Joshua Farella

Interests

Research

4-H youth development programming, positive youth development, American Indian/Alaska Native youth development programming, cultural relevance, cultural humility, PYD efficacy and inclusivity.

Teaching

4-H youth development programming, positive youth development, blacksmithing, fine metal and wood working, skilled trades, small scale agricultural production, small business management and economics.

Courses

No activities entered.

Scholarly Contributions

Journals/Publications

• Davison, S., Farella, J., Moore, J., Isbell, S., & Dorado-Roble, N. (2022). Helping Youth Thrive Through An Equity Lens: American Indian/Alaskan Native (First Nations) Youth. National 4-H Program Leaders Working Group. National 4-H Program Leaders Working Group.
  More info

  4-H has made a bold commitment to youth across the United States: to reflect the population demographics, vulnerable populations, diverse needs, and social conditions of the country (United States Department of Agriculture, 2017). 4-H has affirmed that we will help close the opportunity gap for marginalized youth and communities to fully thrive(Extension Committee on Organization and Policy, 4-H, 2019; National 4-H Council, 2020). Making good on these promises requires that all those working with youth in 4-H critically analyze current programs and deliver those programs through an equity lens. Administrators, professionals, volunteers, and stakeholders have a responsibility to be aware of and confront the disparities that exist within 4-H programs and in society. Doing so is critical because those who aim to develop youth without acknowledgment of and response to a young person’s possible societal inequities is perpetuating injustice (Fields et al., 2018). The 4-H Thriving Model (Arnold, 2018) describes the process of positive youth development in 4-H. We should explore the 4-H Thriving Model, our national theoretical framework, with the same level of critical review to ensure it guides our work with equity and social justice at the fore.Davison, S., Farella, J., Moore, J., Nomee, S., Isbell, S., & Dorado-Roble, N. (2022). Helping Youth Thrive Through An Equity Lens: American Indian/Alaskan Native (First Nations) Youth. National 4-H Program Leaders Working Group. https://access-equity-belonging.extension.org/wp-content/uploads/2022/04/American-Indian_Alaskan-Native-First-Nations-Youth.pdf
• Jeffers-Sample, A., & Farella, J. (2022). Arizona 4-H Livestock Judging Program Overview. University of Arizona, Cooperative Extension.
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  4-H Livestock judging is a great program opportunity where youth can strengthen their decision-making abilities, grow communication skills, and develop sound critical thinking and articulate reasoning. Youth that excel  in livestock judging cultivate an ethic of research, practice, and work hard to communicate clearly and concisely to judges and peers. Livestock judging is a competitive event centered around the visual evaluation of an animal’s physical traits and at times performance data. The goal is to compare and contrast four animals in a class against each other as well as the “ideal” animal.  The livestock judging program is also a great way for youth to round out other 4-H skills. Learning to recognize positive or negative characteristics in livestock enables 4-Hers to select more competitive animals for market projects, and more effectively manage a market project to be the best it can be. This document is a very basic overview of the Livestock Judging program, and by no means a complete resource. If you are interested in learning more, be sure to check  out the resources linked below, and talk to your county 4-H staff about opportunities to participate!
• Jeffers-Sample, A., & Farella, J. (2022). Arizona 4-H Shooting Sports Program Overview. University of Arizona, Cooperative Extension.
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  Shooting sports are a great way to connect youth with caring adult mentors, teach safe and appropriate firearms/archery etiquette, and provide youth with leadership and competition opportunities. Shooting Sports Projects are also unique in that many adults with a passion for the program have the opportunity to receive training and teach youth instructors at the state and national levels. Like any project, there are opportunities to participate at county, state, and national levels. In addition, there are a few key requirements found in shooting sports that other 4-H projects don’t have so read on through the information below to learn how to grow a shooting sports program in your county! 
• Cavalli, L., Stoll, M., & Farella, J. (2022). Healthy Forests, Healthy Watersheds Video Series. University of Arizona, Cooperative Extension.
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  The Coconino National Forest houses the largest contiguous populations of ponderosa pine in the world. The forest ecosystem plays an important part in cleaning air and water, as well as providing habitat for plants and animals. Humans rely on the forest for natural resources, and forested ecosystems play a fundamental role in humans ability to survive and thrive. Among the most important functions that forests serve is the collection, storage, and filtration of fresh water. These drainages, creeks, rivers, water tables, and snow drifts collectively create watersheds.
• Farella, J., Arias, J. M., Carstens, R., Moore, J. D., & Jeffers-Sample, A. (2020). Project Essentials Livestock Fact Sheets, Small Stock Vol. 1: Cavies, Poultry, Rabbit. University of Arizona.
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  The goal of the “Bare Essentials” sheets is to provide a basic resource for 4-H youth and families to get started in a new livestock project. Animal projects are a challenge and these sheets will help provide first steps and basic knowledge on your animal’s needs. These sheets should be utilized by families to foster a youth’s ‘learning to learn’ skills. There are several key housing and feeding needs discussed, in addition to cost estimates for each type of animal. You will also see an “additional resources” and “local resources” section. The additional resources are links to examples within a greater body of resource material – again this is not the end all source. The local resources section is very important – getting involved in your local community will provide a young person with a rich body of knowledge and experience, and this is a great opportunity for young people to interact with peers and caring adults.
• Farella, J., Hauser, M. W., Parrott, A. M., Moore, J. D., Penrod, M., & Elliott-Engel, J. (2020). 4-H Youth Development Programming in Tribal Communities: A Critical Literature Review Within Cooperative Extension. Journal of Extension.
• Farella, J., Hauser, M. W., Parrott, A. M., Moore, J. D., Penrod, M., & Elliott-Engel, J. (2021). 4-H Youth Development Programming in Indigenous Communities: A Critical Review of Cooperative Extension Literature. Journal of Extension, 59(03), Article 7. doi:10.34068/joe.59.03.07
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  A literature review was conducted using the key words relating to Native American Youth and 4-H to assess the current state of 4-H youth programming serving First Nation/ Indigenous populations to inform future Extension initiatives. A systematic and qualitative review determined what level of focus the conducted programming efforts placed on broadly accepted elements of cultural identity as noted in the Peoplehood Model. A very small number of articles (N=13) were found pertaining to 4-H and Indigenous Communities. Fewer demonstrated emphasis on the peoplehood elements of language, place, traditional ceremony or calendars, and history. This work investigates a continuing inequity in 4-H PYD–both in service and reporting–and suggests some next steps for creating a more inclusive 4-H program for Native American/First Nation/Indigenous youth.
• Farella, J., Moore, J. D., Arias, J. M., & Elliott-Engel, J. (2021). A Framework For Indigenous Identity Inclusion in Positive Youth Development: Proclaimed Ignorance, Partial Vacuum, and the Peoplehood Model. Journal of Youth Development, 16(4), 1-25. doi:https://doi.org/10.5195/jyd.2021.1059
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  Indigenous youth are systemically underserved by 4-H and other positive youth development organizations. Many underserved First Nation communities in the U.S. could greatly benefit from programs that foster youth thriving, however these programs tend to be ineffective in creating culturally reflective spaces for Indigenous participants. In this article we argue that the Peoplehood Model should serve as a unifying model for the inclusion of Indigenous identity, and that cultural humility be firmly integrated into program design and assessment. We also propose that, to support Indigenous youth thriving, PYD practitioners must overtly create a ‘partial vacuum’ that supports youth in creating program context and thriving. Keywords: Indigenous thriving, identity inclusion, positive youth development, 4-H, youth development programming
• Farella, J., Moore, J. D., Arias, J. M., Carstens, R., & Jeffers-Sample, A. (2020). Project Essentials Livestock Fact Sheets Large Stock Vol. 1: Beef, Market Goat, Horse, Market Sheep, Swine. University of Arizona.
  More info

  The goal of the “Bare Essentials” sheets is to provide a basic resource for new 4-H members and parents to get started in a livestock project. Livestock projects can be challenging and it is the goal of these tip sheets to provide first steps and basic knowledge on your project’s needs. The following information should be utilized by families to foster a youth’s ‘learning to learn’ skills. There are several key livestock boarding and feeding requirements discussed, in addition to cost estimates for each type of animal. You will also see an “additional resources” and “local resources” section. The additional resources are links to examples within a greater body of resource material – again this is not the end all source. The local resources section is very important – getting involved in your local community will provide a 4-H member with a rich body of knowledge and experience. 4-H Livestock Projects provide a great opportunity for young people to interact with peers and caring adults.
• Farella, J., & Penrod, M. (2021). Empowering Goal Setting: A Basis for Improving Social Well-being in Youth. University of Arizona.
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  Empowered goal setting is the foundation by which 4-H can support youth in defining and achieving a sense of personal purpose. In this article we review some important reasoning behind empowering goal setting and suggest some useful models for framing interactions with 4-H youth.
• Parra, A. P., Elliott-Engel, J., Rodriguez, D., Hooper, P., Moore, J. D., Farella, J., Werkhoven, C., Werkhoven, C., Moore, J. D., Farella, J., Rodriguez, D., Hooper, P., Parra, A. P., & Elliott-Engel, J. (2020). Guidance for Virtual 4-H Meetings. University of Arizona Cooperative Extension.
• Falk, D. A., Farella, J., Swetnam, T. W., Roos, C. I., Liebmann, M. J., & Allen, C. D. (2016). Multiscale perspectives of fire, climate and humans in western North America and the Jemez Mountains, USA. Philosophical Transactions of the Royal Society B: Biological Sciences, 371(1696), 20150168. doi:10.1098/rstb.2015.0168
• Swetnam, T. W., Farella, J., Liebmann, M. J., Roos, C. I., Stack, A., & Martini, S. (2016). Native American depopulation, reforestation, and fire regimes in the Southwest United States, 1492–1900 CE. Proceedings of the National Academy of Sciences, 113(6). doi:10.1073/pnas.1521744113

Presentations

• Farella, J., & Elliott-Engel, J. (2022, April). Increasing Program Relevance for Indigenous Youth: Pathways Towards Identity Inclusion in Positive Youth Development. Association for International Agricultural and Extension Education (AIAEE) Conference. Thessaliniki, Greece.
• Farella, J., Sekaquaptewa, S. K., Arias, J. M., Parrott, A. M., & Hauser, M. W. (2022, July). The Need for Tribal Extension Youth Development Publications and Utilizing Culture to Create Safe, Relevant, and Recognizable Spaces. Federally Recognized Tribal Extension Program Annual Meeting. Spokane, Washington: Federally Recognized Tribal Extension Program.
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  In this presentation we reviewed results from our Journal of Extension Literature review:Farella, J., Hauser, M., Parrott, A., Moore, J. D., Penrod, M., & Elliott-Engel, J. (2021). 4-H Youth Development Programming in Indigenous Communities: A Critical Review of Cooperative Extension Literature. Journal of Extension, 59(3), Article 7.In addition, we highlighted the practical necessety of integrating cultural perspectives into youth programming, and highlighted some strategies from our Journal of Youth Development article: Farella, J., Moore, J. D., Arias, J., & Elliott-Engel, J. (2021). A Framework For Indigenous Identity Inclusion in Positive Youth Development: Proclaimed Ignorance, Partial Vacuum, and the Peoplehood Model. Journal of Youth Development, 16(4), 1–25. DOI 10.5195/jyd.2021.1059
• Farella, J., & Braun, H. L. (2022, June). Emergency Preparedness for Livestock and Pets. Coconino County and the Northern Arizona Public Employers Benefit Trust SeminarCoconino County and the Northern Arizona Public Employers Benefit Trust.
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  Overview of emergency planning and preparation livestock and pets in Northern Arizona, specifically relating to wildfire and flooding.
• Farella, J., & Sparks, E. W. (2022, October). Percieved Risk as a Mechanism for Growth In Positive Youth Development Programs. National Association of 4-H Youth Development Professionals Annual Conference. Madison, Wisconsin: NAE4-HYDP.
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  Creating a safe context is first and foremost in Positive Youth Development. However, the perception of risk can add value to a youth’s experience and provide unique opportunities for growth. Overcoming challenges perceived as scary, dangerous, or risky, can be a catalyst for intense and meaningful learning experiences. Several Arizona 4-H programs provide youth with these perceptions of danger – e.g. blacksmithing, high ropes, and backpacking the Grand Canyon. Youth that participate in these programs report positive growth in key youth development outcomes, including concern for others, teamwork, and leadership.  In this presentation we discuss program elements that create a ‘recipe’ for this high-growth context.
• Farella, J., Arias, J. M., & Sekaquaptewa, S. K. (2022, May). Co-creating the Safe Space: Supporting Indigenous Thriving Through Cultural Humility and Identity Inclusion. Arizona 4-H In-Service. Pinetop, Arizona: University of Arizona Cooperative Extension.
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  Presenters will share experiences from Federally Recognized Tribal Extension Agents and 4-H youth development professionals implementing programming within Indigenous communities.  Topics will include common elements of success and practical resources PYD practitioners can use to cultivate cultural inclusion. We will present our site orientation and assessment toolkit based on the Peoplehood Model’s elements of identity as a framework for identifying key community members and allies, and a review of our toolkits approach to characterizing community needs, demographics, and cultural diversity.  Attendees will gain an understanding of available resources, and methods for creating, adapting, and implementing culturally relevant and inclusive programs.
• Farella, J., Parrott, A. M., & Hauser, M. W. (2022, September). The Program Area Framework and Focused Excellence in Extension Careers. Texas A&M Alpha Zeta Chapter of Epsilon Sigma Phi Professional Development Conference. Virtual.
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  Extension work is multi-faceted, and often demands that professionals take on a ‘Jack of all trades’ approach.  Providing service to distinct and diverse communities inevitably results in a variety needs, challenges, and successes that are often singular to that particular community or group.  Despite this profound heterogeneity in context, the philosophical motivations and pathways towards program and academic success have many commonalities transcendent of location and participant.  Here we synthesize two ideas – Focused Excellence and, what we have termed, the Program Area Framework.  These concepts, when applied, can guide professionals through the Extension duality of specialization and generalization, and towards enhanced community and career outcomes.
• Farella, J., Sekaquaptewa, S. K., & Arias, J. M. (2022, August). Creating Impacts in Tribal Communities: Themes of Success, and a Cultural Approach to Extension Work. Arizona Cooperative Extension Conference 2022. Tucson, Arizona: University of Arizona Cooperative Extension.
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  Presenters will share themes of success from discussions and program evaluations of Federally Recongnized Tribal Extension efforts. In addition, the presentation will include some promising Extension work within tribal communities, and share some methods for reproducing in other communities. 
• Farella, J., Sekaquaptewa, S. K., & Arias, J. M. (2022, May). Co-creating the Safe Space:  Supporting Indigenous Thriving Through Cultural Humility and Identity Inclusion.. 4-H PYD Academy. Virtual: National 4-H Program Leaders Working Group.
  More info

  Presenters will share experiences from Federally Recognized Tribal Extension Agents and 4-H youth development professionals implementing programming within Indigenous communities.  Topics will include common elements of success and practical resources PYD practitioners can use to cultivate cultural inclusion. We will present our site orientation and assessment toolkit based on the Peoplehood Model’s elements of identity as a framework for identifying key community members and allies, and a review of our toolkits approach to characterizing community needs, demographics, and cultural diversity.  Attendees will gain an understanding of available resources, and methods for creating, adapting, and implementing culturally relevant and inclusive programs.
• Farella, J., Sekaquaptewa, S. K., & Arias, J. M. (2022, October). Creating Culturally Relevant Opportunities for Indigenous Youth: Utilizing the Peoplehood Model to Better Serve Native Communities. National Association of 4-H Youth Development Professionals Annual Conference. Madison, Wisconsin: NAE4-HYDP.
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  To meet the 2025 National 4-H vision, PYD efforts need to be culturally relevant. Simultaneously, Tribal communities in the U.S. seek to provide programs that appropriately serve their community.  Many such communities could greatly benefit from programs that foster youth thriving, however existing 4-H programs often do not intentionally create culturally relevant spaces. Theoretical models and practical tools must be utilized to create inclusive environments, and enable positive youth development practitioners to better understand and develop meaningful and culturally relevant programming. Here we present our recent Journal of Youth Development paper, and review the Peoplehood Model as a pathway for practitioners to identify and include essential elements of cultural identity in youth programming. We also present the Peoplehood Assessment Toolkit, a site assessment and orientation tool that enables Extension leaders or professionals  to better characterize and understand the important factors impacting youth identity in their service areas.
• Curley, D. L., Farella, J., Dixon, A. L., Orr, E. R., Bawden, M. K., Arias, J. M., Arias, J. M., Bawden, M. K., Orr, E. R., Dixon, A. L., Farella, J., & Curley, D. L. (2021, October). Panel Discussion: Fostering Resilience at Extension. Annual Conference. Zoom: University of Arizona Cooperative Extension.
• Farella, J., & Arias, J. M. (2021, Spring). Cultural Relevance in Programming – Strategies for Practice. Positive Youth Development Academy. Virtual: Program Leaders Working Group - Advancing the 4-H Thriving Model Task Force.
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  The cultural awareness breakout session will focus on practical identity inclusion in PYD programming. The hosts will introduce some essential elements of identity and culture and discuss practical program adaptation in different communities. Attendees are encouraged to share their own experiences and join a focused discussion on creating safe and inclusive spaces, and preparing volunteers to be effective within different cultural settings.
• Farella, J., Orr, E., Curley, D., Bawden, M. K., Arias, J. M., & Dixon, A. (2021, October). Fostering Resilience Through Extension. 2021 Annual Arizona Cooperative Extension Conference. Virtual: University of Arizona Cooperative Extension.
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  Fostering Resilience Through ExtensionThere is a growing movement highlighting the relationship between Adverse Childhood Experiences (ACEs) – such as abuse, neglect, divorce - and longer-term impacts such as disease, homelessness, and incarceration. Communities can make a difference with programming that prevents ACEs and mitigates the effects of ACEs in individuals. This session will share examples of FCHS, 4-H and Agriculture and Natural Resources programming that foster resilience in children and adults. This will be an interactive session to uncover and expand the contributions of Extension to this movement.
• Moore, J. D., Hauser, M. W., Parrott, A. M., Penrod, M., Elliott-Engel, J., & Farella, J. (2020, Fall). Hearing Tribal Voices: Limitations, Challenges, and Culturally Responsive Opportunities for 4-H Youth Development Programming in Tribal Communities. NAE4-HYDP Annual Conference. Boise, ID: National Association of Extension 4-H Youth Development Professionals.
• Farella, J. (2020, October). 4-H Blacksmithing Programming Development in Coconino County. University of Arizona Cooperative Extension. Virtual: University of Arizona CALS Cooperative Extension.
• Farella, J., Parrott, A. M., & Hauser, M. W. (2020, October). Applying Focused Excellence: The Program Area Framework. University of Arizona, Cooperative Extension Conference. Virtual: University of Arizona CALS Cooperative Extension.
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  This presentation outlines a framework for prioritizing program delivery, management, and development efforts within Extension. Utilizing this model to apply focused excellence to our work we can better distribute our energy for better community outcomes and academic achievement. This is a response to the multidirectional nature of Extension work and this framework can provide a pathway towards programmatic and institutional success.
• Moore, J. D., Farella, J., & Arias, J. M. (2020, October). Applying the Peoplehood Model: A Model for Assessing Indigenous Identity Inclusion in Extension Programming. University of Arizona Cooperative Extension Conference. Virtual: University of Arizona CALS Cooperative Extension.
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  Site and program level assessment. This tool is designed to do three things: (1) provide a short working review PYD staff should complete in order to better understand Indigenous groups in their area, (2) provide some basic resources/things to look for when working with First Nation governments, and (3) provide a site/program level assessment tool to critique the cultural inclusiveness and relevance of programming initiatives. Our goal here is to highlight important themes of identity that should be incorporated to make our PYD work meaningful to all stakeholders.
• Parrott, A., Hauser, M., & Farella, J. (2020, November). Applying Focused Excellence: The Program Area Framework. National Association of Extension Program and Staff Development Professionals Annual Conference, 2020. Virtual: National Association of Extension Program and Staff Development Professionals.
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  A challenge for Cooperative Extension personnel is balancing specialization and generalization. Generalizationis required to satisfy the diversity of needs encountered by Extension professionals. While not in directopposition to academic achievement, we all recognize that our generalist role oftentimes dominates ourschedules at a cost to academic success. This as a reality of Cooperative Extension, yet we must also establishmechanisms to achieve within our field and institution. The concept of ‘focused excellence’ is recognized as avaluable strategy in accomplishing this. In the application of focused excellence, we propose there are three keyareas – program delivery, program management, and program development. These essential elements, which wehave termed the “Program Area Framework,” (PAF) are a useful template for recognizing time, energy, andother investments made that effect outcomes and productivity. We suggest here that the Program AreaFramework be utilized by faculty as a guide for the achievement of focused excellence, i.e. a means to assessthe efficacy of programming efforts and focus the allocation of time and energy towards greater success.

Poster Presentations

• Gratop, G. J., Gratop, G. J., Farella, J., Farella, J., Arias, J. M., Arias, J. M., Hauser, M. W., Hauser, M. W., & Sekaquaptewa, S. K. (2022). Growing Futures in AZ Agriculture: An Immersive Professional Development Series for Integrating Agricultural Concepts into K-8 Curricula . Arizona Cooperative Extension Conference. Tucson, Arizona: University of Arizona.
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  Overview of the Growing Futures in AZ Agriculture USDA/NIFA project aiming to integrate agriculture as a central them in K-8 classrooms
• Farella, J., Sparks, E. W., & Farella, M. M. (2020, October). Santa Rita Experimental Range Teen Ambassador Program – Engaging Youth in STEM Literacy and an Adaptive Model for 4-H Field Science Programming. National Association of Extension 4-H Youth Development Professionals Conference. Virtual: NAE4-HA.
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  We designed the Santa Rita Experimental Range Teen Ambassador Program to provide students access to STEM and environmental science content, enhance educator/youth critical thinking and problem solving skills, engage communities with surrounding natural resources, and expand STEM literacy by engaging youth to teach youth.  Our primary approach engaged youth in the scientific method through 4-H field science programming.  Youth took part in fieldwork learning environmental science methodology and practice.  We emphasized iterative and experiential learning and provided a positive interactive process (i.e. discussion-based idea development/peer review).  As a result, students were enabled to answer their own research questions by designing and implementing research projects.  These ‘micro studies’ were subsequently presented in groups where youth could provide critique propose improvements.  Teacher workshops were hosted where educators, 4-H staff, and students developed curriculum tools for the classroom.  Youth mentors also taught lessons in middle and elementary school classrooms with these materials.

Other Teaching Materials

• Moore, J. D., Farella, J., Nomee, S., & Wilson, T. (2020. Logic Model Program: American Indian/Alaska Native Champion Group of AEBC of 4-H PLWG. 4-H Program Leaders Working Group- Access, Equity, and Belonging Working Group- Native American/ Alasksa Natives Champion's Group.
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  Logic Model Program: American Indian/Alaska Native Champion Group of AEBC of 4-H PLWG Situation: The current (2020) 4-H youth population and the 4-H adult volunteer population do not reflect the demographics of the United States. Education and information about best practices for working with youth and adults in Indian Country is necessary to engage this population whose members will benefit from the 4-H model of PYD just as other youth and adult volunteers have benefited for over 100 years.
• Moore, J. D., Farella, J., Davidson, S., Nomee, S., Wilson, T., Dorado-Robles, N., Moncloa, F., & Fields, N. I. (2020. Increasing Cultural Awareness & Equity in Extension Programs. eXtension Campus.
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  Increasing Cultural Awareness & Equity in Extension Programs Location: Online Modules The modules are designed to: 1. Introduce you to foundational terms related to cultural competencies and equitable practices, and 2. Encourage you to explore dimensions of culture. 3. How to work toward cultural competency attitudes, knowledge and skills that are required to be culturally responsive volunteers. 4. How to recognize and improve your organizational culture