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<p class="MsoNormal"><b>From:</b> Gonzalez Jr., Roberto - OPPE, Calexico, CA <roberto.gonzalez@usda.gov>
<br>
<b>Sent:</b> Friday, January 22, 2021 3:17 PM<br>
<b>To:</b> Ogden, Kimberly L - (ogden) <ogden@arizona.edu>; Burgess, Shane C - (shaneburgess) <sburgess@cals.arizona.edu>; Hunt, James E - (jeh) <JHunt@ag.arizona.edu>; Pawar, Sangita C - (sangita) <sangita@arizona.edu>; Mester, John Clark - (jmester) <jmester@arizona.edu>;
Patten, Kim J - (kjpatten) <kjpatten@arizona.edu>; Coffey, Courtney - (ccoffey) <ccoffey@arizona.edu>; Silvertooth, Jeffrey C - (silverto) <Silver@ag.arizona.edu>; Mars, Matthew M - (mmars) <mmars@arizona.edu>; Cantwell, Elizabeth R - (ecantwell) <ecantwell@arizona.edu><br>
<b>Subject:</b> [EXT]2021 USDA-NIFA Children, Youth, and Families At-Risk Sustainable Community Projects (CYFAR)<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
<p align="center" style="text-align:center"><strong><span style="font-family:"Calibri",sans-serif;color:red">External Email</span></strong><o:p></o:p></p>
<p class="MsoNormal"><b>USDA-NIFA Children, Youth, and Families At-Risk Sustainable Community Projects (CYFAR)</b><o:p></o:p></p>
<p class="MsoNormal">CYFAR to marshal resources of the Land-Grant and Cooperative Extension Systems so that, in collaboration with other organizations, they can develop and deliver educational programs that equip youth who are at-risk for not meeting basic
human needs with the skills they need to lead positive, productive, and contributing lives.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Who Is Eligible to Apply:</b> Land-Grant Colleges and Universities; Other.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Closing Date: </b>Friday, February 19, 2021<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Cost Sharing or Matching Requirement:</b> No<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Range of Awards:</b> $0 - $280,000<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>View Grant Opportunity:</b> <a href="https://www.grants.gov/web/grants/view-opportunity.html?oppId=331001">
https://www.grants.gov/web/grants/view-opportunity.html?oppId=331001</a><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b><u>For Example<o:p></o:p></u></b></p>
<p class="MsoNormal"><b><span style="font-family:"Arial",sans-serif">ACCESSION NO:</span></b><span style="font-family:"Arial",sans-serif"> 1020409
<b>SUBFILE:</b> CRIS <br>
<b>PROJ NO:</b> MONN19SEP24 <b>AGENCY:</b> NIFA MONN <br>
<b>PROJ TYPE:</b> 3D GRANT <b>PROJ STATUS:</b> EXTENDED <br>
<b>CONTRACT/GRANT/AGREEMENT NO:</b> 2019-41520-30100 <b>PROPOSAL NO:</b> 2019-02758
<br>
<b>START:</b> 01 SEP 2019 <b>TERM:</b> 31 AUG 2021 <br>
<b>GRANT AMT:</b> $289,693 <b>GRANT YR:</b> 2020<br>
<b>AWARD TOTAL:</b> $449,693<br>
<b>INITIAL AWARD YEAR:</b> 2019 <o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">INVESTIGATOR:</span></b><span style="font-family:"Arial",sans-serif"> Davison, S.
<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">PERFORMING INSTITUTION:</span></b><span style="font-family:"Arial",sans-serif">
<br>
MONTANA STATE UNIVERSITY <br>
BOZEMAN, MONTANA 59717 <o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><i><span style="font-family:"Arial",sans-serif">MONTANA SUSTAINABLE COMMUNITIES: SOCIAL, EMOTIONAL, AND PHYSICAL WELLNESS FOR RURAL AND NATIVE AMERICAN YOUTH (SEP)</span></i></b><span style="font-family:"Arial",sans-serif">
<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">NON-TECHNICAL SUMMARY:</span></b><span style="font-family:"Arial",sans-serif"> Increasingly, communities suffer from poor social
and emotional health. Youth often feel isolated and unable to talk about their problems or find they are unable to help others who are distressed. Wellness often focuses on physical activity and targets specific populations, but does not examine social and
emotional health and wellness holistically. The communities in which this project takes place are primarily Native American, whose youth suffer from high rates of emotinal distress. In addition to environmental pressures (lack of education, lack of jobs, poverty),
cultural mores in these communities tend to limit discussion of these issues, often leading people to feel even more isolated. This project focuses on these concepts from a community perspective. The project's goal is to launch a community campaign that includes
youth, their teachers, leaders, and mentors who will engage community organizations, businesses, and leaders in a broad campaign of education around social and emotional wellness, especially mental health. This will be done by developing youth leaders who
will engage their community through technology that educates people on social and emotional wellness issuess, especially mental health. Students will develop a phone app that community members can use for games and other fun activities related to social and
emotional health. They will also develop an e-magazine as a platform for people to share their stories or to share important information or community events. The primary and most important aspect of this project is the connection between youth (school) and
community and phone app and e-magazine are mechanisms for youth and community members to come together around social and emotional wellness issues. Businesses and organizations will be asked to participate in the overall campaign by using the technology that
is developed. An after-school youth leadership group, facilitated by county Extension professionals, will liaise between community organizations and businesses and schools and be champions of the campaign. It is hoped that after five years, the participating
communities will be much more aware of and willing to talk about mental health issues and to work together to combat these issues. This will help all community members feel less isolated and will increase community wellness. The specific methods are an in-school
technology club, and out-of-school leadership group, and a community campaign. The technology club will be faciliated by technology teachers and memberswill focus on developing a phone app, an e-magazine, and a laser-cut token to be distributed to community
members. The out-of-school leadership group will be faciliated by Extension professionals. Group members will discuss the social and emotional wellness issues in their communities and develop a campaign to address these issues that includes engaging the larger
community. They will work with the technology club to help provide content for the app and the e-Mag and to design a logo for the token. They will target community businesses and organizations and recruit community leaders to champion the project. The impact
of this project will be evaluated using surveys and interviews. The project will be evaluated annually using surveys and interviews to determine immediate and mid-range impacts, but it will also be evaluated over the life of the project to determine the long-range
impact on the community. Ultimately, it is hoped that the communities involved in this project will be heathier as a result; that is, community members will be more knowledgeable about mental health issues, will be willing to discuss these openly and honestly,
and that this awareness will strengthen the community. <o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">OBJECTIVES:</span></b><span style="font-family:"Arial",sans-serif"> The goal of this project is to increase awareness of social,
emotional, and physical health (SEP) issues in Indian Country by bringing schools, community organizations and businesses, Extension professionals, and youth together to create a coordinated campaign that addresses these issues. This will be accomplished by:
1) Mental health awareness education (YAM) to high school freshmen by trained Extension facilitators; 2) informal education in the form of school technology clubs whose YAM-trained members will develop a phone app to address SEP issues or will create an e-Mag
as an outlet for information, commentary, and art, related to SEP; 3) after-school clubs for YAM-trained student peers to plan and implement community activities and develop leadership skills; and 4) community engagement from organizations and businesses that
will accept SEP laser-cut tokens in exchange for merchandise. This holistic approach to prevention and education engages all high school students, drawing on their strengths. A peer and leadership student group (PALS) will engage the larger community and provide
their peers with an important outlet for conversations about SEP issues. The objectives are to: 1) educate incoming high school freshmen in partnership with their school administrators on how to identify people in crisis, how to talk to them, how to reach
out, if necessary (Youth Aware of Mental Health or YAM); 2) Select students from the YAM-trained group to be part of a PALS leadership group that meets weekly. The group will create a work plan for the first and subsequent years. This work plan addresses the
ways in which technology will be included in the project and ways to engage the community. Specific action steps will be identified; 3) Site directors will work with technology coordinators at four schools at two sites, in an after-school setting to create
SEP-related technology (Social and Emotional Wellness Program); 4) Develop a phone app related to the SEP project that is distributed to community members; 5) Develop an e-Mag that can be accessed by community members.
<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">APPROACH:</span></b><span style="font-family:"Arial",sans-serif"> This is a mixed-methods project. Using a pre/post format, surveys
will be used to measure changes in learning and skill attainment. Results from post-tests will be compared to pre-test results. Surveys will be administered to PALS and technology group members annually. Key informants (teachers, group leaders, school admiinistrators)
will be interviewed annually to determine the impact of the project. The resulting narratives will be analyzed qualitatively to extract dominant themes. Beginning in Y1 and ending in Y5, photographs will be used to document the project's process. In Y1, community
businesses and organizations will be surveyed and the same entities will be surveyed in Y5. Means will be compared to determine any changes in awareness/learning related to the project's overall theme of social, emotional, and physical wellness. Key informants
(community leaders) will be interviewed in Y4 to determine changes over time. These narratives will be analyzed for content. The project and project evaluation will occur in informal settings, both in- and out-of-school.</span><o:p></o:p></p>
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