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