Arizona 4 H Blog

FOR IMMEDIATE RELEASE - November 5, 2009

WASHINGTON - The horrific tragedy at Fort Hood has sent our nation into mourning, and many want to know how to express their condolences and support to the families left behind. Reaching out to express condolences is a natural and heartfelt reaction to tragedy. TAPS, the Tragedy Assistance Program for Survivors, offers the following tips for those seeking to express sympathy and support to the families of those who died at Fort Hood.

Be understanding. The surviving families are in tremendous shock in the immediate days and weeks following the death of their loved one. Understand that families may need to be focused on making important decisions about funerals, memorial services, benefits, and a host of details. The family may not be able to respond to you right away or express their appreciation for your thoughtfulness.

Respect their privacy. Grieving families who have experienced the traumatic death of a loved one may need their family and close friends around them. Please allow them the privacy and space they need to get through what are going to be difficult days.

Think beyond flowers and food. Often bereaved families will be overwhelmed by gifts of food and flowers. Consider making a contribution to a charity or memorial fund in honor of their loved one. Often families will specify a charity or organization that their loved one was involved with or supported, and find this type of donation particularly touching.

Send a card. A card can express your sympathies and be an important reminder to a grieving family of your care and concern.

Simply express your condolences. If you talk with a family member, say you are sorry for their loss, or say you want to offer your condolences. That's enough. Avoid saying things like "I understand exactly how you feel," or "It was his (or her) time," or "He (or she) wouldn't want for you to be sad."

Show your support. In many communities, a procession is held when a fallen service member's remains are brought home. Consider standing near the processional route to show your support for the family. Bring an American flag, carry a sign that expresses your feelings, and stand in respect to honor the sacrifice their loved one has made for our nation.

Attend a memorial service. If a memorial or funeral service is open to the public, consider attending. Your presence can be a valuable support to the family, which appreciates knowing that their loved one is being remembered by many. Some families may need to observe their funeral ceremonies in private. If that is the case, please respect their wishes and be with them in your thoughts and prayers.

Offer skills or services to help the family. If you are a business person who can offer an in-kind donation to help the family that will help during the funeral process, such as limousine services, public relations assistance, or event management aid, consider donating your time and services.

ABOUT TAPS

TAPS is the national organization providing compassionate care for the families of America's fallen military heroes. Since its founding in 1994 by bereaved military families, TAPS has helped more than 25,000 surviving family members and offered services to assist caregivers supporting families coping with a military death. Services are provided free of charge. For more information go towww.taps.org or call the toll-free crisis line at 800.959.TAPS.

In 1999, the Bill & Melinda Gates Foundation launched an afterschool initiative to bring greater access to digital technology in local communities.  Over the years, the program was re-named the Community Connect Network and began to focus more on at-risk youth, people with disabilities, homeless people, immigrants, Native Americans and people living in isolated rural communities.

In 2003, a multi-year evaluation of the program was begun by MGS Consulting.  In 2005, this group decided to incorporate the Search Institute's development assets profile with program participants.  Assets, as you probably know, are experiences and qualities that research has shown to be essential to healthy development in adolescents.  Quantitative results place kids in one of four asset categories--low, fair, good, or excellent--in five areas of their human ecology: personal, social, family, school and community.

A total of 39 sites were studied and included both "high touch" sites having a level of structure, rules and learning requirements, and "low touch" sites that operated more informally often on a drop-in basis and with few or no requirements for participation.  In addition, face-to-face interviews were conducted.

In sum, the researchers looked at three distinct measures--

1. Development Assets Profile (DAP)--a measure of positive adolescent experiences and qualities  including feelings of empowerment, constructive use of time, commitment to learning, social competency and positive self-identity.
2. Technological fluency--defined as a youth's ability to understand, explain and discuss technical tools and concepts.
3. Outlook for the future--a measure of youths' hopes and aspirations for themselves.

Initially, the researchers thought they would find distinct differences between the high touch and low touch sites.  But what they actually found was unexpected. 

"At sites that didn't have a policy structure and curriculum, the kids were advancing and doing challenging work.  So it became not such much about what the experience of the children was if there were behavioral outcomes and expectations, and whether there was an investment not in just the technology, but in how people behave," said one of the researchers.

By the end of the evaluation period, nearly two-thirds (62 percent) of those who scored in the "low" DAP category had moved into the "fair" or "good" categories, and one third who scored in the "fair" category had moved into the "good" or "excellent" category.  These shifts are thought to significantly reduce youth's likelihood of engaging in problem behaviors and increase their likelihood of engaging in positive behaviors.

In addition, technical fluency increased with time spent in the program with expected higher gains in those youth in "high touch" programs.  Fluency seemed to peak between one and three years in the program, indicating a need to refresh and extent program content to keep long-time enrolled youth engaged.

Interestingly, sites that showed the best overall outcomes for youth included both high and low-touch sites.  The kids in the low-touch locations, for example, reported using computers for homework and other tasks directly related to school assignments--a focus that they reported more than the kids in high-touch programs.

The most successful programs, based on this evaluation, were either those that had really high structure--significant behavior consequences, or attendance requirements or a curriculum, or an admissions test--or they had adults who were themselves consistent and caring and who imposed some sort of standard of behavior and conduct.  In addition, successful programs also had

• high levels of parent participation
• a safe place
• space that "felt good" to youth
• adults who taught "soft skills" like teamwork, cooperation, and professional presentation.

Source:  Russell, J. (2009).  "Technology boosts youth assets."  Youth Today (July/August) p. 21.

One of the critical elements of positive youth development is a sense of hope for the future.  The importance of this element was re-affirmed this week in July 2009 issue of Pediatrics published by the American Academy of Pediatrics http://aap.org/advocacy/releases/july09studies.htm#teens

Based on a survey of more than 20,000 kids, researchers found that kids who believe they have no future are more likely to engage in risky behaviors and take extreme chances "because they feel hopeless and figure that not much is at stake."  American Indians, blacks and low-income teens--kids who are disproportionately exposed to violence and hardship--were much more likely to believe they would die young.

Contrary to conventional wisdom that suggests that youth take chances because of a sense of invulnerability to harm and an attitude of "it can't happen to me," this study found that risky behavior instead grows out of a sense of fatalism among a surprisingly sizeable number of teens--about 15 percent.  Their risky behavior threatens to turn their fatalism into a self-fulfilling prophecy. 

Over seven years, kids who thought they would die before age 35 were seven times more likely than optimistic children to be subsequently diagnosed with AIDS.  They were also more likely to attempt suicide and get in fights resulting in serious injuries.  It is important to point out that fatalistic kids were NOT more likely to die during the seven year study.

Dr. Iris Borowsky, a researcher at the University of Minnesota, said the magnitude of kids with a negative outlook was eye-opening to the research team.  Adolescence is "a time of great opportunity and for such a large minority of youth to feel like they don't have a long life ahead of them was surprising," Borowsky remarked.  "Asking about this sense of fatalism is probably a pretty important component of one of the ways we can figure out who those kids at greater risk are," said Dr, Johnathan Klein, a University of Rochester (NY) adolescent health expert.

Youth development programs like 4-H must include strategies to foster a sense of hope in the future and a sense of self-determination in young people--that they have influence over life's events and are not at the mercy of luck, fate or whim.  Helping all young people see themselves in a positive future can help reduce risk-taking behaviors such as early initiation into illicit drug use, sexual exploration, fighting, suicide and other behaviors.  Optimism and hope--protective factors that we all need.

Maybe it's because it's summer and that's the season for picnics, barbeques, and cook-outs of all kinds.  Coming July 27th, the Centers for Disease Control is hosting its first ever conference dedicated to combating obesity in Americans.  And no wonder, each year the average American eats--

• 16 pounds of french fries
• 23 pounds of pizza
• 26 pounds of candy

Americans eat an estimated 20 billion hot dogs each year.  And Americans eat about 150 million hot dogs on the 4th of July alone (July is officially dubbed "National Hot Dog Month").  As a side note--In 2007, Joey Chestnut set the world record for hot dog eating by consuming 66 hot dogs in 12 minutes (Source: Nick magazine, July 2209, p.3)

Historians believe that the American hot dog is based on a common German sausage.  Nine percent of all hot dogs eaten in the U.S. are bought at a baseball park.

Maybe because of today's economy, more people are making their own lunch instead of going out at noon.  Not surprisingly, mustard sales are definitely up--as much as 6% at Frenchs--the largest manufacturer of American mustard.  (August 1st is National Mustard Day--celebrate accordingly). 

But it's partner, Heinz ketchup (or catsup), is doing even better--up 9% this year.  But mustard has a special place in history that trumps ketchup--Shakespeare wrote about it in his play, "The Taming of the Shrew."  (Grumio: "What say you to a piece of beef and mustard?"

Yet, as Americans consume more and talk about getting rid of flab, 15% of the world is going hungry and food prices in most developing countries are higher than they were a year ago.

Bon appetit!

Arizona 4-H is committed to providing safe places and caring adults who build caring relationships with young people.  To ensure these positive environments, Arizona 4-H requires a minimum level of training before certifying volunteers as appropriate to work with other people's children.    In the past, we have required the following--

1. Volunteer Application Form
2. References (3 required)

3. Background Check

3. Signed Behavioral Guidelines Form

4. Youth Protection training via face-to-face, video or CD-ROM

Beginning this summer, Arizona 4-H is adding two additional features to basic volunteer training that we feel will make 4-H volunteer even more effective.

• Each potential volunteer will be asked to complete the Western Region's e-learning modules prior to the orientation session. http://4h.wsu.edu/volunteertraining/course.html (password is volunteer). The volunteer needs to add their name and select Arizona (even if they reside in other states) to proceed.  These modules were originally developed by Washington 4-H but have been adopted by the state of the Western Region.
• All volunteers will also receive training on the "Leading Fun & Effective Meetings."  This is a fast-paced, fun training on how to work more effectively with today's kids.  I think you will find this training really fun and even experienced leaders will probably want to attend.

For experienced leaders, we will also be offering a graduated series of trainings called Arizona 4-H Volunteer University.  This training will consist of three levels with fabulous incentive recognition gifts for those who complete each level.  You must complete one level before moving on to the next.  At the completion of all three levels, you can be eligible for "Master 4-H Volunteer" status. 

The first level is already being planned and will cover--

·         Basics of Positive Youth Development

·         The Characteristics of Vibrant 4-H Clubs

·         The Eight Essential Elements of Positive 4-H Youth Development

·         Ages & Stages of Youth Development & Why It Matters, and

·         Bringing Out the Best in Youth

The first training dates have already been set but more are yet to come.  We hope you can plan to attend one in your area and be one of the first to graduate from Arizona 4-H Volunteer University.

I continue to be surprised when I run into someone who asks, "Is 4-H alive and well?" Isn't it fading away because so few people are involved in agriculture?"

Quite the contrary.  And you've heard it before--if you eat, you're involved in agriculture. Moreover, though, 4-H is alive and thriving--as a matter of fact.  Last year, Arizona 4-H touched the lives of more than 100,000 young people all across the state.  The program continues to remain relevant to today's youth because it continues to evolve right along with their interests.  4-H is also one of the only youth development programs where kids can learn how to care for and raise an animal--creating that special bond with a living creature that is an unparalleled experience in other youth programs.  Whether it is raising a chicken, training a dog, caring for a cat or hamster, or raising sheep or pigs--4-H has it all.  And more.  4-H offers more than 100 different projects and activities that are sure to appeal to all kids regardless of their interests, where they live, or their financial situation.  In fact, we even have a project on financial management--a great topic in this economy.

But the results that kids get from 4-H are not just about the projects.  Alumni of 4-H tell us what they really get out of the program is not agricultural knowledge, but life skills such as leadership, public speaking, decision-making, responsibility, caring for community, ethics, and character.

You can read more about today's Arizona 4-H in the latest issue of the Arizona Farm Bureau magazine.  Find out why 4-H is more important than ever.

http://www.azfb.org/news/pdf/AA_06-09.pdf

The longitudinal study of 4-H by Tufts University (cited in my blog of May 18^th) has revealed some additional findings I wanted to comment on.  This study examined what they call a SOC score.  The model of Selection, Optimization and Compensation (SOC), developed by Paul Baltes, Margaret Baltes and Alexandria Fruend, is used to describe and measure intentional self-regulation in adolescence, and the relation between intentional self regulation and positive development.

What is meant by a SOC score?  First, the "selection" relates to how well you can identify and select positive life goals.  Second, the "optimization" refers to how well a young person can figure out what they need to do to achieve those goals.  Finally, the "compensation" refers to how well the young person can come up with new approaches when confronted with obstacles or setbacks.

4-H members were found to have a higher SOC score than youth who have never been in 4-H.  One possible explanation is because through our projects and the process of keeping records, 4-H members must engage in these very steps--much like the experiential learning process of "Do-Reflect-Apply"--all the time.  4-H members know how to set goals, identify what they need to do to achieve those goals, and know what to do when they experience setbacks and obstacles along the way.  What a program!

A recently completed study of successful CEOs in business titled "Which CEO Characteristics and Abilities Matter?" brought to light some surprising (to me) results.  Steven Kaplan, Mark Klebanov, and Morten Sorenson collected detailed personality assessments of 316 CEOs and measured their companies' performances.  What did they find?

• Strong people skills correlate loosely or not at all with being a good CEO.  For example--
• Traits like being a good listener, a good team builder, an enthusiastic colleague, a great communicator do NOT seem to be very important when it comes to leading successful for-profit companies.
• What mattered was the ability to get things done and organizational skills.  The traits that correlated most powerfully with success in the for-profit world were attention to detail, persistence, efficiency, analytic thoroughness and the ability to work long hours (ouch!).

In other words--warm, flexible, team-oriented and empathetic people are less likely to thrive as CEOs.  Organized, dogged, and anal-retentive and slightly boring people are more likely to thrive as CEOs in the for-profit world.

This work is consistent with other work that has been conducted over the past several years.  In 2001, Jim Collins wrote in his book "Good tor Great" that the best CEOs were not flamboyant visionaries.  Rather, they were humble, diligent and resolute people who found one thing they were really good at and did it over and over again.  Other studies have shown that extroversion, agreeableness, and openness to new experiences did not correlate well with CEO success.  Instead, what mattered was emotional stability and conscientiousness--being dependable, making plans and following through on them.

In the for-profit world (which is different from the non-profit one) seems to want are CEOs that offer clear and resolute direction for their companies.  What these studies suggest is an ideal personality type--humble, diffident, relentless and a bit uni-dimensional.  These are not the most exciting people to be around. But Wall Street likes this type because it results in corporate success.

How, if at all, do these findings transfer to the non-profit or public benefits sector?  That is not clear.  While many Extension groups have been avid readers of "Good to Great" and other business world advice books, it is not clear that the same traits or models work well for the non-profit sector. The goals and measures of success in the non-profit world are different.  While results do matter in the non-profit world, so do people skills.  There is more than the bottom line.

In my view, people skills, the ability to form teams, listening, vision--these are all important skills in the non-profit sector and help define why those who are needed in this field are different from those who pursue careers in the for-profit sector.  The same skills that are needed in the non-profit sector are the skills that define effective parents.  And as we all know, the hallmarks of a successful family can not be reduced to a bottom line number.

Read more at:  http://faculty.chicagobooth.edu/steven.kaplan/research/kks.pdf

For the past 5 years, Tufts University has been conducting a longitudinal study of 4-H and non-4-H youth to learn about the difference 4-H makes in the lives of young people.   The comprehensive 4-H Study of Positive Youth Development out of Tufts University and conducted by Rich Lerner shows that 4-Hers are more likely to:

·        Exhibit higher participation in science, engineering, and computer technology programs;

·        Choose advanced courses in science, engineering, and computer technology;

·        Be in the highest trajectories of contribution to their communities;

·        Show the lowest trajectories for depression;

·        Get better grades, were more behaviorally and emotionally engaged with school and were more likely to see themselves going to college;

·        Be civically active in their community;

·        Avoid risky behaviors and other anti-social behaviors;

·        Set goals, optimize ways to achieve those goals and overcome obstacles; and

·        Pursue a career in science and in engineering.

That's powerful evidence. And when you combine that with 4-H's strong brand equity and well-established presence in every county of every state, it means 4-H is unrivaled. It's the reason organizations like Toyota, 3M, Coca-Cola, John Deere and the World Wildlife Fund are already collaborating with 4-H on innovative, environmentally-focused programs that cover everything from resource conservation to rain harvesting to alternative energy.

And, even during these economic times, it's more critical than ever to support 4-H in our communities.  4-H works, and has been working for over 100 years.  But then, you already knew that!

To read the research summery, visit:

http://4-h.org/d/Pages/Layouts/GroupPageedc5.html

American Humanics has partnered with the National Human Services Assembly and Idealist.org to promote careers and volunteerism in the public benefits (non-profit) sector.  They have recently launched careersforgood.org as a web site that creates a single, go-to resource for people interested in careers, internships and volunteer opportunities in the public benefits sector.  On this site, you can search for new career opportunities.

In addition, non-profit members of American Humanics and the National Human Services Assembly alliance will receive discounts for posting internships, job and volunteer openings on the site.

Check it out at: careersforgood.org

Kirk