Developing Cultural Competence among 4-H Leaders

Access, equity, diversity, and inclusion are essential elements of 4-H’s goals related to positive youth development and organizational sustainability. The 4-H organization has impacted over 6 million youth worldwide and continues to grow every day. At the county, state, and national level, 4-H programs have grown more diverse, making it essential that 4-H programs encourage and highlight cultural similarities and differences through education. However, training in cultural competence for 4-H leaders is lacking, which is the bridge to connecting diversity and inclusion. Cultural competency is an awareness of one’s own cultural identity and the ability to interact effectively and appropriately with people from other cultures. This project utilized a multidisciplinary and collaborative effort to deliver cultural competence training for 27 4-H young adult and adult leaders in a mid-South U.S. state. All participants completed pre-assessments of the Intercultural Development Inventory (IDI), participated in 2-hour training sessions on cultural competence, and completed post-IDI assessments three months later. Overall, most 4-H leaders scored in the Minimization orientation, which is the most common orientation among adults. In order to advance beyond the Minimization orientation to the Acceptance orientation, 4-H educators need additional educational opportunities, which may aid them in understanding crucial differences between cultures. The cultural competency model of the IDI provides a valuable framework in preparing culturally sensitive 4-H educators to construct settings where equity, access, and opportunity are available to all youth, allowing 4-H members to better reach their potential as capable, caring, and competent leaders of today and tomorrow

Inspiring Minds, Exploring Science with Project SCORE Curriculum

Corresponding author (Pharmacy Administration): Tess Johnson, [email protected]://egrove.olemiss.edu/pharm_annual_posters_2022/1009/thumbnail.jp

Health Matters: Student-Developed Research Questions by Project SCORE Students

Corresponding author (Health, Exercise Science, and Recreation Management): Melissa Presley, [email protected]://egrove.olemiss.edu/pharm_annual_posters_2022/1015/thumbnail.jp

The Experimental Effects of Acute Exercise on Long-Term Emotional Memory

Emerging work suggests that acute, moderate-intensity aerobic exercise may help to subserve episodic memory of neutral stimuli. Less investigated, however, is whether acute exercise is associated with enhanced memory recognition of emotional stimuli, which was the purpose of this experiment. A parallel-group randomized controlled experiment was employed. Participants (mean age = 20 yr) were randomized into an exercise (n = 17) or control group (n = 17). The exercise group engaged in a 15-min bout of moderate-intensity treadmill walking. Emotional memory recognition was assessed via images from the International Affective Picture System, including assessments of varying degrees of valence and arousal. Memory recognition was assessed at 1 day, 7 days, and 14 days post-memory encoding. We observed a significant main effect for time (F(2) = 104.2, p < 0.001, η2p = 0.77) and a significant main effect for valence⁻arousal classification (F(4) = 21.39, p < 0.001, η2p = 0.40), but there was no significant time by group interaction (F(2) = 1.09, p = 0.34, η2p = 0.03), classification by group interaction (F(4) = 0.12, p = 0.97, η2p = 0.01), time by classification interaction (F(8) = 1.78, p = 0.08, η2p = 0.05), or time by classification by group interaction (F(8) = 0.78, p = 0.62, η2p = 0.02). In conclusion, emotional memory recognition decreased over the 14-day follow-up period and this rate of memory decay was not altered by acute moderate-intensity exercise engagement. We discuss these findings in the context of exercise intensity and the temporal effects of exercise

Smartphones, social Media and Adolescent mental well-being: the impact of school policies Restricting dayTime use—protocol for a natural experimental observational study using mixed methods at secondary schools in England (SMART Schools Study)

Introduction Smartphone and social media use is prevalent during adolescence, with high levels of use associated with lower levels of mental well-being. Secondary schools in the UK have introduced policies that restrict daytime use of smartphones and social media, but there is no evaluation on the impact of these policies on adolescent mental well-being. The SMART Schools Study aims to determine the impact of daytime restrictions of smartphone and social media use on indicators of adolescent mental well-being, anxiety, depression, physical activity, sleep, classroom behaviour, attainment and addictive social media use.Methods and analysis This is a natural experimental observational study using mixed methods. Secondary schools within a 100 mile radius of the recruiting centre in the West Midlands (UK) have been categorised into two groups: Schools that restrict (intervention) and permit (comparator) daytime use of smartphones. We aim to recruit 30 schools (20 restrictive, 10 permissive) and 1170 pupils aged 12–13 and 14–15 years. We will collect data on mental well-being, anxiety and depressive symptoms, phone and social media use, sleep and physical activity from pupil surveys, and accelerometers. Policy implementation measures and data on individual pupil factors will be collected through school staff surveys, and website/policy analysis. Six case study schools will explore individual, school and family/home factors that influence relationships between school smartphone policies, smartphone/social media use, and mental well-being. Economic evaluation will be completed through a cost–consequence analysis from an education sector perspective.Ethics and dissemination Ethical approval was obtained from the University of Birmingham’s Research Ethics Committee (ERN_22-0723). Parents/carers of pupil participants can complete a form to opt their child out of the study. Pupil, school staff and parent/carer participants are asked to complete online/written consent (or assent). Findings will be disseminated through policy briefings, resources for schools, social media, reports, and open access publications.Trial registration number ISRCTN77948572