Laura Griner Hill

1
Cooperative Extension Service as a Delivery
System for Prevention Programming
Laura Griner Hill Louise A. Parker, Washington
State University
Background
Results
Method

• The county-based Cooperative Extension Service
  (CES) of land grant universities is a widely
  distributed national system, with personnel in
  nearly every county or parish of the United
  States (n counties 3141)
• The historical mission of land grant universities
  includes outreach, and specifically the
  application of research-based knowledge to meet
  the needs of communities statewide
• CES personnel have a long history of
  collaborative work with community agencies in
  identifying community needs and delivering
  programs to meet those needs
• Although CES has traditionally developed and
  delivered its own curricula to youth and
  families, effective research-based programming is
  now available
• CES would appear to be a natural, in-place
  delivery system for research-based prevention
  programming nationwide
• CES effectiveness as a delivery system will
  depend on the extent to which CES personnel
  perceive community needs for prevention
  programming, believe in the need for CES to
  conduct research-based programming, and are
  competent and have resources to carry out
  prevention programming

• Procedure
• Mail surveys were sent to all 4H and Family
  Living faculty and staff, as well as to county
  chairs. All participants received a SASE and 2
  token of appreciation with the survey. Responses
  were confidential. The survey procedure was
  approved by the Internal Review Board of
  Washington State University.
• Participants
• 109 (83) of all eligible respondents returned
  surveys
• 33 County chairs (82 of all county chairs)
• 34 Faculty (87)
• 42 Program staff (76)
• By program area
• 60 4H (78)
• 22 Family Living (82)
• 10 Family Living/4H (90)
• 17 Other (chairs) (90)
• Measures
• Perceived need for prevention programming
• Perception of need for change in current CES
  programming practices
• Awareness of community needs
• Perceived role congruence

• Strengths and Resources
• Most CES personnel perceive themselves as having
  high levels of knowledge about risk and
  protective factors (73), and nearly all feel
  comfortable using interactive teaching methods
  (92). A considerable number also feel able to
  identify (47) and implement (49) prevention
  programs.
• Perceived knowledge and competence were
  significantly related to adoption of prevention
  programming (p lt .05).

• Perceived Need for Prevention Programming
• A majority (62) of faculty and staff in 4H and
  Family Living program areas agree that
  Traditional Extension activities may need to be
  supplemented by programs addressing specific
  topics (such as substance abuse or pregnancy
  prevention) in order to fulfill our Extension
  systems vision for children, youth, and
  families.

• The majority of Extension personnel perceive
  community needs for programming to address the
  specific issues of teen substance abuse, dropout,
  pregnancy, suicide, and aggression.
• Belief in the necessity for CES delivery of
  prevention programs and perception of community
  need were significantly (p lt .05) associated with
  adoption of prevention programming.

• A majority (55) of CES personnel reported
  extensive collaboration and coalitions with
  community agencies, and an additional 33
  reported moderate levels of collaboration.

Research Questions

• Role Congruence
• A substantial number, though not a majority, of
  Extension personnel feel that it is part of
  Extensions role to provide programming that
  addresses the specific issues of teen substance
  abuse, dropout, pregnancy, suicide, and
  aggression.

• Barriers
• A strong majority (73) reported having
  inadequate financial resources to match
  programming decisions to community needs. A
  smaller percentage (46) reported that they
  lacked resources to conduct program evaluations.

• To what degree do CES personnel in Washington
  State
• perceive a need for prevention programming in
  their communities?
• perceive their role as consistent with delivery
  of prevention programs?
• What are the strengths and resources of CES as
  a delivery system for prevention programming?
• What are the barriers to delivery of prevention
  programs?

Hypotheses
Summary and Conclusions

• Perception of community need for prevention
  programming,
• Knowledge of risk and protective factors
• Competence to identify and implement
  research-based
• programs
• Belief in value and need for CES prevention
  programming,
• Perception of role congruence
• ? will all be associated with adoption of
  prevention programming

• Infrastructure and strong relationships with
  community partners provide an ideal environment
  for CES delivery of prevention programming
• Beliefs, attitudes, perception of community need,
  and knowledge of CES personnel predict adoption
  of prevention programming in Washington State
• 3. Resources for professional development and
  to support education about research-based
  programming can be effectively devoted to
  developing CES capacity as a delivery system for
  prevention programming

• Perception of role congruence was not
  significantly
• associated with adoption of prevention
  programming

Selected References
Contact Information
Betts, S. C., Peterson, D. J., Marczak, M. S.
Richmond, L. S. (2002). System-wide
evaluation Taking the pulse of a national
organization serving children, youth, and
families at risk. Children's Services Social
Policy, Research, and Practice, 4,
87-101. Molgaard, V.K. (1997). The extension
service as key mechanism for research and
services delivery for prevention of mental health
disorders in rural areas. American Journal
of Community Psychology, 25,515-544.
Louise A. Parker 7612 Pioneer Way E. WSU Puyallup
Research Extension Puyallup, WA
98371-4998 parker_at_wsu.edu
Laura Griner Hill PO Box 6236 Washington State
University Pullman, WA 99164 laurahill_at_wsu.edu (co
rresponding author)