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Autor/inn/en | Im, Hyojin; Swan, Laura E. T. |
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Titel | Qualitative Exploration of Critical Health Literacy among Afghan and Congolese Refugees Resettled in the USA |
Quelle | In: Health Education Journal, 78 (2019) 1, S.38-50 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0017-8969 |
DOI | 10.1177/0017896918785932 |
Schlagwörter | Literacy; Health Behavior; Refugees; Land Settlement; Immigrants; Participatory Research; Incidence; Risk; Diseases; Workshops; Health Education; Self Efficacy; Self Esteem; Problem Solving; Empowerment; Community Action; Health Promotion; Social Support Groups; Foreign Countries; Criticism; Congo; Afghanistan; United States Alphabetisierung; Schreib- und Lesefähigkeit; Health behaviour; Gesundheitsverhalten; Flüchtling; Siedlungsraum; Immigrant; Immigrantin; Immigranten; Forschungstätigkeit; Vorkommen; Risiko; Disease; Krankheit; Lernwerkstatt; Schulung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Problemlösen; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Social support; Soziale Unterstützung; Ausland; Kritik; Kongo; USA |
Abstract | Objectives: Previous research that revealed a high prevalence of low health literacy among immigrants and refugees tended to over emphasise functional health literacy as a risk factor for low health status and poor disease management. Despite a significant knowledge gap, little has been investigated regarding critical health literacy (CHL) in refugee populations whose culture deeply interweaves individual and contextual capacity to promote health. Design: This study adopted a qualitative approach to explore CHL that is built through community health workshops (CHWs) with Afghan and Congolese refugee communities in US resettlement. Setting: As part of a community-based participatory research project, the study was conducted with Afghan and Congolese refugees resettled in the USA. Method: A series of open-ended questions for focus group interviews were embedded in each workshop session explore health literacy skills and capacity over time. This study adopted a hybrid thematic design whereby the conceptual framework of CHL was applied to emergent themes from the data. Results: Thematic analysis revealed four major CHL thematic domains, as experienced and demonstrated by Afghan and Congolese refugee participants: (1) critical appraisal, (2) self-efficacy and confidence, (3) empowerment, and (4) collective problem solving. Conclusion: Study findings underline the importance of health education validating existing cultural knowledge and practices in a group setting so as to facilitate the building and enhancement of social support systems and community action for health promotion. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |