may be more accessible–those that are movement-based, such as walking meditation or a more active form of yoga, or activities that naturally create a space of focused attention such as art, crafts, or some sports.</li><li>Limit repeated media exposure, if at all possible. For youth with their own devices, create times for them to disconnect and be present with others around them or the natural world. </li><li>Support <a href="https://greatergood.berkeley.edu/article/item/how_to_help_teens_overcome_anxiety_about_climate_change">compassionate engagement</a>. Help young people find a way to take action to make even a small difference on the issue they are concerned about. This can reduce feelings of helplessness or hopelessness and fosters a sense of empowerment which can actually encourage them to stay compassionate. Young people are born attuned to the suffering of others. They only become apathetic if they get overwhelmed or learn that they are powerless to do anything about it.</li></ul><p></p><p>When the world’s events seem overwhelming to the young people in your life, how can you support them to stay grounded and compassionate?</p><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/kathryn-sharpe">Kathryn Sharpe</a>, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com6tag:blogger.com,1999:blog-8870492126959061342.post-36079283556535334762023-10-11T12:00:00.001-05:002023-10-11T13:41:00.865-05:00How to clear up misunderstanding about equity<p><b><a href="https://extensionstaff.umn.edu/jessica-russo">By Jessica Pierson Russo</a></b></p><div><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPWhl6f3bt70HucCdAe7Hn4f5ATjoPVEd8Zq3tQImFOti9h2f35X7nN0M0RLXih35-DqdAEhS40NPKPhfnyrjcVi02HChmzHFkWMnZRaaaRMDHHJFhuSYU3oOTpliYPjFvM_1FVy8eWpDhnJ9JOCQLhzxCvOjilAMooNR2-b9t6IQMgoTySezAZTV6D38/s624/equity.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Scrabble letters spelling equity" border="0" data-original-height="416" data-original-width="624" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPWhl6f3bt70HucCdAe7Hn4f5ATjoPVEd8Zq3tQImFOti9h2f35X7nN0M0RLXih35-DqdAEhS40NPKPhfnyrjcVi02HChmzHFkWMnZRaaaRMDHHJFhuSYU3oOTpliYPjFvM_1FVy8eWpDhnJ9JOCQLhzxCvOjilAMooNR2-b9t6IQMgoTySezAZTV6D38/w320-h213/equity.png" width="320" /></a></div>Many people support equity in principle, but today's political climate can make it difficult for some to actively engage in and advocate for equity efforts. So what can we do to clear up any misunderstanding and build confidence with our youth and families about equity? </div><h3 style="text-align: left;">First, let’s take a look at some common misconceptions about equity:</h3><div><ul style="text-align: left;"><li>Some people confuse equity with equality. Equality refers to treating everyone the same, while equity emphasizes fairness by giving people what they need to succeed, even if it means providing different levels of support to address disparities. Some people may mistakenly believe that equity means everyone should receive the same resources, opportunities, or outcomes, which can lead to resistance if they perceive this as unfair.</li><li>Some see equity as advocating for equal outcomes regardless of an individual’s efforts or abilities. They might think that equity implies guaranteeing the same level of success for everyone, which can be seen as impractical or unjust by those who value individual effort and achievement.</li><li>Some fear reverse discrimination. There's a common misunderstanding that equity involves discriminating against one group to benefit another. This perception can lead to resistance from those who fear they’ll be unfairly disadvantaged because of their demographic characteristics.</li><li>Some may resist equity measures because they see them as simplistic solutions to multifaceted and systemic issues, such as racism, sexism, and economic inequality. These are complex and deeply rooted problems that may not be fully understood by everyone. </li><li>Some may assume that creating equity means taking resources or opportunities away from one group to give them to another. This zero-sum mindset can lead to resistance because it overlooks the possibility that equity can benefit society as a whole by reducing disparities and fostering inclusivity.</li><li><a href="https://www.pewresearch.org/politics/2021/08/12/deep-divisions-in-americans-views-of-nations-racial-history-and-how-to-address-it/">Political rhetoric</a> or media portrayals may misrepresent equity for political gain. This can lead to widespread misconceptions about equity that sow fear and mistrust.</li></ul></div><h3 style="text-align: left;">So, what can we do to <a href="https://academicpersonnel.ucmerced.edu/common-myths-about-diversity-and-equity">combat</a> these misconceptions? </h3><div>First, it’s important to be clear on what we mean by equity and why we’re focusing on it. Doing this helps us separate equity from the politics that can <a href="https://direct.mit.edu/ajle/article/doi/10.1162/ajle_a_00019/107229/EQUALITY-VS-EQUITY">sometimes bog down progress</a>. <a href="https://brill.com/view/journals/ser/54/1/article-p3_002.xml?language=en">Concepts of equity</a> are continually changing, and so we need to understand which idea we’re working from and what we want to accomplish by it. Clear and open communication about the principles of equity we’re operating under, as well as relatable and accurate definitions of key terms will help illustrate our intent. </div><div><br /></div><div>It can be helpful to simplify the message to bring people on board, before delving into the complexities of equity issues. For instance, at its core, the goal of equity is to give each person a fair chance at <a href="https://www.worldcat.org/title/Belonging-through-a-culture-of-dignity-:-the-keys-to-successful-equity-implementation/oclc/1147705754">belonging and dignity</a>. Building a culture around these simpler concepts can help open the door to more nuanced issues such as racism and sexism and institutional inequities.</div><div><br /></div><div>We also need to articulate how we expect our equity efforts will lead to a more fair and accessible youth program. When we can draw a clear line between our methods, the outcomes we expect, and who we expect to benefit (which is everyone), people are more likely to understand and support these efforts. </div><div><br /></div><div>We can better articulate these expectations by actively educating ourselves, our peers, our volunteers, our youth, and our families and other stakeholders about equity issues in ways that invite people to wrestle with complex ideas that may not have immediate solutions. This is probably the most difficult task, because it means admitting that we don’t have all the answers. This type of <a href="https://www.forbes.com/sites/tracybrower/2021/12/29/the-surprising-benefits-of-admitting-mistakes-5-ways-to-build-intellectual-humility/?sh=4f9cf8b773c3">intellectual humility</a> can result in better leadership, job performance, community, and decision-making. </div><div><br /></div><div>What other misconceptions about equity do you find in your youth work? What do you find effective in helping provide more clarity about equity efforts? </div></div><div><br /></div></div><div><div style="text-align: right;"><span style="font-size: 20px;">-- </span><a href="https://extensionstaff.umn.edu/jessica-russo" style="font-size: 20px;">Jessica Pierson Russo</a><span style="font-size: 20px;">, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com3tag:blogger.com,1999:blog-8870492126959061342.post-61851563441012754192023-09-20T12:00:00.011-05:002023-09-25T12:11:29.357-05:00A wilderness guide's approach to youth voice<p><b><a href="https://extensionstaff.umn.edu/jeremy-freeman">By Jeremy Freeman</a></b></p><div style="text-align: right;"><span><div style="text-align: left;"><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFafKDOMF8nAUlBMdlvwbpJQQ7wEotJm5SyXoz4FaxVfcTnKRQB98JDtV9CQ_dTXOnfcqPDkeE1iuSTO4wglYNygGu97T-Dcd13GjJjiev-nGOYCQxdf72u3-P8Z67nlmSzzE8R_0jCdRNON-N1HKgpAXj7mLf__qf6AqDWIATN486HneShbmUc_B-zyM/s3264/IMG_20190216_125904956.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="3 youth wearing winter gear outside in the snow" border="0" data-original-height="3264" data-original-width="2448" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFafKDOMF8nAUlBMdlvwbpJQQ7wEotJm5SyXoz4FaxVfcTnKRQB98JDtV9CQ_dTXOnfcqPDkeE1iuSTO4wglYNygGu97T-Dcd13GjJjiev-nGOYCQxdf72u3-P8Z67nlmSzzE8R_0jCdRNON-N1HKgpAXj7mLf__qf6AqDWIATN486HneShbmUc_B-zyM/w240-h320/IMG_20190216_125904956.jpg" width="240" /></a></div>As a wilderness educational guide, you have a balance to understand and employ. If you retain all control over the group experience, you lend your group to a sightseeing experience. If you swing the pendulum too far to the other side, abdicating all ownership, the group risks its own safety, and will suffer without the guide's experience and knowledge. Learning how much control to pass over to a group is a delicate task. </div><div><br /></div><div>As a guide, the level of ownership you transfer needs to accurately reflect the needs of the group as well as their skill and understanding of the situation. For one group, personal ownership may mean giving them a voice to set how far and fast they want to travel on a hike with the occasional glance at a map to gauge progress. To another group, it may be appropriate to 'hand over the compass' and let them chart their own course. In this second instance, while the group may have control of their destiny, an experienced guide retains a measure of control knowing both the surrounding terrain, the challenges ahead, and how to navigate through any unintended obstacles the group encounters. Ownership can be transferred because the group is being supported by a trusted source who can skillfully educate and manage the experience. </div><div><br /></div><div>This same approach can be applied when we think about guiding youth voice in youth development programming. The level of voice we give to young people <a href="https://jyd.pitt.edu/ojs/jyd/article/view/244">needs to be balanced</a>. As a child grows, they need to be shown and guided along with the life choices they make. Too much or too little structure may limit their growth. This is illustrated well in the <a href="http://www.overindulgence.org/developmental-parenting.pdf">parenting highway tool</a> designed by University of Minnesota Extension family development colleagues. To cultivate a healthy relationship with a child, elements of nurturing and defined structures need to be reinforced. </div><div><br /></div><div>So what can we do to be flexible and skillful in how we monitor and create spaces for youth voice? How can we navigate the challenges, obstacles and barriers youth face to support their full potential? Here are three considerations:</div><div><ul style="text-align: left;"><li><b>Recognizing the maturity of the group plays a key role in supporting voices</b>. As young people develop and they build their own understanding and awareness of how their voice contributes and affects those around them, the control and ownership we give to them can be adjusted. </li><li><b>Monitor and respect the external voices that support a group</b>. Parents, grandparents, caregivers or close mentors can support or interrupt the development of young people depending on how we engage them. Ensuring we connect and align priorities with these external voices is important if we want to create a space where young people are given the freedom and space to share their voice. </li><li><b>Have an experienced leader who understands the practices and nuances of youth development</b>. Ensuring we train, equip and prepare volunteers, teachers and educators to manage the group's experience using quality youth development resources ensures our young people will be guided in a way that aligns with their best interests and growth.</li></ul></div><div>Working with and on behalf of young people is an adventure. I’d love to hear from you on what practices and strategies you use to navigate the trail.</div></div><div><br /></div></div><span style="font-size: 1.25em;">-- </span><a href="https://extensionstaff.umn.edu/jeremy-freeman" style="font-size: 1.25em;">Jeremy Freeman</a><span style="font-size: 1.25em;">, Extension educator</span></span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com2tag:blogger.com,1999:blog-8870492126959061342.post-60762611092867760712023-09-13T12:00:00.012-05:002023-09-15T14:47:24.276-05:00Expanding global citizenship with theatre<p><b><a href="https://extensionstaff.umn.edu/sarah-odendahl">By Sarah Odendahl</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCF7n0jBVX1iFVTENJD3jOh6XTW6GZyP-9gdZjH1QCNAuHzpPbdGtlvKa2qTMT-f1GAu6raK7yEyu8nHAhFivs-hgj3gkxXMwJdC91XpyvLuQ548aYd21HQgxx8Tm5FoIp5tv3m4lRsMCUIEeGluYlValWOuKu7nRp2qemzRQ73UoWRO41z8vFP1FejEA/s624/State%20Arts-In.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Minnesota 4-H State Arts-In performance photo" border="0" data-original-height="351" data-original-width="624" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCF7n0jBVX1iFVTENJD3jOh6XTW6GZyP-9gdZjH1QCNAuHzpPbdGtlvKa2qTMT-f1GAu6raK7yEyu8nHAhFivs-hgj3gkxXMwJdC91XpyvLuQ548aYd21HQgxx8Tm5FoIp5tv3m4lRsMCUIEeGluYlValWOuKu7nRp2qemzRQ73UoWRO41z8vFP1FejEA/w320-h180/State%20Arts-In.jpg" width="320" /></a></div>"The need to attend to global citizenship education is essential" are the first words of a <a href="https://www-tandfonline-com.ezp2.lib.umn.edu/doi/epdf/10.1080/00131910500352473?needAccess=true&role=button">2006 article from UNESCO</a>. The article identifies that of the four pillars of education from an earlier UNESCO report, " 'learning to live together', remains the biggest challenge."</div><div><br /></div><div>One of Minnesota 4-H’s goals is to help youth develop global citizenship skills. A quick Google search identifies many other organizations - from Fulbright to National Geographic - that have learning opportunities with the same goal. How can youth workers across organizations help youth build these skills?</div><div><br /></div><div>Emerging research shows that youth’s personal <a href="https://helping-youth-thrive.extension.org/what-are-sparks/">sparks</a> help direct them to growth, contribution, and connection. Youth workers who can harness the skills, interests, and special qualities of youth and connect them to desired learning outcomes see increased odds of success.</div><div><br /></div><div>My personal spark for theater arts is one I enjoy sharing with youth; it’s also one that can easily help youth expand global citizenship skills. <a href="https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2007.01054.x?casa_token=fcKlxaNTxOQAAAAA%3AeKZNPwbJdoAA2GaVe-oNqfqmQ62y61aX9pfODFXqWFjWbzLD8TqzAKek2TbI6oOvHov1Z0gVQFyIj2ATcA">A 2007 study</a> of a high school theater program reported about one participant: "she had her 'eyes opened' to the wide range of experiences people have gone through and how these shaped their emotions." <a href="https://www.tandfonline.com/doi/full/10.1080/08929092.2012.678223?scroll=top&needAccess=true&role=tab">A 2012 study</a> asked adults who had participated in high school theater and speech activities about the impact of those activities on their lives. Some of the impacts respondents reported were "gained global, social, cultural awareness," "expanded worldview (political, social, religious)," and "learned to accept differences." </div><div><br /></div><div>Designing theater experiences that help youth grow global citizenship skills takes <a href="https://forumfyi.org/weikartcenter/">intention and quality</a>. As one respondent in the 2012 study said of her school’s theatrical selections “they were often very safe and uncontroversial and didn’t really push any criticism of the status quo.” Use these tips to help create an intentionally challenging program:</div><div><ul style="text-align: left;"><li><b>Work with diverse source materials</b>. Youth can’t expand their worldview if they aren’t exposed to other viewpoints. Engage materials written by and about characters who differ from the youth in your program. Race, ethnicity, national origin, religion, gender, sexual orientation, socio-economic status, and more can all provide new viewpoints to youth.</li><li><b>Develop a supportive program culture</b>. Youth need a safe and supportive environment in order to interact and engage with material. Creating a program culture that allows youth of all identities and viewpoints to feel safe, valued, and heard is a critical component of our work.</li><li><b>Engage <a href="http://www.beehivedramaturgy.com/whatisdramaturgy">dramaturgy</a></b>. Responses in the 2012 study indicated that the learning in theater programs was "better with supplemental research." Exploring other primary and secondary resources will help youth understand the viewpoints and issues presented in their theater works.</li></ul></div><div>Helping youth expand their global citizenship skills is a challenging and worthwhile goal. If you already use theater as a tool, what tips would you add to this list?</div></div><div><br /></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/sarah-odendahl">Sarah Odendahl</a>, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-73484114245872989762023-08-23T12:00:00.001-05:002023-08-23T12:00:00.142-05:00The role of coaches in facilitating learning through STEM<p><b><a href="https://extensionstaff.umn.edu/rebecca-meyer">By Rebecca Meyer</a></b></p><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkNXiTuGxYEYrgvHH2_yUcZ9ORLg9oeN7Tg9K0WCLOyCZgMHaR1WhKQZVzjdSWK10P1tS03_1R2QXFVMn6MDPOg6nLcGGbGT_GaICRE1Yom1YZfDPEJHqnQMpN9zXj1h8lwgfEis1Yjr9QBP7FoJlloJLCRKNHm2jIJ8Ei5263mo3ie3eqYpyg4eOtxh4/s6720/Copy%20of%20UMN-7865.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="STEM coach and youth at the 2023 Minnesota 4-H Engineering Design Challenge" border="0" data-original-height="4480" data-original-width="6720" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkNXiTuGxYEYrgvHH2_yUcZ9ORLg9oeN7Tg9K0WCLOyCZgMHaR1WhKQZVzjdSWK10P1tS03_1R2QXFVMn6MDPOg6nLcGGbGT_GaICRE1Yom1YZfDPEJHqnQMpN9zXj1h8lwgfEis1Yjr9QBP7FoJlloJLCRKNHm2jIJ8Ei5263mo3ie3eqYpyg4eOtxh4/w320-h213/Copy%20of%20UMN-7865.jpg" width="320" /></a></div><div>The Minnesota 4-H STEM program recently wrapped up the <a href="https://extension.umn.edu/projects-and-more/4-h-engineering-design-challenge">2023 Engineering Design Challenge with in-person and virtual showcases</a>. The youth and coaches who engaged in this year’s challenge theme "Take Your Best Shot and Celebrate" in honor of the program’s tenth anniversary demonstrated immense creativity and innovation, along with learning related to their understanding and challenges of simple machines but also of one another.</div><div><br /></div><div>One of my interesting observations among the various activities was some of the differences among the teams. For example, one team I was privileged to engage in deeper conversations with came together from multiple clubs in their county to form the team and had only been working together on the challenge (many for their first time) since May. This team not only had an exceptional machine that ran well when demonstrated, but they also seemed to work really well with each other. When asked what their favorite part of the machine was, one young person shared which component was their favorite and then added that it was a fellow team member who brought forward the idea and helped to incorporate it into the machine. I thought about the amazing qualities this team was exhibiting and it made me wonder about how much this is about the individual personalities that make up the team, but also how the team was supported by their coaches. As professionals, we know this is a blend of both, and includes other characteristics since humans are complex. </div><div><br /></div><div>While our evaluations from the youth and coaches are just beginning to be analyzed, I do have ideas that lend to ensuring youth have positive engagement and are encouraged in STEM learning. Much of this attention should be focused on how adults are engaging and supporting youth in their learning. However this is often an area that we professionals either hurry along or neglect, as we tend to focus on what youth are doing and how it unfolds. It is easy to get caught up in the curriculum and lose sight of the bigger picture that <a href="https://www.nature.com/articles/s41599-022-01217-1">STEM learning unfolds in a learning environment, where teams come together to work with adult leaders to solve problems</a>.</div><div><br /></div><div>The reality is STEM work encompasses both knowledge building (science inquiry activities) and also social aspects (team collaborative activities). Through the <a href="https://conservancy.umn.edu/bitstream/handle/11299/161607/D2D%20GT%20Preliminary%20Findings%20poster-56x36%20MEYER.pdf?sequence=1&isAllowed=y">Driven to Discover: Enabling authentic inquiry through citizen science project</a> we identified the team context as one of the critical elements that contribute to successful problem-solving and inquiry learning. To be successful, adult leaders <a href="https://www.ucpress.edu/book/9780520284791/handbook-of-citizen-science-in-ecology-and-conservation">need both knowledge of the science they are helping to facilitate, but also knowledge of youth in team activities</a>. We need to equip adult leaders with understanding skills and capabilities to create an effective team learning environment. Augmenting adult leader training around STEM content with complimentary awareness and skills with social emotional learning, like teamwork.</div><div><br /></div><div>When we focus solely on the sequence of activities or curriculum without being attentive to develop skills to create an effective learning environment, the experiences may be less successful. In the context of STEM learning, it is important that we focus on multiple dimensions to not only foster the collaborative space for questioning and solving the world’s grand challenges, but also effectively creating an environment for young people to learn about one another. </div><div><br /></div><div>In your experience of facilitation, what have you found to be most important?</div></div><div><br /></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/rebecca-meyer">Rebecca Meyer</a>, Extension educator</span></div><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam</i></small></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-35684573020736225122023-08-16T12:00:00.041-05:002023-08-16T12:00:00.152-05:005 tips for evaluating youth programs<p><b><a href="https://extensionstaff.umn.edu/samantha-grant">By Samantha Grant</a></b></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw4Nm4KXbL-AIz0gDb4m_dMwHUESzLOHpNEPJWHqU66ecu5jNAh4uXyNfmZ-kuyq2eUoJPPwdjevmA3otPKBuK875mtMClUmex0mk9i9FKazIT_gaZdyqIbVIfAPk6d7wkGyTTpRwfumzXVskcJLE134H19aARBrlKvlBOdlDv_GAEpAufP0VPcrzuCko/s624/male%20youth%20filling%20out%20evaluation%20form.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Male youth filling out evaluation form" border="0" data-original-height="236" data-original-width="624" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw4Nm4KXbL-AIz0gDb4m_dMwHUESzLOHpNEPJWHqU66ecu5jNAh4uXyNfmZ-kuyq2eUoJPPwdjevmA3otPKBuK875mtMClUmex0mk9i9FKazIT_gaZdyqIbVIfAPk6d7wkGyTTpRwfumzXVskcJLE134H19aARBrlKvlBOdlDv_GAEpAufP0VPcrzuCko/w400-h151/male%20youth%20filling%20out%20evaluation%20form.png" width="400" /></a></div>Do you do something for work that comes so naturally it’s almost hard to explain it to other people? I’ve spent my career conducting evaluations with youth. Youth evaluation is a language I speak fluently. Last month my colleague <a href="https://extensionstaff.umn.edu/john-murray">John Murray</a> and I presented to Extension staff in Pennsylvania about evaluating youth programs. In this session we had to translate what we naturally do as evaluators. <p></p><p>Maybe you’re new to evaluation or maybe you’ve been evaluating youth for years like me. From my experience, youth workers are natural evaluators because you are always asking questions about your programs. Have you found yourself thinking:</p><p></p><ul style="text-align: left;"><li>How can I make this program better for youth?</li><li>Why are youth struggling to come together as a team?</li><li>What could I plan that would get youth engaged?</li></ul><p></p><p>If you nodded your head along with these questions, you’re a natural evaluator. (If you didn’t, start getting curious about your programs. Curiosity is a natural precursor to evaluation.) </p><p>If you’re ready to refine your evaluation practice with youth, my <a href="https://docs.google.com/document/d/1xSu-KbzrQ7AweEIIry7uZHkVmfKitKZIZiYGVZaiFFA/edit#heading=h.pyfqdk8nl0tx">top five tips</a> for evaluating youth programs are:</p><p></p><ol style="text-align: left;"><li><b>Know your audience</b>. Find out more details about the youth group including academic level, attention span and how they’ve been involved in evaluation in the past. Youth are tested all the time, so you need to tell them why the evaluation matters.</li><li><b>Get approval</b>. Consent from parents; assent from youth. Let parents know you’re doing the evaluation. Youth under 18 cannot legally consent for themselves, but give youth the power to choose to be part of your evaluation. Their involvement can’t be tied to their continued participation in the program.</li><li><b>Think about reading level</b>. Reading level isn’t always tied to grade. If you’re working with a group of typical fourth graders, you can expect that half are reading below grade level. Make your questions as easy as possible so that everyone can understand them. <a href="https://blog-youth-development-insight.extension.umn.edu/2020/05/readability-scoring-tools-for.html">Use a readability calculator</a> to test the reading level. If youth struggle, read it for them.</li><li><b>Be ready to explain</b>. Evaluation isn’t like standardized test taking. Take time to ensure youth understand, and allow them to ask questions throughout. If your survey contains scaled questions, make sure they understand the rating scale.</li><li><b>Test it out</b>. Test the questions ahead of time. Do youth understand? What doesn’t make sense? Tell them: “Think about kids your age and let me know when you get to a question or spot that wouldn’t make sense to someone your age.” This way they don’t have to say that they are confused, they can answer for a friend.</li></ol><p></p><p>Bonus tip: Be creative, not cutesy. <a href="https://blog-youth-development-insight.extension.umn.edu/2019/04/creative-ways-to-survey-youth.html">Check out a blog post</a> and video I’ve created on creative evaluation strategies.</p><p>What are your tips for evaluating youth programs?</p><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/samantha-grant">Samantha Grant</a>, REACH Lab research project director</span></div><div style="text-align: right;"><span style="font-size: 1.25em;"><br /></span></div><span><i><div style="font-size: small;"><i><span style="font-size: x-small;"><small>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</small></span></i></div></i></span></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-87799844395946690362023-08-09T12:00:00.002-05:002023-08-10T12:10:13.871-05:00Artificial intelligence and the need for social emotional learning<p><b><a href="https://extensionstaff.umn.edu/kate-walker">By Kate Walker</a></b></p><div><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBrJfOT6gozN4YFlneNzyiPcl0oQQRCbowFYEWUTdizkuR59xLXGXq3h-cl9etEw3BbEBYySaivcz9F_iwYMX7FAboPJ5rOSHMBtiCQIyFGYW6_fl0wXw1EUdW-OswWPrdhMy4lS6bzolXLnPzlKFWCTI7qTN2HfQ35edjOFo9E4neUVMHNwdfTaw7i5s/s363/A%20close-up%20of%20a%20robot%20hand%20reaching%20for%20a%20human%20hand.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="A close-up of a robot hand reaching for a human hand" border="0" data-original-height="242" data-original-width="363" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBrJfOT6gozN4YFlneNzyiPcl0oQQRCbowFYEWUTdizkuR59xLXGXq3h-cl9etEw3BbEBYySaivcz9F_iwYMX7FAboPJ5rOSHMBtiCQIyFGYW6_fl0wXw1EUdW-OswWPrdhMy4lS6bzolXLnPzlKFWCTI7qTN2HfQ35edjOFo9E4neUVMHNwdfTaw7i5s/w320-h213/A%20close-up%20of%20a%20robot%20hand%20reaching%20for%20a%20human%20hand.jpg" width="320" /></a></div>In today's rapidly evolving world, artificial intelligence (AI) is becoming increasingly integrated into our daily lives. From smart homes to autonomous vehicles, AI has the potential to reshape how we live and work. However, as this technology advances, there is a growing realization that young people must develop not only technical skills, but also social emotional learning (SEL). Youth programs can play a vital role in equipping the next generation with the <a href="https://www.capgemini.com/gb-en/wp-content/uploads/sites/3/2019/10/Digital-Report-%E2%80%93-Emotional-Intelligence.pdf">social emotional skills crucial to thrive in an AI-driven society</a>.</div><div><br /></div><div>Artificial intelligence refers to the development of computer systems capable of performing tasks that typically require human intelligence, such as problem-solving and decision-making. Yet while AI can automate many routine tasks, it cannot replicate essential human qualities, such as empathy, creativity, and critical thinking. Here’s why social emotional skills are needed to successfully navigate the complexities of an AI-driven society:</div><div><ul style="text-align: left;"><li><b>Empathy and collaboration</b>. As AI becomes more prevalent, human interaction and collaboration will remain vital. SEL helps young people develop empathy, understanding, and the ability to work effectively with others. These skills enable them to navigate diverse perspectives, build strong relationships, and collaborate in teams.</li><li><b>Adaptability and resilience</b>. In a world where technology is evolving rapidly, adaptability and resilience are key. SEL equips young people with the ability to adapt to change, bounce back from setbacks, and embrace continuous learning. These skills foster a growth mindset and enable individuals to thrive in dynamic and uncertain environments.</li><li><b>Ethical decision-making</b>. AI presents complex ethical challenges, such as privacy concerns, algorithmic bias, and job displacement. SEL helps young people develop ethical decision-making skills, enabling them to critically evaluate the impact of AI and make informed choices that prioritize human well-being, fairness, and social justice.</li></ul><div><br /></div></div><h3 style="text-align: left;">The role of youth programs</h3><div><a href="https://www.jstor.org/stable/44219023">Youth programs play a crucial role in fostering social emotional learning and transferable skills in young people</a>. They promote SEL through supportive relationships, project-based learning, and leadership development:</div><div><ul style="text-align: left;"><li><b>Safe and supportive environments</b>: Youth programs provide safe spaces where young people can explore their identities, build self-confidence, and develop meaningful relationships. These environments encourage open communication, respect, and empathy, laying the foundation for the development of social emotional skills.</li><li><b>Experiential learning</b>: Youth programs often incorporate experiential learning, enabling young people to apply knowledge in real-world contexts. By engaging in hands-on projects and collaborative activities, participants develop problem-solving, critical thinking, and communication skills, all of which are essential for an AI-driven future.</li><li><b>Mentoring and role models</b>: Youth programs often involve mentorship, connecting young people with caring adults who can provide guidance and support. Mentors serve as role models and help young individuals develop self-awareness, emotional intelligence, and interpersonal skills.</li><li><b>Cultivating leadership skills</b>: Youth programs provide opportunities for young people to take on leadership roles and develop essential skills such as decision-making, teamwork, and communication. Leadership experiences build confidence and empower individuals to become positive change agents in an AI-driven world.</li></ul></div><div>As artificial intelligence continues to advance, it is essential to recognize the significance of social emotional learning in preparing the next generation. AI cannot replace the human qualities that contribute to our well-being and success, and youth programs play a vital role in nurturing these attributes. By investing in SEL, we empower young people to navigate the challenges and opportunities presented by AI, creating a more inclusive, compassionate, and technologically adept society.</div></div><div><br /></div></div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/kate-walker">Kate Walker</a>, Extension professor and specialist in youth work practice</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-67012877258333679972023-07-26T12:00:00.003-05:002023-08-03T08:35:06.837-05:00Using the Networked Knowledge Activities framework for informal learning<div style="text-align: left;"><span style="font-family: inherit;"><a href="https://extensionstaff.umn.edu/karyn-santl" target="_blank"><b>By Karyn Santl</b></a></span></div><div style="text-align: left;"><span style="font-family: inherit;"><a href="https://extensionstaff.umn.edu/karyn-santl" target="_blank"><br /></a>One of my roles is to develop training, tools and resources for Minnesota 4-H volunteers. We depend on volunteers to deliver high-quality, culturally relevant programs for youth. I am always looking for ways to use different modes to reach volunteers with the tools and resources they need to be successful in their roles.</span></div><div style="text-align: left;"><span style="font-family: inherit;"><br />At the National Extension Conference on Volunteerism (NECV), I attended a workshop by Florida 4-H staff that introduced me to the concept of Networked Knowledge Activities (NKA). NKA is an instructional design framework that describes the knowledge activities that people use in networked online contexts (e.g., online classes, social media, virtual communities of practice). The framework’s purpose is to guide the design and development of social media-based learning activities in a formal learning context.</span></div><div style="text-align: left;"><span style="font-family: inherit;"><br />Florida 4-H staff gave the example of their Network Knowledge Activities with this diagram:</span></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><img alt="Florida 4-H staff gave the example of their Network Knowledge Activities with this diagram" border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXJpE99vo9dJNv3nM6HFnR3NmIycOqqR-b89EThx5oTUacNsf4nRW3DuKieIqh5X_clyxG_K0pq904IZccdA2pAw3xLAfyKbe_5orKaOnwYBiLOqlh6qvXNby6El0yJOPxCYevAa8aCLO0D4koAiGPO9WPaltdxe2uvqzefYWn3xumMXQAbzv99p3DZfE/w320-h320/Untitled%20design%20(40).png" title="Graphic created by Heather Kent, UF/IFAS Extension Northwest District 4-H Regional Specialized Agent, 2023." width="320" /></span></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit; font-size: x-small; margin-left: 1em; margin-right: 1em;"><i>Graphic created by Heather Kent, UF/IFAS Extension Northwest District 4-H Regional Specialized Agent, 2023.</i></span></div><div style="text-align: left;"><ol style="text-align: left;"><li><span style="font-family: inherit;">They start with a blog post on a topic that may have links to a fact sheet, project page, infographic or planning guide.</span></li><li><span style="font-family: inherit;">The blog post is shared on their social media accounts. YouTube is used for videos and Pinterest for curated boards on the topic.</span></li><li><span style="font-family: inherit;">A link to the blog is in their monthly newsletter that is emailed to families and volunteers.</span></li><li><span style="font-family: inherit;">Links from the blog are housed on their volunteer resources website.</span></li><li><span style="font-family: inherit;">Content is reviewed and resources are shared at in-person meetings at the local level. </span></li></ol><span style="font-family: inherit;">I am building a smaller NKA to strengthen the informal learning that occurs for volunteers in the region I serve. I plan to start with a monthly newsletter emailed out to 4-H club leaders that has two or three short articles that links them to resources on our website. I am also creating a private Facebook group that connects to the tools and resources linked in the newsletter. Club leaders can participate in discussions with others around the topic. Local staff can discuss and share these resources at in-person meetings.</span></div><div style="text-align: left;"><span style="font-family: inherit;"><br />I see how this intentional network planning can be a framework for organizations to strengthen informal learning with youth or adults, do you? Do you have an intentional pathway for the volunteers, youth or parents in your organization to gain skills to support their work?</span></div><div style="text-align: left;"><span style="font-family: inherit;"><h3 style="text-align: right;"><span style="font-weight: normal;"><span style="font-family: inherit;">-- </span><a href="https://extensionstaff.umn.edu/karyn-santl" style="font-family: inherit;" target="_blank">Karyn Santl</a><span style="font-family: inherit;">, Extension educator</span></span></h3></span><div style="text-align: left;"><span style="font-size: x-small;"><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></span></div></div>Maddie Eatonhttp://www.blogger.com/profile/04705349557540529144noreply@blogger.com2tag:blogger.com,1999:blog-8870492126959061342.post-33061564812432445262023-07-12T12:00:00.001-05:002023-07-12T12:00:00.137-05:00Building a healthy camp environment<p><b><a href="https://extensionstaff.umn.edu/karen-beranek">By Karen Beranek</a></b></p><div><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcl2Zo5ozzv1p2kVd85bNz1MN4MmeCYK1X_w4ipuP0fex2eClGEnxopGxIfIxOCUMzxeR9pRBzz7muWIf7c0C85PrpoA5hi1Go8NgxtUgdEFNCmoJROVX2PPfwTP0sbBHkvxB8B5PSEzdLNyfFspCW-FV3IL56_fR9FoHnJUk9MKklc2ioo8AuhVfp0AY/s443/youth%20and%20youth%20worker%20sitting%20at%20picnic%20table.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Youth and youth worker sitting at a picnic table" border="0" data-original-height="332" data-original-width="443" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcl2Zo5ozzv1p2kVd85bNz1MN4MmeCYK1X_w4ipuP0fex2eClGEnxopGxIfIxOCUMzxeR9pRBzz7muWIf7c0C85PrpoA5hi1Go8NgxtUgdEFNCmoJROVX2PPfwTP0sbBHkvxB8B5PSEzdLNyfFspCW-FV3IL56_fR9FoHnJUk9MKklc2ioo8AuhVfp0AY/w320-h240/youth%20and%20youth%20worker%20sitting%20at%20picnic%20table.jpg" width="320" /></a></div>Camp is an amazingly unique and powerful experience - especially residential or overnight camps. For many first-time campers, this is the first time away from family and with so many other youth their age for an extended period of time. This new environment - physical and social - often comes with some big feelings. </div><div><br /></div><div>A well-designed, high quality youth camp can be a great opportunity for campers to learn about and practice navigating their emotions and reactions. Let’s dig into some tips...</div><h3 style="text-align: left;"><a href="https://www.acacamps.org/article/camping-magazine/developing-social-emotional-learning-skills-camp">Design programs</a> to support campers:</h3><div><ul style="text-align: left;"><li>Create space in the schedule for smaller groups of campers and counselors to get to know each other.</li><li>Have the opening session of camp outside! An open space can be easier to hear than a loud room.</li><li>Share a basic schedule both verbally and posted in writing so campers know what to expect.</li><li>Staff can model interactions with youth - specifically during transitions and meal time.</li><li>Think about the location or space for each activity. The size of the space should align with the number of youth. Be aware of closeness to other small groups.</li><li>Balance the schedule with large group, small group and even independent time.</li><li>Build in time for counselors to take a break from campers and rejuvenate themselves. </li></ul></div><h3 style="text-align: left;"><a href="https://js.sagamorepub.com/index.php/jorel/article/view/10543">Prepare counselors</a> to support campers:</h3><div><ul style="text-align: left;"><li>Get to know your campers as individuals. Talk to each camper individually at check-in.</li><li>Include conversations about the whole camper and what they bring with them to this new place.</li><li>Ask questions. Inquire about their feelings about coming to camp.</li><li>Share information about what is going to happen this week.</li><li>Role model positive behavior and handling of emotions.</li><li>Share your feelings about camp or a specific activity.</li><li>Work with staff on recognizing triggers for any specific campers in your cabin.</li><li>Counselors connect with each of their campers throughout the day. Chat with them while walking to the next activity, during meals, or during free time.</li></ul></div><div>Healthy camp programs <a href="https://www.acacamps.org/research/continuous-improvement/camp-program-quality">continue to improve</a> each year. For those of you who have already gotten to experience camp this summer, what would you add to the design of your camp program? How did counselors work with campers throughout camp to ensure it was a positive experience?</div></div><div><br /></div></div><div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/karen-beranek">Karen Beranek</a>, Extension educator</span></div><span style="font-size: 1.25em;"><br /></span><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com0tag:blogger.com,1999:blog-8870492126959061342.post-55229676974284310352023-06-28T12:00:00.027-05:002023-06-28T12:00:00.146-05:00Youth as authors of their lives<p><a href="https://extension.umn.edu/contacts-families-and-youth/jessica-russo"><b>By Jessica Pierson Russo</b></a></p><div><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9hbeMpgSvgB3JLARqcPBKKlMkyd1QgKXZIJHvKpb8gB4LacN1FFpU5enypta0BKxqpdZB-fs2y2kAO9BmKHUu0FWoaKFV079IDsxFPmDDseV0yWyl5IO3ggjQaSEbWoNZyOyRt5JpxgcSQYgFvnmQmeQkB6JYhr1ilGFI5RLi8LZOmzylvwtKCUstFiM/s1280/girl-774648_1280.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Young girl writing in journal" border="0" data-original-height="853" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9hbeMpgSvgB3JLARqcPBKKlMkyd1QgKXZIJHvKpb8gB4LacN1FFpU5enypta0BKxqpdZB-fs2y2kAO9BmKHUu0FWoaKFV079IDsxFPmDDseV0yWyl5IO3ggjQaSEbWoNZyOyRt5JpxgcSQYgFvnmQmeQkB6JYhr1ilGFI5RLi8LZOmzylvwtKCUstFiM/w320-h213/girl-774648_1280.jpg" width="320" /></a></div>Youth, no matter what age, can achieve great things. But do they believe it? Many youth, especially adolescents, can feel as though they’re at the mercy of the world around them. But if they can feel a sense of self-agency, they can begin to see themselves as the authors of their lives and find a kind of personal leadership that brings self-confidence, hope, and expectation for their futures. </div><div><br /></div><div>I define self-agency as a sense of yourself as the agent, or leader of your life—your ability to use your resources, to be effective, influence your own life, drive change, and take responsibility for your behavior. It is important to note that youth will express self-agency differently, depending on their cultural background and personal experiences. For instance, the value of independence so strongly valued in the United States may not be so strongly emphasized in other places. However, self-agency is important because it helps youth feel distinct from others. Years of research on the topic prove its <a href="https://doi.org/10.3389/fpsyg.2016.01272">importance</a> to overall health and <a href="https://consortium.uchicago.edu/publications/foundations-young-adult-success-developmental-framework">well-being</a>, academic motivation and achievement, and <a href="https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=1504664">personal development</a>—including the development of self-esteem and identity. Self-agency is important for all youth, though those with the most risk factors may stand to <a href="https://www.sciencedirect.com/science/article/pii/S0191886922002598">benefit most</a>. Developing a sense of agency allows youth to confront the barriers in their lives with hope that they can be overcome. To develop agency, youth need opportunities to build confidence in exploring the world and themselves, asking questions and contributing ideas, and learning from their mistakes.</div><div><br /></div><div>Here are some <a href="https://all4ed.org/wp-content/uploads/2019/08/04-Identity-and-Empowerment_FINAL.pdf">strategies</a> that youth programs can use to foster self-agency in adolescents. </div><div><ol style="text-align: left;"><li>Encourage self-reflection and self-awareness through activities like journaling, mindfulness, and self-assessment so youth can gain a deeper understanding of their strengths, weaknesses, and values.</li><li>Help youth learn goal setting and planning so they are able to set specific, achievable goals and create plans to achieve them.</li><li>Use autonomy-supportive discipline in your programming by providing youth with opportunities to make decisions, take responsibility, and exercise autonomy with your guidance and support.</li><li>Help youth develop problem-solving, decision-making, communication, and self-regulation.</li><li>Provide constructive feedback and positive reinforcement to motivate them to strive for self-agency.</li><li>Mentor youth by modeling positive relationships.</li><li>Create a supportive environment that fosters autonomy, youth voice and choice, self-discovery, and self-expression.</li></ol></div><div>What do you think about the idea of developing self-agency in youth? How do you actively support youth seeing themselves as the authors of their lives?</div></div><div><br /></div></div><div><div style="text-align: right;"><span style="font-size: 20px;">-- </span><a href="https://extension.umn.edu/contacts-families-and-youth/jessica-russo" style="font-size: 20px;">Jessica Pierson Russo</a><span style="font-size: 20px;">, Extension educator</span></div><p><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p></div>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com4tag:blogger.com,1999:blog-8870492126959061342.post-85564620948162408612023-06-14T12:00:00.019-05:002023-06-22T14:00:25.543-05:00Navigating challenging behaviors through positive behavior intervention strategies<p><b><a href="https://extensionstaff.umn.edu/darcy-cole">By Darcy Cole</a></b></p><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjCfq7TMk24v0NVfp-8o8I10MzgGrgrkmkkm09aHIcGX3hzisLGUQiKFiXLEb34cnNXRdXlQOq2JViMFR-LxCxB3UGt-2B0LI6NmIx3YQzFZxvCCHkKsA-o1yMHmdYIQon0Cp44xEmiAogGZezaDktz18BmwCHpPpPq_qtSnfRgz_IfvEmUIQxQQjU/s256/Picture1.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Girl learning in outdoor setting with adult" border="0" data-original-height="170" data-original-width="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjCfq7TMk24v0NVfp-8o8I10MzgGrgrkmkkm09aHIcGX3hzisLGUQiKFiXLEb34cnNXRdXlQOq2JViMFR-LxCxB3UGt-2B0LI6NmIx3YQzFZxvCCHkKsA-o1yMHmdYIQon0Cp44xEmiAogGZezaDktz18BmwCHpPpPq_qtSnfRgz_IfvEmUIQxQQjU/s16000/Picture1.png" /></a></div>All youth workers will encounter challenging behavior at some time. This may occur more often when working with youth with disabilities. When challenging behaviors happen, it’s important to think about the purpose of the behavior as we navigate which strategies will be most effective in redirecting the behavior to what we’d prefer to see. Youth workers may assume that when others act differently than they would in a situation that it’s because of "bad" behavior. However, this isn’t necessarily accurate. Behaviors, both positive and negative, are used as a means of communication. If we can remember this when encountering challenging behaviors, we will be better equipped to handle them and be able to create an environment in which negative behaviors don’t need to be a way to communicate.</div><div><br /></div><div>It’s important to understand that all behavior happens for a reason, even if we’re not entirely sure what that reason is. For some individuals with disabilities, behavior may be the only way they know how to or are able to communicate a need or frustration. Some <a href="https://www.michiganallianceforfamilies.org/behavior-is-communication/">important concepts</a> to keep in mind related to behavior are that:</div><div><ul style="text-align: left;"><li>All behavior is a form of communication;</li><li>There is always a reason for “problem” behavior;</li><li>There can be many reasons behind one specific behavior;</li><li>We can learn to understand and interpret a person’s challenging behavior; and</li><li>Challenging behavior can be reduced with support, not punishment. </li></ul></div><div><br /></div><div>Individuals exhibiting challenging behavior benefit from the use of evidence-based <a href="https://www.pbis.org/pbis/what-is-pbis">Positive Behavioral Intervention Strategies (PBIS)</a> to help reduce behaviors and support new skill development. These interventions are positive and proactive, rather than reactive and consequence-based. <a href="https://www.pacer.org/cmh/learning-center/positive-behavior/behavior-intervention-strategies.asp">Some PBIS include</a>:</div><div><ul style="text-align: left;"><li>Setting clear routines and expectations that are posted and reviewed to help reduce anxiety or fear. </li><li>Using pre-arranged, discrete signals such as a hand motion, a shake of the head or a colored card placed on a table to let someone know that they need to modify their behavior. </li><li>Moving closer to the youth in a gentle way. </li><li>Using the <a href="https://www.nationwidechildrens.org/family-resources-education/health-wellness-and-safety-resources/helping-hands/behavior-support-using-planned-ignoring-at-home">planned ignoring method</a> for non-serious behaviors.</li><li>Disciplining privately. </li><li>Using the <a href="https://lifeskillsadvocate.com/blog/stop-think-act/">Stop, Think, Act Strategy</a> to teach how to think about a problem and find a solution. </li><li>Finding opportunities for youth to help others. </li><li>Using positive phrasing to let youth know that there are positive results for using appropriate behaviors. </li><li>Recognizing and stating the behavior you want to see. </li><li>Using <a href="https://www.unl.edu/asdnetwork/virtual-strategies/shaping">behavior shaping</a> to acknowledge and reinforce small gains.</li><li>Offering tangible, token, and activity reinforcers to encourage and support appropriate behavior. </li><li>Doing an <a href="https://youtu.be/UVKb_BXEp5U">Antecedent Behavior Consequence (ABC) Behavior Analysis</a> to examine the triggers (antecedent) behind a behavior and the impact the behavior can have on the individual or to their surroundings (consequence). </li></ul></div><div><br /></div><div>What are the biggest behavioral challenges you’ve experienced in your work? How did you handle them? What have you tried that’s worked or hasn’t worked? Does thinking about behavior as communication change the way you might think about or approach challenging behaviors? Which of the strategies shared do you think are most helpful? What strategies are missing?</div></div><div><br /></div><div><br /></div><div style="text-align: right;"><span style="font-size: 1.25em;">-- <a href="https://extensionstaff.umn.edu/darcy-cole">Darcy Cole</a>, Extension educator</span></div><p><br /><small><i>You are welcome to comment on this blog post. We encourage civil discourse, including spirited disagreement. We will delete comments that contain profanity, pornography or hate speech--any remarks that attack or demean people because of their sex, race, ethnic group, etc.--as well as spam.</i></small></p>Amy M. Gregoriahttp://www.blogger.com/profile/13707020029195261106noreply@blogger.com6