Promising Models and Practices with Southeast Asian American Communities

1. Promising Models and Practices with Southeast Asian American Communities Zha Blong Xiong University of Minnesota Yorn Yan United Cambodian Association of Minnesota

2. Overview of Presentation • Context of Southeast Asian (SEA) Americans in Minnesota. • The Citizen Health Care Model to build collaboration between the University and Southeast Asian communities. • The Statewide Tobacco Education and Education Project (STEEP) Model. • Some evaluation data testing the model. • Lessons learned.

3. SEA Resettlement in the United States, 1975-1994 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 1975- 1976 1977- 1978 1979- 1980 1981- 1982 1983- 1984 1985- 1986 1987- 1988 1989- 1990 1991- 1992 1993- 1994

4. U.S. Southeast Asian Population Asian Indians Filipino

5. Minnesota Southeast Asian Population

6. Hmong Vietnamese

8. Most Southeast Asians in Minnesota concentrated in urban and poor areas • 53% of Minnesota’s Hmong population lives in Ramsey County and 45% within the City of St. Paul. • The Hmong comprise 57% of all Asians in Ramsey County nd 65% of Asians in St. Paul (2005-2009 American Community Survey 5-Year Estimates).

9. Percentage of Household Income below the Poverty Line in St. Paul, Ramsey and Hennepin Counties, MN by Race

10. Linguistically Isolated A recent study found that 81% of first generation respondents reported using a language other than English as their primary language, while 20% of second generation respondents also reported this (Robynn el al., 2010). Source: Census 2000 Data for Minnesota Population.

11. Smoking rates • Smoking rates in the general population are declining since 2004 (stalled at 20%) • Smoking rates in the SEA communities are still high. • Some studies show that the prevalence rates for SEAs ages 18 and over ranged from 34% to 70% (Bautista, Ednacot, & Wong, 2005; Chen, 2001; McPhee et al., 1995). • A 2009 study of 2,856 Hmong youth and adults in Wisconsin found that 15% of the youth ages 12-17 reported daily use and 32% ever use. • The American Legacy Foundation (2001) reported that the number of Asian American teens who smoke increased from 4.4% in middle school to 33.1% by 12th grade. • Blue Cross and Blue Shield of Minnesota’s (2009) SEA study found that men are more likely to smoke (30%) than women (7%).

12. Engaging the Southeast Asian Communities to Address the Tobacco Use Problem

13. Engaging the Southeast Asian Communities to Address the Tobacco Use Problem

14. Community Engagement Buy-in & Planning Model Citizen Health Care Model’s Principles: The greatest untapped resource for strengthening families and communities is the knowledge, wisdom, and lived experience of community members/citizens. Citizens must be included in the engagement process as producers and contributors, and not a clients or consumers of services. Researchers must come to the collaboration as citizen professionals to identify challenges, sources and nature of the problem, mobilize resources, and generate plans of action together. Source: Doherty & Carroll, 2002; Doherty & Mendenhall, 2006.

15. Community Engagement Buy-in & Planning Process The Engagement Process for the Statewide Tobacco Education and Engagement Project (STEEP) took 2 Years (supported by ClearWay Minnesota: 2005-2007): Action plans & program development: Retreat. Data collection: Focus groups. Data collection: Stakeholder interviews. Community leadership groups. Identified stakeholders for the community leadership groups. Capacity building for the collaborative & staff. Shared decision making and partnership building.

16. The STEEP Project • Mr. Yorn Yan

17. Dandelion Systems Change

18. Capacity Building Model: LAAMPP • Leadership and Advocacy Institute to Advance Minnesota’s Priority Populations project (Lew, Honma, Portugal, & Baezconde-Garbanati, 2008). • Build community and cross-cultural capacity for tobacco control • Developing a pool of Coaches Approach: Train-the-trainers (Corelli et al., 2007; Orfaly et. el., 2005). • Capacity building of the collaboration • Staff/Tobacco Educators • Volunteers: Community fellows • Allies: Community leaders • Community members

19. Culturally Tailored, Multi-Approached Education • Setting: Places of congregation (“if we build it, people will come” is not working ) • Community events • Temples • Multi-housing units • Community-based organizations • Materials: Posters, objects, tools, etc. (see samples) • Pedagogies: Story telling, demonstrations, and role playing. • Evaluation: Pre- and post-tests; retrospective

20. Chemical Poster What it is: A poster depicting the chemicals present in cigarettes. Why it is used: It is used to alert observers to the dangerous chemicals found in cigarettes. Its message: The chemicals pictured in this poster are chemicals that many observers will recognize. This poster encourages smokers to ask themselves, “If these chemicals are used in each cigarette, why am I still smoking? Retailer: Nimco Inc., www.nimcoinc.com, 1-800-962-6662, Fax: 1-270-273-5844

21. Tar Jar What it is: This jar shows the amount of tar a smoker consumes in one year from smoking a pack (20 cigarettes) a day. Why it is used: It provides a visual picture of the tar that turns the lungs black. Its message: This educational tool teaches the effects of tobacco use on health. Retailer: Nimco Inc., www.nimcoinc.com, 1-800-962-6662, Fax: 1-270-273-5844

22. Community Engagement: Getting Communities & Institutions to Commit to Change • Embedding practices and policies • Healthy living messages and practices become part of each agency’s programs. • Co-presentations and team-focused programs. • Systems change practices and policies • Develop appropriate language for policies • Adopt policies • Implement and enforce adopted policies • Educate and inform existing state and local policies

23. Commit to Embedding and Systems Change

25. Lessons Learned Collaboration Shared vision about the community well-being. Trust and respect one another as professional citizens. Commitment from the top of the organizations (i.e., executive directors). Shared leadership and sacrifice at the collaborative level (chair committees, rally, petition, cost to pay grant writer, etc.). The role of the University in the collaboration is key to our program success (i.e., model development, grant writing, and evaluation). The ongoing contributions of the TAs, consultants, and funders to guide, support, and strengthen the collaboration. Staff Capacity building is critical (i.e., demonstrate credibility, buy-in, and trust in the community, esp. with young, second-generation staff). Mentoring and coaching staff play an important role in our successes. Organizational flexibility (in office vs. in the field).

26. Lessons Learned • Evaluation • Evaluation is a challenge when working with low literacy population. • The need to balance between delivering the program vs. collecting data • An hour training with pre- and post-tests • The challenge of using survey to collect data (i.e., response options; right and wrong answers). • Reliable vs. practical measures.

27. Lessons Learned • Volunteers • Challenge of retaining volunteers. • Challenge of getting volunteers to commit to advanced training (tier three – two week training and a mentored project). • Program • Build relationship with people is key to engagement, education, and systems change. • If we move too quickly into systems change, the buy-in is not there in the community to pass policies. • People need to personalize the problem before they can commit to change.

28. Please don’t hesitate to contact us if you want to… • Learn more about the Citizen Health Care Model to engage other immigrant and/or low SES communities; • Learn more about our STEEP’s Dandelion and Systems Change Model; • Have access to our evaluation data; or • Know more about our lessons learned and other success stories.

29. CDC’s Program Evaluation FrameworkFramework for Program Evaluation in Public Health. MMWR 1999;48(No. RR-11)http://www.cdc.gov/eval/framework.htm

30. Utility: credible, negotiated, timely Feasibility: practical, context, efficient Propriety: formal agreements, conflict of interest, transparency, inclusive Accuracy: valid, reliable, justified Accountability: documentation; internal & external metaevaluation Yarbrough, D. B., Shulha, L. M., Hopson, R. K., and Caruthers, F. A. The program evaluation standards: A guide for evaluators and evaluation users (3rd ed.). Thousand Oaks, CA: Sage; 2011 http://www.eval.org/evaluationdocuments/progeval.html American Evaluation AssociationEvaluation Standards

31. Evaluation Address four evaluative questions: • How much have we been reaching out to the SEA communities? • How much do the people in the community know about STEEP? • How much have we made a difference in the SEA communities? • How much have we made a difference to the people we educated?

32. How much have we been penetrating the SEA communities? • Conducted 65 events, delivered educational tools to 40,000 people in three target SEA locations: Twin Cities, Rochester, & St. Cloud. • Recruited and trained over 120 volunteers; 20 of them delivered the education in their respective community. • Networked/partnered with over 72 agencies and/or groups working on a variety of projects/activities in Minnesota.

33. How much do the people in the community know about STEEP? • Nearly 97% of all survey respondents reported • having seen STEEP at community events in the • past year. • More than 50% of the survey respondents • indicated hearing people talking “quite • often” about STEEP’s work in their communities • within the past year (2009-2010).

34. How much have we made a difference in the SEA communities?

35. How much have we made a difference to the people we educated? (Knowledge)

36. How much have we made a difference to the people we educated? (Smoking norms inside the home) . Changing smoking norms inside the home • Graph 11. Rules about not smoking inside the home

37. How much have we made a difference to the people we educated? (see smoking now vs. a year ago in the community)

38. How much have we made a difference to the people we educated? (see smoking now vs. a year ago in the community)

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