BU-6715-S

Revised 1999

KKeys
eys to Quality
to Q uality yyouth
outh

DDevelopment
evelopment

1
 “This piece of work has “Positive spin on the value
changed the way I ap- of youth.”
proach teaching.” -extension educator
-th grade teacher

Keys to Quality
youth Development
“ Hands-on activities, appropriate adult mentors and
community service ...”

Youth development, the process o growing up and de-

veloping one’s capacities, happens no matter what we do.
The challenge is to promote positive youth development and
plan quality experiences with young people.

It would be nice i there was a drive-through window where

you could order the positive aspects o youth development
when planning a program. But it takes active involvement
and careul planning to ll the order. KEYS to Quality Youth
Development encourages you to plan and prepare a complete
menu or positive youth development.

This guide is a working tool to stimulate, challenge, and

encourage youth and adults as they work together to plan,
conduct, and evaluate quality experiences. Whether you are
a parent, teacher, volunteer, youth development proessional,
or teenager, this planning guide will help you work with youth.
How you choose to use it will depend on the situation and the
desired outcomes.

Learning experiences are more powerful when tied to one or more of the keys of positive
youth development. Carefully look at the time you spend with young people. Are you re-
inforcing these keys? Are you helping the young people build developmental assets? How
can you strengthen these experiences? Use the KEYS to Quality Youth Development in the
design, delivery, and evaluation of your positive youth development programs.

“Documented what effective adult mentors for youth had felt

all along, but gave it a research base.”
-youth leader

2
the eight Keys:
Gisela Konopka (1973) and Karen Pittman (1991) identied critical elements essential to
the healthy development o young people. Youth and adults will benet rom experiences
providing some or all of these elements.

1 youth Feel physically anD emotionally saFe

2 youth experience Belonging anD ownership “It just plain made sense.”
3 youth Develop selF-worth -teen volunteer

4 youth Discover selF

5 youth Develop Quality relationships with peers anD aDults
6 youth Discuss conFlicting values anD Form their own
7 youth Feel the priDe anD accountaBility that comes with mastery
8 youth expanD their capacity to enjoy liFe anD Know that success is possiBle

in this guiDe, the Discussion oF each Key incluDes:

premise—Meaning and importance o the element
BuilDing a FounDation—Developmental assets that orm a oundation or healthy young people
selecting outcomes—Examples o desired results
iDentiFying practices—Sample techniques and strategies “Good asset building tool for
youth and adults working
how it worKs—A real-lie example we’ve encountered together.”
-volunteer leader
things to thinK aBout—Common-sense tips to consider
worDs oF wisDom—Thoughtul insights rom youth and adults
Questions For youth—Follow-up discussion questions

“It soon became apparent to the young adults I was teaching that I
cared more about them than my lesson. The result is that they
are more willing to share with me.”
-nutrition education assistant

3
 1
youth Feel physically anD emotionally saFe

premise
Young people will learn better and participate more ully when they eel
physically and emotionally sae. This environment encourages honesty,
trust, and respect among all youth and adults.

BuilDing a FounDation-
BounDaries anD expectations
Boundaries and expectations let young people
selecting outcomes
know what to expect from others and what What will be done in your program
others expect from them. The Search Institute to make sure youth -
identies important examples: 3are physically safe?
Safety—Young person feels safe at home, 3feel emotionally safe?
school, and in the neighborhood. 3work together with adults to
Family boundaries—Family has clear rules and establish rules and con-
consequences and monitors the young per- sequences of violating rules?
son’s whereabouts. 3understand how conficts will be
School boundaries—School provides clear rules resolved and disrespectful be-
and consequences. havior (bullying, name calling)
Neighborhood boundaries—Neighbors take will be handled?
responsibility for monitoring young people’s 3will be respected by adults and
behavior. other youth?
Adult role models—Parent(s) and other adults 3see consistency from adults?
model positive, responsible behavior. 3experience both structure and
Positive peer infuence—Young person’s best fexibility?
friends model responsible behavior. 3have access to the program in
terms of time of day, location,
cost, and transportation?

iDentiFying practices
• Involve youth in determining and setting expectations or participation.
• Provide adult and youth leaders with group acilitation training and skills.
• Help adults appreciate need or air enorcement o rules.
• Ensure that leaders know how to handle emergencies.
• Encourage youth and adults to work together to determine, develop, and give
leadership to the program.
• Develop rules and plan programs that encourage appreciation o diversity
and diverse opinions.

4
 how it worKs
Elisha is a 10-year-old who is small for
her age and lags behind her classmates
in physical skills. In school and on the
playground she is a target for teasing
and bullying. things to thinK aBout
Elisha joined a local 4-H club this year, as
her parents wanted to get her involved in • In emotionally sae environments, kids
building personal skills and capitalize on express their thoughts, ideas, and
her interests and skills with the com- personality without the fear of being
puter. At rst, Elisha was reluctant to be ridiculed or laughed at.
involved, but youth and adults wel- • Youth and adults eel emotionally sae
comed her and included her in ac- when there are no put-downs or
tivities. She said to her mother, “I was disrespectful behavior.
really afraid the kids would pick on me • Consistency in programs or youth
like at school, but they don’t! Everyone is important so they know what to
is my friend!” expect.
Elisha continues to be involved with the • Activities should be planned and
club, and offers to be on committees. structured so youth feel included.
She enthusiastically created computer
graphics for a club display and helped
put the display in a downtown business
window. At a local Chamber of Commerce
meeting, Elisha was recognized for her
computer expertise with the project.

worDs oF wisDom
“Kids can walk around trouble, if there is some place to walk to
and someone to walk with.” Tito, Urban Sanctuaries, p. 219.

Questions For youth

n Think o a time when you expressed your ideas and opinions:
How did you feel about talking in the group?
What was the response to your ideas and opinions?
n Give an example of a time when you did not feel comfortable sharing your ideas.
n Tell us about a time when you or someone else was held accountable for your/their
behavior. What happened? How did you feel?
n Can you think of a time when people were not held accountable for their behavior?
How did you feel? What do you think should have been done?
n If you could change the experience so it would be safe for everyone to express his
or her ideas, what would you do?

5
 2
youth experience Belonging anD ownership

premise
Youth eel included and motivated. They have signicant roles as
participants and leaders.

BuilDing a FounDation-
time use
selecting outcomes
Time use is an important measure of youth
involvement in family, school, and community. What will be done in your
The Search Institute identies important ex- program to make sure youth -
amples: 3are actively involved in
Creative activities—Young person spends three planning the experience/
or more hours per week in lessons or prac- program?
tice in music, theater, or other arts. 3are actively involved
Youth programs—Young person spends three in implementing the
or more hours per week in sports, clubs, or experience/program?
organizations at school and/or in community 3feel valued and needed?
organizations. 3feel a sense of belonging?
Religious community—Young person spends 3take an active role in the
one or more hours per week in activities in experience/program?
a religious institution. 3feel included rather than
Time at Home—Young person is out with friends excluded?
“with nothing special to do,” two or fewer
nights per week.

iDentiFying practices
• Involve youth in the initial planning o the program.
• Plan or how youth will be involved. Don’t just add a representative youth or
two to the adult planning group.
• Allow plenty o time or discussion, questions, and making decisions.
• Encourage creativity and consideration o everyone’s ideas.
• Conront cliques and behaviors that exclude some o the group.
• Use T-shirts, buttons, hats, etc. to symbolize group belonging.
• Encourage skills and create products youth can take home.
• Use ceremonies and traditions to stimulate group cohesion.
• Encourage diversity o membership without regard to race, color, creed, re-
ligion, national origin, sex, age, marital status, disability, public assistance
status, or sexual orientation.

6
 how it worKs
A committee of adults and teens
had been working together for more
than a year. Now new people were
joining the group. Group members
were concerned that the new people
would not appreciate what had been things to thinK aBout
accomplished. The new members
were wondering if they would be • Intimidating behavior like bullying, name
welcomed and their ideas respected. calling, and physical harassment make
To bring the new and past members youth feel unwelcome and excluded.
together, an overnight retreat was • Group identity grows when young people
scheduled. create their group rules and establish
their standards of behavior.
During the retreat a wall-sized his-
• Team building takes extra time initially,
tory chart was built by the group.
but pays dividends in the long run.
Several team-building activities were
led. During the closing activity the
group stood in a circle and ex-
changed a T-shirt and a special mes-
sage with another person. New and
past members learned to appreci-
ate each other and looked forward
to working together.

worDs oF wisDom
“The astest, most ecient method may not promote shar-
ing, learning, belonging, and responsibility.”
Joyce Walker, Center for 4-H Youth Development, 1996.

Questions For youth

n Do you feel like you really belong in this group?
n What is one thing you did to make another person feel part of the program?
n Did you feel the group supported you? Why or why not?
n Were you able to participate in the way you wanted?
Was participation easy or hard? Explain.

7
 youth Develop selF-worth 3
through meaningFul contriBution
premise
Young people feel free to contribute, and their contribution is ac-
cepted, acknowledged, and appreciated.

BuilDing a FounDation-
empowerment
Empowerment is an important outcome of selecting outcomes
making a contribution and promotes an in-
creased sense of self-worth. The Search In-
stitute identies important examples: What will be done in your pro-
Community values youth—Young person per- gram to make sure youth -
ceives that adults in the community value 3contribute individually to the
youth. group experience?
Youth are recognized as resources—Young 3work together with adults to
people are given useful roles in the com- create the experience?
munity. 3are challenged?
Youth included in community service—Young 3are recognized for their con-
person serves in the community one hour tributions?
or more per week. 3know that their experience or
contribution was valued by
others?

iDentiFying practices
• Ask youth what they want to do or learn.
• Recognize and reward healthy risk-taking, creativity, and innovation.
• Encourage youth and adults to make decisions together.
• Involve youth in important roles and responsibilities.
• Recognize youth throughout the experience.
• Use the ve steps o the experiential learning model:
1. Experience: youth are involved in an active, hands-on team or individual activity.
2. Share: youth discuss what they did and elt.
3. Process: youth discuss common experiences or insights.
4. Generalize: youth relate the experience to real lie situations.
5. Apply: youth use what they discovered to change their behavior or attitude in
a new or similar situation.

8
 how it worKs
A group of volunteer leaders spent
time discussing the question, “What
makes a good community service
project?” They agreed upon the fol-
lowing points: let young people select
projects that really interest them,
have tangible outcomes, and make a
real difference in the lives of others.
Choose projects that have opportu-
nities for learning and individual
growth. Give priority to ongoing
projects contributing to the common
good. Older youth helping younger
youth is a great program model. things to thinK aBout
Discussion and refection help young
people understand the signi- • Sel-worth and personal power grow
cance of their contribution. through service to others.
• Group celebrations are good ways to
reward contribution and service.
• Young people gain understanding and
empathy through active service to
others.
• Young people benet rom seeing tangible
outcomes and hearing direct feedback
from people they affect.

worDs oF wisDom
“Among the most powerful means of enriching young lives is to en-
list their energies in improving their own great communities.” Great
Transitions, p. 110.

Questions For youth

n What did you learn from participation in this program?
n What were your personal contributions to the program?
n What difference did this service experience make in your life?

9
 4
youth Discover selF

premise
Youth are encouraged to try new things and learn about themselves. As
a result they discover and practice their interests and skills, test their
independence, and take control of their lives.

BuilDing a FounDation-
positive iDentity

Positive identity provides young people with

a sense of purpose. The Search Institute
identies important examples:
Personal power—Young people feel they have selecting outcomes
control over things that happen to them.
Self-esteem—Young person reports having What will be done in your program
high self-esteem. to make sure youth -
Sense of purpose—Young person reports that 3are challenged to attempt or
“my life has a purpose.” learn something new?
Positive view of personal future—Young per- 3discover something about
son is optimistic about her or his future. themselves?
3have an opportunity to be some-
one special?
3apply content and life skills
learned to their everyday lives?

iDentiFying practices
• Create experiences with youth that apply to real-lie situations.
• Use the experiential learning cycle—experience, share, process, gen-
eralize, and apply.
• Allow adequate time to talk about the experience.
• Participate in community service or volunteer opportunities.
• Match youth with mentors.
• Use role play.

10
 how it worKs
A group of teens accepted the chal-
lenge to develop a new program
for younger youth. The program
would provide information about
things to thinK aBout
critical issues and develop decision-
making skills. The teens developed • Oer everyone the same opportunities.
a teaching plan, learned teaching • Include challenges in the experience.
skills, and determined results, includ- • Allow time or the participants to create
ing change in themselves and in the their own experiences.
younger youth they taught. Through • Do not solve problems or youth. Be
this opportunity, the teens supportive and interested and allow
• strengthened sel-identity and them to think of their own solutions.
self esteem,
• learned how to infuence
decisions about critical
issues,
• developed teamwork skills,
and explored interests and
skills which could relate

worDs oF wisDom
“If you try too hard to impress other people and make all your deci-
sions based on what they think, then you’re not living for yourself and
eventually you forget who you really are.” Dawn, age 11, Take
Time to Play Checkers.

Questions For youth

n How did you express your own ideas during this experience?
n As a result of this experience what did you learn about yourself?
n How did you experiment with new techniques?
n Think back to a time when you felt that you had little or no control over
your life or a situation. How would you deal with it differently now?

11
 youth Develop Quality relationships 5
with peers anD aDults

premise
Youth develop caring and trusting relationships. Youth and adults
learn together and respect one another.

BuilDing a FounDation-
support
Supportive relationships bring safety, sta-
bility, and encouragement to young people’s selecting outcomes
lives. The Search Institute identies
important examples: What will be done in your program
Family support—Family life provides high to make sure youth -
levels of love and support. 3interact as equal partners in
Positive family communication—Young planning, implementing, and
person and her or his parent(s) com- evaluating the program?
municate positively. Young person is 3have time to meet and learn about
willing to seek parental advice and each other?
counsel. 3are able to continue friendships
Other adult relationships—Young person with other youth and adults?
receives support from three or more 3interact with adults to learn and
non-parent adults. have fun together?
Caring neighborhood—Young person ex-
periences caring neighbors.
Caring school climate—School provides a
caring, encouraging environment.
Parent involvement in schooling—Parent(s)
are actively involved in helping young
person succeed in school.

iDentiFying practices
• Use name tags to relate on a rst-name basis.
• Use introductions and get-acquainted activities.
• Encourage youth and adults to learn and participate as teams.
• Provide lists o participants, addresses, etc., so riendships can continue.
• Encourage adults to interact with youth.
• Encourage adult and youth teams to meet ater the planned experience.

12
 how it worKs
Shaleen is a 12-year-old who recently
moved into the community. Her mom
and stepfather are shift workers at a
local mill. Next door is Jean, a kind things to thinK aBout
“grandmother-type” who welcomed
the family with homemade cookies • It is important that youth and
when they moved in. Shaleen visited adults talk together, listen to
Jean often and heard stories about each other, and express interest
Jean’s grandchildren doing community in each other. It is not enough
work in a neighborhood church youth for adults to say, “I’m here for
group. Shaleen quickly warmed to the you” and expect youth to seek
idea of doing things with the group and them out. Adults must initiate
was invited to attend the “Milkshake relationships too.
Monday” sessions as well as Sunday • In quality relationships, youth and
School with Jean’s grandchildren. adult ideas are valued equally.
She became involved in the “blizzard It’s important to avoid viewing
bucket” project, making and delivering adults as the “experts” and
winter survival kits to senior citizens. youth as “the problem.”
Shaleen continues to visit Jean often, • Youth need and want many op-
sharing stories of excitement, as well portunities to share their knowl-
as the ups and downs of growing up. edge, ideas, and opinions.
In addition, Shaleen has new friends
in the youth group.

worDs oF wisDom
“A long-term relationship with a caring adult can change a young
person’s life.” Forgotten Half, 1988, p. 45.

Questions For youth

n Tell us something about three new people (youth or adults) you met as
part of this experience.
n What qualities must youth and/or adults possess to be good friends,
mentors, or leaders?
Which of these qualities did the adults in this group have?
Which of these qualities did youth in this group have?
n Do you have plans to keep in touch with a new friend(s) you made?
How will you contact them?
How will you get to know them better?

13
 youth Discuss conFlicting values 6
youth DanD conFlicting
Form
iscuss their ownvalues
premise
Youth have a safe place to talk with other youth and adults about
values and topics that are important to them. All beliefs and ques-
tions are respected and taken seriously.

BuilDing a FounDation-
positive values
Positive values give young people something
to strive or. The Search Institute identies im-
portant examples: selecting outcomes
Caring—Young person places high value on
helping other people. What will be done in your program
Equality and social justice—Young person to make sure youth
places high value on promoting equality and 3form their own values and be-
reducing hunger and poverty. liefs?
Integrity—Young person acts on convictions 3feel free to express their values
and stands up for her or his beliefs. and beliefs?
Honesty—Young person tells the truth, even 3understand and respect the val-
when it is not easy. ues and beliefs of others?
Responsibility—Young person accepts and
takes personal responsibility.
Restraint—Young person believes it is im-
portant not to be sexually active or to use
alcohol or other drugs.

iDentiFying practices
• Encourage open discussion.
• Use brainstorming where all responses are accepted.
• Have youth work with adults to set ground rules that will assure a respectul
environment.
• Plan time or youth to “refect” and talk about what they have learned.
• Be aware o your own values and belies.
• Model behaviors that match your values.
• Encourage youth and adults to listen to one another.
• Encourage youth and adults to share opinions and ask questions.

14
 how it worKs
Teen leaders in a local youth group who
met monthly didn’t seem to get anything
accomplished. They were always ar-
guing and taking sides about the is-
sues the group was dealing with. Some
felt excluded because their views were things to thinK aBout
not accepted. Half were not talking at all.
No one felt good about the experience
and attendance was dropping. • There are no right or wrong answers
when discussing values.
The leader encouraged the teens to
• Encourage everyone to participate in
establish ground rules. Each person
diverse ways.
silently wrote the ground rules he or she
• Acknowledge everyone’s view point.
felt were important. The teens then took
• Recognize emotions but don’t allow
turns sharing their ideas with the whole
them to dominate the experience.
group. Teens discussed the ground rules
and voted to accept the nal list that
included respect for others’ opinions.
The list was posted at each meeting.
Participants held each other responsible
for following the ground rules.
Two meetings later, almost everyone
was feeling more comfortable ex-
pressing their views and were actively
participating in the meetings.

worDs oF wisDom
“If trusted and respected, young people readily learn to
evaluate situations, make decisions, and solve problems.”
The Forgotten Half, p. 51.

Questions For youth

n Think about a time you were in a group and some
members of the group had different beliefs.
How was the situation handled?
How did you feel in the situation?
What did you learn from the situation?
How were your values and beliefs different from others?

15
 youth Feel the priDe anD accountaBility 7
anDcF
that omes theirmoastery
orm with wn

premise
Youth experience success by completing activities appropriate for their
stage of development and preferred style of learning. Youth set goals
and celebrate accomplishments.

BuilDing a FounDation-
eDucational commitment
selecting outcomes
Doing well in school gives young people
a sense of pride and accountability. Keep What will be done in your program
in mind that opportunities also exist out- to make sure youth -
side of school for youth to feel a sense 3determine personal goals for the
of accomplishment. The Search Institute program/experience?
identies important examples: 3will be accountable for their per-
High expectations—Parent(s) and teach- sonal goals?
ers encourage the young person 3gain knowledge leading to mas-
to do well. tery through hands-on experi-
Achievement motivation—Young per- ences?
son is motivated to do well in school. 3refect and receive eedback on
School performances—Young person what they accomplish?
has a B average or better. 3receive public recognition for
Homework—Young person reports do- their accomplishments?
ing at least one hour of homework 3share accomplishments with
every school day. each other?
Bonding to school—Young person cares 3have opportunity to practice
about her or his school. skills until they master them?
Reading for pleasure—Young person
reads for pleasure three or more
hours per week.

iDentiFying practices
• Work with youth to set and achieve both individual and group goals.
• Develop action plans with structured time or eedback.
• Provide opportunities or practicing skills.
• Allow time to refect on successes, ailures, growth, accountability, pride,
and motivation.
• Plan developmentally appropriate activities and accommodate diverse
learning styles.

16
 how it worKs
A group of youth from a local 4-H club
traveled to another state to participate
in a Habitat for Humanity Project.
Having little experience in building a
house, the teens were apprehensive
about their skills. The group spent a
week learning how to read blueprints,
develop carpentry skills, and work as
a team. At the end of the experience,
the youth were proud of the skills they
had learned, the house they built, and things to thinK aBout
their contribution to the community.
• The planning process and
the experience are as
important as the end
product.
• Encourage group members
to celebrate each others’
accomplishments.
• Teaching someone else a
skill you’ve learned is the
nal step o mastery.

worDs oF wisDom
“It makes me feel special to know that I can display my talents, and
that people appreciate it.” Tyrone, Urban Sanctuaries, p. 45.

Questions For youth

n What did you learn from the experience?
n Explain your accomplishments and why you are proud of them.
n What was the greatest challenge for you?
n What would you do differently now?
n With whom will you share your new skills and/or knowledge?
n What else would you like to learn?

17
 youth expanD their capacity to enjoy liFe 8
anD Know Formsuccess
anD that their oiswn
possiBle
premise
Youth are offered new experiences and opportunities to enjoy life.
They learn and grow from successes and failures.

BuilDing a FounDation-
social competencies
Personal life skills are essential to pos- selecting outcomes
itive youth development. The Search
Institute identies important examples:
Planning and decision-making—Young What will be done in your program
person knows how to plan ahead to make sure youth -
and make choices. 3have fun and laugh?
Interpersonal competence—Young 3excel and have an opportunity to
person has empathy, sensitivity, and be recognized?
friendship skills. 3set goals and work toward their
Cultural competence—Young person goals?
has knowledge of and comfort with 3think about life plans and their
people of different cultural, racial, future?
or ethnic backgrounds. 3develop hobbies and leisure in-
Resistance skills—Young person can terests?
resist negative peer pressure and 3take healthy risks?
dangerous situations.
Peaceful conflict resolution—Young
person seeks to resolve conflict
nonviolently.

iDentiFying practices
• Include time or inormal interaction with peers.
• Plan activities that oer adventure and un.
• Seek out opportunities that identiy special and individual qualities in each youth.
• Celebrate both successes and ailures.
• Provide a balance o work-time and play-time.
• Involve youth in planning, implementation, and evaluation.
• Use brainstorming to generate new and exciting alternatives.
• Be willing to change.

18
 how it worKs
Sean saw TV news clips about an
outdoors adventure program at an area things to thinK aBout
camp. Sean wished he could take part in
such an exciting adventure, but he knew • Set goals with youth that are
his parents couldn’t aord to send him. challenging, yet achievable.
One day he mentioned to the school Age-appropriate challenges
counselor his love or the outdoors and make success possible.
reerred to the camp he had seen on TV. • Encourage youth to enjoy lie by
The counselor knew o a work program exploring hobbies and leisure
available at the camp. Sean applied and activities.
was accepted. • Use the media to recognize youth.
Inform parents of ac-
The camp director appreciated Sean’s
complishments. Use badges,
willingness to work and his sense o
certicates, and other special
adventure. Sean was willing to take
items to congratulate youth.
risks, get up rom alls, and try again. He
• Provide youth opportunities to
wanted to sail and through hard work and
assess setbacks and to learn
a lot o hands-on learning, he became a
from them. Help youth identify
member o the Sea Filly sailing team. At
and make changes to make
the camp’s annual sailing regatta, Sea
success possible.
Filly was one o seven boats to nish the
race. The whole camp was on hand to
cheer on the teams as they sailed across
the nish line.

worDs oF wisDom
“Although community programs should address the serious concerns of
today’s young people, they should also respond to adolescents’ desire
or un and riends.” A Matter o Time, p. 79.

Questions For youth

n Describe a successful experience you or your group had.
How did you celebrate that success?
How were you recognized for your accomplishments?
n Tell us about an experience that was new to you. Will you do it again?
n Give an example of a something that didn’t go as planned. What did you learn
from that experience? What will you do differently next time?

19
 Quality Youth Development Experience
Program Planning Outline

Topic:

Audience:

Time Allowed:

Location:

Which of the keys will you address?

___ 1 Youth eel physically and emotionally sae

___ 2 Youth experience belonging and ownership

___ 3 Youth develop sel-worth through meaningul contributions

___ 4 Youth discover sel

___ 5 Youth develop quality relationships with peers and adults

___ 6 Youth discuss conficting values and orm their own

___ 7 Youth eel the pride and accountability that comes with mastery

___ 8 Youth expand their capacity to enjoy lie and know that success is possible

Selected Outcomes—What are your desired results?

Identifying Practices—What techniques and strategies will be used to meet the outcomes?

Questions for Youth—What ollow-up questions will be used?

Minnesota extension service

20
References

A Matter of Time: Risk & Opportunity in the Nonschool Hours.

Report o the Task Force on Youth Development and Community
Programs. Carnegie Council on Adolescent Development. New
York: Carnegie Corporation, 1992.

Benson, Peter L. “Developmental Assets Among Minneapolis

Youth.” Minneapolis: Search Institute, 1996.

Henderson, Nan. “Resiliency in Practice: One-to-One Interactions

that Foster Resiliency.” Resiliency In Action: A Journal of Ap-
plication and Research, vol. 1, no. 1, Winter 1996, pp. 15-17.

“Keys or Kids.” Adapted rom the publication Training Trainers to

Teach, and is used with permission rom the National 4-H Council.

Konopka, G. Requirements for the Healthy Development of Ado-

lescent Youth in Adolescence, VIII, 31, Fall, 1973.

McLaughlin, Milbrey W., Merita A. Irby, and Juliet Langman.

Urban Sanctuaries: Neighborhood Organizations in the Lives
and Futures of Inner-City Youth. San Francisco: Jossey-Bass
Publishers, 1994.

Pittman, K. Promoting Youth Development: Strengthening the Role

of Youth Serving and Community Organizations. Washington D.C.:
Academy or Educational Development, June 1991.

Snow, Misti. Take Time to Play Checkers. Toronto: Penguin Books,

1992.

The Forgotten Half: Pathways to Success for America’s Youth

and Young Families. Washington D. C. Youth and America’s
Future: The William T. Grant Commission on Work, Family, and
Citizenship, 1988.

Walker, Joyce, and Trudy Dunham. “Understanding Youth De-

velopment Work: Center or 4-H Youth Development, College o
Education and Human Ecology.” University o Minnesota Exten-
sion Service, 1994.

21
 Development oF this Document
This document was developed and written by:

Patricia Almquist, Barbara Brekke, Sara R. Croymans, Kari

Fruechte, Mary Matlack, Betty McAndrews, Patricia Morreim, Jolie
Ogg-Graybill, Barbara Piehl, Joyce Walker, and Tom Zurcher.

All are Extension Educators and members o the Child and Youth
Development Specialization o the University o Minnesota
Extension Service. This specialization is committed to promot-
ing positive development o youth in cooperation with amilies,
communities, organizations, school systems, and the youth
themselves. National reviewers included Dr. Roger Rennekamp,
Dr. Barb Warren, Dr. Richard Krueger, Dr. Roger Johnson, Dr.
Allen Smith, and Ms. Jennier Bloom. Additional support was
provided by Richard Krueger, Evaluation Specialist, University o
Minnesota Extension Service; Shep Zeldin, Director o Research
Planning, Center or Youth Development and Policy Research,
Academy or Education Development; Kathleen Cleberg, editor,
and Sara Johnson, graphic designer, both with the University o
Minnesota Extension Service.

This document was developed in cooperation with the Center or

4-H Youth Development, the College o Education and Human
Development and the University o Minnesota Extension Service.

22
23
 Keys For KiDs
• Security “I eel sae.”
feel physically and emotionally safe

• Belonging “I’m in.”

experience belonging and ownership

• Acceptance “What I say and do counts.”

develop self worth

• Independence “I like to try new things.”

discover sel

• Relationships “I care about others.”

develop quality relationships with peers and adults

• Values “I believe...”
discuss conficting values and ormulate their own

• Achievement “I can do it.”

feel the pride and accountability that come with mastery

• Recognition “I eel special.”

expand their capacity to enjoy life and know that success is possible

“Keys or Kids.” Adapted rom the publication Training Trainers to Teach, and
is used with permission rom the National 4-H Council.

center for 4-H

Youth developMent

college of education and

huMan developMent

340 coffeY hall

1420 eckles avenue child and Youth developMent specialization
st. paul, Mn 55108 universitY of Minnesota extension service
(612) 625-9700
www.extension.umn.edu
1-800-444-4238
Copyright © 1999, Regents o the University o Minnesota. All rights reserved. Back cover page, Keys for kids, may be reproduced. Keys or Kids is
rom the publication “Training the Trainers to Teach” and is used with permission rom the National 4-H Council.

Additional copies o this item can be ordered rom the University o Minnesota Extension Service Distribution Center, 20 Coey Hall, 1420 Eckles Av-
enue, St. Paul, MN 55108-6069, e-mail: [email protected] or credit card orders at (800) 876-8636.

Produced by Communication and Educational Technology Services, University o Minnesota Extension Service.
In accordance with the Americans with Disabilities Act, this material is available in alternative ormats upon request. Please contact your University o
Minnesota county extension oce or, outside o Minnesota, contact the Distribution Center at (800) 876-8636.

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