Development of a Culturally-Adapted Graphic Novella about Emergency Communication: Collaborations with a Limited English Speaking Chinese Immigrant Community

Abstract Background: The exclusive breastfeeding rate in Ireland is very low with extremely slow annual growth. The population of immigrants in Ireland is increasing. Improving exclusive breastfeeding practice among immigrants may contribute to the overall improvement of exclusive breastfeeding rates in Ireland. This study was conducted to elicit suggestions on improving exclusive breastfeeding rate for six months among Chinese immigrants in Ireland. Methods: Fourteen semi-structured in-depth interviews were conducted with Chinese immigrant mothers residing in Ireland, who breastfed exclusively for four to six months. Interviews were recorded and transcribed in Chinese. Data were analyzed using qualitative thematic analysis. Themes were developed through categorization of codes and via in-depth discussion between two researchers.Results: Themes generated from thematic content analyses were 1) suggestions for new mothers: being strong mentally and getting support from family and friends; 2) suggestions for employers: creating a supportive workplace by setting up private room and breastmilk storage facilities; 3) suggestions for health care professionals: advocating breastfeeding in the hospital and addressing cultural differences by recruiting multilingual staff; 4) suggestions for the government: promoting breastfeeding by initiating societal and policy changes. Conclusions: The key findings emerging from this study may be considered in the development of breastfeeding promotion strategies in Ireland. Our findings could also have implications for other English-speaking countries with low rates of exclusive breastfeeding.

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Cross-cultural adaptation of the Participation and Environment Measure for Children and Youth (PEM-CY) into German: a qualitative study in three countries

10.21203/rs.3.rs-21052/v2 ◽

2020 ◽

Author(s):

Beate Krieger ◽

Christina Schulze ◽

Jillian Boyd ◽

Ruth Amann ◽

Barbara Piškur ◽

...

Keyword(s):

Children And Adolescents ◽

Cultural Adaptation ◽

Cross Cultural ◽

Children And Youth ◽

Research Practice ◽

Cross Cultural Adaptation ◽

Culturally Adapted ◽

German Speaking ◽

English Speaking ◽

Conceptual Equivalence

Abstract Background Concepts such as participation and environment may differ across cultures. Consequently, to use a measure like the Participation and Environment Measure for Children and Youth (PEM-CY) in other than the original English-speaking contexts, cultural adaptation needs to be assured. The aim of this study was to cross-culturally translate and adapt the PEM-CY into German as it is used in Germany, Austria and Switzerland. Methods Fifteen parents of children and adolescents with disabilities from three German speaking countries participated in three rounds of think-aloud interviews. We followed the procedure of cultural equivalence guidelines including two additional steps. Data was analyzed by content analysis using semantic, idiomatic, experiential and conceptual equivalence. Results Results show adaptations mainly focused on experiential and conceptual equivalence. Examples of experiential equivalence included adapting the examples of activities in the PEM-CY to reflect typical ones in German speaking countries. Conceptual equivalence mainly addressed aspects of “involvement” and “environment” of children and adolescents and was reached through adaptations such as enhanced instructions and structures, and additional definitions. Conclusion This study presents a cross-cultural translation and adaptation process to develop a German version of the PEM-CY that is suitable for Germany, Austria and Switzerland. As participation and environment are both complex concepts to measure, conceptual equivalence posed the highest challenges for this cultural adaptation. A culturally adapted version of PEM-CY (German) is now available for research, practice and further validation.

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ACCESSING LONG-TERM SERVICES AND SUPPORTS: HOW DO ETHNIC MINORITIES NAVIGATE THE SYSTEM?

Innovation in Aging ◽

10.1093/geroni/igz038.711 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S197-S197

Author(s):

Lauren Ring ◽

Allen Glicksman

Keyword(s):

Older Adults ◽

Sources Of Information ◽

Community Members ◽

Minority Communities ◽

Cultural Minority ◽

Limited English Speaking ◽

Interaction Modeling ◽

English Speaking ◽

Services And Supports

Abstract The decision to seek Long Term Services and Supports (LTSS) can be challenging for older adults and family members. These challenges can be greater for members of certain ethnic/cultural minority communities who are not fluent in English. Our study examines the ways in which older adults in limited English-speaking communities (Spanish / Mandarin Chinese) navigate the use of LTSS. The findings will be used to evaluate disparities in service perception and access experienced by these populations. Our research examines the ways in which information is shared among community members and how they identify trusted sources of information. Ultimately, we wish to examine how these social networks and trusted neighborhood institutions do, or do not, connect older adults in need to the formal LTSS system. We use a modeling technique called Social Interaction Modeling (SIM), which allows for the inclusion of both conceptual and data based elements, to frame this process.

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Improving Access for Limited English-Speaking Consumers: A Review of Strategies in Health Care Settings

Journal of Health Care for the Poor and Underserved ◽

10.1353/hpu.2010.0672 ◽

1998 ◽

Vol 9 (5) ◽

pp. S40-S61 ◽

Cited By ~ 33

Author(s):

Sherry Riddick

Keyword(s):

Health Care ◽

Health Care Settings ◽

Limited English Speaking ◽

English Speaking

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Chinese Translated IEPs: Do They Do More Harm than Good?

10.36650/nexus7.1_131-144_loetal ◽

2009 ◽

Vol 7 (1) ◽

pp. 131-144

Author(s):

Lusa Lo ◽

Joseph Wu

Keyword(s):

Students With Disabilities ◽

Asian American ◽

Individualized Education Program ◽

Linguistically Diverse ◽

Education Student ◽

Existing Problems ◽

Linguistically Diverse Students ◽

Limited English Speaking ◽

Special Education Student ◽

English Speaking

Among culturally and linguistically diverse students with disabilities, Asian American and Pacific Islander (AAPI) students comprise the third-largest group. In order to address the diversity of the special education student population and ensure that parents are involved in the decision-making process, the Individuals with Disabilities Education Improvement Act of 2004 requires schools to translate students’ Individualized Education Program (IEP) into their parents’ native language. The quality and accuracy of translated IEPs is a critical concern for limited-English-speaking parents who rely on such document for information that they miss in meetings. Discrepancies in the poorly translated documents prevent families from accurately understanding their child’s IEPs and knowing when they should advocate for their children for appropriate services and placement. This article exposes existing problems of translated IEPs and highlights the importance of hiring high-quality translators to help bridge the communication gap between schools and linguistically diverse parents of children with disabilities.

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