- Author: Saoimanu Sope
Max Fairbee spent his high school years moving around Southern California to cities like Covina, La Verne, Pomona and Apple Valley, hoping that his mother would find stability in the next place they'd call “home.” After attending five different high schools, Fairbee decided to take the California High School Proficiency Exam and earned his diploma that way.
Eventually, he accepted a job at Tower Records in West Covina, working there for six years. “Until my current job, Tower Records was the longest position at a single company I ever held,” said Fairbee. “That's where I began to discover myself and understand diversity and acceptance.”
Fairbee loved the arts and wanted to find a career where he could utilize creativity and share his appreciation of the arts. Attending Orange Coast College and Platt College, he spent time learning typography, photography, fine art and graphic art.
Unsure of what he wanted to do next and struggling to secure employment as a graphic artist, Fairbee took a job at the North Coast Co-Op, a natural foods grocery store in Eureka, after moving to Humboldt County in 2009. Fairbee worked at the co-op for over three years and while he worked in various positions, his most valuable role was conducting food demonstrations.
“My inclination for community service started in that food co-op,” said Fairbee. “I learned about where food comes from, what goes into your food, food sustainability, and all of the lights in my head went off.”
Fairbee began working as a mental health technician, teaching life skills to adults with different levels of learning abilities. “I was teaching them how to do things, like, managing medication and doing laundry,” Fairbee said. “At the same time, I was developing their appreciation for art and music by hosting workshops.”
Teaching becomes a path forward
Channeling his appreciation for healthy living and love for teaching, Fairbee now works in Alameda County, developing and delivering nutrition education classes for older adults, almost half from the Chinese and Vietnamese communities in Oakland and the surrounding area. He teaches them ways to achieve and sustain healthy lifestyles through the Eat Healthy Be Active Community Workshops.
The lessons are centered on understanding what is healthy and why. One of the skills Fairbee teaches his students is how to read a nutrition facts label. At some sites, he also incorporates gardening education using edible plants.
“I told myself that I would never take a job where I didn't go home and like to talk about my work,” Fairbee said.
Naturally, Fairbee went on to describe how proud he feels about his work with older adults in the Bay Area. In mid-April, Fairbee celebrated his recent class of graduates who are all over the age of 60. Students were highly engaged in the lessons about healthy living and Fairbee had 23 students complete the course.
“There's a lot of language barriers, so, I rely on interpreters a lot,” Fairbee explained. “You would think that after six weeks, and with a language barrier you'd have fewer students complete a course like this. But no, not my students.”
Remaining physically active is a recurring topic and activity throughout the six-week course, according to Fairbee, who noticed an association between physical activity and happiness.
“I had a 98-year-old student who invited me to her birthday party at the Oakland Zoo one time,” Fairbee recalled. “Apparently she did that every year and she invited all her friends.”
Community service is ‘paying it forward'
Fairbee said that the friendships he has cultivated over the years have played a significant role in his desire to give back. Born in Indiana, Fairbee said that growing up, he always knew he needed to come to California.
“I watched a lot of Brady Brunch growing up. For some reason, they had this perfect life and I wanted that,” he said. Eventually, Fairbee's parents divorced, and his mother moved to Southern California and took him with her when he was 13.
“When my mom brought me to California, she saved my life,” said Fairbee.
He didn't know why, but he knew that he couldn't stay in that Indiana community. Perhaps it was the blatant racism or xenophobia that he observed within his own family or others. Either way, Fairbee was adamant about moving westward.
“I'm very different from my family,” said Fairbee. “For one, I'm gay. But also, we just have different beliefs in how to treat people,” he explained.
Fairbee said that the people who made his life in California full of “magical moments” were friends and their families. He remembered celebrating Thanksgiving with a friend, and how much more fun and special it was compared to the holiday spent with his own family.
“Over the years, I noticed that since I moved to California in the '80s, important holidays and celebrations were made special because of my friends,” he said.
The opportunity to spread love and kindness is what keeps Fairbee motivated. “Community service comes from the kindness of others. That's what my friends did for me and the work I do now is my way of paying it forward,” he said.
Fairbee says that he cannot describe the feeling of community service, but that when you have done it once or twice, there's no greater reward.
“There's like a million thank you's and at the end of the day, you feel full. And not from food, but of love,” he said. “Honestly, I'll be doing this work until I retire. I can't see myself going anywhere else now.”
- Author: Marcel Horowitz
- Author: Dorina Espinoza
- Author: Anne Iaccopucci
- Author: Natalie Cunha
As a result of UC 4-H Mindful Mechanics classes, 4-H staff feel better prepared to lead lessons and discussions with 4-H youth around mindfulness, mental health, and stress-management, demonstrating UC ANR's commitment to healthy people and communities.
The Issue
Seven out of ten teens are struggling with mental health during the COVID-19 pandemic, as is demonstrated by a 2020 report from national 4-H. Poor mental health can lead to uncertainty, anxiety and depression. Eighty two percent of youth surveyed are “calling on America to talk more openly and honestly about mental health issues in this country.” Seventy-nine percent wished there was a safe space for people in school to talk about mental health, and 70% want schools to teach them more about mental health and coping. As the nation's largest out-of school youth organization, 4-H has a significant role to play in ameliorating these concerns and issues.
“In particular, teens who are less resilient seem to struggle, reporting more frequent feelings of anxiety and depression, as well as a stronger struggle with ambiguity and pressure from others to hide their feelings (National 4-H). However, many Cooperative Extension professionals don't feel prepared to discuss, much less teach, the concepts that build emotional resilience.
How UC Delivers
UC ANR academics, Anne Iaccopucci and Katherine Soule, partnered with Kendra Lewis of University of New Hampshire to change that. With the development of the Mindful Mechanics curriculum adopted by National 4-H, Youth Development professionals have a tool to begin these conversations and interventions with youth members ages twelve and older.
Using this curriculum, the UC 4-H Healthy Living Leadership Team (comprised of Marcel Horowitz, Dorina Espinoza and Natalie Cunha, in addition to the lead author of the curriculum) offered a 13-lesson virtual statewide project for teen members in the winter of 2021, which occurred one year into stay-at-home orders that exacerbated mental health issues for many youth.
In particular, the Mindful Mechanics project taught youth to check in with their body, manage thoughts and emotions, focus on the present moment, find reasons to be grateful, use positive self-talk to improve their outlook, and to visualize joy. All of these skills are found to increase positive psychology in individuals.
A national 4-H survey stated that “4‑H Healthy Living programs provide youth with a better understanding of how their choices can help themselves, their families, and their communities.” To help their communities, youth were asked to draw a lifesize walking meditation labyrinth in a public location for others to use.
The Impact
Youth in the project reported that they learned “to appreciate myself and the things I am capable of doing”, and “how to calm myself.” National 4-H research has found that resilient teens report higher levels of confidence solving their own mental health struggles, as well as helping others with theirs; they also feel more equipped to tap into support networks compared with individuals who did not consider themselves resilient. Programs like the UC 4-H Mindfulness Mechanics class demonstrate UC ANR's commitment to healthy people and communities.
The project leaders all reported improvements in their confidence and abilities to teach mindfulness and stress-reductions skills to adolescents.
Natalie Cunha, 4-H Community Education Specialist and Co-Project Leader, stated “Cooperative Extension professionals can pass their skills on to volunteers who will then take the knowledge further into their community to positively affect their youth, integrating public and mental health into the 4-H programs.”
Dorina Espinoza, Youth, Families and Communities Advisor in Humboldt/Del Norte Counties, stated the importance of incorporating even short regular mindful practices into 4-H programming, “several participants expressed the positive impact of a 5-minute mindfulness session at the beginning of each project session”.
Marcel Horowitz, Healthy Living Leadership Team Co-Chair, Healthy Youth, Families and Communities Advisor in Yolo County, and Co-Project Leader “feels more empowered to work with teens to teach them ways they can manage the stress in their lives. These materials provide a framework for leading teens through the development of skills they need to learn to manage these emotions throughout their lives. A successful, thriving life depends on it”.
Anne Iaccopucci, Healthy Living Academic Coordinator and lead author, shared “opportunities, like the UC 4-H Virtual Mindful Mechanics project, provide extension professionals experience in delivering virtual social-emotional content through a supportive community of co-leaders.”
- Author: Marcel Horowitz
- Author: Anne Iaccopucci
- Author: Dorina Espinoza
UC 4-H 'Disease Detectives' across California become advocates for health and COVID-19 prevention after learning about epidemiology.
The Issue
With the emergence of the coronavirus, 4-H in-person meetings had to be canceled, along with schools, sports and other youth development programs. Emerging research shows this gap of in-person socializing, disruption to routines, fear of the virus, and the loss of a sense of personal autonomy has led to an increase in social, emotional and mental health issues for teens. Over half of teens in a National 4-H Council/ Harris Poll stated that the pandemic has increased their feelings of loneliness, and 7 in 10 teens report struggling with their mental health.
How UC Delivers
The University of California 4-H Healthy Living Team witnessed that Californians were navigating confusing information about the best way to reduce the spread of the disease, with much misinformation being circulated. So the team decided to address these issues by adapting the Center for Disease Control and Prevention/4-H Junior Disease Detective: Operation Outbreak project for remote instruction.The project focused on concepts of epidemiology and included eight, interactive, virtual sessions covering public health professions, disease investigation, virus transmission, disease outbreaks, vaccines, immunity, prevention (such as how protective actions like handwashing and wearing masks reduce spread) and education. Eighty-nine youth indicated an interest in participating, with more than 45 4-H members from 15 counties across the state enrolling and completing the Virtual UC 4-H Epidemiology Project.
True to the 4-H experiential learning framework, and to address the research showing that teens are currently experiencing high levels of loneliness, the Project Leaders intentionally created a learning environment that included interactive, fun, challenging and social activities to foster a sense of connection. For example, youth learned about the benefits of wearing face masks with an activity where youth were challenged to blow a rolled up tissue from one to six feet away without a mask and then while wearing a mask. Their giggles did not mask the direct learning of how well a mask can contain one's breath.
After completing the UC 4-H Epidemiology Project, youth reported that they were more likely to wash their hands before food preparation (78.1%), after sneezing or coughing (56.2%), and after shopping in a public space (87.5%). The majority (84.4%) of youth also reported that they were more likely to wear a face mask when out in public, compared to before the project. When youth were asked what they learned from the project, one youth stated, “I learned why masks work, I learned how hand sanitizer works, and I learned how I can help my community.”
Youth reported not only improved health behaviors for themselves, but also reported being leaders in the health of their communities. Many of the young participants (62.5%) reported that they can definitely help control the spread of diseases and 71.9% could envision themselves getting involved in their local community to help slow the spread of disease. Following project participation, over half of all participants picture themselves choosing a career in medicine, public health, veterinary sciences or epidemiology. Participants of the UC 4-H Epidemiology Project have become advocates for health, with 75% reporting that they are discussing disease transmission and prevention with others.
Research shows that wearing masks and washing hands limits the spread of COVID-19 disease. In this way, these measured outcomes may contribute to improved health for all and the public value of promoting healthy people and communities.
The best part of the project was learning about how to protect myself and keep my family safe in these troubled times. - Youth participant
- Author: Anne Iaccopucci
- Author: Marcel Horowitz
- Author: Dorina M Espinoza
What do 4-Hers do during a pandemic? California 4-H youth members decided to learn about disease outbreaks and transmission, public health investigations, personal practices to stay healthy, and much more.
With the emergence of the coronavirus, 4-H in-person meetings had to be canceled, along with schools, sports and other youth development programs. Emerging research shows this gap of in-person socializing, disruption to routines, fear of the virus, and the loss of a sense of personal autonomy has led to an increase in social, emotional and mental health issues for teens. Over half of teens in a National 4-H Council/ Harris Poll stated that the pandemic has increased their feelings of loneliness, and 7 in 10 teens report struggling with their mental health.
Additionally, the team witnessed that Californians were navigating confusing information about the best way to reduce the spread of the disease, with much misinformation being circulated. So the University of California 4-H Healthy Living Team decided to address these issues the best way they knew how, through education.
Anne Iaccopucci, California 4-H Healthy Living coordinator; Dorina Espinoza, UC Cooperative Extension youth, families and communities advisor in Humboldt and Del Norte counties; and Marcel Horowitz,UCCE healthy youth, families and communities advisor inYolo County, adapted the CDC/4-H Junior Disease Detective: Operation Outbreak project for remote instruction.
The project focused on concepts of epidemiology and included eight sessions covering public health professions, disease investigation, virus transmission, disease outbreaks, vaccines, immunity, prevention (such as how protective actions like handwashing and wearing masks reduce spread) and education. Project sessions were adapted to be as interactive as possible using virtual delivery.
Eighty-nine youth indicated an interest in participating, with more than 45 4-H members from 15 counties across the state enrolling and completing the Virtual UC 4-H Epidemiology Project. Project meeting materials were coordinated online at https://ucanr.edu/sites/DiseaseDetectives.
True to the 4-H experiential learning framework, and to address the research showing that teens are currently experiencing high levels of loneliness, the Project Leaders intentionally created a learning environment that included interactive, fun, challenging and social activities to foster a sense of connection. At the beginning of each project session, youth worked on team-building activities. For example, youth participated in a mapping activity where they “pinned” their desired vacation destination and attempted to guess each other's location with a selected prop as a hint. This activity culminated with a discussion on how we serve as potential vectors of disease transmission. Also, youth learned about the benefits of wearing face masks with an activity where youth were challenged to blow a rolled up tissue from one to six feet away without a mask and then while wearing a mask. Their giggles did not mask the direct learning of how well a mask can contain one's breath.
When youth were asked “What part of this project was fun and engaging?” several responded, “When we did the activities in breakout rooms,” and “The activities at the beginning of the meetings.” This indicates that this dedicated time for talking with peers was a motivator and benefit of continued participation.
To foster healthy youth, families and communities, this project contributed to the UC ANR Condition Change of improved health for all. Specifically, youth adopted healthy lifestyles and decision-making practices and changed attitudes toward, and gained knowledge about, healthy practices.
After completing the UC 4-H Epidemiology Project, youth reported that they were more likely to wash their hands before food preparation (78.1%), after sneezing or coughing (56.2%), and after shopping in a public space (87.5%). The majority (84.4%) of youth also reported that they were more likely to wear a face mask when out in public, compared to before the project. When youth were asked what they learned from the project, one youth stated, “I learned why masks work, I learned how hand sanitizer works, and I learned how I can help my community.”
Youth reported not only improved health behaviors for themselves, but also reported being leaders in the health of their communities. Many of the young participants (62.5%) reported that they can definitely help control the spread of diseases and 71.9% could envision themselves getting involved in their local community to help slow the spread of disease. Following project participation, over half of all participants picture themselves choosing a career in medicine, public health, veterinary sciences or epidemiology.
Participants of the UC 4-H Epidemiology Project have become advocates for health, with 75% reporting that they are discussing disease transmission and prevention with others. When asked what the best part of the project was, a participant stated, “The best part of the project was learning about how to protect myself and keep my family safe in these troubled times." Other youth stated that their favorite parts were “the interactive activities” and “making new friends.” Others responded to the question “What part of this project was fun and engaging?” with, “I enjoyed interacting with others and getting to collaborate on the final project,” and “discussing ideas with the group.” These indicate that learning reached beyond knowledge, skills, attitudes and behaviors and into youth development domains as well.
Interested in leading this project for youth 12 years and older in your community? Sixty leaders from throughout America have already been trained and 93% reported they would recommend it.
Contact Anne Iaccopucci at amiaccopucci@ucanr.edu for information on how to get started.
- Author: Ricardo A. Vela
En los Estados Unidos muchos de nosotros hemos visto y escuchado algo sobre la celebración mexicana del Día de los Muertos, ya sea por alguna película de terror o en alguna feria comunitaria en donde los niños muestran sus rostros pintados como coloridas calaveras. Esa costumbre es la preservación, de este lado de la frontera, de esa milenaria, radiante y vibrante celebración mexicana.
El Día de los Muertos es más que una calavera colorida pintada en los rostros o un cráneo de azúcar decorado con colores brillantes y grecas atractivas. Es un día festivo para celebrar la vida y renovar el amor a los seres queridos que fallecieron. No es una tradición que tenga como objetivo asustar a alguien como Halloween o Noche de Brujas, no es aterrador en absoluto.
El Día de Muertos es una antigua fiesta prehispánica que se observa en todo México, Centroamérica y en otras partes del mundo. Significa que los mexicanos ven la muerte como una parte natural del ciclo humano, por lo que esta tradición no es un día de tristeza sino de fiesta para que sus seres queridos regresen ese día al mundo de los vivos y celebren con ellos. La celebración del Día de Muertos continua vigente por los mexicanos y otros grupos étnicos que viven en loEstados Unidos porque está arraigada en el amor y la vida.
No es inusual que encontremos altares para el Día de Muertos en escuelas y centros comunitarios. Estos altares adornados con la flor de Cempasúchil (Tagetes erecta), los brillantes y coloridos cráneos de azúcar y las elegantes catrinas junto al pan de muerto se encuentran enlazados con fotografías y artículos personales en memoria de aquellos que han fallecido.
Cada elemento tiene un simbolismo único en el elaborado altar. Se creía que los pétalos de la flor de Cempasúchil, conocidos por los antiguos mexicanos como la flor de 20 pétalos, guiaban al muerto al cielo. Las calaveras y el pan son una fusión del cristianismo y la celebración antigua original.
Cada año la “Mainstream America” parece mirar más de cerca la fiesta del Día de Muertos y crece la fascinación hacia la festividad. Algunos prestigiosos museos como el Smithsonian, el Peabody en Harvard y el museo de arte de Palm Springs entre otros, dedican un espacio importante a este arte exquisito de los altares y la decoración de calaveras, y catrinas.
Para Claudia Díaz, asesora de Desarrollo Juvenil de la División de Agricultura y Recursos Naturales de la Universidad de California, UC ANR de 4-H en los condados de Riverside y San Bernardino, el Día de los Muertos le trae recuerdos de tiempos vividos en la Ciudad de México. "Mi familia y yo tradicionalmente nos reunimos por la noche, comemos pan del Día de Muertos con chocolate y hablamos de las personas que amamos que ya no están con nosotros," recuerda Díaz.
Mientras que, para Cynthia Orozco, educadora de nutrición de UC ANR en el condado de Los Ángeles, el Día de los Muertos tiene un significado personal e íntimo. "Para mí, el Día de Los Muertos es un día festivo; voy a celebrar a mi hijo que falleció. Recuerdo muchos de los hermosos momentos que mi hijo me dejó," comentó Orozco.
Orozco y Díaz trabajan en condados con alta población de inmigrantes mexicanos y suelen incluir está celebración en su plan de trabajo como parte de la meta trazada por UC ANR de generar un impacto positivo en la vida cotidiana de los californianos.
"Como asesora de desarrollo juvenil de 4-H, tengo la suerte de poder preservar esta tradición entre los niños que tienen herencia hispana", dice Díaz. "En el verano, hacemos un programa donde hablamos del Día de los Muertos, los niños aprenden a hacer altares, y aprenden a escribir poemas especiales llamados Calaveras".
Mientras Orozco incluye en sus talleres de nutrición, opciones para preparar de manera saludable algunas de las comidas que se acostumbra poner en los altares del Día de Muertos. Ella enseña a los niños y adultos cómo los tamales, enchiladas y pozole, que son algunos de los alimentos tradicionales de esta y otras celebraciones mexicanas pueden ser económicos, sabrosos y muy saludables.
La fascinación por el Día de Muertos no es exclusiva de quienes trabajan en zonas urbanas, por ejemplo, después de un viaje a Oaxaca para observar el Día de Muertos de primera mano, Penny Pawl, Maestra del programa Jardineros Maestros de la UC ANR en el Condado de Napa, escribió sobre cómo cultivar la flor de Cempasúchil y todas sus variedades y propiedades medicinales en la Columna de Jardineros Maestros Napa.
El Día de los Muertos es una de tantas maneras en que los mexicanos muestran su pragmatismo al venerar la muerte celebrando la vida.
