Progress 05/01/17 to 09/30/17
Outputs Target Audience:
Nothing Reported
Changes/Problems:Due to some confusion about the project start date, the first project year was from May 1 to September 30, 2017 instead of the proposed October 1, 2017 to September 30, 2018 time period. Therefore, the original proposed timeline will be adjusted to reflect this change. Only minor adjustments to the activities and no changes to the project objectives are needed due to this issue. The following is an amended timeline for the project: Project Year 1 (May 1-September 30, 2017): Partnerships and collaborations with schools and community youth organizations will be established. A survey will be created to assess adolescent demographic, social, emotional, and family/relationship variables, in addition to targeted outcomes of the YRE program (e.g., romantic relationship engagement, conflict management skills, relational aggression, and relationship attitudes). Project Year 2 (October 1, 2017-September 30, 2018): A survey will be distributed to assess adolescent demographic, social, emotional, and family/relationship variables, in addition to targeted outcomes of the YRE program (e.g., romantic relationship engagement, conflict management skills, relational aggression, and relationship attitudes). Another survey will be created to assess young adult personal and professional variables (e.g., self-esteem, career identity, community engagement). An undergraduate service learning opportunity will be developed and offered during the Fall 2018 semester. Project Year 3 (October 1, 2018-September 30, 2019): A pilot program implementation will occur with the young adult undergraduate facilitators that will be evaluated with a pilot distribution of the adolescent pre- and posttest surveys. The young adult facilitators will reflect on their experiences and respond to survey items that assess a variety of demographic, cognitive, emotional, relational, and professional development issues. Additionally, undergraduates will reflect on their experiences by writing journal-style reflection papers at three time points across the semester. Project Year 4 (October 1, 2019-September 30, 2020): A second round of program implementation with undergraduate facilitators will be conducted within the formal service learning course offered during the Fall, 2019 semester. Surveys and qualitative data collection methods used in Phase 2 will again be used to collect data from adolescents and young adult facilitators. Quantitative and qualitative data will be entered and preliminary analyses will be conducted. Project Year 5 (October 1, 2020-September 30, 2021): Qualitative analysis of young adult experiences will be conducted using reflection papers. Data from both adolescent recipients of YRE programs and the data collected from young adults will be entered and preliminary analyses will be conducted to provide initial information for educators and practitioners who target youth in the state of Wyoming. Data will be analyzed and results will be disseminated with recommendations for youth-focused programming and young adult professional development. What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?In Project Year 2, Objective 1will continue to be the focus ofactivities. Pending school permission and agreement, IRB approval will be submitted in Spring 2018 and subject to approval the survey distributed in Spring and Fall of 2018. Another survey will be created to assess young adult personal and professional variables (e.g., self-esteem, career identity, community engagement). An undergraduate service learning opportunity will be developed and offered during the Fall 2018 semester in which undergraduates teach youth-focused relationship education.
Impacts What was accomplished under these goals?
Accomplishments in the first project year are related to meeting the first objective. A survey was created to assess adolescent demographic, social, emotional, and family/relationship variables, in addition to targeted outcomes of the YRE program (e.g., romantic relationship engagement, conflict management skills, relational aggression, and relationship attitudes). A sampling plan and IRB materials were developed. Partnerships and collaborations with schools and community youth organizations are developing.
Publications
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