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

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.

The Healthy Young People Empowerment Project (The HYPE Project)

The HYPE Project Introduction

To motivate and engage youth in policy, systems, and environmental

• besity 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. Purpose

Logic Model

 Motivation for PSE Change  Skills for PSE Change  Knowledge

• f HE/AL

 Interest in HE/AL  Individual Youth Empowerment  Group Cohesion  Relationships w/Adults  Group Climate  Youth Group Voice  Youth Viewed as Agents of Change  Youth Viewed as Resources  Youth Participate in Community Change Efforts Community/ Coalition Efforts PSE Change

HYPE Logic Model based on Social Ecological Model for Health Promotion Programs (McLeroy et al., 1988)

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

HYPE Phases

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

• 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

Act

Purpose

• 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.

Share

Purpose

• 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.

Evaluate

Purpose

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
• ne 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?

Youth uth Empow

• wer

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

Why Youth

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)

Search Institute

EXTER ERNAL NAL ASSETS SETS SUPPORT

• Other adult relationships

EMPOWERMENT

• Community values youth
• Youth as resources
• Service to others

BOUNDARIES AND EXPECTATIONS

• Adult role models
• High expectations

CONSTRUCTIVE USE OF TIME

• Youth programs

INTER TERNAL AL ASSETS SETS POSITIVE VALUES

• Caring
• Equality and social justice
• Responsibility

SOCIAL COMPETENCIES

• Planning and decision making
• Interpersonal competence

POSITIVE IDENTITY

• Personal power
• Self-esteem
• Sense of purpose
• Positive view of personal future

Pi Pilot t Te Team ams

Pickens s Cou

• unt

nty Richla hland nd Coun unty Fair airfiel field Coun unty ty

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

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

Curriculum Collaborative Team

Like the HYPE Project on Facebook

Trimea imease se K. Cart rter er, MSW Youth uth Coord

• rdin

inat ator

• r

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.

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