Mental Health

Weathering the Winter Blues with Cloverbuds

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Most 4-H clubs begin meeting early in the year while some meet all year round. During the winter months it can be cold and dreary outside. During club meetings, Cloverbuds may be rambunctious, display more behavioral health issues, and not listen as well. You may be feeling more irritable and tired and find it harder to stay upbeat during club meetings. Why does this always seem to always happen during this time of year?

The “winter blues,” also known as SAD (Seasonal Affective Disorder) affects the mental health and moods of thousands of people. Many parents are affected by the winter blues, which in turn, affects children. Children are very observant and responsive to their environment. They look to adults to know how to respond during times when they aren’t sure how to feel. The younger the child, the more likely they will pick up on the moods of others.

According to Mental Health America National:

  • Approximately 5 percent of the United States population experiences seasonal depression each year.
  • Four out of five people who have seasonal depression are women.
  • The main age of onset of seasonal depression is between 20 and 30 years of age, however symptoms can appear earlier.

Winter blues are most associated with reduced sunlight during the winter months. It is much colder than usual outside making it uncomfortable to get out and about. A lack of sunlight and exercise can seriously affect a person’s mood.

The good news is that Cloverbueds are incredibly resilient. To help beat the winter blues begin by finding little ways to expose you and your Cloverbuds to light and exercise. Go outside in small bursts. Open the blinds! You might surprise yourself by how much better you feel brightening a room with extra lamps or by finding out that being outside isn’t as bad as you think. Sensory walks (looking, smelling, hearing, feeling) with your Cloverbuds are an excellent way to do a quick burst of outdoor time. Also, don’t underestimate the power of laughter!

Other ideas to make your own sunshine and boost your mood:

  • Open the blinds to get direct sunlight in your meeting space or turn on extra lights during Cloverbud events.
  • Open the windows to let in some fresh air if you are able.
  • Get physical with your activities such as taking a walk or playing with your Cloverbuds at the park. Playing relay games inside at a 4-H meeting is also a great way to involve a large group and get the blood pumping.
  • Boost your mood with foods high in Vitamin D. (yogurt, eggs, meats, milk) Host a cereal snack party with your Cloverbuds to see which ones contain the most Vitamin D.
  • Listen to a new mood boosting playlist. Freeze dance is a simple, high-energy way to move about.
  • Help others by volunteering or simply helping a friend or family member. This goes right along with your 4-H club community service.
  • Smiles are contagious! Read a funny story (check Cloverbud Reading Adventures for ideas) to get the smiles and laughter started. (Cloverbud aged children tend to laugh hundreds of times a day, while adults average about 15.)

Be sure to reach out to others for support. This includes, planning, prepping, and carrying out your Cloverbud events. Good moods of others are just as contagious as the winter blues. Keeping your Cloverbuds active and laughing can go a long way to get them, their families, and you in better spirts throughout the long winter months.

Preparing Your Cloverbud for a Successful Return to School

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This fall my oldest child, who is a newer teacher, will be welcoming a classroom of kindergarteners. I remember when I sent her off to school for the first time and the mix of emotions that comes with that milestone event. Change can be stressful for young children. When my son and a good friend started kindergarten, I was the drop off person. I ended up spending the entire morning sitting with my son’s friend because of the difficulty he had transitioning to this new environment. We reminisced about this recently as they graduated together from the same college. That first day of kindergarten was a rough one but they both made it to college graduation! This all started me thinking about what parents can do to help younger elementary children, particularly kindergarteners, have a successful school year.

PBS shares tips for parents related to change at school. One is to talk to children about their feelings when doing something new – like starting school. Sometimes these discussions with our children can point out the truth of what they are worrying about. As a parent, we may think our child is worried about making friends when really, they are worried about where the bathroom is or how they are getting home. The PBS article points out that when we do not talk about things with our children, they will use their imagination to fill in the gaps. Sometimes they will imagine the worst.

Having open discussions with your child about what to expect can help with the stress of something new. Explain what will happen, how the day will work, who else will be there. We learned early on with our son that explaining what to expect helped him deal with change. Even after the school year starts, continue to have these conversations. What is something you are excited about today? What is something that is making you nervous? Do you have any questions about anything? This open communication will help your child will allow them to know that you want to hear about the what is happening with them – both good and bad.

Sometimes when our children talk to us, it is tempting to minimize their feelings. Another tip that PBS shares is to allow your children to express their feelings. When we have empathy towards our children and listen to them, we let them know that emotions are normal. It is okay to be sad, angry, nervous and everything else that might come with navigating the school year. You can validate your child’s feelings with responses like:

  • “That sounds tough.”
  • “That is so frustrating.”
  • “If that happened to me, I would be sad, too!”

As parents, we also must remember that children cannot always name their feelings. Crying, yelling, withdrawal, acting out and regression can also be signs that something is wrong, and they need help. When my son was younger, he went through a couple weeks where he was saying not very nice things to his dad, sister, and me. At first, I thought it was that behavior that we needed to address. After some reflection, his dad and I realized that this verbal aggression was the outcome of something he was struggling with inside. Once we addressed that issue, things calmed down. It was a good lesson for me as a parent to take the time and ask questions to get to the heart of the problem.

Another great suggestion from the PBS article is to be sure that we, as parents, are aware of our own emotions. Our children are aware of our emotions and how we react can influence them. If our children see that we are not too worried about something, they will think that everything is going to be alright.

What are other practical ways that we can help children as they transition back to school? Research tells us that routines are important to children. Providing your child with predictable routines can help them feel more comfortable. Consider having regular times for meals, homework, and bedtime. Consider building fun evening routines that include time for fun and time together as a family. Make sure that your child gets a good night’s sleep.

Communicate with your child’s teacher as appropriate. Teachers see you child in a variety of situations. They can not only share with you about academic progress but also about many other parts of your child’s school experience. In elementary school, one of the questions I always asked teachers was about my children’s social growth. Did they have friends to play with on the playground or sit with at lunch? How did they interact with their peers? Your child’s teacher can be a great support.

Connecting with teachers and the school can be a great way to support your child and a way for you to meet other parents. The Centers for Disease Control suggests that “when parents participate in their child’s school activities, kids get better grades, choose healthier behaviors, and have better socials.” How can you get involved? Ask your child’s teacher how you can help in the classroom. You might be able to help a teacher prep supplies for lessons, cut out classroom decorations, or help with classroom activities. As your child gets more involved in school activities, attend those activities. Join the organizations that support your school – a PTO, Music Boosters, etc. Use your talents and interests to enhance what your child’s school offers.

Other ideas as your child goes back to school.

  • Keep transportation consistent – For kindergarteners especially, where everything is new and can be confusing, keeping transportation consistent can help them feel comfortable and confident.
  • Have a transition object – If your child is nervous about school, have something small that they can keep in their pocket or backpack to help decrease anxiety. It might be a family picture, small stuffed animal, or a favorite toy. Communicate with your child’s teacher about this object because you do not want it to become a distraction in the classroom.
  • Create a goodbye ritual – Remembering that children like routines, a goodbye ritual is a great way to consistently start the day. Have a special wave, handshake, or phrase.
  • Help them make friends – As the school year starts, consider scheduling a play date with other students in your child’s class.
  • Read books about school – Reading together as a family is a great way to build literacy. Include books about back to school. Some titles include: The Night Before Kindergarten, Llama, Llama Misses Mama, David Goes to School or Pete the Cat: Rocking in My School Shoes.

Ask open ended questions to find out about your child’s day. This allows for more conversation. I still try to practice this with my 21-year-old son. If I just ask how his day was, the answer I get “fine” and the conversation ends. Here are some examples to ask your child:

  • What did you learn today?
  • Who did you sit with at lunch?
  • What was the best thing that happened today?
  • What was the worst part of school today?
  • What was a rule that was hard to follow?

Going back to school is exciting and sometimes scary all at the same time. When we as parents, help our children with the transition back to the classroom, we can help them be successful.

References

Back to School: Ideas for Parent Involvement. (2023, August 9). Retrieved from Centers for Disease Control and Prevention. cdc.gov/healthyschools/features/B2S.htm

Dowty, A. (n.d.). Helping Your Kindergartener Adjust to School. Retrieved from Family Health Clinic. familyhconline.com/helping-your-kindergartener-adjust-to-school/

Farmer, D. (2022, January 11). Helpng Kids Handle Change at School. Retrieved from PBS Kids. pbs.org/parents/thrive/helping-kids-handle-change-at-school

 

Surviving versus Thriving: How are our 4-H Families Feeling?

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We all have felt like we are just surviving in life, it is a natural feeling. It isn’t always the picture perfect image from a storybook we have for our family, but for some this is not just a temporary stop on the journey of life. For some families, this is a way of life day in and day out that causes stress, anxiety and other health concerns on both caregivers and children. Do we as 4-H volunteers know i our families are surviving or thriving when they come to meetings?  According to www.TalkSooner.org, there are several characteristics of a Thriving Family, but we will focus on two of those: quality family time and positive supportive adults for caregivers and children.

4-H club meetings can provide both of those supportive characteristics for our families. What better time to get a family to be focused on each other and experiencing quality family time then engaging Cloverbuds and caregivers in an activity that has them working together at a club meeting.  An activity that allows for creativity and flexibility is a win-win for engaging caregivers and children in collaboration. Designing your family shield is a good activity that includes writing and drawing components.  A family shield can be printed or downloaded from the following link. https://www.nga.gov/content/dam/ngaweb/Education/learning-resources/lessons-activities/greco-roman-myths/coat-of-arms.pdf. The shield should have four sections and a banner across the bottom where you can list your family name. Caregivers and children should complete one section on the shield for each of the following prompts:

  • People we Love (Make a list)
  • Family Fun (Draw a picture)
  • People that we can Count on (Make a list)
  • How our Family Communicates (Pictures or a list)

4-H volunteers should be a positive adult role model that supports youth in their club and encourages children to explore their interests and learn new skills. As 4-H volunteers you can also be that supportive adult that a Cloverbud caregiver might need in their life to move their family from surviving to thriving. Engage caregivers in the Cloverbud experiences during your club meetings on a quarterly schedule or provide time for them to talk with another 4-H volunteer while at the club meeting. I think you can agree that we all can use another supportive adult in our lives and someone else “in your corner” when life throws you a curve ball.

Source: TalkSooner.org. (n.d.). About the thriving families campaign and the Northwest Quadrant. Retrieved on November 15, 2022, from https://talksooner.org/thrivingfamilies/

Take Time to be Mindful

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We live in the age of technology and distractions are everywhere – video games, cell phones, television, hand-held devices, and more. With the constant bombardment of technology, our children can easily become overstimulated and overwhelmed.

Teaching our children to be mindful and present in the moment can help them to gain control over their emotions and give them the tools they need to control impulses.  Practicing mindfulness can lead to greater self-awareness, aid in the development of coping skills, improved emotional intelligence, and greater empathy for others.  Taking the time to learn mindfulness skills at an early age will benefit our Cloverbuds throughout their lifespan.

Cloverbuds need to know that it is okay to take time for yourself.  It is okay to take time out and just chill.   Here are some activities that you can use to help your Cloverbuds calm themselves and just be present in the moment.

Deep Breathing – Cloverbuds can either sit on the floor or sit in a comfortable chair.  If they are comfortable, they may close their eyes or just stare at the floor or the table without really focusing on anything in particular.  You might want to play soft music or nature sounds in the background.  Tell them to take a deep breath through their nose and then softly breathe out through their nose.  Have them focus on the breath going in and out.  You might want to have them breath in to the count of three and breath out to the count of three, as you quietly count to three in the background.  Deep breathing helps the child to become more aware of their thoughts and should help to calm them.  Do this for several minutes to help the children relax.

Shake it Out – Sometimes children may become frustrated or anxious and don’t know how to deal with their feelings.  It can be helpful to just stop where they are, breathe deep, and quietly shake their arms or legs for a few minutes to shake out the anxiety or frustration.  This helps them to focus on calming themselves so they can move forward.

Attitude of Gratitude – Have your Cloverbuds take a few deep breaths to center themselves.  Then go around the group and have each child name something for which they are thankful.  Children will learn to appreciate what they have and be thankful for the small things.

Explore Nature – Take your Cloverbuds on a nature walk.  Ask them to walk quietly and think about what they hear, see, and smell.  Find a quiet place to sit and talk about what they experienced.  What did they notice that was new or different?  Help them to develop a deeper appreciation for nature and the world around us.

Make a Stress (Sensory) Bottle – You will need a water bottle for each child, glitter, baby oil or vegetable oil, food coloring, small objects (buttons, small toys, beads, sequins, rocks, etc.) to drop in the bottle, funnel (to make it easier to add water and oil to the bottle), hot glue gun (to seal the lid).  Give each child a bottle filled about two-thirds with water.  Add food coloring (optional) and gently shake to mix.  Fill the remainder of the bottle with oil.  Ask your Cloverbuds to choose a few of the items to drop into the water.  You might want to help them if they decide to add glitter.  Once the child has added their objects, use the hot glue gun (adults should do this step) to seal the bottle.  When a child is feeling anxious or overwhelmed, they can sit quietly and gently move the bottom upside down and right-side up to watch the items gently floating in the water.  This helps them to focus and calm themselves.

These are just a few of the techniques that you can use to teach mindfulness to your Cloverbuds.  Other options might include simple yoga poses, coloring, drawing, reading a story together, or just talking about what is going on in their lives.

For Cloverbuds (and the rest of us), mindfulness is about learning it’s okay to take a few minutes for yourself and just sit quietly.  Mindfulness is about centering yourself and finding relief from the chaos.  Mindfulness is about being present and appreciating the world around us.  Mindfulness is about remembering to just breathe.

 

Cloverbuds Back to School: Create a Healthy Living Routine

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August means it is time to get ready to go back to school and time for a new routine at home. Cloverbud members can help parents, siblings, and themselves determine what that routine looks like. An easy thing to do is to decide what clothes to wear the next day.  Set them out the night before so getting dressed is not such a chore when the school bus is approaching.

In addition to creating a morning routine, you can help your Cloverbud prepare for the school day.  Parts of the school day may be stressful for your Cloverbud.  Talk to them ahead of time to identify what those stressors are and how to address them. Are they worried about lunch time? Have them accompany you to the grocery store to pick out healthy snacks they can pack in their lunch. Cloverbuds can pack lunch the night before, so they know what to expect the next day. Is there an item they are worried about getting opened? Perform a trial run at least one time at home or talk through who may be available during lunchtime to help them open that tricky juice box.

CLICK HERE for ideas to become a MyPlate Champion. Visit https://www.myplate.gov/life-stages/kids for more information.

A new school year is also a great time for youth to identify healthy goals. They could work on becoming a MyPlate Health Champion by eating more fruits and vegetables or playing outside at recess and after school instead of playing video games. The United States Department of Agriculture has a website for children devoted to MyPlate that includes easy activities to familiarize them with eating healthy or making better health choices. A fun activity that might help at the grocery store is MyPlate Grocery  Store Bingo.

Print a few of these cards or challenge your child to make their own and take them with you to the grocery store. Cloverbud members can look for these items at the store while walking the aisle. If you have older children, they can help by selecting an ingredient or two to try out in a new recipe.

Back to school time does not have to be stressful for everyone. Use this year to focus on creating a new routine or trying something new as a family to alleviate some of the stress. Begin with easy steps such as buying more fruits or vegetables on your next grocery trip, having a sit-down family dinner, or talking through “what to expect” those first few days of school. Even one small change can make a difference, and it may ripple into big changes down the road.

Resources:

 

Supporting our Cloverbud Youth during Challenging Times

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In today’s world there are many tragic events, from gun violence to natural disasters, to which children are exposed on a regular basis. It is important as we get into the busy summer season that we serve as caring adult role models for Cloverbud participants. In doing so, we provide a safe, supportive environment for them.

The main purpose of this Cloverbud Connections article is to share about how to support healthy interaction with Cloverbuds. Talking with Cloverbud members can be difficult with not knowing what to say or how to be supportive. There is helpful guidance from the National Council on Family Relations (Myers-Wall, 2022) and KidsHealth (Walls, 2022).

Suggestions for supporting Cloverbuds include:

  • Help the children feel and know they are safe. Reassure them that you are here to support and care for them.
  • Make time to talk and to share about what they are feeling. Let their questions, if they have any, guide the interactions.
  • Use various expressive outlets and Cloverbud activities for them to express themselves such as music, art, movement, puppets, and play.
  • Cloverbud children may express a desire to help those hurting or experiencing pain. Support them with writing letters of care, gathering donations, or ideas they may have.
  • Know that Cloverbud age children may have a wide range of emotions from sadness to empathy. Let them express themselves as needed. It is okay to not to know the answers to all their questions. Listening and being there for them is just as important as what you say.

As a 4-H Cloverbud Volunteer, remember to take care of yourself. Know that your Extension professional is always available for your support.

 

Myers-Walls, J. A. (2022). Talking with children when the talking gets tough. Coping in the Wake of Shootings, Mass Violence, and Terrorism. National Council on Family Relations. https://www.ncfr.org/resources/resource-collections/coping-wake-shootings-mass-violence-and-terrorism

Walls, M. T. (2022). How to talk to your child about the news. KidsHealth. https://kidshealth.org/en/parents/news.html

Cloverbuds and Social Emotional Learning: Now and for the Future

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Youth’s social and emotional learning (SEL) skills are receiving increased attention, especially because of concerns about a loss of socialization opportunities during the coronavirus pandemic and overarching concerns about youth mental health. Social skills cannot be learned by reading about them in a book – they must be learned by doing, in situations where you interact with others, which makes Cloverbud meetings and activities an ideal learning environment.

There is no doubt that these skills are important for Cloverbud-age youth. How youth thrive may depend on whether they possess a variety of SEL skills. Being able to concentrate on SEL skills assumes a foundation having basic and safety needs met.

Social emotional learning, as conceptualized by the Collaborative for Academic, Social, and Emotional Learning, consists of five overarching competencies (see the CASEL Wheel). The Ohio Department of Education also uses the CASEL SEL competencies. These five SEL competencies represent very broad areas.

  • Self-Awareness
  • Self-Management
  • Social Awareness
  • Relationship Skills
  • Responsible Decision Making

In addition to being important for Cloverbuds now, research indicates that SEL competencies have become increasingly important during the transition from middle childhood to early adolescence because they have been consistently linked to two primary developmental tasks of adolescence—academic achievement and social competence. In the most recent study, researchers studied five more specific indicators of social emotional development. The descriptions of these five skills are below.

  • Prosocial Behaviors: being able to take another person’s perspective, offer support, and help when others are in distress.
  • Cooperation: the ability to work well with peers, teachers, and other adults for a common benefit or goal.
  • Self-Control: being able to control and regulate attention and impulsive behavior in order to pursue and achieve long-term goals.
  • Emotion Regulation: identifying and managing emotions.
  • Work Habits: the ability to work hard and independently, to turn in work on time, to follow group rules, and to put forward one’s best effort to achieve goals.

This study found that there were distinct profiles of children’s SEL skills during middle childhood (measured in Grade 4). The researchers found that about half of the children displayed consistently high scores across all five SEL skills, while others were strong on some, but weaker on others, and still others were low on all skills. The other major finding was that these patterns were linked to distinctive peer and academic outcomes in early adolescence (measured in Grade 6), with the those displaying all five skills faring better. In contrast, the youth who exhibited prosocial and self-control skills were at risk of poor academic competence; the high cooperation/work habit youth were at risk of poor social functioning. Those with overall low SEL skills demonstrated the highest risk in poor academic and social functioning in early adolescence.

SEL and Cloverbud Volunteers

What does this mean for Cloverbud volunteers? A key takeaway from this research is that it is important to help youth achieve a variety of social emotional skills, not just any one skill. Children in the Cloverbud age group are learning social and emotional skills, but they are a work in progress – they are still mastering them. Small group activities help them learn how to get along with others and be social. As you work with Cloverbuds, how you set up activities and the interactions that occur between you and the members and between the members with each other will provide many opportunities to reinforce these skills. Encourage them to work with and talk to each other. These practices will create a positive social climate.

It’s easy to see how these SEL skills will help Cloverbuds get along in the world now and in the future. However, because they are more self-centered, it will be a while before Cloverbuds are totally able to see something from someone else’s perspective. Developing self-control allows them to share with others and to stay focused. Rules help establish group norms while teaching work habits, self-control, and emotion regulation. These rules should be focused on safety and well-being. If corrections are needed, the best practice is to start by getting the child’s attention by using their name, restating your expectations, and giving a specific instruction on how they can correct their behavior. When giving directions, start off by saying, “Soon, but not yet,…” and keep the number of steps simple.

In addition, you can teach these skills directly. For example, The Big Book of Cloverbud Activities has activities titled “My Feelings”; these activities help Cloverbuds learn to recognize and label emotions. Activities must take into account children’s developmental stage. For example, there is a gradual shift from the ability to recognize and name different emotional states (what does an angry face look like, and how is anger different from or similar to sadness?) to understanding that different people can have different emotional reactions to the same situation because of their own personal experiences and preferences (I feel angry when X happens, but my best friend feels sad).

These skills can also be embedded in many other activities. For example, many games involve waiting to take a turn. A game of “Freeze Frame” (play some music and when you pause, they are to freeze in whatever pose they are in when the music stops) can work on managing impulsivity. Another great way is to use books to introduce SEL concepts. Fortunately, there are many such books available (for example, see the Denver Public Library and the Deschutes Public Library for lists).

Developing SEL skills is not a one-shot deal; it’s a process that unfolds over time. As a Cloverbud volunteer, you get to be part of the process!

References

Collaborative for Academic, Emotional, and Social Learning. (n.d.). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Denver Public Library. (n.d.). Books for social, emotional, and academic learning. https://kids.denverlibrary.org/blog/k-3/books-social-emotional-and-academic-learning

Deschutes Public Library. (n.d.). DPL Kids: Social emotional learning (SEL) picture books. https://dpl.bibliocommons.com/list/share/362500057/1258121077

Ferrari, T. (2021, January). Using books to discuss mental, emotional, and social health. Cloverbud Connections. https://u.osu.edu/cloverbudconnections/2021/01/18/using-books-to-discuss-mental-emotional-and-social-health/

Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3‒12. https://www.wallacefoundation.org/knowledge-center/Documents/FOC-Spring-Vol27-No1-Compiled-Future-of-Children-spring-2017.pdf

Ma, T.-L., Zarrett, N., Puente, K., Liu, Y., Vandell, D. L., Simpkins, S. D., & Yu, M. V. B. (2022). Longitudinal links between profiles of social emotional behaviors in childhood and functioning in early adolescence. Journal of Early Adolescence, 42(6), 765–792. https://doi.org/10.1177/02724316221078829

Matheis, L. (2021, December 2). Rebuilding children’s social skills during COVID. https://www.psychologytoday.com/us/blog/special-matters/202112/rebuilding-children-s-social-skills-during-covid

Ohio Department of Education. (2019). Social and emotional learning standards. https://education.ohio.gov/Topics/Learning-in-Ohio/Social-and-Emotional-Learning/Social-and-Emotional-Learning-Standards

U.S. Surgeon General. (2021). Protecting youth mental health: The U.S. Surgeon General’s advisory. https://www.hhs.gov/surgeongeneral/reports-and-publications/youth-mental-health/index.html

Caring for Others

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Cloverbud aged children often focus on themselves as they are forming their self-concept. As young Cloverbud children (5 – 6 years old) become 7- to 8-year-olds, they start to increase their awareness and concern for others; in particular, they can have empathy toward others. Empathy results from an increase in their emotional understanding skills as thinking abilities develop and through social experiences.  In the 4-H Cloverbud program we can help members learn to care for others and grow their empathy skills.

Certainly, it’s a good thing to care for others and be kind, but why is empathy and caring for others important for Cloverbuds? By learning to care of others, children benefit in many ways:

  • Contributes to their overall healthy development
  • Builds positive relationships with other kids and adults
  • Feel a sense of accomplishment
  • Increase their self-esteem and confidence
  • Creates a sense of belonging

As Cloverbud volunteers and advisors, how can we promote a caring attitude with our Cloverbud kids? Here are some strategies to use:

  • Model caring behavior for them to see (share, offer compliments, hold a door open)
  • Talk about your feelings to encourage them to do also (“I am tired from a busy day, but happy to be with you,” “I feel sad because a family member is sick.” – fosters empathy)
  • Thank the children when they show care towards you and others (positive reinforcement)
  • Make kindness and caring a foundation for your Cloverbud club
  • Listen to children and where they are at without passing judgement

We can all make our community a better place to live. It starts with our children and the Cloverbud program is great place for kids to learn and practice caring for others and kindness.

Building Resiliency in Cloverbuds

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Children need to develop resiliency skills starting from birth. Serving as a Cloverbud or 4-H Volunteer puts you in a prime position to continue building resiliency skills among the Cloverbud age youth in your program. Resiliency can be described as the skills developed by overcoming a stressful or adverse situation/ event. Youth face many challenges at home and in their personal lives that strengthen their resiliency and allow them to emerge from those situations stronger.

Harvard’s Center on the Developing Child includes factors children identified as helping them overcome hard times in their lives.  The most often cited factor is a consistent, caring, and supportive adult role model. This role model could be a parent, caregiver, or another adult that they interact with often – maybe even that Cloverbud or 4-H Volunteer! Can we build resiliency skills in our Cloverbuds? Absolutely! And you might not even know it, but you are improving those skills at every meeting. Give youth an opportunity to take a risk in a safe space within the club. This could be as simple as trying a new way to make the craft for the week. If the result is less than ideal, you have provided the safe space for them to learn and grow. Managing emotions can be nurtured by creative play and games that Cloverbuds might undertake at a club meeting. It might be that member that wants to win the game or finish their project first every time. Providing a space where youth feel comfortable asking for help if they don’t understand or need assistance with an activity builds resiliency.

Rename yourself the Strength Builder for Buckeye 4-H Club of Clover County because you are more than just a 4-H volunteer to those youth in your care. Make your own name tag, cape and dress the part, members of your club will be looking for the hero at the next 4-H meeting.

 

Source: Young, K. (2020, August 17). Resilience. Center on the Developing Child at Harvard University. Retrieved November 9, 2021, from https://developingchild.harvard.edu/science/key-concepts/resilience/

Cloverbuds and Mental Health

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When it comes to taking care of our children, it is easy to identify their basic physical needs: food, clothing, and shelter.  What children need to satisfy their mental and emotional needs may be less obvious.  Why is mental health important?  Good mental health enables our children to develop their emotional and social skills and to develop other critical life skills.

As a Cloverbud volunteer you play an important role in the emotional and social development of your Cloverbud members.  Select activities that are age-appropriate for your Cloverbuds.  For example, if your Cloverbuds are all five years old, select activities that use pictures and have minimal writing.  Most five-year old children are just learning to read and write and may become frustrated with activities that are focused on these skills.  Give plenty of positive reinforcement and encourage them to problem solve together.  Keep instructions short and simple, giving no more than a step or two at a time.  Show them what to do as well as tell them.  Know the ages of your Cloverbuds and choose activities accordingly.

How can Cloverbud volunteers help Cloverbuds to develop their self-esteem and self-confidence (both of which play an important role in a child’s mental health)?  Utilize these simple suggestions:

  • Praise them. Give positive reinforcement for following directions, cooperating with others, and being attentive.  Be encouraging if a Cloverbud is struggling with an activity.  Encourage them to work together cooperatively.
  • Know your Cloverbuds and be realistic about their capabilities. Choose activities that can be successfully completed.  Challenge them but not to the point where they become frustrated and give up.
  • Children value honesty. Let them know it’s okay to make a mistake.  Making mistakes help us to learn and grow.  Adults make mistakes, too, and it’s okay to admit that.
  • Provide a safe environment. Do not tolerate bullying or “picking on” others.
  • When it comes to discipline, be firm but fair. Do not allow unacceptable behaviors to disrupt your Cloverbud meetings.  Focus on the behavior and not the child.
  • Make Cloverbud meetings fun! Allow them to interact appropriately and allow time for play.  Keep activities simple and short to allow for their short attention spans.

Successful Cloverbud meetings teach children about working together and having fun.  Finishing a challenging task and developing new skills reinforces self-confidence and helps children to develop a healthy self-esteem.

Developing self-confidence and positive self-esteem are critical components of a child’s mental health.  Children who feel good about themselves are more likely to develop a positive outlook on life.  Cloverbud volunteers play an important role in helping our Cloverbud children to develop a firm foundation for positive mental health.  Take time to reflect on how you can be a positive influence on your Cloverbuds.

Need help with planning a successful Cloverbud meeting?  The Big Book of 4-H Cloverbud Activities is full of lessons that are designed to facilitate the healthy emotional and physical development of our Cloverbuds.  Contact your Extension Office for information on how to obtain a copy of The Big Book of 4-H Cloverbud Activities.