|
October 2002
|
       |
Ideas at WorkCreating the Base for Extension Priority IssuesDiana Martenson Trend AnalysisTwo years ago the University of Minnesota Extension Service initiated a trend analysis process. The goal of the analysis was twofold: collect data that would launch a program development process and, in doing so, build relationships and create linkages within the new program development system. We moved from 10 Specializations supporting field and campus faculty work to four Capacity Areas: Agriculture Food and Environment, Youth and Family Development, Natural Resources and Environment, and Community Vitality. Redistricting the state from five districts to eight created smaller geographic areas for District Directors. With smaller districts, district directors' responsibility was expanded to include program development as well as administration. We hoped the assessment data collected from the Districts and through the Capacity Areas would verify similar trends and issues for Extension to consider in program planning. A 70% overlap was anticipated, establishing a baseline of trends and issues field and campus faculty would use in a statewide program planning process. In the past, program-planning processes were conducted at various times by units within Extension. This was the first time field and campus faculty were engaged collectively in an organization-wide process. The ProcessEach team collected and synthesized secondary data relevant to their district or discipline. They accessed state and regional data provided by the Minnesota Planning Agency, Regional Development Commissions, Center for Rural Policy and Development, Minnesota Agriculture Statistics, and various county departments such as Public Health and Family Social Services. They worked with University of Minnesota coordinate campuses, Agricultural Experiment Branch Stations (Research and Outreach Centers), Regional Sustainable Partnerships, and the Minnesota State Colleges and Universities. Non-profits such as United Way and The Children's Defense Fund also had applicable research. The information was organized under "The Eight Dimensions of a Healthy Community," a framework The Blandin Foundation uses in their Community Investment Partnership Program. After organizing the data, teams engaged stakeholders in conversation around key questions. The questions stimulated discussion regarding the data and their implications for the economy, environment, and quality of life. Engaging the PublicTeams were encouraged to be inclusive of diverse stakeholders as they engaged people. We encouraged engaging residents from various locations in the district and a sector balance of agriculture, business, government agencies, education, health care, organizations, and nonprofits. We sought balance in gender, race/ethnicity, age, disability, and social/economic backgrounds. After civic engagement, teams prioritized five trends and issues affecting Minnesotans over the next 3 years. We defined trend as a change or shift in the context in which we live and work, and an issue as a situation of wide public concern resulting from a trend. Organizing ResultsTeams submitted their findings, and Capacity Area Leaders and District Directors worked with the Organization and Program Development Specialist to organize and frame the summary. Eleven trends and resulting issues were highlighted at the Program Summit, held October 10, 2000. This presentation is available at <http://www.extension.umn.edu/administrative/reporting/trendsummary/>. The following chart illustrates the trend as it appeared in the District and Capacity Area assessments.
Priority Issues450 field and campus faculty collectively identified priority issues based on the trend analysis. Faculty left the 2-day Summit having identified 14 priority issues and four ways of working important to the entire organization. The following priority issues were named, understanding most of the priority issues reside in more than one Capacity Area. The Capacity Area named will provide leadership for convening a multi-disciplinary team. Youth and Family Development (YFD)
Community Vitality (CV)
Agriculture, Food and Environment (AFE)
Natural Resources and Environment (NRE)
Four Ways of Working Important to the Entire Organization
After the Program Summit, Capacity Area Teams honed Extension's niche within the priority issues. District teams wrote their plans of work based on the district analysis and Capacity Area program priorities. An evaluation process to monitor the statewide program development system is being created. It is imperative we identify learnings and make needed course corrections to assure the infrastructure and process created support program development. We will measure results against the goals initially set:
In SummaryField and campus faculty conducted a trend analysis process that established a baseline of trends and issues important to Minnesotans over the next 3 years. The congruence in trends and issues launched a program-development process mobilizing the organization around 14 critical issues. This process provided the basis for the Minnesota plan of work, inclusive of the federal plan--the work we will be held accountable for doing.
Blended Teaching: Land Use Planning Education in Wisconsin and Lessons LearnedAnna L. Haines IntroductionCooperative Extension in Wisconsin is known for its extensive networks with communities and its excellent state, regional, and local programs. Recognizing this excellence, the State Legislature in late 1999 passed comprehensive planning legislation that included a role for Extension. Specifically, Extension was charged with offering planning programs to educate local policymakers about community planning and the state's new planning grants program. The comprehensive planning law, better known as "Smart Growth," while not mandating that all local governments must have a comprehensive plan in place by 2010, comes very close. Many local governments--towns, villages, cities, and counties--are responding by hiring planners or planning firms that can prepare their comprehensive plan. Thus, this new law also has created a temporary, if not permanent, need for community planners in both the public and private sectors. This article focuses on a new University/Extension approach for land use planning education that blends classroom learning and teaching with community engagement. This model focuses on a team-based approach that integrates university and outreach education. Regional zoning board and plan commission workshops provide opportunities for teaching both traditional Extension clientele and university students about the realities of implementing land use tools and making informed community decisions. The Center for Land Use EducationIn 2000, responding to the comprehensive planning law, The University of Wisconsin - Stevens Point, in its College of Natural Resources (CNR), acted by establishing the Center for Land Use Education (CLUE) with Cooperative Extension with two Extension positions. CLUE provides a focal point for statewide education related to land use planning and management. The Center's Blended Teaching Mission CLUE aims to provide, under the CNR umbrella, undergraduate, graduate, and outreach public education related to:
To accomplish this broad educational agenda, CLUE started by reinvigorating its land use planning curriculum and staff. CNR agreed to hire two faculty (Haines and Bowles) and place them under the CLUE umbrella. Faculty would teach within the university environment as well as educate local policymakers in land use planning. Both faculty positions have split appointments of 30% university and 70% Extension. These two faculty teach a total of four land use planning classes per year to upper-division students. Dresen and Markham, the other two Extension staff within CLUE, do not have university or college teaching responsibilities, but they regularly lecture and participate in the classroom. Meshing University and Outreach Education CLUE provides opportunities for continuing education for land use plan and law administrators, planning commissioners, zoning boards, elected officials, state and local agencies and related private sector consultants. Since last fall, CLUE, in cooperation with the UW-Extension Local Government Center and the Wisconsin Attorney General's Office, has conducted eight workshops for zoning boards across the state. A record number of 1,250 board members attended. CLUE produced a new Zoning Board Handbook for members to use as a reference when they make their decisions. The Zoning Board Handbook includes such topics as:
A survey was used to assess not only the quality of the workshops, but also how they could be modified in the future. Results indicated participants want the following topics in future workshops:
In conjunction with these workshops, two students opted to take an independent study (3 credits) to work with CLUE staff to create, conduct, and analyze the workshop survey. The students were required to read materials on zoning and boards of adjustments and appeals, and then prepare a four-page "fact sheet" to demonstrate their knowledge of the concepts they were studying. They were required to synthesize information and deliver it in a format useful for public consumption. They both attended at least one workshop. Both students were required to prepare a two-page report about their experience at the workshop. Haines (30/70 Ext.) and Markham (100% Ext.) spent on average 5 hours per week with these students discussing zoning boards or evaluating their work. While the students' experiences were valuable, much time and effort was required to review and evaluate their work. Thus, while blending classroom learning and teaching with community engagement is possible and results in meaningful learning experiences for both sets of clientele, additional time requirements are required by the faculty and staff involved. In light of this experience, CLUE staff will continue to provide students with opportunities to participate and learn. However, independent studies will not exceed one credit and will be centered on the workshop experience with supplemental readings. A written assignment, such as a memorandum to a zoning administrator that explains and recommends (or not) the workshops, will be required as well. CLUE continues to provide zoning board workshops and in early 2002 offered plan commission education. ConclusionThis recent experiment in collaborative teaching was useful for CLUE staff, but it also offers guidance for other Extension-affiliated centers and staff. This model has three key ingredients:
Sensational SuperCupboardsKatherine L. Cason Jan F. Scholl Judith W. Heald Catherine S. Harrington IntroductionWhen families cannot meet the costs of living, access to enough nutritious, safe, and acceptable food is difficult. Food intake has a significant impact on health, quality of life, and longevity. Within Cooperative Extension, nutrition education has been a key strategy for changing behavior in order to reach health goals. Several research study findings also show that low-income participants can improve food buying, meal planning, and preparation and food safety practices (Amstutz & Dixon, 1986; Brink & Sobal, 1994; DelTredici, Omelich, & Laughlin, 1988). Project DescriptionThe SuperCupboard model is an innovative educational approach to reach low-income families. The first SuperCupboard was a collaborative effort, started by Sister Rose MacDermott at the Bernadine Center in Delaware County, Pennsylvania and Alberta Bannister, a 30-year EFNEP nutrition advisor (Chester County). The idea was to target frequent users of emergency food services. Today, a SuperCupboard is a series of six-to-eight classes designed to teach nutrition, food preparation, food safety, food resource management, and basic life skills. Goals of a SuperCupboard The overall goal is to enable low-income participants to prepare and consume healthy foods and to learn to manage their food dollars wisely. Each participant is challenged to:
Improved eating behaviors are not the only outcomes of the SuperCupboard. The program helps the low-income family to break the cycle of dependency, low self-esteem, and diminished self-reliance. The program differs from the traditional EFNEP program in four ways:
Because the SuperCupboard is based on community needs and funded from a variety of private and public sources, no two SuperCupboards are alike. Evaluation Findings of two major studies show the value of this community-based program. In 1995, 47 SuperCupboard participants in six sites in Pennsylvania completed a 40-item pre- and post-test that addressed three outcomes: locus of control, attitude about meal preparation and positive feelings about self (Haines, Heald, & Sigman-Grant, 1995). About half (41%) of the participants showed a positive change in locus of control following their SuperCupboard participation. One third reported an increase in nutritious food behavior as measured by changes in food behavior data and a 24-hour food recall. Those reporting a positive attitude about meal preparation had significantly higher nutrition behavior scores, and participation in the program was shown to have a positive effect on attitudes toward meal preparation. In 2000, 2,119 individuals (representing 616 families) were reached through Pennsylvania SuperCupboard programs. Demographically, black and white adults participated in equal numbers, and American Indian, Hispanic, and Asian people were also represented. Over 10% of the participants were male, 10% of the women were pregnant or nursing, and most had children. Almost half of the participants were less than 50% below the poverty level and more than half lived in a city of 50,000 or more residents. The 2000 study findings showed an 89% positive change in one or more of the food guide pyramid food groups. Participants also showed significant improvement in food-related behaviors:
Starting and Managing a SuperCupboardThough participant changes was positive, SuperCupboard coordinators often indicate that there are challenges in creating and maintaining a working SuperCupboard. Most Extension educators agree that a good rapport with community agencies and programs serving low-income audiences is essential. The base of community leadership must be broad enough to encompass all the services needed. Neighborhood centers, Salvation Army, faith communities, food banks, and soup kitchens are often cited as being critical agency collaborators. Having a main goal that can be communicated and a way of evaluating the effort are important next steps. Start-up resources are often cited as crucial, yet once the program demonstrates success, future funding seems less of a problem. Childcare issues, including sitters, location, and liability insurance continues to remain a challenge. A handbook, SuperCupboards: Breaking the Cycle of Dependency (1996), has assisted coordinators in developing new SuperCupboard programs. The manual outlines steps to assess needs, identify community resources, and evaluate programs. Sample schedules, menus, and curriculum topics are also provided in this handbook. This handbook is available by contacting Cathy Harrington at <charrington@psu.edu.> ConclusionFor over 14 years, the SuperCupboard program has helped participants improve dietary practices and to manage their food dollars. There are currently 35 SuperCupboard programs in Pennsylvania, with additional ones being initiated through EFNEP and the Food Stamp Nutrition Education Program (FSNEP) each year in Pennsylvania and other states. Some are called by other names, such as Super Pantries, but regardless of the name, this is a successful approach to increase food security and improve the nutritional health of low-income individuals and families. ReferencesAmstutz, M., & Dixon, D. (1986). Dietary changes resulting from the Expanded Food and Nutrition Education Program. Journal of Nutrition Education, 18, 55-57. Brink, M., & Sobal, J. (1994). Retention of knowledge and practices among adult EFNEP participants. Journal of Nutrition Education, 26, 74-78. Dalaker, J., & Proctor, B. (1990). Poverty in the United States: 1999. Washington, DC: U.S. Census Bureau. U.S. Department of Commerce, Economics and Statistics Administration, 9. Del Tredici, A., Joy, A., Omelich, C., & Laughlin, S. (1988). Evaluation study of the California Expanded Food and Nutrition Education Program: 24 hour recall data. Journal of the American Dietetic Association, 88, 185-190. Haines, J., Heald, J., & Sigman-Grant, M. (1995). SuperCupboards: Breaking the cycle of dependency. Unpublished report. Heald, J., & Harrington, C. (1996). SuperCupboards: Breaking the cycle of dependency. Harrisburg, PA: Pennsylvania Coalition on Food and nutrition (now PA Hunger Action Coalition).
Involving Fathers in Children's Literacy Development: An Introduction to the Fathers Reading Every Day (FRED) ProgramStephen Green IntroductionIn recent decades, findings from a growing body of scholarly research have led to an awareness of the important role that fathers occupy in their children's lives (Marsiglio, Amato, Day, & Lamb, 2000; Parke, 1996). Children who grow up with warm, nurturing, and actively involved fathers (as opposed to uninvolved fathers) reap tremendous benefits, including better school performance, increased self-esteem, healthier relationships with peers, healthier sex-role development, and access to greater financial resources (Lamb, 1997; Pruett, 2000). An important area in which fathers can have a powerful impact on their children's lives is in their academic success. In a recent study conducted by the United States Department of Education, researchers discovered from surveys of over 20,000 parents that when fathers took an active role in their children's education (e.g., attended school meetings, volunteered at school, helped children with homework), children were more likely to receive A's, participate in extracurricular activities, and enjoy school, and less likely to repeat a grade (U.S. Department of Education, 1997). According to research, children's potential for academic success begins long before they enter into formal schooling arrangements (Wells, 1985). An activity that parents can engage in with their young children that is consistently linked with better school performance is reading. Parents who read to their children on a regular basis tend to raise children who are superior readers and who perform better in school. Why is reading so beneficial to children? Educators contend that reading and story telling:
Reading also tends to be an activity that is very child-centered and allows for warm and positive interaction between parents and children (U.S. Department of Education, 1999). FRED OverviewFRED is a 4-week program developed by Texas Cooperative Extension to encourage fathers to read to their children on a daily basis. The program is structured so that fathers read to their children a minimum of 15 minutes a day for the first 2 weeks and minimum of 30 minutes a day for the last 2 weeks. Fathers are presented with a participant packet that contains an introduction to the program, reading log, tips for reading aloud to their children, and recommended book lists. During the program, fathers daily record the number of books and the amount of time they spend reading to their children on the reading log that is provided. At the end of the 4-week period, fathers total up the number of books and the amount of time spent reading to their children over the course of the program. Upon completing the program, fathers and their children are invited to attend a party to celebrate their participation in FRED. At that time, they turn in their reading logs and complete an exit survey. The FRED program is currently being pilot tested in over 45 counties across the state of Texas. Target Audience(s) The target audience includes fathers of children in Head Start, Early Head Start, Even Start, elementary schools, child care centers, and churches. The FRED program was initially developed to reach fathers of pre-school age children; however, the program can easily be adapted to fathers with school-age children. Children who are reading independently can still benefit greatly from having a parent read to them. FRED Implementation Sites FRED can be conducted at public libraries, school libraries, Head Start centers, Early Head Start centers, Even Start centers, elementary schools, churches, child care centers, and Extension centers. Conducting the program at a public library encourages fathers to sign up for a library card, familiarizes them with the library, and provides fathers and children access to books without having to buy them. In addition, for those who prefer to read in non-English languages, many libraries have a selection of children's books in other languages. Materials
Evaluation Outcomes from the FRED program are measured using pre- and post-surveys. Fathers fill out a pre-survey/registration form that asks them to respond to a variety of questions, including:
Upon completion of the program, fathers fill out a post-/exit survey that asks them to respond to the same questions on the pre-survey and a few open-ended questions to assess their opinion of the program. Fathers also turn in their reading logs, which provide an indication of the number of books read and the amount of time they spent reading to their children over the course of the four-week program. Alternatives to Traditional ProgramThe FRED program can be modified to meet the needs of a variety of target audiences. Some fathers cannot physically be with their children to read to them on a daily basis (e.g., fathers in the military, non-custodial fathers, and incarcerated fathers). In such cases, fathers have other options available. Fathers can read books to their children over the phone, or they can record themselves reading books on audio or videocassette and mail them to their children. In instances where a child does not have contact with a father, other positive male role models (e.g., uncle, grandfather, neighbor, family friend, mentor) can participate with the child. For more information about the FRED program, contact the author at the e-mail address above, or call (979) 458-4224. ReferencesLamb, M. E. (1997). The role of the father in child development (3rd ed.). New York: Wiley. Marsiglio, W., Amato, P., Day, R. D., & Lamb, M. E. (2000). Scholarship on fatherhood in the 1990s and beyond. Journal of Marriage and the Family, 62, 1173-1191. Park, R. (1996). Fatherhood. Cambridge, MA: Harvard University Press. Pruett, K. (2000). Fatherneed. New York: The Free Press. U.S. Department of Education, National Center for Education Statistics (1997). Fathers' involvement in their children's school. NCES 98-091, by Christine Winquist Nord, DeeAnn Brimhall, & Jerry West. Washington, D.C. U.S. Department of Education, National Center for Education Statistics (1999). Home literacy activities and signs of children's emerging literacy, 1993 and 1999. NCES 2000-026, by Christine Winquist Nord, Jean Lennon, & Baiming Liu. Washington, D.C. Wells, C.G. (1985). Preschool literacy-related activities and success in school. In Olson, D., Torrance, N., and Hildyard, A. (Eds.), Literacy, language, and learning: The nature and consequences of literacy (pp. 229-255). Cambridge, England: Cambridge University Press.
Kid's Klub--A New Approach to School-Age Child CareMary Novak Merry Klemme IntroductionToday more than 28 million school age children have parents who work outside the home. Up to15 million children return to an empty home after school (U.S. Dept. of Education, 2000). In response to this concern, after-school and summer programs are being offered more than ever before. The University of Wisconsin-Extension has been responsive to the need for school-age care by contributing toward assessments, consultation, training, and materials (Riley, 1994). 4-H clubs and activities are conducted after school in an effort to address societal changes. SituationKewaunee County is a rural county of approximately 20,000 people. Summer child care for older children was identified as a high priority in the "Child Care Needs of Kewaunee County Families" survey (Novak, 2000). In addition, the Kewaunee County Families FIRST Steering Committee chose asset building as a preventive approach to strengthening families in September 1998. Families FIRST is an organization of agency and community people who conducted a study of the needs of families in Kewaunee County. Child-care providers wanted to offer a wide array of enriching activities for children, but keeping programs affordable for parents can be challenging. This prompted two Extension agents and a child-care provider to develop the Kid's Klub. The two previously mentioned needs assessments served as a foundation for planning. Kid's KlubWhat makes the Kid's Klub unique is that it focuses on building developmental assets in children. Developmental assets are building blocks that assist young people to grow up healthy, caring and responsible (Scales & Leffert, 1999). The eight developmental assets selected for this project were:
Three key individuals contributed to the collaborative effort, a UW-Extension Family Living Educator, a UW-Extension 4-H Youth Development Agent, and the Holy Rosary Child Care Director. Participants were 25 first- through fourth-grade children. The following strategies were used to promote the selected developmental assets.
Implementation - Inputs & Outputs Planning was a cornerstone to the success of the Kid's Klub. The director of the child-care center conducted the promotion of the Kid's Klub through school newsletters and newspapers during the last month of school. The director oriented the teachers toward the program and provided the day-to-day organization that was essential to volunteer management. The 4-H Youth Development Agent in Kewaunee County organized 12 adult and youth leaders, Master Gardeners, and four county Extension agents to conduct programs at the Kid's Klub. Activities included:
Another positive experience was a 5-week program called Public Adventures. The Kid's Klub children, under the guidance of the 4-H Youth Development Agent, planned, implemented, and processed age-appropriate community service projects once a week. The Family Living Agent wrote the Kid's Klub Connection, a series of five fact sheets for parents. The fact sheets were given biweekly to parents when they picked up their children. Outcomes At the beginning of the 2001 summer, parents learned about and then endorsed the eight assets that would be promoted in the Kid's Klub. At the end of the summer, parents participating in the program were asked to rate the extent that their children increased in the eight assets. Parents used a one to five (5=highest) rating scale to answer eight statements related to the assets emphasized in the program. Fifteen families representing 25 children participated in the program. Eleven families completed the evaluation, a 73% response rate (n=11). The graph shows the percentage of respondents that rated each statement with a 4 or 5.
The majority of the parents in the program perceived that Kid's Klub provided positive impacts on their children. This is important because child care is often perceived as "babysitting" and limited to providing a safe place for children. The Public Adventures project was evaluated on two levels. First, the children drew neighborhood pictures at the first and last sessions. This was to measure the children's perception of living in a community of people. The human factor in their pictures increased by 350% from four to 14 people in their drawings. Second, a reflective discussion was held at the last session. Children said that, "We helped the community by making the park nicer" in response to the question "What difference did you make?" Eighty-six percent of the children indicated a positive response to the question, "How many of you think you will do community service again?" Implications for Extension ProgrammingThe Kid's Klub model, focusing on the quality component of child care, can be replicated by others. Bringing the asset-building approach into the child-care arena provides a forum for child care providers, parents, and community members to promote the same assets with children. An implication for 4-H leaders and other Extension programs is that they can reach out to new audiences in non-traditional ways. In addition to bringing children to 4-H clubs, we can also operate in the opposite way, taking our Extension programs to where children are already gathered together in after-school programs. This is a general principle of community education: go to where the learner is. An implication for 4-H Youth Development is that children of any age can plan and implement a valued community service. Children at a young age can participate with age-appropriate facilitation. The potential of this model in a small rural community is quite great. It capitalizes on the human resources of community members, and it nets a quality benefit (an increase in assets) to children in child care, without an increased monetary cost to the provider. While asset building is a relatively new approach to prevention, it is a brand-new approach when utilized in child care in northeastern Wisconsin. Child-care providers, parents, and community members together building assets in children is a true partnership that provides positive gains for children while generating a respect for the quality of child care. ReferencesBass, M. (1999). Public adventures. Publication BU7330. University of Minnesota Extension Service. Novak, M. (2000, April). Child care needs of Kewaunee County families. Kewaunee, WI. Riley, D. (1994, December). Preventing problem behaviors and rising academic performance in Wisconsin children: The impacts of school age child care programs associated with UW-Extension. Scales, P. C. & Leffert, N. (1999). Developmental assets: A synthesis of the scientific research on adolescent development. Search Institute [On-line]. Available at: http://www.search-institute.org/research/publications.html#devel assets U. S. Department of Education. (September, 2000). After-school programs: Keeping children safe and smart. (EK 0276B). Jessup, MD.
4-H Animal Care as Therapy for At-Risk YouthRandy R. Weigel Brenda Caiola Lise Pittman-Foy IntroductionAnimals have long provided positive benefits to individuals in a variety of situations, such individuals as hospital patients, nursing home residents, prison inmates, and disabled individuals (All, Loving, & Crane, 1999). Animals can also play an important role in adolescent development. As a source of love, companionship, and responsibility, animals can help smooth the transition from childhood through adolescence to young adulthood. Robin tenBensal, Quigley, and Anderson (1983) indicated that animals might have special meaning to children and youth who are at-risk emotionally, socially, or behaviorally. These young people often have poor self-esteem and difficulty maintaining relationships. Many have suffered abuse or neglect from parents or caretakers. A dynamic in abused children and youth is identification with their aggression. Youth may either believe they are at fault for the abuse, or they may transfer this abusive behavior toward others. Edney (1995) believes that encouraging nurturing traits through the careful introduction of companion animals may reduce antisocial behavior in young people. To capitalize on the potential benefits of connecting animals with at-risk youth, a 4-H animal-care program was developed at The Wyoming Girls School. Program DescriptionThe Wyoming Girls School (WGS) is a state residential childcare facility located in Sheridan, Wyoming. The students are 12- to 18-year-old girls who have been court ordered to the facility for rehabilitation as a result of inappropriate, delinquent behavior or offenses. Funding for the program was provided through the Children, Youth, and Families-at-Risk Initiative, local foundations, Sheridan County Extension, and area ranchers. The animal-care program included miniature horses, llamas, goats, cattle, and rabbits. The variety in projects was specifically designed to match residents' interest and comfort, and increase the number of residents who could benefit from participation in this 4-H activity. Participation in the projects carried high expectations and responsibility. The students were responsible for the daily care of their animals, including feeding, cleaning, gentling, grooming, and training, as well as completing a daily responsibility chart. In some instances, the animals came to the program in a wild or nearly wild state. For example, in the miniature horse project, some of the horses had to first be broken by the staff and students before gentling, grooming, and training could begin. For many of the students, this was their first experience with this level of responsibility. Though not all participants were able to rise to the expectations, many did and experienced positive growth. Therapeutic ValueThe Girls School residents, in self-assessments of their 4-H experience, reported that their animals provided a therapeutic effect by serving as teacher, listener, comforter, distracter, and friend. Animals as Teacher Working with the animals taught the residents valuable life skills. As the students observed, even though the animals were "corrected" as they were being trained, the animals continued to work with the students. The students were able to see and learn from a situation where animals were corrected in behavior and still loved. There were reports that the animals helped the students in their self-awareness. "My bunny Licorice has helped me to know that I am going to make it as a parent some day. I have a pretty big issue with abuse and my biggest fear is someday treating my kids the way I was treated. Licorice taught me ways I can handle myself when I get upset at what he does." (WGS resident, age 16). Animals as Listener Throughout their lives, many of these residents have learned that it is dangerous to talk to others. Communication involves the risks of ridicule, sarcasm, criticism, and vindictiveness. However, there were reports by many of the young women that their animals seemed to listen; they provided unconditional, empathetic non-verbal feedback and were a good sounding board as the students worked through personal issues. "Whenever I am sad or angry my rabbit is something I can go to and hold and my rabbit doesn't criticize me like people I know. He is just silent and calm." (WGS resident, age 15). Animals as Comforter Grooming animals has a therapeutic effect for many people. Several of the residents come from families where positive emotions, hugs, and comfort are not expressed. Grooming the animals allowed the students to feel and touch in a calming way. Grooming the soft fur of the rabbits or shiny coat of the horses was comforting to many of the students: "I get a sense of comfort when I have a soft rabbit to hold. Instead of going to guys to comfort and hold me, I can cuddle with my bunny when I'm down." (WGS resident, age 14). Animals as Distraction The Girls School treatment plan for the residents included dealing with personal issues. Training animals allowed the students to focus on the present moment and provided a temporary distraction to the stress, pain, and anxiety they were experiencing. "I wanted to learn patience and working with my horse, but having love in my heart for him got me to this point today. I am so proud of him and myself as well. Everyday I go down there and he's waiting at the gate looking right at me just waiting to get out and try new things. Even though fair never happened, he would have won and I know that because he's my champion." (WGS resident, age 17). Animals as Friend A term repeated frequently in the assessments of the residents was that their animals were "friends." In an environment where the young women were dealing with problems of trust and broken relationships, the animals provided unconditional, uncompromising friendship. The residents often gave human-like qualities to this friendship: "someone I could talk to," "someone I could hold," "someone who would listen." One student summed up the importance of this friendship: "The bunny program has benefited me in many ways. Most of all it gave me a friend. When I was struggling I was able to go out there and hold it and even sing to her. It was really comforting to know that she was there to help make me feel good. It was also a good feeling because she relied on me. I have really never been needed and she needed me. She counted on me to give her food, water, and attention." (WGS resident, age 16). ImplicationsThose who have worked with animals and 4-H know well their value in the physical, emotional, and psychosocial development of children and youth. But for many at-risk youth, interacting with animals is a new experience and one that appears to have therapeutic value. The long-term benefit of this 4-H animal-care program in the lives of the at-risk youth is unclear. But by the time many at-risk youth reach adolescence, their ability to connect with others has become weakened or absent. The challenge for adults, teachers, leaders, and mental health professionals working with at-risk youth is finding ways to help build confidence, self-esteem, and trust. Supervised interaction with animals can serve as a powerful way to open many "closed doors" and pave the way for dramatic breakthroughs. ReferencesAll, A., Loving, G., & Crane, L. (1999). Animals, horseback riding, and implications for rehabilitation therapy. National Rehabilitation Association. Edney, A. (1995). Companion animals and human health: An overview. Journal of the Royal Society of Medicine. 88(12), 704p-708p. Robin, M., tenBensal, R., Quigley, J., & Anderson, R. (1983). Childhood pets and the psychosocial development of adolescents. In A. Katcher & A. Beck, (Eds.), New perspectives in our lives with companion animals (pp. 436-443). Philadelphia: University of Pennsylvania Press.
Teaching Youth Through 4-H Animal Science WorkshopsClinton P. Rusk Krisanna Machtmes 4-H Youth Department IntroductionThe Animal Sciences Workshop for Youth began in 1972, when two Purdue faculty members were seeking a new forum to teach livestock management skills to 4-H youth. Their goal was to educate youth about animal production practices, while stimulating their minds to think about new and improved ways of raising animals. By bringing 4-H youth together with Animal Science professors at Purdue University, the founders of the workshop felt they could teach and recruit students at the same time. An intensive 3-day training resulted from the collaborative efforts of an Animal Scientist and a 4-H Youth Development Specialist. Over the years, the following objectives have evolved for the Animal Sciences Workshop for Youth:
Program DescriptionInitially, the workshop focused on beef, dairy, horses, poultry, sheep, and swine. In 1989, the School of Veterinary Medicine was brought into the program, and the first rabbit workshop was implemented. A year later, dairy goat and aquaculture workshops were added. In 1999, the workshop expanded to include companion animals and veterinary science, which attracted over 40 participants the first year. In addition to specie workshops, a variety of educational means have been utilized to accomplish the workshop objectives. In the 1995-1997 workshops, Purdue faculty members have incorporated sessions on the Internet and town hall meetings to help stimulate the thinking of workshop delegates. Prior to the workshop, the committee selected five current topics of special interest to the livestock industry. Delegates were assigned one of these topics at the opening session and given several opportunities to work in teams to learn both the pros and the cons of their issue. Research was conducted in organized sessions on the Internet, where faculty members had bookmarked helpful sites. On the final morning of the workshop, the delegates gathered to have a town hall meeting and openly discuss their findings on the issues. Media specialists were brought in to serve as moderators and offer a critique of each group's performance. In 1998, the workshop committee opted for a skill-a-thon quiz bowl combination as an alternative to the town hall meeting. Delegates were pre-assigned to three-person teams, which included no more than one individual from any one species. On the final morning of the workshop, these groups rotated through 75 skill-a-thon stations, where they were presented with questions to answer, equipment to identify, or problems to solve. The four groups with the highest score from the skill-a-thon competition were brought before the rest of the delegates for a quiz bowl. The two winning quiz bowl teams faced off to determine the champion team. To pay for housing and meals, workshop delegates currently pay a $90 registration fee. An additional $5,000 - $10,000 of support is generated on an annual basis as a result of the generosity of animal-related state associations, agricultural enterprises, and private individuals who realize the educational value of the workshops. Accomplishments and ImpactFrom the first 3-day workshop in 1973, this significant educational program has affected families in all 92 Indiana counties and more then 8,000 youth delegates from 11 states and British Columbia. The 225 delegates in attendance at the 2000 Animal Sciences Workshop for Youth were surveyed using an instrument designed to describe the demographic characteristics of workshop participants and measure the impact of the workshop itself. The survey instrument included six demographic questions, 10 statements to be answered using Likert-type scale (strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree, and three open-ended questions. Analysis of the survey data revealed the following information:
Qualitative ResponsesDelegates were asked to describe the best part of the workshop in an open-ended question. Some of their responses follow.
When asked how the workshop could be improved, participants gave the following responses.
ConclusionsThe Animal Sciences Workshop for Youth is creating a positive learning environment for youth, teaching scientific principles of Animal Science, and informing participants about careers in animal agriculture and educational opportunities at Purdue University. Survey results indicate the workshop motivated 78% of participants to share the information they learned with others in their community. Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org. |
