BEYOND WORDS : EFFECTIVE USE OF CULTURAL MEDIATORS, - - PowerPoint PPT Presentation

December 9, 2013 and April 11, 2014

BEYOND WORDS:

EFFECTIVE USE OF CULTURAL MEDIATORS, INTERPRETERS & TRANSLATORS

SUSAN M. MOORE, CLINICAL PROFESSOR , UCB CLARA PÉREZ-MÉNDEZ PUENTES CULTURALES

THE CONTENTS OF THIS WORKSHOP WERE DEVELOPED PARTLY UNDER A GRANT FROM THE U.S. DEPARTMENT OF EDUCATION. HOWEVER, THOSE CONTENTS DO NOT NECESSARILY REPRESENT THE POLICY OF THE U.S. DEPARTMENT OF EDUCATION, AND YOU SHOULD NOT ASSUME ENDORSEMENT BY THE FEDERAL GOVERNMENT.

www.puentesculturales,com

Participants will discuss and reflect on how to prepare cultural mediators, interpreters, translators, parent- school liaisons and other support personnel to: ¡ Fulfill roles and responsibilities on the Child Find team and other functions ¡ Build positive relationships with families ¡ Gather authentic information from families for teams to plan assessments ¡ Improve your team’s interaction skills and CM, I and T’s enhance their function as a team member ¡ improve reliability and validity of assessments and quality of supports for families.

LEARNING OBJECTIVES

¡ Introductions ¡ Listening to Family Perspectives through Cultural Mediators: Video ¡ Team-Based Discussion …Large Group Share ¡ Cultural Mediators and Interpreters and Translators:

Varied Roles and Responsibilities

Qualifications Understand cultural perspectives as more than just language differences: Cultural Differences & Dilemmas “Walk About” What are you doing now? … Challenges to address in your setting? ¡ Discussion and Goal Setting ¡ LUNCH

AGENDA: DAY 1 AM

Preparing your cultural mediator to become a team member: ¡ Gathering & Sharing Information with Families: What does your team want to know? ¡ How will your CM collect information (e.g. interview, phone contacts, home visits, etc.) ¡ Your CM as Interpreter/Translator: PREPARATION IS KEY! Briefing, Assessment, Debriefing ¡ Styles of Interpretation: Models in Vivo! ¡ Interview Activity: Role Play ¡ Confidentiality…Code of Ethics ¡ Increase your network of potential CM’s in your community: Mapping Your Community ¡ “Next Steps” ¡ Evaluation

AGENDA DAY 1 PM

“It’s about listening and walking in the shoes of another” Take the risk ! Exchange shoes with the person next to

• you. Can you walk in their shoes? Can you understand

who they are? Are they the same size? Are they the same style? Does this person beside you have big or small feet? What do you understand better about who this person is? What they value? Does this tell you anything? Do the following exercise and exchange stories…What does this tell you about this person next to you?

CULTURAL CONTINUITY

§ The nature of culture… the nature of family

§ Think about your family of origin. What were some

• f their beliefs or “messages” about:

§ early care and education? …concept of family?… “newcomers?”…differences/diversity? …people with differing abilities? § Share with a neighbor and tell your story and listen to theirs. ¡ What did you hear about culture…values…

CULTURAL CONTINUITY

WHAT IS CULTURE?

“Everyone has a culture, but often individuals are not aware of the behaviors, habits, and customs that are culturally based” Hall, 1976 Each of us brings our own culture, values beliefs and experiences to each relationship we build with families…our background and experiences affect everything we do…they provide us a “cultural lens” through which we view how we ourselves raise our children, how we organize our household, how we talk and use language, how we view disability…we need to enlarge our cultural lens to “wide angle” to understand other’s experiences, values, and beliefs and how these influence each and every family.

THE NATURE OF CULTURE

— Culture is not static: it is dynamic and ever-changing — Culture, language, ethnicity, and race are not the only determinants of one’s values, beliefs, and behaviors — In describing any culture or cultural practice, within group differences are as great as across group differences ….sometimes greater. — Dimensions of culture and ethnicity are typically frames in terms of differences in relation to another group…the majority/mainstream culture — Everyone is the product of one or more cultures and everyone has a culture

Lynch & Hanson,2004

SIMILARITIES AND DIFFERENCES

What do you know about cross cultural perspectives about education, life ways, disability? Do you know what questions to ask? To a :African American, Anglo European American, Asian, Hispanic Latino, Hmong, Indigenous American Nations, Korean, Somali What do you need to know? How will you find

• ut??

MOVING BEYOND STEREOTYPES

All families, in fact, vary greatly in the degree in which their beliefs and practices are representative of a particular culture, language group, religious group, or country of origin.” Eva Thorpe, 1997

STAGES OF CULTURAL COMPETENCE

— Cultural Awareness involves a providers sensitivity to his or her personal beliefs, values and biases and how they might influence perceptions of a family. — Cultural knowledge involves providers seeking information and knowledge of a family’s cultural world view and expectations. — Cultural skills involve the provider’s ability to intervene in a manner that is culturally sensitive and relevant

Sue, Ivey & Peterson, 1996

¡ ¡ ¡ ¡ ¡ ADDITIVE ATTITUDES

¡A sea change is needed so “each and every

child and family that comes with a rich cultural legacy can be understood, respected, and celebrated.” G Gay, 2002 Impact: The Pérez family from Mexico celebrates and lives “la familia” which translates into family traditions, speaking their native language in their home, learning English as a second language, and maintaining connections with family that respect the “elders” and four generations of living relatives.

SUBTRACTIVE ATTITUDES

Often, preserving home language and culture is

not a choice given subtractive attitudes towards families who do not speak English fluently or who do not adopt the life ways of the majority of English speaking families in the community. Impact: The Wei family gives up its heritage language and traditions in order to avoid discrimination visited upon the parents while they were growing up. These parents were punished for speaking their language of heritage in public schools and do not want the same experience for their children.

ASSIMILATION, ACCULTURATION & MARGINALIZATION…CONTINUUM OF CULTURAL IDENTIFICATION

¡ Assimilation is when identified groups give up their culture and adopt the mainstream values and beliefs of the mainstream culture “mainstreamers”… ¡ Assimilation can be forced ( e.g. American government & American Indians), or a reaction to fear of discrimination and prejudice for many immigrant populations, or a choice by those wanting to adopt the life ways of the majority culture.

MARGINALIZATION

¡ Culturally marginal individuals are those individuals who essentially follow their own way and do not identify with any particular cultural

• group. In some instances rejecting their culture
• f heritage but not accepting the vales life ways
• f the mainstream, and thus are considered

marginalized from society.

DANGER OF ASSUMPTIONS

¡ “Cultural assumptions are beliefs which are so completely accepted within the group that they do not need to be stated, questioned, or defended (Chen, et al, 1998). ¡ CAVEAT ! However, there is danger in assuming that because a family has certain cultural beliefs in common that they can be stereotyped in terms of adhering to all beliefs and patterns associated with their culture

WHAT DO CULTURAL MEDIATORS SAY ABOUT FAMILIES’ CULTURE?

We have invited several representatives who we call “cultural mediators” from cultures different from the mainstream to share their stories with us so we might better understand perspectives from each and every family we might work with in Child Find. Let’s listen and be open to similarities and differences that can inform our practice.”

¡ After listening to these “cultural mediators”, what do you want your cultural mediators to know and be able to do? ¡ How can CMs enhance your understanding of family perspectives? ¡ How can your cultural mediator build a family’s trust with your team? ¡ What guidelines and principles apply in your school district?

DISCUSSION POINTS

¡ Value cultural and language differences as potential strengths ¡ Respect all parents and actively seek their participation ¡ Ensure that there are culturally competent screening and evaluation practices as well as consistent communication with families ¡ Continue to learn about cultures and support cultural competence among your team members

PRINCIPLES TO CONSIDER

¡ What’s in a name? ¡ Roles & Responsibilities? ¡ Qualifications & Characteristics ¡ What can they do for your team and families you serve?

WHY CULTURAL MEDIATORS?

A Cultural Mediator is an individual who helps “translate between the culture of the school environment and the child’s family in order to enhance understanding, sharing of information, and create a relationship that supports families as a full participant in the assessment process and delivery of educational services.” Proficiency in both languages is key!

Moore, Beatty & Pérez Méndez, 1995, Developing Cultural Competence in EC Assessment, CDE Handbook

CULTURAL MEDIATOR

CHANGE OVER TIME…

¡ “The context, [of a family story or of a culture], is not a stagnant environment or a set of experiences frozen in time. Changes in environment and increased knowledge of how systems work are two factors that cause sociohistorical context as well as the person living within that context to change”

(Leistgna & Woodrum, 1996 quoted in Sanchez, 1999).

• Int

Interpre preter – “a person who orally translate a spoken/signed message from one language to another being sensitive to the cultural practices of both parties”

• Tr

Translator – “a person who provides written message or document into another language”

Moore, Beatty & Perez Mendez, 1995, Developing Cultural Competence in EC Assessment, CDE Handbook

DISTINGUISH FROM INTERPRETER/ TRANSLATOR

27

RO ROLES AND RESPONSIBILITIES

Cultural Mediator School & Family Liaison Interpreter/ Translator

You!

Community Resources

¡ Knows community resources ¡ Liaison with parents ¡ Communication link between staff and parents to ensure parents are part of the team ¡ Parental advocate ¡ “Cultural gauge” for what is or is not relevant for the cultural community ¡ Source of information from parents and family members ¡ Interpreter during assessments and meetings with parents ¡ Translator of written summaries, reports, informal tests and checklists ¡ The interpreter may also be a primary interactor with the child with guidance from another team member during play assessment.

ROLES: CULTURAL MEDIATOR

¡ An individual who is … ¡ A valued member of the child’s community with an understanding of both cultures ¡ Proficient in the child/family language and English ¡ Literate in English ¡ Open to learning their role ¡ Willing to take direction ¡ Able to maintain confidentiality ¡ Accepted by the family ¡ Skilled in interpersonal relations ¡ Able to remain neutral and objective

QUALIFICATIONS

¡ Basic knowledge of child development ¡ Background in the field of education ¡ Regular availability ¡ Not a member of the child’s family ¡ Ability to learn the culture of the school and medical community ¡ Literacy in the child’s language if translating written reports and results

ADDITIONAL DESIRABLE

CHARACTERISTICS

“It’s about Individual consideration” of each and every family… Beyond Words Part II What supports would work for each and every family being seen by Child Find in your district? This begs the question … “Does one size fit all?”

UNDERSTANDING DIFFERENCE AS MORE THAN JUST LANGUAGE

What have you done that works with regard to: ¡ Supporting Parents & Family Members from Cultures Different From the Mainstream ¡ Who Speak Languages other than English as Their Primary Language ¡ Resources You have Discovered & Used ¡ What continues to be a challenge for you and your team when working with DLLs and their families?

“WALK ABOUT”

Please feel free to move about the room with your sticky notes. Place ideas that have worked for you with the parents, family members, district, or community you work in on the large post-its by topic. We can then share all the ideas that work as well as discuss ongoing challenges.

SHARING IDEAS

¡ As we review all the sticky notes… think about how these ideas could work for you and your team ? ¡ How could you use this information in your setting?

WILL IT WORK FOR YOU?

¡ What are the challenges you see? What are the solutions that might help? Use your system sheets to brainstorm according to the topics for review…

CHALLENGES

Supporting Parents

CHALLENGE SOLUTION

Think about how cultural mediators, family liaisons or well trained interpreters can help address your challenges? What could be the goals for your team?

EFFECTIVE USE OF CULTURAL MEDIATORS

CULTURAL MEDIATORS AS CONNECTORS

¡ Assume you have a cultural mediator who can gather and share information with a family who speaks a language other than English? What information is important for him/her to gather for your team to plan a reliable and valid assessment. ¡ What information do you want your cultural mediator to share with the family so they know what to expect and are prepared with information and questions about the process.

WHAT DOES YOUR TEAM WANT TO KNOW ABOUT FAMILIES?

¡ What does the team want to know about? § Family culture, beliefs, expectations,, child rearing practices § Language(s) spoken in the home § Educational and medical background ¡ What information do families need to: § Reduce fears § Identify concerns about their child § Understand process of Child Find team and eligibility determination § Understand procedural safeguards § Confidentiality § Options and supports

NOTES

LUNCH & NETWORKING

¡ How can you use cultural mediators and/or interpreters to gather and share information with families? ¡ What knowledge and skills are necessary for their respective roles? ¡ How does this fit with your process?

GATHERING & SHARING INFORMATION WITH FAMILIES

“Ethnographic” Interviewing …. Having a conversation and listening to a family story ¡ Develop rapport by tuning in to cultural expectations. ¡ Share purpose of the Interview … ¡ Both gather and share information… ¡ Begin with open ended questions…descriptive “Tell me about your child…” ¡ Listen to the story that unfolds ¡ Ask one question at a time to clarify or dive deeper ¡ Share the control ¡ Use open-ended questions that open up topics for dialogue and information sharing ¡ Transition between topics…”Now that you have told me about …, please tell me more about…” ¡ Recognize and affirm strengths

RECIPROCITY IS KEY

¡ Key considerations:

• Developing rapport & establishing trust

– Explain the purposes of the interview – Restate what you hear parents saying

• Descriptive questions about social interactions

– “Grand Tour” (Typical day) – “Mini Tour” (Specific) – Examples, experiences, and native languages (Direct & Hypothetical)

• Wording of questions
• open vs. closed
• authentic vs. test
• culturally relevant vs. not relevant

ETHNOGHAPHIC

WESTBY 1990

44

EX EXAMP AMPLES LES: DES : DESCRIP RIPTIVE QUES IVE QUESTIONS IONS

¡ Tell me about your child vs. What is your child’s name and what is his problem? ¡ What are your concerns about your child? vs. Are you concerned about your child’s learning? ¡ Share with me what you want to know more about vs. I will tell what you need to know about the IEP

¡ Ou Outcomes es:

• Create a trusting and respectful relationship
• Enable us to gather and share important information

relevant to family

• Create an atmosphere of exchange
• Facilitate parent participation
• Recognize the specific needs of particular parents
• Refrain from using professional jargon
• Provide information
• Be sensitive to challenges
• Recognize strengths

ET ETHNOGRAP NOGRAPHIC IC INT INTER ERVIEW VIEW

WE

WESTB STBY, 1990 1990

• Have a conversation not an interview.
• Share the power and let the family do the

talking.

• Ask open-ended questions with lots of pauses.
• Focus on family strengths and successes.
• Encourage different views without judging

them.

ET ETHNOGRAP NOGRAPHIC IC INT INTER ERVIEW VIEW

Clarifying roles and boundaries. Watch Part III of the DVD of Clara having a conversation with a family member to: ¡ Develop trust ¡ Inform and gather information about the upcoming assessment of a child and ¡ To learn about this mother’s perspectives

EXAMINING THE ROLES OF CULTURAL MEDIATOR AND INTERPRETER

What strategies does she use to accomplish these goals?

¡ How does this differ from an interpreter’s role in a similar situation? Doesn’t an interpreter still build trust ...inform and gather information and facilitate a sharing of perspectives with the professional involved? ¡ Is it appropriate for an interpreter move away from strict interpretation toward assuming the role of cultural mediator in certain settings or situations? Discuss what influences a decision to use an interpreter versus cultural mediator? What is necessary to make this change in roles happen? What does the administrator, teacher, and/or specialist need to do? What does the interpreter /cultural mediator need to do? What about the family? What supports are needed

SETTING BOUNDARIES?

DEVELOPING KNOWLEDGE & SKILLS OF THE INTERPRETER

Components of the Process ¡ Briefing … During the briefing, how can you better prepare how you and your interpreter will work together? ¡ Meeting or Assessment… How can the interpreter be involved in the assessment? ¡ Debriefing …What information do you need to check

• n…?

¡ Watch the video of these sessions? ¡ Can this work for you? ¡ How can briefing…assessment… debriefing sessions further your goals and insure your outcomes?

BEYOND WORDS

Interpreters and cultural mediators need to understand the styles of interpreting and what may be preferred given the situation. Listen and see what can work best for you and your team depending upon the purpose of your meeting. ¡ Si Simu multa taneo eous I s Inter erpreti ting.

• g. The interpreter interprets

at the same time that the speaker is speaking, just a few words behind. This technique is most useful when interpreting for a single person in a large

• group. In triadic interviews it tends to be distracting

and confusing, but can be useful if the parent launches into an emotional speech that cannot be interrupted or in cases where time is of the essence.

STYLES OF INTERPRETATION

¡ Con Consecu secuti tive I e Inter erpreti ting.

• g. Involves a relay in which
• ne speaker says a few sentences, the interpreter

interprets, the other speaker responds, the interpreter interprets, etc. This approach is the most common educational interpreting because it closely resembles the way in which people usually talk to each other. This approach is less confusing than simultaneous for a triadic interview and more accurate than summarization.

**CONSECUTIVE

“In t In the he e educat ducational f ional fie ield, whe ld, where re f few t w traine rained d int interpre preters are are a available ailable, cons , consecut cutiv ive int interpre pretat ation ion

• f
• ften is re

n is recomme commende nded t d to re

• reduce

duce pre pressure ssure on

• n

int interpre preters and t and to m

• minim

inimiz ize m mis isint interpre pretat ation.” ion.” ( (Eg Egli, li, 198 1987) 7)

EDUCATION

¡ Su Summa mmariza zati tion I Inter erpreti ting.

• g. Occurs when one person

speaks at length and the interpreter summarizes the important points at the end. Summarization is not recommended in an educational setting because of the great potential for errors and omissions. However, if the interpreter is going to summarize, careful notes must be taken while the person is

• speaking. Summarization should not be used as a

technique for editing material that the interpreter feels is irrelevant or that does not seem to answer the parent’s question.

SUMMARIZATION

¡ Si Sight T ght Transl slati

• tion. Involves taking a document written

in one language and reading it aloud in another

• language. This mode is used to interpret consent

forms, parent rights, educational reports, or anything that is written.

SIGHT TRANSLATION

¡ What style would work for you when working with families to gather and share information ¡ Let’s Practice ! Each cultural mediator with each team or bilingual practitioner on your team practice Interpreting a conversation between two other team members. ¡ What worked? What was challenging

DEVELOPING SKILLS AND STRATEGIES

¡ As team members, think about descriptions for ethnographic interviewing and how to gather and share information with families. Think about what you would look for in a role play of initial meeting involving families with: § A cultural mediator § Interpreter § Use your tools and resources to determine if you are accomplishing the purpose … gather and sharing of information

SCENARIO AND RESOURCES

¡ Confidentiality ¡ Terminology ¡ Knowing Your Resources

IMPORTANT CONSIDERATIONS FOR PREPARATION OF CM,I & T

¡ It is critical that all team members understand the issues and procedures regarding confidentiality. ¡ Review the Code of Ethics to determine how information can and should be held confidential

CONFIDENTIALITY

60

AL ALPHABET SO PHABET SOUP… UP… WHA WHAT DO T DOES IT AL ES IT ALL MEAN? MEAN?

¡ IEP ¡ IFSP ¡ LRE ¡ SPED ¡ ELL ¡ ELA ¡ Eligibility ¡ DLL ¡ Social emotional development ¡ Processing ¡ Phonological awareness ¡ What else?

61

TE TERMINOLOGY AN Y AND “AL ALPHABET SO PHABET SOUP UP”

¡ Review key special education and medical terminology with the whole group ¡ Discuss differences in use of terms ¡ Resources: Special Education Terms and Definitions

¡ www.understandingspecialeducation.com/s /special-education-terms.ht html ¡ www.tourettesyndrome.net/w /wp-content/u /uploads/a /acronyms_e _edu.pdf

¡ In your packet is a list of special education terms and definitions. Your cultural mediators must understand how to interpret and explain special education terms including rights and procedural safeguards to your families, especially if translated materials are not available. ¡ It is important to practice and have open-ended conversations about definitions of terms and how they can be explained and interpreted and check for understanding

TERMINOLOGY

63

CO COMMUNI MMUNITY MAPPI Y MAPPING NG

“Communities are places

where people share a common concern for the well-being of each other, a place where people both provide for and rely on each other for support.”

Adapted b by P Project A ACT , , U UCB., f from B Building Community R Resources P Project, Dunst Dunst, 1 1995

An An i interac acti tive ac acti tivi vity t ty to

• disco

discover resources in y er resources in your

• ur

com community unity …

….

University Veteran Parents Health Care Agencies Support Groups Churches Cultural Mediators

64

CO COMMUNI MMUNITY MAPPI Y MAPPING NG

Create a visual map of your own community with available resources. ¡ Cultural Mediators, Interpreters and Translators ¡ Connecting families with community supports and programs

Cultural Events Churches Adult Services Recreation Parent Supports Health Care Community Supports

¡ There are differences between using support personnel as interpreters and translators or cultural mediators ¡ Any personnel used in supporting Child Find teams or

• ther educational processes must be prepared

¡ Acknowledgement that there is a team process that focuses on continued growth and change leading to increased comfort level as team members and efficiencies

KEY MESSAGES

¡ Keys to appropriate preparation of cultural mediators include: § Understanding of educational process and special education opportunities… Terminology is key § Providing appropriate and accurate information in preferred language of family: Bilingual Proficiency § Respect for cultural differences, life ways and beliefs of family system: Bi cultural Proficiency § Roles and responsibilities of all team members § Knowledge and skill development to include: processes of interpretation, preferred styles, situational variables (e.g. seating, levels of acculturation, etc.) confidentiality, comfortable level with skilled dialogue to acknowledge different perspectives and/or address emerging conflicts/ disputes

KEY MESSAGES CONTINUED…

¡ Appropriate preparation of cultural mediators, interpreters and translators lead to:

§ Enhanced engagement of families and growth in independence advocacy for their children § Effective reciprocal communication § Efficiencies in process § Increased reliability and validity of assessments § Enhanced understanding and follow-up in best interests of child § Increased knowledge of community resources and

• pportunities

§ Sets the stage for the child/students’ educational success and equitable opportunities.

KEY CONSIDERATIONS

¡ Use resources provided in preparing cultural mediators, interpreters and translators that fit your process…

Develop ONE video snippets of: § Briefing session § Use during assessment § Debriefing session Develop another snippet actualizing use of a cultural mediator, interpreter or translator with a family member § Interview § Post conference § Eligibility meeting § IEP/IFSP process Self reflect on two video snippets as to how you can use materials and videos in preparation of new cultural mediators (e.g. what worked? challenges?) and solidify thinking on “next steps”. Be prepared to present to other teams in April meeting.

EXPECTATIONS FOR APRIL 11, 2014

Clara Pérez-Méndez clara8352perez@gmail.com Puentes Culturales www.puentesculturales.com 303-459-4529 Susan M. Moore susan.moore@colorado.edu THANK YOU! SEE YOU IN APRIL!