65
Recruiting and Engaging Recruiting and Engaging Participants: Culturally Participants: Culturally Appropriate Strategies Appropriate Strategies Prepared for the California Department of Alcohol and Drug Programs by the Center for Applied Research Solutions (CARS) Facilitated by: Rocco Cheng, Ph.D, Martha Madrid, and Kerrilyn Scott Prepared for: The SDFSC Grantees Ventura County February 25 th , 2005

Recruiting and Engaging Participants: Culturally Appropriate Strategies

  • Upload
    shada

  • View
    23

  • Download
    0

Embed Size (px)

DESCRIPTION

Recruiting and Engaging Participants: Culturally Appropriate Strategies. Facilitated by: Rocco Cheng, Ph.D, Martha Madrid, and Kerrilyn Scott Prepared for: The SDFSC Grantees Ventura County February 25 th , 2005. - PowerPoint PPT Presentation

Citation preview

Page 1: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Recruiting and Engaging Recruiting and Engaging Participants: Culturally Participants: Culturally Appropriate StrategiesAppropriate Strategies

Prepared for the California Department of Alcohol and Drug Programs by the Center for Applied Research Solutions (CARS)

Facilitated by: Rocco Cheng, Ph.D, Martha Madrid,

and Kerrilyn Scott

Prepared for: The SDFSC Grantees

Ventura CountyFebruary 25th, 2005

Page 2: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

I. I. Recruiting ParticipantsRecruiting ParticipantsGeneral Strategies Based on Research Findings General Strategies Based on Research Findings

Proactive vs ReactiveProactive vs Reactive Social Marketing FrameworkSocial Marketing Framework Cultural CompetenceCultural Competence

Concrete Tips and Case Examples Concrete Tips and Case Examples Parents Parents Youth Youth

Reflection Activity and DiscussionReflection Activity and Discussion(Lunch Break)(Lunch Break)

II. II. Engaging and Retaining ParticipantsEngaging and Retaining ParticipantsGeneral Strategies Based on Research Findings General Strategies Based on Research Findings Concrete Tips and Case Examples Concrete Tips and Case Examples

ParentsParents YouthYouth

Reflection Activity and DiscussionReflection Activity and Discussion

III. III. Next Steps/TA AreasNext Steps/TA Areas

OverviewOverview

Page 3: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Workshop GoalsWorkshop Goals

Provide overview of effective strategies for Provide overview of effective strategies for recruiting and retaining participants.recruiting and retaining participants.

Identify current successes and challenges to Identify current successes and challenges to recruitment and retention. recruitment and retention.

Facilitate group discussion and brainstorming of Facilitate group discussion and brainstorming of potential solutions.potential solutions.

Identify next steps Identify next steps

Page 4: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

5

Getting to know you…

• Each project introduces itself, naming individual

participants and agencies they represent• Identify greatest program strength and greatest

program challenge related to recruitment and retention

Page 5: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

5

BARNGA…

• Rocco introduces rules for playing BARNGA card game.

• Group plays card game and briefly discussions interactions and learnings.

Page 6: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

3

I. Recruitment—what does the research say?

Page 7: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Recruitment FrameworksRecruitment Frameworks

Proactive Versus Reactive Strategies

Social Marketing Approach

Recruitment FrameworksRecruitment Frameworks

Page 8: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Recruitment FrameworksRecruitment Frameworks

Proactive Strategies Actively seeking out potential participants

Presentations

Personal Contacts

Reactive Strategies Passive program information dissemination

Radio announcements, flyers, newsletters

Call-in lines

Proactive Vs. ReactiveProactive Vs. Reactive

Page 9: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Successful Recruitment of Minorities into Successful Recruitment of Minorities into Clinical Trials: The Kick It at Swope Clinical Trials: The Kick It at Swope ProjectProject Study Issue: ethnic minorities are often Study Issue: ethnic minorities are often

underrepresented in clinical trials and underrepresented in clinical trials and recruitment is challengingrecruitment is challenging

A combination of proactive (in person appeals A combination of proactive (in person appeals by study staff and health care professionals) by study staff and health care professionals) and reactive (disseminating information that and reactive (disseminating information that asked participants to contact a hotline) asked participants to contact a hotline) recruitment strategies were employed over 16 recruitment strategies were employed over 16 monthsmonths

Research FindingsResearch Findings

Page 10: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Kick It at Swope Findings: Kick It at Swope Findings: Reactive recruitment strategies added Reactive recruitment strategies added

to multiple proactive strategies were to multiple proactive strategies were more effective, more efficient, and less more effective, more efficient, and less costly than proactive recruitment alone.costly than proactive recruitment alone.

Close monitoring combined with the Close monitoring combined with the use of multiple recruitment methods use of multiple recruitment methods and flexible recruitment plans can lead and flexible recruitment plans can lead to successful, efficient, and low-cost to successful, efficient, and low-cost recruitment. recruitment.

Research FindingsResearch Findings

Page 11: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

In general, the literature supports In general, the literature supports proactive approaches over reactive proactive approaches over reactive approaches when used alone.approaches when used alone.

However, a combination of However, a combination of approaches is generally approaches is generally recommended.recommended.

Research FindingsResearch Findings

Page 12: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Three Major Ways to Build Three Major Ways to Build ParticipationParticipation Diversify Recruitment ApproachesDiversify Recruitment Approaches

For those disinclined to participate For those disinclined to participate Broaden Recruitment ApproachesBroaden Recruitment Approaches

For participants that are inclined to participate For participants that are inclined to participate but don’t have the informationbut don’t have the information

Deepen Recruitment ApproachesDeepen Recruitment ApproachesUtilization of current/previous participants for Utilization of current/previous participants for outreachoutreach

Social Marketing ApproachSocial Marketing Approach

Page 13: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

What’s the Message?What’s the Message? Diversifying RecruitmentDiversifying Recruitment

Focus on What’s in it for Me? Focus on What’s in it for Me? PerceptualPerceptual

Broadening RecruitmentBroadening RecruitmentWhat does the program have to offer?What does the program have to offer?

PracticalPractical

Deepening RecruitmentDeepening RecruitmentNow What? Now What?

ExperienceExperience

Building ParticipationBuilding Participation

Page 14: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Alignment Among Goals, Target Populations, and Alignment Among Goals, Target Populations, and Relevant Factors Relevant Factors

GoalGoal DiversifyDiversify BroadenBroaden DeepenDeepen

Target Target PopulationPopulation

DisinclinedDisinclined InclinedInclined Current Current ParticipantsParticipants

StrategyStrategy PerceptualPerceptual PracticalPractical ExperienceExperience

Building ParticipationBuilding Participation

Page 15: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Background

• Socio-demographic factors

• Personality factors

• Past experience

• Socio-cultural factors

Personal beliefs about participation

Perceptions of social norms toward participation

Attitudes towards participation

Intention/ decision to participate

ParticipationReaction to experience

Perceptual Practical Experience

McCarthy, Jinnet

Participation Model

Diversify Broaden Deepen

Building ParticipationBuilding Participation

Page 16: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Ease of recruitment is indicative of the Ease of recruitment is indicative of the feasibility of the program service design and feasibility of the program service design and the appeal of the intervention for potential the appeal of the intervention for potential participants. participants.

High retention can be indicative of the utility High retention can be indicative of the utility of the design and desirability of the services.of the design and desirability of the services.

Low participation can be evaluated to Low participation can be evaluated to identify the degree of fit for the target identify the degree of fit for the target community.community.

Importance of Recruitment and Importance of Recruitment and Retention StudiesRetention Studies

Page 17: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

What is Culture?What is Culture? ““The body of learned beliefs, traditions, The body of learned beliefs, traditions,

principles and guides for behavior that principles and guides for behavior that are commonly shared among members are commonly shared among members of a particular group. Culture serves as a of a particular group. Culture serves as a road map for both perceiving and road map for both perceiving and interacting with the world”. interacting with the world”.

Importance of Cultural Importance of Cultural CompetenceCompetence

Page 18: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

1)1) Learning about culture and important cultural Learning about culture and important cultural components;components;

2)2) Learning about your own culture through a Learning about your own culture through a process of self-assessment that includes process of self-assessment that includes examining your culture’s assumptions and values examining your culture’s assumptions and values and your perspectives on them;and your perspectives on them;

3)3) Learning about the individual participants in your Learning about the individual participants in your program; program;

4) Learning as much as possible about important 4) Learning as much as possible about important aspects of their cultural backgrounds with a focus aspects of their cultural backgrounds with a focus on ATOD-related issues.on ATOD-related issues.

Four Step Model Towards Four Step Model Towards Cultural CompetenceCultural Competence

Page 19: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

3

I.B Concrete Tips and Case Examples

Page 20: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

The first impression and perception of the The first impression and perception of the program and its staff may make or break program and its staff may make or break the programthe program Where to find your target audienceWhere to find your target audience How to represent your programHow to represent your program

Who is it for and who else is thereWho is it for and who else is there Culturally and linguistically appropriate Culturally and linguistically appropriate

materialsmaterials What is your creditability: endorsementWhat is your creditability: endorsement What is it in for me/my childrenWhat is it in for me/my children

BEFORE Participants Enter the BEFORE Participants Enter the ProgramProgram

Page 21: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

FNLM Findings:FNLM Findings: Initial Connotation was almost always Initial Connotation was almost always

negative if proteges were informed about negative if proteges were informed about the program by the school counselor or the program by the school counselor or principalprincipal

Initial connotation was typically positive if Initial connotation was typically positive if recruited by a favorite teacher or sent an recruited by a favorite teacher or sent an invitational letterinvitational letter

Maintaining “voluntary” perception is Maintaining “voluntary” perception is importantimportant

First Impressions Can Make a First Impressions Can Make a Difference: Case ExampleDifference: Case Example

Page 22: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

It is important to create a sense of It is important to create a sense of comfort for participants to be comfort for participants to be associated w/ the programassociated w/ the program Am I just another number to you?Am I just another number to you? Focus on personal needs and provide Focus on personal needs and provide

individualized careindividualized care Help participants understand the Help participants understand the

importance of associating w/ the importance of associating w/ the program may get them what they program may get them what they need/want for themselves/childrenneed/want for themselves/children

BEFORE Participants Enter the BEFORE Participants Enter the ProgramProgram

Page 23: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 1:Tip 1: Clearly communicate to parents in Clearly communicate to parents in a language that they understand that the a language that they understand that the program values their participation and program values their participation and input.input. This should be a clear and consistent This should be a clear and consistent

message during all recruitment contacts.message during all recruitment contacts.

Tip 2:Tip 2: Involve (and train) all program Involve (and train) all program staff in creating an environment that staff in creating an environment that makes parents feel welcome and makes parents feel welcome and respected.respected.

Reaching Out to FamiliesReaching Out to Families

Page 24: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 3:Tip 3: Taking Care of Shame: Saving Taking Care of Shame: Saving FaceFace Normalize the struggle participants go Normalize the struggle participants go

throughthroughAddress acculturation stress and lossesAddress acculturation stress and losses

Identify examples of how others have gone Identify examples of how others have gone through similar situations: use testimonythrough similar situations: use testimony

Help to provide a sense of hopeHelp to provide a sense of hope Stress the importance of and assurance of Stress the importance of and assurance of

confidentialityconfidentiality Reframe their struggles and effortsReframe their struggles and efforts

Reaching Out to FamiliesReaching Out to Families

Page 25: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

APCTC Mental Health Program Findings: APCTC Mental Health Program Findings: Paired with health booths at fairsPaired with health booths at fairs Extreme sensitivity in language utilized for Extreme sensitivity in language utilized for

brochures and flyersbrochures and flyers Use of community (particularly faith-based) Use of community (particularly faith-based)

leadersleaders Use of community specific press-releases, news Use of community specific press-releases, news

and radio advertisements, and newsletters—with and radio advertisements, and newsletters—with an emphasis on alumni reportsan emphasis on alumni reports

Indirect recruitment through other family Indirect recruitment through other family membersmembers

Overcoming Negative Social StigmaOvercoming Negative Social Stigma

Page 26: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 4: Tip 4: Location of InterventionLocation of Intervention Staff should be familiar with community and Staff should be familiar with community and

target population “anchor” sites. (Local hang-target population “anchor” sites. (Local hang-outs, businesses or service providers outs, businesses or service providers frequently used by target population.)frequently used by target population.)

When recruiting in the field staff should be When recruiting in the field staff should be able to identify well-known locale in relation to able to identify well-known locale in relation to intervention site. (Across from Wal-Mart, in intervention site. (Across from Wal-Mart, in back of Casa Garcia Restaurant, corner of 3rd back of Casa Garcia Restaurant, corner of 3rd & Broadway)& Broadway)

All flyers or invitations should include user-All flyers or invitations should include user-friendly maps or explicit directions.friendly maps or explicit directions.

Reaching Out to FamiliesReaching Out to Families

Page 27: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 5: Tip 5: Program and Agency History Agency/program history in the community and Agency/program history in the community and

previous work with the target population is previous work with the target population is important. Know your agency’s history. Know important. Know your agency’s history. Know what the community thinks and be prepared what the community thinks and be prepared with “talking points”.with “talking points”.

Poor experience, inconsistency or negative Poor experience, inconsistency or negative publicity can ruin a programs reputation. publicity can ruin a programs reputation.

Know who the gatekeepers are and establish Know who the gatekeepers are and establish working relationships with them, when working relationships with them, when possible incorporate them into your program, possible incorporate them into your program, guest speakers, resources, field trips.guest speakers, resources, field trips.

Reaching Out to FamiliesReaching Out to Families

Page 28: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 6:Tip 6: Personal contacts are Personal contacts are extremely effective! (When the right extremely effective! (When the right tone and message is provided)tone and message is provided) Flyers are probably the easiest, but Flyers are probably the easiest, but

not necessarily the most effective way not necessarily the most effective way to engage parentsto engage parents

Develop positive relationships and Develop positive relationships and connections with parents.connections with parents.

Reaching Out to FamiliesReaching Out to Families

Page 29: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 7:Tip 7: If parents don’t come to you, go If parents don’t come to you, go to them.to them. Identify community-based organizations, Identify community-based organizations,

faith-based organizations, and/or other faith-based organizations, and/or other social service providers who have social service providers who have already developed positive relationships already developed positive relationships and trust with those in the target and trust with those in the target community. community.

Tip 8:Tip 8: Use a strengths-based, positive Use a strengths-based, positive approach when working with parents. approach when working with parents.

Reaching Out to FamiliesReaching Out to Families

Page 30: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 9:Tip 9: Don’t be afraid to share power Don’t be afraid to share power and solicit input from parents.and solicit input from parents.

Tip 10:Tip 10: Have high expectations for Have high expectations for participants!!!participants!!! They can be a valuable resource for the They can be a valuable resource for the

program and the community.program and the community.

Reaching Out to FamiliesReaching Out to Families

Page 31: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 11:Tip 11: One recruitment method is One recruitment method is not enoughnot enough Utilize multiple referral sourcesUtilize multiple referral sources Utilize multiple mediums (i.e. flyers, Utilize multiple mediums (i.e. flyers,

personal contacts, newsletters, public personal contacts, newsletters, public advertisements)advertisements)

Utilize a combination of pro-active and Utilize a combination of pro-active and reactive strategiesreactive strategies

Reaching Out to FamiliesReaching Out to Families

Page 32: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 12: Utilize people who are enthusiastic, believe in the program, and can “sell” the program.

In many cases these may be other participants

Tip 13: Use of appropriate language(s) Invest and allocate appropriate resources for

translation of all recruitment materials and of hiring appropriate bi-lingual (in some cases tri-lingual staff).

Tip 14: Utilization of appropriate screening instruments

Reaching Out to FamiliesReaching Out to Families

Page 33: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Tip 15:Tip 15: (Prinz et al): (Prinz et al): Provide some elements of familiarity by Provide some elements of familiarity by

linking the contact to institutions or linking the contact to institutions or individuals known to the potential individuals known to the potential participants.participants.

Any subsequent contacts should Any subsequent contacts should reference the initial contact to make it reference the initial contact to make it easier for the participant.easier for the participant.

The initial contact should be flexible, The initial contact should be flexible, casual, and positive. casual, and positive.

Reaching Out to FamiliesReaching Out to Families

Page 34: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

““Program administrators, teachers, Program administrators, teachers, and other program staff can effectively and other program staff can effectively recruit participants by understanding recruit participants by understanding the goals and objectives of the the goals and objectives of the program and communicating with them program and communicating with them in simple and direct ways so that in simple and direct ways so that participants understand what they will participants understand what they will gain through their participation”. gain through their participation”.

Reaching Out to FamiliesReaching Out to Families

Page 35: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Sometimes cultural differences can lead to Sometimes cultural differences can lead to discomfort in participation.discomfort in participation.

For example, it takes time for immigrant For example, it takes time for immigrant parents to understand their rights and parents to understand their rights and responsibilities in a system that is new to responsibilities in a system that is new to them. them.

May view program staff (particularly if associated with May view program staff (particularly if associated with the school) as authority figuresthe school) as authority figuresInvitations to the program (school) can be seen as a Invitations to the program (school) can be seen as a sign of respectsign of respect

Other Cultural ConsiderationsOther Cultural Considerations

Page 36: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Some parents may be hesitant to participate Some parents may be hesitant to participate due to their undocumented status or due to their undocumented status or perception of anti-immigrant sentiments in perception of anti-immigrant sentiments in the community.the community.

In other cultures, parents may bring their In other cultures, parents may bring their younger children with them when they younger children with them when they volunteer at school, when they come to volunteer at school, when they come to parent meetings, and/or during other school parent meetings, and/or during other school events. events. The provision of child care should be considered The provision of child care should be considered

from the beginning of the recruitment processfrom the beginning of the recruitment process

Other Cultural ConsiderationsOther Cultural Considerations

Page 37: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Food can be seen as an integral part Food can be seen as an integral part of celebration/group activities and of celebration/group activities and expected to be shared with everyone expected to be shared with everyone participating. participating.

Gender roles can be more clearly Gender roles can be more clearly defined.defined. Traditionally with mothers having more Traditionally with mothers having more

involvement in issues concerning involvement in issues concerning education/programs for children. education/programs for children.

Other Cultural ConsiderationsOther Cultural Considerations

Page 38: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Extended family members may be Extended family members may be integrated in the decision process for integrated in the decision process for joining the program.joining the program. Be open to other family members (e.g. Be open to other family members (e.g.

Grandparents, Aunts) being a part of the Grandparents, Aunts) being a part of the recruitment process and be sensitive to recruitment process and be sensitive to their role in the family.their role in the family.

Other Cultural ConsiderationsOther Cultural Considerations

Page 39: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

What expressions, gestures and body What expressions, gestures and body language commonly accompany language commonly accompany communication? Is eye contact considered communication? Is eye contact considered polite or rude? Is usual tone of voice soft or polite or rude? Is usual tone of voice soft or loud? How close do people stand next to loud? How close do people stand next to each other when speaking? Is touching each other when speaking? Is touching acceptable? acceptable? Do all members of the family have the Do all members of the family have the same right to speak? Do some members same right to speak? Do some members have fewer rights? Are there gender have fewer rights? Are there gender differences? Do children speak freely or differences? Do children speak freely or are they reserved?are they reserved?

Questions To ConsiderQuestions To Consider

Page 40: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Is the family structure nuclear or Is the family structure nuclear or extended? If extended, who is extended? If extended, who is considered a member of the family? considered a member of the family? Do family members have to be living Do family members have to be living in the household? in the household? Who has authority in the home?Who has authority in the home?Who has decision making roles? Who has decision making roles? Are family members expected to be Are family members expected to be involved in other family members’ involved in other family members’ decisions? decisions?

Questions to ConsiderQuestions to Consider

Page 41: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

La Frontera Center: La Frontera Center: Use of community members from each of target Use of community members from each of target

populations (Russian, Serbo-Croatian, Central populations (Russian, Serbo-Croatian, Central American)American)

Arizona Mexico Border Health Foundation: Arizona Mexico Border Health Foundation: Promotora ModelPromotora Model

Asian Pacific Counseling and Treatment Asian Pacific Counseling and Treatment Center: Center: Use of community leaders Use of community leaders

Using Community ConnectionsUsing Community Connections

Page 42: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Building participation can involve different tactics for Building participation can involve different tactics for different populationsdifferent populations

Understand target audience motivations and barriers Understand target audience motivations and barriers

Understand where target audience is in the decision-Understand where target audience is in the decision-making process to participatemaking process to participate

Two way street re: information processTwo way street re: information process

Get to know community – strengths and weaknessesGet to know community – strengths and weaknesses

Explore collaborative relationships and establishment Explore collaborative relationships and establishment of formal referral partnershipsof formal referral partnerships

In SummaryIn Summary

Page 43: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Reflection ActivityReflection Activity

Page 44: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

ASK THE WIZARDS

• Discuss with your group a particularly challenging circumstance that you’ve experienced.• As a group, select one of these challenging situations (choose one that is rich in information) & have a messenger (the person whose “case” was selected) present the case to another table.• The messenger explains the challenging situation.• Using what we’ve learned today, discuss possible solutions to this challenging situation. • The messenger then returns to his/her Home Group & presents the Case Wizards’ solutions.

Page 45: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

3

II. Engaging and Retaining participants—what does the research say?

Page 46: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Research IdentifiedFamily Support Principles

1. Staff and families work together in relationships based on equality and respect.2. Staff enhance families’ capacity to support the growth and development of all family members: adults, youth and children3. Families are resources to their own members, to other families, to programs, and to communities.4. Programs affirm and strengthen families, cultural, racial, and linguistic identities and enhance their ability to function in a multicultural society.

Page 47: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Research IdentifiedFamily Support Principles

5. Programs are embedded in their communities and contribute to the community-building process.

6. Program advocates with families for services and systems that are fair, responsive, and accountable to the families served.7. Practitioners work with families to mobilize formal and informal resources to support family development.8. Programs are flexible and continually responsive to emerging family and community issues. 9. Principles of family support are modeled in all program activities, including planning, governance, and administration.

Page 48: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

3

II.B Concrete Tips and Case Examples

Page 49: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Participants may show up w/ their Participants may show up w/ their parents/children and/or friendsparents/children and/or friends

Find out the key decision makers in Find out the key decision makers in the family and engage him/herthe family and engage him/her Respect family hierarchyRespect family hierarchy Address to the parents directly even Address to the parents directly even

when translation is neededwhen translation is needed

Get the buy-ins from parents/family Get the buy-ins from parents/family members so they can be your allymembers so they can be your ally

Involve Parents and Family Involve Parents and Family MembersMembers

Page 50: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Get a good name for the program Get a good name for the program

Make the space comfortable and Make the space comfortable and culturally relevantculturally relevant

Create program banners, logos, Create program banners, logos, uniform/t-shirts, buttonsuniform/t-shirts, buttons

Help Participants Develop a Strong Help Participants Develop a Strong Sense of Program IdentitySense of Program Identity

Page 51: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

FoodFood

Relevant information and fun activitiesRelevant information and fun activities

RewardsRewards Stickers and special treatsStickers and special treats

Social rewardsSocial rewards AffirmationAffirmation Support and encouragementSupport and encouragement

Provide Rewards for Staying in the Provide Rewards for Staying in the ProjectProject

Page 52: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Food as incentives can provides opportunity to gain Food as incentives can provides opportunity to gain trust of families, offer familiar foods, ask for input on trust of families, offer familiar foods, ask for input on what to serve, and where to purchase.what to serve, and where to purchase.

Food vouchers to local grocery stores, telephone Food vouchers to local grocery stores, telephone calling cards, bus passes, movie passes, gift cards calling cards, bus passes, movie passes, gift cards to Target, Barnes & Noble or local restaurant.to Target, Barnes & Noble or local restaurant.

Incentives are a great way to get baseline & follow-Incentives are a great way to get baseline & follow-up data collected.up data collected.

Offer door prizes for participants who arrive on time, Offer door prizes for participants who arrive on time, complete assignments, bring family/friends. complete assignments, bring family/friends.

Provide Rewards for Staying in the Provide Rewards for Staying in the ProjectProject

Page 53: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Be honest, consistent & follow through with Be honest, consistent & follow through with everything stated.everything stated.

Provide participants with valuable role models. Provide participants with valuable role models. Include stakeholders, chamber of commerce Include stakeholders, chamber of commerce members, local club & association members who members, local club & association members who can assist with job training, internships, can assist with job training, internships, scholarships and good advice for their futures.scholarships and good advice for their futures.

Visit local “hidden treasures” free and/or Visit local “hidden treasures” free and/or interesting businesses, college / university interesting businesses, college / university campus, libraries, bookstores, specialty shops or campus, libraries, bookstores, specialty shops or the “best place to watch the sunset.”the “best place to watch the sunset.”

Tips for YouthTips for Youth

Page 54: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

When and where can they find you in When and where can they find you in needneed Bilingual business cardsBilingual business cards Bilingual receptionist and greeting on the Bilingual receptionist and greeting on the

voice mailvoice mail Extended “office hour?”Extended “office hour?” Other approaches: do they know how to Other approaches: do they know how to

use it?use it?PagerPagerE-mailE-mail

Increase Staff AccessibilityIncrease Staff Accessibility

Page 55: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Teacher vs. friendTeacher vs. friend

Gift-givingGift-giving

Included as a family memberIncluded as a family member

Invitation to family celebrationInvitation to family celebration

Meeting outside of the programMeeting outside of the program

Establish and Maintain Clear Roles and Establish and Maintain Clear Roles and BoundariesBoundaries

Page 56: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Establishing connections with families Establishing connections with families and gaining trust is the first step in and gaining trust is the first step in effectively engaging participants in effectively engaging participants in your program. your program. However, establishing appropriate roles However, establishing appropriate roles

and boundaries is also important.and boundaries is also important.AAU—Hmong mentorsAAU—Hmong mentors

OCBF—Latinas mentoring LatinasOCBF—Latinas mentoring Latinas

Appropriate Roles: Case ExampleAppropriate Roles: Case Example

Page 57: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Participants feel a sense of stability Participants feel a sense of stability by seeing same reliable people in the by seeing same reliable people in the programprogram

Elicit Long-Term Staff CommitmentElicit Long-Term Staff Commitment

Page 58: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Follow up when they miss the meetingFollow up when they miss the meeting

Provide needed assistance to Provide needed assistance to eliminate reasons for not comingeliminate reasons for not coming

Designate Clear Staff ResponsibilitiesDesignate Clear Staff Responsibilities

Page 59: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Enhance the creditability of the Enhance the creditability of the program and its staffprogram and its staff

Help participants understand the Help participants understand the collaborative yet independent nature collaborative yet independent nature between school and programbetween school and program Non-evaluativeNon-evaluative

Utilize Collaborative Relationship Utilize Collaborative Relationship with Schoolswith Schools

Page 60: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Conducting Exit Interviews can be very Conducting Exit Interviews can be very informative in determining reasons informative in determining reasons why participants are leaving the why participants are leaving the program.program. Find out reasons for leaving the program and Find out reasons for leaving the program and

see if there is anything you can dosee if there is anything you can do Help modify the program and make it easier for Help modify the program and make it easier for

future participantsfuture participants If all fails, still thank the interviewees for their If all fails, still thank the interviewees for their

contribution to the program/future participantscontribution to the program/future participants Leave the door openLeave the door open

Evaluation Can Provide Valuable Evaluation Can Provide Valuable InformationInformation

Page 61: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Conducting focus groups mid-year is a way Conducting focus groups mid-year is a way to collect information about how satisfied to collect information about how satisfied participants are with services and ways to participants are with services and ways to improve services.improve services.

Tracking Procedures are critical:Tracking Procedures are critical: Obtain primary and secondary contact Obtain primary and secondary contact

information at beginning of program.information at beginning of program. Update contact information on a regular basis.Update contact information on a regular basis. School personnel can be a good source for School personnel can be a good source for

contact information.contact information.

Evaluation Can Provide Valuable Evaluation Can Provide Valuable InformationInformation

Page 62: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

TransportationTransportationChild CareChild CareFoodFoodIncentivesIncentivesEstablishing personal connections with participantsEstablishing personal connections with participantsProvision of engaging and relevant activitiesProvision of engaging and relevant activitiesSoliciting participant input and feedback regarding servicesSoliciting participant input and feedback regarding servicesService linkages and referralsService linkages and referralsAssess for mobility during screening processAssess for mobility during screening processIncorporate program commitment/expectations into screening Incorporate program commitment/expectations into screening processprocessBe realistic about attrition rates and over recruit if appropriateBe realistic about attrition rates and over recruit if appropriateNon-threatening and culturally sensitive evaluation methodsNon-threatening and culturally sensitive evaluation methods

In SummaryIn Summary

Page 63: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

Reflection ActivityReflection Activity

Page 64: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

ASK THE WIZARDS

• Discuss with your group a particularly challenging circumstance that you’ve experienced.• As a group, select one of these challenging situations (choose one that is rich in information) & have a messenger (the person whose “case” was selected) present the case to another table.• The messenger explains the challenging situation.• Using what we’ve learned today, discuss possible solutions to this challenging situation. • The messenger then returns to his/her Home Group & presents the Case Wizards’ solutions.

Page 65: Recruiting and Engaging Participants:  Culturally Appropriate Strategies

3

III. Summary of Learnings and Next Steps?