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Strategies, Practices, and Models for Delivering Programs 195

with diverse groups, however, it is important to have a good handle on one ’ s own
culture, stereotypes, and in some cases prejudices. Only when we can be honest
with ourselves can we reach members of other ethnic groups or in some cases
members of our own ethnic group who do not fit our personal socioeconomic pro-

file (Airhihenbuwa, 1995a).
■ Work within existing social networks. Needs assessment data should yield infor-
mation about existing groups and support in the community. Involve as many of
them as possible, making it easier to work with the community, not on the
community.

■ Bring information back to the target audience. One of the greatest, and accurate,
criticisms of university - based health educators is that they use people and then
retreat to their ivory tower. Although it is important to share the knowledge gained
through our interventions with the scientific community, it is just as important to

share the findings with the target community. These findings must be presented

in a way that is useful to the community and that furthers the empowerment
process.
■ Understand traditional health beliefs. Each of us, regardless of cultural heritage,
holds numerous health beliefs. In North America we tend to recommend that peo-

ple who have flu - type symptoms eat chicken soup and get plenty of rest. Members
of the Hmong culture perceive that epilepsy is caused by ancestral spirits entering
the body, and some Hispanic groups strongly adhere to the theory of “ hot ” and
“ cold ” foods to understand and treat certain illnesses. Understanding and respect-
ing those beliefs will make the practice of health education in a multicultural set-
ting much easier.

■ Respect religious beliefs. Several researchers (Pinzon & P é rez, 1997) describe the
health beliefs of Latin Americans, including concepts such as susto. The Kahuna
Lapa ‘ au in Hawaiian traditions helps people heal with the aid of a helping spirit
known as the Akau (Mokuau & Tauili ‘ ili, 1992). Similarly, Confucian ideology,

Buddhism, and Taoism influence some Asian cultures (Hoylord, 2002). Although
most of us in the United States value a separation of church and state, several
groups do not make that distinction. We must be careful not to offend or contradict
the religious beliefs held by the target population.

■ Make it easy for the target audience to participate. This applies the principle of
the “ golden rule, ” which requires health educators to make their programs as user
friendly as possible. Bring the program to the residences of the target audience,
employ bilingual experts, hold the program after hours. Each of these little steps
shows respect and will increase your ability to reach the target audience.
■ Seek to empower the target population. The idea of empowerment is not new
(Freire, 1992; Laverack, 2006) and has in fact been criticized in some health edu-

cation fields. However, if health educators are to ensure a lasting impact from

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