Language Barriers Among the Karen People

GAP stands for Guadalupe Alternative Programs and stands to serve St. Paul's Latino youth living on the West Side for the last fifty years. Programs like GAP have existed to promote the wellbeing of St. Paul's, Minnesota's Latino student population by offering services like counseling, educational programs, emergency resources, and job assistance (GAP, n.d.). While GAP still assists the Latino student population, times have changes and the Latino population has decreased, opening GAP services to diverse ethnic backgrounds. This has led to a recent issue of understanding the needs of the current population of GAP students.

The current population consists of English language learners, refugees (Karen refugees), and low income students. Social work interns at GAP recognized external factors that may affect GAP students. This has led to the desire to promote wellness among the current student GAP population. This research study is meant to provide an understanding of what potential hurdles the current GAP student population faces by asking GAP students if they were satisfied with GAP services and discover their level of awareness regarding resources available to them.

Statement of Problem

The community has seen GAP historically as an agency serving Latino students (GAP, n.d.). Established in 1967, GAP's main mission was offering various opportunities for Latino students in the areas of skills development, education, and personal growth. These Latino students were usually young high school dropouts living in the West Side of St. Paul, Minnesota. However, the mission objectives have changes in the last decade. It has grown from assisting underserved Latino youth to assisting underserved students from diverse ethnic backgrounds.

In the last few years, the dominant population being served in the agency are Karen Refugees. The need arose to understand the potential factors that may attribute to some of the experienced difficulties by the GAP student population. A couple of these issues are transportation, language barriers (most speak the Karen language), and need for legal assistance, educational opportunities, and job assistance. By recognizing the needs of the GAP students, GAP staff also recognized the lack of resources needed to offer such assistance. Lack of resources means GAP students cannot accomplish goals of academic success. To fully assist GAP students in meeting the demands of current academic avenues and handle the stress of perceived barriers, action must be done to understand further the student population and improve existing services in GAP that consider limited resources.

Literature Review

The Guadalupe Alternative Program has changed in the last decade. Prior to the recent changes, it has met the needs of a majority Latino student population of Minneapolis, St. Paul. While GAP has achieved success in the past helping the student population, the influx of Karen refugees in the agency has led to some ineffective practices and hurdles for both GAP staff and GAP students. This literature review is meant to show the barriers faced by Karen refugees as well as what services can be improved to meet the needs of the current student population.

Understanding the Karen People

To understand the current GAP student population, it is important to understand what life is like for Karen refugees. Karen refugee women for example, have traditions they partake in that help them keep some of their culture they lost when they migrated from their homeland. One article notes the standing tradition of weaving among the Karen refugee women. Weaving provides social support, economic survival, and empowerment for these women and serves as a clue towards helping Karen refugee GAP students find purpose and connection to their culture (Stephenson, Smith, Gibson, & Watson, 2013). By weaving, it provides roots as well as a means of socialization that the Karen people treasure.

The next article details literacy practices among the Karen refugee women and their children. It offers incite in Karen family literacy practices both inside and outside the home. For example, Karen refugees practice literacy through participant observation, memorization, reading texts aloud (recitation), and computer use (Quadros & Sarrob, 2016). Because there is not much research on the Karen people, these practices can shed light on ways to improve literacy among GAP's Karen refugee student population.

Another aspect of Karen refugees to consider is the language barrier. In Australian-based study examining English language participation, achievement and education by the Karen people saw perceived difficulties from the Karen refugee women when it came to English language communication and proficiency. They also demonstrated additional barriers to education such as socio-political, cultural and gendered factors (Watkins, Razee, & Richters, 2012). To improve outreach to GAP Karen refugee students, GAP staff must become aware of their backgrounds, culture, and resettlement issues.

Karen refugees have endured a multitude of hurdles from war trauma, torture and these experiences have led to mental health distress among the population. One study notes the extent of torture among the population led to depression, PTSD and distress among older Karen refugee women (Shannon, Vinson, Wieling, Cook, & Letts, 2015). Counseling services offered at GAP may take into consideration these obstacles endured by the refugees.

These obstacles are frequent and make the population vulnerable. One article details the struggles and highlights the cause of the refugee status, a longstanding civil war with the Burmese government (Batholomew, Gundel, & Kantamneni, 2015). Through phenomenological examination, the authors noticed four themes. The most important from those themes is redefined selfhood and loss from oppression. These feelings and changes may play a factor in outreach and counseling efforts at GAP.

Improving GAP services

There are ways to improve outcomes for Karen refugee GAP students. Counseling services seem to be what is most needed among the Karen refugee student population (Block, Cross, Riggs, & Gibbs, 2014). Along with an improvement and strengthening of counseling services, GAP needs to improve their educational services. GAP staff must understand the literacy needs of the current GAP students. Literacy and language barriers are a main education-based problem for Karen refugee students. Introducing new literacy practices can help improve outcomes. One article noted the efficacy of literacy practices where students write out words and discuss them among classmates (Genlott & Gronlund, 2013).

Another study aimed to identify a way to establish a framework for the delivery of health services to newly arrived refugee children (Woodland et al., 2015). The framework included identifying and assessing for any trauma or health problems among the refugees. This can be used by GAP staff. They can learn to identify and assess for certain conditions among the Karen refugee student population especially in regards to counseling services.

In terms of improving counseling services, one study set to expand on the importance of mental health literacy. Mental health literacy reduces stigma and improves health-associated decision-making (Wei, Kutcher, & Bagnell, 2015). GAP counseling services could benefit from expanding or embedding mental health/health literacy programs. These will help the GAP students realize what resources are available to them.

Another article aimed at improving the mental health of medical students saw the need to propose learning communities and instill mindfulness/resilience experiences (Slavin, Schindler, & Chibnall, 2014). These additions saw a reduction in anxiety, stress, and depression from participants. Improving health outcomes through inclusion of new practices can be a great way to improve existing GAP services.

This literature review highlighted the kinds of struggles Karen refugees face. It also provided a means of which GAP staff can help. Through use of improved mental health services and literacy interventions, the GAP student population may experience positive outcomes.

Methodology

A. The problem is the lack of suitable resources and services available for GAP students and the need to assess GAP staff competency regarding meeting GAP student needs.

B. Hypothesis 1: GAP students are not receiving the level of service they need for positive academic outcomes (Quantitative) Research suggests barriers exist for Karen refugees in terms of their culture, literacy, and language (Qualitative)

C. The study offers quantitative and qualitative research methods. The quantitative method consists of a participant tracker (clients), their needs and how these needs were addressed by GAP staff. The qualitative was an open-ended questionnaire-based focus group with the prevailing theme of GAP staff competency. The variables were clients, GAP services, and they were measured in terms of efficacy and outcomes. Notes were used primarily with no real survey conducted rather than interviews and written responses. In terms of sample, the majority of participants were Karen refugees with some Somali and one Nebal client.

D. The information was recorded on paper and then later input into a computer. All responses were from GAP students that had Karen refugee backgrounds. The data was represented in numerical format with chart representations. While the qualitative information was compared with the research from the literature review. Prevailing themes from data collection suggest need for literacy improvement and perceived language barriers.

E. Assumptions were that GAP students failed to thrive from GAP services because of lack of cultural understanding of Karen refugees. Some Somali and Nebal clients participated in the focus questions. However, the study was aimed towards Karen refugees. What did not work was getting feedback from Karen refugees in regards to certain issues like office accessibility.

Findings

The responses of the clients revealed lack of satisfaction with the services. The main perceived barrier was language. Many the clients that participated were female and Karen refugees. They noted lack of follow-up with GAP interns. They also suggested improvement in the program through addition of interpreters. Many that came to the program and were participants in the focus sessions wanted help in filling out forms for jobs or assistance. The chart below represents the numerical satisfaction of 1-5 with 5 being very satisfied of 6 clients that were interviewed.

Analysis

The Somali clients generated more notes and feedback then the Karen clients. The Karen clients were the ones that provided the assumed barriers. For example, some of the Karen clients noted the lack of interprets available and inability to complete forms or seek help due to know one knowing their language. The assumption was GAP students were not receiving the level of care needed to experience positive outcomes. The answers supported the hypothesis. It also shed light on the importance of training among GAP staff. GAP staff and interns need to be trained in ways to communicate with Karen refugees or in the very least, help them learn the English language through literacy and speaking practices. The Karen people respond well to learning through spoken stories and discussion. Because of the recent arrival of Karen refugees to various parts of the United States, it is important to find ways to bridge the language gap.

Discussion of Findings

While the answers given by the students show some positive progress among GAP staff and GAP students, there are still hurdles facing efficacy. For example, the prevailing theme among the students was the complete lack of referral services or interpreter services. Language barriers keep many Karen refugee students from seeking the help they need. GAP staff must aim to improve the way they handle non-English GAP participants.

Conclusion

In conclusion, GAP is an agency that seeks to help students improve outcomes. However, GAP and GAP staff has lagged in fulfilling the needs of the GAP student population. Some perceived barriers identified in the study such as language barriers and lack of follow up demonstrate a need to improve existing services. Research indicates literacy and language are two important barriers among the Karen refugees which are the dominant population in GAP programs. Aside from barriers, mental health services must be improved and take into consideration the cultural traditions and history of the Karen people.

Appendices

Focus Group Notes (1)

1. Describe how accessible the social service office was when you need help.

Session 1:

Somali Female client - The social service office was accessible for me most of the time when I need help.

Male Karen client - There as been times when I was unsure if the benefits I applied has been approved or not.

Male Karen client - It was helpful. It seems like it is been helpful and I get support whenever I apply benefits.

Female Karen client - People are available, but there is always a language barrier. I have to wait for Ahmay.

Accessible because they meet my needs.

Not accessible because they don't meet my needs.

Not sure if they know what services I want.

Not accessible because they take time to meet my needs.

Session 2:

Female Karen client - Very satisfied with services, was able to fill out paperwork. I have never done this stuff before.

Male Karen client - Usually staff is there.

Female Karen client - If there is no karen staff I have to try and work with the other staff.

Male Karen client - I liked that the staff hours are posted.

Female Karen client - I am meeting most of my needs with the help of the social service office.

2. Describe any experiences you had in the social service office.

Session 1:

Somali Female client - For the most part my experience is great. I get help with my needs but there is a lack of Somali interpreters in the office.

Karen client - This is my feeling, there is a lack of communication between the county and the interns. People are not always available in the office.

Karen client -There is help sometimes but not all the time.

Karen client - I am so glad that I get support from the social service office. Social service office is helpful to me for explaining and reading papers from the county.

They are not welcoming because they are not smiling when we come in.

Not telling me when my insurance or food stamp will be ready.

Not filing my forms properly.

Not following up with me.

They don't understand my language.

Session 2:

Male Karen client - I went to the social service office but never saw anything afterwards. Staff is willing to give support but never see Ahamy. Hard to communicate with other staff.

Female Karen client - Feel very good that I am receiving help. Staff willing to support. Multiple interns working together.

Female Karen client - Good experience. I always get help.

3. How did you feel about the ability of the social service interns at addressing your needs?

Session 1:

Karen client - The social service interns try their best.

Karen client - I feel much better leaving the office.

Karen client - I feel relieved at the social service office. When I read papers, I am confused and frustrated but the social service office helps me feel comfortable.

Somali client - The interns are great and I get support from them.

I am not sure if they are able to meet my needs. I bring in the forms and they are not able to fill them out properly for me.

They are not able to address my needs immediately.

I don't know what to do after coming to the social service office.

I feel they don't understand my language.

They are trying their best.

Session 2:

Female Karen client - trying their best to meet my needs. It seems like the staff are using the best of their knowledge.

Female Karen client - They have the ability and knowledge to help. I am seeing the results. I am getting benefits.

4. Describe how you felt when working with staff in the social service office?

Session 1:

Somalie client - I felt that I was being supported by the social service staff.

Karen male client - I felt very happy when I seek help. I think the interns don't work as a team and it makes me frustrated because it takes a long time for me to get benefits.

Karen female client - I feel at times that interns may not be happy to help me.

Nebal female client - I feel happy that the interns help me and I feel that I am being supported by the person who works with me in the social service office.

Karen female client - I feel very frustrated and angry because (1) my applications has not been completed, (2) The interns put the wrong address and phone number on my combine application.

Karen female client - I was helped and got support service coordination from the social service office.

They don't understand my language. Not satisfied with the services.

I feel good about the services they provided for me.

They were able to do their best for me.

Some time there is no staff to attend to me. If they have staff, they don't understand my language.

Session 2:

Female Karen client - I see a struggle with language and miscommunications. They don't fully understand me. They have to explain things to me. They are patient when they explain things multiple times.

Female Karen client - I agree with the other participate.

5. What were the barriers you experienced when working with the social service interns?

Session 1:

Somali female client - I don't feel there are any barriers when working with the interns. The only barrier that I can think of is lack of Somali interpreter.

Nebal female client - I was helped only one person and she is good

Karen male client - I encounter lack of follow up. Sometimes the social service office is slow.

Karen female client - One of the interns completed my combine application form incorrect. I don't want this experience repeated again.

They don't understand my language. They don't follow up with me. They don't know how to fill the form correctly. They don't know all the services we want.

Session 2:

Female Karen client - Lack of interpreters. It is a huge challenge for me without an interpreter.

Male Karen client - When I don't see the interpreter or Ahmay, I rarely ask for help.

All agreed that interpreting is the biggest barrier.

Female Karen client - Without interpreter our needs cannot be met. Lack of communication.

6. Describe how satisfied you were after received help from the social service office.

Session 1:

Somali Female client - I am satisfied that help and the support that the interns give me when I need help.

Nebal female client - I am happy and satisfied when I get help from the social service office

Karen female client - I felt relief

Karen female client - I felt happy when my work got done

Karen female client -I felt relieve and satisfied

Not satisfied

Satisfied

A little bit satisfied

Not sure.

Satisfied

Session 2:

Female Karen client - I was fully satisfied after receiving help.

Female Karen client - I feel very good because I get what I asked for.

Female Karen client - I was fully satisfied. I am getting all the support I need.

Male Karen client - I am fully satisfied. I feel that GAP's social service office is meeting my needs and I don't have to worry about my academics.

7. How can the social service interns improve their services to better meet your needs?

Session 1:

Female Somali client - No answer

Nebal female client - I worked with only one person and she is good and she helps me

Karen male client - Increase my food benefits. It is not enough.

Karen female client - Improve the quality and try your best.

Karen male client - I need to know and want to make sure all the interns are willing to help us.

Learn how to fill our SNAP paperwork correctly.

Have someone to interpret my language.

Try and follow up with me.

They meet my needs.

Session 2:

Female Karen client - My concern is more with interpreter. Even if staff is available and if there is no interpreter I can't get help.

Female Karent client - My biggest barrier is interpreters.

8. Describe why you would or would not refer a friend to the social service office.

Session 1:

Female Somali client - I would refer a friend to the social service office, because I think they will get help and support from the social service office like me.

Nabel female client - Yes I would send a friend to the social service office. They are good and do everything. When I go to Ramsey County to apply benefits, the case workers don't take time to understand what we want. We get more support from the socials service office.

Karen female client - No I would not send a friend to the social service office, because they delay work, don't have enough staff available and are slow to complete the process of getting benefits.

Karen male client - I will not refer a friend if they are slow or not willing to help me.

They don't meet my need. I am not sure they know how to fill some of the forms I will need.

They cannot quickly meet my emergency needs.

They don't understand my language.

I will refer someone to the office.

Session 2:

Female Karen client - One reason why I wouldn't refer a friend is because of the language barrier. They are not familiar about what we do.

Female Karen client - I wouldn't refer shy students. Students need to be encouraged to be brave.

Male Karen client - I would not refer someone who needs an interpreter or a bilingual assistance. I would encourage these students to stay in class. If there is an interpreter/bilingual assistant I would go there every day.

9. What would you like to tell us that we have not asked you yet?

Session 1:

(Somali female client) "Nothing"

Karen female client - Are you willing to help me with applying travel document?

Nabel female client - No

Karen female client - Do you know how to help apply PCA service?

Session 2:

Female Karen client - Nothing.

Focus Group Notes (2)

1. (Somali Female client)The office was accessible whenever I needed help. Interns were in the office and I got help right away.

2. (Somali Female client) I had positive experience with the people in the office. However, there were some language barrier

3. (Somali Female client) I felt that they know what they were doing because they were able to help me

4. (Somali Female client) I felt happy working with the staff and comfortable

5. (Somali Female client) I didn't have many barriers. The only barrier was a limited understanding because English is not my first language so I would say I had language barrier.

6. (Somali Female client) I think they are doing good job and I don't know how they could improve

7. (Somali Female client) I would refer a friend to the social service office because I think my friend would get the help and the support I got from the social service office.

8. I would like to see more programs such as the parenting group. I like this program I am learning so much from it such as nutrition and how to raise a well child.