The HYPE Project: The Power of Youth SCPHA Winter Conference, 2014 - PowerPoint PPT Presentation

The HYPE Project: The Power of Youth SCPHA Winter Conference, 2014

The HYPE Project Introduction The Healthy Young People Empowerment Project (The HYPE Project) In 2012, the HYPE Project was developed by Eat Smart, Move More South Carolina and its partners, the USC Arnold School of Public Health and SC Department of Health and Environmental Control, to empower youth to take action to make their communities healthier. Funding for this project was though the Centers for Disease Control and Prevention’s Community Transformation Grant.

Purpose To motivate and engage youth in policy, systems, and environmental obesity change efforts throughout South Carolina.

Purpose HYPE is designed to build the skills of youth so that they can become a greater voice in their communities.

Purpose HYPE activities focus on healthy eating and active living; however, youth are encouraged to use the skills they learn to be lifelong champions of positive change.

Logic Model  Youth Viewed  Group as Agents of Cohesion Change  Group Climate  Knowledge  Skills for PSE of HE/AL Change  Youth  Individual Community/ Participate in PSE Youth Coalition Community Change Empowerment  Interest in  Motivation for PSE Efforts Change Efforts HE/AL Change  Youth Group Voice  Youth Viewed as Resources  Relationships w/Adults HYPE Logic Model based on Social Ecological Model for Health Promotion Programs (McLeroy et al., 1988)

Purpose HYPE Phases The HYPE Project is a five phased model of youth empowerment. The phases are: • Phase One: Think • Phase Two: Learn • Phase Three: Act • Phase Four: Share • Phase Five: Evaluate

Purpose THINK • To engage youth in a process of critical thinking that will build their awareness and interest in policy, systems, and environmental change. • Youth will be encouraged to think beyond the individual level and consider the impacts of community and environmental influences on health. • Youth will take a critical thinking field trip, as well as examine: • The socio-ecological model • Stereotypes and health disparities • Policy, systems, and environmental change

Purpose LEARN • To build the skills of youth, by providing them with culturally and age appropriate training, so that they can be effective champions for change. • Youth will learn about healthy eating/active living, what it means to be a champion for change, and how to plan a HYPE project.

Purpose Act • To allow youth to identify, plan, and actively engage in a grassroots youth-led effort to create policy, systems, and environmental change. • Complete a HYPE project which consists of the following activities: • Prompting to identify problem theme • Learning, conducting and analyzing a community assessment • Specifically identifying a problem • Creating an action plan • Implementing an action plan • Reflecting on team’s work

Purpose Share • To allow youth teams to formally report their projects to community and statewide stakeholders and peers. • Youth will develop engaging HYPE presentations to be presented within their communities and at the HYPE Project Summit.

Purpose Evaluate • To evaluate the process and outcomes of the HYPE Project to ensure all goals are met. • Youth will work with The HYPE Project support team to provide evaluation data on the HYPE Project.

HYPE Structure • Each community has 2-3 trained adult facilitators. • A youth team will need to have at least 10 youth participants, ages 12-17. • Youth will need to be able to occasionally leave their site. • Youth will need to commit to attending the HYPE Project sessions (17). • Sessions are designed to be implemented for one hour, once a week. There may be some variation to this schedule. • The HYPE Project’s timeframe is August – May. • Priority communities-at least 75% of youth are African-American.

Why Youth?

Why Youth Youth uth Empow ower erment/ ment/Advoc Advocacy acy-Ben Benefits efits to Comm mmunity nity Health lth • Creating healthy communities will require the interest and participation of multiple partners (Sallis et al., 2006) • Youth can be a powerful voice for a particular issue, but are often overlooked • Youth can offer a different set of skills • Youth can state the needs of other youth • Youth bring new ideas to the table • Youth can capture the attention of decision-makers and the media. • Youth voices can be powerful in influencing the priorities and decisions of policymakers (Checkoway et al., 2005; Ribisl et al., 2004) • Youth advocacy for obesity prevention has been called the next wave of social change for health (Millstein & Sallis, 2011) • Youth are the future

Positive Youth Development A comprehensive framework outlining the supports young people need in order to be successful.

40 Developmental Assets for Adolescents (Ages 12-18) EXTER ERNAL NAL ASSETS SETS INTER TERNAL AL ASSETS SETS SUPPORT POSITIVE VALUES • • Other adult relationships Caring • EMPOWERMENT Equality and social justice • • Community values youth Responsibility • Youth as resources SOCIAL COMPETENCIES • • Service to others Planning and decision making • BOUNDARIES AND EXPECTATIONS Interpersonal competence • Adult role models POSITIVE IDENTITY • • High expectations Personal power • CONSTRUCTIVE USE OF TIME Self-esteem • • Youth programs Sense of purpose • Positive view of personal future Search Institute

Pi Pilot t Te Team ams Fair airfiel field Coun unty ty Pickens s Cou ount nty Richla hland nd Coun unty

Comm mmunity nity Pro roject ject-Fai Fairfie rfield ld • HYPE Team consisted of 15 Middle and High School Students from the Real Teen Action Group • Group’s Problem Theme: Limited places for safe play/physical activity • Group’s Assessment: Community Park Audit Tool at Drawdy Park • Final Problem Statement: Drawdy Park is not appealing to individuals ages 12+ and families • Solution: Request the Drawdy Park add bike racks and a walking trail/path in park • Method: Surveyed approximately 700 people to gauge interest in a walking trail/path at park. Presented findings at city meeting. • Preliminary Outcome: City approved proposed changes

Adult Advisors Training

Think Phase

Session 3.1, Identify a Problem Theme

Session 3.2, Assessment

Youth Summit, 2013

Lesson sons s Learned rned • Recognize and respect diversity in youth knowledge and interest for PSE change and HE/AL (individual and group level) • PSE change vs individual level change • Why youth groups together important • Afterschool program vs purposeful HYPE group • Making curriculum interactive and relevant key • Participation in observations interviews and assessments increased feelings of empowerment • Adult facilitators knowledge/competency, relationships with youth, and capacity to foster group cohesion vital for youth engagement and successful advocacy efforts. • Flexibility and adaptability key to creating ownership and accountability • Education of community members and decision makers essential for youth to be seen as viable PSE change agents.

Year Two Teams (6) • Beaufort • Berkeley • Fairfield (continuing team, new funding and project) • Marlboro • Orangeburg • Richland

How do I start a HYPE Team in my community? • The next cycle of HYPE implementation will be August 2014- May 2015 • There is also a possibility for a summer session • We will identify 12 Youth Teams throughout the state

Curriculum Collaborative Team Trimease K. Carter, MSW Gina M. Besenyi, MPH Elizabeth L. Bozard, MPH Andrew T. Kaczynski, PhD Andrew W. Pope, DrPH, MPH Kristian L. Gordon, MPH, CHES

Trimea imease se K. Cart rter er, MSW Youth uth Coord ordin inat ator or Eat Smart, art, Move More re South th Carolina rolina trimease@e imease@eats atsma martmo rtmovemor vemores esc. c.org rg 803 803-667 67-9810 9810, , Ext. t. 306 Like the HYPE Project on Facebook