1. Reaching Latino Clientele: How to Effectively Serve Latino Families and Youth Andrew Behnke, PhD With Thanks to Cintia Aguilar

2. (Migration Policy Institute, 2006; Pew Hispanic, 2007) U.S. Population Today in Millions

3. U.S. Latino Population Today in Millions (Migration Policy Institute, 2006; Pew Hispanic, 2007)

4. Immigration Reasons Great diversity Great diversity Acculturation, sending, generationAcculturation, sending, generation Better education for children Better education for children Better economic future Better economic future Safer environment Safer environment Family reunification Family reunification Growth in Latino Population

5. Latino Households 2.5 times as many

6. Challenges and Opportunities Limited Understanding of Health Risks Heightened frequency of some chronic diseases (diabetes, asthma) Schools Unprepared for Influx of Latino Students Highest Rates of H.S. Dropout High Rates of Risky Behaviors Immigration Status Issues

7. Challenges What are some of the Challenges of you’ve faced in working with this population?

8. Barriers to Educational Programming For Latino Families Life factors Language/Literacy Past Educational Experiences Transportation Work schedules Child care Attitudes of Personnel Unfamiliar and intimidating systems Lack of Information Overcome Barriers Together

10. During the first week of school, Linda has been given an application for free and reduce lunches, which she had completed and returned, leaving blank the questions she couldn’t answer. Linda has been given a number and told she was provisionally approved. A few days later, Linda decided to try one of the lines, one offering pizza or sub sandwiches. When she got to the cash register, the cashier explained that this line accepted cash only and that the number was only good at the regular line. With almost no English, Linda only understood that she needed cash to pay for her food. She did not have enough, she had to return most or all of her food. Her face still turned red just telling the story! * Youth stories presented are part of Rev. María Teresa Unger Palmer 2003 Dissertation at UNC Chapel Hill. The Language Barrier

11. Start small – Find 1 in road Start small – Find 1 in road A church, community group, & team up A church, community group, & team up Realize that many Latinos speak English Realize that many Latinos speak English Familiarize yourself with some other-language handouts Familiarize yourself with some other-language handouts Use dual language flyers/handouts Use dual language flyers/handouts The Language Barrier

12. Attempt to speak the language Attempt to speak the language Learn to read Spanish Learn to read Spanish Try to learn and use common phrases. Try to learn and use common phrases. Avoid using children as interpreters Avoid using children as interpreters Train front-line staff in best practices with these families Train front-line staff in best practices with these families Hire bilingual staff Hire bilingual staff The Language Barrier

13. Latinos are often: Latinos are often: Welcoming (formal -> informal) Welcoming (formal -> informal) Very child focused Very child focused Highly motivated to increase skills Highly motivated to increase skills Curious about resources Curious about resources Willing to contribute Willing to contribute We must serve these families We must serve these families No Child Left Behind Title 1 No Child Left Behind Title 1 Title VI of 1965 Civil Rights Title VI of 1965 Civil Rights Why We Do This Work

14. Attend cultural events in your community, such as festivals and soccer tournaments. Attend cultural events in your community, such as festivals and soccer tournaments. Create personal connections... Create personal connections... With other Service Agencies With other Service Agencies With Latino Community Leaders With Latino Community Leaders Find a Leader to Mentor Under Find a Leader to Mentor Under With Latino Families and Individuals in the Community With Latino Families and Individuals in the Community One-on-One Basis One-on-One Basis How Do We Get Started?

15. How Do We Collaborate On These?

16. Planning Effective and Engaging Programs Building Community Partnerships Building Community Partnerships Involve Latino Families in the Planning - “funds of knowledge” Involve Latino Families in the Planning - “funds of knowledge” Brainstorm as a group Brainstorm as a group Think “Power Team” -what talents do we lack? Think “Power Team” -what talents do we lack?

17. Who’s Missing at the Table?

18. Planning Effective and Engaging Programs If you need an interpreter, look for a bilingual volunteer known by the community. If you need an interpreter, look for a bilingual volunteer known by the community. Hold meeting in locations individuals are familiar with. Hold meeting in locations individuals are familiar with.

19. Planning Effective and Engaging Programs Include activities to help participants actively participate. Include activities to help participants actively participate. Consider the work schedule of the families. Consider the work schedule of the families. Evenings and weekends are best. Evenings and weekends are best. Remember football, telenovelas, local events, religious festivals, etc. Remember football, telenovelas, local events, religious festivals, etc.

20. Remember…  Family comes first!  Family needs are 1 st priority.  Live in extended family groups.  Prefer activities that involve all family members.  Children typically live at home until they get married.  Client might live close to family or very far away (no support).

21. Remember…   If working with youth, plan on meeting his/her family first.   Invite families to appropriate activities and events.   Consider that extended family may also attend.   When invitations are for specific family members, be sure that the message is clear and explain why the invitation is limited.

22. Remember…  Be personable=  Start with focus on the children  Get to know their concerns  Make time to just talk  Focus on relationships  Listen - really listen!  Make things convenient  Be a little more patient

23. Planning Effective and Engaging Programs Utilize (Spanish) radio spots to announce the meeting and/or program. Utilize (Spanish) radio spots to announce the meeting and/or program. Personally extend invitations through visits or phone calls. Personally extend invitations through visits or phone calls. Extend the invitation to all family members. Extend the invitation to all family members. If possible provide childcare but in a location close to where the meeting is being held. If possible provide childcare but in a location close to where the meeting is being held.

24. Planning Effective and Engaging Programs Hang signs in Spanish leading to the meeting room, restrooms, and other needed facilities. Hang signs in Spanish leading to the meeting room, restrooms, and other needed facilities. Serve food and/or snacks. Serve food and/or snacks. Offer door prizes. Offer door prizes. Include activities to help participants actively participate. Include activities to help participants actively participate.

25. Make Programs Less Formal Make Programs Less Formal Use a variety of teaching styles: Use a variety of teaching styles: Oral presentation, role plays, hands-on activities, drama, video, use of personal history, culturally relevant materials Oral presentation, role plays, hands-on activities, drama, video, use of personal history, culturally relevant materials Written material should be a supporting player Written material should be a supporting player Planning Effective and Engaging Programs

26. IssueIssueIssue Program Organization ProgramProgramProgram Event Workshop Series ActivityGroupSeriesTrainingEventActivity - Avoid “Fly-By Programs…” - Instead focus on long-term projects and activities that relate to one another. - To be trusted you must stay the course and win the trust of those you serve.

27. Do presentations or hold information meetings at… Churches, other community organizations’ meetings, school parents’ nights. Invite other collaborators to show support. Word of mouth” better than flyers Churches, ESL classes, schools, shops, restaurants, apt. managers Recruiting Families

28.  Sell the activity as “something” you are doing for your children  Appeal to parents and to children  Already involved parents recruiting others  Incentives to recruit  Commercial sponsorship? Recruiting Parents

29. Remember…   Listen to what they want to say even if it not related to the task.   Don’t feel you have to answer all their questions or resolve their needs.   Do not get discourage if outcomes are not what is expected, try again!   Building trust is a process that takes time.

30. Remember…   Don’t assume all programs are transferable.   It is more important for program content to be culturally relevant than to be in the right language for some individuals.

31. Getting Dad Involved Most often a simple invitation from mom or personal contact from another caring adult is all that is needed Most often a simple invitation from mom or personal contact from another caring adult is all that is needed Also consider sending him a letter emphasizing the importance of his role for his children Also consider sending him a letter emphasizing the importance of his role for his children Start working with dad ASAP and go slow…. Start working with dad ASAP and go slow….

32. RETENTION Retaining your clients is the most important work. What would make you stay with a doctor? These are the same qualities you want to have to serve these families and youth

33. What do you look for in a doctor? A doctor you and your family feel comfortable with. Someone who is sensitive to your needs. And has access to a medical system that can handle your problems close to home. Provides you as much information as possible. (Hobbs, 2001) Retaining Families

34. What do you look for in a doctor? Individuals who are confident in their capabilities. Caring relationships with the entire family. Someone that really gets know their patients. A listener who helps them discover the right health care decisions. Remember, it takes time to build a relationship with your doctor. (Hobbs, 2001) Retaining Families

35.  “In many Latin American countries, volunteering refers to activities carried out by the wealthy and well positioned on behalf of the poor.” “For many of the immigrants coming to the United States, volunteering is not part of their history” (B. Hobbs, Extension specialist, Oregon State University) Volunteerism

36. Start “ Escuelas de Pesca ” Start “ Escuelas de Pesca ” Train leaders, educators, and interventionist on how to serve the Latino community Train leaders, educators, and interventionist on how to serve the Latino community Use the pool of individuals you serve as the primary source of new leaders Use the pool of individuals you serve as the primary source of new leaders Give them the tools they need Give them the tools they need Provide them with opportunities to be mentored or “to shadow” Provide them with opportunities to be mentored or “to shadow” Show them the value of their skills Show them the value of their skills both monetary and social value both monetary and social value Volunteerism

37. “Helping others is second nature to Latinos. It isn’t viewed as something you do at a particular time, for a particular group. Caring and helpfulness occur every day as needs arise. Whether it’s giving time, money, or other resources, Latinos willingly volunteer to help family, friends, and community members.” (B. Hobbs, Extension specialist, Oregon State University). Volunteerism

38. Consider how your participants can contribute: Consider how your participants can contribute: Bringing food Bringing food Outreach Outreach Trained to provide phone support Trained to provide phone support Committees Committees Childcare Childcare Volunteerism

39. Feel free to email me for more information or a copy of these slides: andrew_behnke@ncsu.edu Any Questions? ¡ Gracias y Buena Suerte!