AHS Published Research for Summer 2024
The dedicated faculty members of the Department of Agricultural and Human Sciences have contributed to the academic landscape by authoring a multitude of insightful articles throughout the current quarter. Their commitment to research has led to the creation of a diverse body of work that showcases their expertise and furthers the collective understanding of agricultural, extension, and human sciences domains. We invite you to review the comprehensive list below, which highlights the titles and abstracts of their impactful publications. Additionally, for a deeper dive into their research, we encourage you to click on the provided links to access their respective studies.
Autumn Cano-Guin
Using Technical Assistance to Bridge the Gap Between Policy, Research, and Implementation
Authors: Phillip L. Ealy, Crystal Tyler-Mackey, Kerri Ashurst, Misty Blue-Terry, Autumn Cano-Guin, Candi Derienfield, Samantha Grant, Denae Harmon, Pamela B. Payne, Jennifer Wells-Marshall, and Daniel F. Perkins
Abstract
This case study on the Children, Youth, and Families At-Risk (CYFAR) Professional Development and Technical Assistance (PDTA) Center highlights a government-funded entity’s efforts to provide technical assistance to federal grantees of the CYFAR Sustainable Community Projects (SCP) grant program. The PDTA Center aligns with and supports components of an evidence-based system for innovation support. Through these components, the system provides targeted tools, training for CYFAR SCP grantees, dedicated technical assistance in the form of coaching, and quality improvement support through the evaluation of available program data.
https://doi.org/10.3389/fpubh.2024.1347632
Annie Hardison-Moody
Food Insecurity Associated with Higher Stress, Depressive Symptoms, and Lower Diet Quality among Women Caregivers in North Carolina
Authors: J. Lauren Butler, Cassandra M. JohnsonD, Annie Hardison-Moody and Sarah K. Bowen
Abstract
Background: Research suggests a bidirectional relationship between food insecurity and stress, but few studies have examined associations of food insecurity with stress and other indicators of cardiometabolic health, including depression, diet quality, and body weight, among lower-income women in the U.S. Methods: This cross-sectional study analyzed data from lower-income women caregivers living in North Carolina (n = 100): 42% Black/African American, 25% Hispanic/Latina, and 33% White women. Multivariable linear regression models were used to determine associations of food insecurity status with perceived stress, depressive symptoms, diet quality, and body mass index (BMI). Multivariable logistic regression models were used to determine associations of food insecurity with clinical depression and BMI ≥ 30 kg/m2. Associations were examined with and without adjustment for perceived stress. Results: Forty-two percent of the sample were experiencing food insecurity. Compared to food secure caregivers, food-insecure caregivers had significantly higher perceived stress (β: +7.51; 95%CI: 4.19, 10.84) and depressive symptoms (β: +3.55; 95%CI: 0.54, 6.56) and lower diet quality (β: −9.10; 95%CI: −15.81, −2.40). Associations with BMI outcomes were not statistically significant. Conclusion: Findings support removing stigma in nutrition assistance programs and clinical interactions, motivate future longitudinal studies, and inform the development of destigmatizing interventions for health promotion or disease prevention.
https://www.mdpi.com/2072-6643/16/15/2491
Basheerah Enahora
Assessment of Interest in a Virtual Avatar-Based Nutrition Education Program Among Youth-Serving Community Partners
Authors: Basheerah Enahora, Gina L. Tripicchio, Regis Kopper, Omari L. Dyson, Jeffrey Labban, Lenka H. Shriver, Lauren A. Haldeman, Christopher K. Rhea, and Jared T. McGuirt
Abstract
Objective: Examine the appeal of a virtual avatar-led nutrition education program among youth-serving community partners in North Carolina.
Methods: We surveyed community partners using the Diffusion of Innovation Theory constructs of relative advantage, compatibility, and complexity. Logistic regression evaluated the appeal and likelihood of the program’s future use.
Results: Community partners (n = 100) agreed that the program was an innovative (87%) and convenient (85%) way for youth and parents to learn about nutrition. Partners who perceived the program as a relative advantage to current programs had significantly higher odds of future use intention (P = 0.005). Those who found it compatible with organizational and personal values had significantly higher odds of future use (P < 0.001).
Conclusions and Implications: A nutrition education virtual avatar program is of interest to youth-engaged community partners. Future research examining the potential integration of this type of program within community organizations is warranted.
https://doi.org/10.1016/j.jneb.2024.06.005
Sudha Sankar and Basheerah Enahora
The Role of Parenting Education in Supporting Weight-Related Health Behaviors in Children and Adolescents
Authors: Sudha Sankar and Basheerah Enahora
Abstract
Obesity is a complex, multifactorial, persistent chronic disease with serious health and social consequences (Hruby & Hu, 2015). Of particular concern is the nearly threefold increase in obesity among children and adolescents in the past 4 decades, which the COVID-19 pandemic further exacerbated (Jenssen et al., 2021; Ogden et al., 2020). Not every individual considered overweight is unhealthy, but overweight and obesity status pose greater risks of current and future adverse physical and mental health effects in children. Therefore, the prevention and treatment of childhood obesity is paramount. This article explores the current state of family-based childhood obesity prevention (COP) programs and the efficacy of parenting education components in improving child weight outcomes.
Virginia Stage
Associations between Preschool Teachers’ Food-Based Learning Frequency, Level of Personal Priority and Identified Resources and Challenges: A Needs Assessment
Authors: Jessica Resor, Jocelyn B. Dixon, Qiang Wu, Archana V. Hegde, Tammy D. Lee, L. Suzanne Goodell, Lucía I. Méndez, Valerie Jarvis McMillan and Virginia C. Stage
Abstract
Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers’ (n = 168) experiences (e.g., resources, challenges, needs, and preferences) with FBL, how frequently teachers implemented it, and how much they prioritized it. We used frequencies and chi-square tests of independence to assess associations between study variables. Teachers reported using FBL regularly with access to FBL resources (e.g., books and center play materials) and experiencing challenges (e.g., lack of funding and material resources). Teachers partnered with parents and farmers markets and expressed a need for additional FBL professional development. Our needs assessment findings revealed specific resources, challenges, and perceptions significantly associated with how often teachers used FBL and their priority level. Additional research should investigate how to alleviate FBL challenges and strategies to create policy and environmental changes that facilitate early FBL.
https://doi.org/10.3390/nu16132140
Height and Weight Measurement and Communication With Families in Head Start: Developing a Toolkit and Establishing Best Practices
Authors: Alison Tovar, Sarah R. Fischbach, M. Elizabeth Miller, Emily Hill Guseman, Virginia C. Stage, Bryce Wentzell, Sara E. Benjamin-Neelon, Jessica A. Hoffman, Marco Beltran, and Susan B. Sisson
Abstract
Background: Head start (HS) programs are required to collect children’s height and weight data. Programs also communicate these results to families. However, no standardized protocol exists to guide measurements or communicate results. The purpose of this article was to describe the development of a measurement toolkit and best practices for communication.
Methods: HS programs contributed to the development and pilot testing of a toolkit for HS staff to guide child measurement. We used a three-phase iterative approach and qualitative methods to develop and test the toolkit, which included a video and handout. In addition, we convened an advisory group to draft best practices for communication.
Results: HS program staff appreciated the toolkit materials for their simplicity and content. The advisory group highlighted the importance of weight stigma and the need to be cautious in the way that information is communicated to families. The group underscored the role of emphasizing health behavior change, instead of focusing solely on BMI. Best practices were organized into (1) Policies and procedures for communicating screening results, (2) training for HS program staff to improve communication-related to screening and health behaviors, and (3) other best practices to promote health behaviors and coordinate data systems.
Conclusions: Our toolkit can improve anthropometric measurements of HS to ensure that potential surveillance data are accurate. Advisory group best practices highlight opportunities for HS to develop and implement policies, procedures, and trainings across the country to improve communication with HS families. Future research should test the implementation of these best practices within HS.
https://doi.org/10.1089/chi.2023.0166
Integrating Community-Engaged Research to Improve the Translation of Research Into Practice
Authors: Jamie Zeldman, Katharine Garrity, Mackenzie J. Ferrante, and Virginia Stage
Abstract
Despite the wide variety of evidence-based interventions aimed at improving nutrition education and behavior, overall diet quality in the US remains suboptimal as both childhood and adult obesity rates continue to rise. On average, it takes 17 years for evidenced-based interventions to be integrated into routine practice, with only half of potential interventions achieving widespread adoption. Implementation science offers a promising approach to improve the translation of research into practice and enhance the impact of nutrition education and behavior interventions and programs. Defined as the study of promoting the uptake of evidence-based research findings into routine use, implementation science offers opportunities to improve the quality of health education and promotion of interventions and practices. Incorporating implementation science principles throughout all stages of the research process, from planning to dissemination, may help bridge the research-to-practice gap and decrease the translation time of evidenced-based interventions into routine use.
https://doi.org/10.1016/j.jneb.2024.03.014
A Reflection on the Past for a More Inclusive Future
Authors: Martha Archuleta, Lauren Haldeman, Pamela Koch, Julie Reeder, Susan Stephenson Martin, Rei Shimizu, Virginia C Stage, and Lorraine Weatherspoon
Abstract
July 2, 2024, marks 50 years since the signing of the Civil Rights Act, which guaranteed equal treatment of every American regardless of race, color, sex, and national origin.1 The passing of this act was not easy and working toward equity and inclusivity in America is still a work in progress. At JNEB and SNEB we are using this 50th anniversary to reflect on our past, present, and future.
https://doi.org/10.1016/j.jneb.2024.05.001
Best Practices to Improve the Measurement & Communication of Obesity Risk in Head Start
Authors: Alison Tovar, Susan Sisson, Virginia Stage, M. Elizabeth (Beth) Miller, and Emily Gusman
Toolkit
Early identification of childhood obesity is an important component of prevention, particularly in light of recent increases exacerbated by the COVID-19 pandemic. Head Start, a federally funded program that reaches close to 1 million children nationally, collects children’s anthropometric data and communicates potential risks associated with experiencing underweight or obesity to families across the US. However, within Head Start, there are no publicly available best practice recommendations on how to sensitively and effectively communicate this information to families.
https://drive.google.com/file/d/1ZM6CVhfbLkWhqGSRG2muFSiulRzHZzuV/view
Joseph Donaldson
Enhancing safe vegetable cultivation through capacity development: Exploring the need for low-external-input utilization among farmers in Bangladesh
Authors: Mohammad Golam Farouque, Mohammed Nasir Uddin, Debashis Roy, Saifur Rahman, Khondokar H. Kabir and Joseph L. Donaldson
Abstract
Excessive use of agrochemicals in vegetable cultivation has led to several problems, including serious health and environmental issues. Therefore, farming with low-external inputs (LEIs) is inevitable for enhancing safety and security. Thus, the study investigates the need for capacity building on low-external-input techniques, identifies factors that may influence the need for capacity building, and explores the challenges faced by vegetable farmers while using low-external inputs for vegetable cultivation. The study, conducted in Daudkandi and Sherpur Upazila of Cumilla and Bogura districts, involved 400 farmers surveyed face-to-face using a structured questionnaire. The findings revealed that 69% farmers acknowledged a pressing need for capacity development in LEI practices. Factors such as education, family income, training participation, social mobility, extension agent engagement, and food safety awareness were found to significantly influence the need for capacity building. In addition, key challenges faced by farmers during LEI adoption included inadequate technical expertise, suboptimal results, and insufficient method demonstrations. Extension officials are encouraged to prioritize the identified capacity-building needs and emphasize the dissemination of agrochemical-related information to vegetable farmers to prevent input dealers from promoting their use. These measures can empower farmers to adopt safe and sustainable LEI practices, enhancing both vegetable quality and environmental health in Bangladesh.
https://doi.org/10.1016/j.wds.2024.100161
Assessing online readiness for a professional master’s degree program in agricultural education
Authors: Maria Merecedes Rossi, Dale Layfield, Joseph L. Donaldson, Ye Luo and Paula Agudelo
Abstract
Online learning is one form of distance education mediated through information and communications technology. We used a descriptive research design to develop and validate a multidimensional instrument to assess readiness and motivations for online learning. We provided a theoretical framework to better understand the concept of readiness for online learning and motivations to learn online. We assessed the need for a professional online Master’s degree in [Major] from [University] and participants’ experience with online learning. Participants in this study included 531 Cooperative Extension agents, Natural Resource Conservation Agency, Farm Service Agency employees, and School-based agricultural educators from [State], [State], and [State]. Of those, 96 participants completed the open-ended question. The study findings revealed that the survey instrument is a valid and reliable tool. Most participants reported a tendency for self-directed learning as they indicated having higher learning expectations performances. Individuals who perceive themselves as capable of performing a specific task or behavior have high levels of self-efficacy. Participants expressed that distance from campus—no need to relocate, and flexibility were their primary motivators to enroll in online learning. Many prefer using asynchronous technologies since they provide a more convenient environment where they can work at their own pace and better balance their work and school responsibilities. Results may also suggest that participants who are motivated to pursue an online degree place a high value on being self-directed learners since they can plan, monitor, and evaluate their own learning process.
https://jae-online.org/index.php/jae/article/view/163
Misty Lambert and Wendy Warner
Concerns of New Agriculture Teachers Participating in an Induction Program
Authors: Jillian C. Ford, Misty Lambert and Wendy Warner
Abstract
The purpose of this study was to identify the needs and concerns of new agricultural teachers participating in the DELTA induction program in North Carolina. This descriptive survey study was administered through Qualtrics in March 2023 and received responses from 22 DELTA participants who were all in their first two years teaching school-based agricultural education. The questionnaire included three components: (1) identifying needs in four construct areas related to FFA/SAE, curriculum and instruction, program management and planning, as well as professional development, (2) an open-ended question about teacher concerns, and (3) demographic questions. Participants indicated a level of need for all four constructs. Items related to program management and planning were recognized as the highest need, and those related to professional development were the lowest. Teacher concerns were concentrated in the task category. Recommendations for practice and future research are provided.
Katie Sanders
Exploring Community Garden Coordinators’ Perceptions of Climate-Smart Adaptations to Support Local Food Systems
Authors: Olivia M. Erskine, Alexa J. Lamm, Catherine E. Sanders and Kevan W. Lamm
Abstract
Extreme weather events, increased intensity of droughts and floods, and changes to growing seasons are results of climate change that impact horticulture, agriculture, and food systems. In the United States, Georgia, North Carolina, and South Carolina experience similar impacts caused by climate change such as rising sea levels and extreme heat. In these states, community gardens can be a source of local, fresh foods, especially in areas experiencing food insecurity. The goals of this study were to identify garden coordinators’ perceptions of the need for climate change adaptation, perceptions regarding the five perceived attributes of climate change adaptation, and where community garden coordinators stand in the innovation–decision process when it comes to climate change adaptation. The findings show that participants valued relative advantage and low levels of complexity when adopting and implementing climate-smart practices into their gardens. This study found that the community gardens were all implementing some form of climate-smart adaptations even if implementation was not for climate-related reasons. All participants noted that the largest barrier to adopting new practices was a lack of extra money. The findings from this study should be used to inform environmental education and communication strategies that encourage adoption of climate-smart practices.
https://doi.org/10.3390/horticulturae10060601
Using dialogue-centered approaches to community-engaged research: an application of dialectical inquiry
Authors: Catherine E. Sanders, Abigail Borron, Alexa J. Lamm, Ellen Harrell & Barbara Worley
Abstract
Rural communities across the United States experience increased risk and prevalence of chronic diseases associated with both individual and community-based factors. Thus, there is a need for rural capacity development for chronic disease prevention. Traditional health promotion and intervention approaches often focus on diet-related health disparities from a positivist, evidence-based paradigm. To counter positivist bias within health promotion research, a hybridized approach is proposed using a critical-constructivist paradigm incorporating dialectical thinking, appreciative inquiry, and dialectical inquiry to address cultural and structural barriers, as well as community-based social norms, through evaluation of community-based health promotion interventions. Three dialectical models were identified through interviews with community coalition members: social ties, infrastructure, and worldviews, examining underlying assumptions and counter assumptions. By revealing the dialectic assumptions and counter assumptions within project implementation, practitioners can engage in constructive dialogue with communities to determine more effective and culturally responsive pathways for project development.
https://doi.org/10.1007/s44282-024-00055-7
Kim Allen
Chapter 10: The Field of Family Life Coaching in Coaching in Home Visiting: Supporting Better Outcomes for Professionals and Families book
Authors: Kimberly Allen, Debbie Kruenegel-Farr, and Margaret Machara
Abstract
Chapter authors describe the commonalities of family life coaching and home visiting to empower families toward health and well-being. Authors bring to life types of family life coaching through vignettes showing the impact on family-driven goals. Home visitors interested in coaching strategies will find seven techniques to effectively serve families from all walks of life. Supervisors seeking to know the effects of family life coaching on child and family outcomes will learn about improvement in relationships, behaviors, and bridging to other services.
https://products.brookespublishing.com/Coaching-in-Home-Visiting-P1570.aspx
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