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