|4-H Volunteer Profile||Apr 24, 2015||388-123 (4H-466NP)||
|4-H Youth Member Enrollment (Long form)||Jan 29, 2016||388-002 (4H-549)||
|4-H Youth Member Enrollment (Short form)||Jun 16, 2016||388-002 (4H-612NP)||
Most adults can remember a time when they were teased at school. This teasing could have been friendly or mean-spirited. Teachers, parents, therapists, and researchers have become more concerned about teasing that leads to bullying. According to recent studies, between 20-40% of U.S. teenagers report being bullied three or more times during the past year. Between 7-15% report bullying others three or more times during the past year.
|May 1, 2009||350-852|
Many of us think of teen years as moody, turbulent ones. While it is true that most teenagers have emotional ups and downs, recent research suggests that such moodiness isn’t necessarily a normal part of the teen years. In fact, teens who seem sad or down for more than a few weeks may actually be experiencing depression.
|May 1, 2009||350-851|
|Adolescent Growth and Development||
Adolescence is a time of many transitions for both teens and their families. To ensure that teens and adults navigate these transitions successfully, it is important for both to understand what is happening to the teen physically, cognitively, and socially; how these transitions effect teens; what adults can do; and what support resources are available.
|Feb 8, 2012||350-850|
|Adolescents and Sex||
Many parents, teachers, and others who work with teens wonder how to address the topic of teens and sex.
|May 1, 2009||350-853|
|Aprendiendo Juntos en Familia: preescolares||May 20, 2015||FCS-62PS|
|Aprendiendo juntos en familia: Los niños en edad escolar y el acoso escolar||Apr 1, 2016||FCS-56SP (FCS-77SP)|
|Attention Deficit Hyperactivity Disorder Or Additional Difficulties Hampering Development||
Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed behavioral disorder of childhood, estimated to affect 3 to 5 percent of school age children.
|May 1, 2009||350-051|
|Best Practices in Intergenerational Programming: Practice 1||Apr 9, 2015||FCS-34P (FCS-80P)|
|Best Practices in Intergenerational Programming: Practice 10||Apr 9, 2015||FCS-43P (FCS-87P)|
|Best Practices in Intergenerational Programming: Practice 11||Apr 8, 2015||FCS-44P (FCS-88P)|
|Best Practices in Intergenerational Programming: Practice 2||Apr 8, 2015||FCS-35P (FCS-89P)|
|Best Practices in Intergenerational Programming: Practice 3||Apr 9, 2015||FCS-36P (FCS-90P)|
|Best Practices in Intergenerational Programming: Practice 4||Apr 8, 2015||FCS-37P (FCS-81P)|
|Best Practices in Intergenerational Programming: Practice 5||Apr 9, 2015||FCS-38P (FCS-82P)|
|Best Practices in Intergenerational Programming: Practice 6||Apr 9, 2015||FCS-39P (FCS-83P)|
|Best Practices in Intergenerational Programming: Practice 7||Apr 9, 2015||FCS-40P (FCS-84P)|
|Best Practices in Intergenerational Programming: Practice 8||Apr 9, 2015||FCS-41P (FCS-85P)|
|Best Practices in Intergenerational Programming: Practice 9||Apr 9, 2015||FCS-42P (FCS-86P)|
|Children and Stress: Caring Strategies to Guide Children||
As adults, we are usually busy as parents and workers and often feel stressed and experience burn-out at times, but would you ever think that children can experience stress too?
|May 1, 2009||350-054|
|Código de Conducta Estándar de 4-H de Virginia Para Programas/Eventos de 4-H||
El objetivo del programa 4-H es el desarrollo positivo de la juventud. Nosotros creemos en la creación de un ambiente seguro de aprendizaje que estimula el desarrollo de un joven en cuatro niveles (es decir: cabeza, corazón, manos y salud). Esperamos que todas las personas involucradas en el programa 4-H (miembros jóvenes, padres, voluntarios jóvenes/adultos) practiquen comportamientos que promuevan el pleno desarrollo juvenil. Cada miembro de 4-H y personas asociadas que participan en las actividades de 4-H deben aceptar la responsabilidad de crear una imagen positiva que refleje los ideales de 4-H. Por otra parte, el programa 4-H de Virginia reconoce que el “¡CARÁCTER CUENTA!” Todos los participantes de 4-H son representantes del programa y siempre deben esforzarse por defender las siguientes normas: confiabilidad, respeto, responsabilidad, equidad, solidaridad y civismo. En busca de uniformidad en la conducta requerida en los programas/eventos de 4-H, se desarrollaron los siguientes códigos de conducta que permiten comprender las expectativas con claridad. Los participantes y los padres/guardianes deben firmar este formulario para poder participar.
|Sep 17, 2015||4H-164NP (VCE-448)||
|Developing Responsibility And Self Management In Young Children: Goals Of Positive Behavior Management||
Child care providers who are good facilitators of the social development of young children also understand the relationship between child care curriculum, care giver demeanor, and discipline in promoting responsibility and a sense of community among young children.
|May 1, 2009||350-052|
|Eat Well, Age Well: Get Moving!||
Who should be physically active? You should! It doesn’t matter if you call it exercise or physical activity, you just need to get moving! Being physically active almost every day will help you maintain your independence. The more you do, the more energy you may have. Physical activity will help you enjoy your life to its fullest potential!
|Dec 22, 2015||2903-7028 (HNFE-293NP)|
|Family and Consumer Sciences||Jul 7, 2015||490-050(FCS-98)|
|Family and Consumer Sciences, A Resource for Virginia's Schools||Jul 7, 2015||490-408(FCS-99)|
|Human Growth and Development - A Matter of Principles||
There is a set of principles that characterizes the pattern and process of growth and development. These principles or characteristics describe typical development as a predictable and orderly process; that is, we can predict how most children will develop and that they will develop at the same rate and at about the same time as other children. Although there are individual differences in children’s personalities, activity levels, and timing of developmental milestones, such as ages and stages, the principles and characteristics of development are universal patterns.
|Jan 27, 2014||350-053 (FCS-66P)|
|Kids Kitchen: Start Your Engine!||
Did you know your body is just like a car? Both need fuel to run! A car needs gas to make it go and you need food to make you go. Your body burns food just like a car burns fuel. Food you eat provides you with nutrients that help your body work right. The most important meal of the day is breakfast. It is the best time to re-fuel your engine.
|Aug 2, 2011||348-456|
|Learning in Families Together: Adolescence and Brain Development||Nov 6, 2013||FCS-54P|
|Learning in Families Together: Emerging Adults||Nov 18, 2013||FCS-51P|
|Learning in Families Together: Infant Brain Development||Nov 11, 2013||FCS-60P|
|Learning in Families Together: Infant Curiosity||Nov 6, 2013||FCS-57P|
|Learning in Families Together: Infant Development 1||Nov 6, 2013||FCS-59P|
|Learning in Families Together: Infant Development 2||Nov 7, 2013||FCS-61P|
|Learning in Families Together: Pre-schoolers||Nov 7, 2013||FCS-62P|
|Learning in Families Together: School-Age Children and Bullying||Nov 6, 2013||FCS-56P|
|Learning in Families Together: Teens||Nov 7, 2013||FCS-64P|
|Learning in Families Together: “School-Agers” 5 to 8 Years||Nov 7, 2013||FCS-63P|
|Living Well Newsletter, Volume 1, Issue 1||Apr 24, 2013||281-535|
|Matriculación Para Miembros de 4-H||Jun 14, 2016||388-002S (4H-613NP)||
|Ready for School? What Should Your Child Be Able to Do?||
Every child develops at a different rate. The first five years are very important learning years because the brain is forming concepts that will last a lifetime. A preschooler’s brain grows so fast! Using the preschool years to prepare children for school is very important.
|Jun 17, 2015||FCS-79P(FCS-101P)|
|Stress After a Disaster||
During a crisis such as a flood, people often push through the emotion instead of dealing with the loss and stress of the immediate situation. During the early stages when those affected are recovering their belongings and their livestock or repairing damage, the adrenaline of the crisis allows them to keep busy on tasks toward recovery. That works for a while, but be aware that a tipping point can occur, where stress is too much to handle. Sometimes the smallest event (finding a broken keepsake or losing the truck keys) could set off an emotional outrage or emotional release.
|Oct 16, 2015||FCS-109P|
|Take Charge of Your Child's Health||Mar 17, 2014||360-303 (HNFE-197NP)|
|The Child's Self Concept: OK or NOT OK||
A child who feels good about himself is satisfied with life and thinks the world is a pretty good place to live in.
|May 1, 2009||350-661|
|The Gigantic Turnip||Jul 28, 2016||2810-7014 (HNFE-385NP)|
|Tips on Toys||
Injury prevention and your kids-The biggest threat to the health of children over age one is not some dread disease. It is accidental injury. More children are seriously hurt or killed by accidental injuries than by anything else. And many childhood injuries can be prevented by parents who know how.
|May 1, 2009||350-063|
|Understanding Growth and Development Patterns of Infants||
The first five years of life are a time of incredible growth and learning. An understanding of the rapid changes in a child’s developmental status prepares parents and caregivers to give active and purposeful attention to the preschool years and to guide and promote early learning that will serve as the foundation for later learning.
|May 1, 2009||350-055|
|Virginia 4-H Standardized Code of Conduct For 4-H Programs/Events||May 6, 2016||4H-164NP (4H-609NP)||
|What's on your plate?||
Before you eat, think about what and how much food goes on your plate or in your cup or bowl. Over the day, include foods from all the food groups: vegetables, fruits, whole grains, low-fat dairy products, and lean protein foods.
|Dec 23, 2015||HNFE-120 (HNFE-335NP)|
|Winning Ways to Talk with Young Children||
Talking with children involves the exchange of words, ideas, and feelings between two people. Communication is what we say and how we say it. We communicate with looks (scowls and smiles), with actions (slaps and hugs), with silence (warm or cold), as well as with words (kind and unkind).
|May 1, 2009||350-721|