Presentation on theme: "Promising Models and Practices with Southeast Asian American Communities Zha Blong Xiong University of Minnesota Yorn Yan United Cambodian Association."— Presentation transcript:
Promising Models and Practices with Southeast Asian American Communities Zha Blong Xiong University of Minnesota Yorn Yan United Cambodian Association of Minnesota
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.
SEA Resettlement in the United States, ,000 10,000 15,000 20,000 25,000 30,000 35,000 40,
U.S. Southeast Asian Population Asian Indians Filipino
Minnesota Southeast Asian Population
Most Southeast Asians in Minnesota concentrated in urban and poor areas 53% of Minnesotas 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 ( American Community Survey 5-Year Estimates ).
Percentage of Household Income below the Poverty Line in St. Paul, Ramsey and Hennepin Counties, MN by Race Caucasian African AmericanHispanic American Indian Asian- non Hmong Hmong St. Paul Ramsey County Hennepin County
Linguistically Isolated Source: Census 2000 Data for Minnesota Population. 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).
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 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 12 th grade. –Blue Cross and Blue Shield of Minnesotas (2009) SEA study found that men are more likely to smoke (30%) than women (7%).
Engaging the Southeast Asian Communities to Address the Tobacco Use Problem Community Engagement: Buy-in & Planning Capacity Building Culturally Tailored, Multi- Approached Education Embedding and Systems Change
Engaging the Southeast Asian Communities to Address the Tobacco Use Problem
Community Engagement Buy-in & Planning Model Citizen Health Care Models Principles: 1.The greatest untapped resource for strengthening families and communities is the knowledge, wisdom, and lived experience of community members/citizens. 2.Citizens must be included in the engagement process as producers and contributors, and not a clients or consumers of services. 3.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.
Community Engagement Buy-in & Planning Process Shared decision making and partnership building. Capacity building for the collaborative & staff. Identified stakeholders for the community leadership groups. Community leadership groups. Data collection: Stakeholder interviews. Data collection: Focus groups. Action plans & program development: Retreat. The Engagement Process for the Statewide Tobacco Education and Engagement Project (STEEP) took 2 Years (supported by ClearWay Minnesota: ):
The STEEP Project Mr. Yorn Yan
Capacity Building Model: LAAMPP Leadership and Advocacy Institute to Advance Minnesotas 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 Community Engagement: Buy-in & Planning Capacity Building Culturally Tailored, Multi- Approached Education Embedding and Systems Change
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 Community Engagement: Buy-in & Planning Capacity Building Culturally Tailored, Multi- Approached Education Embedding and Systems Change
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., , Fax:
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., , Fax:
Community Engagement: Getting Communities & Institutions to Commit to Change Embedding practices and policies –Healthy living messages and practices become part of each agencys 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 Community Engagement: Buy-in & Planning Capacity Building Culturally Tailored, Multi- Approached Education Embedding and Systems Change
Commit to Embedding and Systems Change Action taken: Date Initiated Date Completed Comments Initial contact w/ member who knows someone in the entity. Talk with representative(s) of the entity about potential policy. Conversation with and/or present to group about potential policy. Have a conversation with the decision maker or the executive group. Present idea and language of policy and what the entity wants to cover. Help draft policy idea and language to the entity. Revise policy statement. Policy adopted. Community Engagement: Buy-in & Planning Capacity Building Culturally Tailored, Multi- Approached Education Embedding and Systems Change
NUMBER OF POLICIES PASSED TYPE OF POLICYSYSTEMS TOBACCO COMMUNITY BASED ORG. TEMPLEGROUP MULTI- UNIT HOUSING OTHERS Hmong Soccer Tournament (1) TobaccoX No Tobacco Funding (5)TobaccoX Strengthening Comprehensive Policy (5) TobaccoX World Refugee Day (1)TobaccoX Multi-unit Housing (1)TobaccoX Cambodian Temple (1)TobaccoX Lao Temple (1)TobaccoX 20% healthy options (5)Healthy EatingX 20% healthy options (1)Healthy EatingX 20% healthy options (1)Healthy EatingX Bike racks (5)Active LivingX
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).
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.
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.
Please dont 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 STEEPs Dandelion and Systems Change Model; Have access to our evaluation data; or Know more about our lessons learned and other success stories.
CDCs Program Evaluation Framework Framework for Program Evaluation in Public Health. MMWR 1999;48(No. RR-11)
American Evaluation Association Evaluation Standards 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
Evaluation Address four evaluative questions: (1)How much have we been reaching out to the SEA communities? (2)How much do the people in the community know about STEEP? (3)How much have we made a difference in the SEA communities? (4)How much have we made a difference to the people we educated?
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.
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 STEEPs work in their communities within the past year ( ).
How much have we made a difference in the SEA communities?
How much have we made a difference to the people we educated? (Knowledge)
How much have we made a difference to the people we educated? (Smoking norms inside the home) Graph 11. Rules about not smoking inside the home. Changing smoking norms inside the home
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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