1. Expanded Food and Nutrition Education Program Our Program Audience

2. Objectives After this training, you will be able to: Differentiate between primary and secondary audiences of EFNEP Define a limited-resource audience Describe topic areas that EFNEP teaches our audience Identify strategies for successfully teaching our audience Summarize an overview of diversity 2

3. Who is our EFNEP Audience? Primary Audience Secondary Audience 3

4. EFNEP Primary Audience Low-income parents and other adult caregivers (such as grandparents and guardians) Low-income pregnant women and teens Low-income adolescent youth – Middle school through high school, or ages 13 to 18 years Low-income children and pre-adolescent youth – Kindergarten through elementary school, or ages 5 to 12 years 4

5. EFNEP Primary Audience These groups do not include: – Those that require medical nutrition therapy – Incarcerated adults 5

6. EFNEP Secondary Audience Community organizations and agencies Non-participating low-income individuals and families 6

7. What is a Limited-Resource Audience? 7

8. 8 Source: Medicaid.gov

9. Low Income Statistics (2011) United States – 46.2 million individuals in poverty – 15% of the population 21.9% (under 18 years) 13.7% (18-64 years) 8.7% ( 65 years and older) Florida – 17% of the population 25.1% (under 18 years) 9

10. Source: USDA Economic Research Service http://www.ers.usda.gov/data- products/county-level-data-sets/poverty.aspxhttp://www.ers.usda.gov/data- products/county-level-data-sets/poverty.aspx 10

11. 11 Source: USDA Economic Research Service http://www.ers.usda.gov/data- products/county-level-data-sets/poverty.aspxhttp://www.ers.usda.gov/data- products/county-level-data-sets/poverty.aspx

12. Percentage of Floridians that Received Help from the Government (2008) 71% of people in Florida received cash assistance 38% of the unemployed received government benefits 23% received housing benefits 62% received SNAP 30% uninsured who were covered by government programs 56% of children also received aid from government programs 12

13. Definition of “Literacy” “The ability to use printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential” - National Assessment of Adult Literacy 13

14. 14 Source: Florida Literacy Coalition; floridaliteracy.org National Center for Education Statistics

15. 15

16. WHAT Topic Areas do We Teach our EFNEP Audience? 16

17. WHAT Do We Teach our Audience? Choose and eat foods of adequate variety and appropriate quantity and to be physically active to improve health and reduce the risk for chronic disease (Diet Quality and Physical Activity) Improve food resource management practices such as purchasing, selecting, or otherwise obtaining; preparing; and storing foods to increase the sustained availability of healthy foods (Food Resource Management) Practice safe food handling to reduce the risk of foodborne illness (Food Safety) Identify and use emergency and non-emergency food assistance, as needed, to ensure household food security (Food Security) 17

18. HOW can We Successfully Teach our EFNEP Audience? 18

19. #1. Low educational level, poor experiences in school Use simply written materials Insert fun into your teaching Limit lecturing to the learners Avoid using paper and pen “tests” / reading and writing activities Have learners make choices 19

20. #2. Low self-esteem Make activities achievable and doable Notice and praise what learners do right Reinforce that learners have skills and knowledge to share with others 20

21. #3. Fear of change / fear of failure Encourage specific, achievable, and realistic goals Address barriers Deliver material that address learners’ needs and interests Use recipes that are practical and affordable 21

22. #4. Want practical “need-to-know” information Incorporate hands-on activities and involve the participants Focus on foods, not nutrients Use visuals and actual products to demonstrate teaching points Focus on immediate application of knowledge, attitude and behaviors 22

23. #5. Wary and distrustful Treat participants with respect Don’t judge participants’ values, etc. Honor participants’ knowledge “Walk the talk” Try to use participants’ names when speaking 23

24. #6. Barriers to program participation and learning Child care responsibilities Lack of or unreliable transportation Family values and restrictions on learning Poverty No social support for learning Survival needs that take priority over learning 24

25. #7. Plan Convenient and Relevant Programs Flexible Sensitive Convenient location and time 25

26. An Overview of Diversity 26

27. Defining Diversity “Diversity is a mosaic of people who bring a variety of ethnic and cultural backgrounds, styles, perspectives, values and beliefs as assets to the groups and organizations with which they interact.” - Guion, 1999 27

28. Types of Diversity 28

29. What is Culture? “The totality of values, beliefs and behaviors common to a large group of people.” 29

30. Where did We Receive Our Cultural Programming? 30

31. Cultural Filters – “On Automatic” Politician Lawyer Professor Man in a wheelchair Farmer Californian Homeless person Black male teenager Police officer 300-pound woman 31

32. Developing Diversity Competence 1.Awareness 2.Knowledge 3.Skills 4.Actions or behaviors 32

33. Awareness Recognize differences as diversity rather than abnormal behavior or inappropriate responses to the environment. Respect the benefits of diverse values and behaviors to people and to the organization. Accept that each culture finds some values more important and some behaviors more desirable than others. Understand the effect that historic distrust has on present-day interactions. 33

34. Awareness (Continued) Have a clear sense of your individual culture. Recognize your own ethnocentricity—the ways in which you stereotype, judge, and discriminate, and your emotional reactions to conflicting cultural values. Understand how the culture of your organization affects those whose culture is different. Recognize the similarities that are shared across the “human culture,” regardless of the differences that exist among individual cultures and groups. 34

35. Knowledge Learn factual information about other cultures and groups with different backgrounds. Read an article or book about a cultural or social group different from your background. Compare your views with those of the author. See a movie about other cultural lifestyles. Compare how you live your life to what you’ve seen on film. Read about cross-gender differences in communication styles. 35

36. Knowledge (Continued) Attend a cultural event, celebration, or holiday program of a different culture that you have never experienced before. Learn a new language. Interview a person from a different culture to learn about their culture. Explore your family history and background. 36

37. Skills Take personal responsibility for the way you respond to difference. Make continued and sincere attempts to understand the world from others’ points of view. Develop skills in cross-cultural communication. Develop problem-solving skills. Develop skills in conflict management. Look for ways to work effectively with diverse groups of people. 37

38. Action or Behavior Teach others about cultural differences. Develop a mentoring relationship with someone from a different culture or identity group. Show more patience when working and interacting with people who have different learning styles than you. Integrate diversity issues as an ongoing topic in staff meetings at work. Develop a personal plan for continued learning toward diversity competency 38

39. Summary To provide successful programming through EFNEP: Understand our primary and secondary audiences of EFNEP as well as the definition of “a limited-resource audience” Know the topic areas that EFNEP emphasizes when teaching our audience Frequently use strategies for successfully teaching our audience Have an awareness and understanding of diversity 39

40. Additional Resources US Census Bureau www.census.govwww.census.gov Florida Literacy Coalition www.floridaliteracy.orgwww.floridaliteracy.org EFNEP Policy Document 2013 http://www.nifa.usda.gov/nea/food/efnep/resources.html http://www.nifa.usda.gov/nea/food/efnep/resources.html 40

41. What questions do you have? 41

42. Comments/Suggestions on this Presentation? Do you have feedback that you would like to with the state team? Please share your comments at the following SurveyMonkey: https://www.surveymonkey.com/s/HH7YJBL https://www.surveymonkey.com/s/HH7YJBL Thank you!! 42