Citizenship, sometimes referred to as civic engagement, is a pillar of the 4-H program. A key part of guiding youth to develop as citizens is helping them to find and use their voice. One way to help youth in this discovery and skill building process is through learning advocacy. The simplest way to define advocacy is to think about it as being a process of defending or promoting a cause. When advocacy becomes linked with civic engagement, youth can become engaged in a powerful experiential learning process.
Advocacy Opportunities
4-H members have several opportunities to learn and apply advocacy skills in programs such as 4-H Day at the Capitol, 4-H Legislature, and the National 4-H Conference. However, advocacy can be an important part of the community club experience for all 4-H youth.
In 4-H, youth have opportunities to learn communication and leadership skills that can help them to become effective advocates for themselves and others. A community service project may involve an advocacy component. For example, youth in one county participated in a community clean up effort. The youth were assigned to clean a small park. While they were cleaning the park, they noticed that trash containers were not located in visible locations.
After the clean up project, youth discussed the park conditions at their next club meeting. The youth started discussing ways to improve the park and to help discourage littering. Their club leader introduced the SMART goals planning process to the club. The officers led the club members through the SMART process to develop a plan.
Putting SMART Goals to Work
Through the SMART planning process, the club took several important advocacy steps:
Identified and researched an issue,
Engaged in goal setting and planning,
Reached out to decisionmakers,
Presented information including possible solutions.
As a result of their experience, 4-H members learned how to address a community issue, ways to engage key decisionmakers, and saw their actions make an impact when county officials added trash containers in visible locations along with public signage.
Advocacy Learning Opportunities
4-H Virtual 5K advocates for making small changes for a more healthy lifestyle
Opportunities to have youth engage in hands on advocacy experiences may involve community problem-solving. Youth can also learn advocacy skills by working to raise awareness about issues. For example, February is American Heart Month. Youth can engage in advocacy about heart health in several ways:
Wear red and encourage others to wear red to raise awareness about heart health.
Set exercise goals such as a walking goal to help improve heart health and challenge others to join your effort.
Promote heart healthy nutrition by asking local restaurants to feature a special healthy menu item during February.
Ask the county commission or city council to issue a proclamation for American Heart Month.
American Heart Month is just one example of healthy living focused advocacy. Each month of the year has several associated health awareness campaigns. By choosing to advocate for better health, 4-H members can address two pillars at the same time: advocacy and healthy living. You can also tie this campaign into our 4-H Virtual 5K, which occurs every March and encourages youth and adults to walk or run.
Celebrate 4-H and Practice Advocacy Skills
National 4-H Week is celebrated every October and offers a great way for youth to develop advocacy skills by raising awareness about 4-H. Ideas may include but are not limited to writing letters to the local paper, securing a prominent spot to set up a 4-H exhibit, requesting a proclamation from local government officials, or engaging in a community service project.
Tips for a successful advocacy learning experience:
Last week, we wrote about ways that marketing can support 4-H clubs, projects and individual members. Marketing is the first step towards public relations. While marketing helps establish general interest in your club, project or program, public relations is about building relationships with people in your community to establish and maintain a favorable public image.
While the 4-H agent works to maintain a favorable overall public image of 4-H, clubs, volunteers, parents and members contribute to that image whether they realize it or not. Why should parents, volunteers and youth be concerned with 4-H public relations?
The 4-H program image reflects on its faculty, staff, volunteers and families (and vice versa)
Positive relationships with the public can open doors and opportunities for 4-H youth
A positive image attracts positive people who are willing to work hard to “make the best better”
How can you support positive 4-H public relations?
Share your story– You can support a positive reputation and image of 4-H by sharing your story as a volunteer, parent, member or alumni. It doesn’t have to be a formal presentation either. When 4-H comes up, share why you are a part of it, how it benefits you and how to get involved.
Give back to the community– Annually, 4-H asks members and volunteers to give their “hands to larger service” through service learning. Members identify a problem and plan to solve that problem through service. When clubs serve their community, it promotes a positive image of the 4-H program, club and everyone involved. Most importantly, youth are learning generosity and compassion by making their community a better place. Check out this recent post for some COVID-safe service project ideas.
Engage with the public– While large community events are not encouraged during these current COVID times, you can promote your club and the 4-H program by tying into National Days. For example, if you are part of a livestock club, you can read a book about agriculture to promote Ag Literacy Week, post your video on social media, and invite teachers to share the video with their students. Not only does this activity reflect highly on your club, it also promotes the agriculture industry. There are lots of opportunities throughout the year to tie into national days. For inspiration, 4-H PR Calendar.
Promoting a positive 4-H image sets the stage for advocacy, which develops support for your club or program. It’s important for volunteers, parents and members to be strong advocates for the 4-H program to secure support from your local decisionmakers and donors. Next week’s post will focus specifically on advocacy, which uses a positive image to take action to support your club.
Marketing provides a foundation for public relations and advocacy. All three actions have implications for volunteers, parents and members.
The terms marketing, public relations and advocacy are often used interchangeably, but they are not the same. However, all three of these actions support our 4-H clubs and projects. Over the next couple of weeks, we will break down each term and talk about how 4-H volunteers and members can use these actions to benefit their clubs and projects.
Marketing is simply the act of generating interest in your 4-H club or project. It can be through word of mouth, media, or displays at community events or businesses. Public relations goes a step further than just generating interest; it is about promoting a club or program’s reputation and image. Advocacy is the most advanced action of the three, and it is the act of using a program’s reputation and value to generate public and even monetary support.
At first glance, you might think that marketing is the responsibility of the 4-H agent, and it is (at least for the total 4-H program). However, marketing has important implications at the club and individual member levels that volunteers, parents and youth should consider:
Marketing the Club- recruit additional members and volunteers
Marketing the Project- generate interest in project sales or secure a buyer for a market animal project
Marketing your Skills- use 4-H experiences to market workforce skills for your resumé and prepare for school, scholarship or job interviews.
Marketing the 4-H Club
In order to be chartered, clubs must have a minimum of five youth from at least two different families. Marketing is a great way to recruit members for new clubs, but sometimes club rosters may dwindle due to circumstances beyond the volunteer’s or parent’s control such as a change in job, move to a different community, schedule change or even a change in school. A static display at the local library or school or even a press release or social media post can generate new members for your club.
Another reason why volunteers may want to engage in marketing relates to diversity and inclusion. 4-H is a three-way partnership between the federal, state and local governments. As such, 4-H is a non-discriminatory program and annually, 4-H programs must provide evidence that their programs are open to all. If your club is not representative of your community’s demographic make-up, your 4-H agent may ask you to conduct “All Reasonable Efforts.” This is a process to verify that the club has made efforts to engage youth who are representative of their community. Your local 4-H agent can help you identify opportunities to market your club and record those efforts on the “All Reasonable Efforts” checklist.
Marketing the 4-H Project
One of the great things about 4-H is it is a safe place for youth to learn about business and entrepreneurship. Many (if not most) 4-H projects offer opportunities for youth to learn financial literacy skills. Whether it is selling an animal for food, or so that other youth can start a herd or flock, there are opportunities for youth to market their project to generate sales or secure a buyer for their animal. Check out this website from Penn State on tips for identifying potential buyers, drafting a letter to buyers and how to prepare your personal sales pitch.
Marketing Your Skills
To be prepared for work and life, 4-H youth need to learn how to present themselves to potential employers. It can be hard to get that first job or internship when you have no previous experience. Use your 4-H project, leadership and citizenship experiences! The 4-H “Marketing You” worksheet can help you identify marketable workforce skills you have learning through your 4-H experiences to make you a competitive applicant for a job, scholarship or entry into college or trade school. The Florida 4-H Next Stop Job program walks you through how to:
This young man is demonstrating how to cook a healthy recipe
What is County Events?
4-H County Events (also known as County Showcase) is an opportunity for 4-H youth to demonstrate the skills and knowledge they have mastered as part of their 4-H experience. Youth can share what they have learned through several contests, from public speaking, to demonstrations, visual arts, and theater arts. While fairs offer experiences to exhibit what a young person has grown or created, 4-H County Events is an opportunity for youth to demonstrate what they have learned and accomplished because of their project work.
Why does it Matter?
One of the Essential Elements of positive youth development is for youth to have opportunities to master new skills and knowledge. Competitive events provide ways for youth to demonstrate mastery and are part of the Florida 4-H Recognition Model. County Events is also a safe space for youth to get constructive feedback and build confidence and capacity for communication skills.
How to Prepare:
County Events gives youth an opportunity to practice communication skills, demonstrate mastery, and receive recognition
First, become familiar with the different contests and rules. Some counties may be offering in-person, virtual or hybrid competitions this year. Check with your local UF IFAS Extension Office for details about your county contest.
Second, host a workshop! Many 4-H programs offer a day to help youth develop and perfect their presentations. If your local office isn’t providing a workshop this year, you can host one in your club. Here are my top 5 resources I like to use when I teach a workshop for youth:
Public Presentation Guidebook from Escambia County 4-H (tips for prepared public speaking, demonstrations and illustrated talks)
County Events Virtual Volunteer Leader Academy webinar (January 2020)
Finally, practice, practice, practice! Practice in front of the mirror, in front of your family, or friends. Clubs will often have a practice day where members give feedback to each other on how to improve.
Aly is a 4-H Livestock Agent in Escambia County, Florida.
Aly Schortinghouse is the 4-H/Livestock Agent in Escambia County, Florida. Aly grew up in Georgia 4-H and was heavily involved in the horse and livestock programs. From horse quiz bowl and equestrian drill team to showing heifers and steers, Aly was able to travel the nation with 4-H doing what she loved showing horses and cows. Though her heart was buried in the horse and livestock program, 4-H led to new experiences such as the speaking program and leadership roles in her clubs. Aly largely attributes the 4-H program with developing her life skills and her passion for life long learning.
Aly working on halter breaking a Jersey dairy cow.
Aly studied Animal Science at Berry College in Rome, Georgia. While completing her undergraduate degree Aly worked at the Berry College dairy and as a research assistant. After completing her undergraduate degree, Aly jumped back into the 4-H world when she joined the Escambia County 4-H family in January of 2017. Aly was once again enveloped in the 4-H family, though this time in the role as one of the 4-H agents. In this role, Aly works with the families, faculty, and community of Escambia County to build a strong and enduring 4-H program with programs and clubs which enable youth to dive into their passions all the while building the essential life skills which will aid them in becoming productive citizens.
Aly helps a youth get “show ready”.
Aly’s passion for 4-H lies in what the program means to so many and the opportunities it provides youth. “Seeing the youth set goals to strive for, then growing through their experiences is one of my favorite parts of the job.” Aly recently completed her Master of Science, and is looking forward to continuing to grow the Escambia County 4-H program.
Last week, we shared Five ways to Cultivate Listening skills with 4-H youth. These strategies focused on listening with your ears, but did you know that you can listen with your eyes too? The quote to the left is an astounding fact- much of what we “hear” does not come from the words that are said, but how they are said. We use our whole body to communicate- not just our mouth and ears. Learning how to read non-verbal cues can help us (and the youth we serve) build empathy and understanding, which help us foster a sense of belonging in our 4-H clubs and groups.
What are non-verbal cues?
Non-verbal communication is about how words are spoken and less about which words are used. This includes things like voice tone, pitch and pace. It can also include sounds like yawning, sighing, clapping and hand gestures. For example, someone may be speaking at a normal pace, but you can hear trembling in their voice (which may indicate fear or anger). Body language is a also a great communication cue. This includes not only facial expressions, but also posture. The infographic to the right is a handy guide for learning non-verbal communication cues.
Tips for “reading” non-verbal cues
The eye’s have it! A person’s eyes speak volumes. Look to see if the speaking is making direct eye contact or not. Inability to make direct eye contact can indicate boredom or even deceit. But it can also indicate shyness or lack of confidence. In some cultures, not looking directly into a person’s eyes is a demonstration of respect and in other cultures, it is a sign of disrespect, so be aware of how cultural differences can influence body language. Where a person looks is telling. People often look to the right when they are using their imagination, but look left when they are recalling a memory.
Facial expression is harder to detect, because most people focus on controlling it. Is the person smiling? If so, is it a genuine smile? Sarcastic smile? A slight grimace before a smile is usually the indicator of a fake smile. Tight lips can also indicate annoyance, whereas a relaxed mouth means a positive mood. Covering the face (especially the mouth) often indicates lying. Nodding the head usually means the person is interested, as is tilting the head to the side. Titling the head backwards can mean uncertainty.
Hands can leak important information about another person’s thoughts and feelings. Hands in pockets can mean nervousness or even deception. Supporting the head with a hand means that the person is trying to focus on what is being said. Supporting the head with both hands means boredom.
Stance and posture provide hints about a person’s attitude. If the person’s feet are pointed towards you, they have a good attitude towards what you are saying. If their feet or pointed towards someone else, that probably means they would rather be talking to that person (even if they are carrying on a conversation with you). In addition to looking at a person’s feet, notice how they are holding their arms. Crossed arms could indicate a closed mind, but crossed arms with a smile normally means that the person is confident and relaxed.
While these tips are helpful, they don’t apply 100% of the time, and should be used along with active listening to foster true understanding and healthy communication.
Strategies for teaching non-verbal communication skills
In one minute, have participants write down as many examples of nonverbal communication as they can.
Go around the room and have people share their list, writing down all the examples. This part can be turned into a competition (inspired by the game Scattergories) by giving individuals get one point for each unique answer they have. (If no one else wrote down that same nonverbal cue they get a point.) The person(s) with the most points after everyone has shared wins!
Review the list and group cues by the following categories:
How words are spoken (tone, pitch, pace),
Body language (gestures, facial expressions, posture),
Tactile responses (touching) Review and discuss. What type of cue was most commonly mentioned? What cues do you think have the most powerful communication? What cues could be misinterpreted?
The Power of Nonverbal
Ask individuals to work in pairs. One person in the pair will be the designated speaker and the other person will communicate with nonverbal cues only. 2.) Challenge: The speaker will continue talking (about any subject) regardless of the cues the other person is giving to two minutes. The non-speaker will roll a dice to determine what message they will be giving off with nonverbal cues. (If the facilitator wants to keep the adjectives secret from the speaker, they can simply whisper the desired cue or have pre-labeled pieces of paper.)
1- Engaged – Super interested in what the speaker is saying!
2- Apathetic – Not interested one bit.
3- Angry – Very opposed to what the speaker is saying.
4- Distracted – Interested in speaker, but really need to go to the bathroom.
5- Distracted – Not very interested; anxiously waiting for a call, text, or email.
6- Tired – Exhausted and having difficulty concentrating.
After two minutes, have the speaker try to guess what nonverbal cue was communicated.
Switch roles and repeat for two additional minutes.
Discuss and reflect on the impact nonverbal cues have on the speaker
Decipher the Message
Search YouTube for some non-verbal communication video clips. Play the video so youth can observe examples of nonverbal communication. Some examples are linked below.
2. Discuss possible interpretations (starting with the participants’ perspectives) and describe why those interpretations are valid. (Share in small groups of 4-5 if the audience is more than 15 people. Each group can report back to the larger group.)
3. If there is an alternative interpretation, the facilitator can share it to emphasize the importance of context, culture, or other meaning in nonverbal communication.
Listening is a skill that can be learned, and is just as important (if not more so) than speaking. However, when it comes to teaching communication skills in 4-H, we have a tendency to focus on the speaking or writing part more than the listening part. So…we are kicking off our series on communication by focusing on this very important skill! This blog post will cover, how active listening can benefit adults and youth, tips for active listening, and some activities you can do with your 4-Hers to help them begin building and practicing solid listening skills.
Why focus on listening?
Listening and hearing are not the same- listening involves processing what you have heard, and for many people (including myself) it takes practice! A better description of listening well is active listening. Active listening requires the listener to fully concentrate, understand, respond, and, then….remember what is being said. Being a good listener also requires being mindful of what you are hearing. Mindfulness is paying attention in a particular way, on purpose, in the present moment – and non-judgmentally. The goal of mindful listening is to silence the internal noise of your own thoughts, so that you can hear the whole message, and so that the speaker feels understood.
Benefits of Active Listening
Infographic developed my Julie Dillard, Washington County UF IFAS Extension
There are several benefits to being a good listener.
Prevent and resolve conflict
Build trust
Helps you learn
Most importantly, good listening skills foster a sense of belonging, which is the most basic measure of a quality youth development program.
So how can we become better listeners? Here are a few tips:
• Just listen. Be attentive when you are listening. Do not let other thoughts, like what you are going to say in response, distract you.
• Express interest. Use eye contact, posture, and facial expressions to let people know you are interested in what they have to say and that you are ready to listen. Listening is a form of non-verbal communication, which we will delve more deeply into next week during our Virtual Volunteer Leadership Webinar.
• Reduce distractions. If possible, refrain from doing other tasks while you are listening so that you can focus on hearing what is being said.
• Listen for emotions. Emotions can be expressed through tone, but also through body language- what does the tone and body language of the person tell you? Are they expressing excitement, frustration, joy or sadness? Be very careful not to judge what the other person is feeling.
• Repeat it back. Once the person has finished talking, summarize what you heard and ask them to clarify if necessary.
• Don’t be afraid of silence. A silent moment allows the speaker and the listener to process what has been said through words, tone and body language.
How can we teach listening skills to youth?
Here are a few activities you can do virtually or in person with youth of all ages (and adults too). For instructions, click the link or read the instructions below the table. For more ideas, and strategies for non-verbal communication, sign up for our webinar series every third Thursday of the month at 6PM central, 7PM eastern.
Paper-Tearing Exercise
1.) Pass out a sheet of paper to everyone and tell them the following: “We’re going to play a game that will show some important things about communication. Pick up a sheet of paper and hold it in front of you. Now, close your eyes and follow the directions I will give you—and no peeking! You cannot ask questions.”
2.) Give the following directions, carrying them out yourself with your own sheet of paper and pausing after each instruction to give the group time to comply:
• Fold your sheet of paper in half.
• Tear off the upper right-hand corner.
• Fold it in half again and tear off the upper left-hand corner.
• Fold it in half again and tear off the lower right-hand corner.
3.) After the tearing is complete, say something like, “Now open your eyes, and let’s see what you have. If I did a good job of communicating and you did a good job of listening, all of our sheets should look the same!”
4.) Hold your sheet up for them to see and discuss outcome.
• It is highly unlikely any sheet will match yours exactly.
• How are our papers different?
• Why don’t our papers match?
• How could a different communication method have helped us with this
activity?
Source: Strieter, L. (2008). Communications: Overview of Communications.
Shhhh. Just Listen…
1.) Work in pairs – Select one person to be the listener and one person to be the speaker.
2.) Challenge: The listener has to get the speaker to continue talking for five minutes, but can only make three statements during the time period. The speaker will talk about a situation that was a joyous occasion (ex. might be an award, a special event, a new job, etc.).
3.) Switch roles after five minutes.
4.) Return to whole group for reflection and discussion. The discussion that follows concentrates on how:
The speaker felt when the person just listened and did not exchange information
The nonverbal signals encouraged the speaker
Uncomfortable the silence was
It felt to just listen without having the pressure to contribute
The speaker felt having the freedom to say whatever they felt
Source: Listening & Communication Exercises by Work Smart Blog, Posted online by Leslie Orr
1.) Work in Pairs: One person is the listener and the other is the speaker.
2.) Role play: The listener practices active listening and tries to diffuse the tense situation. The speaker is upset because of [fill in any scenario].
3.) Discussion: The best way to diffuse a tense situation is to use active listening – it is important that the person knows you hear what they are saying. It is also important not to make any promises at that stage of the exchange. Acknowledge the person’s frustration and let them vent. Then, move on to problem solving – get the person to help in solving the problem and then work on solving it together.
Source: Listening & Communication Exercises by Work Smart Blog, Posted online by Tom Lord http://blog.trainerswarehouse.com/communication-exercises
After a year like 2020, there is lots of excitement and anticipation around the arrival of 2021. Here at 4-H in the Panhandle, we have been making plans to grow together with our 4-H families and volunteers over the next several months. This past year has been tough, but 4-H members, volunteers and families are resilient! We have decided to go back to the basics and focus on building skills that every 4-H agent, staff, volunteer and member needs to be successful in 2021 and beyond. The Volunteer Knowledge and Research Competencies are six essential skills that every youth and adult needs to be successful 4-H leaders. The skills include: communication, organization, 4-H program management, educational design and delivery, positive youth development strategies, and cooperative interpersonal characteristics. Each quarter will focus on a different skill. Our blog articles, social media posts, and webinars will all focus on building that skill into our personal, professional and most importantly- 4-H culture! Each week will will have tools and videos to help our 4-H community across the panhandle grow.
We are kicking our series off with communication skills- one of the most basic, but most important skills to have! Over the next few weeks, we will dig deep into cultivating listening skills, speaking skills, writing skills, advocacy skills and how to use social media effectively (and safely) to communicate the value of your 4-H club or project. To take advantage of this series, you will want to make sure you are signed up. We have intentionally provided several different ways you can receive materials (and it is all free of course!).
Sign up for our monthly webinar, where we meet to network, share and develop our skills
We hope that you will join us on our journey this year to build strong 4-H clubs, programs and communities across the panhandle of Florida! For more information about your local 4-H program, please contact your local UF IFAS Extension Office.
4-H clubs and individual members of all ages are eligible to participate in a Community Pride Project. This project is a great way to directly impact your community through a special service learning project of your choice. Service learning is an experiential learning activity and you can read more about what service learning is here or here.
Community Pride is a service learning program. The objectives of the Community Pride Program are:
Youth learn about their community and the impact the community has on their lives.
Youth understand how to relate to their community as individuals and through group cooperation so they can effectively work in community activities, programs, and organizations.
Youth develop skills and knowledge in community leadership.
Youth gain experience carrying out community projects to improve their environment.
Youth develop an interest in and love for their community.
How Does Community Pride Work?
4-H member in Martin County sets up a trap for feral cats as part of the Community Pride Project Photo by: Natalie Parkell
During the project a community issue is identified, a service project is selected, a plan is implemented by the group, and reflection and reporting take place.
What types of projects can you complete through the Community Pride Grant?
That is up to you! The best thing about the project is that you get to select your service learning project based on you community’s need. There are five main steps to the Community Pride Project and those are listed in detail below. Martin County 4-H members received a Community Pride Grant to help combat feral cats in their neighborhood and you can read more about it here. Broward County 4-H members have completed a variety of projects through this program and you can see the variety of projects here. If you would like to receive a Community Pride Grant to complete a service project of your choice, follow the steps below and contact your county 4-H Agent for assistance.
One of the cats that was captured, neutered, and released as part of Martin County 4-H’s Community Pride Project combating feral cats. Photo by: Natalie Parkell
Step 1: Community Needs Assessment
A Needs Assessment might sound intimidating and complicated, but it is a very simple step. Think of a needs assessment as a brainstorming session with the club members. They will share their input from their personal experiences in the community to figure out what project should be selected. It is important for this part to be youth-led because you want to select a project that has a community need and an interest from the youth. During the brainstorming session you will also come up with potential solutions to the problem.
Step 2: Creating a Project Plan
The next step is to create a project plan based on the ideas that were generated during the brainstorming session. Youth will select a solution that they can work towards and this solution will be the project. It is important to consider what steps will need to be completed to make the solution a reality (i.e. supply needs, work days, locating community partners, and more).
Step 3: Submit a Project Proposal
Your next step is to submit a proposal. All 4-H groups (or individual members) who would like to participate in this program must submit a proposal for funding of their Community Pride Project. Proposals accepted from the county must be emailed to 4hcontests@ifas.ufl.edu at the State 4-H Headquarters by the January 11, 2021 deadline date to be considered for the current 4-H years funding. Groups that are awarded funding will be notified via email in February with further instructions on your n
Step 4: Implement your Project
Now for the fun part! This is where you get to put your project plan into action and complete your community project. You will create your own timeline and schedule for the project and it will need to be completed between February through May 2021.
Step 5: Evaluate and Report
After your project is complete, it is time for you to reflect on all your hard work. During this time you will also evaluate the project and submit an official report to the state office by June 1, 2021. The state 4-H Office will conduct judging of all the completed projects during the first week of June. Participants in the Top Five Projects will be invited to a recognition breakfast!
Holidays can be stressful under normal circumstances, but 2020 has been far from normal! Mindfulness can help you improve your focus, manage stress, develop a positive outlook, and resolve conflict. Together, these all help you do a better job regulating emotions. Developing a mindfulness practice could be a great new year’s resolution as we look forward to 2021! Last month’s Virtual Volunteer Leadership Academy webinar focused on helping volunteers develop a mindfulness practice.
There are three key features of mindfulness:
Purpose- intentionally directing your attention rather than letting it wander
Presence- being fully engaged and attentive at the present moment
Acceptance- being nonjudgmental about whatever arises in the moment. In other words, not fretting over what you should be doing or what you should have done, rather focusing on what you can do in the present.
To learn specific strategies for developing a mindfulness practice around these features, watch our webinar below, or check out some of the resources linked below.
Citizenship, sometimes referred to as civic engagement, is a pillar of the 4-H program. A key part of guiding youth to develop as citizens is helping them to find and use their voice. One way to help youth in this discovery and skill building process is through learning advocacy. The simplest way to define advocacy is to think about it as being a process of defending or promoting a cause. When advocacy becomes linked with civic engagement, youth can become engaged in a powerful experiential learning process.
