Juan M Arias

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Scholarly Contributions

Journals/Publications

• Downer, B., Arias, J. M., Dixon, A. L., & Speirs, K. (2020). Listening to Podcasts with Young Children: A Parent Guide. UA Extension.
  More info

  Podcasts can be a great alternative to watching TV or playing video games. Podcasts are like radio shows, but you listen by streaming or downloading episodes to a phone, tablet or computer. Listening to a podcast with your children is a great way to learn and have fun together. While you listen, ask them questions, talk about what is happening, and explain what they are listening to.
• Downer, B., Speirs, K., Dixon, A. L., Alves, J. L., Arias, J. M., Arias, J. M., Alves, J. L., Dixon, A. L., Downer, B., & Speirs, K. (2020). Screen Time with Young Children. UA Extension.
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  Screen time (using any device with a screen, such as a phone, TV, iPad or tablet, PlayStation or computer) has become part of most family's everyday lives. This article outlines suggestions and guidance on ways to help make screen time a fun learning experience for your children and family.
• Elliott-Engel, J., Arias, J. M., Moore, J. D., & Farella, J. (2021). A Framework For Indigenous Identity Inclusion in Positive Youth Development: Proclaimed Ignorance, Partial Vacuum, and the Peoplehood Model. Journal of Youth Development.
  More info

  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., 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.
  More info

  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., Moore, J. D., Arias, J. M., & Elliott-Engel, J. (2020). A Framework For Indigenous Identity Inclusion in Positive Youth Development: Proclaimed Ignorance, Partial Vacuum, and the Peoplehood Model. Journal of Youth Development.
  More info

  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.
• Elliott-Engel, J., Arias, J. M., Moore, J. D., Farella, J., Elliott-Engel, J., Arias, J. M., Moore, J. D., & Farella, 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
  More info

  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
• Speirs, K., Dixon, A. L., Arias, J. M., & Downer, B. (2020). Listening to Podcasts with Young Children: A Parent Guide. UA Extension.
  More info

  Podcasts can be a great alternative to watching TV or playing video games. Podcasts are like radio shows, but you listen by streaming or downloading episodes to a phone, tablet or computer. Listening to a podcast with your children is a great way to learn and have fun together. While you listen, ask them questions, talk about what is happening, and explain what they are listening to.

Presentations

• 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
• Arias, J. M., & Farell, G. (2022, March 21-24). Native Beef Quality Assurance Resources. "Native American Agricultural Producers Continuing to Build Resiliency for Mother Earth” SWIAA. Chandler, Az: SWINDIANAG.COM.
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  Introducing native producers to local resources and tools to improve operations. Educational resources, hands-on activities, and connected leaders with a rancher resource guide for underserved communities.
• Farella, J., Farella, J., Arias, J. M., Arias, J. M., Sekaquaptewa, S. K., & 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., Farella, J., Sekaquaptewa, S. K., Sekaquaptewa, S. K., Arias, J. M., & 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., Farella, J., Sekaquaptewa, S. K., Sekaquaptewa, S. K., Arias, J. M., & 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.
  More info

  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.
• 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.
• Dixon, A., Arias, J. M., Bawden, M. K., Curley, D., Orr, E., & Farella, J. (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.
• 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., Farella, J., Orr, E. R., Orr, E. R., Arias, J. M., Arias, J. M., Bawden, M. K., Bawden, M. K., Dixon, A. L., Dixon, A. L., Curley, D. L., & Curley, D. L. (2021, October). Panel Discussion: Fostering Resilience at Extension. Annual Conference. Zoom: University of Arizona Cooperative Extension.
• 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.
• Arias, J. M. (2019, Decemeber). San Carlos FRTEP programs. Indian Agriculture Council. Las Vegas: FRTEP.
• Arias, J. M. (2019, March). San Carlos Apache Tribe FRTEP programs. Hualapai Tribe Spring Horituclture Workshop. Hualapai Tribe( Peach Srings) AZ: FRTEP Hualapai.
• Arias, J. M. (2019, October). Food Sovereignty In San Carlos Apache Tribe. Native Waters. reno, nevada: Extension.

Poster Presentations

• Arias, J. M. (2020, October). Early Literacy Programming for Families with Young Children. UArizona Cooperative Extension Annual Conference 2020. Extension website: UArizona Cooperative Extension.
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  This poster provides an overview of drop-in literacy events developed as part of a CYFAR-funded program to promote early literacy in two American Indian communities.
• Arias, J. M., & Greene, B. (2022, October 11-13). REACHING RANCHERS WITH PRACTICAL/APPLICABLE INFORMATION AND HANDS-ON SKILLS: ARIZONA TRIBAL LIVESTOCK/HORSE EXTENSION PROGRAMS AND PARTNERSHIPS. 2022 Chad Reid NACAA Western Region Professional Improvement Conference in Tucson. Tucson: NACAA Western Region Professional Improvement.
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  introduction to locally adapted resources impacting tribal/ remote communities. Highlighting partnerships and connections with FRTEP agents and partners to expand Extension resources.
• Arias, J. M., Arias, J. M., Alden, E. A., Alden, E. A., Alamban, A. P., Alamban, A. P., Kinlicheenie, K. L., Kinlicheenie, K. L., Sekaquaptewa, S. K., Sekaquaptewa, S. K., Beard, J., Beard, J., Brawley, N. Q., Brawley, N. Q., Greene, E. A., Greene, E. A., Farrell, G., & Farrell, G. (2022, August). TRIBAL LIVESTOCK/HORSE EXTENSION PROGRAMS IN ARIZONA(Navajo, San Carlos, Hualapai, CRIT, & Hopi Tribes). UACE Conference. Tucson: UACE Programs.
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  Tribal extension agents, horse and livestock specialists, and two livestock extension have developed and worked together on a multifaceted Tribal Extension program to care for horses and livestock utilizing good stewardship methods for animals, land, and even humans to meet the needs of the tribal ranchers, families, and youth. 
• Armstrong Florian, T. L., Armstrong Florian, T. L., Arias, J. M., Arias, J. M., Wilson, H., Wilson, H., Speirs, K., Speirs, K., Stewart, R. E., Stewart, R. E., Whitmer, E. B., Whitmer, E. B., Wright, A. D., & Wright, A. D. (2023, July). Collective Impact for Sustainable (Water) Change . The University of Arizona Water Resources Research Center Annual Conference. Tucson, AZ: University of Arizona Cooperative Extension.
• Wright, A. D., Whitmer, E. B., Stewart, R. E., Speirs, K., Wilson, H., Arias, J. M., & Armstrong Florian, T. L. (2023, August). Collective Impact for Sustainable (Water) Chang . 2023 Arizona Cooperative Extension Conference: Building the Future of Extension Through Multi‐Disciplinary Collaboration. Tucson, AZ: University of Arizona Cooperative Extension.
• Wright, A. D., Whitmer, E. B., Stewart, R. E., Speirs, K., Wilson, H., Arias, J. M., & Armstrong Florian, T. L. (2023, August). Collective Impact for Sustainable (Water) Change. 2023 Arizona Cooperative Extension Conference: Building the Future of Extension Through Multi‐Disciplinary Collaboration. Tucson, AZ: University of Arizona Cooperative Extension.
• 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., Sekaquaptewa, S. K., Gratop, G. J., Farella, J., Arias, J. M., & Hauser, M. W. (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
• Speirs, K., Arias, J. M., Bawden, M. K., Downer, B., Walsh, M. E., Notah, N., Dixon-Kleiber, A. L., Dominguez, V., Carlson, C., Alves, J., & Sneddy, C. (2022, August). Community-Based Programs to Promote Early Literacy in Two Tribal Communities: A Fruitful FCHS-FRTEP Collaboration. University of Arizona Cooperative Extension Annual Conference.
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  Presentation on the work that has been undertaken to develop successful relationships with the Navajo Nation and the San Carlos Apache tribes to plan, develop, and implement the Baby College 101 and Teachable Moments programs.
• Lopez, G. U., Lonchar, T., Yee, K., Hanson, H., Rivas, E. L., Ruiz, N. E., DeVeau, S. N., Vasovski, S., Johnson, K. R., Sekaquaptewa, S. K., Kaye, Y., Josytewa, S., Arias, J. M., Muwanas-Arias, N., Kinlicheenie, K. L., Contreras, S., Munoz, E., Smith, D., Parra, A. P., , Lester, D. F., et al. (2020, August). 4-H STEM YOUniversity: Robotics CoderZ Virtual Camp Fall 2020. Annual University of Arizona Cooperative Extension Conference. Tucson, AZ.
• Alves, J. L., Arias, J. M., Dixon, A. L., Speirs, K., & Sekaquaptewa, S. K. (2019, August). Connecting Intergenerational Families with Culturally Relevant Early Literacy Programs. Extension Conference. Tucson, AZ: UA Cooperative Extension.
• Arias, J. M. (2019, August). Reconnect Tribal Youth to Agriculture and Natural Resources: An ESIP Project. Extension Confrence. Tucsin, AZ: UA Cooperative Extension.
• Arias, J. M., & Greene, E. (2019, August). Creating Educational Opportunities for San Carlos Apache Ranchers: An ESIP Project. Extension Confrence. Tucson, AZ: UA Cooperative Extension.

Creative Productions

• Arias, J. M., & Greene, E. A. (2020. AZ 4-H Ag at Home Series: “Pumpkin: Planting Basics”. (3:19). online video. https://www.youtube.com/watch?v=jUtYup2nPSI
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  Director (10%)
• Greene, E. A., & Arias, J. M. (2020. AZ 4-H Ag at Home Series: “DIY: Watering Container”. (4:43). online video. https://www.youtube.com/watch?v=SzNk-8fZ7Y4&feature=youtu.be
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  Director (10%)

Others

• Arias, J. M. (2020, October). Planting Spinach & Planting Spinach early childhood. NOPA Extension San Carlos Website.
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  2 videos made and posted talking about MyPlate, plant needs, and how to plant for families.
• Arias, J. M. (2020, october). Quick and Dirty: Extension in the Field San Carlos FRTEP. UArizona Cooperative Extension Annual Conference 2020. https://extension.arizona.edu/2020conference/quick-dirty/session-videos
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  Federally Recognized Tribal Assistant Agent in San Carlos Apache Tribe, talksabout resources offered to community members, including topics such as equine lifecycle, business plan management, beef quality assurance, 4-H, and traditional gardening,and more.
• Arias, J. M. (2022, December). _{San Carlos Farm To School Action Plan}. USDA.
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  Action Plan developed to establish goals and objectives supporting food sovereignty in the community of the San Carlos Apache Tribe. 
• Arias, J. M., & Moore, J. D. (2019, November). Arizona 4-H Shooting Sports Risk Management Plan. Arizona 4-H Shooting Sports Operations Plan.
• Moore, J. D., Moore, J. D., Arias, J. M., Arias, J. M., Jeffers-Sample, A., Jeffers-Sample, A., Farella, J., & Farella, J. (2019, December). Arizona 4-H Shootings Sports Operations Plan. Arizona 4-H Policy Book.
• Greene, E. A., Brawley, N. Q., Wright, A. D., Arias, J. M., & Beard, J. (2021, August). The How and Why of Calf Castration. Fast Track video publication. https://www.youtube.com/watch?v=ZCssuTQrxds
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  This video was made in response to needed resources for tribal ranchers in Arizona for a common ranching practice, castration of calves. This educational video discusses the reasons for castration as well as using a veterinarian to demonstrate two common methods ranchers use, with extra explanations on the anatomy and the processes.
• Arias, J. M. (2020, September). Pumpkin: Planting Basics. https://extension.arizona.edu/az-4-h-ag-home.
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  A quick, 3-minute video to show you how to get your own pumpkins planted and growing.
• Arias, J. M. (2020, september). DIY Watering Container. https://extension.arizona.edu/az-4-h-ag-home.
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  DIY Watering Container: do it yourself video for youth and adults to the garden at home
• Moore, J. D., & Arias, J. M. (2019, August). Arizona 4-H Shooting Sports Webpage. Arizona 4-H State Programs Website. https://extension.arizona.edu/arizona-4-h-shooting-sports-education
• Greene, E. A., & Arias, J. M. (2018, February). San Carlos Horse Workshop. Peridot Rodeo Grounds, Peridot, AZ..
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  Greene, E.A. and J. Arias. 2018. San Carlos Horse Workshop, Peridot Rodeo Grounds, Peridot, AZ. (February 17, 2018) Nutrition (E.A. Greene) Biosecurity (E.A. Greene) Vaccines (E.A. Greene) Q & A (E.A. Greene)