National 4-H Healthy Living Professional and...4-H Healthy Living programs are diverse and rich with regard to people, programs, products, processes, and partnerships. 4-H Healthy

2

National 4-H Healthy Living Professional and Volunteer Development Needs Assessment:

A Delphi Approach

Contents List of Tables .................................................................................................................................. 4

Executive Summary ........................................................................................................................ 5

Introduction ..................................................................................................................................... 7

Purpose of the Needs Assessment................................................................................................... 7

Plan ................................................................................................................................................. 7

Study Questions .............................................................................................................................. 8

Methods........................................................................................................................................... 8

Delphi Technique ...................................................................................................................... 8

Nominations/Panels................................................................................................................... 9

Table 1. Random Assignment of State 4-H Program Leaders for Panel Nominations ........... 9

Table 2. Source of Panel Nominations ................................................................................. 10

Table 3. Panel Participation by Nomination Source ............................................................. 11

Instrumentation....................................................................................................................... 11

Table 4. Response Rates for the Study Questionnaires, Rounds One, Two and Three ........ 12

Data Analysis ................................................................................................................................ 13

Findings......................................................................................................................................... 14

Study Question One – What are the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative as identified by expert panels of state Extension directors/college deans, local 4-H professionals, state 4-H professions, adult volunteers, and key partners? ................................................................................................ 14

Table 5. Top 20 Needs Identified by State Extension Directors/College Deans (n=4) ........ 16

Table 6. Top 20 Needs Identified by State 4-H Professionals (n=7) .................................... 17

Table 7. Top 20 Needs Identified by Local 4-H Professionals (n=6) ................................... 18

Table 8. Top 20 Needs Identified by Volunteers (n=6) ........................................................ 19

Table 9. Top 20 Needs Identified by Partners (n=3) ............................................................ 20

Table 10. Top Development Needs Identified by Deans and Directors ............................... 22

Table 11. Top Development Needs Identified by State 4-H Professionals .......................... 23

Table 12. Top Development Needs Identified by Local 4-H Professionals ......................... 24

3

Table 13. Top Development Needs Identified by Volunteers .............................................. 25

Study Question Two – What, if any, themes are represented among the expert panels in the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative? ....................................................................................................... 27

Conclusions ................................................................................................................................... 29

Conclusion A............................................................................................................................ 29

Evidence A ............................................................................................................................... 29

Conclusion B ............................................................................................................................ 29

Evidence B ............................................................................................................................... 29

Conclusion C............................................................................................................................ 29

Evidence C ............................................................................................................................... 29

Discussion/Recommendations ...................................................................................................... 30

Addressing All Dimensions of Human Health ..................................................................... 30

Other Themes .......................................................................................................................... 30

Use of the Delphi Technique .................................................................................................. 31

Limitations .................................................................................................................................... 31

Future Research ............................................................................................................................ 32

References ..................................................................................................................................... 33

Author Biographies ....................................................................................................................... 35

Appendices .................................................................................................................................... 37

A. Project Timeline ................................................................................................................. 37

A1. 6-D Model for Project Management ............................................................................... 37

A2. Tasks and Milestones for June and July, 2013 .............................................................. 37

A3. Tasks and Milestones for August, 2013 .......................................................................... 37

A4. Tasks and Milestones for September, 2013 ................................................................... 37

B. Correspondence .................................................................................................................. 38

C. Questionnaires .................................................................................................................... 46

D. Full Data Set ..................................................................................................................... 106

D1. Dean and Director Responses ....................................................................................... 106

D2. Local 4-H Professional Responses ................................................................................ 108

D3. Volunteer Responses ...................................................................................................... 110

D4. State 4-H Professional Responses ................................................................................. 112

D5. Partner Responses .......................................................................................................... 114

Contact Information .................................................................................................................... 116

4

List of Tables Table 1. Random Assignment of State 4-H Program Leaders for Panel Nominations 9 Table 2. Source of Panel Nominations 10 Table 3. Panel Participation by Nomination Source 11 Table 4. Response Rates for the Study Questionnaires, Rounds One, Two and Three 12 Table 5. Top 20 Needs Identified by State Extension Directors/College Deans (n=4) 16 Table 6. Top 20 Needs Identified by State 4-H Professionals (n=7) 17 Table 7. Top 20 Needs Identified by Local 4-H Professionals (n=6) 18 Table 8. Top 20 Needs Identified by Volunteers (n=6) 19 Table 9. Top 20 Needs Identified by Partners (n=3) 20 Table 10. Top Development Needs Identified by Deans and Directors 22 Table 11. Top Development Needs Identified by State 4-H Professionals 23 Table 12. Top Development Needs Identified by Local 4-H Professionals 24 Table 13. Top Development Needs Identified by Volunteers 25

5

National 4-H Healthy Living Professional and Volunteer Development Needs Assessment:

A Delphi Approach

Executive Summary Overview – This study was a needs assessment relative to professional development, training, and technical assistance for Extension 4-H professionals and 4-H volunteers working in the 4-H Healthy Living initiative. The intent was to provide recommendations in support of the 4-H Healthy Living Mission Mandate – “to provide capacity building recommendations” that would allow for program growth and increased competency for 4-H professionals and volunteers who provide youth programs. Using the Delphi technique, the study solicited attitudes and opinions from state Extension directors/deans, local and state Extension 4-H professionals, adult volunteers, and key partners. 4-H Healthy Living programs are diverse and rich with regard to people, programs, products, processes, and partnerships. 4-H Healthy Living programs target one or more of the following: physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention. This study was requested by the National 4-H Healthy Living Management Team, National 4-H Council, 4-H National Headquarters of the National Institute of Food and Agriculture (NIFA) and funded by Walmart. Purpose – The overall aim was to provide recommendations to the National 4-H Healthy Living Mission Mandate Management team that would inform decisions about training, professional development, and technical assistance, and ultimately further the aims of 4-H Healthy Living programs for healthier, happier young people. This study sought to address two primary questions:

1. What are the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative as identified by expert panels of state Extension directors/college deans, local 4-H professional, state 4-H professions, adult volunteers, and key partners?

2. What, if any, themes are represented among the expert panels in the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative?

Methodology – This study was conducted using the Delphi technique—a technique that allowed us to capture the richness and experiences of a diverse sample of Extension personnel and stakeholders representing a cross-section of the nation’s 106 land-grant institutions in all states and territories. This method was selected for several reasons including the shortened timeframe of this project (approximately 14 weeks). Nominations were sought for experts in 4-H Healthy Living programs. These experts represented state Extension directors/deans, local and state Extension 4-H professionals, adult volunteers,

6

and key partners (researchers, donors, and other stakeholders). The nominations came from the State 4-H Program Leaders, the National 4-H Healthy Living Management Team, and a five-year review of two journals, Journal of Extension and the Journal of Youth Development. The nomination process produced 108 nominees who were all invited to participate. The number who chose to participate in the study were five state Extension directors/college deans, eight state 4-H professionals, seven local 4-H professionals, 10 4-H volunteers, and seven partners. The experts received three questionnaires over a period of nine weeks. Consistent with the Delphi method, the first questionnaire asked an open-ended question about the needs of Extension 4-H professionals and 4-H volunteers for healthy living programs. Subsequent questionnaires were developed from responses to the previous round. The response rate for all questionnaires in this study was 82.2%. Findings/Conclusions – At the completion of Round Three, we compared responses across all panels for Round Two and Round Three to identify similarities and differences between the groups. Trends and themes were identified to provide a comprehensive picture of the ideas from all respondents. This analysis showed that technical assistance, professional development, and training for Extension 4-H professionals and 4-H volunteers in the Healthy Living initiative should address all dimensions of human health, affordable programming, empowering youth for change, and program evaluation/research. In regards to programming that reflects all dimensions of human health, the panelists described this as a “holistic” approach. In the context of the panelist’s descriptions, the term “holistic” is used to describe physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention. The panelists’ descriptions did not indicate the medical practice of holistic health. Recommendations – The major recommendation is that all aspects of 4-H programming reflect a holistic view of health, reflecting all dimensions of human health. 4-H Healthy Living should be viewed as broader than any project, curricula or training; it should be viewed as “the way we do business” at 4-H camps, conferences, club meetings, project activities, etc. The context of the youth-serving environment is paramount. Additionally, Extension 4-H professionals and 4-H volunteers need more professionals development and training regarding “where youth are today” in regards to their total health profile and lifestyles.

7

Introduction 4-H Healthy Living programs are diverse and rich with regard to people, programs, products, processes, and partnerships. We conducted this needs assessment using the Delphi technique—a technique that allowed us to capture the richness and experiences of a diverse sample of Extension personnel and stakeholders representing a cross-section of the nation’s 106 land-grant institutions in all states and territories. We used the Delphi technique to solicit attitudes and opinions from state Extension directors/deans, local and state Extension 4-H professionals, volunteers, and key partners. The Delphi technique ensured that we had both qualitative and quantitative data. In this study, the Delphi technique actively involved the respondents in identifying and prioritizing the needs and issues with the process and outcomes being participant-driven and not controlled by the researchers (Gross, 1981). Given the timeframe for this needs assessment (June 17 – October 7, 2013), a Delphi technique was deemed the best approach for involving the most people who had the knowledge and background in 4-H Healthy Living programs to fully respond to questions about professional and volunteer development. The goal of this report was to provide information that would meet the needs of the 4-H Healthy Living Mission Mandate – “to provide capacity building recommendations” that would allow for program growth and increased competency for 4-H professionals and volunteers who provide youth programs.

Purpose of the Needs Assessment The overall aims of the needs assessment were to assess the level of skills and competencies needed to be an effective 4-H professional (local and state) and 4-H volunteer (young adult and adult); and identify needs related to training, professional development, and technical assistance required to increase capacity and competency levels of 4-H professionals and volunteers working in the Healthy Living initiative. The purpose was to provide research to the National 4-H Healthy Living Mission Mandate Management team that would inform decisions about training, professional development, and technical assistance, and ultimately further the aims of 4-H Healthy Living initiative for healthier, happier young people.

Plan The method of project management that was followed, 6-D Model, was previously used successfully on a number of large-scale projects, including the University of Tennessee Extension Strategic Plan, Advancing Tennessee, 2010-2020 (UT Extension, 2013). The 6-D Model consists of: discover, define, design, develop, data analysis, and delivery. For the project timeline, see Appendix A. After the proposal was accepted by the National 4-H Council and the 4-H National Headquarters of the National Institute of Food and Agriculture, the next step was to

8

seek approval from the Institutional Review Board (IRB) at the University of Tennessee. The IRB approved this research under expedited review (IRB protocol #9260).

Study Questions The specific study questions were:

1. What are the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative as identified by expert panels of state Extension directors/college deans, local 4-H professional, state 4-H professions, adult volunteers, and key partners?

2. What, if any, themes are represented among the expert panels in the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative?

Methods This section details the Delphi technique, the population (including the process to nominate panels), and the instrumentation.

Delphi Technique The Delphi Technique is a method for soliciting ideas from a nominated group of experts using a series of questionnaires (Hsu & Sandford, 2007; Ludwig, 1997). This technique is credited to Norman Dalkey and Olaf Helmer of the Rand Corporation and was pioneered by the United States Department of Defense for making predictions about large-scale issues including war and population changes (Dalkey & Helmer, 1963; Lindeman, 1981). Over the next 50 years, numerous public service agencies and organizations including Cooperative Extension used the Delphi Technique for needs assessments, program planning and evaluation purposes (Gamon, 1991; Ludwig, 1997). This method was selected for this project for several reasons including:

(1) the importance of including a diverse sample of respondents with the objective of soliciting input from representatives associated with the nation’s 106 land-grant institutions as well as from people who are serving 4-H in different roles;

(2) the shortened timeframe of this project that limited the use of other techniques such as focus groups and traditional surveys; and

(3) the ability to use a method that would facilitate the collection of many different needs and would also allow the nominated experts to refine and select the top needs for their groups.

The Delphi Technique lends itself to a project like this because it allows for collecting information from a diverse group of participants who cover a wide geographical area and it is cost-effective (Mayfield, Wingenbach, & Chalmers, 2005). Furthermore, the process allowed each group to identify their own key needs and issues without influence from other groups (Lorenzo, Blanche, & Henson, 2003).

9

Nominations/Panels Six groups were identified as having the most knowledge about the needs of 4-H Healthy Living professionals and volunteers. These groups consisted of:

(1) College Deans/State Extension Directors (2) State 4-H Professionals (3) Local 4-H Professionals (4) Young Adult Volunteers (18 – 21 years) (5) Adult Volunteers (over 21 years) (6) Partners (researchers, donors, and other stakeholders)

To solicit nominations for the first five groups listed above, the National 4-H Council provided us with a list of all State 4-H Program Leaders from 1862, 1890 and 1994 institutions. This list consisted of 90 names. We randomly assigned the 90 State 4-H Program Leaders to one of five groups (college deans/state Extension directors; state 4-H professionals; young adult volunteers; adult volunteers; and local 4-H professionals) as shown in Table 1. Random assignment was made by numbering the 90 individuals 1-90 and using a random number generator to select random numbers for the panels numbered 1-5 (Haahr, 2008).

Table 1. Random Assignment of State 4-H Program Leaders for Panel Nominations n=90a 1994 Institutions 1890 Institutions 1862 Institutions

n=2 % (100%)

n=24 % (100%)

n=64 % (100%)

College Deans and State Extension Directors

1 50 7 29.2 10 15.6

State 4-H Professionals 0 0 6 25 12 18.8

Local 4-H Professionals

1 50 4 16.6 13 20.3

Adult Volunteers 0 0 3 12.5 15 23.4

Young Volunteers (ages 18-21)

0 0 4 16.6 14 21.9

a Percentages may not equal 100% due to rounding For each group we e-mailed the State 4-H Program Leaders describing the project objectives and asked them to share names and contact information of two to three individuals whom they viewed as key informants for 4-H Healthy Living programs (see Appendix B for example copies of letters). In the e-mail, a link was provided for a nomination form where State 4-H Program Leaders could record names and e-mail addresses for potential participants. State 4-H Program Leaders were given two weeks to submit nominations. The State 4-H Program Leaders provided 54 potential panel members across the five groups.

10

To identify partners, the National 4-H Council provided a mailing list of the 4-H Healthy Living Management Team members; at the time this group was composed of 11 members. We e-mailed individuals asking them to nominate partners (researchers, donors, and other stakeholders). As with the State 4-H Program Leaders, Management Team members received a link to a nomination form where they could record names and e-mail addresses for potential panel members. We received five potential panel members for this group. To increase the number of panel members for the partner group, we reviewed articles in two peer-reviewed professional journals: Journal of Extension and the Journal of Youth Development. We selected articles related to aspects of 4-H healthy living such as nutrition education, physical activity, and other aspects of healthy youth development published during the past five years. These searches identified a total of 55 potential panel members for a total of 114 nominations (Table 2).

Table 2. Source of Panel Nominations

State 4-H Program Leaders

National 4-H Healthy Living

Management Team

Journal of Extension

Journal of Youth

Development

College Deans and State Extension Directors (n=10)

6 0 4 0

State 4-H Professionals (n=19) 14 0 3 2

Local 4-H Professionals (n=23)

15 0 7 1

Adult Volunteers (n=5) 5 0 0 0

Young Adult Volunteers (n=14)

14 0 0 0

Partners (n=43) 0 5 20 18

Totals (n=114) 54 5 34 21

We had one email returned and five panel members indicated that they were not able to participate due to changing job responsibilities. Of these, five were partners who were either Journal of Extension or Journal of Youth Development authors and one was a young adult volunteer nominated by a State 4-H Program Leader. The adjusted total was 108 panel members (see Table 3).

11

Table 3. Panel Participation by Nomination Source

State 4-H Program Leaders

National 4-H Healthy Living

Management Team

Journal of Extension

Journal of Youth

Development

College Deans and State Extension Directors (n=10)

6 0 4 0

State 4-H Professionals (n=19) 14 0 3 2

Local 4-H Professionals (n=23) 15 0 7 1

Young Adult Volunteers (n=14) 13 0 0 0

Partners (n=43) 0 5 18 15

Totals (n=108) 53 5 32 18

Because there were only five nominees for the Adult Volunteer group, we combined the Adult Volunteers and Young Adult Volunteers into one Volunteer panel. The final totals for the five expert panels were:

10 College Deans and State Extension Directors 19 State 4-H Professionals 23 Local 4-H Professionals 19 Volunteers 43 Partners

Instrumentation

A modified Delphi Technique consisting of three Rounds of questionnaires was employed with the five panels. Consistent with this method, after we developed the first questionnaire, the subsequent questionnaires were developed from responses to the previous round. In Round One, panelists were asked for their top 10 issues rather than an unlimited list of issues. In Round Three, panelists were shown the average ratings from Round Two for the 10 highest rated issues. Typically, panelists would see the group average and their individual average for each item, and they would describe why they disagree. These modifications were made to create a prioritized list of needs. Response rates for the three rounds are shown in Table 4. Response rates were calculated based on the nominees who accepted the invitation to be part of this study. Response rate is defined as those who read the information sheet and started the first questionnaire. The combined response rate for the 15 questionnaires was 82.2%.

12

Table 4. Response Rates for the Study Questionnaires, Rounds One, Two and Three

Round One Round Two Round Three

f % f % f %

State Extension Directors/College Deans (n=5) 5 100 4 80 4 80

State 4-H Professionals (n=8) 8 100 7 87.5 8 100

Local 4-H Professionals (n=7) 6 85.7 6 85.7 7 100

Volunteers (n=10) 10 100 6 60 4 40

Partners (n=7) 7 100 3 42.8 5 71.4

Round One – For Round One, each nominated panel member received an e-mail explaining that they had been identified as a national expert for 4-H Healthy Living programs and the objectives of the project (see copies of letters in Appendix B). The e-mail contained a link to a questionnaire, created using the Survey Monkey online software. The first questionnaire consisted of one open-ended prompt: “To build capacity and competence for 4-H healthy living programs, 4-H professionals and volunteers have the following needs:” Respondents were asked to list up to 10 answers. Round Two – Using the Round One results, we created five questionnaires (one for each panel) for Round Two (see copies of each questionnaire in the Appendix C). The responses from Round One were grouped by categories to make the Round Two questionnaire easier for panel members to complete. Round Two questionnaire instructions were: “Following is a list of those responses you and other panel members provided us. To determine priorities for these statements, we are asking that you rate each of them on a nine-point continuum, ranging from nine for most important to one for least important. Statements have been categorized into groups to assist you. Please be selective in choosing those NEEDS you consider as most important.” Panel members were also allowed to include additional statements if they believed the list was incomplete. All the panel members received an e-mail with a link to the Round Two questionnaires in Survey Monkey (see copies of letters in Appendix B). Round Three – Using the Round Two results, we created five questionnaires (one for each panel) for Round Three (see copies of each questionnaire in the Appendix C). All panel members received an e-mail with a link to the Round Three questionnaires (see copies of the letters in the Appendix B). As in the Round Two questionnaire, panel members were asked in the Round Three questionnaire to include any additional needs not represented on the questionnaire.

13

The instructions for the Round Three questionnaires were: “The following is a prioritized list of the TOP 20 NEEDS you and other panel members provided to us during our panel study process. These statements are listed as they are ranked from most important to least important (from nine to one where nine is most important). The mean score (shown in parentheses) is the average of all panel members’ responses.” For Round Three, respondents were asked to consider the list and identify up to three needs as most important for Extension personnel. Next, they were presented with the same list and asked to identify up to three needs as most important for volunteers.

Data Analysis Round One responses were grouped into categories and some responses were edited to reduce wordiness and potential bias for other panel members. For example, one participant mentioned a specific healthy living curriculum as an illustration of their answer but this was not included in the next round. Mean scores and standard deviations were calculated for all Round Two responses for each panel. Responses were ranked in order by mean score for Round Three questionnaires. Frequencies were calculated for Round Three responses. Responses were ranked based on number of panel members who selected those responses. Responses were calculated separately for 4-H professionals and for 4-H volunteers. At the completion of Round Three, we compared responses across all panels for Round Two and Round Three to identify similarities and differences between the groups by identifying codes, sketching notes, and displaying data (Creswell, 1998). Trends and themes were identified to provide a comprehensive picture of the ideas from all respondents. The full data set is shown in Appendix D.

14

Findings

Study Question One – What are the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative as identified by expert panels of state Extension directors/college deans, local 4-H professionals, state 4-H professions, adult volunteers, and key partners? Round One – Using the Round One results, we created five questionnaires (one for each panel) for Round Two. The responses from Round One were grouped by major category to make the Round Two questionnaires easier for the panel members to complete. The listing of categories by panel follows:

(1) College Deans and State Extension Directors a. Curriculum Content—5 responses b. Resources—5 responses c. Skill Building—4 responses d. Curriculum Materials—4 responses e. Program Expansion and Reach—3 responses f. Other—3 responses

(2) State 4-H Professionals a. Training Related to Skill Building—12 responses b. Training Related to Knowledge—8 responses c. Curriculum Content—6 responses d. Curriculum Resources—3 responses e. Other—3 responses

(3) Local 4-H Professionals a. Program content/curriculum—8 responses b. Program Development and Operations—8 responses c. Professional Development/Training: Human Development—7 responses d. Professional Development/Training: Other—5 responses e. Commitment—4 responses

(4) Volunteers a. Training Topics—14 responses b. Program Management—9 responses c. Teaching Methods/Materials—7 responses d. Activities Development and Training—6 responses e. Professional Development—5 responses f. Healthy Living Knowledge/Understanding—3 responses g. Other—2 responses

(5) Partners a. Training Related to Increasing Knowledge—11 responses b. Other—11 responses c. Training Related to Skill Building—5 responses

15

d. Partnerships—4 responses e. Resources—2 responses f. Curriculum—1 response

Round Two— Round Two questionnaire instructions were: “Following is a list of those responses you and other panel members provided us. To determine priorities for these statements, we are asking that you rate each of them on a nine-point continuum, ranging from nine for most important to one for least important.” Using the mean scores, the top 20 needs were identified by panel. Tables 5-9 show the top 20 needs, mean scores, and standard deviations per panel. Panels may have more than 20 items due to ties. The entire data set is found in Appendix D.

16

Table 5. Top 20 Needs Identified by State Extension Directors/College Deans (n=4)

Mean Scorea

Standard Deviation

Develop a multi-disciplinary approach incorporating agriculture and health issues, healthy eating, menu planning, and cooking competitions

8.75 0.5

Develop a cohesive and collaborative effort between 4-H Council and Headquarters with a common vision and expected outcomes

8 0.82

Develop a national voice that aligns with 4-H Council and Headquarters

7.75 0.96

Develop creative, current curriculum aligned with National Headquarters

7.5 1.91

Funding to hire staff to focus on healthy living efforts 7.5 1.29 Create a national database of healthy living programs 7.33 1.53 Develop comprehensive evaluation and assessment tools 7 1.63 Increase skills for working with limited resource audiences 6.75 2.06

Increase teaching skills for outdoor safety programs specifically ATV and Hunting Safety

6.75 2.06

Increase diversity 6.75 2.63 How to read and interpret food labels 6.75 0.96 Expand programs to more limited resource audiences 6.5 2.65

How to grow and use produce from home, community and school gardens

6.5 3.79

Expand programs to underserved youth populations 6.25 2.5

Develop curriculum that honors cultural differences including Native American

6.25 2.36

Develop mobile apps for youth 6 2.71

Importance of proper hydration as part of an approved exercise program

6 3.46

Funding for programming and purchases 6 2.58 Funding not attached to controversial groups 6 2.65 Model proper exercise and nutrition behaviors for youth 5.75 3.3 Teach junior leaders to be trainers for younger students 5.75 0.96 How to develop healthy, budget-wise meals 5.67 4.04 Scholarships to attend healthy living training 5.5 2.08

Nutritional issues of fresh fruits and vegetables versus cooked fruits and vegetables

4 2.16

Note. Panels may have more than 20 items due to ties. aScale: Items were ranked on a nine-point continuum from 1=least important to 9=most important

17

Table 6. Top 20 Needs Identified by State 4-H Professionals (n=7)

Mean Scorea

Standard Deviation

Identify strategies that integrate healthy practices into all aspects of 4-H programming 7.86 0.90 Identify strategies that incorporate physical activity into educational programming 7.86 0.69 Identify strategies to empower youth to promote and adopt healthy living practices 7.86 0.90 Teach “hands-on” learning techniques that promote engagement 7.86 1.35 Positive youth development link to promoting healthy eating 7.86 1.07 Concept of holistic health—looking at the physical, social/emotional and cognitive aspects of healthy living 7.86 0.90 Ways to incorporate physical activity into daily routine 7.57 0.98 Develop curricula list 7.57 1.51 Develop national tools 7.29 1.60 How to decrease screen time and increase physical activity 7.14 0.90 Build skills in developing and facilitating inclusive programs and activities 7.00 1.41 Develop supportive colleagues and collegial networks 7.00 1.63 Identify strategies to work with teens as teachers of healthy living programs 6.86 1.57 Increase cultural competence in working with economically and ethnically diverse audiences 6.86 2.04 Nutritional and health needs of early, middle and late adolescence 6.86 1.07 How to interpret and teach healthy eating and physical activity principles 6.86 1.07 Develop curriculum rubrics 6.86 1.46 Identify strategies to decrease and deal with bullying behaviors 6.71 1.38 Increase skills for partnering with community agencies 6.71 1.80 Bullying and negative impact on youth 6.71 1.25 Healthy eating on a tight budget 6.71 1.25 How to adapt recipes to make them healthier 6.71 1.25 Top health issues faced by youth and the program implications of these issues 6.57 0.98 How to reduce food portions especially for high calorie foods 6.57 0.98 Increase opportunities for youth to team teach healthy living programs 6.57 1.13


18

Table 7. Top 20 Needs Identified by Local 4-H Professionals (n=6)

Mean Scorea

Standard Deviation

Uniformity and simplicity evaluation protocols and tools – For evaluation, professional access would be very helpful. 8.40 0.89

Have easy to use, low-budget activities. 8.20 0.84

Increase teaching skills for healthy eating on a tight budget. 7.80 0.45

Increase family involvement. 7.67 0.82

Increased understanding of where youth are today (trends and data regarding lifestyle choices, emotional challenges, sexual temptations, trending peer pressure, current drug, and alcohol use, etc.). 7.40 1.14

Increase knowledge in tools to use and curriculum to use in health and wellness. 7.20 0.45

Good communication, idea, and resource sharing within the university and communities served. 7.20 1.30

Increase knowledge in social and emotional development. 7.20 0.45

Realization that they should lead by example by having healthy habits. 7.00 1.00

Community partners, connections, and identity. This is key to success and takes time. 7.00 1.87

Increased resources for active and meaningful recreation centered on boosting health with physical activity. 6.83 1.60

Increase knowledge base and comfort level in substance abuse prevention. 6.80 1.10

Finding food choices that are healthy and available. 6.67 2.58

Realization that they don't have to be experts or medical professionals to teach health living topics/curriculum. 6.67 1.37

Finding quick, convenient, and inexpensive food choices. 6.60 2.30

Increase train the trainer (teens) involvement. 6.60 1.52

Increased resources geared towards a broad age range that may be found in a club setting (3rd-12th grade). 6.40 2.61

Increased awareness of their own habits, healthy or unhealthy. 6.40 1.95

Increase collaboration with other youth serving organizations. 6.40 1.67 Increase knowledge and teaching skills for proper stretching. 6.40 0.89 Note. Panels may have more than 20 items due to ties. aScale: Items were ranked on a nine-point continuum from 1=least important to 9=most important

19

Table 8. Top 20 Needs Identified by Volunteers (n=6)

Mean Scorea

Standard Deviation

Working with a tight budget and how to save money on healthy foods 8.00 0.71

Ways to make programs interesting for participants 8.00 0.71

Cooking healthy and quick meals 8.00 0.71

Cheap and easy meals 7.80 0.84

Tips for easy healthy living 7.60 1.67

Healthy options for busy lifestyles 7.40 0.89

Budgeting for food 7.40 0.89

Useful programs and materials with realistic and achievable goals 7.20 1.10

Examples of hands-on activities 7.20 0.84

“Movement games” that take 5-10 minutes 7.17 0.75

Improve teaching skills 7.00 1.58

Fun physical activities for children and adults to do together 6.83 1.72

Age-related activity games/hands on learning 6.83 1.94

Ways to keep youth engaged in healthy living topics 6.80 1.30

Set lesson plans that allow time for lessons, games and snacks 6.80 0.84

Support for the program. 6.60 1.67

Public speaking games and/or classes to promote self-confidence 6.60 1.82

Increase teaching skills. 6.60 0.89

Ideas for team-building so that members learn kindness 6.60 1.34

Basic information about foods and their effects on the body 6.60 0.89 Note. Panels may have more than 20 items due to ties. aScale: Items were ranked on a nine-point continuum from 1=least important to 9=most important

20

Table 9. Top 20 Needs Identified by Partners (n=3)

Mean Scorea

Standard Deviation

Ability to translate healthy eating research and knowledge into practices 9.00 0.00

Provide healthy options for food, activities, and environments at 4-H events and educational opportunities 9.00 0.00

Research models and data collection methods to demonstrate impacts and behavior change 8.33 0.58

Increase collaborations with FCS professionals who have a health/wellness background 8.33 1.15

Improve relationship with partners who are already doing this work outside of 4-H 8.33 1.15

Integrate positive health outcomes into existing 4-H youth development activities and programs 8.33 1.15

Access to and understanding of latest research and references on healthy living topics 8.00 1.00

How to motivate youth to adopt healthy behaviors 8.00 1.00

Impact of technology on sedentary lifestyles and ways to increase physical activity 8.00 0.00

The role and influence of families and peers in health behaviors 7.67 1.53

Improve relationships with healthy living specialists across Extension 7.67 1.15 Impact of body dissatisfaction on inappropriate weight control practices 7.33 1.15

Develop user friendly tools on healthy living topics 7.33 2.08

Develop new funding sources to support healthy living education 7.33 0.58

Increase self-awareness regarding their ability to acquire knowledge and skills necessary to help 4-H youth live healthier lives 7.33 2.08

How their own attitudes and behaviors about healthy living influence the attitudes and behaviors of 4-H youth 7.00 2.00

How to increase community resources and accessibility for physical activity 7.00 0.00

Holistic model of healthy living beyond nutrition and physical activity 7.00 2.65

Increase focus on individual changes and changes needed in the environment and community 7.00 0.00 The broad spectrum of issues associated with healthy living 6.67 0.58

Develop partnerships with health care professionals in the medical community 6.67 2.08

Increase motivation and commitment to building their own capacity and competencies related to healthy living 6.67 0.58

21

Increase dissemination of 4-H healthy living efforts 6.67 1.15

Place more emphasis on youth development practices and less emphasis on competitions 6.67 1.53


22

Round Three— For Round Three, respondents were asked to consider the top 20 list of needs and identify up to three needs as most important for Extension personnel. Next, they were presented with the same list and asked to identify up to three needs as most important for volunteers. The results show the percentage of panelists who identified the statement a one of the top three needs, and the panels may have more than three needs for 4-H professionals and 4-H volunteers due to ties. “Funding to hire staff to focus on healthy living efforts” was the top need identified by state Extension directors and college deans (75%). This panel described the top needs for 4-H volunteers as “Teach junior leaders to be trainers for younger students” (50%); “Expand programs to underserved youth populations” (50%); and “Develop a multi-disciplinary approach incorporating agriculture and health issues, healthy eating, menu planning, and cooking competitions” (50%). See Table 10.

Table 10. Top Development Needs Identified by Deans and Directors

Statement f % Needs of 4-H Professionals (n=4)

Funding to hire staff to focus on healthy living efforts 3 75 Develop a multi-disciplinary approach incorporating agriculture and health issues, healthy eating, menu planning, and cooking competitions 2 50

Develop a cohesive and collaborative effort between 4-H Council and Headquarters with a common vision and expected outcomes 2 50

Needs of 4-H Volunteers (n=4)

Teach junior leaders to be trainers for younger students 2 50

Expand programs to underserved youth populations 2 50

Develop a multi-disciplinary approach incorporating agriculture and health issues, healthy eating, menu planning, and cooking competitions 2 50

23

The state 4-H professionals panel selected “strategies that integrate healthy practices into all aspects of 4-H programming” as the most important need for both 4-H professionals (87.5%) and 4-H volunteers (62.5%) as shown in Table 11.

Table 11. Top Development Needs Identified by State 4-H Professionals

Statement f %

Needs of 4-H Professionals (n=8)

Identify strategies that integrate healthy practices into all aspects of 4-H programming 7 87.5

Identify strategies to empower youth to promote and adopt healthy living practices 4 50

Concept of holistic health—looking at the physical, social/emotional and cognitive aspects of healthy living 4 50


Identify strategies that integrate healthy practices into all aspects of 4-H programming 5 62.5

Identify strategies to empower youth to promote and adopt healthy living practices 3 37.5

Teach “hands-on” learning techniques that promote engagement 3 37.5

Build skills in developing and facilitating inclusive programs and activities 3 37.5

Note. Panels may have more than three needs for 4-H professionals and 4-H volunteers due to ties.

24

The local 4-H professionals identified the need for “uniformity and simplicity of evaluation protocols and tools” as the most important need for Extension professionals (57.1%). For 4-H volunteers, the local 4-H professionals identified the need for easy to use, affordable activities (71.4%); see Table 12.

Table 12. Top Development Needs Identified by Local 4-H Professionals Statement f %


Uniformity and simplicity evaluation protocols and tools – For evaluation, professional access would be very helpful. 4 57.1

Increased resources geared towards a broad age range that may be found in a club setting, 3rd-12th grade. 3 42.8

Have easy to use, low-budget activities. 3 42.8

Increase family involvement. 3 42.8

Increased understanding of where youth are today, i.e., trends and data regarding lifestyle choices, emotional challenges, sexual temptations, trending peer pressure, current drug, and alcohol use, etc. 3 42.8


Have easy to use, low-budget activities. 5 71.4

Increased understanding of where youth are today, i.e., trends and data regarding lifestyle choices, emotional challenges, sexual temptations, trending peer pressure, current drug, and alcohol use, etc. 3 42.8

Increase knowledge in tools to use and curriculum to use in health and wellness. 3 42.8

Realization that they don't have to be experts or medical professionals to teach health living topics/curriculum. 3 42.8


25

The expert panel of 4-H volunteers identified “Movement games that take 5-10 minutes” (60%) and “Ways to make programs interesting for participants” (60%) as the most important needs for 4-H professionals. For 4-H volunteers, the expert panel of volunteers identified “Ways to make programs interesting for participants” (60%) as the most important need (Table13).

Table 13. Top Development Needs Identified by Volunteers

Statement f % Needs of 4-H Professionals (n=4)

“Movement games” that take 5-10 minutes 3 60

Ways to make programs interesting for participants 3 60

Tips for easy healthy living 2 40


Ways to make programs interesting for participants 3 60

“Movement games” that take 5-10 minutes 2 40

Working with a tight budget and how to save money on healthy foods 2 40

26

The partners identified the “ability to translate healthy eating research and knowledge into practices” as the most important need for Extension 4-H professionals (80%). For 4-H volunteers, 80% of the partners’ panel agreed on two top needs: “How to motivate youth to adopt healthy behaviors” and “Provide healthy options for food, activities, and environments at 4-H events and educational opportunities” (Table 14).

Table 14. Top Development Needs Identified by Partners

Statement f %


Ability to translate healthy eating research and knowledge into practices 4 80

Research models and data collection methods to demonstrate impacts and behavior change 2 40

Integrate positive health outcomes into existing 4-H youth development activities and programs 2 40


How to motivate youth to adopt healthy behaviors 4 80

Provide healthy options for food, activities, and environments at 4-H events and educational opportunities 4 80

Integrate positive health outcomes into existing 4-H youth development activities and programs 2 40


27

Study Question Two – What, if any, themes are represented among the expert panels in the major development needs for 4-H professionals and volunteers working in the Healthy Living initiative? The top needs from each of the five panels were analyzed to determine if any common themes emerged among the panels. This was done by identifying codes, sketching notes, and displaying data as described by Creswell (1998). This analysis elicited four themes described as:

Programming that reflects all dimensions of human health Affordable programming Empowering youth for change Program evaluation/research

In regards to programming that reflects all dimensions of human health, the panelists described this as a “holistic” approach. In the context of the panelist’s descriptions, the term “holistic” is used to describe physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention. The panelists did not, in any reference, indicate that they meant the medical practice of holistic health. All of these themes apply to both Extension 4-H professionals and 4-H volunteers, except for “program evaluation/research” which applies to only Extension 4-H professionals. The following list organizes the major needs thematically. The panels are identified in parenthesis.

Programming that reflects all dimensions of human health [participants described this approach as holistic]

Needs of 4-H Professionals and Needs of 4-H Volunteers o Increased understanding of where youth are today, i.e., trends and data regarding

lifestyle choices, emotional challenges, sexual temptations, trending peer pressure, current drug, and alcohol use, etc. (Local 4-H Professionals)

o Identify strategies that integrate healthy practices into all aspects of 4-H programming (State 4-H Professionals)

o Concept of holistic health—looking at the physical, social/emotional and cognitive aspects of healthy living (State 4-H Professionals)

o Integrate positive health outcomes into existing 4-H youth development activities and programs (Partners)

o Develop a multi-disciplinary approach incorporating agriculture and health issues, healthy eating, menu planning, and cooking competitions (State Extension Directors/College Deans)

o Ability to translate healthy eating research and knowledge into practices (Partners)

o Provide healthy options for food, activities, and environments at 4-H events and educational opportunities (Partners)

Affordable programming Needs of 4-H Professionals and Needs of 4-H Volunteers o Have easy to use, low-budget activities (Local 4-H Professionals) o Movement games that take 5-10 minutes (4-H Volunteers)

Empowering youth for change

28

Needs of 4-H Professionals o Identify strategies to empower youth to promote and adopt healthy living

practices (State 4-H professionals) o Tips for easy healthy living (4-H Volunteers) o Ways to make programs interesting for participants (4-H Volunteers) Needs of 4-H Volunteers o Identify strategies to empower youth to promote and adopt healthy living

practices (State 4-H professionals) o Teach “hands-on” learning techniques that promote engagement (State 4-H

professionals) o How to motivate youth to adopt healthy behaviors (Partners)

Program evaluation/research Needs of 4-H Professionals o Uniformity and simplicity evaluation protocols and tools – For evaluation,

professional access would be very helpful. (Local 4-H Professionals) o Research models and data collection methods to demonstrate impacts and

behavior change (Partners)

29

Conclusions This study involved 37 experts. The average response rate across the five panels for all questionnaires was 82.2%. The conclusions and the respondents represent a cross-section of the major professionals and stakeholders in the 4-H Healthy Living initiative.

Conclusion A The area of most similarity among the panels is the need for programming that reflects all dimensions of human health. Panelists described this approach as “holistic”. Panelists identified the need to enrich all 4-H programs, projects, activities, etc. through this all-encompassing view of human health and programming. This should be viewed as the most important need for the 4-H Healthy Living initiative.

Evidence A All of the panels except volunteers identified the need for programming and 4-H environments that reflect all dimensions of human health. The panelists described this as a “holistic” approach. In the context of the panelist’s descriptions, the term “holistic” is used to describe physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention. The panelists did not, in any reference, indicate the practice of holistic health, that is, an association with alternative medicine. The state 4-H professional panel selected “strategies that integrate healthy practices into all aspects of 4-H programming” as a top need for 4-H professionals (87.5%) and 4-H volunteers (62.5%).

Conclusion B In addition to the top theme of programming that reflects all aspects of human health, there were three other themes. Major themes identified for building capacity among Extension 4-H professionals and 4-H volunteers in the Healthy Living initiative are:

The need for affordable programming described by respondents as both easy to implement and low-budget.

The need to empower youth to adopt healthy lifestyle choices and practices. The need for uniform and user-friendly program evaluation for local 4-H professionals

to implement and the use of research models to demonstrate program results including youth behavior change.

Evidence B Each of the four themes was evident in the top needs identified by the expert panels.

Conclusion C The Delphi technique is an acceptable method for understanding attitudes and opinion from state Extension directors/college deans, state 4-H professional, local 4-H professional, 4-H volunteers, and partners.

Evidence C The panelists’ responses elicited both similarities and differences. For example, local 4-H professionals were the only ones to identify a need to “increase family involvement.”

30

Discussion/Recommendations The major recommendation from this study is that technical assistance, professional development, and training for Extension 4-H professionals and 4-H volunteers in the Healthy Living initiative should address all dimensions of human health (physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention), affordable programming, empowering youth for change, and program evaluation/research. Additional recommendations are provided for the use of the Delphi technique for needs assessment studies.

Addressing All Dimensions of Human Health It is recommended that Extension 4-H professionals and 4-H volunteers receive professional development, training, and technical assistance in programs that take a holistic view of health and that include a response to “where youth are today” in regards to their total health profile and lifestyles. Additionally, it is recommended that this all-encompassing view of health be integrated into all aspects of 4-H programming. The four H’s in “4-H” stand for Hands, Heart, Head and Health. In particular, healthy eating was an issue raised across the panels. Other dimensions identified by panelists were: lifestyle choices, emotional challenges, physical activity, unintentional injury, injury prevention, social/emotional development, and substance abuse prevention. Professionals and volunteers need to view 4-H Healthy Living as much broader than a project, curricula or training; it should be viewed as the way we do business at 4-H camps, conferences, club meetings, project activities, etc. The context of the youth-serving environment is paramount. Encouraging healthy living at a young age provides a foundation for the rest of the individual’s life. The needs identified for all dimensions of human health and programming should be viewed as the single most important priority for the 4-H Healthy Living initiative (again, panelists described this as a “holistic” approach). This conclusion is consistent with the 4-H Healthy Living Literature Review and Recommendations for Program Planning and Evaluation (Hill, McGuire, Parker & Sage, 2009). Perhaps, Hill et. al described this need best: “effective attempts to define and promote healthy living must consider not only youth and children, but also the contexts in which they live and grow.”

Other Themes Technical assistance, professional development, and training for Extension 4-H professionals and 4-H volunteers should be directed toward affordable programming, empowering youth for change, and program evaluation/research. As with the need for holistic programming, the program evaluation and research aspects are consistent with the 4-H Healthy Living Literature Review and Recommendations for Program Planning and Evaluation (Hill, et al, 2009). It is recommended that additional research and communication is needed regarding 4-H Common Measures in the context of healthy living programs. 4-H Common Measures is a set of

31

questionnaires that provides tested, high-quality instruments to assist in evaluating the outcomes of 4-H programs (Le Menestrel & Walahoski, 2013). Research is needed to determine the extent to which 4-H Common Measures align with 4-H healthy living programing. While the panelists identified the need for easy-to-use evaluation tools, they did not mention 4-H Common Measures. It is recommended that more communications about 4-H Common Measures are warranted throughout the Cooperative Extension System.

Use of the Delphi Technique The use of the Journal of Extension and the Journal of Youth Development to secure nominations proved useful. The authors identified from these journals participated in this study at high rates. It is possible that this recruitment technique over-sampled researchers in the field of youth development and healthy living for the partners’ panel. We suggest that a national needs assessment of this scope should have at minimum 12-month timeframe. A 12-month timeframe would have allowed researchers to secure nominations of volunteers from local leaders. The longer timeframe was also needed to secure informed consent and assent from participants who are under 18 years of age. In this study, we did not seek to recruit teen volunteers due to the short timeframe for obtaining consent/assent. In addition, it is suggested that approximately one month is needed to secure nominations from State 4-H Program Leaders.

Limitations This study had several limitations. First, this project was funded for 14 weeks which was not enough time to complete a comprehensive needs assessment. The short timeframe impacted the study in several significant ways but the most critical was the inability to collect input from youth under 18 years of age. There was not adequate time for institutional human subjects review or time to collect parental consent and youth assent. This is a real shortcoming since these youth are the target audience for these programs and would have valuable insight to the needs of 4-H professionals and volunteers. We recommend that future studies have adequate time to collect information from youth participants. Another limitation was the low response rate. Panels ranged from five participants (State Extension Directors/College Deans) to 10 participants (Volunteers). Ziglio (1996) argued that it is difficult to determine an exact statistical number of experts needed for Delphi studies but in general, 10 to 15 experts is the recommended minimum with 35 being the highest recommended number (Gordon, 1994). However, Dalkey as cited in Linstone (1978, p. 296) did find seven to be a suitable panel size. For this study, the lowest response rate was three participants (Partners in Round Two). Given the timeframe of the project (July through October), one possible reason for the low response rate is that many potential respondents were committed to 4-H summer activities such as overnight camps that would make participating in a study a low priority. Future research should have adequate time to recruit and retain participants. One final limitation is that some of the identified needs were difficult to interpret. The study was conducted anonymously so it was not possible to follow-up with participants to clarify the

32

statements. Future research should include other methods that would help to define needs and provide a more comprehensive understanding of issues. These methods could include focus groups and additional surveys. In summary, the results reported here should be viewed as a preliminary step towards identifying the needs for 4-H professionals and volunteers involved in 4-H Healthy Living programs. We recommend that adequate time and resources be allocated for conducting a comprehensive needs assessment. We feel that this process would benefit from a multi-method approach including focus groups and surveys that could further examine the needs identified here. The major finding of this study was the need to incorporate healthy living into all aspects of 4-H programming. Research has found that youth who participate in 4-H experience a number of benefits (Lerner & Lerner, 2012). However, it is important to note that 4-H youth continue to be at risk for obesity, drug and tobacco abuse and mental illness (Bartoszuk & Randall, 2011; Seevers, Hodnett, & Van Leeuwen, 2011). As the 4-H Healthy Living Programs continue to expand, it is critical that these ideas about holistic healthy programming be further examined, defined, and refined. To this end, several questions need to be considered including: If 4-H incorporated a holistic idea of health, how would the program look? The potential answers to these questions could range from relatively simple solutions that have been incorporated into 4-H programs such as tobacco free campuses and increased emphasis on healthy meals and physical activity to more complicated solutions such as working with volunteers and professionals to achieve healthy goals to become role models for youth. Meeting these challenges will be an important step for continuing the positive legacy that 4-H has on youth.

Future Research It is recommended that additional research be conducted to explore the major themes identified in this study. Researchers may consider focus groups or other interview techniques so that follow-up and probing questions can be used to adequately describe the respondent’s needs. In this study, panel members identified the need to use research models in 4-H Healthy Living programs. It is not known if the panelists have certain models in mind; therefore, interviews would provide the opportunity for follow-up questioning and clarification. It is also suggested that additional research should seek to identify Cooperative Extension’s capacities and best practices for programming that addresses all human health dimensions (physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention).

33

References Bartoszuk, K. & B. A. Randall. (2011). Characteristics and Perceptions of 4-H Participants:

Gender and Age Differences Across Adolescence. Journal of Extension, 49(3) Carver, C.N. (1994). The roles of Tennessee Extension 4-H Specialists as perceived by agents,

specialist, and administrators: A Delphi study. Unpublished Master’s thesis. Knoxville: University of Tennessee.

Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.

Dalkey, N. & Helmer, O. (1963). An experimental application of the DELPHI method to the use of experts. Management Science, 9(3), 458-467.

Gamon, J. A. (1991). The Delphi-An Evaluation Tool. Journal of Extension, 29. Available online: http://www.joe.org/joe/1991winter/tt5.php.

Gordon, T. J. (1994). The Delphi method. Futures Research Methodology. AC/UNU Millennium Project. Available online at: http://www.gerenciamento.ufba.br/Downloads/delphi%20(1).pdf.

Haahr, M. (2008). Random number generator 2.0, beta. Retrieved from: http://www.random.org Hill, L., McGuire, J., Parker, L., Sage, R. (2009). 4-H Healthy Living Literature Review and

Recommendations for Program Planning and Evaluation. National 4-H Council. Hsu, C., & Sandford, B. A. (2007). The Delphi Technique: Making sense of consensus. Practical

Assessment, Research & Evaluation, 12. Available online: http://pareonline.net/getyn.asp?v=12&n=10.

Le Menestrel, S. & Walahoski, J. (2013). An Introduction to the 4-H Common Measures. Retrieved from: http://www.4-h.org/about/youth-development-research/

Lerner, R. M., & Lerner, J. V. (2012). The positive development of youth: Reports of the findings from the first eight years of the 4-H Study of Positive Youth Development. Available online at: http://www.4-h.org/About-4-H/Research/PYD-Tufts-Study-Wave-8.dwn.

Lindeman, C.A. (1981). Priorities within the health care system: A Delphi Survey. Kansas City, MO: American Nurses’ Association.

Linstone, H. A. The Delphi technique. (1978). In Fowles, J. (Ed.), Handbook of futures research (pp. 273 – 300). Westport, CT: Greenwood Press.

Lorenzo, A. B., Blanche, C. A., & Henson, J. F. (2003). Concordance among Extension workers, researchers, and professional arborists in rating landscape trees. Journal of Extension, 41. Available online: http://www.joe.org/joe/2003october/rb2.php.

Ludwig, B. (1997). Predicting the future: Have you considered using the Delphi methodology? Journal of Extension, 35. Available online: http://www.joe.org/joe/1997october/tt2.php.

Mayfield, C. A., Wingenbach, G. J., & Chalmers, D. R. (2005). Assessing stakeholder needs: Delphi meets the internet. Available online: http://www.joe.org/joe/2005june/iw1.php.

Rossi, P.H., Lipsey, M.W. & Freeman, H.E. (2004). Evaluation: A systematic approach (7th Ed.). Thousand Oaks, CA: Sage Publications.

Seevers, B. S., F. Hodnett, & D. Van Leeuwen. (2011). Findings of 4-H Impact Studies in Six Western States. Journal of Extension, 49(4)

University of Tennessee Extension (2013). Advancing Tennessee, 2010-2020. Available online: https://utextension.tennessee.edu/strategicplanning/Documents/AdvancingTenn.pdf

34

Ziglio, E. (1996). The Delphi Method and its contribution to decision-making. In Adler, M., & Ziglio, E., (Eds.), Gazing into the oracle: the Delphi method and its application to social policy and public health (pp 3 – 33). Philadelphia, PA: Jessica Kingsley Publishers.

35

Author Biographies This section provides brief descriptions of the research team. The team members’ evaluation, professional development, and healthy living experiences are detailed.

Dr. Joseph L. Donaldson is an accomplished program evaluator, teacher and researcher. Dr. Donaldson is an Extension Specialist for the University of Tennessee Extension. He is the primary author of the Program Evaluation Network, online software used by 700 Extension employees in five states. He teaches the UT College of Agricultural Sciences and Natural Resources graduate course in program planning and evaluation, an online course with 25 graduate students. He has developed numerous staff development courses for Extension employees on needs assessment, program planning, evaluation, and accountability topics. His online Extension courses regularly have 800 employees enrolled. He conducted numerous focus groups with over 50 Tennessee producers to describe learning among today’s farmers. The research focused on organic producers, female producers, and value-added producers. The research was widely shared through various sources, including the Qualitative Report journal, Journal of Extension, and American Evaluation Association conference. Donaldson has served as evaluator for numerous projects and has published on topics including online course supplements for undergraduates in the agricultural sciences, the value of Extension plant and pest diagnostics programs; and Extension Agent performance appraisal. He is an active member of the National Association of Extension 4-H Agents, and he received the organization’s Air Force Recruiting Salute Award in 2012. As an Extension 4-H Agent, he provided healthy living programs for 2,500 youth enrolled in 80 4-H clubs in Giles County, Tennessee. Dr. Karen Franck is an Extension Specialist for the University of Tennessee Extension Family and Consumer Sciences (FCS). She is the program evaluator for two federally funded nutrition education interventions including the Expanded Food and Nutrition Education Program (EFNEP) and the Supplemental Nutrition Assistance Program Education (SNAP-Ed) program. She has been serving as co-chair of a national EFNEP committee tasked to revise one of the behavior change measures for adults. Dr. Franck has conducted program evaluations for a variety of diverse programs including drug and alcohol rehabilitation programs for women with children, domestic violence programs, and programs for at-risk youth including runaways and youth in foster care. She has served as Co-Principal Investigator on several grants evaluating the effectiveness of nutrition education interventions on children and adults and is currently evaluating a state funded project looking at the effectiveness of health and safety interventions including teen seat belt use and the effects of graduated drivers’ license laws. She is also coordinating the efforts to develop a valid and reliable tool to measure core competencies for FCS agents. She is proficient in a variety of statistical data analysis packages including SPSS, MPlus, Amos, STATA, and QDA Miner. Dr. John Toman has been with the University of Tennessee Extension for twelve years. He is responsible for providing technical support for System for University Planning Evaluation and Reporting and the Program Evaluation Network, through database and computer programming, systems testing, working with end-users and providing technical guidance. While at Extension, he has implemented major information systems, taught numerous workshops to faculty, staff, and youth, introduced new technologies for learning and communication across the state of

36

Tennessee, and developed and provided technical consultation for a variety of educational programs. He is the lead developer for eWellness an online nutrition and exercise program serving over 750 participants nationwide. Additionally, he developed and taught a masters level technology course to students across the state using both asynchronous and synchronous delivery methods. Ms. Teresa Moody is a staff assistant with the University of Tennessee Extension Evaluation and Staff Development. She is a Tennessee native from Pulaski where she was active in several 4-H programs including Poultry, Poultry judging, Livestock judging and Fashion. She recently graduated with a Master of Science in Forestry Wildlife and Fisheries. Her research focused on the role Plestiodon skinks play in the Lyme disease cycle. Her Bachelor of Science in Wildlife Biology was completed at the University of Tennessee at Martin. Her goals are to teach and research environmental sciences as a career.

37

Appendices A. Project Timeline This section provides an overall timeline of the needs assessment. The method of project management that we followed, 6-D Model, has been used successfully on a number of large-scale projects, including the University of Tennessee Extension Strategic Plan, Advancing Tennessee, 2010-2020 (UT Extension, 2013). The 6-D Model is shown in Table xx. The tasks and milestones for July, August and September are shown in Tables 2, 3, and 4 respectively.

A1. 6-D Model for Project Management Project Workflow Major Milestones

Discover Identifying panels Define Identifying key questions for panels to address Design Design communications and instruments

Develop Data collection Data Analysis Statistical tests/discourse analysis

Delivery Final report/presentations

A2. Tasks and Milestones for June and July, 2013 June and July 2013

June 24 July 1 July 8 July 15 July 22 July 29 Round I Delphi

with Six Participant Panels

Panel Nomination/Recruitment Panel Communications

Round I Analyze Round I Data

A3. Tasks and Milestones for August, 2013 August 2013

Aug 5 Aug 12 Aug 19 Aug 26

Round II Delphi with Six

Participant Panels

Panel Communications Round II Analyze Round II Data

A4. Tasks and Milestones for September, 2013 September 2013

Sept 9 Sept 16 Sept 23 Sept 30 Round III Delphi

with Six Participant Panels

Panel Communications Round III Analyze Round III Data

38

B. Correspondence

Sent: Monday, July 22, 2013 3:07 PM Subject: National 4-H Healthy Living Needs Assessment

July 22, 2013 YOUR INPUT IS NEEDED FOR THE

National 4-H Healthy Living Professional and Volunteer Development Needs Assessment Dear Colleagues, We are honored to conduct the needs assessment for the National 4-H Healthy Living Mission Mandate. We are assessing the development needs of professionals and volunteers, both teens and adults, for healthy living programs. We need your help. We are asking members of your group to nominate individuals for our study. Please help us to identify partners who you consider key informants for 4-H healthy living programs. We have already asked state 4-H leaders to nominate college deans, extension directors, 4-H adult volunteers, 4-H young adult volunteers, and local and state extension professionals. You might consider researchers, donors, and other stakeholders. We are asking you to identify 2-3 partners – those you believe have the knowledge and background to respond to questions about the development needs of 4-H professionals and volunteers for healthy living programs. As a reminder, healthy living programs include those targeting one or more of the following: physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention. The individuals you nominate will be asked to answer three brief questionnaires over the next eight weeks. Each questionnaire should take approximately 10-15 minutes to complete. Your name will never be linked to your nominations. Please enter the name, email, and phone (if known) for your nominations at this link: http://www.surveymonkey.com/s/4HPartners We need your responses by August 2, 2013. We anticipate that the results of this needs assessment will influence training, technical assistance, and professional development for 4-H professionals and volunteers who provide youth programs. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation! Sincerely, Joseph L. Donaldson, Ph.D. Karen L. Franck, Ph.D. Extension Specialist Extension Specialist Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development.

University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating. UT Extension provides equal opportunities in programs and employment.

39

Sent: Monday, August 05, 2013 11:14 AM Subject: National 4-H Healthy Living Needs Assessment

YOUR INPUT IS NEEDED FOR THE National 4-H Healthy Living Professional and Volunteer Development Needs Assessment

Dear Colleagues: We are conducting a needs assessment for the National 4-H Healthy Living Mission Mandate. We are assessing the development needs of 4-H professionals and volunteers, both teens and adults, for healthy living programs. Our goal is to involve a diverse sample of Extension personnel and stakeholders representing the nation’s 106 land-grant institutions in all states and territories. We need your help. You have been identified as a national expert – someone who has the knowledge and background to respond to questions about the development needs of 4-H professionals and volunteers for healthy living programs. Healthy living programs include those targeting one or more of the following: physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention. We are asking you to answer three brief questionnaires over the next eight weeks. Each questionnaire should take approximately 10-15 minutes to complete. Your name will never be linked to your individual responses. The first questionnaire is available now at this link: http://www.surveymonkey.com/s/RoundOneLocal4HProfessionals We need your responses by August 16, 2013. The results of this needs assessment will influence training, technical assistance, and professional development to 4-H professionals and volunteers who provide youth programs. We hope you will take a few minutes to make the best better. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation. Sincerely, Joseph L. Donaldson, Ph.D. Karen L. Franck, Ph.D. Extension Specialist Extension Specialist

Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development. University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating.

UT Extension provides equal opportunities in programs and employment.

40


YOUR INPUT IS NEEDED FOR THE National 4-H Healthy Living Professional and Volunteer Development Needs Assessment

Dear Colleagues: We had a great response to the first questionnaire in our needs assessment study of the National 4-H Healthy Living Mission Mandate. The second questionnaire is available at this link: http://www.surveymonkey.com/s/RoundTwoLocal4HProfessionals This questionnaire should take about 10-15 minutes to complete. Your name will never be linked to your individual responses. We need your responses by September 13, 2013. The results of this questionnaire will be used in the third and final questionnaire. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation. Sincerely, Joseph L. Donaldson, Ph.D.

Karen L. Franck, Ph.D.

Extension Specialist Extension Specialist Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development.


41

Sent: Monday, September 23, 2013 12:33 PM Subject: National 4-H Healthy Living Needs Assessment

National 4-H Healthy Living Professional and Volunteer Development Needs Assessment Dear Colleagues: We have had a great response to the needs assessment study of the National 4-H Healthy Living Mission Mandate. The third and final questionnaire is available at this link: http://www.surveymonkey.com/s/RoundThreeLocalProfessionals This questionnaire should take about 10-15 minutes to complete. Your name will never be linked to your individual responses. We need your responses by October 4, 2013. The final report will be available in November, and we will notify you when it is posted online. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation. Sincerely, Joseph L. Donaldson, Ph.D.


Extension Specialist Extension Specialist

Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development. University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating.

UT Extension provides equal opportunities in programs and employment.

42

Sent: Monday, September 30, 2013 9:39 AM Subject: FW: National 4-H Healthy Living Needs Assessment Dear Colleagues: Last week we wrote to you seeking your opinions about the needs of professionals and volunteers for 4-H healthy living programs. Thanks to those of you who have already responded. If you have not responded, please do so by Friday, October 4 at this link: http://www.surveymonkey.com/s/RoundThreeLocalProfessionals The results of this needs assessment will influence training, technical assistance, and professional development for 4-H professionals and volunteers who provide youth programs. We hope you will take a few minutes to make the best better. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation. Sincerely, Joseph L. Donaldson, Ph.D.



43

Sent: Monday, September 23, 2013 12:33 PM Subject: National 4-H Healthy Living Needs Assessment

National 4-H Healthy Living Professional and Volunteer Development Needs Assessment Dear Colleagues: We have had a great response to the needs assessment study of the National 4-H Healthy Living Mission Mandate. The third and final questionnaire is available at this link: http://www.surveymonkey.com/s/RoundThreeLocalProfessionals This questionnaire should take about 10-15 minutes to complete. Your name will never be linked to your individual responses. We need your responses by October 4, 2013. The final report will be available in November, and we will notify you when it is posted online. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation. Sincerely, Joseph L. Donaldson, Ph.D.




44

Sent: Monday, August 12, 2013 8:54 AM Subject: FW: National 4-H Healthy Living Needs Assessment Dear Colleagues: Last week we wrote to you seeking your opinions about the needs of professionals and volunteers for 4-H healthy living programs. Thanks to those of you who have already responded. If you have not responded, please do so by Friday, August 16 at this link: http://www.surveymonkey.com/s/RoundOneLocal4HProfessionals The results of this needs assessment will influence training, technical assistance, and professional development for 4-H professionals and volunteers who provide youth programs. We hope you will take a few minutes to make the best better. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation. Sincerely, Joseph L. Donaldson, Ph.D.



45


YOUR INPUT IS NEEDED FOR THE

National 4-H Healthy Living Professional and Volunteer Development Needs Assessment Dear Colleagues: We are conducting a needs assessment for the National 4-H Healthy Living Mission Mandate. We are assessing the development needs of 4-H professionals and volunteers, both teens and adults, for healthy living programs. Our goal is to involve a diverse sample of Extension personnel and stakeholders representing the nation’s 106 land-grant institutions in all states and territories. We need your help. You have been identified as a national expert – someone who has the knowledge and background to respond to questions about the development needs of 4-H professionals and volunteers for healthy living programs. Healthy living programs include those targeting one or more of the following: physical activity, unintentional injury, injury prevention, social/emotional development, healthy eating, and/or substance abuse prevention. We are asking you to answer three brief questionnaires over the next eight weeks. Each questionnaire should take approximately 10-15 minutes to complete. Your name will never be linked to your individual responses. The first questionnaire is available now at this link: http://www.surveymonkey.com/s/RoundOneLocal4HProfessionals We need your responses by August 16, 2013. The results of this needs assessment will influence training, technical assistance, and professional development to 4-H professionals and volunteers who provide youth programs. We hope you will take a few minutes to make the best better. Please do not hesitate to contact Joseph Donaldson ([email protected]; 865-974-7245) or Karen Franck ([email protected]; 865-577-9963) with any questions. Thank you for your interest and your participation. Sincerely, Joseph L. Donaldson, Ph.D.



46

C. Questionnaires

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

102

103

104

105

106

D. Full Data Set

D1. Dean and Director Responses

Category Statement Mean Score

Standard Deviatio

n Number Missing

Number Answered

Skill Building Increase skills for working with limited resource audiences 6.75 2.06 0 4

Increase teaching skills for outdoor safety programs specifically ATV and Hunting Safety 6.75 2.06 0 4 Model proper exercise and nutrition behaviors for youth 5.75 3.30 0 4 Teach junior leaders to be trainers for younger students 5.75 0.96 0 4

Program Expansion and Reach

Expand programs to more limited resource audiences 6.50 2.65 0 4 Increase diversity 6.75 2.63 0 4 Expand programs to underserved youth populations 6.25 2.50 0 4

Curriculum Materials Develop mobile apps for youth 6.00 2.71 0 4

Develop creative, current curriculum aligned with National Headquarters 7.50 1.91 0 4

Develop curriculum that honors cultural differences including Native American 6.25 2.36 0 4

Develop a multi-disciplinary approach incorporating agriculture and health issues, healthy eating, menu planning, and cooking competitions 8.75 0.50 0 4

Curriculum Content

Nutritional issues of fresh fruits and vegetables versus cooked fruits and vegetables 4.00 2.16 0 4 How to develop healthy, budget-wise meals 5.67 4.04 1 3 How to read and interpret food labels t-wise meals 6.75 0.96 0 4

How to grow and use produce from home, community and school gardens 6.50 3.79 0 4

Importance of proper hydration as part of an approved exercise program 6.00 3.46 0 4

Resources Funding to hire staff to focus on healthy living efforts 7.50 1.29 0 4 Funding for programming and purchases 6.00 2.58 0 4 Scholarships to attend healthy living training 5.50 2.08 0 4 Create a national database of healthy living programs 7.33 1.53 1 3 Develop comprehensive evaluation and assessment tools 7.00 1.63 0 4

Other

Develop a cohesive and collaborative effort between 4-H Council and Headquarters with a common vision and expected outcomes 8.00 0.82 0 4

107

Develop a national voice that aligns with 4-H Council and Headquarters 7.75 0.96 0 4

Funding not attached to controversial groups 6.00 2.65 1 3

108

D2. Local 4-H Professional Responses

Category Statement

Mean Score

Standard Deviation

Number Missing

Number Answered

Program content/curriculum Finding food choices that are healthy and available 6.67 2.58 0 6

Increase knowledge base about different cultures 4.60 2.51 1 5

Increased resources for active and meaningful recreation centered on boosting health with physical activity 6.83 1.60 0 6 Finding quick, convenient, and inexpensive food choices 6.60 2.30 1 5 Have materials available in Spanish. 5.40 2.41 1 5 Increased resources geared towards a broad age range that may be found in a club setting (3rd-12th grade) 6.40 2.61 1 5 Have easy to use, low-budget activities 8.20 0.84 1 5 Increase knowledge in tools to use and curriculum to use in health and wellness 7.20 0.45 1 5

Our Commitment Realization that they should lead by example by having healthy habits 7.00 1.00 1 5 A willingness and ability to practice, teach, and model healthier eating and other healthy habits 6.17 2.14 0 6 Time and energy to teach and model these skills 5.00 2.45 0 6 Increased awareness of their own habits, healthy or unhealthy 6.40 1.95 1 5

Program Development and Operations

Support staff - Through the years has been a steady decline in support staff in the Extension offices. It is an important consideration and often an obstacle when engaging in new project areas and expanding existing ones 5.20 2.28 1 5 Volunteer recognition, engagement, training, and mentoring. Creative ways to attract and honor the valuable contributions made by volunteers 5.20 2.59 1 5 Increase collaboration with other youth serving organizations 6.40 1.67 1 5 Increase family involvement 7.67 0.82 0 6 Community partners, connections, and identity This is key to success and takes time 7.00 1.87 1 5 More efficient system for the way grant funded extension and outreach programs employ staff This differs from the way the majority of the university employs staff. It is an important consideration and often an obstacle when engaging in new projects or just trying to run existing ones 5.60 3.05 1 5 Good communication, idea, and resource sharing within the university and communities served 7.20 1.30 1 5 Uniformity and simplicity evaluation protocols and tools – For evaluation, professional access would 8.40 0.89 1 5

109

be very helpful Professional Development/ Training: Human Development

Increase knowledge base and comfort level in substance abuse prevention 6.80 1.10 1 5 Increased understanding of where youth are today (trends and data regarding lifestyle choices, emotional challenges, sexual temptations, trending peer pressure, current drug, and alcohol use, etc.) 7.40 1.14 1 5 Increase knowledge and teaching skills for age appropriate physical activity training 5.67 2.50 0 6 Increase knowledge base and comfort level in social/emotional development in different ages 5.83 1.94 0 6 Increase knowledge and teaching skills for age appropriate nutrition requirements in youth 6.00 2.53 0 6 Increase knowledge in injury prevention 5.80 0.84 1 5 Increase knowledge in social and emotional development 7.20 0.45 1 5

Professional Development/Training: Other

Realization that they don't have to be experts or medical professionals to teach health living topics/curriculum 6.67 1.37 0 6

Increase teaching skills for healthy eating on a tight budget 7.80 0.45 1 5 Increase teaching skills for circuit training 6.20 1.64 1 5 Increase train the trainer (teens) involvement 6.60 1.52 1 5

Increase knowledge and teaching skills for proper stretching 6.40 0.89 1 5

110

D3. Volunteer Responses

Category Statement Mean Score

Standard Deviatio

n Number Missing

Number Answered

Activities Development and Training

Strategies to implement daily exercise into our meetings, projects and regular 4-H activities 4.83 1.17 0 6

Age-related activity games/hands on learning 6.83 1.94 0 6 Healthy activity games that children can do on their own 5.67 1.63 0 6 “Movement games” that take 5-10 minutes 7.17 0.75 0 6

Ways to make exercise fun 6.33 2.42 0 6 Fun physical activities for children and adults to do together 6.83 1.72 0 6

Healthy Living Knowledge/ Understanding

Training about what “healthy” actually means—according to what standards 6.17 1.33 0 6 Training about what a healthy lifestyle entails 6.33 1.37 0 6 Training about the importance of healthy living 6.17 1.17 0 6

Training Topics Difference between trend diets and healthy eating 6.00 1.87 1 5 My Plate 5.80 1.30 1 5 Basic information about foods and their effects on the body 6.60 0.89 1 5 Healthy options for busy lifestyles 7.40 0.89 1 5 Tips for easy healthy living 7.60 1.67 1 5 Budgeting for food 7.40 0.89 1 5 Cheap and easy meals 7.80 0.84 1 5 Working with a tight budget and how to save money on healthy foods 8.00 0.71 1 5 Cooking healthy and quick meals 8.00 0.71 1 5 Dangers of drug and alcohol abuse 6.00 1.58 1 5 Importance of sleep on healthy habits 6.20 1.79 1 5 Emotional Intelligence 5.60 1.14 1 5 Public speaking games and/or classes to promote self-confidence 6.60 1.82 1 5 Ideas for team-building so that members learn kindness 6.60 1.34 1 5

Teaching Methods/Materials

Ways to keep youth engaged in healthy living topics 6.80 1.30 1 5 Having easily accessible research based information 6.40 1.67 1 5 Useful programs and materials with realistic and achievable goals 7.20 1.10 1 5 Set lesson plans that allow time for lessons, games and snacks 6.80 0.84 1 5 Handouts so children can reread and teach others 5.60 2.70 1 5

111

Interactive computer games and reinforcement opportunities 6.20 1.30 1 5 Ways to make programs interesting for participants 8.00 0.71 1 5

Professional Development Improve teaching skills 7.00 1.58 1 5

Complete and timely training on materials 5.80 0.84 1 5 Ways to deal with bullying and other issues that affect youth 5.80 1.79 1 5 Training on children’s development 6.20 1.64 1 5 Examples of hands-on activities 7.20 0.84 1 5

Program Management Supplies or financial support to purchase supplies 6.40 1.14 1 5 Chain of command. 4-H professionals need information and where to go when they have questions or concerns 6.20 1.48 1 5 Require the person who takes the training course to go out and teach 5.40 2.70 1 5 Increase teaching skills 6.60 0.89 1 5 Support for the program 6.60 1.67 1 5 Appropriate location to teach the classes 5.60 2.70 1 5 “Thank yous” 6.00 1.22 1 5 Increase outreach 6.40 0.89 1 5 Increase diversity 5.20 2.59 1 5

Other

Recognition of what we are already doing right (example: many 4-H families eat "organic" without even knowing it!). 5.20 2.39 1 5 Parents to support youth attendance. 6.20 1.92 1 5

112

D4. State 4-H Professional Responses

Category Statement

Mean Score

Standard Deviation

Number Missing

Number Answered

Training Related to Skill Building

Identify best practices for recruiting and developing volunteers for healthy living programs 6.14 2.04 0 7 Identify strategies that integrate healthy practices into all aspects of 4-H programming 7.86 0.90 0 7 Identify strategies that incorporate physical activity into educational programming 7.86 0.69 0 7 Identify strategies to empower youth to promote and adopt healthy living practices 7.86 0.90 0 7 Teach “hands-on” learning techniques that promote engagement 7.86 1.35 0 7 Identify strategies to decrease and deal with bullying behaviors 6.71 1.38 0 7 Increase skills for partnering with community agencies 6.71 1.80 0 7 Identify strategies to work with teens as teachers of healthy living programs 6.86 1.57 0 7 Build skills in developing and facilitating inclusive programs and activities 7.00 1.41 1 6 Increase cultural competence in working with economically and ethnically diverse audiences 6.86 2.04 0 7 How to find and translate research to inform practice 6.00 1.41 0 7 How personal experiences affect programming and teaching 5.29 0.76 0 7

Training Related to Knowledge

Nutritional and health needs of early, middle and late adolescence 6.86 1.07 0 7 Positive youth development link to promoting healthy eating 7.86 1.07 0 7 Top health issues faced by youth and the program implications of these issues 6.57 0.98 0 7 Other factors that impact healthy living skills such as family economics and neighborhood factors 6.14 1.21 0 7 Connection between diet and disease 6.14 0.90 0 7 Concept of holistic health—looking at the physical, social/emotional and cognitive aspects of healthy living 7.86 0.90 0 7 How to interpret and teach healthy eating and physical activity principles 6.86 1.07 0 7 Bullying and negative impact on youth 6.71 1.25 0 7

Curriculum Content Healthy eating on a tight budget 6.71 1.25 0 7

How to adapt recipes to make them healthier 6.71 1.25 0 7 Ways to incorporate physical activity into daily routine 7.57 0.98 0 7 How to reduce food portions especially for high calorie foods 6.57 0.98 0 7 Rethink Your Drink lessons 6.14 1.95 0 7 How to decrease screen time and increase physical activity 7.14 0.90 0 7

Curriculum Develop national tools 7.29 1.60 0 7

113

Resources Develop curricula list 7.57 1.51 0 7

Curriculum Resources Develop curriculum rubrics 6.86 1.46 0 7 Other Develop supportive colleagues and collegial networks 7.00 1.63 0 7

Provide access to nonjudgmental professionals who can answer healthy living questions 5.86 1.07 0 7

Increase opportunities for youth to team teach healthy living programs 6.57 1.13 0 7

114

D5. Partner Responses

Category Statement

Mean Score

Standard Deviation

Number Missing

Number Answered

Training Related to Skill Building

Access to and understanding of latest research and references on healthy living topics 8.00 1.00 0 3 Ability to translate healthy eating research and knowledge into practices 9.00 0.00 0 3 How to motivate youth to adopt healthy behaviors 8.00 1.00 0 3 How to improve family communication and parenting practices 5.33 4.04 0 3 How to improve healthy living behaviors to model behavior for others 5.67 2.52 0 3

Training Related to Increasing Knowledge The importance of healthy living 6.00 3.61 0 3

The broad spectrum of issues associated with healthy living 6.67 0.58 0 3 How behaviors develop in childhood and adolescence and carry on to adulthood 6.33 3.06 0 3 How their own attitudes and behaviors about healthy living influence the attitudes and behaviors of 4-H youth 7.00 2.00 0 3 Types of mental health problems facing 4-H youth and their families 5.67 0.58 0 3 Impact of body dissatisfaction on inappropriate weight control practices 7.33 1.15 0 3 How to increase community resources and accessibility for physical activity 7.00 0.00 0 3 Impact of technology on sedentary lifestyles and ways to increase physical activity 8.00 0.00 0 3 Holistic model of healthy living beyond nutrition and physical activity 7.00 2.65 0 3 The role and influence of families and peers in health behaviors 7.67 1.53 0 3 Research models and data collection methods to demonstrate impacts and behavior change 8.33 0.58 0 3

Partnerships Develop partnerships with health care professionals in the medical community 6.67 2.08 0 3 Increase collaborations with FCS professionals who have a health/wellness background 8.33 1.15 0 3 Improve relationships with healthy living specialists across Extension 7.67 1.15 0 3 Improve relationship with partners who are already doing this work outside of 4-H 8.33 1.15 0 3

Curriculum Develop evidenced based curriculum that is focused on specific outcomes 6.33 2.89 0 3

Resources Develop user friendly tools on healthy living topics 7.33 2.08 0 3 Develop new funding sources to support healthy living education 7.33 0.58 0 3

115

Other Increase focus on individual changes and changes needed in the environment and community 7.00 0.00 0 3 Increase motivation and commitment to building their own capacity and competencies related to healthy living 6.67 0.58 0 3 Increase self-awareness regarding their ability to acquire knowledge and skills necessary to help 4-H youth live healthier lives 7.33 2.08 0 3 Increase self-confidence and engagement in teaching 4-H healthy living by identifying healthy living aspects that are personally meaningful 6.33 2.08 0 3 Increase the value of healthy living within 4-H 6.00 2.65 0 3 Increase dissemination of 4-H healthy living efforts 6.67 1.15 0 3 Increase understanding of liability issues 6.00 1.00 0 3 Place more emphasis on youth development practices and less emphasis on competitions 6.67 1.53 0 3 Provide healthy options for food, activities, and environments at 4-H events and educational opportunities 9.00 0.00 0 3 Integrate positive health outcomes into existing 4-H youth development activities and programs 8.33 1.15 0 3

Increase support from county and state leadership that healthy living is an integral part of 4-H programming 6.00 2.00 0 3

116

Contact Information Joseph L. Donaldson, Ph.D. Extension Specialist The University of Tennessee Extension Department of Extension Evaluation and Staff Development 2621 Morgan Circle 212-D Morgan Hall Knoxville, TN 37996-4525 Phone: 865-974-7245 Fax: 865-974-0882 Email: [email protected] Karen L. Franck, Ph.D. Extension Specialist The University of Tennessee Extension Department of Family and Consumer Sciences Phone: 865-200-4530 Email: [email protected] John J. Toman, Ph.D. Extension Information Technology Specialist The University of Tennessee Extension Department of Extension Evaluation and Staff Development Phone: 865-974-7245 Email: [email protected] Teresa Moody, M.S. Student Assistant The University of Tennessee Extension Department of Extension Evaluation and Staff Development Phone: 865-974-7245 Email: [email protected]