Effect of Interventions to Facilitate Communication Between Families or Single Young People With Minority Language Background and Public Services: A Systematic Review.
Campbell Systematic Reviews ; v. 11, no. 7.
Wollscheid, Sabine. Munthe-Kaas, Heather Menzies. Hammerstrom, Karianne Thune. Noonan, Eamonn.
The Campbell Collaboration.
Norwegian Knowledge Centre for the Health Services.
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Published: March 2015
Campbell Systematic Reviews
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A Norwegian study examined whether interventions to facilitate communication between public services and minority language children and youth or families with an immigrant background are effective. Included in the review were four studies that addressed families with children or parents with minority language backgrounds. Three studies conducted within the health services compared the effect of different types of interpretation service (in-person interpreter, telephone interpreter, ad hoc-interpreter) or bilingual personnel on different outcomes observed for families. None of these interventions appeared to stand out in favor of another. The fourth study compared the effect of two different training programs of English as a second language (ESL) on Spanish-speaking parents’ English skills and on parents’ involvement in their children’s school work. The findings indicate that an enhanced ESL class (i.e., an intervention guided by the theoretical frame on immigrant parent involvement) had a stronger impact on parents’ involvement in students’ schoolwork and parents’ English skills than did an ESL-course focusing solely on language skills. Numerous references.
children of immigrants; communication; communication techniques; parent education; barriers; immigrants; promising practices; Norway; cultural competency