Progress 08/01/11 to 07/31/16

Outputs
Target Audience:The primary audience for the Very Important Parents Program is adolescent parents with limited resources. In year 1 of the program, adolescent parents served as focus group experts to inform the curriculum efforts. Towards the end of year 1, programmingbegan with recruitment of adolescent parents for participation in the program in Lenoir and Greene Counties in North Carolina. In years2 through 5of the program, the primary audience of adolescent parents with limited resources received formal classroom instruction, home visits, technology training and interaction, as well as out of classroom learning. Children of program participants received parent application of lessons learned through defined modeling activities as well as benefited from home visitation. Family members of teen parents benefited from the indirect application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Childcare providers, including parents, teachers, and school-based child care centers who provided care to minor children ofadolescent parent program participants were also a target audience throughout the course of the program. In year 3 of the program, interviews were conducted with childcare providers to begin the work of creating a childcare provider training for those childcare providers who work with the minor children of adolescent parents with limited resources. In year 4, focus groups with childcare providers were conducted to inform the childcare provider training. Delivery of that training plan was completed and in the fourth and fifth year of the program, the Building Connections for Children professional development training was provided for 58 childcare providers across North Carolina. In the fifth program year, to ensure the sustainability of the VIP Program, 40targeted community organizations and providers who serve adolescent parents were trained to use the VIP Curriculum with the adolescent parents within their communities. Also in the fifth program year, 19 professionals who serve parents across North Carolina were brought together to discuss the future of parenting education in North Carolina. Changes/Problems:In the second year of the project, a change in program staff resulted in a delay in program implementation. In January 2014, during the third year of the program, one of the parent educators for the 4-H VIP program retired. This created a gap in service delivery in one of the two program sites. The decision was made to move the program to another county due to a lack of support for the program following the retirement of the parent educator. The position was advertised and filled in May 2014 for the new program county site. This gap in personnel and move of program site resulted in a loss of 2 new cohorts for the 2013-2014 program year. In the fourth program year, the VIP Program lost one of the parent educators and closed the remaining original program site. This meant a loss of 2 additional cohorts. The greatest obstacle for the VIP Program was the removal of parenting as an allowable program for FCS agents. This strategic move by North Carolina Cooperative Extension toward focusing on youth and agriculture was an enormous set back as our implementation and sustainability model rested on the assumption that agents would be the backbone of the implementation and delivery of the VIP program. The loss of both original county-based sites was largely due to this change in focus. With parenting no longer an allowable focus, a decision was made to move to an online-format for the final two years. A strong replacement for the lost parent educator was found who had the necessary skills to assist in moving the program forward in the online environment. While reaching young parenting audiences via distance education has many theoretical pros, we found it was essential to have local relationships with these young people to make the program viable. The fourth year of the grant was spent developing online modules and recruiting youth from our target communities online. This was not a successful strategy as we were unable to recruit and maintain the numbers of youth targeted. We realized this strategy was not effective, so in year 5 we went back to a model that engaged local community partners that were not Cooperative Extension partners. We were able to do train the trainer programs, and the local teen parenting programs implemented the VIP program to youth in their existing programs. This is the new sustainability model--to train individuals in programs already working with young parents. What opportunities for training and professional development has the project provided?Throughout the five years of the VIP Program, program staff have attended the required annual CYFAR Professional Development Workshop to learn about program implementation, evaluation, and sustainability. In 2014, program staff attended a parent coaching course to prepare to provide more direct one-on-one coaching with young parents. Additionally, program staff presented at several local, state-level, and national conferences to share program impact and lessons learned with other professionals who work with young parents. Presentations included workshops at the National Smart Start Conference in 2015 and 2016, the Harnett County Childcare Conference in 2015, the North Carolina Department of Public Health in 2016,the South Carolina Conference on Adlerian Psychology in 2014, the Family Science Association Conference in 2014, the North American Society of Adlerian Psychology Conference in 2014,and the Adolescent Parenting Prevention Coalitions of North Carolina Conference in 2014 and 2015. The VIP Program staff also gave a poster presentation at the 2015 NC Parent Education Network Spring Forum and were invited to present as a program of excellence for the 2014 CYFAR Professional Development Event. The VIP program provided a number of professional development trainings in year five. A total of six full-day trainings were held between February and July 2016 to train parenting education and youth development professionals in how to implement the VIP Curriculum in their agencies and communities. Thirty-eight professionals from across the state were trained in theVIP Curriculum Training. These professionals came from diverse agencies, including maternity homes, public health departments, county Extension offices, and family-focused non-profits. After training three individuals from Welcome Baby, a parenting support non-profit, this agency began implementing the VIP program in two high schools. VIP partnered with Welcome Baby to provide program support and evaluation of two groups in the Spring of 2016. The VIP program has had continued interest from the community to offer additional curriculum trainings after the end of the grant period. The VIP program also offered an online professional development course for early childhood educators to promote understanding of positive discipline, child behavior, and teacher-child relationships. This two-week course has been taught a total of five times since November 2015, and has enrolled fifty-eight early childhood professionals. Program evaluations indicate that trainees show statistically significant improvements in their use of positive language, in understanding the reasons behind child behavior, in using emotion coaching to promote social-emotional development, and in creating encouraging and positive classroom environments. Additionally, trainees were less likely to view punishment as an effective way to change behavior. This training has been evaluated for inclusion in North Carolina Smart Start's FabrikONE national online learning platform initiative. How have the results been disseminated to communities of interest?In addition to the previously mentioned presentations and workshops provided throughout the five years of the VIP Program, VIP Program staff shared program information in years 2013, 2014, and 2015 at the CYFAR Professional Development Event. Information about the VIP Program was also shared in face-to-face meetings with local community organizations and partners to garner support for the program, to recruit participants, and to plan for program sustainability. In 2014, the VIP Program was elected a CYFAR Program of distinction, an honor that included a presentation for NIFA stakeholders in Washington DC. In 2015 and 2016, four articles about the VIP Program were published on NC State University's Department of Youth Family and Community Sciences website; fourteen public videos were produced and included in a Youtube video series on effective parenting; twenty curriculum videos were created for use with teen parent participants; and a VIP participant video was created and used for marketing the program to potential teen parent participants. Thirty-nine blog posts were written and shared on the VIP website and three articles have been published in peer reviewed journals including a 2014 article in theJournal of Individual Psychology, a 2016 article in theJournal of Extension, and a 2016 article inFamily and Consumer Sciences Research Journal. References for these articles included elsewhere in this report. One additional article was submitted and is currently under review. Another article reporting the outcome data for VIP will be submitted to a peer reviewed journal later this fall. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? Knowledge of Quality Parenting Practices Overall, 98 teen parents began the VIP Program. Post data is available for 30. The entire participant sample was 18.6% male and 81.4% female with a mean age of 18 years. Participants reported their race as Black orAfrican American (59%), White (37.3%), and American Indian or Alaskan Native (3.6%) and27.4% reported their ethnicity as Hispanic or Latino. Gender of participants with post data did not vary greatly from those without post data (17.9%male;82.1% female). Mean age did not change. A slightly higher percentage of participants with complete post data reported their ethnicity as Hispanic or Latino (32.1%) and reported race for those with post data varied with 39.3% of participants reporting their race as Black or African American, 32.1% reporting their race as White, and remaining participants not reporting their race. VIP participants increased their knowledge of quality parenting practices as evidenced by increased post-survey scores on the CYFAR Common Measure for Parenting. The pre-program mean for participants was 4.88 on a six-point Likert-type scale and was 5.56 on the post-program surveys. These findings support the efficacy of the Very Important Parents Program for increasing nurturing attitudes and behaviors, flexible child-rearing attitudes and practices, and parent participants' willingness to listen and share experiences with their children. A VIP specific measure for parent quality, the VIP Parenting Assessment, includes 15 items that measure participants' knowledge, understanding, and use of skills related to successful parenting (e.g., "I understand that being an active part of my child's education is important for my child's school success"). Using a 5-point scale (1 = Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree), items are averaged to create a VIP Parenting Assessment score. Cronbach's alpha for the VIP Parenting Assessment is between .91 and .93 indicating moderate to high internal reliability. A paired t-test for the VIP Parenting Assessment indicateda statistically significant increase in participants' reported knowledge, understanding, and use of skills related to successful parenting afterprogram participation compare to before. Additionally, follow-up analyses on each item on the VIP Parenting Assessment indicate statistically significant increases in participants' knowledge, understanding, and use of skills related to successful parenting on each of the 15 items. Technological Literacy of Teen Parents A VIP specific measure for technological literacy, the VIP Technology Assessment, includes 8-items that measure parent understanding, comfort, and use of technology in relation to their role as a parent (e.g., "I understand where to go online for trustworthy information"). Using a 5-point scale (1 = Never; 2 = Very Little; 3 = Sometimes; 4 = Often; 5 = Always), items are averaged to create a VIP Technology Assessment score. Cronbach's alpha for the VIP Technology Assessment is between .88 and .93 indicating moderate to high internal reliability. The paired t-test for the scale indicates a statistically significant increase in participants' reported understanding, comfort, and use of technology in relation to their role as a parent after their program participation in comparison to before. Additionally, follow-up analyses on each item on the VIP Parenting Assessment indicate statistically significant increases in participants' knowledge, understanding, and use of skills related to successful parenting on each of the 8 items after their program participation compared to before. A single item on the VIP Parenting Assessment asks participants to rate their agreement with a statement that they regularly communicate with their child's care provider. Participant responses indicated a statistically significant increase in communication with their child's care provider after programparticipation. Communication between Teen Parents and Child's Early Childcare Providers In addition to educational efforts with parents, the VIP Program created and implemented a targeted educational program for childcare providers, Building Connections with Children. This 2-week course provided Online training on child behavior and positive discipline through a self-paced and web conference sessions. The 58 childcare providers and early childhood educators who registered for the Building Connections with Children training were from each of 3 major geographic regions in NC with 57% from the Piedmont Region, 33% from the Eastern Region, and 10% from the Western Region. Participants were from a variety of childcare settings including home based, public, and private organizations and included directors and technical assistance specialists from different county partnerships and front line care providers. A 16 item post-then-pre retrospective survey was used to determine participant change in knowledge, attitudes, and behavior. Participant responses indicated that childcare providers who completed the Building Connections with Children Course showed statistically significant change in their use of encouraging words with children, understanding the ways that stress impacts the care they provide, finding out why children in their care misbehave prior to reacting, understanding how to motivate discouraged children in positive ways, creating an environment in which children believe they are capable, understanding that punishment is an ineffective way to change behavior, knowing that children learn best when they have opportunities to practice appropriate responses, providing an inclusive classroom environment for students with special needs, including parents in making decisions for their child's education, and regularly praising and encouraging children to reinforce desired behaviors. Program Sustainability According to Marek, Mancini, & Brock (2003) program sustainability relies strongly onseven sustainability factors including 1) Leadership Competence, 2) Effective Collaboration, 3)Understanding the Community, 4) Demonstrating and Disseminating Program Impact, 5) Strategic Funding, 6) Staff Involvement, and 7) Program Responsiveness. The VIP Program was was carefully constructed with these factors in mind. Examples are numbered to match the sustainability factor they support. 1) Strong program leaders with a successful history of working with and creating programs for disadvantaged youth were selected to provide guidance to the creation of the VIP Curriculum and Program. 2) Selected community sites demonstrated an understanding of the complex needs of the teen parents and identified ongoing relationships with community and faith-based organizations and schools. 3) State and community site leaders included teen parents in guiding program development and adapting program activities. 4) A carefully designed program evaluation protocol accompanied program design, implementation, and revision. 5) Strategic funding is being sought to further evaluate the VIP Program through randomized control trials. 6) Training additional organizations and professionals who work with young parents across North Carolina is one way to ensure that the VIP Program will continue to impact adolescent parents. To date, more than 40 individuals who serve young parents have been trained to use the VIP Curriculum in their communities. 7) The evaluation of the VIP Program is ongoing and available for use by those organizations across North Carolina who are continuing to provide VIP Program to young parents in their communities. This evaluation will provide important information about the continued effectiveness of the program and will allow for revisions to the VIP Curriculum if technology changes or research on teen parenting reveals a need for curriculum changes.

Publications

• Type: Journal Articles Status: Published Year Published: 2016 Citation: Allen, K., Jolly, C., & Barnes, J. (2016) Using social media to engage and educate teen parents. Journal of Extension, 54(2). Available from http://www.joe.org/joe/2016april/tt3.php
• Type: Journal Articles Status: Submitted Year Published: 2016 Citation: Barnes, J., Guin, A., & Allen, K. (submitted). Training Needs and Online Learning Preferences of Early Childhood Professionals. Journal of Early Childhood Teacher Education.
• Type: Journal Articles Status: Published Year Published: 2016 Citation: Barnes, J., Guin, A., Allen, K., & Jolly, C. (2016). Engaging parents in early childhood education: Perspectives of childcare providers. Family & Consumer Sciences Research Journal, 44(4), 360-374.
• Type: Conference Papers and Presentations Status: Published Year Published: 2016 Citation: Barnes, J., Guin, A., Allen, K., & Jolly, C. (2016). Innovative professional development: Meeting the needs of early childhood educators. Presentation conducted on May 5, 2016 at the 2016 National Smart Start Conference, Greensboro, NC.
• Type: Conference Papers and Presentations Status: Published Year Published: 2016 Citation: Barnes, J. (2016). Innovative professional development: Meeting the needs of early childhood educators. Presentation conducted on July 25, 2016 at the North Carolina Department of Public Health, Raleigh, NC.
• Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Allen, K., Jolly, C., & Guin, A. (2014). Using technology with young parents: Integrative Adlerian approaches to parenting. Presentation conducted on September 27, 2014 at the South Carolina Conference on Adlerian Psychology, Myrtle Beach, SC.
• Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: El-Beshti, R., Allen, K., & Guin, A. (2014). An Integrative Adlerian Approach to Creating a Teen Parenting Program. Presentation conducted on June 5, 2014 at the Family Science Association Conference, Waikiki Beach, HI.
• Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Allen, K. & Guin, A. (2014). An integrative Adlerian approach to creating a teen parenting program. Presentation conducted on May 15, 2014 at the Adolescent Parenting Prevention Coalitions of North Carolina Conference, Greensboro, NC.
• Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: El-Beshti, R., Allen, K., & Guin, A. (2014). An Integrative Adlerian Approach to Creating a Teen Parenting Program. Presentation conducted on May 22, 2014 at the North American Society of Adlerian Psychology Conference, Chicago, IL.

Progress 08/01/14 to 07/31/15

Outputs
Target Audience:Teen parents - Formal classroom instruction, home visits, technology contacts training and interaction, and out of classroom learning. Children of teen parents - Application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Family members of teen parents - Indirect application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Childcare providers of children of teen parents - Indirect application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Community organizations who work with teen arents and their children - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classroom learning. Community partners who work with teen parents and their children - Indirect application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Changes/Problems:Engaging adolescent parents in face-to-face programming for an extended period of time is challenging. These vulnerable young parents have multiple demands on their time and difficulties finding reliable transportation. North Carolina 4-H VIP leadership is moving to a fully online format to better serve adolescent parents. As more parents are seeking information online, and adolescents are more technologically proficient than most adults, this move will allow for a greater likelihood to sustain the program. In addition to providing a format for learning that youth are comfortable with, moving the program online will provide an opportunity for adolescent parents to participate asynchronously to better fit the program into their busy schedules as well as ease the burden for those who struggle to find transportation to the program site. As the program moves to an online/hybrid format, data will be collected to compare the online program to continued cohorts in the program counties. The loss of a parent educator resulted in the loss of data for ten parent participants this year. The program was able to find a strong replacement with the necessary skills to assist in moving the program forward in the online environment. Changes in NC Cooperative Extension reflect greater support for agriculture and youth development programs. This creates a challenge for 4-H VIP to find a niche to survive without support of state dollars or agents. Community partnerships are being developed as funding streams and collaborative grant writing opportunities are being explored. Current efforts are focused on finding funding to sustain the leadership team for the program so that the program can continue beyond CYFAR funding. The move to an online format makes it possible to reduce program costs and maintain programming for adolescent parents while moving toward serving a more diverse parent population. Emphasis in the final year will focus on developing training for childcare providers and other partners who work with vulnerable parents to allow them to implement this program What opportunities for training and professional development has the project provided? Program staff attended local, state-level, and national conferences to advance their professional development knowledge and skills in parenting. Program staff presented at local, state-level, and national conferences to share program impact and lessons learned with other professionals who work with young parents. Program staff attended parent coaching course to prepare to provide more direct one-on-one coaching with young parents. Program staff attended the Children, Youth, and Families at Risk Professional Development Workshop to learn about program sustainability and common measures evaluation. A training for childcare providers that focuses on increasing their interactions with parents through technology use is being developed. How have the results been disseminated to communities of interest? Share Fair at national CYFAR Professional Development Event. Presentation at the Harnett County Childcare Conference in Buies Creek, NC in 2015 Presentation at National Smart Start Conference in Greensboro, NC in 2015 Presentation at Adolescent Pregnancy Prevention Campaign of North Carolina 2015 Conference Poster presentation at the North Carolina Parent Education Network 2015 Conference Face-to-face meetings with local community organizations and partners. Four articles published on NC State University's Department of Youth Family and Community Sciences website. Seven public videos were produced and included in a Youtube video series on effective parenting. Twenty curriculum videos were created for use with teen parent participants. One participant video was created and used for marketing the program to potential teen parent participants. What do you plan to do during the next reporting period to accomplish the goals? New cohorts will be recruited and will begin 4-H Very Important Parents program sessions. Increased intentional efforts to monitor and develop partnerships for program sustainability. Explore additional aternative technology options for use in program. Create additional videos for public and curriculum use. Share program impact and lessons learned with professionals through publications and presentations. Create and implement childcare provider training to engage parents through technology.

Impacts
What was accomplished under these goals? 76 teen parents began the 4-H Very Important Parents face-to-face classes increasing their knowledge of quality parenting practices. Teen parents who attended the 4-H Very Important Parents program increased their perception of parenting as evidenced by increased post-survey scores on the CYFAR common measure for parenting. Teen parents increased their technology literacy including use of mobile technology devices, blogger, Facebook and online evaluation tools. Videos and online resources for the program were developed. Community partnerships are being developed and enhanced to foster program sustainability. Focus groups were conducted with childcare providers to provide the foundation for a childcare provider training on using technology to engage parents

Publications

• Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Barnes, J., Jolly, C., Allen, K., & Guin, A. (2015). Get Connected: Using Technology To Engage Families. Presentation conducted on February 28, 2015 at the Harnett County Childcare Conference, Buies Creek, NC.
• Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Barnes, J., Jolly, C., Guin, A., & Allen, K. (2015, April). 4-H Very Important Parents. Poster presented at the NC Parent Education Network Spring Forum, Wilmington, NC.
• Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Jolly, C., Barnes, J., Guin, A., Allen, K. (2015). Leveraging Technology for 21st Century Parenting Education. Presentation conducted on May 7, 2015 at the Smart Start Conference, Greensboro, NC.
• Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Jolly, C., Barnes, J., Guin, A., Allen, K. (2015). Leveraging Technology for 21st Century Parenting Education. Presentation conducted on May 21, 2015 at the APPCNC Conference, Greensboro, NC.
• Type: Other Status: Published Year Published: 2014 Citation: Allen, K., Guin, A., Jolly, C., Barnes, J. (2014). 4-H VIP (Very Important Parent) Selected as an Exemplary NIFA/CYFAR Project. Retrieved from http://yfcs.cals.ncsu.edu/4-h-vip-important-parent-selected-exemplary-nifacyfar-project/
• Type: Other Status: Published Year Published: 2015 Citation: Allen, K., Guin, A., Jolly, C., Barnes, J. (2015). Christina Jolly Selected to present at SYNERGY conference. Retrieved from http://yfcs.cals.ncsu.edu/very-important-parents-program-receives-award/
• Type: Other Status: Published Year Published: 2014 Citation: Allen, K., Guin, A., Jolly, C., Barnes, J. (2014). NCSUs Youth, Family, and Community Sciences well represented at Family Science Association Conference. Retrieved from http://yfcs.cals.ncsu.edu/ncsus-youth-family-community-sciences-well-represented-family-science-association-conference/
• Type: Other Status: Published Year Published: 2015 Citation: Allen, K., Guin, A., Jolly, C., Barnes, J. (2015). Very Important Parents program receives award. Retrieved from http://yfcs.cals.ncsu.edu/very-important-parents-program-receives-award/
• Type: Websites Status: Published Year Published: 2015 Citation: Very Important Parents Website (2015). Available from: http://www.bevip.org/

Progress 08/01/13 to 07/31/14

Outputs
Target Audience: Teen parents - Formal classroom instruction, home visits, technology contacts training and interaction, and out of classroom learning. Children of teen parents - Application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Family members of teen parents - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classrrom learning. Childcare providers of children of teen parents - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classrrom learning. Community organizations who work with teen arents and their children - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classroom learning. Community partners who work with teen parents and their children - Indirect application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Changes/Problems: In January 2014, one of the parent educators for the 4-H VIP program retired. This created a gap in service delivery in one of the two program sites. The decision was made to move the program to another county due to a lack of support for the program following the retirement of the parent educator. The position was advertised and filled in May 2014 for the new program county site. The individual hired to that position is currently recruiting new participants. This gap in personnel and move of program site resulted in a loss of 2 new cohorts for the 2013-2014 program year. What opportunities for training and professional development has the project provided? -Program staff attended local, state-level, and national conferences to advance their professional development knowledge and skills in parenting. -Program staff attended Parenting Matters training. -Program staff attended training to increase competency to work with under-resourced and vulnerable youth populations. How have the results been disseminated to communities of interest? -The 4-H Very Important Parent program was elected a CYFAR Program of distinction an honor that included a presentation for NIFA stakeholders in Washington DC. -Share Fair at national CYFAR Professional Development Event. -Presentation accepted at Family Science Association's Teaching Family Science Conference for 2014 in Hawaii -Presentation accepted at Adolescent Pregnancy Prevention Campaign of North Carolina 2014 Conference -Poster presentation accepted at the North American Society of Adlerian Psychology 2014 conference -Face-to-face meetings with local community organizations and partners. What do you plan to do during the next reporting period to accomplish the goals? -Current participants will complete 4-H Very Important Parents face-to-face and monthly program sessions. -New cohorts will be recruited and will begin 4-H Very Important Parents program sessions. -Increased intentional efforts to monitor and develop community partnerships for program sustainability. -Explore additional aternative technology options for use in program. -Create and implement childcare provider training to engage parents through technology.

Impacts
What was accomplished under these goals? -62 teen parents began the 4-H Very Important Parents face-to-face classes increasing their knowledge of quality parenting practices. -Teen parents who attended the 4-H Very Important Parents program increased their perception of parenting as evidenced by increased post-survey scores on the CYFAR common measure for parenting. -Teen parents who attended the 4-H Very Important Parents face-to-face classes received technology devices. -Teen parents increased their technology literacy including use of mobile technology devices, blogger, Facebook and online evaluation tools. -Community partnerships are being developed and enhanced to foster program sustainability. -Interviews were conducted with childcare providers to provide the foundation for a childcare provider training on using technology to engage parents

Publications

• Type: Journal Articles Status: Published Year Published: 2014 Citation: Allen, K., El-Beshti, R., & Guin, A. (2014). An integrative Adlerian approach to creating a teen parenting program. Journal of Individual Psychology, 70(1), p. 6-20.

Progress 08/01/12 to 07/31/13

Outputs
Target Audience: Teen parents - Formal classroom instruction, home visits, technology contacts training and interaction, and out of classroom learning. Children of teen parents - Application of classroom instruction, home visits, technology training and interaction, and out of classroom learning. Family members of teen parents - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classrrom learning. Childcare providers of children of teen parents - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classrrom learning. Community organizations who work with teen arents and their children - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classrrom learning. Community partners who work with teen parents and their children - Indirect application of classroom instruction, home visits, technlgy training and interaction, and out of classrrom learning. Changes/Problems: -Change in program staff resulted in delay program implementation. What opportunities for training and professional development has the project provided? -Program staff attended local, state-level, and national conferences to advance their professional development knowldege and skills in parenting. -Program staff attended technology use training. -Program staff attended marketing training. -Program staff attended training to increase compentency to work with under-resourced and vulnerable youth populations. How have the results been disseminated to communities of interest? -Share Fair at national CYFAR Professional Developement Event. -Presentations for local community organizations and partners. -Face-to-face meetings with local community organizations and partners. What do you plan to do during the next reporting period to accomplish the goals? -Current participants will complete 4-H Very Important Parents face-to-face and monthly program sessions. -New cohorts will be recruited and will begin 4-H Very Important Parents program sessions. -Increased intentional efforts to monitor and develop community partnerships for program sustainability. -Explore additional alternative techology options for use in progam. -Increased intentional efforts to involve childcare providers in receiving parenting information and communicating with teen parents.

Impacts
What was accomplished under these goals? -4-H Very Important Parents Curriculum completed. -35 teen parents began the 4-H Very Important Parents face to face classes increasing their knowldege of quality parenting practices. -35 teen parents received technology devices. -35 teen paretns increased their technology literacy including use of moble technology devices, blogger, Facebook and online evaluation tools. -Community partnerships are being developed and enhanced to foster program sustainiblity.

Publications

• Type: Journal Articles Status: Submitted Year Published: 2013 Citation: Allen,K., El-Beshti, R., & Guin, A. (submitted). An Integrative Adlerian Approach to Creating a Teen Parenting Program. Journal of Individual Psychology.

Progress 08/01/11 to 07/31/12

Outputs
OUTPUTS: The 4-H Very Important Parent Project experienced an exciting launch in its first year. As funding began on August 1, 2011, relationships between the state and county level personnel were immediately strengthened and plans to move forward were advanced. A part-time graduate student worker was hired to review the latest research on teen parent educational programs, existing curricula, and the National Extension Parent Education Model. Core elements were identified for inclusion in the 4-H VIP curriculum. The Teen Leadership Corps met to further inform curriculum development. This group, teen parents themselves, provide legitimacy and validity to the curriculum and project. Local site managers were recently hired to begin programming at the earliest date possible. This process continues to strengthen relationships between the 4-H Youth Development & Family and Consumer Sciences Department and NC Extension County Operations. At the time of this submission, technology options are being explored for inclusion in the mobile computing laboratory. With the rapid advancements in technology, final selection of devices for the online program activities is proving to be a challenge as what is cutting edge one day is out of date the next. Positive feedback from the Teen Leadership Corp, supports the importance of the technology component for this project. PARTICIPANTS: Kim Allen, PHD Susan Jakes, PHD Robin Roper Autumn Guin TARGET AUDIENCES: Adolescent Parents serving as focus group experts to inform curriculum development. Adolescent Parents in Lenior and Greene Counties North Carolina who will participate in program efforts. Caregivers, including parents, teachers and school based child care centers who provide to the minor children of adolescent parent program participants. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

Impacts
All efforts during first year of project focused on creation of the Project curriculum using research and evidence based practices, combining the successful 4-H Life Skills Model with knowledge and best practices in adolescent parenting. A group of teen parents served as a focus group to inform and revise curriculum development. Data collection is scheduled to begin with the first cohort launch in August of 2012. Project staff have been hired and trained. Technology devices have been purchased for delivery of innovative technologically based learning activities.

Publications

• No publications reported this period