Abstract
Newcomers require functional communication to navigate new cultures and environments. This study explored the communication skills required to integrate in resettlement and staff collaboration to assist in transition with OT-based tactics and expert insight.
Primary Author and Speaker: Stephanie M. Stoner
Contributing Authors: Stephen B. Kern
Immigrant and refugee populations (newcomers), face communication challenges during resettlement (Huot et al., 2016). Agency staff guide newcomers to tackle occupational needs, yet staff training skills vary. This study identifies elements to include in staff training to enhance newcomers’ functional communication during resettlement. Using Participatory Action Research (PAR) methodology (McIntyre, 2008), two focus groups with experienced resettlement staff who were recruited by word of mouth were held (n = 6). Study objectives were to identify newcomer barriers and supports impacting functional communication during resettlement. OT-based frameworks of occupational justice (Whiteford & Townsend, 2011) and Krashen’s affective filter (Alrawashdeh & Kunt, 2022) were used to analyze data which were transcribed verbatim, analyzed using NVivo software, and used to discern training fundamentals. Themes identified from discussions include factors impacting learning as well as elements to include in staff training such as assessment, accessible learning, orientation & psychoeducation, and facilitation of interactional occupation practice. Currently, resettlement agencies are considered non-traditional settings for OT and have yet to incorporate best practices which can positively impact efficacy of agency services provided. By addressing the largest barrier to resettlement using sustainable occupational therapy (OT) strategies, non-OT staff are better able to improve long-term outcomes of resettlement. Newcomers are emboldened to create an equitable environment with sufficient support, and can improve integration and quality of life. This poster presents PAR findings and recommendations for embedding OT strategies into a train-the-trainer model for skill-building to assist resettlement staff with goal-directed training. Program outcomes would include improved functional communication to enable successful participation in IADLs & community integration.
Huot, S., Kelly, E., & Park, S. J. (2016). Occupational experiences of forced migrants: A scoping review. Australian Occupational Therapy Journal, 63(3), 186–205. https://doi.org/10.1111/1440-1630.12261
McIntyre, A. (2008). Participatory Action Research. Sage Publications.
Whiteford, G., & Townsend, E. (2011). Ch. 8: Participatory occupational justice framework (POJF 2010): Enabling occupational participation and inclusion. In Occupational therapies without borders: Volume 2, towards an ecology of occupation-based practices (1st ed.,pp. 65–84). Elsevier Ltd.
Alrawashdeh, H.A., & Kunt, N. (2022). Refugee children and English language: Challenges from English language teachers’ perspectives. Frontiers in Psychology, Jun 22;13:918734. https://doi.org/10.3389/fpsyg.2022.918734. PMID: 35814139; PMCID: PMC9257178.