Culturally and linguistically diverse (CALD) mothers with young children with limited English proficiency (LEP) encounter multiple barriers in accessing and engaging with primary healthcare services. ...The aim of this study was to explore the lived experiences and perceptions of CALD mothers with LEP in receiving child and family health nursing (CFHN) services and sustained nurse home visiting (SNHV) programs.
Fourteen mothers were interviewed from two large Local Health Districts in Sydney. All interviews were audio-recorded for transcription purposes. Interpretative Phenomenology Analysis (IPA) was used for analysis and the socioecological approach was applied to interpret the data.
CALD mothers with LEP experienced both challenges and facilitators in their access and engagement with CFHN services and SNHV programs that were identified in four themes: managing culture; managing the service system; managing the relationship; and strengths and weaknesses of CFHN services.
The integration of strategies such as building trusting relationships, using female professional interpreters and better understanding of CALD mothers' cultural practices may address CALD mothers' needs and facilitate communication. Design and development of model of support involving CALD mothers with LEP in ways that voice their ideas could meet their needs and contribute to better engagement of this vulnerable population with CFHN services and SNHV programs.
The aim of this study was to explore the experiences of healthcare interpreters working with child and family health nurses (CFHNs) in providing child and family health nursing (CFHN) services and ...sustained nurse home visiting (SNHV) programs to culturally and linguistically diverse (CALD) families with limited English proficiency.
A mixed methods longitudinal research design was conducted to develop, implement and evaluate a training and practice support model for healthcare interpreters working with nurses and CALD families in providing CFHN services and SNHV programs in three major local health services in Sydney, Australia. One pre-training survey with 24 healthcare interpreters was conducted; field notes were recorded during training and implementation; and a post-implementation focus group with six healthcare interpreters was conducted. Quantitative survey data were analysed descriptively using Alchemer. The focus group was audio-recorded for transcription purposes, and this and the field notes were thematically analysed applying a socioecological framework.
Three themes were identified from the initial, pre-training survey: facilitate communication and delivery accurately; a bridge linking the clients and the healthcare practitioners; and make everybody feel comfortable. Practice support implementation was negatively impact by system and COVID-19 related barriers. Four themes were developed from evaluative phase of the study including: system-related issues; interpreters' challenges; working with nurses; and client session related issues.
Quality interpreting was favourably influenced by adequate time for interpreting the session including a pre- and post-briefing session with CFHNs, an appropriate mode of interpretation, allocation of female interpreters and the same interpreters with CALD mothers and clarity about interpreter role and cultural comfort. These strategies support the quality of communication and relationships in delivery of CFHN services and SNHV programs to CALD mothers with limited English proficiency.
This article critically reflects on the appropriateness of the methodological framework adopted in an exploratory study of young children's experiences of participation in their early childhood ...centre and home environments. This methodological and exploratory study was designed within the context of a larger study investigating the experiences of young children participating with their mothers in a centre-based parenting program for families experiencing social disadvantage. It was conducted at an early childhood centre located in Western Sydney, New South Wales. Six three- and four-year old children (2 males and 4 females) were recruited for the study. The Mosaic and Ecocultural approaches informed the study's methodological framework as these approaches were seen to be complementary and child-friendly. While some of the data collection tools were not as successful in the current study as they have been reported in previous research, there was support for the usefulness of the Mosaic approach as an effective, adaptable and child-focused research methodology. Further, the Ecocultural approach was found to provide an appropriate and meaningful way of talking with young children about their daily routines and everyday home life. Author abstract, ed
This paper presents findings from mixed-method research exploring 3-5-year-old children's social interaction experiences while attending one of three different early childhood settings: a therapeutic ...family support program; a supported playgroup; or a preschool. Thematic analysis of child interviews revealed differences in how children experienced peers, parents and staff depending on the setting, potentially reflecting differences in the composition and goals of the programs and the quality of the children's peer interactions. Quantitative results suggested preschool children were more advanced in their social development than family support program and supported playgroup children. The parent-child attachment relationship, opportunities to practise appropriate social skills, language ability, and staff qualifications may also be influencing factors in child experiences of peer interaction. This research contributes to literature on how young children experience service environments and the need to respect children as important stakeholders whose perspectives can inform and support the programs they attend.
There is widespread discourse and policy on children's participation in decision‐making. This is not matched with an equal level of implementation in practice. This qualitative research explores the ...policy to practice gap with senior decision makers in the child protection system in New South Wales (NSW), Australia. Their reflections on the challenges associated with translating the participation principles into practice are deconstructed to understand the complex and overlapping ways in which participation is perceived. The research data indicate there are competing understandings of participation at play, depending on the actor, their role and organisation. This paper suggests that genuine participation in practice relies on bridging the epistemic differences and interests of different stakeholder groups who are all critical to achieving children's participation in service decision‐making.
Background
In Australia, sustained nurse home‐visiting (SNHV) programs are designed and implemented to promote positive outcomes for mothers with young children experiencing complex life challenges. ...Despite the crucial role of trained public health nurses, there is a dearth of research about their experiences delivering these programs to culturally and linguistically diverse (CALD) families with limited English proficiency (LEP).
Aim
This study aimed to explore the experiences of public health nurses in providing services to CALD families with LEP.
Method
Two focus groups were conducted with 13 public health nurses in two major local health districts in Sydney. The focus groups were audio recorded for transcription purposes, and thematically analyzed. A socioecological framework was applied during the analysis process.
Result
Five major themes were identified: (1) program issues; (2) service system issues in understanding and responding to diverse women; (3) issues working with interpreters; (4) trusting relationships; and (5) mother‐related facilitators.
Discussion
To achieve better access and engagement for CALD families, it is crucial that public health nurses increase their knowledge and awareness about potential challenges, such as female interpreter availability, and facilitators, such as engaging the broader family, in order to effectively deliver healthcare services to diverse populations.
This article reports on findings from longitudinal research that explored perceptions of family life for three- to five-year-old children whose families were participating in an intensive, ...therapeutic family support programme (N = 5) in a disadvantaged community in Sydney, Australia. There were two early childhood comparison groups, one comprising children attending a supported playgroup (N = 2), and another comprising children attending preschool (N = 10). Interviews guided by Ecocultural theory were conducted with each child at three time points to understand their perspectives on everyday home and family life and explore whether or not their perceptions changed over the course of programme involvement. Thematic analysis revealed differences in perceptions of home life for children attending the family support programme compared with comparison group children. In contrast to the family support programme children, comparison group children described moments of love and affection in the parent-child dyad, shared meal times as opportunities to connect as a family, and enjoyment of home learning activities such as shared book reading. On the other hand, siblings played a key role, particularly as play partners, in the home lives of family support programme children. Change over time was found in two of the five family support programme children's descriptions of home life, such as increased parent-child play and having friends home to play. Little change over time was reflected in the accounts of family and home life for the comparison group children. This article argues for including children's voices in research on parenting intervention and family support programmes, and including children's perspectives as one important component in evaluating programme effectiveness.
•A child and youth participatory model was developed, drawing on current best practice and evidence, to support the co-design of child and youth led service initiatives.•The model was trialled with ...young people who experienced marginalisation to understand their experiences of service engagement, support the development and testing of their ideas, and to support them as advocates for youth led initiatives.•The model also requires addressing issues of knowledge, capacity and culture within service organisations to increase responsiveness to child and youth engagement in service design and decision making.•The strengths and challenges of model implementation are discussed.
The ReSPECT Project (Reconceptualising Services from the Perspectives of Children and Teens) was conducted in a disadvantaged urban community in Australia, with young people who experience marginalisation and who were involved with multiple service agencies across a range of service sectors. Its purpose was to work closely with young people to understand their experiences of service engagement, their perspectives on the service priorities for young people in their area, and to support them in the development, trial and implementation of a youth led service initiative. This paper describes the methodology employed with the young people, its theoretical underpinnings, and the challenges that needed to be overcome in the conduct of this research. Critical to the ReSPECT approach is relationship building and capacity development with local service providers. This aspect of our work is also briefly described in this paper. The ReSPECT approach makes a significant contribution to the participatory methodological literature. It is distinctive from existing approaches because (1) it gives equal attention to the sustained engagement and scaffolding of young people in the development of ideas, and to the capacity building of service providers addressing organisational culture and constraints; (2) it follows the process of service change from the conceptualisation of youth-led ideas, through to development, partnership, implementation and evaluation; and (3) it is designed for engagement with marginalised young people with diverse service experiences, whose voices are so often absent from participatory projects.
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