Generating insights of cultural competency within a nationally-run trauma-sensitive sport program for Canadian newcomer children

Abstract

Children from Newcomer populations (i.e., immigrants, refugees) face high rates of traumatic exposure (e.g., abuse, neglect, family violence, persecution, war, displacement, poverty). There is a need for interventions to help re-orient these children on pathways of resilience. Using trauma-sensitive sport programming can be an effective means to support healing, through designing safe spaces, fostering supportive adult-child relationships, and offering structured opportunities to engage in competitive physical activities and skill-building. However, much of the limited research on trauma-sensitive sport has been done with Western populations; greater research is needed on how to accommodate the unique needs and inclusion of Canadian Newcomer populations in sport – a diverse and underrepresented cohort. The purpose of this study was to co-generate insights of cultural competency with stakeholders (i.e., managers, front-line staff) of a national community organization offering trauma-sensitive sport programming to Canadian newcomer children. An action research case study methodology was used, in which 11 stakeholders (9 women, 2 men; Mage= 28.64 ± 7.98), participated in ongoing bi-weekly meetings (n = 10) facilitated by a multi-disciplinary team of researchers, administrators, and consultants. In these meetings, stakeholders were asked to share their experiences in recruiting, retaining, and engaging Canadian Newcomers in trauma-sensitive sport, and co-develop solutions for enhancing Newcomer inclusion in sport. Data were collected through field notes and audio recordings, and interpreted through qualitative descriptive analysis. Insights for facilitating culturally inclusive programs for Canadian Newcomers were generated across five categories: (a) consistency in staff to maintain relationship-building, (b) using accessible language in marketing and outreach, (c) integrating Newcomers’ language, traditions, heritage in the experience, (d) seeking commonalities and honouring differences using sport and games, (e) engaging caregivers during informal time (breaking bread). The results of this study will be used to develop a resource guide for working with Newcomer populations in this program.