1 / 19

Car Seat Education for Refugees: Bridging Barriers

Car Seat Education for Refugees: Bridging Barriers. Objectives. Identify attributes of patient-centered and non-verbal forms of communication Describe reasons why refugees are at greatest risk for injury Learn how to create a supportive educational environment for refugee families

phila
Download Presentation

Car Seat Education for Refugees: Bridging Barriers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Car Seat Education for Refugees: Bridging Barriers

  2. Objectives • Identify attributes of patient-centered and non-verbal forms of communication • Describe reasons why refugees are at greatest risk for injury • Learn how to create a supportive educational environment for refugee families • Ensure refugee parent is able to properly secure a car seat and a child in a car seat

  3. Refugee A person who has fled his/her country of nationality (or habitual residence) and who is unable or unwilling to return to that country because of a “well founded” fear of persecution based on race, religion, nationality, political opinion or membership in a particular social group. - United Nations High Commissioner for Refugees (UNHCR)

  4. Why are refugees at risk? • Greater risk of death and injury than the general population (Source: Department of Immigration and Multicultural Affairs, 2006) • Perceptions of feeling safe • War torn countries vs. peace • Risk of rape vs. freedom to play • Little to no experience with injury prevention tools or methods

  5. Don’t Assume . . . Diversity of your groups: • Gender Roles • Education • Life Experiences • Healthcare and Safety Perceptions • Be sensitive to the culture

  6. Non-verbal dimensions of Communication • Kindness • Patience • Smiles • Body language

  7. Body Language: What am I saying?

  8. Patient Centered Communication • Explain what and why you are doing things • Talk slowly • Show interest in the person’s life experiences • Ask about their cultural background • Take an interest to get to know the person

  9. Combining 2 types of Communication • By taking your time and showing interest may help improve adherence to preventive messaging. • Build on positive health promoting habits and behaviors • Mention something positive

  10. Working with Resettlement Agencies • Making contact • International Rescue Committee • Lutheran Social Services - Refugee Focus • Catholic Charities • Refugee Healthcare clinics • Helping a community develop an injury prevention program • Peppertree

  11. How we teach a car seat class . . . • Introductions • Greetings and respect are very important • Engage your audience • Is there a word for car seat? • Brief overview of child passenger safety • Distribute car seats • Demonstrate how to secure a child in each car seat • Go out to the car demonstrate car seat installation • Encouragement - Good Job! • Question and Answer

  12. Focus on the Basics • Why do they think seatbelts are important? • First experience with a seatbelt

  13. Where we teach • Resettlement Agency • Provide background information on participants • Physician Offices • Apartment Homes • Meeting Rooms • Inside homes (Special Transportation Needs)

  14. Language Barrier • Spoken languages • Numerous languages in a class • Interpreter sits by same language parent • Interpreters may assist in demonstrating the concept • Interpreter • Not always present • Not always effective • More demonstration

  15. Using Interpreters • Use basic and simple terms • Some interpreters just learned English • Speak in short, concise and direct sentences • give the interpreter time to interpret • Demonstrate the topic • Teach at the car

  16. When an interpreter is not available . . • Use a video • Demonstrate the car seat topic • Practice, practice, practice • Provide materials • English speaking members in the community • Materials with photos may be best

  17. Evaluation • After participating in a class parents demonstrate • Correct installation of car seat • Ability to secure their child or a doll in the seat • Currently unable to follow up with families to determine the correct and continued use of the restraint

  18. Don’t be afraid to ask for help • Safe Kids Maricopa County • Colleagues • Volunteers • Agency staff

  19. Thank you! Angelica M. Baker, CPST Phoenix Children’s Injury Prevention Center Child Passenger Safety Specialist (602) 933-3353 ambaker@phoenixchildrens.com Zoraida Ettrick, CPSI Safe Kids Maricopa County Coordinator Injury Prevention Program Manager Maricopa County Department of Public Health (602) 506-6860 zoraidaettrick@mail.maricopa.gov

More Related