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

• Ensure refugee parent is able to properly secure a car seat and a child in a car seat

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)

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

Don’t Assume . . .

Diversity of your groups:• Gender Roles• Education• Life Experiences• Healthcare and Safety Perceptions• Be sensitive to the culture

Non-verbal dimensions of Communication

• Kindness • Patience• Smiles• Body language

Body Language: What am I saying?

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

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

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

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

Focus on the Basics

• Why do they think seatbelts are important?• First experience with a seatbelt

Where we teach

• Resettlement Agency– Provide background information on participants

• Physician Offices• Apartment Homes– Meeting Rooms– Inside homes (Special Transportation Needs)

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

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

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

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

Don’t be afraid to ask for help

• Safe Kids Maricopa County• Colleagues• Volunteers• Agency staff

Thank you!

Angelica M. Baker, CPSTPhoenix Children’s Injury Prevention CenterChild Passenger Safety Specialist(602) 933-3353ambaker@phoenixchildrens.com

Zoraida Ettrick, CPSISafe Kids Maricopa County CoordinatorInjury Prevention Program ManagerMaricopa County Department of Public Health(602) 506-6860 zoraidaettrick@mail.maricopa.gov