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EFNEP

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Stephanie Chavarria

on 4 December 2013

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Transcript of EFNEP

By: Christina O'shea , Carley Foerster , Stephanie Chavarria
Expanded Food and Nutrition Education Program
To assist low-income families and youth, 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
EFNEP Goal
Formed under USDA- 1969
Initial purpose: help low income families better understand nutrition and manage food resources

Focus solely on nutritional education
Other programs provide nutritional assistance integrated with education

Federally funded under Smith-Lever Act Section 3 (d)
Offered in all 50 states:
District of Columbia, American Samoa, Guam, Micronesia, Northern Mariana’s, Puerto Rico, Virgin Islands
Background
Information about EFNEP
1914
Establishes the Cooperative Extension Service and promotes federal funds for Cooperative Extensive Activities

Other Programs:
Farm Safety
Integrated Pest Management
Children, Youth and Families at risk
Smith Lever Act
Under Smith- Lever Act
Given to New Jersey: Rutgers University
2011: $681, 134.28
2012: 1,146,959.00
2013: 2,579,352.00
Funds allocated to states by population
Funding
Where does the money go?
State Administering Entity
Rutgers University- New Brunswick: Rutgers NJ Agricultural Experiment Station
Oversee allocation of funds
Decide how much money each county extension will receive
Local Administering Entity
Counties:
Camden
Essex
Hudson
Mercer
Middlesex
Passaic
Most money: Counties with the highest poverty rates
Volunteers and Paraprofessionals
Peer Educators

Indigenous to target population:
Only need GED or H.S. diploma
No need for background in nutrition
Attend one class and become certified
Some do get paid of their services
Educators
Target Population:
Low income families with children
Poverty stricken neighborhoods
Schools with high poverty rates

No specific requirements/ do not have to provide documentation
Most on food stamps
80% live below 100% of poverty line
70% minorities
Target Population and Eligibility
Adult:
Learn how to make food choices that will be nutritionally beneficial to families
Food production, preparation, storage, safety, security, sanitation and resource management
Physical activity and health
Self-worth: have something to give back to their families
6-16 classes
Needs tailored to population
Intervention at various sites
Youth :
Enrich school curriculum
After school programs, 4-H clubs, day/residental camps, community centers, neighborhood groups
Same lessons
Emphasis on physical activity and health
General Curriculum
Recruit families and receive referrals from:
Local schools
Health and wellness centers
Non-profit/faith based organizations
SNAP and WIC

Teaching methods
Group
One –on-one
Mailing/telephone teaching
Mass media
Program Delivery
Carley's Experience
Offers support to mothers
Transitional housing for single women and children
Employed or engaged in job training
16 one or two bedroom units
Stay up to 18 months
Eligibility criteria
Must be homeless
Have at least one child
Involved in employment, education or vocational training
Naomi’s Way
6-7 week session
1st week:
Enrollment
Fill out 24 hour recall
Must sign in each time
2nd-6th week
Variety of lessons
Fast food
My Pyramid
Physical activity
Portion size
Fruits and Vegetables
Diary products
Health and wellness
7th week
Receive certificates of completion
Do a new 24 hour recall- compare to 1st one
Review of everything learned
Naomi’s Way Curriculum
5:15- Arrived and met with Emily

5:30- Class start (only 4 people)

5:35- 5:40- talk about last week’s lesson- improvement?

5:40-5:50- Overview of lesson: Fruits and Vegetables
Do you eat them?, What are the challenges?, Importance of them

5:50-6:10- First activity: True/ False
Servings of fruit and vegetables, lower risk of cancer, use of phytochemicals, prevent eye problems, how to prevent osteoporosis , potassium, help to lose weight, pregnant women and folate, importance of fruit for smokers
Daily Log
6:10-6:20 (7 people): Color game
Graph paper (sections), naming as many fruits and vegetables of a specific color Kids involved
Red, green, blue or purple, orange and white

6:15: preparation of snack
Asparagus, papaya, pineapple, star-fruit

6:20-6:30-Snack and discussion
Challenge for the week: Eat a different fruit or vegetable

6:30- End
Daily Log
Welcome
Don’t want to speak up-shy because of me

Importance of fruits and vegetables
Afraid to try new things
Don’t have the funds
Diabetes: doctor said she can’t eat any fruit

True/ False game
Seemed to know a lot- guessing game
Phytochemicals: absolutely no idea
Pregnancy education- good
Explanation/elaboration of each answer by Emily
Observations
Color game
Made it into a competition
Children loved this game
Knew much more about different fruits and vegetables: pomegranates, plums, cabbage, collard greens, pumpkin, mango, apricots, sweet potatoes
Interactive games very successful

Snack
Trying new foods- seemed to love them
Observations
Eye-opening
Successful for Emily
Hard to imagine someone with no nutritional background teaching these classes
Curriculum is not very in depth
Games successful
Not sure if knowledge will stick
Surprisingly number of people
Late- still counts as attended
3 out of the 7 moms
Seemed to actually care
Others seemed forced to be there
Children
Seemed very excited to learn and be a part of the discussion
Overall Experience
Stricter attendance policy
No children
Mom’s can focus
Not so many games
More discussion
Funding for Emily
She is so caring
Buys the snacks with her own money
Better communication
Rutgers website: 4 contacts
County contacts: 2-3
Finally down to educator
Recommendations
Survey of 2, 084 participants
9% more often planned meals in advance
37% more often compared prices when shopping
36% less often ran out of food at the end of the month
37% more often used a grocery list when shopping
38% more often thought about healthy food choices when deciding what to feed their families
38% more often prepared food without adding salt
48% more often used the "Nutrition Facts" on food labels to make healthy choices
34% reported that their children ate breakfast more often
Continued room for improvement
After Completion
Nutrition Program Supervisors
Is in charge of supervising paraprofessional nutrition educators in the program unit located in the areas or counties surrounding
To supervise EFNEP paraprofessional nutrition educators by providing guidance, support, training and performance management to ensure effective program delivery to the target audience and to ensure program outcomes are met.
The supervisors role is to provide statewide program consistency by ensuring the NPS Agents and the paraprofessional educators are properly trained and prepared to work toward the objectives of the CSUEXT EFNEP and SNAP-Ed programs, comply with CSU, CSUEXT and EFNEP and SNAP-Ed program policies and procedures, and that program impacts are reached.
This program does not directly work with a dietician but if a dietician was on staff and closely involved with them.

Her roles could be educating the professional of the foods and diets that can be taught to the population of people. It could be another extension of what the supervisor does.
The dietician can do all the trainings to the educators that involve nutrition and the food aspect of the program. They would be able to teach more accurate or more detailed information.

The dietician role can be essential in EFNEP and also expand the services they offer,it could include healthcare services, medical tests, counseling,health education, along with other actions designed to prevent the onset of a targeted condition and to reduce the long-term risk as well as the short-term risk .
Envisioned Role of Dietician
Christina's Experience
Shelter Care
Housing for homeless mothers
Involved in employment, education or vocational training
18 month stay

New Brunswick, NJ

5 People
Mostly moms
Naomi’s Way
5:20- Arrived and met with Emily
5:30- class start (4 people)
5:35-5:45- talk about last weeks lesson- what did they try
Wanted to eat more star-fruit and asparagus loved that from last week
Tried cherries, grapes, plums, celery and broccoli

5:45- 5:50- Overview of lesson: Diary
Importance, why does the body need dairy? How can dairy help parents and children’s bones?, best sources of dairy

5:50-6:05 (5 people): First Activity: How can you get dairy in all your meals: Picture game
Sources of dairy: Breakfast, Lunch, Dinner
Memory Recall
Daily Log
6:10-6:20: Second Activity
Write down different sources of milk, cheese and yogurt
Does low-fat items provide same benefits
6:15- Snack preparation
Feta and mozzarella cheese
Greek yogurt and honey
Almond and soy milk
6:25- End of discussion:
Challenge for final week: try to include one source of dairy in each meal- write it down
Make a new 24 hour recall
Certificates following week
Daily Log
Welcome
Pretty open
Talked about challenge from last week
Dairy
Felt confident about dairy products
Felt like milk only source
Picture Game
Where able to recall the differences between products after seeing them
Seemed encouraged to try new sources
Observations
Sources of dairy
Got the usual milk and cheese
Couldn’t go into more detail
Snack
Half and half on Greek yogurt experiment
Liked better with the honey
Didn’t care for feta cheese
Liked mozzarella
Milk
Loved almond milk not crazy about soy
Observations
Uncomfortable

Different

Eye opening

Mentally astounding
Experience
More in depth curriculum

Make EFNEP more known in Naomi’s Way
Make it more known in general
Make participation for every week mandatory
Encourage everyone to talk and become involved
Recommendations
Stephanie's Experience
Paterson Adult School
Paterson Adult school

Mostly Adult: Ages 25-60 years old

Spanish speaking population

Educating about both the vegetables and how to pronounce them in English

15 people attended the class

Class duration: 1 hour long.
Daily Log
- 10:00 -10:05 am -Their homework was collected in the beginning of class, their homework was to do a food plate diagram and attach their meals onto the food plate.

- 10:05-10:15 am-Then they did an activity where everyone got a half of picture of the vegetables and someone else in the room would have the other half. They had to look for the person that had their other half and then one of the partners had to name which vegetable it was in English.

- 10:15-10:30 am - After wards the educator taught them about the specific vegetables they had and taught them about the nutrients that the vegetables contain and how it would help the body.
Daily Log
-10:30-10:35 am-The educator then starting talking about fiber and she showed them a visual about how fiber works in the digestion system.
-10:35-10:45 am- She then taught them about the function of the vitamins.
-10:45-10:50 am- She then proceed to show them the serving size of having fruits or vegetables on your plate.
-10:50- 11:00 am - After that she then played bingo in the class with a vegetable bingo board.
Observations
Some people were enthusiastic
Some people did not pay attention and kept having side conversations
Not educated about fruits and vegetables
People had difficulty understanding the educator
Very small space
Experience
Some people said they did not care and said it was a waste of time
Curriculum not in Depth
She should try to incorporate more basic information and grab the class attention
Plenty of people attended even though it was a early hour
Eye Opening
Classes could be more geared to both foods that are good for you and also a exercise goes hand in hand
Encourage more participation
Should more targeted on prevention of certain diseases and targeted on obesity
Recommendation
Food Insecurity In the United States
Millions of American live with food scarcity
Food scarcity affects many other aspects including
Academic achievement
Inadequate intake of key nutrients
Poor health
Increased risk for and development of chronic disease
Poor disease management
Poor psychological and cognitive functioning
People living with very low availability of food have to resort to
Eating less varied diets
Participate in federal food programs
Obtain emergency food from food pantries and shelters
Could further cause
Weight gain due to cheap unhealthy food options, behavioral problems, lower education achievement and depressive disorder in children
Problem
Community Food Security Initiative of the US Department of Agriculture :
Wants to cut US Food scarcity in half by 2015

Healthy People 2020 wants to eliminate preventable disease and improve health of all groups
If food scarcity is abolished than these other issues could be as well
Both EFNEP and Food Scarcity want to accomplish a similar goal:

Educate low income families on how nutritious foods benefit living
How to make nutritious food options
How to access them:
Farmers markets support local farmers therefore making it easier to access healthier foods
Relevance
Create or enhance community infrastructures, as well as research, monitoring, and evaluation

Supporting full and efficient use of federal food and nutrition assistance programs and aiding in local supplemental food donation and distribution programs

Educate the public on nutrition, food safety, and food security
Summary
Goals
Methods
Full transcript