Perceptions of the Cooperative Extension Service: A Community Resource for Youth and Family Programs

PROSPER (PROmoting School-community-university Partnerships to Enhance Resilience) is a prevention partnership involving the Cooperative Extension Service (CES), local schools, and community agencies. PROSPER collaborative teams were formed in 14 communities in Iowa and 14 in Pennsylvania to address risk reduction, competence-building, and positive youth development. The study discussed here examined perceptions of CES personnel compared to other PROPSER team members regarding the CES: as a source of youth and family programming; its commitment to fostering school and community-based prevention programs; and as a leading force in improving the lives of youth and families

The Effects of Age, Gender, and 4-H Involvement on Life Skill Development

The study reported here examined the effects of age, gender, and 4-H involvement in clubs on life skill development of youth ages eight to 18 over a 12-month period. Regression analyses found age, gender, and 4-H involvement significantly influenced life skill development. Results found that females have higher levels of competencies in life skills at the start of the program and were more likely to change in these areas during the year than their male counterparts. This suggests changes in program designs may be needed to better engage, retain, and affect males in life skill development

Improving the Reputation of Cooperative Extension as a Source of Prevention Education for Youth and Families: The Effects of the PROSPER Model

Has the reputation of the Cooperative Extension Service (CES) changed over time as a result of its involvement in PROSPER, a community-based partnership designed to provide evidence-based prevention education programs? With deficits facing federal and state governments, budget cuts continue to threaten the viability and growth of CES. Moreover, changing legislative priorities make it easy for CES youth and family programs to be forgotten by policy makers. Thus, increasing the positive reputation of CES as an important and effective force in making the lives of youth and families better is essential for growing CES\u27s stakeholder advocate base

Knowledge, Attitudes, and Commitment Concerning Evidence-Based Prevention Programs: Differences Between Family and Consumer Sciences and 4-H Youth Development Educators

We describe the results of a study designed to assess knowledge, perceptions, and attitudes towards evidence-based and other prevention programs among county Extension educators. We examined differences across educators from Family and Consumer Sciences (FCS) and 4-H Youth Development. Analyses based on a multi-state sample of educators revealed significant differences such that, compared to their 4-H counterparts, FCS educators were more knowledgeable of evidence-based programs and had more favorable perceptions and attitudes towards evidence-based and other pre-packaged prevention programs. These findings suggest that Extension administrators should work to encourage the use of evidence-based and other prevention programs, particularly within 4-H

Computer-Mediated Needs Assessment to Identify 4-H Youth Curriculum Needs

Pennsylvania\u27s 4-H Youth program faculty and staff participated in a needs assessment to determine priority needs for curriculum revision and development. The needs assessment process began with a computer-mediated discussion among a panel of youth development professionals. Statewide input from county Extension educators was obtained using interactive software on the World Wide Web. County educators reacted to the priorities identified during the computer-mediated discussion. A curriculum priority list emerged that is being used for resource allocation and curriculum planning

Extension\u27s Capacity to Deliver Quality Early Childhood Professional Development

In recent years much attention has focused on the role of enhancing a teacher\u27s professional knowledge and skills in helping to improve the quality of early care experiences for young children birth–5. In the study reported here, an environmental scan of the early childhood professional development programs offered within the Extension system was conducted to identify the programs\u27 content, delivery, scope, evaluation, and partners. Results indicate that Extension has been a player in providing professional development opportunities for early childhood professionals and with a focused effort in streamlining the current resources has the capacity to become a leader in this field

Preparing Adults to Work with Youth: An Environmental Scan of Professional Development

This feature article shares the results of a national environmental scan conducted to identify professional development programs offered for school age providers across the nation through the Cooperative Extension System. A purposeful sample comprised of representatives from state extension offices throughout the country included 135 respondents from 48 states. Results showed 139 professional development programs for school age providers were offered through the Cooperative Extension System. The majority of programs offered professional development in the areas of health, nutrition, safety, youth development, and quality afterschool environments. This article summarizes the findings of the environmental scan, including number of contact hours, program scope, and program partners, as well as discussion and recommendations for future work in this area

Fostering Youth Engagement on Community Teams

Within the youth development field a growing movement exists to establish youth member positions on community teams (e.g. organizational boards and planning committees). The involvement of youth on decision-making teams is commonly referred to as youth engagement. As a relatively new approach to youth and community development, the existing research shows the potential positive impacts youth engagement efforts may produce and encourages youth practitioners to incorporate such efforts into their programs and organizations. In doing so, successful youth engagement efforts may be sustained within teams that best adapt their organizational structure, policies, and practices to complement the developmental needs of youth. Such adaptations begin with the four team characteristics presented in this paper: adult support, a youth-friendly environment, opportunities to complete meaningful tasks, and opportunities to learn and use new skills. When these practices are woven through the work of the team, youth engagement may flourish