Youth Development Insight

By Sarah Devine What careers do you associate with someone who works with outer space topics? Astronaut, scientist, NASA? But what does a career connected to space really mean? As  Rebecca Meyers pointed out , career pathways can be opaque for young people, and careers linked to space endeavors are no different.  Sure, there are astronomers studying objects and processes in outer space, engineers who build the spacecraft to take astronauts to space, and the astronauts themselves. However, did you know that  58.8% of astronauts  have had a previous career in a military branch before becoming an astronaut or that 53% have experience being a pilot? So even being an astronaut is often a second career.  The skills and careers linked to astronomy don’t stop with astronauts either, but hit almost every  career sector  of the US. More countries around the globe are growing their spacefaring capabilities, as are private companies. With more activity in space, how do these nations and organizati

By  Katie Ecklund Designed by Freepik When we see frustration emerging in youth programs, our instinct may be to rush over and problem solve or try to fix it. If a solution appears simple, solving it is even more tempting. But what if frustration was not a problem to be solved? What if instead, it was an opportunity? Learning how to feel frustration and following it through to futility is the essence of adaptive learning . Yet more and more, the conveniences of modern life and our own discomfort with difficult emotions are robbing young people of this valuable learning opportunity.  Frustration is not comfortable. It sometimes overlaps with anger, and can feel like a loss of control . But feeling frustration is important. It teaches us to notice what’s working and what isn’t, where we might need to let go, and where we might try looking in a new direction. Supporting youth as they feel frustration prepares them for a world where immediate solutions aren’t always provided for them.   Yo

By Karen Beranek As we transition from one season to the next, we know taking the time to pause to reflect on our life is essential. Check out my colleague's blog on the power of self-reflection from a staff perspective. This concept of taking time to think back on our experience can be so impactful.  Equally impactful is hearing directly from youth as they reflect on their youth development journey. Live from the Redwood County Fair, the local educator led a youth panel of the graduating senior class to share their insights with their parents, community members, and 4-H youth. One question was: What advice do you have for younger youth? Try something new . 4-H has so many things to learn about - so many project areas, as well as places to lead, to serve your community, and to work with others. The youth in this panel saw this as a true asset of this youth development program. Ask questions . People really are here to help you. So much learning happens when you pause to consider w

By Jeremy Freeman We would all appreciate having more volunteers to share and lead the work we do. But does it matter how we communicate about a volunteer opportunity? Are volunteers motivated by different factors? In this post I will recap findings from a study on volunteer motivation, recruitment and retention and give you some strategies to consider as you target new volunteers in your organization. When it comes to motivation to volunteer, the research is clear . There are several different motivational factors that drive volunteers, and these motivations can in part be attributed to differences in age. Of specific note, studies suggest younger volunteers (age 16-24) are far more likely to be motivated towards opportunities that teach new skills and aid career development while older volunteers (65+) are more likely to be drawn by the cause, especially if it has ties to their religious or philosophical values.  This has practical implications for the ways we communicate and create

By Jessica Pierson Russo When it came to screen time, as a parent of young children, I was never fully confident about what I should and shouldn’t let my children do. Fortunately, there are better parent resources now than when my own children were younger (see the American Academy of Pediatrics for recommendations on how to limit screen time based on age ). But as youth work professionals, what can our role be in helping youth and their caregivers find the right balance, especially for those younger ages?  The first thing we can do is be well-informed on the issue. Excessive screen time can interfere with developmental milestones in younger children, including language acquisition, social skill development, and physical coordination. The fast-paced and highly stimulating content of screen activities can also cause attention and focus issues with slower-paced activities such as reading and playing with toys. One study found that excessive screen time simulated for mice strongly impac

By Nicole Kudrle I recently completed the county 4-H showcase, a 5-day event that is focused around youth development and showcases youth’s sparks. This event  consists of long hot days, jam-packed schedules, lots of volunteer help, and loads of fun and laughter! This year was no exception, however I was also provided with lots of unanticipated challenges throughout the week.  During the first evening we encountered a very large storm that incorporated wind, dirt/sand, rain, and even hail. I am happy to say no injuries were reported. As someone who works in youth development, my first instinct was to make sure everyone was okay, help clean up after the storm, and then immediately start to think on what could be done to improve the situation for next time.  As I was leaving that evening, a 4-H volunteer stopped me and asked, "What was the best part of my day". I was stumped, my mind had been so focused on how to address the unforeseen event and how to improve things, that I fo