Chichester Recreation Master Plan forum (Dec 2008) involved youth in compiling survey data from the elementary school children regarding their desires for the future of recreation in Chichester.  The youth then presented the data to the community at the facilitated forum (facilitated by Thompson School students in CSL 204, which I was teaching at the time).  The community has since put forth a Master Plan for Recreation, including representation from all of the boards in town (School, Selectmen, Conservation Commission, Planning Board, etc.). 

Being in school and having ADHD ws very hard form me. I didn't make friends. They mostly picked on me until my senior year. But with being in 4-H helped me so much with having friends and doing things with them.The adults and kids have been nice to me.

4-H helped me be involved with things and it was great to get certificates and awards for being involved. They helped me to feel so good about myself.I have gotten to do many things for comunity service from collecting food, cleaning the side of a road, giving nursing home Christmas Partys, and many more. Getting thankyous and smiles for doing some of them made me feel very good.

As I have been in Early Childhood Education, a day care at school for two years, 4-H has helped me do a portfolio of my experiences at the Daycare. (This is her career goal)

I got the chance of being President of two 4-H clubs one year. That was great and I got to make some decisions on things. I got to pick a few crafts and plan to show how to make them. It was fun learning how to be a leader.

Bear Hill 4-H camp is the gest camp for me...This year I get to be a camp Counselor myself. That is the most exciting thing for me. It isn't as hard as I thought it was. All the other counselors are getting along with me and the kids are loving me.

I really like the 4-H Fair helping out with the Townline Club booth and then the teen BBQ dinner. I do think the judges have been a bit hard on me. I am not a good painter and when I had a project that I painted they always left comments to do better. I did the best I could, and I really tried so hard to get a few special ribbons, but only got one.

4-H has helped me in so many ways. It is fun and I learned a lot. All in all 4-H has been a great experience. 17 yrs old. 

• Juvenile Justice

• CYFAR

• Juvenile Justice

Twelve 4-H members participated in the Fashion Selections program in April 2008 while 56 members participated in the Fashion Revue program by sewing. Of the 67 garment description forms submitted, over 60% of the members reported that they had increased their life skills in the following areas: getting along with others, setting and achieving goals, making decisions, managing resources, understanding and liking themselves better, learning to ask questions, and becoming more confident in their sewing skills and the use of tools and technology for sewing.

A testament to the value of the sewing project is that one of our former 4-H teens is now sewing costumes for theatrical productions at Cornell where she is a student.

As a result of being more visible in area newspapers, we have seen a huge increase in September 2008 of people wanting to start 4-H clubs.  It is as if all the "seeds" we have planted in people's minds over the years are finally "germinating" and people are seeing the value of 4-H.  Five new clubs began in September 2008 with at least 4 more in the formation stages in Grantham, Sunapee, Claremont and Springfield. The 4 new clubs in Claremont are being run by a 21C person who is now a 4-H volunteer.  She has a club in each of the elementary schools and in the middle school. Another new club started in Newport.  Both leaders came to "New Leader Orientation" in September.

Adult Education/ESL

A comprehensive money management series was requested by the Adult Education program in Portsmouth. Almost half of the participants were ESL students, requiring adaptation to existing materials. I adapted the curriculum  Making Money Work for You (MMWFY), which  is a five-session money management series developed by UNHCE including the following topics: identifying needs and wants, communication and money, goal setting, conscious spending, stretching resources, credit and debt, overview of insurance and developing a spending/savings plan. Fourteen individuals participated in this class and all of them reported an increase in financial knowledge or awareness as a result of the class. Thirteen reported at least one improvement they made in financial mangement practices (decreased current debt, decreased reliance on credit cards, increased savings, kept better track of spending). Twelve reported two or more improvements. One of the most interesting elements of this class was their sharing of cultural differences with regard to money management, especially with regard to consumption.

TRIO

TRIO is a federal program developed to assist students who are low income, first generation attending college, or have a disability. TRIO funds are distributed to institutions through competitive grants. I provided three sessions, focusing on budgeting, decreasing debt and increasing savings, and these were targeted to the TRIO participants. However, these sessions were open to the student body at Great Bay Community College (location of program). I provided three sessions, fifty-four students participated. Although some attended all three, I developed the sessions to be independent and evaluated them independently as well. Materials from MMWFY were adapted for this audience, with supplementary materials as needed for particular issues. Audiences were survey after each session  regarding knowledge gained and intention to change behavior. Out of the 48 that responded, all indicated an increase in knowledge and 45 were able to identify at least one thing they intended to do differently. 22 identified two or more. In the third session, 18 individuals indicated they had attended one or two of the other sessions, and were able to identify at least one improvement they made in financial management.

Financial Security in Later Life

This Cooperative Extension National Initiative seeks to help people improve personal finance behaviors leading to financial security in later life, enhance the capacity of local educators and their partners to deliver effective programs, and increased economic vitality and quality of life for families and communities. Despite the economic boom in the late 90’s, one-half of American households have accumulated less than $1,000 in net financial assets (the value of money in the bank, stocks, bonds, and other securities after subtracting loans, credit card debt, and other secured debt) and $35,000 in net wealth (value of all real and financial assets including home equity, other real estate, vehicles, owned businesses). Consumer debt has been identified as a significant reason for low net financial assets. The program offered this year was Advanced Directives: Who Will Decide (Portsmouth and Brentwood totaling 34 participants). 28 indicated they would be consulting a professional as a result of the session, 24 indicated an intention to discuss material with family, 34 increased knowledge about estate planning, and 34 rated the session either good or excellent.

Don’t Get Crushed By Debt

Credit and debt involves a commitment of current assets and/or future income.  Achieving goals and being financially secure now and in later life involves managing credit and debt successfully. Don’t Be Crushed By Debt was developed by UNHCE to address the growing problem of misuse of credit. Don’t Get Crushed By Debt was offered three times to a total of 38 participants. I also distributed information from another program called Credit Checkup, which includes information on credit reports. All of the 38 Participants reported an increase in knowledge related to evaluating debt costs, understanding the impact of debt on financial security and/or knowing how to create a debt reduction plan. Also, all of the participants mentioned at least one action they plan to take as a result of the workshop (most common was pay more than the minimum payment, pay bills on time and create a debt reduction plan). One of the groups wanted a follow-up session on Identity Theft which was subsequently offered to 7 individuals.

Individual Sessions on Credit or Budgeting

Regular requests are received for individual assistance. Typically this occurs when an individual wants to do something about their finances immediately, and the next scheduled is not soon enough. Also, some individuals are involved in savings programs that require ongoing financial management classes, and they must complete them before a deadline. I have also done this after a session or a class for an individual who has unique or additional needs for assistance. I count an “individual session” whenever I have had at least two contacts with an individual (often one is in person, the other by phone). This allows me to determine if there has been some improvement in their money management practices. Of the seventeen I worked with, 13 followed through with task or activities identified as an area of potential improvement. Tracking expenses, putting together a plan to management debt, contacting a professional to assist with debt management and decreasing use of credit cards were most common.

Family Resource Management Work Team

Member on this UNHCE  interdisciplinary team, working to update and develop Family Resource Management programs in NH. 

Youth and Money Management

High School Financial Planning Program (HSFPP) and UNH Cooperative Extension have been in partnership for over ten years. High School Financial Planning provides essential money management education through the training of teachers, and provision of a free curriculum and all student materials. UNHCE has partnered with NH Jumpstart Coalition to provide promotion of the HSFPP across the state, and resources to fund an annual conference to train teachers. Last year at least 551 high school students received personal finance education in Rockingham County through the High School Financial Planning Program.

Project C.A.S.H. (Creating a Savings Habit)

This program was developed by myself along with UNH Health Education Director and Extension colleagues. It provides essential money management skills to college students at the University of New Hampshire to enable them to build a foundation for future financial security.  It is a collaboration between Cooperative Extension, UNH Health Services, and UNH Parents Association. Recent accomplishments include:

v      UNH Project C.A.S.H. Advisory Committee, Chair

v      Conducted two Project C.A.S.H. Advisory Committee meetings

v      Ongoing maintenance and updating of C.A.S.H. website - www.projectcash.unh.edu - which I developed four years ago with a grant. Many departments at UNH have put a link for the website on their homepage. Regular reports show high usage of the website (weekly “successful requests” averaging around 5,000), with numbers steadily increasing.

v      Presentation at the NH Financial Aid Directors Conference on student indebtedness and on UNH Project C.A.S.H.  Thirty –six professionals from other colleges participated, generating great discussions on what universities can do to safeguard students from overuse of credit.

v      UNH student worked within Health Education as an intern promoting Project CASH on campus, providing educational outreach in a variety of settings including displays/ presentations at Freshman orientation, Parents’ Weekend, University Day, assistance to International Students, Gateway to Graduation and the development of money activities.

v      In 2007-2008, Project C.A.S.H. provided a series of money management workshops for students using finance professionals based in NH and one nationally known speaker. The nationally known speaker was used for Freshman Orientation, a new addition due to Project C.A.S.H. The name of the session: FUNNY MONEY.

Parenting Education

Helping Our Kids to be Media Smart

Information was provided to two groups of parents (total of 24) regarding the impact of media on the health of families, children and youth. Specific suggestions to decrease negative impacts from media were shared and discussed. As a result all participants were able to identify one thing they learned that was new, and one thing they would do differently based on the workshop. Most common responses included an intention to decrease TV time, develop family rules for screen time, or restrict small children from potentially harmful media.

Exploring Nature-Deficit Disorder

This presentation is based on the book The Last Child in the Woods: Saving our Children from Nature-Deficit Disorder by Richard Louv. Louv argues that American children have lost their connection to the natural world and now live a “denatured childhood.” He believes this deprivation is not trivial, but instead a cause for some of today’s disturbing health-related trends among children: the rise in obesity, attention disorders and depression. This was presented to three groups by request with 26 participating. Of those evaluated, 100% reported increased knowledge, and were able to identify one action they plan to take that will expose children to the natural world (most common was decrease screen time).

Lower Seacoast Youth and Family Coalition Parenting Subcommittee

Participated on this newly formed subcommittee to work with other organizations in the Seabrook/Hampton area to better coordinate parenting and family programs in the community. Our first initiative is described below (Family Food Fun and Fitness Expo).

Parenting Teens National Ad Hoc Committee

Was asked to be part of a national group to assess the needs for online resources regarding parenting teenagers. I have been analyzing “frequently asked questions” on extension to help our committee to determine the topics parents are most interested in.

Work/Family Expert Team

Serving as a member of this UNHCE work team to assess how we can reach out to individuals and families struggling to achieve balance between family and personal demands and work demands. Also, we see the opportunity to reach out to businesses that want to increase resources and improve policies to increase quality of life for employees. A grant was funded statewide to assess the needs in cooperation with businesses in the state.

Parenting and Child Development Expert Team

Serving as a member of this UNHCE work team to focus in on gaps in programs and resources and review curriculum in parenting education. Will be coordinating trainings statewide to support professionals in their distribution of Cradle Crier and Toddler Tales (Just-In-Time newsletters for parents).

Youth Development/CYFAR

GirlsSpace/CYFAR

As part of the CYFAR funded project in Seabrook, a program was developed to address the needs of middle school girls, building on the outreach of an already successful youth program coordinated through Seacoast     Youth Services and supported heavily by UNHCE. I worked along with a UNH intern to implement two ten-week series with 18 girls participating. This program focuses on strengthening relationships with other girls, development of media literacy skills related to girl culture, and the model of youth development Circle of Courage. The Circle of Courage addresses youth needs for a sense of belonging, mastery, independence and generosity. An evaluation based on the Circle of Courage was used; all girls felt respected and listened to in the group (except one), learned something new and important, and helped them feel better about themselves. Most felt they had made a difference for others in some way. The girls also demonstrated a new lifeskill through the deconstruction of media advertising to discern whether a message was healthy or unhealthy. A culminating activity involved participation in the Rockingham County Conversation, a UNHCE event involving the President of UNH, and local legislators. The girls competently provided a demonstration of one of the activities, and talked with visitors about their experience with GirlsSpace.

CYFAR/Seacoast Leadership Project

Have attended Lower Seacoast Youth and Family Coalition Meetings, Family Nights and have facilitated parent focus groups to evaluate the youth program, both during the school year and during summer.

Nutrition and Healthy Lifestyles

UNHCE Nutrition Programming Team 

Participated on this work team to assess the future role of UNHCE in our outreach to non-low-income population on nutrition and fitness. In this last year, this team planned and coordinated an in-service for CE staff that provided information on latest trends and provided opportunities to give input on needs across NH for this audience.

Family Fun Food and Fitness Expo

This event was held in September in the Seabrook community. It was the first initiative of the Lower Seacoast Youth and Family Coalition Parent Program Subcommittee. It was estimated that over 300 individuals and families participated as well as approximately 25 businesses and organizations. Youth were well represented, from pre-school to teens, and they actively engaged in the interactive activities focusing on health that were provided by attendees. This was the first time this event was offered in the community and based on the extremely positive feedback, we plan to make this an annual event.

Step It Up Seacoast – Obesity Coalition

Joined this coalition in representation of UNH Cooperative Extension. The goal of the coalition is a partnership to improve the health of the Seacoast community by promoting healthy choices in nutrition and physical activity. In this last year, the coalition has adopted the goals of H.E.A.L. (Healthy Eating Active Living), a NH statewide initiative which supports community-based coalitions with resources and training. As a result, our local SIUS coalition now includes several subcommittees. I am participated on the School Subcommittee this last year in addition to the SIUS coalition. After brainstorming a variety of actions we could take to reach out to schools, we began with a survey for schools to be conducted personally by members to assess gaps we could assist with. These will be done in October 2008.

Other POW Activities

Appearances on WMUR-TV for the Positive Parenting segments, articles written for Parenting NH, active role in County Conversation in June working with CYFAR and GirlsSpace program, planning for a money management program for foster kids aging out of the system to be implemented in October 2008.

• Various grants (NOAA, NHDES, USDA, etc)

Situation: Working parents want their children in safe afterschool environments with opportunities to make friends, complete homework, develop talents, and try new things. Recent studies find noticeable improvements in students’ behavior, especially for disadvantaged students, are linked to regular participation in after-school programs. This includes significant reductions in aggressive behavior with peers, misconduct, use of drugs and alcohol, and fighting; and improved ability to maintain self-control and make constructive choices about their own behavior.[1] Quality out-of-school programs also help children do better on work habits and academic achievement.

Program Description: 4-H strives to increase the quality and quantity of positive out-of-school time opportunities for children and youth by: 1) providing after-school staff and administrators with training and technical assistance related to positive youth development, program and curriculum, collaboration, nutrition education, family involvement, and sustainability; 2) collaborating with schools and community groups to access critical resources in establishing, enhancing and/or sustaining programs; and 3) making 4-H more accessible to all youth by creating 4-H clubs and integration with ongoing county and state 4-H opportunities. The addition of 4-H to the after-school environment helps to enrich programs with three critical elements of positive youth development programs: 1) positive and sustained relationships between adults and youth; 2) activities that build important life skills; and 3) opportunities for children to use these skills as both participants and as leaders in valued community activities.[2]

Outcomes and Evidence:

After-school Program Staff Development: Statewide in the 2007-08 program year, 309 afterschool providers and administrators and 138 after school volunteers from 45 after-school programs received training on positive youth development, essential elements of quality programs, and/or 4-H curriculum. The afterschool programs served by these providers reach at least 1,408 children and youth, grades K-12, with 4-H programs and activities. In addition to training, the ongoing technical assistance provided to after-school programs takes many forms, including training, self-assessment and reorganizing programs to meet many needs. Extension staff also present workshops for the annual conferences of PlusTime NH and 21^st Century Community Learning program, and provided training on 4-H After-school at the 2008 Northeast Regional Volunteer Leader Forum.

4-H curriculum is used in many afterschool programs, providing a quality experience for youth. With support from the UNH 4-H Foundation two curriculum kits were created and piloted - 4-H Microwave Magic and 4-H Flight Command Central. Twenty-two (22) Extension staff participated in train-the-trainer sessions on each curriculum kit. These educators in turn trained 241 adults and 4 youth from 45 after-school programs or 4-H clubs, exceeding the project goal of 200 providers and volunteers. In the first year Extension staff reported on outcomes of the curriculum kit training as it was too early to assess any impacts on youth. Ten (10) programs borrowed one or more of the curriculum kits, using them with 159 children in their programs. An example of feedback received include: “Using this curriculum was a great addition to our science offerings. Specifically it 1) introduced new vocabulary, 2) strengthened observation and problem solving skills, and 3) challenged students to build on concepts previously learned.” (21C After-school provider, Manchester, Hillsborough County)

A survey of 28 Grafton County after-school providers and volunteers who participated in curriculum kit training found that most participants (89%, n = 25) agreed or strongly agreed they will “use what I learned today in my future work with youth.” 86% (n = 24) responded that “as a result of this program I will adopt at least 1 new practice in my work with youth”. These new practices included: setting the stage for 4-H time in after-school, offering microwave cooking, using a critical thinking activity modeled after 4-H judging practices, sharing the 4-H Life skills Wheel with volunteers and using the portfolio with children, using the straw rockets activity, setting up the room as “operation space control central”, accessing the NASA web site, incorporating teamwork in the aerospace lessons, and getting youth to think about how what they are doing connects to the 4-H clover.

Seventeen programs collaborated with UNH Cooperative Extension in securing $713,413 from the CSREES-USDA’s CYFAR program and the National 4-H Council / JCPenney 4-H Afterschool Mini-Grant program. Half of these funds supported programs in the 2007-08 school year, and the remainder has been secured for the 2008-09 year. The JCPenney funds enabled 565 children to participate in 14 programs they would not have been able to attend without financial assistance. This access increases to 627 children in the 2008-09 school year. Each child funded by JCPenney in 2007-08 also received a gift card for the family to use on school supplies or school clothes.

UNHCE is represented on the New Hampshire After School Coalition (NHASC), a group of statewide agencies and organizations focused on the preparation and retention of high quality staff for after-school programs and working on developing a statewide credentialing system compatible with the early childcare processes and newly revised state child care regulations.

Partnership Agreements for 4-H After-school are in place with 14 after-school programs supported by the JCPenney 4-H After-school Mini-Grants, including two CYFAR project sites. These include School’s Out in Ossipee (Carroll County); Gorham Family Resource Center (Coos County); Hinsdale HOPE, Keene MANY Options, Marl/Harris Before and After School, Troy/Gilsum MOSI, Winchester ACCESS (Cheshire County); Plymouth/Rumney A+PLUS; Hillsboro Area After-school (Hillsborough County); Franklin Celebrates (Merrimack County); Epping Recreation, Seacoast Youth Services (Rockingham County); Dover’s Seymour Osman Community Center (Strafford County); and Newport NET (Sullivan County).

Examples of how programs are integrating 4-H include: curriculum projects ranging from aerospace and engineering to photography and gardening; county events including Favorite Foods Festival and Fashion Review; junior leader roles, community service learning, county-wide club membership; and statewide career trips and teen conference.

High quality after-school programs make a difference for children who face challenges in school by providing one-on-one attention, assistance with homework, and experiential learning that connects back to the concepts being taught in the classroom. The essential elements of 4-H youth development, including opportunities for youth to experience belonging, mastery, generosity and independence, are apparent in the after-school programs that are partnering with UNH Cooperative Extension.

• 4-H Foundation Grants
• CYFAR
• JC Penny Grants

2008 4-H Camps: Life Skills & Workforce Preparation

Situation:

America needs a well-prepared work force with citizens and community leaders who have connections, and positive relationships (Belonging); demonstrate empathy and concern for others (Generosity); acquire the knowledge, skills, confidence and motivation to solve problems and set and achieve goals (Mastery); and accept meaningful roles and responsibilities (Independence).

Program Description:

UNH 4-H Camps strive to prepare young adults to be effective staff members while learning and practicing critical workforce skills. During 2008, thirty-one (31) young adult staff members participated in three to 12 days of staff training, depending on their role in camp with those in leadership roles involved in the full training schedule. Sessions incorporated the essential elements of quality programs and positive youth development, risk management, and knowledge and skills to provide appropriate support and guidance for the diverse camper population. Through training and the summer experience, staff members develop important work skills. This is an often overlooked outcome of youth camps.

Impacts – Outcomes and Evidence:

Thirty-one UNH 4-H Camps staff completed a written survey in June following a week of staff training (pre-test n=31); and nineteen completed the posttest at the end of the camp season in August (posttest n=19, 61%)). The survey asked staff to assess their own knowledge and skills related to their roles and responsibilities as a staff member. Because of down-sizing of the camps and a smaller staff, there were fewer staff members participating in staff training in 2008 than in 2006 (n=53) or 2007 (n=35).

Survey findings:

·         Education: The 2008 staff came to their jobs with a range of knowledge and experience.  Half of the staff (52%) had some post-secondary training, including seven with a college degree (23%) and four with graduate degrees (13%). Five staff members were attending high school (16%) and eight had received a high school diploma or equivalent (26%). Over half of the staff reported having some relevant special training or certification, including a related degree, teacher certification, lifeguard certification, CPR and first aid certification, defensive driving, babysitter training, and/or previous training as a result of previous work at another camp (n=18, 58%).  

·         Experience: Almost two-thirds of the 2008 staff had no prior experience working at UNH 4-H Camps (61%), a significant change from two previous summers when there were less than one-quarter of staff with no prior experience at this camp (20% in 2006, 23% in 2007). Ten percent of the 2008 staff (10%, n=3) had just one summer of previous experience compared with 17% in 2006 and 29% in 2007. Six staff had between three and five years of prior experience working at UNH 4-H Camps (n=6, 19%), and three had five or more years experience (n=3, 10%).

·         Gender: Two thirds of the staff were female (n=21, 68%) and one-third male (n=10, 32%). This paralleled the 2007 camp season when 69% were female and 29% male. The 2006 season had a closer balance in gender with 57% female and 43% male.

Familiarity with responsibilities of their position, staff policies and camp schedules enhances staff performance and helps to ensure camp is a safe nurturing environment with positive connections for both campers and staff.

·         Camp Assignment: As self-reported, the 2008 staff assignments included 4 assigned to work at Barry Conservation Camp (13%), 24 assigned to the Bear Hill Traditional (residential) Camp (77%), and 3 assigned to the Bear Hill Day Camp (10%).  In previous years the Barry Conservation Camp staff had already departed for the camp site in Milan and did not complete the pre-camp survey.

·         Primary Role at Camp: About half of the staff reported they had been assigned to the role of counselor (n=14, 48%), which is comparable to 2006 (55%) and 2007 (51%). Nine staff were assigned as program staff (n=9, 29%) compared with 23% in 2006 (n=12) and 20% in 2007 (n=7).  Five staff self-reported as administrators in 2008 (n=5, 16%), compared with five in 2006 (n=5, 9%) and seven in 2007 (n=7, 20%). Two staff assigned to roles in the kitchen or facility management and care completed the 2008 survey (n=2, 7%), the same as in the previous two years. There were no staff unfamiliar with their camp assignment at the end of the 2008 camp staff training, while four staff in 2006 (7%) and two staff in 2007 (6%) reported they did not know what their camp role would be.

·         At the end of staff training in June all staff felt confident enough to either strongly agree (n=20, 65%) or agree (n=10, 35%) that I know what is expected of me in my position.  A majority (84%) of staff strongly agreed with this statement at the end of the summer.

·         A majority of staff on pretest (94%) were in agreement with the statement I am familiar with the camp schedule, thought significantly fewer strongly agreed compared with 2006 and 2007. The question was not asked on post-test.     

·         At the end of the 2008 staff training in June most staff (87% pretest) felt confident enough to either strongly agree (29%) or agree (58%) that staff training prepared me for my role at camp.  On the posttest, most staff (89%) still either strongly agreed (42%) or agreed (47%) with this statement.

·         A majority of staff (96%) were in agreement with the statement I have read and understand the staff policy manual on pretest (48% strongly agree, 48% agree), and all staff (100%) were in agreement on posttest (68% strongly agree, 32% agree).  This is significant progress from previous years.

·         A majority of staff on pretest (94%)were in agreement with the statement I know my role if there is a waterfront emergency or drill (55% strongly agree, 39% agree). All staff (100%) had gained experience and confidence, and were in agreement on posttest (63% strongly agree, 37% agree).

Maintaining and respecting traditions and supporting camp philosophy are critical aspects of establishing a meaningful sense of place where both campers and staff enjoy experiences to be remembered long after the summer has ended.

·         On the posttest, all staff (100%) strongly agreed (79%) or agreed (21%) with the statement I am proud of 4-H Camp and my role at camp.  Slightly fewer staff was in agreement in 2007.

·         Most staff began (97%) and ended (100%) the season in agreement with the statement I understand the importance of traditional ceremonies at camp. Given that almost two-thirds of the staff had not worked at UNH 4-H Camps previously, this is reflective on the attention paid to transferring this understanding and knowledge of 4-H pledge, flag ceremony, candle lighting, and dining hall celebrations prior to the season, and to reinforcing it throughout the summer.

·         Most staff (90%) strongly agreed (71%)or agreed (19%) prior to the camp season with the statement I know what the ‘H’s’ in 4-H stand for and can incorporate them, compared with 100% who strongly agreed (79%) or agreed (21%) at the end of camp.

4-H camp uses experiential teaching methods, and strives to create positive youth development programs that address the basic or essential needs of youth.

·         By the end of the season, most staff (90%) strongly agreed (37%) or agreed (53%) with the statement I know how to use 4-H teaching methods to reinforce learning. Most staff (87%) were in agreement at the start of the camp season (39% strongly agree, 48% agree).  

·         Most staff was in agreement on the pretest that they understand the importance and are able to create  a sense of belonging (97%), independence (94%) and generosity (96%) and mastery (90%). The question was removed on the 2008 posttest, and staff was asked to provide specific examples of what they had done.

·         On the pretest most staff (87%) either strongly agreed (39%) or agreed (48%) with the statement I know how to encourage campers to appreciate the natural environment. On posttest, 94% of staff was in agreement, with many more strongly agreeing (68% strongly agree, 26% agree).

Teamwork is considered a critical skill for today’s workforce.

·         On pretest, all staff either strongly agreed (65%) or agreed (35%) with the statement I contribute to making the staff a strong team.

·         All staff (100%) agreed on both pretest and posttest with the statement I contribute to positive staff morale, with slightly fewer strongly agreeing at the end of the summer (pretest – 71% strongly agree, posttest – 63% strongly agree).

·         On posttest, all staff strongly agreed (79%) or agreed (21%) with the statement I have a sense of belonging on the UNH 4-H Camps staff. This improved from the previous summer when 91% strongly agreed (47%) or agreed (44%) at the end of the season.

·         Unlike previous summers, there was overall improvement in agreement between the pretest (97%) and posttest (100%) responses to the statement I am treated with respect by other staff members. On pretest, 84% strongly agreed, 13% agreed. On posttest, 74% strongly agreed, 26% agreed.

An important life skill is learning to care for oneself while meeting the challenges of personal and work situations.

·         Working at camp is a challenging job as evidenced by the staff self-assessment of strongly agreeing or agreeing with the statement I take care of myself each day. While all were in agreement on the pretest (100%) with 61% strongly agreeing and 39% agreeing, slightly fewer (95%) were in agreement on the posttest (37 strongly agree, 58% agree). 

Being conscious of one’s own behavior in the work environment is difficult in a residential camp environment, with campers and co-workers present 24 hours a day.

·         On the pretest, a high number of staff (96%) either strongly agreed (77%) or agreed (19%) that I can monitor my own behavior to ensure I am a positive role mode. All staff (100%) either strongly agreed (74%) or agreed (26%) on the posttest.

·         Staff gave themselves high marks in responding to the statement I understand how to use humor within appropriate boundaries. On the pretest, 95% of staff agreed with the statement (79% strongly agree, 16% agree). All staff (100%) either strongly agreed (77%) or agreed (23%) on the posttest.

·         On the pretest, all (100%) either strongly agreed (84%) or agreed (16%) with the statement campers can trust me and look to me as a role model  The question was not asked on posttest.

Camp staff needs strong communication skills to work effectively with campers, their parents, and co-workers.

·         A high number of staff (96%) either strongly agreed (61%) or agreed (35%) on the pretest statement that I am confident meeting and greeting parents. On the posttest, most were still in agreement (95%) with 63% either strongly agreeing and 32% agreeing with this statement.

·         Going into the camp season, 94% of staff either strongly agreed (66%) or agreed (26%) with the statement I am able to talk easily with parents about their child’s positive experience. Similarly, 95% of the staff still either strongly agreed (63%) or agreed (28%) at the end of the summer.

Making appropriate decisions under pressure is important in a camp setting, and a valuable life skill transferable to the workforce.

·         A majority of staff members either strongly agreed (42%) or agreed (48%) with the statement I know ways to diffuse tension in a difficult / challenging situation at the start of the summer. This improved slightly over the summer (47% strongly agreed, and 47% agreed).

·         All staff agreed on both pretest and posttest with the statement I know how to recognize and respond to bullying, indicating confidence with a critical issue among today’s youth. On the pretest, 65% strongly agreed, and 35% agreed. On the posttest, 53% strongly agreed, and 47% agreed.

·         Most staff agreed on both the pretest (97%) and posttest (94%) they can act quickly and calmly in an emergency situation / maintain a clear head.  Although there was a slight decline in agreement from pretest to posttest, 68% strongly agreed on the posttest compared with 65% who strongly agreed on the pretest.

·         All staff was in agreement with the statement I know how to get help dealing with a difficult camper situation (100% on both pretest and posttest). There was a slight increase in those who strongly agreed, from 42% on pretest to 47% on posttest.

Important skills for anyone working with youth is being able to adapt activities and plans to the unique needs of each child, and being sure all children are included. Staff gained experience with this skill during the summer.

·         While 91% strongly agreed or agreed on the pretest that I am familiar with the behavioral characteristics of various age groups, there was improvement over the summer, with 100% in agreement on the posttest. On the pretest, 47% strongly agreed, and 44% agreed. On the posttest, 47% strongly agreed, and 53% agreed.

·         Most staff (97% pretest, 100% posttest) strongly agreed or agreed that I know how to adapt an activity to be sure all children in my group are included. On the pretest, 58% strongly agreed, and 42% agreed. Fewer strongly agreed (42%) with the statement on the posttest, while more agreed (58%).

·        A new question in 2008 addresses attitudes related to inclusion in the camp setting. Most staff (96% pretest, 100% posttest) were in agreement with the statement it is important to include campers of all abilities in as many camp activities as possible.

·         Related to adaptation of activities, most staff (97% pretest, 95% posttest) was in agreement with the statement I can identify possible needs for a camper experiencing challenges. On the pretest, 42% strongly agreed, and 58% agreed. More staff strongly agreed (53%) with the statement on the posttest, while more agreed (42%).

·         Having ideas and resources to use when campers become bored, homesick, restless, or frustrated is critical to the positive management of camper behavior. Many staff (87% pretest, 94% posttest) was in agreement that they have ideas and resources to use in these instances. Important progress in preparing staff for these situations has occurred through pre-service and on-the-job training since we began tracking this question.

·         On the pretest, all staff agreed with the statement I am prepared to help campers with important transitions including 65% strongly agreeing and 35% agreeing. The question was not asked on posttest.

Helping campers learn and practice life skills is an important role for all 4-H camp staff that requires ongoing training and coaching.

·         Most staff (97% pretest, 100%posttest) was in agreement with the statement I know how to help campers learn and practice basic social and life skills, with 52% strongly agreeing on pretest and 74% strongly agreeing on posttest.

·         An additional question in 2008 asked staff if they know at least 3 ways to help campers make new friends. Most staff (91% pretest, 95% posttest) was in agreement that they knew how to do this. This suggests that staff learned by doing, and/or gained confidence in this area over the summer as they applied basics practices of creating a welcoming environment where all could experience a sense of belonging.

·         UNH 4-H Camps employs many international staff, providing many opportunities for staff and campers to experience and understand other cultures. All staff was in agreement on both the pretest  and posttest with the statement I can help campers respect and value differences and similarities in others. There was an increase in the number of staff reporting strong agreement from 58% on the pretest to 79% on the posttest.

Staff quotes on posttest:

“I think its important for all campers to feel a sense of each of these elements (belonging, mastery, independence, and generosity) while at camp. I have through my work tried to adapt activities so that all campers can feel included and proud of what they have accomplished at camp. For example, I have helped one camper use generosity to help other campers feel a sense of mastery in soccer and archery. Additionally, I have helped facilitate independence through working on responsibility for self.”

“There have been a number of homesick children who have gained a sense of belonging through different methods.”

 “Belonging – made sure everyone could contribute on creating things. I also encourage 1 positive thing to be said of each day. Independence – I deliberately gave campers a choice in their free time activities and gave them each independent roles such as making a flag in activities. I also gave them responsibilities to help me out –  going with me  to infirmary with ill camper. Mastery – If kids struggled with an activity I would help them come to the solution themselves. Generosity – I commented on the generosity of my campers and led by example as with going out of my way to help them.”

“During week 4 my cabin seemed to have trouble gelling as a unit. I had the thought that something that could be special for them, as well as exclusively for the cabin, would bring them together. What I decided is that a (secret) handshake would do the job. Each cabin member created one move, which we added together to create a hand shake. This way each felt like they had created something, and with practice, we each mastered it.”

“Belonging – I made D. (child with autism) as welcome as much as every other camper and made sure our campers treated him with the same respect and dignity as others. Independence – E. learned that we could conquer his home sickness with al little help. Mastery – E. told himself he couldn’t be a particular fish hook line, so I got the group to help during a competition and he did it.

“This summer I worked with all ages of children and it was amazing to see how independent they can become while away from home. There are the occasional homesick kids but otherwise the kids are just here to have fun. The kids will find out what is expected of them and do it. They also all need to belong. Everyone is looking for somewhere to fit in and camp is the perfect place for that. Everyone fits in here!”

“During swim lessons I enabled B., a day camper, to learn how to swim and master swimming. At the waterfront I would often lend my towel to campers if they had forgotten theirs or if they were cold.”

“I helped a camper learn to swim and develop as a person during their time here.”

“During a day at Arts & Crafts I had a group with several campers with special needs. One particular camper was not into it…having a hard time sitting and waiting for his break time. I decided to get him involved. I kept trying, but he wasn’t interested. I finally decided that I would draw and he would dictate the subject – his favorite SNACK! We filled up 5 or 6 sheets of paper with different kinds of food that he came up with. Because of this, the camper was able to feel more a part of the group and was also able to think on their own.”

“I helped a female camper with hearing difficulties to overcome her fear of sleeping in the dark and allow all her cabin to get a good night’s sleep by introducing relaxation and visualization techniques to the cabin before bedtime. Many of the unit 4 counselors adopted this as a routine pre-bedtime and it really helped to calm everyone down and reduce the amount of stress and disruption at this potentially tricky time of day. I think it also taught the girls a lot about being calm and how to relax themselves.”

Camper Evaluation - Learning skills for the workforce, including knowledge and skills to become a future camp staff member are part of the teen programs, Mentoring and LISTEN.

A Team Work Evaluation survey was completed by fifteen (n=15) youth, including three from the Mentoring program and twelve from the LISTEN program, at the end of the multi-week teen camp sessions. Most of the youth (n=11, 73%) were ages 15 to 18, and the remaining were between 11 and 14 (n=4, 27%). The majority were female (n=9, 60%). These youth either live in or are 4-H members in communities from across the state, including 2 each from Belknap, Grafton, Hillsborough and Merrimack counties; 4 from Strafford county; and 1 each from Carroll and Cheshire counties. One youth did not disclose where he or she lives or is a 4-H member.

In response to the survey questions: Because of my participation in Mentor or LISTEN camp, I …

·        A majority responded “yes, definitely” to learning that working together requires compromising (n=11, 73%), learning to be patient with others (n=9, 60%), and learning that it is necessary to work with different people (n=13, 87%).

·        About half of the youth responded “yes, definitely” to learning how my feelings and actions affect others (n=8, 53%),  and became better at sharing my ideas (n=7, 47%).

·        A majority responded “quite a bit” to became better at sharing responsibility (n=10, 67%), showed others they can count on me (n=10, 67%), learned I can count on others (n=10, 67%), and became better at listening to the ideas of others (n=8, 53%). 

Youth quotes on the most important teamwork skills learned:

“Working together as a group because I don’t work with people well, but I’m starting to work better with others.”

“Communication is key to having a team successfully operate and get things done.”

“You need to find out your skills and your weaknesses in order to grow and be successful.”

“I learned how to include everyone with all activities and how to get along with peole who are different than I am. I learned those skills because we had to include all of us in every activity and cooperate.”

“When we did team building I learned that everyone has to work together and share ideas to figure out how to solve the problem.”

“I learned you have to be able to compromise – you can’t be a dictator and win – you have to listen to everyone and try to make everyone win.”

“Being a Mentor at Bear Hill has taught me to be more confident and that I can be a leader if I work with other people and not against them.”

“Being part of a team helped me realize that some people need more than others.”

“I learned that I’m a lot stronger than I thought.”

“I learned that I can get along with others if I try hard enough.”

“I learned that being a counselor is more than just watching kids. You have to be enthusiastic, participate, have fun, and do other stuff.”

“Co-counseling really me gave me a feel of what being a counselor really is. I learned that I really feel confident about being a leader and being responsible for a group of kids. Now I really can do this and apply it to different things as well.”

“I learned that sometimes the best way of doing things can also be the hardest.”

2007-08 CYFAR

Outcomes for children, youth, parent/families, and communities:
The current CYFAR projects began during the 2004-05 school year. Noticeable outcomes after four years of CYFAR programming include 1) positive changes in the academic performance, and pro-social behaviors and skills of participants; 2) increased involvement of parents/families; and 3) ) community organization and development. Evaluation methods include interviews with children and parent focus groups conducted at the schools, and mailed surveys to parents, teachers and other community collaterals. These provide a broad scope of information about youth development outcomes in academics and social skills, as well as program structure, staffing, communication, logistics, and sustainability.

• CYFAR

. Provided technology assistance to “connectivity” sites –
Starting in the 2006-07 CYFAR year, two approaches were used to incorporate Science, Engineering and Technology programming and support. Each approach was designed to match the unique structure, setting and staffing at each site. The Seacoast Youth Leadership site utilized a “sampling” approach where youth had the opportunity to explore various technologies, gravitating to areas of interest.

• CYFAR

2. Provided evaluation assistance to the community projects:
Evaluators helped sites review project logic models; review, understand and select appropriate evaluation methodology; and establish protocol to improve rates of parental permission. They monitored both process and outcomes through observation, focus group discussion, and surveys, and used findings to define results and formulate recommendations. Former CYFAR site team members and community partners were identified as valued resources for helping communities understand and use evaluation findings. Evaluators led an annual focus group with site staff and community partners. These sessions helped build common understanding about progress in addressing recommendations from the previous year’s evaluation reports. Site teams used these sessions to help develop action plans for both identified needs and long-term sustainability of the programs. Each CYFAR site utilized evaluation findings to make important modifications in program design and structure.

3. Provided technology assistance to “connectivity” sites –
Starting in the 2006-07 CYFAR year, two approaches were used to incorporate Science, Engineering and Technology programming and support. Each approach was designed to match the unique structure, setting and staffing at each site. The Seacoast Youth Leadership site utilized a “sampling” approach where youth had the opportunity to explore various technologies, gravitating to areas of interest. The Hillsboro-Deering Afterschool site utilized a more structured 8-week, one topic, and one curriculum approach. In 2007-08, the Seabrook site’s technology program grew, focusing on the youth-driven “Techno Team” approach, while the Hillsboro site used local teachers to help youth explore computer-design software for creating music and graphic arts projects.

• CYFAR

I have been in 4-H for seven years. Four out of those seven years I showed animals including by dog, JR, and my horse, Kirby. Since then I've moved onto Creative Writing, Art, and Photography, for the most part, but I cannot forget the experience I have had showing my animals.

I have developed organizational skills, the ability to work with others, and most of all the ability to understand animals and people. It really helped me out as a person, getting a sense of responsibility at an early age with the animals I had.

After the death of my horse, Kirby, I knew I was finished showing horses, and at that point I had gone as far as I could with my dog JR. So I moved on, feeling that I should work at the thing's I have more talent in such as artwork, poetry, and my music. I've been writing my own songs lately and playing guitar, and I've been getting better with my artistic skills. I have grown in so many ways thanks to 4-H. 15 years old

When I first started Public Speaking, I thought it as an embarrassment. But this year I think of it as a helpful resource in life's journey to my goals. Public Speaking has given me a bigger vocabulary in my sentences and a more confident self in my speeches in my school classes. In the next four years I have left in 4-H I will hope to stay in Pubic Speaking and learn more useful life skills.

Out of all the 4-H programs I have done dog training has been my favorite even though both of my dogs have died before the fair, I have had a good experience training some of the hardest dogs I have ever seen at the fairs. I have learned a lot from my leaders, but my dogs have taught me strength, confidence, patience, concentration, and how to think ahead of the opposite opponent. ... Training dogs has shown me what I hope to do when I get older. Hopefully the dog I might get next spring will teach me more life skills. I hope I keep training dogs even though I only have four more years in 4-H. 11 years old 

My daughter is in her 1st year of college and is making straight A's. 4-H helped her develop leadership and the self confidence that she needed to be successful in life.

Alton SAU accepted the responsibility to pay a stipend to the 4-H Afterschool Director each year in keeping with their other enrichment program Directors.

 4-H Teens regularly are invited to take leadership roles in the County.