Progress 09/01/13 to 08/31/18
Outputs
Target Audience:Men who are fathers or father figures and their pre-adolescent or adolescent daughter or son. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?On February 2nd, 2018, the project director and the project coordinator conducted an all-day training for approximately 20 Ohio State University Extension Educators and their staff to train them in how to implement the weGrill project. We reviewed educational techniques, recruitment techniques, the various educational artifacts of the curriculum, and cooking techniques. All of these activities were meant to strengthen the capacities of instructors and their staffs to foster a successful program experience. In addition to this training, regular email contact was made with the project team and site visits were utilized to provide project personnel with additional training and updates related to curriculum and activities. How have the results been disseminated to communities of interest?The results have not been disseminated in hard copy form to communities of interest. In previous years, some concepts and results have been disseminated at academic conferences. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
During the final year of this grant project we conducted a mini-grant competition among our Ohio State Extension staff to encourage greater participation. We funded 10 locations around the state led by Ohio State University Extension Educators. They ran the weGrill curriculum at least one time in their county location, recruiting up to 6 father-youth families (12 individuals) at each event. The weGrill curriculum is an 8-session program that runs about 2 hours each time. Qualitative and quantative data were collected from father and youth participants in two ways, first, as a pre-test/post-test to gather CYFAR required data and second, at the end of each session a retrospective pre-test was administered. Goal 1: Enhance the father-adolescent relationship. Goal 1 Accomplishments: In general, participants learned much from and enjoyed their weGrill experience. One father wrote, "We were given a lot of good reflective tools to use for various items in our relationships. I hope to continue these practices after weGrill." Youth also noted the value of the program. One youth wrote, "[I learned] to use all of the communication technes (sic) to solve our problems." Families enjoyed spending time together and getting to know other fathers and youths in their communities. Goal 2: Increase healthy eating episodes and decrease unhealthy eating episodes. Goal 2 Accomplishments: By simply participating in the weGrill project, families ate a healthy meal at each session. Our goal is that these habits and experiences are transfered to the home where the practice of healthy eating is embedded in family life. Goal 3: Increase community involvement in changing patterns of food consumption. Goal 3 Accomplishments: This is a long-term goal and has not been satisfactorally assessed.
Publications
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
Bates, J.S., McCartan, J.P., & Spaeth, C.S. (2018). weGrill(c) Host Handbook. The Ohio State University. Columbus, Ohio.
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
Bates, J.S., McCartan, J.P., & Spaeth, C.S. (2018). weGrill(c) Games and Activities Guide. The Ohio State University. Columbus, Ohio.
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Progress 09/01/15 to 08/31/16
Outputs
Target Audience:Target audience participants include men (fathers, grandfathers, uncles, etc.) who have a child between the ages of 11-16 and this man's child (grandchild, etc.) between the ages of 11 and 16 years. Target audience includes families at risk for poverty, problem behaviors, family dysfunction, obesity, or poor nutritional health. Changes/Problems:Major challenges include those of recruitment and retention. Community sites and community partners found it difficult to recruit enough participants to fill the openings. In addition, there was quite a bit of attrition from pre- to post-test among families. What opportunities for training and professional development has the project provided?The project director and project program assistant conducted an all-day training with project personnel on how to deliver the curriculum to participants. During this training, project personnel were introduced to the curriculum materials, the educational artifacts including instructional manuals, cards, and activities pages and were shown how to execute the games and activities for fathers and children. In addition to this training, monthly team meetings and site visits were utilized to provide project personnel with additional training and updates related to curriculum and activities. How have the results been disseminated to communities of interest?The extant results of the project have begun to be disseminated to practitioners and researchers in the fields of youth development, family life, and nutritional health in the forms of publications and conference presentations. There has been some interest in the curriculum and in expanding program reach, but to date, the project is still being delivered and studied among Ohio families with fathers and their children. What do you plan to do during the next reporting period to accomplish the goals?Year 4: Plan of Work Building on the accomplishments of Year 3, which included the planned completion of curriculum and 6 anticipated pilot tests, project leaders and staff will make any necessary revisions and updates and immediately begin recruiting participants for ongoing and intense program implementation. The primary goal of Year 4 is to test the effectiveness of the weGrill program with a minimum of 54 families (54 fathers, 54 youth). The program will run at two community sites three times during the year, serving 18 families at each site. Recruitment will begin in the fall of 2016. Potential participants will be recruited to attend an information and registration meeting where pre-test assessments (base-line data) will be collected. Implementation will begin in fall of 2016 and run twice in successive sessions. Three to four staff will be present at each session, including at least one female and one male, and at least one county Extension staff and one Fame Fathers staff (in Stark County). Part-time operational staff will be hired to oversee proper recruitment, instruction, and logistics of program implementation. Technology-enhanced data collection will be integrated into the weekly weGrill sessions using WIFI enabled tablets (see Technology Plan below). The weGrill activities that father-youth dyads perform each week will be documented with photo, video, and audio recordings. Community site and operational staff will perform implementation. This will inform challenges and successes with constructing a sustainable program. Project leaders will explore refinements to instrumentation, curriculum, educational materials and implementation processes to address logistical concerns. Any refinements to the weGrill curriculum and the data collection protocols will be made at the end of Year 4. Data analysis will occur concurrently with program implementation. Project planning and development has been informed by community-based participatory research (CBPR) in which community members are considered equal partners in identifying priorities, activities, and other program procedures. The team will capitalize on a wide range of expertise assembled for this project to develop new knowledge and applications for 4-H, Extension, and community partners. The team will also explore ways to integrate the weGrill concept into existing OSU Extension programming such as connecting families recruited for this study to 4-H clubs, Extension programming for adults and youth, and other community initiatives to promote healthy relationships, youth development, and opportunities for community change. Standardized Training and Technical Assistance Plans for Project Staff for Year 4 In Year 4, community site personnel and community partners will receive training in effective program delivery to ensure fidelity to program processes. They will also be trained in how to recruit participants according to IRB guidelines. 4-H personnel will provide training regarding working with youth, youth protection, and 4-H philosophy. All will be required to complete Ohio State University's "Standards of Working with Minors" training and those working with food will receive the "Occasional Quantity Cooks" training offered by OSU Extension. Staff will also be encouraged to participate in training on culturally-appropriate programming. Technology Plan in Year 4 As technology plays a major part of a sustainable community project, in Year 4, the team will continue to integrate technology into various aspects of the project. These will include (1) communication among participants and with staff, (2) training and education of staff and participants, (3) project enhancement, (4) collaboration among staff and CAT, (5) publicity, and (6) data collection and evaluation. In Years 1, 2, and 3 the project has greatly benefitted from access to communication technology. It was apparent that video, photo, and audio technology substantially enhanced data collection and communication. For instance, in one data collection event, within minutes after posting photos of themselves on Facebook taken on project tablet computers, a father-daughter dyad received "Like" messages from their Facebook friends. The team will continue to enhance the learning experience and data collection processes with technological devices such as tablet computers. Technology will also be used to communicate with participants and remind them of their program goals, data collection, and program events. Video production to assist with program implementation and curriculum enhancement will also take place in Year 4. Sustainability Plan in Year 4 Efforts to implement the original project sustainability plan will continue in Year 4. We will continue to focus on the seven factors of sustainable community projects: Leadership competence, effective collaboration, understanding the community, demonstrating program results, strategic funding, staff involvement and integration, and program responsivity. In Year 4 the team will work with the CATs to begin implementation of a sustainability plan in their communities. The team will also encourage partnerships with other community organizations and businesses. The philosophy of 4-H will continue to guide the project's programmatic and recruitment efforts. Collaboration with Community Sites in Year 4 In Year 4, the team will continue collaborations with the existing selected community sites and community partners will continue to assist the project and community site staff in Stark County on recruitment and program delivery. The community site in Hardin County will involve other OSUE professionals and act as a hub site for expanded program delivery in neighboring counties. Sites have strong 4-H programs and well-established EFNEP or SNAP-ED programs. The community partners at Fame Fathers serve approximately 300 minority fathers annually. They also have a Spanish-speaking delegate in neighboring Cuyahoga County and have worked with local housing authorities. EFNEP personnel in Stark County and SNAP-ED personnel in Hardin County work consistently with at-risk and vulnerable populations. All are committed to focusing on and adhering to the Guiding Principles of the Parent/Family Outcome and the principles of CYFAR Integrated Program Components of Technology, Sustainability, and Community.
Impacts
What was accomplished under these goals?
During this funding period (Year 3 of the project), 43 families participated in the project. Specifically, 43 fathers and 39 adolescent youth (82 individuals) participated in program activities. Data were collected from these participant families at pre- and post-test intervals, although there was some participant attrition. Assessments related to the goals were included; however, Goal 2 was not assessed satisfactorily or consistently across sites and there were some problems related to measuring this goal, and Goal 3 is a long-term goal that could not be measured immediately during the limited period of time the project personnel were engaged with participants. Goal 1 was assessed and the associated quantitative statistics are reported in other CYFAR reports. Goal 1. Enhance the father-adolescent relationship. Goal 1 Accomplishments: In general, youth reported statistically significant results in learning "...that talking about family values and beliefs with my dad is important for my growth.", "...the importance of being involved in my dad's life.", "...about my dad's interests and preferences.", and "...that having a meaningful relationship with my dad is important for my development." To project personnel present at project sessions and events, it was apparent that these father-youth dyads were getting to know each other better, that they were enjoying the time spent together, and that they were learning about their roles in the family. Each of these experiences contribute to an enhanced father-adolescent relationship. Goal 2. Increase healthy eating episodes and decrease unhealthy eating episodes. Goal 2 Accomplishments: Although there were some problems associated with assessing this goal, project staff were involved in and witnessed the participant families prepare and eat at least one healthy meal at each program session. Participants were also taught about healthy food consumption habits, how to prepare nutritious meals, and also about food safety. It is not entirely known if this knowledge was put into practice at the participant's homes, but there is recognition that families ate at least healthy meal at each program session and that they were provided with the tools to prepare healthy foods. Goal 3. Increase community involvement in changing patterns of food consumption. Goal 3 Accomplishments: This goal is a long-term outcome of the program and will be assessed more comprehensively in subsequent years of project delivery.
Publications
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2017
Citation:
Bates, J. S., Wilkinson, D. L., McCartan, J. P., Remley, D. T., Light, M. D., Crawford, D. C., & Dellifield, J. (in press). Strengthening families through a re-envisioned approach to fatherhood education. Journal of Extension.
- Type:
Other
Status:
Other
Year Published:
2017
Citation:
Bates, J.s., McCartan, J.P., Light, M.D., Wilkinson, D.L., Remley, D. T., Graham, Y., Dellifield, J., Raines, A., & Crawford, D. (forthcoming). weGrill Curriculum and Activities Guide. The Ohio State University. Columbus, Ohio.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2016
Citation:
Light, M.D., Raines, A., & Bates, J.S. (2016). weGrill: Strengthening Relationships Between Youth and Their Fathers Through Grilling. Presentation at the National Association of Extension 4-H Agents. New Orleans, Louisiana.
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Progress 09/01/14 to 08/31/15
Outputs
Target Audience:Target audience participants include men (fathers, grandfathers, uncles, etc.) who have a child between the ages of 11-16 and youth between the ages of 11 and 16 years. Target audience includes families at risk for poverty, problem behaviors, family dysfunction, obesity, or nutritional health. Changes/Problems:Personnel in one of the community sites terminated their employment with OSU Extension. This necessitated that we enroll a new community site in the project. We selected a new site in a different county and have been working with the personnel from that county. What opportunities for training and professional development has the project provided?To date in Year 2, (1) The project leaders allocated funds for 8 project personnel to attend the annual CYFAR Professional Development Workshop, all of whom attended. While there, we received professional development training in program evaluation, technology use, working with diverse audiences, and curriculum development. (2) In addition, several project team meetings were held with project personnel where we learned about curriculum development and curricula available to teach from. (3) We continue to forge strong relationships with our community partner (Charisma Community Connections) and they are giving the project reciprocal support. How have the results been disseminated to communities of interest?Because we are writing the curriculum and analyzing the needs and interests data from participants to use in the curriculum, we have not disseminated results to communities of interest. We plan to do this in Years 3-5. What do you plan to do during the next reporting period to accomplish the goals?Year 3: September 2015--August 2016 The curriculum developed and tested in Year 2 will undergo any updates or revisions in Year 3 and then the full weGrill program, a 4-week series, will be launched at locations in the two community sites/counties. Recruitment of fathers and youth will begin in September 2015. At the recruitment and registration process pre-test assessments (base-line data) will be collected from enrolled and wait-listed dyads during a recruitment information session. Implementation will begin in October 2015 and will run monthly. Three to 4 staff will be present at each class, including 1 female and 1 male, 1 county Extension staff and 1 Fame Fathers staff present. Technology-enhanced data collection will be integrated into the weekly weGrill sessions using WIFI enabled tablets. The weGrill activities that father-youth dyads perform each week will be documented with video and audio recordings. The pilot will assess the curriculum lesson by lesson and the evaluation measurement tools. We will make refinements to the weGrill curriculum and the data collection protocols based on program results. We will rely more heavily on the community/county sites and CAT representatives to pull off the logistics of implementation as part of gaining insights on sustainability issues. The project leaders will also explore refinements to instrumentation, curriculum, educational materials and implementation processes to address logistical concerns. Data analysis will occur concurrently, with program implementation. Recruitment for Year 4 will begin late in Year 3. Please refer to the included Year 3 Timeline for visual description of work. As described previously, project planning has been guided by community-based participatory research (CBPR) processes in which community members are considered equal partners in identifying priorities, activities, and other program procedures. Our plan for training all involved parties during the third year of the project is outlined below. We will capitalize on a wide range of expertise assembled for this project to develop new knowledge and applications for 4-H, Extension, and community partners. We will also explore ways to integrate the weGrill concept into existing OSUE and Fame Fathers programming such as connecting families recruited for this study to 4-H clubs, Extension programming for adults and youth, and other community conversations/initiatives to promote healthy relationships, healthy youth development and opportunities for community change. We will have developed a publishable curriculum that can be implemented in subsequent years. Standardized Training and Technical Assistance Plans for Project Staff for Year 3 In Year 3, community site personnel will receive training in using technology for data collection. They will also be trained in how to recruit participants according to IRB guidelines. County 4-H personnel will provide training regarding working with youth, youth protection, and 4-H philosophy. All will receive training in 4-H grilling and nutrition projects and in basic nutrition education by OSUE nutrition professionals, and in culturally-appropriate programming. Technology Plan in Year 3 Because technology is such an integral part of a sustainable community project, in Year 3, we will continue to integrate technology into various aspects of the project. These will include (1) communication among participants and with staff, (2) training and education of staff and participants, (3) project enhancement, (4) collaboration among staff and CAT, (5) publicity, and (6) data collection and evaluation. In Years 1 and 2, we greatly benefitted from access to communication technology. We saw how video, photo, and audio technology substantially enhanced data collection and communication. For instance, in one data collection activity, within minutes of a father-daughter dyad posting pictures of themselves grilling to their Facebook page they received "Like" messages from their Facebook friends. We will continue to enhance the learning experience and data collection processes with technological devices such as tablet computers and writing styluses. Technology will also be used to communicate with participants and remind them of their program goals, data collection, and program events. Sustainability Plan in Year 3 Efforts to implement the original project sustainability plan will continue in Year 3. We will continue to focus on the seven factors of sustainable community projects: Leadership competence, effective collaboration, understanding the community, demonstrating program results, strategic funding, staff involvement and integration, and program responsivity. In Year 3 we will begin work with the CATs to begin implementation of a sustainability plan. We will also encourage partnerships with other community organizations and businesses. The philosophy of 4-H will continue to guide the project's programmatic and recruitment efforts. Collaboration with Community Sites in Year 3 In Year 3, we will continue our collaboration with the previously selected community sites. Our community partner Fame Fathers will also continue to work closely with us and community sites to recruit program participants and to develop and deliver the curriculum. They will focus their efforts in Stark County because they are geographically located close to each other. Hardin County will involve other OSUE professionals and project leaders to accomplish educational goals. These counties have strong 4-H programs and well-established EFNEP programs. Fame Fathers serves approximately 300 minority fathers annually. They also have a Spanish-speaking delegate in neighboring Cuyahoga County and have worked with local housing authorities. EFNEP personnel in Stark and Hardin Counties work consistently with at-risk and vulnerable families. We will recruit participants from races/ethnicities present in those counties. As indicated in their original letters of support, the community sites and community partner are committed to focus on and adhere to the Guiding Principles of the Parent/Family Outcome and to adhere to the principles of CYFAR Integrated Program Components of Technology, Sustainability, and Community.
Impacts
What was accomplished under these goals?
To date in Year 2, we have accomplished the following. Year 2 focused on analyzing the data collected in Year 1 from the needs/interests assessments we conducted in three communities. In addition, we have been writing a curriculum that will be used to accomplish the goals of the project. Project personnel have met regularly to brainstorm how the curriculum should be created and implemented. Regarding Goal 1: We have written 4 curricular modules and accompanying material to assist fathers enhance their relationships with their youth. Regarding Goal 2: We have written material related to healthy and safe food grilling. This material will be used to increase healthy eating episodes and decrease unhealthy eating episodes. Regarding Goal 3: At this point in the project time frame we have not been able to assess impact on food consumption patterns in the larger community. This will be a focus in subsequent years.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2015
Citation:
Bates, J.S., Light, M., & Wilkinson, D. (2015, June). Data usage panel: Tactile and technological: Putting Ketso, iPads, and N-VIVO to use in program development. CYFAR Professional Development Workshop. Crystal City, Virginia.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2015
Citation:
Bates, J.S. (2015, May). 4-H Grilling and beyond: Cultivating healthy fathers, kids, and communities. Poster presented at the Outreach and Engagement Forum, OSU, Columbus, OH.
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2015
Citation:
Bates, J. S. (in press). Ketso: A new tool for Extension professionals. Journal of Extension.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2015
Citation:
Bates, J. S. (2015, June). 4-H grilling and beyond: Project update and multimedia, interactive presentation. Program Showcase and Networking Session, CYFAR Professional Development Event. Washington DC.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2014
Citation:
Bates, J. S., Light, M., & Wilkinson, D. L. (2014, June). 4-H grilling and beyond: Project update and multimedia, interactive presentation. Program Showcase and Networking Session, CYFAR Professional Development Event. Washington DC.
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Progress 09/01/13 to 08/31/14
Outputs
Target Audience: Target audience participants include men (fathers, grandfathers, uncles, etc.) who have a child between the ages of 11-16 and youth between the ages of 11 and 16 years. Target audience includes families at risk for poverty, problem behaviors, family dysfunction, obesity, or nutritional health. Changes/Problems: One challenge we experience was the electric grills could not all function properly at the same time on the same electric circuit because they would snap the breaker switch. Many facilities do not have the capacity to appropriately handle the use of 10 George Foreman grills. To compensate, we have contemplated using grills that are heated with small green propane canisters. What opportunities for training and professional development has the project provided? To date in Year 1, the planning year, we have forged strong working relationships with Ohio State Uuniversity Extension county-based personnel and with our community partners at Charisma Community Connection / FameFathers. We have met in person and over the phone on numerous occasions. Together, (1) we have received training in conducting focus group interviews and (2) how to work with Ketso, a group brainstorming data collection tool and (3) we have trained staff and participants (fathers and youth) in food safety, healthy food preparation, grill safety, and introduced them to 4-H youth development project books. How have the results been disseminated to communities of interest? Because we are still in the planning phase of the project (Year 1) and we are still collecting needs and interests data from participants to use in future years of the project, we have not disseminated results to communities of interest. We plan to do this in Years 2-5. What do you plan to do during the next reporting period to accomplish the goals? Year 2: September 2014—August 2015 Working closely with Fame Fathers and the CATs we will begin Year 2 by recruiting a pool of eligible father-youth dyads for the first pilot test of a 6 to 8-week weGrill intervention series in each community site/county. Three to 4 staff will be present at each class, including 1 female and 1 male, 1 county Extension staff and 1 Fame Fathers staff present. The first pilot session will include 5 father-youth dyads. Pre-test assessments will be conducted on enrolled and wait-listed dyads during a recruitment information session. We will track the utility of multiple recruitment methods to inform future program efforts. Technology-enhanced data collection will be integrated into the weekly weGrill sessions using WIFI enabled tablets. The weGrill activities that father-youth dyads perform each week will be documented with video and audio recording. The pilot will assess the curriculum lesson by lesson and the evaluation measurement tools and processes developed in Year 1. We will make refinements to the weGrill curriculum and the data collection protocols based on the results of the first pilot. We will conduct a second pilot of the refined weGrill curriculum and procedures during the spring of Year 2 with 10 father-youth dyads. The second pilot will rely more heavily on the county offices and CAT representatives to pull off the logistics of implementation as part of gaining insights on sustainability issues. The results of second pilot will be utilized to make additional refinements to the curricula and procedures as we move to full scale implementation of the weGrill project in Years 3-5 (please refer to the included Timeline for visual description of work). The project leaders will also explore through existing relations refinements to instrumentation, curriculum, educational materials and implementation processes to address logistical concerns. As described previously, project planning has been guided by community-based participatory research (CBPR) processes in which community members are considered equal partners in identifying priorities, activities, and other program procedures. Our plan for training all involved parties during the second year of the project is outlined below. We will capitalize on a wide range of expertise assembled for this project to develop new knowledge and applications for 4-H, Extension, and community partners. We will also explore ways to integrate the weGrill concept into existing OSUE and Fame Fathers programming such as connecting families recruited for this study to 4-H clubs, Extension programming for adults and youth, and other community conversations/initiatives to promote healthy relationships, healthy youth development and opportunities for community change. Already by the end of Year 2, we will have preliminary data to assess what impact (if any) the weGrill program has had on father-youth dyads. We will also have developed a publishable program implementation guidebook to aid further implementation trials in Years 3-5. Standardized Training and Technical Assistance Plans for Project Staff for Year 2 Community site staff will receive training by project leaders in child and early adolescent development, in technology, and in evaluation. County 4-H staff will provide training to all staff regarding working with youth, youth protection, and 4-H philosophy. Staff will receive training in 4-H grilling and nutrition projects and in basic nutrition education by EFNEP or OSUE nutrition professionals, and in culturally-appropriate programming. Technology Plan in Year 2 Because technology is such an integral part of a sustainable community project, in Year 2, we will continue to integrate technology into various aspects of the project. These will include (1) communication among participants and with staff, (2) training and education of staff and participants, (3) project enhancement, (4) collaboration among staff and CAT, (5) publicity, and (6) data collection. In Year 1, we have greatly benefitted from access to communication technology. We have already seen how video, photo, and audio technology have substantially enhanced data collection and communication. For instance, in one data collection activity, within minutes of a father-daughter dyad posting pictures of themselves grilling to their Facebook page they received “Like” messages from their Facebook friends. We will continue to enhance the learning experience and data collection processes with technological devices such as tablet computers and writing styluses. Sustainability Plan in Year 2 Efforts to implement the original project sustainability plan will continue in Year 2. We will continue to focus on the seven factors of sustainable community projects: Leadership competence, effective collaboration, understanding the community, demonstrating program results, strategic funding, staff involvement and integration, and program responsivity. In Year 2 we will continue to work with the CATs to begin implementation of a sustainability plan. We will also encourage partnerships with other community organizations and businesses. The philosophy of 4-H will continue to guide the project’s programmatic and recruitment efforts. Collaboration with Community Sites in Year 2 In Year 2, we will continue our collaboration with the previously selected community sites. Our community partner Fame Fathers will also continue to work closely with us and community sites to recruit program participants and to develop and deliver curriculum. Stark and Portage Counties are neighbors which will greatly facilitate travel, coordination, and collaboration between OSUE and Fame Fathers. OSUE has strong 4-H programs in these counties and well-established EFNEP programs. Fame Fathers serves approximately 300 minority fathers annually. They also have a Spanish-speaking delegate in neighboring Cuyahoga County and have worked with local housing authorities. EFNEP personnel in Stark and Portage Counties work consistently with at-risk and vulnerable families. We will recruit participants from races/ethnicities present in those counties. As indicated in their original letters of support, the community sites and community partner are committed to focus on and adhere to the Guiding Principles of the Parent/Family Outcome and to adhere to the principles of CYFAR Integrated Program Components of Community, Technology, and Sustainability.
Impacts
What was accomplished under these goals?
To date in Year 1, the planning year, we have accomplished the following. Year 1 focused on conducing needs/interests assessment and planning and preparing curriculum and procedures for the future rollout of the curriculum in Years 2-5. We wanted to learn from the target audience what kinds of things they want to experience in an educational program like this. Goal 1: We conducted two data collection activities where fathers (grandfathers) and youth worked together over an electric grill to make a meal together. This activity was designed to foster communication and collaboration. They also ate together the meal they prepared. To date we have impacted 19 fathers/grandfathers and 20 youth. More data collection activities are planned. Goal 2: We conducted two healthy eating episodes with fathers and youth. We encouraged them to continue the practices they learned at the meal. This will be a continued focus of the project in Years 2-5. Goal 3: At this point in the project time frame we have not been able to assess impact on food consumption patterns in the larger community. This will be a continued focus in subsequent years.
Publications
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