Expanded Food and Nutrition Education Program

1. Expanded Food and Nutrition Education Program New Employee Training Guide: Roles & Relationships Created by: Tamra McGaughy, Nelda Speller, Deborah Watt, and Gloria VanZante

2. New Employee Training Guide • Welcome to the Expanded Food and Nutrition Education Program • The six sections in the New Employee Training Guide: Roles & Relationships are designed to help you understand the following : • What is EFNEP • EFNEP in Texas • EFNEP’S relationship with the Texas AgriLife Extension Service and Cooperative Extension • Program-Prairie View A&M University • Working with limited-resource audiences • Expectations for working in EFNEP • EFNEP documentation • Use the arrows below to move between slides; 10 minute breaks are scheduled throughout the training. If you have questions, speak with the EFNEP Agent at your site. • Good luck and have fun on your new journey!

3. What is the Expanded Food and Nutrition Education Program?

4. I am EFNEP! Click to start video.

5. EFNEP Funding United States Department of Agriculture EFNEP is funded annually under Section 3d of the Smith-Lever Act in the Federal USDA Budget. In Texas, EFNEP is administered by the Texas AgriLife Extension Service, an agency of the Texas A&M System (TAMUS). National Institute of Food and Agriculture

6. EFNEP IN TEXAS

7. EFNEP IN TEXAS The Expanded Food and Nutrition Education Program (EFNEP) is administered by the Texas AgriLife Extension Service of the Texas A&M System in cooperation with the United States Department of Agriculture. EFNEP is located in eleven Texas counties. For more information, feel free to visit an individual county website: Bexar (San Antonio)Cameron (Harlingen)Dallas (Dallas) El Paso (El Paso) Harris (Houston) Hidalgo (Edinburg) Nueces (Corpus Christi)Tarrant (Fort Worth)Travis (Austin) Webb (Laredo)Willacy (Raymondville)

8. EFNEP Mission The missionof the Expanded Food and Nutrition Education Program (EFNEP) is to assist limited-resource audiences in acquiring the knowledge, skills, attitudes, and changed behavior necessary for nutritionally sound diets, and to contribute to their personal development and the improvement of the total family diet and nutritional well-being.

9. EFNEP Goals Adult Program Goals: 1. To provide food and nutrition education for limited-resource families with children, with emphasis on families with young children. 2. To provide nutrition classes to individuals with emphasis on group settings. Youth Program Goals 1. To teach limited-resource youth, ages 6-19, about the importance of nutrition, food preparation, food safety, food buying skills, and physical activity. 2. To use a train the trainer method of teaching to extend outreach.

10. EFNEP Objectives • Participation in EFNEP should result in: • Improved diets and nutritional welfare • for the total family. • Increased knowledge of the essentials of human nutrition. • Increased ability to select and buy food that satisfies nutritional needs. • Improved practices in food selection, preparation, storage, safety, and sanitation. • Increased ability to manage food budgets and related resources such as food stamps. • Increased awareness of the importance of physical activity as it relates to a healthy • lifestyle.

11. EFNEP Adult Component (EFNEP-A) • The adult component of EFNEP: • Uses “hands-on” learning experiences, where participants may • receive up to 7 sessions incorporating basic nutrition, food resource management, food safety, and physical activity. Participants usually complete the series in less than four months. • Sessions are generally held once a week for approximately one to one and a half hours. Sessions incorporate: nutrition education, • hands-on learning, physical activities, and food demonstrations. • The curriculum used with adult EFNEP participants is called “Healthy Foods, Healthy Families”. Other materials may also be used to supplement sessions, but these must be approved by your agent.

12. EFNEP Youth Component (EFNEP-Y) • The youth component of EFNEP: • Youth participate in a series of fun and educational lessons focusing on nutrition, food preparation and safety, food buying skills, and physical activity that promote positive • self-image, leadership skills, and a healthy lifestyle. • Utilizes the “trainer-the-trainer” concept, where EFNEP youth staff provide training to volunteer leader in schools, churches, community centers, parks, libraries, youth organizations, after school programs and other youth related programs. • Curricula used by the EFNEP-Y include the Youth Curriculum Sourcebook and Professor Popcorn. Other materials may be used to supplement lessons, but these must be approved by your agent.

13. EFNEP’s Relationship to other Extension Programs

14. Texas AgriLife Extension Service Texas Veterinary Medical Diagnostic Laboratory Texas Engineering Extension Service Texas Engineering Experiment Station Texas A&M Universities Texas A&M System Texas Forest Service Texas AgriLife Research Texas Transportation Institute Texas A&M University System (TAMUS)

15. Figure 1. The Texas A&M University System, the Texas AgriLife Extension Service, and EFNEP Organizational Chart

16. The Texas AgriLife Extension Serviceis an educational organization provided by the U.S. government, the state government through Texas A&M University System, and your county government. The Texas AgriLife Extension Servicehas 250 offices with 1900 personnel servicing every county in Texas. The Texas AgriLife Extension Service offers practical, how-to education based on university researchthat is available to any resident of Texas.

17. ) Mission: The mission of the Texas Agrilife Extension Service is to provide quality, relevant outreach and continuing educational programs and services to the people of Texas. Vision: We envision our agency will become the premier 21st Century outreach and continuing education organization in Texas responding to the needs of the people.

18. Goals • To educate Texans to take more responsibility for improving their • health, safety, productivity and well-being; • To educate citizens to improve their stewardship of the • environment and Texas’ natural resources; • To enable Texans to make decisions that contribute to their • economic security and to the state’s economic prosperity; and • To foster the development of responsible, productive and self- • motivated youth and adults

19. Program Areas: Family & Consumer Sciences Nutrition and Food Science Programs: Expanded Food and Nutrition Education Program (EFNEP) federally funded nutrition education program for limited resource families with children and youth. Better Living for Texans (BLT) provides nutrition education to food stamp recipients and those eligible for food stamps including youth and adults.

20. Program Areas: Family & Consumer Science, Continued Family Development and Resource Management Programs: Master Clothing Program Money Management Program Parenting Program Housing Program Health and Wellness Programs

21. Program Areas: Family & Consumer Science, Continued Banner Programs: Do Well Be Well – A diabetes education program. Cooking Well With Diabetes – A diabetes cooking program. Walk Across Texas – A health focused walking program.

22. Other Programmatic Areas 4-H & Youth Development Urban and Community Development Ag and Natural Resources, Master Naturalist Horticulture, Master Gardeners

23. Prairie View A&M University Cooperative Extension Program • Mission: • The mission of the Cooperative Extension Program (CEP) is to deliver research based, informal education focused on identified issues and needs to Texans with primarily limited resource, diverse ethnic and socioeconomic backgrounds. It is part of the College of Agriculture and Human Sciences at PVAMU. Since 1972, the program has provided educational assistance to youth, small farm producers, families and communities. • Coordination with the Texas AgriLife Extension Service: • Share programmatic resources • Co-located at the county level • Joint supervision at county level • One program concept

24. CEP - Expanded Food and Nutrition Education Program The Cooperative Extension Program at Prairie View A&M University also administers an Expanded Food and Nutrition Education Program (CEP-EFNEP). CEP-EFNEPis located in two Texas counties: Fort Bend (Rosenberg)Harris (Houston)

25. How can we work together? Coordination and collaboration between Texas AgriLife Extension Service/ CEP and EFNEP is essential to accomplish behavior change among clientele. Research suggests that multiple exposures to educational messages are important for effective behavior change. The missions of the Texas AgriLife Extension Service and the Cooperative Extension Program- Prairie View A&M University (CEP) are to provide quality, relevant outreach and continuing education programs and services to the people of Texas. The Expanded Food and Nutrition Education Program (EFNEP) meets these missions by providing education in the areas of nutrition, food resource management, food preparation and food safety to low-income families with children and youth.

26. How can we work together?Contd. Extending Educational Experiences (Triple E) EFNEP staff are encouraged to refer adult and youth participants to other Texas AgriLife Extension Service/ CEP programs. Work with the EFNEP Agent to determine how to comply with the County EFNEP/BLT Coordination Plan. If you are in a county with a CEP presence, check with the EFNEP Agent to determine how to coordinate with the CEP program.

27. 10 minute break

28. Working with Limited-Resource Audiences

29. Defining the EFNEP audience Our EFNEP target audience is limited resource youth and families with children What does limited resource mean? • Clients may not have completed school or their educational background may not be recognized in the United States • Clients may not be able to read or have difficultly reading • Clients may not have many monetary resources or a current job • Clients may struggle to maintain the basic needs of housing, health care, adequate nutrition, and child care Couchman, G. Journal of Extension. Vol. 32, No. 2; 1994.

30. Characteristics of Limited Resource Audiences No two people are alike. But, you might find that some of your clients feel this way… • Education. May view themselves as academic failures • Low self-esteem. May feel caught in a cycle of failure and do not feel sure of themselves • Fear of Change. May not want to try news things or go to new places M. Pearson. Programming for Limited Resource Audiences. Iowa State University.

31. Relating to EFNEP Clients When conducting your classes use the following tips: • Get to know your clients. Learn their names, interests, and about their families. When is their baby due? Do they have other children? • Be Friendly. Smile when you greet your clients and while you talk with them. They will know right away if you are genuine and sincere. • Find something to praise. Offer positive feedback to provide encouragement, correct misunderstandings, and foster learning. Be generous with your praise and words of encouragement, but also sincere. • Treat people with respect. Treat people with respect and dignity regardless of race, ethnicity, socioeconomic status, or age. • Follow VOICE principles. These are outlined in HFHF to create a safe learning environment. • Use the 7 keys of facilitation. These will help you be an effective educator if used within HFHF. • Pearson. Programming for Limited Resource Audiences. Iowa State University.

32. Relating to EFNEP Clients: Contd. When conducting your classes use the following tips: • Avoid a school-like atmosphere. In EFNEP, we use hands-on activities to keep learning fun and interesting. Allow your clients to share their experiences and keep your class active in the lesson and recipe demonstration. Instead of standing at the front of the class, pull up a chair and sit with the group. • Be an Active Listener. Concentrate on what your clients are saying. Respond in a way that is helpful and shows them that you heard what they said. • Use your body language. Nodding, leaning forward, smiling, and looking people in the eyes lets them know you are paying attention to them. M. Pearson. Programming for Limited Resource Audiences. Iowa State University.

33. Relating to EFNEP Clients: Contd. When conducting your classes use the following tips: • Ask questions that promote discussion. Ask questions to your group that require more than just a yes or no answer. Instead, ask questions that begin with “why” “how” or “tell me about” to help get your clients talking and sharing. • Involve them in the class.Ask them to help you with recipes or other lesson activities. • Start where they are. Sometimes what our clients want does not coincide with our traditional programs but at the same time may be one of the best ways for them to begin working on their problems and making positive changes. We want to help our clients determine what they are doing right and what improvements we can help them make. Also, when possible refer your clients to needed resources such as the food stamp office, WIC, or other services in your county. M. Pearson. Programming for Limited Resource Audiences. Iowa State University.

34. Relating to EFNEP clients Accept the differences, strengths, and weaknesses of each family you work with. Remember, you are a role model to many of your clients…

35. Expectations for Working in EFNEP

36. Expectations for Working in EFNEP: Attendance and Punctuality Refer to Texas AgriLife Extension  Rules & Procedures http://www.tamus.edu/offices/policy/policies/pdf/33-06-01.pdf 33.06.99.X1 FLEXIBLE WORK SCHEDULESApproved: January 29, 2001Revised: August 23, 2004Supplements System regulation 33.06.01, Flexible Work Arrangements Check with your supervisor for local unit policies.

37. Expectations for Working in EFNEP: Dress Code • Dress Code may vary amongst units; in general, EFNEP staff members should dress appropriately for their position. • Staff members should always be dressed in a neat, clean, modest fashion that projects a professional atmosphere. Clothing should always fit properly, be in good repair, and wrinkle free. • There are several categories of appropriate dress within EFNEP: • Professional • Professional Casual • Casual

38. Expectations for Working in EFNEP: Dress Code - Professional Dress Professional Dress – appropriate for attendance at District, Regional, and State trainings, community committee meetings, key educational and interpretive events, and other professional business gatherings. Acceptable Female Attire: Business Suits: - pants and jackets - knee length skirt with jacket Coordinated skirts, slacks, and jacket ensembles Tailored dresses Shoes: 1 -2” heels, flats Neutral hose Acceptable Male Attire: Business suits Coordinated sport jacket and slacks White long sleeved shirts Conservative ties Clean shoes or boots

39. Expectations for Working in EFNEP: Dress Code - Professional Casual Dress Professional Casual Dress – appropriate for a typical day in the office or while teaching group classes. • Acceptable Female Attire: • Coordinated ensembles: • - sweaters with skirts/slacks • - blouses with skirts/slacks • - nice denim dresses/skirts/jackets • dressy Capri sets • Dresses • Shoes: flats, sandals, boots • Hose not required Acceptable Male Attire: Khaki pants No tie required Clean shoes or boots

40. Expectations for Working in EFNEP: Dress Code - Casual Dress Casual Dress – appropriate for a typical “Casual Friday,” summer youth program, or setting up for educational events. Acceptable Female Attire: Nice jeans, slacks, Capris Shirts, blouses, sweaters Shoes: flats, sandals, athletic shoes Acceptable Male Attire: Khaki pants No tie required Shoes: Clean shoes, boots, athletic shoes

41. Expectations for Working in EFNEP: Dress Code - What Not to Wear Some clothing items are not appropriate for the work place… - Clothing with frayed edges or holes, shorts, or work out clothing. - Body piercings or exposed tattoos. • Unacceptable Female Attire: • - Midriff tops, low cut necklines • -“Mini” skirts • - Transparent blouses • - Tight, revealing clothing • - Items that look like undergarments • - Sleeveless blouses • Shoes: rubber flip flops, house • slippers • Unacceptable Male Attire: • - Sleeveless shirts • - Biker jackets • - T-shirts • Shoes: rubber flip flops, • sandals, soiled boots

42. Expectations for Working in EFNEP: Dress Code Remember, you only have one chance to make a first impression… If you have questions regarding appropriate dress, visit with your agent.

43. Expectations for Working in EFNEP: EFNEP Teaching Materials and Equipment Staff members should be aware of equipment and teaching materials they are responsible for while employed by the Texas AgriLife Extension Service. If equipment or materials are lost or damaged due to misuse or irresponsibility, they may be asked to replace them.

44. Expectations for Working In EFNEP: Weekly Schedules Weekly calendars outlining nutrition educator activities are required. Each EFNEP unit will determine the specific method to be used. Weekly schedules may include the following: Type of Activity: Partner Contact, Site Visit, Conducting Session, Training, Scheduled Leave or Office Work Contact Site Documentation may include: facility, contact’s name, address, phone number, and signature of contact. Class Site Documentation may include: facility, contact’s name, phone number, address, lesson name or number, recipe, and sign-in sheets with original signatures. See your Agent for specific unit requirements.

45. Expectations for Working in EFNEP: Planning and Conducting Successful Classes When planning classes consider the following: Who are your program partners? • Obtain a list of existing program partners. • Work with your agent or associate to identify potential program partners. • Ask yourself if the potential partner/s share mutual goals and objectives. • Remember our target audience: Adult: Limited-resource families with young children Youth: Limited-resource youth, ages 6-19

46. Expectations for Working in EFNEP: Planning and Conducting Successful Classes, Contd. • When planning classes consider the following: • Where is the class located? • • Plan and schedule classes within your assigned area during the • day to make the most of your time and travel. • • Refer classes outside of your assigned area to fellow nutrition • education assistants (NEA’s). • • Think carefully about the number of visits necessary based on • the number of participants in the class. • Has BLT or CEP worked with this group before? If so, talk with • your agent for the appropriate course of action. • • Seek approval from your agent or associate for all scheduled • classes and keep them informed of any changes.

47. Expectations for Working in EFNEP: Planning and Conducting Successful Classes, Contd. When planning classes consider the following: When will the class begin? • Record the date and time classes will begin and end: consider how often will you teach the class (weekly, bi-weekly) • Allow yourself travel time to avoid being late; a good rule of thumb is to arrive at least 15 minutes early for set-up How many participants should be in a class? • Work with your agent or associate to determine the appropriate number of participants for each class; consider time, travel, and number of visits necessary for smaller classes

48. Expectations for Working in EFNEP: Planning and Conducting Successful Classes, Contd. Other important characteristics to consider: • What language does the class need to be taught in? • What is the literacy level of the participants? • Do not ask participants to read in class; it is the your responsibility to teach the class; work with your agent, associate or fellow NEA’s to learn more about different teaching methods • Are the participants auditory or visual learners? • Are additional teaching methods needed such as visuals, videos, etc.; view “Being an Effective Educator: Learning Principles and Methods of Learning and Teaching” via Centra Symposium, use the information to determine activities you can use in class to enhance adult or youth learning.

49. Expectations for Working in EFNEP: Planning and Conducting Successful Classes Do the participants have any special needs? • Coordinate with your primary contact to determine participants needs. For example: are any of the participants pregnant, are they mother’s with young children, do they have certain subject matter needs such as wanting to learn how to make the most of their food dollars, or do any require physical accommodations? Is the class room or area conducive to learning? Can participants hear and see you teach? How much time has been allowed for you to teach the class? Planning makes a difference!

50. Expectations for Working in EFNEP: Employee Use of Time EFNEP paraprofessionals are expected to make good use of their time. Efficiently use work time to perform job duties, such as recruit classes, teach classes, prepare for classes, complete paperwork and follow-up with participants. Review subject matter. Organize supplies/materials. Time spent on personal matters at work should be limited.