Statewide Training for SNAP-Ed Local Implementing Agencies

Recruiting and Engaging Youth

Facilitator’s Guide

This material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.

Table of ContentsGeneral Information...............................................................................................................3

Preparation............................................................................................................................4

Agenda..................................................................................................................................5

Facilitation Guidance.............................................................................................................6

Suggested Physical Activity...................................................................................................8

Suggested Ways to Evaluate................................................................................................9

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General InformationTarget Audience Local Implementing Agencies, State Implementing Agencies, Sub-

contractors and partners

Overview The “Recruiting and Engaging Youth” training is intended to provide knowledge and resources to attendees on recruiting and engaging youth and to support their youth engagement activities.

Purpose Youth Engagement is a community based strategy that supports multiple SNAP-Ed activities.

Duration 9:00 AM – 3:00 PM

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PreparationTrainer materials needed A/V needs

laptopprojectorspeakersflip chart pad and easelmarkerspostersDVDsIndex cardsotherTable materialspencils/pens/markerssticky notesmanipulatives (things to touch/play with)other – yarn, polly spots, bean bagsMiscellaneousblue tapesnacksother

Materials for Trainees Participant WorkbookTraining Workbook – Stepping Stones 2 and 3 activitiesPowerPoint Handout

Links used in PPT NEOPB Youth Engagement webpage: http://www.cdph.ca.gov/programs/cpns/Pages/YouthEngagement.aspxUSDA’s Empowering Youth with Nutrition and Physical Activity: http://www.fns.usda.gov/empowering-youth-nutrition-physical-activity John W. Gardner Center for Youth and Their Communities webpage: http://gardnercenter.stanford.edu/our_work/yell.html Oregon Health Authority, Healthy Youth Development webpage : http://public.health.oregon.gov/HEALTHYPEOPLEFAMILIES/YOUTH/Pages/youth.aspx

Preparation prior to training Prepare sheets (flip-chart paper) for: Group Agreement, Bike-Rack, Venn Diagram activity (if applicable)

Room Setup If venue allows, have round tables for group work and chairs in “U” shape for group discussions.

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AgendaTime

Guidelines Section Leader

8:00am - 9:00am Set-Up

9:00am – 9:30am Welcome/Check-in

9:30am – 9:50am Warm-Up Activity (Introductions)

9:50am – 10:05am Group Agreement

10:05am – 10:30am Team Building (Venn Diagram)

10:30am – 11:00am Recruitment (Community Mapping)

11:00am – 12:00pm YE and the IWP (Ideal vs. Real)

12:00pm – 1:00pm LUNCH

1:00pm – 2:30pm Working with Community Partners

(Ideal vs. Real continued)

2:30pm – 2:50pm Wrap-Up

2:50pm – 3:00pm Evaluation

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Facilitation Guidance

Title Welcome and Warm-Up Activity

Time 30 minutes

Facilitator

Materials and PreparationParticipant folders, index cards, writing instruments, flip chart paper with Learning Objectives listed, blank flip chart paper and marker (for “Parking Lot/Bike Rack”)

Welcome Say: Welcome to today’s Recruiting and Engaging Youth training and thank you for joining us today.

Real quickly some housekeeping items:

Bathrooms are located… We will have a break sometime during the

morning activities but feel free to excuse yourself any time to use the restroom.

We will break for lunch by 12pm.

When you checked in this morning we gave you a folder for today’s training. In the folder you will find:

On the left side of the folder you will find: o Today’s agenda.o Pages to take notes during each activity

we do today.o A page to note what you like or don’t like

about the activities today. This will be a tool for you to complete the evaluation that you receive by email after today.

On the right side of the packet you will find:o Sample activities that you or your adult

ally can use when working with your youth teams, including an overview of the Stepping Stones.

o Two pages list ways to work with youth and how to recruit.

o Finally there is a page with a list of

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additional resources (links) on youth engagement.

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Say: Today’s training is a California SNAP-Ed Statewide training funded by USDA SNAP-Ed and it is tailored to fit the needs of all CA SNAP-Ed Local Implementing Agencies conducting youth engagement activities.

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Do: Review needs assessment / registration results with group. (if applicable)

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Warm-Up Activity (Introductions)

Materials: Index cards, writing instruments, flip chart paper with Learning Objectives listed, blank flip chart paper and marker (for “Parking Lot/Bike Rack”)

Instructions: (overview) Facilitators will introduce themselves and welcome attendees to the training. Attendees will pair off and introduce themselves to each other. Each person in pair will note the other person’s: name, where they are from (organization/city or county) and what they would like to get out of the day’s training. Group will come back together and then each pair will introduce each other to the group.

Do: As you discuss activity, pass out index cards and writing instruments to all. (optional)

Say: We’d like to start the day off with everyone getting to know each other in the room today. We are going to have you pair up with another person in the room – someone you don’t know or didn’t come to the training with today.

You’ll have a few minutes each to introduce yourself (name and where you are from) and what you hope to get from today’s training to each other. Then we’ll come

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back together as a group and you’ll introduce each other to the group. Alright, find your new friend!

Do: Monitor time and how everyone is doing. After 3-5 minutes, do a check-in.

Ask/say: (check-in) How’s everyone doing? Has everyone switched? Does anyone need more time? All done? Great! Who would like to introduce each other first to the group?

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Do: As they share what each person would like to get out of the training, facilitators will note how the Learning Objectives for the day cover this or will write the topic in the “Bike Rack” for follow-up at a later time.

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Title Group Agreement Activity

Time 15 minutes

Facilitator

Materials and Preparation Writing instrument, flip chart paper with Group Agreement listed at top and additional blank flip chart paper (if needed).

Group Agreement Activity

Overview: Using modified version of activity below. Activity will use index cards prepared with sample group agreement statements and placed under some attendee seats. Number of cards is dependent on number of attendees.

Know: Most likely attendees will have varying levels of experience with group agreements.

Say: Some of you have a large index card under your chair with something written on it. Please look for the card and hold it up if you have one.

We are going to talk about setting group agreements. If you like, you may reference handout in folder to take notes.

Ask: Why are group agreements important? Who has used an agreement like this for a meeting or project? How did it/does it make you feel?

[Allow 5-10 minutes for discussion by attendees.]

Ask: Who would like to read what their card says first? [Example of statement: Don’t yuck someone’s yum.] What do you think this means?

Do: After each statement is read, go over meaning of statement until all cards have been explained.

Ask: What else may be listed on a group agreement? For adults? For youth?

Say: Group agreements are used to create a safe space in a group (adults or youth). The agreements hold each other accountable and make it easier on members in a group to participate and share their thoughts.

This is also a good exercise for team building.

Title Overview of YEI and YPAR

Time 20-30 minutes

Facilitator Facilitator

Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity

Overview of Youth Engagement Initiative (YEI) and YPAR

Overview: This activity includes an overview of YEI and YPAR. It includes discussion on the levels of youth engagement and how to increase engagement of youth teams. In closing of this section, facilitator reviews YPAR process and steps to support a youth engagement project.

Facilitator: Dalene

Image on slide: Kofi Atta Annan is a Ghanaian diplomat who served as the seventh Secretary-General of the United Nations from January 1997 to December 2006. Annan and the United Nations were the co-recipients of the 2001 Nobel Peace Prize "for their work for a better organized and more peaceful world."[2] He is the founder and the Chairman of the Kofi Annan Foundation, as well as being the chairman of The Elders, a group founded by Nelson Mandela. He has been involved in several humanitarian projects and won several awards including the Kora All Africa Music Lifetime Achievement Award in 2001.

Say: Now we are going to provide a brief overview of the YEI and discuss the YPAR process and the levels of youth engagement. But first we’d like to pose a question to the group:

Ask: Why youth? Why is engaging youth important?

[Ask for volunteer. Below are examples that can be provided to start conversation off, if needed.]

• Partnerships between youth and adults ultimately make programs more successful.

• Youth know youth! Youth have unique perspective and can be honest about what they need & want.

• Youth are ready to take on leadership roles and have valuable insight.

• Youth are incredibly powerful spokespeople. Stakeholders listen to youth.

Say: Thank you all for sharing! These are important reasons to engage youth.

Say: Building authentic youth/adult partnerships is a foundational part of the YPAR process and a “youth-led” approach is grounded in the following key principles.

• Youth opinions are solicited, respected, and applied.

• Youth identify their own issues, problems, and [Type text]

Title Team Building (Venn Diagram Activity)

Time 25 minutes

Facilitator

Materials and Preparation Writing instruments, blank flip chart paper for each group and additional blank flip chart paper (if needed). [no PowerPoint for this activity]

Team Building Exercise (Venn Diagram Activity)

Overview: This activity will help facilitator’s and attendees understand the differences and similarities in what each other value. The activity can be done in multiple ways – youth only, youth and adults, or adults only.

The activity for this training has been tailored for an adult only audience.

Know: Size of groups in this activity will depend on number of all attendees. Can vary from 2-3 people in group or larger. Again, attendees can reference handout in folder to take notes.

Say: We are going to do an activity using a Venn Diagram. Each group has flipchart paper and markers and will draw a large Venn diagram on the flipchart paper. Use the entire page!

If attendees are not familiar with this, explain: A Venn Diagram is two circles with a slight overlap of the two circles. [If time allows, facilitators can draw the circles on the flipchart ahead of time for this activity.]

Say: First start by discussing what you value or feel is important to you or to adults in general. Mark these ideas in the left circle.

[Give groups about 5 minutes to do this.]

Ask: Now, brainstorm what you think youth value or think is important. Mark these ideas in the right circle. If you come to an idea that you already have in the left circle, cross it out and write it in the center where the circles overlap.

[Give groups about 5 minutes to do this.]

Do: Monitor time and how everyone is doing. After 3-5 minutes, do a check-in. If everyone is complete, move forward with discussion on activity.

Ask: (to guide debrief)

How was that activity? Any surprises? Any similarities or differences that stood out

to you? How can this activity help you (and adult

allies) in youth engagement efforts? How do you think it can help youth

teams/youth members?

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Title Recruitment Community Mapping)

Time 30 minutes

Facilitator

Materials and Preparation Writing instruments, blank flip chart paper for each group and additional blank flip chart paper (if needed).

Recruitment (Community Mapping)

Overview:

Know: Again, attendees can reference handout in folder to take notes.

Say: This activity will help us think about what spaces youth have in our community and what activities and opportunities are available to youth in our community. The mapping activity will also provide a visual to help think about where to recruit young people for projects.

In your teams draw the school or community center you work most closely with. Draw using symbols or pictures what spaces youth occupy in the community before school. Draw where young people go after school.

Ask: What transportation do they use to get there? What does a young person’s route look like around the community?

Be as creative as you like with your time.

[Allow groups 10-15 minutes to draw. Facilitator’s will walk around and help guide mapping as needed.]

Do: Have groups present their maps to everyone.

Ask: (to guide debrief)

What did you notice about each other’s map?

What was similar or different? What do you think about the spaces

provided for young people? Would you consider your community a

youth-friendly place based on this map? How can these maps help inform your

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Title YE and the Integrated Work Plan

Time 60 minutes

Facilitator Facilitator

Materials and Preparation Writing instruments, blank flip chart paper for each group and additional blank flip chart paper (if needed).

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Youth Engagement and the Integrated Work Plan

(Ideal vs. Real #1)

Overview: This activity will demonstrate how to communicate parameters of YE activities to youth so when they choose an issue to work on that supports the activities listed in the integrated work plan.

Know: There will be a varying level of experience with, or knowledge of, the Integrated Work Plan. Again, attendees can reference handout in folder to take notes.

Say: This activity will provide a brainstorm and mapping of issues of nutrition, food access, physical activity and how the built environment contributes to these issues. When an adult ally works with youth on this activity, they will engage youth in a group, brainstorm and then debrief.

Ask: (instructions) With the paper at your table, list and describe (or draw) what your IDEAL community or school looks like related to issues of nutrition, physical activity, food access and the built environment.

Next you’ll describe (or draw) what your REAL community or school looks like related to issues of nutrition, physical activity, food access and the built environment.

[Allow teams about 20 minutes to describe (draw) their communities. Facilitator’s will walk around and help guide groups as needed.]

Do: Have groups present their descriptions of their communities to everyone.

Ask: (to guide presentations and/or debrief)

How do you feel about how different the IDEAL and REAL are?

Why do you feel things are the way they are?

How do you think youth will feel about the differences?

What would youth say is needed to create change in the community?

Say: Using the Youth Participatory Action Research process we (adult allies) want to allow youth teams the space to choose the activities they would like to work on. Though, as a Local Implementing Agency or subcontractor supporting [Type text]

Title YE and Policy System and Environmental Changes

Time 15 minutes

Facilitator

Materials and Preparation PowerPoint slides

YE and Policy System and Environmental Changes

Continued: YE and PSE Changes

Facilitator: Dalene

Examples of YE and PSE changes.

Say: As discussed before, youth engagement can support many SNAP-Ed related activities, like healthy retail, school wellness, community gardens, etc.

Say: Here are just a few examples of how youth engagement can fall under a policy, systems or environmental change.

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Say: Policies include rules, regulations, ordinances, and procedures designed to guide behavior. Policy can also lead to environmental change.

• An example of policy change, is a school starts allowing use of facilities for recreation during non-school hours (joint use agreement) after a youth team identifies the need for more locations to participate in PA during after school hours and then advocates for joint use of the school grounds.

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Say: Systems changes alter “how we do business” across a network of agencies, providers, or institutions.

• An example for this is, a youth team working [Type text]

Title Working with Community Partners

Time 60 minutes

Facilitator

Materials and Preparation Working with Community Partners handout and group flip chart papers from previous activity.

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Working with Community Partners

(Ideal vs. Real #2)

Duration: 60 minutes

Overview: This activity will have attendees assess their community descriptions from previous activity in order to initiate discussion on community partners and assist them in identifying strategies on how to engage and collaborate with community partners on YE activities.

Know: Attendees will use the same description from the previous Ideal vs. Real activity.

Say: Using your description (drawing) of your groups IDEAL and REAL communities from the previous activity, we will look at who in your communities are (or could be) partners in your youth engagement activities.

Ask: (instructions) In your groups, review your communities and discuss what or who would be potential partners. This can include the other Local Implementing Agencies in your county, retail businesses, community center, etc. What partners do you identify?

Say: Using the Working with Community Partners handout in your folder, during your discussion note potential partnerships, strategies to approach them, and the types of activities you may partner on.

[Allow teams about 15-20 minutes to discuss and note partners in their communities. Facilitator’s will walk around and help guide groups as needed.]

Do: Have groups present their ideas to everyone.

Ask: (to guide presentations and/or debrief)

Was it easy to identify partners? How would you approach an organization

or group about partnering up on activities? Have you been approached by another

organization about partnering on activities? How did they approach you?

Did any other groups discuss this as a potential partner?

What activities would you partner on?

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Title Wrap-Up

Time 30 minutes

Facilitator

Materials and Preparation None

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Wrap-Up

Duration: 30 minutes

Overview:

Know: Attendees will be at different levels of experience in YE prior to training and they may use the information they received in the training differently. Also, assess attendees if appropriate to break out into groups again for this activity or share in large circle group.

Say: At this time we would like to extend a big THANK YOU to you all for attending this training! We hope you found today’s training useful and are very interested in hearing how you will use what you learned today. Take a few minutes and discuss in pairs or small groups (2-3) one to two things from this training and how you may use it with working with your adult allies or with your youth teams. [Give groups 5-10 minutes to discuss.]

Ask: Who would like to share what they will use after this training? [After first volunteer ask for 1-2 more to talk about what they will use.]

Title Resources

Time 5 minutes

FacilitatorMaterials and Preparation PowerPoint slides

Resouces

Duration: 5 minutes

Do: Walk through resource slides with attendees.

Say: Here are just a few resources that are available to you to support you in your youth engagement efforts.

Say: These first two publications are available on our website and provide a summary of YPAR, discuss YE activities in select sites, best practices, and successes and challenges in YE.

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Say: Empowering Youth is a USDA publication that provides activities in nutrition education and PA. It also includes an environmental scan that youth can use to assess their community.

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Say: Here are some additional resources…we have a link to our NEOPB SNAP-Ed training webpage that has training resources like information on training basics (like facilitation skills training), other training topic area resources and our training calendar – which will have linked archived training materials (like webinar recordings, presentations, etc.) for this training and other trainings that have occurred or will occur.

Say: John Pacheco is our Social Media contact for NEOPB.

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Say: And a few other resources we wanted to provide. Links to websites that have further information on youth engagement and YPAR.

Note: not necessarily SNAP-Ed allowable, but good resource for information on youth engagement and YPAR.

John W. Gardner Center for Youth and Their Communities webpage :

http://gardnercenter.stanford.edu/our_work/yell.html

Oregon Health Authority, Healthy Youth Development webpage :

http://public.health.oregon.gov/[Type text]

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Suggested Physical Activity

Rock, Paper, Scissors Challenge

Duration: 10-15 minutes

Instructions: (activity for youth that can be modified for training attendees)

1) Students are in pairs. Partners compete in one round of traditional “Rock, Paper, Scissors.”

2) Repeat round if there is a tie. The winner from each pair moves on and finds another winning student to play.

3) The non-winner joins the team of the person who beat them and cheers for them in their next competition.

4) Each round, the winner advances and the non-winners continue to follow the winner and cheer for their team.

5) The game continues until there are only two winners left. Announce that this is the final round and determines the overall RPS champion.

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Suggested Ways to Evaluate

POST-ASSESSMENT EVALUATION QUESTIONS: FOR IN-PERSON TRAINING

1) What are the three most important things you learned during this training?

a.

b.

c.

2) Please rate the following aspects of this training:

a. I am satisfied with my experience at this training

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

b. The content of this training was relevant to my SNAP-Ed work

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

c. The training materials will be useful for my SNAP-Ed work

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

d. The training was engaging

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

3) Considering the learning objectives for this training, check the column below to rate your current level of knowledge, skill and confidence regarding topics covered in this training.

a. My knowledge of the topics covered in this training

1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐b. My ability to implement activities on the topics covered in this training

1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐c. My level of confidence to train others on the topics covered in this training

1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐

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4) How will you apply what you learned in this training?

5) What about this training session did you especially like?

6) If you were to redesign this training, what would you change?

7) Any other comments?

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