4-H Youth Development Apprenticeship Program: A Pilot of a New Certification in Youth Development

The field of youth development is expanding, requiring 4-H Extension staff to gain expertise in the field without leaving their jobs to return to school. To address this need, the 4-H Youth Development Practitioner Apprenticeship (YDPA) program was developed under the guidance of the National Association of Extension 4-H Agents and the National 4-H Council through funding from the U. S. Department of Labor. An evaluation of the pilot of YDPA found that staff gained numerous skills needed to effectively serve youth. Suggestions for program continuation are discussed

Using the Cultivating Learning with School Gardens Curriculum in Burundi, Africa

University faculty and Extension educators sought to use school gardens in Burundi, Africa, as a means of reducing food insecurity, teaching positive youth development, and increasing experiential learning for Burundian students. Washington State University personnel used videoconferencing to provide training to Burundian nongovernmental organization (NGO) staff on the Cultivating Learning with School Gardens curriculum. The NGO staff then trained teachers in pilot programs at four Burundian schools, where first harvests occurred in May 2016. An agricultural consultant also helped with the gardens. Suggestions for implementation of this school garden curriculum in other countries are provided

Zoom Around the World: Using Videoconferencing Technology for International Trainings

This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally

“I felt really respected and I know she felt respected too”: Using Youth-Adult Partnerships to Promote Positive Youth Development in 4-H Youth

Youth-adult relationships exist on a continuum from adult-led to youth-led collaborations. However, research suggests that quality youth-adult partnerships, which fall in the middle of this continuum, directly contribute to positive youth development. Given this, the current study evaluated the impact of a 4-H Youth Development program, using youth-adult partnerships and a teens as teachers program model, on positive youth development outcomes of participating youth. Qualitative data were collected from 29 youth to evaluate the 4-H Food Smart Families program presented by Washington State University Youth Advocates for Health (YA4-H!). Data analysis identified themes related to the benefits and challenges of the youth-adult partnership and skills gained from being a teen teacher. When looking at results from a positive youth development perspective, it is evident the youth who participated in youth-adult partnerships and as teen teachers experienced beneficial outcomes. Qualitative codes clearly aligned with 4-H Essential Elements of belonging, mastery, independence, and generosity, indicating positive youth development had occurred despite realworld implementation challenges. Based on our experience and lessons learned, we conclude with suggestions for successful implementation of a youth-adult partnership

Teens as Teachers: Positive Outcomes and Recommendations for Promoting Healthy Nutrition in Adolescents

The prevalence of overweight and obese status in adolescence points to a need to identify and broadly disseminate effective approaches promoting healthy eating. One promising approach engages teens as teachers to implement a nutrition education curriculum for younger youth. This article highlights qualitative evaluation results of a cross-age peer-teaching program on teen teachers. Results strengthen our knowledge base of cross-age peer teaching and inform policy and practice implications. Teens experienced greater internalization of curriculum content as evidenced by increased knowledge, improved behaviors, and overcoming barriers to healthy eating. These findings are grounded in social learning theory. To disseminate cross-age peer teaching within youth-serving organizations, we recommend the use of an evidence-based framework to guide program implementation and the development of policy to ensure intentional teen teaching opportunities

Long-term cellular immunity of vaccines for Zaire Ebola Virus Diseases

Recent Ebola outbreaks underscore the importance of continuous prevention and disease control efforts. Authorized vaccines include Merck’s Ervebo (rVSV-ZEBOV) and Johnson & Johnson’s two-dose combination (Ad26.ZEBOV/MVA-BN-Filo). Here, in a five-year follow-up of the PREVAC randomized trial (NCT02876328), we report the results of the immunology ancillary study of the trial. The primary endpoint is to evaluate long-term memory T-cell responses induced by three vaccine regimens: Ad26–MVA, rVSV, and rVSV–booster. Polyfunctional EBOV-specific CD4+ T-cell responses increase after Ad26 priming and are further boosted by MVA, whereas minimal responses are observed in the rVSV groups, declining after one year. In-vitro expansion for eight days show sustained EBOV-specific T-cell responses for up to 60 months post-prime vaccination with both Ad26-MVA and rVSV, with no decline. Cytokine production analysis identify shared biomarkers between the Ad26-MVA and rVSV groups. In secondary endpoint, we observed an elevation of pro-inflammatory cytokines at Day 7 in the rVSV group. Finally, we establish a correlation between EBOV-specific T-cell responses and anti-EBOV IgG responses. Our findings can guide booster vaccination recommendations and help identify populations likely to benefit from revaccination

Effect of remote ischaemic conditioning on clinical outcomes in patients with acute myocardial infarction (CONDI-2/ERIC-PPCI): a single-blind randomised controlled trial.

BACKGROUND: Remote ischaemic conditioning with transient ischaemia and reperfusion applied to the arm has been shown to reduce myocardial infarct size in patients with ST-elevation myocardial infarction (STEMI) undergoing primary percutaneous coronary intervention (PPCI). We investigated whether remote ischaemic conditioning could reduce the incidence of cardiac death and hospitalisation for heart failure at 12 months. METHODS: We did an international investigator-initiated, prospective, single-blind, randomised controlled trial (CONDI-2/ERIC-PPCI) at 33 centres across the UK, Denmark, Spain, and Serbia. Patients (age >18 years) with suspected STEMI and who were eligible for PPCI were randomly allocated (1:1, stratified by centre with a permuted block method) to receive standard treatment (including a sham simulated remote ischaemic conditioning intervention at UK sites only) or remote ischaemic conditioning treatment (intermittent ischaemia and reperfusion applied to the arm through four cycles of 5-min inflation and 5-min deflation of an automated cuff device) before PPCI. Investigators responsible for data collection and outcome assessment were masked to treatment allocation. The primary combined endpoint was cardiac death or hospitalisation for heart failure at 12 months in the intention-to-treat population. This trial is registered with ClinicalTrials.gov (NCT02342522) and is completed. FINDINGS: Between Nov 6, 2013, and March 31, 2018, 5401 patients were randomly allocated to either the control group (n=2701) or the remote ischaemic conditioning group (n=2700). After exclusion of patients upon hospital arrival or loss to follow-up, 2569 patients in the control group and 2546 in the intervention group were included in the intention-to-treat analysis. At 12 months post-PPCI, the Kaplan-Meier-estimated frequencies of cardiac death or hospitalisation for heart failure (the primary endpoint) were 220 (8·6%) patients in the control group and 239 (9·4%) in the remote ischaemic conditioning group (hazard ratio 1·10 [95% CI 0·91-1·32], p=0·32 for intervention versus control). No important unexpected adverse events or side effects of remote ischaemic conditioning were observed. INTERPRETATION: Remote ischaemic conditioning does not improve clinical outcomes (cardiac death or hospitalisation for heart failure) at 12 months in patients with STEMI undergoing PPCI. FUNDING: British Heart Foundation, University College London Hospitals/University College London Biomedical Research Centre, Danish Innovation Foundation, Novo Nordisk Foundation, TrygFonden

“It Was Like We Were All Equal”: Maximizing Youth Development Using Youth-Adult Partnerships

Quality relationships between youth and adults are critical for effective youth development programming. However, not all youth-adult relationships equally contribute to positive development. Of the differing types of relationships, youth-adult partnerships, characterized by opportunities for youth voice and supportive relationships with adults, are associated with positive youth development outcomes. Available research supports this claim finding participation in a youth-adult partnership is associated with outcomes such as greater empowerment, psychological agency, and community connectedness. However, little empirical work has qualitatively explored youths’ experience in a youth-adult partnership and its contribution to youth development outcomes. The purpose of the current study was to understand the experience of youth participating in a youth-adult partnership and how this experience was associated with positive youth development outcomes. A qualitative case study approach was used to collect interview and activity observation data from 29 youth between the ages of 14 and 18 years old who participated in a youth-adult partnership while implementing a 4-H Youth Development program. Youth were asked generally about their experience in the partnership including what worked well, what challenges they experienced, and how they overcame these challenges. From these interviews and observations, six themes emerged that captured what worked well, including mutual respect, independence or autonomy in teaching, having an adult as a supportive mentor or coach, shared responsibilities or partnerships with adults and peers, friendship with adults and peers, and having fun. Three themes appeared related to challenges including communication, logistics, and preconceived notions of working with adults. Youth responses aligned with the Essential Elements, 4-H’s conceptualization of positive youth development, indicating positive outcomes had been experienced. Youth-adult partnerships represent one approach for promoting positive youth development while engaging young people. These partnerships have the advantage of being adaptable to a variety of content areas. Findings provide insight into how parks and recreation agencies might design and organize their programs to maximize the effectiveness of youth-adult partnerships. The paper concludes by reviewing the application of youth-adult partnerships to a parks and recreation context, examples of how parks and recreation are already using youth-adult partnerships, and providing suggestions for how to implement this approach in other communities. Subscribe to JPR

Empowering youth and communities through 4-H School Gardening Programs: Results of focus groups in Burundi, Africa

The quality of education and training children receive today will significantly impact their development into adulthood and their impact on society (Kibwiki & Semana, 2001). Burundi, Africa is the second poorest country in the world and has a turbulent history laced with economic, political, and cultural challenges (Headrick, 2016). With more than half the population under the age of 18, educating the youth of Burundi is paramount to bringing about change in the country. The purpose of this qualitative study was to understand the needs of primary school teachers, administrators, afterschool program educators and their students; and to determine if a 4-H Youth Development school gardening program was a viable methodology to meet their needs. The desire of local partners to empower Burundian youth and the fact that empowerment is a fundamental principle of the 4-H methodology led to the selection of Empowerment Theory as the conceptual framework for this study. A needs assessment using focus groups was conducted with 34 primary school teachers, administrators, and afterschool staff in two rural communities in Burundi. Findings indicated that poverty and hunger were the primary barriers to quality education and climbing out of poverty. School educators also reported a need for professional development to better provide quality education for youth. Based on the outcomes of the focus groups, the researchers recommend that the 4-H Youth Development school gardening program is implemented in rural Burundi using Empowerment Theory as a framework to address the needs of educators and youth

“Making time to make a difference”: Program Effects of a Cultural Competency Training

By the year 2044, more than half the United States population will be non-white. Extension is faced with the challenge of being inclusive in our multicultural world; thus, it is important that Extension educators receive cultural competency training. Cultural competency training based on and informed by intercultural theory and practice leads to increased awareness and knowledge and changes in professional practices. This paper presents qualitative evaluation results to document outcomes of an 18-hour cultural competency training for Extension and outreach professionals. The study focused on two research questions: Does cultural competency training impact professional practice of Extension and outreach professionals? What factors facilitate or inhibit the practice of new interculturally appropriate behaviors? An evaluation protocol was intentionally designed to test participants’ knowledge, skills, and professional practice changes. Previous work showed changes in knowledge and skills at post-training, as well as at six-month follow-up. Our findings in this study reflect that participants did make changes in some significant professional practices. It is possible to provide professionals with the knowledge and skills to make real change in their practices to better serve their communitie