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Engelman A, Deardorff J. Cultural Competence Training for Law Enforcement Responding to Domestic Violence Emergencies With the Deaf and Hard of Hearing: A Mixed-Methods Evaluation. Health Promot Pract. 2015;17(2):177-85doi: 10.1177/1524839915621538.
Engelman, A., & Deardorff, J. (2016). Cultural Competence Training for Law Enforcement Responding to Domestic Violence Emergencies With the Deaf and Hard of Hearing: A Mixed-Methods Evaluation. Health promotion practice, 17(2), 177-85. https://doi.org/10.1177/1524839915621538
Engelman, Alina, and Deardorff, Julianna. "Cultural Competence Training for Law Enforcement Responding to Domestic Violence Emergencies With the Deaf and Hard of Hearing: A Mixed-Methods Evaluation." Health promotion practice vol. 17,2 (2016): 177-85. doi: https://doi.org/10.1177/1524839915621538
Engelman A, Deardorff J. Cultural Competence Training for Law Enforcement Responding to Domestic Violence Emergencies With the Deaf and Hard of Hearing: A Mixed-Methods Evaluation. Health Promot Pract. 2016 Mar;17(2):177-85. doi: 10.1177/1524839915621538. Epub 2015 Dec 28. PMID: 26715697.
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Health Promot Pract. 2016 Mar;17(2):177-85. doi: 10.1177/1524839915621538. Epub 2015 Dec 28.

Cultural Competence Training for Law Enforcement Responding to Domestic Violence Emergencies With the Deaf and Hard of Hearing: A Mixed-Methods Evaluation.

Health promotion practice

Alina Engelman, Julianna Deardorff

Affiliations

  1. California State University, East Bay, CA, USA [email protected].
  2. University of California, Berkeley, CA, USA.

PMID: 26715697 DOI: 10.1177/1524839915621538

Abstract

OBJECTIVE: To evaluate a training workshop for law enforcement as first responders for the purpose of increasing officers' cultural competency in working with Deaf and hard-of-hearing people (Deaf/HH) during domestic violence (DV) emergencies.

METHOD: This evaluation assesses the efficacy of a 2-hour training workshop for law enforcement. Thirty-four participants completed questionnaires at pre- and postintervention to assess participants' (1) satisfaction with training; (2) skills in responding to Deaf/HH individual(s) in a DV emergency; (3) attitudes toward the Deaf/HH, including bias recognition, self-assessment of cultural competency, and perceived self-efficacy; and (4) knowledge of communication. Focus groups (FGs) were also conducted (n = 6 for FG1, n = 13 for FG2). SPSS software was used to analyze survey data; principal components analysis was conducted on the survey instruments.

RESULTS: There were significant differences between pre- and posttests for several targeted outcomes, including knowledge and perceived self-efficacy. Both survey and FG results demonstrated that participants gained cultural competency skills as indicated by changes in attitudes toward the Deaf/HH, both in DV emergencies and in large-scale emergencies.

CONCLUSION: Significant differences were evident between pre and posttest results in terms of knowledge and perceived self-efficacy. Nonetheless, survey participants demonstrated a lack of knowledge about policy and the law. Survey findings also suggest that while a onetime training can improve the perceived self-efficacy of participants, shifting attitudes about the capabilities of the Deaf/HH may require different training strategies. FG participants demonstrated a greater awareness of the complexity of working with this population in a DV emergency.

© 2015 Society for Public Health Education.

Keywords: cultural competence; disabilities; disaster and emergency preparedness; program planning and evaluation; qualitative evaluation; quantitative evaluation

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