Project Abstract Components for
Outcome Assessment
Tonya L. Smith-Jackson, Ph.D., Virginia Tech
Michael S. Wogalter, Ph.D., NC State University
Use of Cultural Ergonomics Approaches to Prevent Pesticide Exposure
Project description: The purpose of this project was to apply a human factors engineering and
cultural ergonomics approach to determine cultural and contextual factors that account for disparities in
pesticide poisoning among Latino migrant and seasonal farmworkers. The specific focus was to examine
risk communication design, attitudinal factors, and behavioral factors. Factors were then used as
translational requirements for the design of culturally valid pesticide product labels and risk
communication materials for migrant and seasonal farm workers.
Target Population:
Latino farm workers (migrant and seasonal workers) and a comparison group of Anglo farm workers.
# Participants/Subjects/Observations:
Study 1: 23 Latino farm workers; 17 European-Am. farm workers
Study 2: 54 Latino farm workers; 48 European-Am. farm workers (total = 102). Analysis conducted on a
total of 96 due to missing data points for some of the observations.
Specific Aims/Objectives:
Specific Aim #1: To compare risk perception, self-efficacy, and locus of control of migrant and seasonal
farm workers who are language and ethnic minorities to non-minority farm workers.
Primary Hypothesis
1. Locus of control (LOC) and self-efficacy affect risk perception of pesticide hazards.
2. Migrant and seasonal farmworkers from ethnic and language minority groups will have lower
risk perception of pesticide hazards, a more external locus of control, and lower self-efficacy
than farmworkers who are not minority group members.
Specific Aim #2: To identify the cultural and language factors that may account for unintentional
exposure to pesticides and low awareness of pesticide hazards within the work environments of migrant
and seasonal farm workers.
Primary Research Goal
1. Identify culture and language characteristics of migrant and seasonal farmworkers that account
for differences in precautionary behaviors, comprehension, and interpretation of safety information such
as pesticide warning labels and safety protocols.
Culture
Work Context
(Demands and
Risk Factors)
Worker Attitudes (Risk
Perception, LOC, Selfefficacy, Risk Tolerance)
Worker
Behavior
Pesticide Exposure
(Injury)
1
Specific Aim #3: To identify user-centered design guidelines, develop primary prevention tools based
upon user-centered guidelines, and evaluate the usability and effectiveness of prevention tools.
Primary Research Goal (#1) and Hypotheses (#1 and 2)
1. Design guidelines in the form of heuristics and specific design features will be developed to reflect
the needs and characteristics of culture and language minorities.
2. Hypothesis 1: Usability, as measured by comprehension, ease-of-use, knowledge transfer, and
ratings of risk perception will be higher for information designed on the basis of culturallycentered safety guidelines compared to information that is not designed on the basis of these same
guidelines.
3. Hypothesis 2: Primary prevention tools developed on the basis of culturally-centered design
guidelines will be more effective in altering risk perception, locus of control, and self-efficacy as
well as precautionary behaviors compared to prevention tools that are not designed based upon
targeted user characteristics.
Specific Aim #4: To disseminate design guidelines and develop outreach programs to employers, safety
and training groups, minority-serving agencies, and community-based advocacy and education groups.
NOTE: Due to shortage of funds and a drastic change in the political climate involving migrant
workers, specific aim 4 is not yet met.
Methods:
Two empirical studies were conducted. Study 1 was designed to explore preliminary hypotheses,
reduce the variable set, and ensure the protocols and instruments were valid and reliable. Study 2 was a
larger scale study to explore the same hypotheses and an additional component of phase 2 was to test
preliminary designs for culturally-valid pesticide labels.
Study 1: Forty farmworkers were recruited in Virginia and North Carolina; 23 self-identified as
Latino and 17 self-identified as Caucasian. Participants were recruited with the assistance of local
community advocacy agencies, advertisements, and by word of mouth.
A mixed methods approach was used. Quantitative self-report instruments were administered in
the first language of the participants. Although paper-based, participants were given the option of having
the instruments read aloud to them or administered via paper. Most chose to have the instruments read
aloud. Several instruments were administered (Appendix A): The Safety Locus of Control questionnaire,
the Self-Efficacy questionnaire, a demographic questionnaire, behavioral intent measures, a risk
perception questionnaire, and a behavioral intent questionnaire. The qualitative portion of the
questionnaires included open-ended questions related to issues associated with pesticide labels, risk, and
hazards.
Study 2: Study 2 was a replication of study 1, with the exception of a larger sample size and
instruments were shortened and modified based upon Cronbach’s alpha reliability measures from the pilot
study. A total of 102 participants were recruited; 54 Latino farm workers and 48 Caucasian farmworkers.
Participants were recruited from the states of North Carolina, Virginia, and Florida.
Once the selection instruments were redesigned, tested, and modified through pilot testing, the
final instruments were administered in single or group sessions as needed. Informed consent, literacy
assessment, and questionnaire instructions were provided in both Spanish and English, and assistance was
available to complete the questionnaires. After informed consent, participants completed the series of
questionnaires and a demographic sheet describing their employment environment and experience with
pesticide-related farm work. Participants were then debriefed and paid a nominal fee for participation.
Results:
All hypotheses were confirmed fully or partially for Specific Aims 1, 2, and 3. Although no
differences were found between ethnic groups on the frequency of reported exposures to pesticides,
results indicated that significantly fewer Latinos reported receiving protective clothing and equipment and
2
proportionately more Latinos reported receiving no safety training. Significantly more neurological
symptoms associated with pesticide toxicity were reported by Latinos, but significantly more digestive
symptoms associated with toxicity were reported by Caucasian farm workers.
Ratings on questionnaires to measure safety locus and control, risk perception, and safety self-efficacy
also showed differences. Latino migrant workers reported significantly lower safety self-efficacy
(confidence in ability to avoid hazards) and significantly higher risk perceptions related to pesticiderelated hazards than European-American workers. In addition, Latino migrant farm workers reported
significantly more incidents of re-entering fields immediately after they were sprayed, even though they
knew that they should not be entered. Latino migrant workers also reported significantly more symptoms
related to pesticide toxicity.
A component of study 2 was to test specific aim 3, that a culturally-relevant design would be more
usable than a standard (EPA) pesticide label design and a brochure. A disyston pesticide label was used
as the testbed. The control label was the current disyston label, which was based on EPA
recommendations. The experimental label was developed by using culturally-centered design guidelines
derived from the risk communications, inclusive design, and graphics communication literature as well as
the results of studies 1 and 2 (e.g., phrasing to enhance self-efficacy was added to the label and brochure).
Results partially confirmed the hypotheses. Significant main effects of ethnicity and condition were
found for ratings of usability (ease of comprehension, etc.), but the interaction was not significant
(although means were in the predicted direction). Latinos rated both formats (culturally-centered and
EPA) significantly lower in terms of usability. Both Latinos and Caucasians rated the culturally-centered
formats significantly higher than the EPA-based formats.
The qualitative data revealed that the culturally centered designs were still difficult to read or understand,
and workers suggested that even more graphics should be added (see Appendix B for test stimulus).
A path analysis model is currently being developed to understand the links between specific
attitudinal and behavioral intent factors.
Conclusions:
This research was an exploration to determine what factors contribute to disparities in pesticide
exposures and preventive behaviors. So far, we have found differences in safety self-efficacy and safety
locus of control between ethnic groups that may help to explain the differences. We are currently
exploring whether the differences are linked to behavioral intent using path analysis.
We have also identified a number of useful guidelines for the design of culturally relevant and
usable pesticide risk communication materials based upon both the literature and our empirical results.
Appendix C contains the guidelines, which were heuristically evaluated by subject matter experts.
Products:
1.Publications:
A. Peer Reviewed Journal: The 3-phases each have components that require
comprehensive integration. Two separate manuscripts are in preparation for submission to
the Human Factors journal and Ergonomics.
B. Other:
2. Project Tools:
Socially valid interview protocols and questionnaires to assess such variables as locus of
control, pesticide-related symptoms, and use of personal protective equipment. These are in
both Spanish and English. See Appendices.
3. Other Products:
• Web-based guidelines tool to design pesticide-related risk communications for Latino
farm workers and other groups (prototype 1 is completed).
• A prototype (2nd iteration) pesticide brochure in both English and Spanish has been
developed. See Appendices.
3
D. Meetings Presentations:
• International Society for Occupational Safety and Health, Houston, TX, May 2004
• NC A & T State University, Greensboro, NC, November 2003
• Society for Risk Analysis, Washington, DC, December 2003
• American Society for Pesticide Safety Educators, June 2002
Future Directions:
We are still validating a path analysis model to more sensitively demonstrate the links between
attitudinal and behavioral factors based upon ethnicity. In addition, we are planning the next level of
research to provide more emphasis on translation of other contextual factors such as negotiation scripts to
be used by farmworkers, educational tools for farm owner and advocates, etc. We will seek additional
funding for this research.
Additional Grants:
None submitted or awarded to this project.
Center /P.I. Contact Information:
Tonya L. Smith-Jackson, Ph.D.
Associate Professor, Grado Dept. of Industrial and Systems Engineering
Adjunct Associate Professor, Dept. of Psychology
Founder & Director: Assessment and Cognitive Ergonomics Lab
Co-Director: Human-Computer Interaction Lab; Safety Engineering Lab
Associate Director: Center for Innovation in Construction Safety and Health (CICSH)
Grado Department of Industrial and Systems Engineering
Virginia Polytechnic Institute and State University
250 Durham Hall, MC 0118
Blacksburg, VA 24061
Phone: 540-231-4119; Fax: 540-231-3322
website: http://ace.ise.vt.edu; Office: 519H Whittemore Hall
APPENDICES
APPENDIX A: QUESTIONNAIRES
Demographic Measure-Interview Format
This information will help us to understand how to make farm work safer. Please answer all questions. If
there is something you do not understand, please let us know.
1. ______ How old are you?
4
2. ______ How many years of formal education have you had?
3. No____ Yes____ Do you speak only in Spanish?
4. No____ Yes____ If so, can you read in Spanish?
5. No____ Yes____ Can you write in Spanish?
6. ____________________Where were you born?
7. _________ In what year did you arrive in the U.S?
8. Are you:
1. _____ married/living with someone
2. _____ single
3. _____ divorced/widowed
9. No____ Yes____ Do you have any children?
10. __________If yes, how many children do you have?
11. Who do you live with? (i.e. wife and children, alone, other farm workers)
12. _______ How many months/years have you worked in agriculture?
13. No____ Yes____ Are you a temporary worker?
14. _______How many months out of the year do you work?
15. _______ About how much do you receive for your farm work each week?
Perception of Employer
16. No____ Yes_____ Has someone told you about the dangers of pesticides?
17. Who?
5
18. No____ Yes_____ Do you think you can get all of the appropriate protective clothing and other
protective equipment that is specified on a pesticide label, if you asked for it?
Level of Exposure
19. How many times have you done these activities in the past?
19a. _____ stored pesticides
19b. _____ mixed pesticides
19c. _____ applied pesticides
19d. _____ worked in sprayed fields
20. If 19c is selected above, then how often do you apply pesticides?
1. _____ twice a week
2. _____ once a week
3. _____ once every two weeks
4. _____ once every month
5. _____ once every three months
6. _____ twice a year
21. When a field is sprayed, how long is it before you go back to work in that field?
1.
2.
3.
4.
_____ after a few hours
_____ after 1 day
_____ after 2-3 days
_____ after 1 week or more
22. No____ Yes ____Have you received any training to handle pesticides?
23. ________________ What type of crop have you worked in most where you are exposed to
pesticides? (e.g. tobacco, cucumber, grapes, Christmas trees, etc.)
Protective Behavior
24. What do you wear or what do you do to protect yourself from being exposed to pesticides? (check
all that apply)
1.
2.
3.
4.
5.
6.
7.
8.
____ overalls
____ trousers flowing over boots
____ boots
____ long sleeve shirts
____oro-nasal masks
____ gloves
____ goggles
____ clean handkerchief to wipe off sweat
6
9. ____ wash hands before eating
10. ____ wash hands before using the bathroom
11. ____ wash hands before smoking cigarettes
13. ____ wash hands before chewing gum or tobacco
14. ____ bath after spraying pesticides
15. ____ wash work clothes before wearing them again
16. ____ wash work clothes separately from your family’s laundry
17. ____ read pesticide labels
17. ____ wait for wind to stop blowing, if pesticide drift occurs, before going back to work
18. ____ not enter fields immediately after they have been sprayed with pesticides
25. What are the reasons why you would not wear protective gear when working with pesticides (i.e.
because you are tired, because it is too hot outside, because other farm workers do not wear it)?
Awareness/Health
26. What sicknesses or health problems do you think are caused by pesticides?
27. Which of these symptoms have you experienced in the past year? (check all that apply)
1. ____ skin rashes
2. ____ allergic reactions
3. ____ headache
4. ____ chest pain
5. ____ coughing
6. ____ upset stomach/nausea
7. ____ vomiting
8. ____ dizziness/weakness
9. ____ loss of appetite (not wanting to eat)
10. ____ problems with memory or thinking
11. ____ trouble breathing
12. ____ fainting
13. ____ itchy eyes
14. ____ jumpiness, edginess
15. ____ excessive sweating
Awareness Measure-Interview Format
28. What is the meaning of these symbols?
A
B
C
7
D
E
F
A.
B.
C.
D.
E.
F.
29. What is the meaning of these words or phrases?
A. Pesticide drift
B. Harmful if absorbed through skin.
C. Avoid breathing vapor.
D. Harmful if inhaled.
E. Get medical attention if irritation persists.
8
F. Organophosphate insecticide
G. WARNING
H. DANGER
I. CAUTION
30. Please indicate which of the above three words (danger, warning, caution) you think means “the
most hazardous”. Which is “the least hazardous”?
_____________ (most hazardous)
_____________
_____________(least hazardous)
9
RP Instructions: Please use the following scales to indicate how well each statement fits you. There are no right or wrong answers.
Question
Response (Place an X in the box that matches your answer).
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
5. Getting pesticides on my skin
can cause me an illness that could
last a long time.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
6. To me, it is more important to
work than to worry about getting
sick from pesticides.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
1. In the past month I often had
thoughts or fears about the health
effects of pesticides.
2. Pesticides could affect the health
of children born to farm workers.
3. Farm workers will experience
health problems in the future that
are due to pesticide exposure.
4. I will experience health problems
in the future that are due to
pesticide exposure.
7. If you are a strong individual you
will not get sick from pesticides.
LC Instructions: Please use the following scales to indicate how well each statement fits you. There are no right or wrong answers.
10
Response (Place an X in the box that matches your answer).
Question
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE nor
DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE nor
DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE nor
DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
4. If I become exposed to
pesticides and become sick, it is
my own fault.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE nor
DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
5. Regarding safety from pesticide
exposure, I can only do what the
supervisor/farm owner tells me to
do.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE nor
DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
1. I have a great deal of control
over keeping myself from getting
sick because of pesticides.
2. I have no control over the
amount of pesticides that I am
exposed to.
3. There is no point in worrying
about being exposed to pesticides.
What will be will be.
SE Instructions: Please use the following scale to indicate how well each statement fits you. There
are no right or wrong answers.
Question
Response (Place an X in the box that matches your answer).
11
1. I am confident that I can prevent
myself from being exposed to
pesticides.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
2. I am confident that I can prevent
my family from being exposed to
pesticides.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
3. If I needed advice on how to
safely handle a given pesticide, I
am confident that I would be able to
get that advice.
4. I am confident that I can use the
protective personal equipment
correctly to protect myself when
mixing/ applying pesticides or when
harvesting crops that were sprayed
by pesticides.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
5. I am confident that I can stay out
of the fields during the restricted
entry interval (time period after
spraying).
6. I am confident that I can reduce
the chance of pesticide exposure
by washing my hands before I eat.
7. I am confident that I can use the
recommended personal protective
equipment in hot weather or when I
am tired.
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
12
BI Instructions: Please use the following scale to indicate how well each statement fits you. There are no right or wrong answers.
Question
1. In the future, I will read the
warnings on pesticide labels before
using that pesticide.
2. If the label instructions indicate
to do so, I will wear gloves the next
time I work in fields where
pesticides have been sprayed.
3. In the future, I will be careful
when handling crops that have
been sprayed with pesticides.
4. In the future, I will wash my
hands before eating after working
in areas where pesticides are used.
5. In the future, I will not enter a
field immediately after it has been
sprayed with pesticides.
6. I will not go see a doctor the next
time I am exposed to pesticides
while applying them.
7. I will not go see a doctor the next
time I become dizzy after working
in the fields.
8. In the future, I will wash my work
clothes after working in areas
where pesticides have been used.
Response (Place an X in the box that matches your answer).
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DISAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
13
PIA Instructions: Please use the following scale to indicate how well each statement fits you. There are no right or wrong answers.
Question
1. I worry about
things.
2. I fear for the worst.
3. I am afraid of many things.
4. I get stressed out easily.
5. I get caught up in my
problems.
6. I am not easily bothered by
things.
7. I am relaxed most of the
time.
8. I am not easily disturbed
by events.
9. I don’t worry about things
that have already
happened.
10. I adapt easily to new
situations.
Response (Place an X in the box that matches your answer).
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
PIC Instructions: Please use the following scale to indicate how well each statement fits you. There are no right or wrong answers.
14
Question
1. I avoid making
mistakes.
2. I choose my words with
care.
3. I stick to my chosen path.
4. I jump into things without
thinking.
5. I make rash decisions.
Response (Place an X in the box that matches your answer).
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
STRONGLY
DISAGREE
SLIGHTLY
DIAGREE
Neither AGREE
nor DISAGREE
SLIGHTLY
AGREE
STRONGLY
AGREE
6. I like to act on a whim.
7. I rush into things.
8. I do crazy things.
9. I act without thinking.
10. I often make last minute
plans.
As the number of Spanish speakers increase in the United States, manufacturers may begin to use
bilingual labels (those written in both English and Spanish) to communicate directions for use, and any
warnings of potential hazards. Below are 14 statements. Please read the ENTIRE list of statements
before making your ratings. Use the 0 to 8 point scale below to rate the statements as to how much you
disagree or agree with them. Please answer every item. Assume that bilingual labels have both English
and Spanish text.
15
Rating Scale
0
1
2
3
4
5
6
7
8
|-------------|------------|-------------|------------|-------------|-------------|-------------|-------------|
Very strongly
disagree
Strongly
disagree
Disagree
Slightly
disagree
No opinion Slightly
(neither
agree
agree or
disagree)
Agree
Strongly
agree
Very Strongly
agree
Ratings
↓
1. _____ Products with bilingual labels are useful for people who speak English.
2. _____ Products with bilingual labels are useful for people who speak Spanish.
3. _____ Products with bilingual labels make the product cost more because extra material must be printed on the
labels.
4. _____ I expect to pay less for a product with bilingual labels.
5. _____ Bilingual labels are worth the extra cost.
6. _____ Bilingual labels should only be used for those products that are potentially hazardous to users and others
(for example, pesticides and chemicals).
7. _____ I do not read warnings on bilingual labels.
8. _____ I prefer products that have bilingual labels more than English-only labels.
9. _____ Bilingual labels are important because many people in the U.S. do not read English.
10. _____ Bilingual labels make products look “cheap.”
11. _____ In the U.S, the use of bilingual labels are really intended for people who only read Spanish, not for
people who can read English.
12. _____ People who intend to live in the U.S. should learn English.
13. _____ Products with bilingual labels should not be sold in the United States.
14. _____ Many people will not read bilingual labels because they have too much text and because it takes too
much effort to read.
Optional:
Do you have anything else to add?
Demographic Measure-Interview Format
Esta informacion nos ayudara a comprender como hacer mas seguro su trabajo en el campo. Por favor
responder todas las preguntas. Si tienes algun problema en entender alguna de las preguntas, no dudes en
preguntarnos.
16
27. _______ ¿Cuantos años tienes?
28. _______ ¿Cuantos años de escuela has cumplido?
29. No____ Si____ ¿Hablas tú Español solamente?
30. No____ Si____ ¿Puedes tú leer en Español?
31. No____ Si____ ¿Puedes tú escribir en Español?
32. _________ ¿Dónde nacistes?
33. _________ ¿En qué año llegaste a los Estados Unidos?
34. Eres:
1. casado/viviendo con alguien
2. soltero
3. divorciado/viudo
35. No____ Si____ ¿Tiénes hijos?
36. _______ ¿Cuántos hijos tienes?
37. ¿Con quién vives? (i.e. esposa e hijos, solo, con otros trabajadores )
38. _________ ¿Cuántos meses o años has trabajado en el campo?
39. ______________¿Trabajas todo el año o solo algunos meses del año?
40. _________ ¿Cuántos meses del año trabajas?
41. _________ ¿Cuánto dinero ganas a la semana?
Perception of Employer
42. No____ Si_____ ¿Alguien le aviso sobre los peligros de los pesticidas?
43. Quién?
44. No____ Si_____ ¿Si pides vestuario protector, especficado en las
instruciones, que estan en las etiquetas, crees que lo recibiras?
17
Level of Exposure
45. ¿Cuántas veces has hecho los siguentes?
18a. _____ guardado los pesticidas en areas de almacenamiento
18b. _____ mezclado los pesticidas
18c. _____ aplicado los pesticidas a las plantas
18d. _____ trabajado en campos donde se han rociado pesticidas
46. (Si seleccionaste el 19c entonces), cuántas veces aplicas los pesticidas?
7. _____ 2 veces por semana
8. _____ 1 vez por semana
9. _____ 1 vez cada dos semanas
10. _____ 1 vez por mes
11. _____ 1 vez cada tres meses
12. _____ 2 veces al año
47. ¿Cuando el campo ha sido rociado, cuánto tiempo esperas para volver a trabajar en el campo?
5.
6.
7.
8.
_____ después de varias horas
_____ después de un día
_____ después de 2-3 días
_____ después de una semana o mas.
48. No____ Si ____ ¿Has recibido algún tipo de entrenamiento para trabajar
con/manejar los pesticidas?
49. ______________ ¿En qué tipo de cosecha has trabajado mas tiempo donde hubieras podido tener
contacto con los pesticidas (i.e. tobaco, pepino, uvas, arboles de navidad, etc.)
Protective Behavior
50. ¿Que tipo de proteccion usas cuando estas trabando con pesticidas o cuando estas en los campos
donde han applicado los peticidas?
9. ____ overol o mameluco
10. ____ pantalones largos que caen sobre las botas
11. ____ botas
12. ____ camisa de manga larga
13. ____ mascarilla
14. ____ guantes
15. ____ lentes
16. ____ pañuelo limpio para quitarse el sudor de la frente
17. ____ lavarse las manos antes de comer
11. ____ lavarse las manos antes de ir al baño
12. ____ lavarse las manos antes de fumar
13. ____ lavarse las manos antes de masticar chicle o tabaco
18
14. ____ bañarse despues de trabajar con los pesticidas
14. ____ lavar su ropa de trabajo antes de ponersela otra vez.
15. ____ lavar su ropa de trabajo separada de la ropa du su familia
16. ____ leer instrucciones en la etiqueta del pesticida
17. ____ retirarse si hay pesticidas que son arrastrados por el viento hacia
el area donde usted esta trabajando
18. ____ no entrar a un area durante el intervalo de entrada restringida
(el periodo de tiempo que una persona tiene que esperar antes de re-entrar
a un campo donde se han aplicado pesticidas.)
51. ¿Cuales son las razones que no usas equipo protector? (i.e. debido a estar cansado, mucho calor,
porque hay trabajadores que no usan equipo protector.)
Awareness/ Health
26. ¿Qué enfermedades o problemas de salud pueden ser causados por los pesticidas?
27. ¿Cuàl de estos síntomas has tenido en el año pasado?
1. ____ picazón /irritación en la piel
16. ____ alergerias
17. ____ dolor de cabeza
18. ____ dolor de pecho
19. ____ toz
20. ____ dolor de estómago/nausea
21. ____ vomito
22. ____ mareos/debilidad
23. ____ perdida del apetito
24. ____ problemas con la memoria
25. ____ dificultad al respirar
26. ____ desmayos
27. ____ irritacion en los ojos
28. ____ sentirse nervioso, agitado
29. ____ sudor excesivo
28. ¿Cuál es el significado de estos simbolos?
A
B
C
19
D
E
F
A.
B.
C.
D.
E.
F.
29. ¿Cuál es el significado de estas palabras o frases?
A. Pesticidas arrastrados
B. Peligroso si le hace contacto con la piel.
C. Evite respirar el vapor
D. Causa daño al respirar
E. Busque ayuda médica si la irritación persiste
20
F. Pesticidas de fosfato orgánico
G AVISO
H PELIGRO
I. PRECAUCION
30. Indique cual de estas tres palabras (peligro, aviso, precaucion) usted considera “la mas peligrosa”.
¿Cuál consideras “la menos peligrosa”?
_____________ (mas peligrosa)
_____________
_____________(menos peligrosa)
21
RP Instruciones: Por favor use este questionairio e indique como se indentifica con cada una de las siguentes preguntas. Ninguna
respuesta es corecta o incorecta.
Pregunta
1. En el mes pasado me daba
miedo pensar en los efectos
medicos que pueden causar los
pesticidas.
2. Los pesticidas pueden afectar la
salud de los niños que nacen de
familias campesinas.
3. A la larga los campesinos
pueden desarollar problemas de
salud debido a ser expuesto a los
pesticidas.
4. En el futuro yo puedo tener
problemas de salud debido a ser
expuesto a los pesticidas.
5. El contacto de los pesticidas con
la piel puede causar enfermedades
que duran mucho tiempo.
6. Para mi es mas importante
trabajar que preocuparme de que
si me voy a enfermar por trabajar
con los pesticidas.
7. Si eres una persona fuerte,
ningun pesticida te puede afectar la
salud.
Respuesta (Por favor marque una X en el cuadrado para cada una de las siguentes
expresiones, indicando asi hasta que punto está de acuerdo o desacuerdo en como le
describe a usted.)
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN ACUERDO
LC Instruciones: Por favor use este questionairio e indique como se indentifica con cada una de las siguentes preguntas. Ninguna
respuesta es corecta o incorecta.
22
Pregunta
1. Yo me protejo bien para evitar
enfermarme debido a las
pesticidas.
2. Tengo control sobre la cantidad
de pesticida al cual yo estoy
expuesto.
3. No tiene sentido preocuparme
sobre como protegerme de los
efectos de los pesticidas. De todas
formas lo que va a pasar, pasara.
4. Si trabajo con los pesticidas y
me produce una enfermedad el
unico culpable soy yo.
5. La unica forma de protegerme
de los efectos de los pesticidas es
seguir las ordenes de mi jefe.
Respuesta (Por favor marque una X en el cuadrado para cada una de las siguentes
expresiones, indicando asi hasta que punto está de acuerdo o desacuerdo en como le
describe a usted.)
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE EN
ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE EN
ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE EN
ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE EN
ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE EN
ACUERDO
MUY EN
ACUERDO
SE Instruciones: Por favor use este questionairio e indique como se indentifica con cada una de las siguentes preguntas. Ninguna
respuesta es corecta o incorecta.
Pregunta
Respuesta (Por favor marque una X en el cuadrado para cada una de las
siguentes expresiones, indicando asi hasta que punto está de acuerdo o
desacuerdo en como le describe a usted.)
23
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
4. Estoy seguro de que puedo usar
el equipo protector correctamente
para protegerme cuando estoy
mezclando o aplicando pesticidas o
cuando recojo cosecha que fue
rociada con pesticidas.
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
5. Estoy seguro que puedo
permanecer fuera del campo
rociado con pesticidas durante el
intervalo de entrada restringida (i.e.
el periodo de tiempo que una
persona tiene que esperar antes de
re-entrar a un campo donde se han
aplicado pesticidas).
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
1. Estoy seguro de poder prevenir
el estar expuesto a los pesticidas.
2. Estoy seguro de poder prevenir
que mi familia sea expuesto a los
pesticidas.
3. Si necesito consejos en como
usar, de manera segura, los
pesticidas, tengo confianza en que
los puedo conseguir.
6. Estoy seguro que puedo reducir
la posibilidad de exponerme al
peligro de los pesticidas lavando
mis manos antes de comer.
7. Estoy seguro de que puedo usar
el equipo protector recomendado
en tiempos de calor o cuando estoy
cansado.
BI Instruciones: Por favor use este questionairio e indique como se indentifica con cada una de las siguentes preguntas. Ninguna
respuesta es corecta o incorecta.
Pregunta
Respuesta (Por favor marque una X en el cuadrado para cada una de las
siguentes expresiones, indicando asi hasta que punto está de acuerdo o
desacuerdo en como le describe a usted.)
24
1. En el futuro leere las etiquetas
de proteccion antes de usar un
pesticida.
2. Si la etiqueta de proteccion
requiere el uso de guantes para
exponerse a los pesticidas yo
usare los guantes.
3. En el futuro tendre cuidado
cuando tenga que trabajar en
campos que han sido rociados con
pesticidas.
4. En el futuro me lavare las manos
antes de comer si he trabajado en
areas donde los pesticidas fueron
usados.
5. En el futuro no entrare a un
campo que recien se haya rociado
pesticidas.
6. No visitare a un medico si estuve
expuesto al pesticida mientras
trabajando en el campo.
7. En el futuro, no visitare a un
medico si me mareo cuando
trabajo en el campo rociado con
pesticidas.
8. En el futuro lavare la ropa
despues de trabajar en el campo
donde se uso los pesticidas.
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
25
PIA Instruciones: Por favor use este questionairio e indique como se indentifica con cada una de las siguentes preguntas.
Ninguna respuesta es corecta o incorecta.
Pregunta
1. Yo me preocupo por las cosas.
2. Yo temo por lo peor.
3. Yo tengo miedo de muchas
cosas.
4. Yo me puedo estresar
facilmente.
5. Yo me encierro en mis
problemas.
6. Yo no me preocupo facilmente
por las cosas.
7. Yo estoy relajado la mayor parte
del tiempo.
8. Yo no me pertubo facilmente por
lo que pase.
9. Yo no me preocupo por las
cosas que ya pasaron.
10. Yo me adapto facilmente a
nuevas situaciones.
Respuesta (Por favor marque una X en el cuadrado para cada una de las
siguentes expresiones, indicando asi hasta que punto está de acuerdo o
desacuerdo en como le describe a usted.)
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
PIC Instruciones: Por favor use este questionairio e indique como se indentifica con cada una de las siguentes preguntas.
Ninguna respuesta es corecta o incorecta.
Pregunta
Respuesta (Por favor marque una X en el cuadrado para cada una de las
siguentes expresiones, indicando asi hasta que punto está de acuerdo o
desacuerdo en como le describe a usted.)
26
1. Yo evito cometer errores.
2. Yo pongo atención al
vocabulario que uso.
3. Yo soy firme en mis decisions.
4. Yo me apresuro hacer las cosas
antes de pensar.
5. Yo no pienso mucho en las
cosas antes de tomar una
decision.
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
MUY EN
DESACUERDO
LIGERAMENTE EN
DESACUERDO
NI DE ACUREDO NI
EN DESACUERDO
LIGERAMENTE
EN ACUERDO
MUY EN
ACUERDO
6. Yo actuo por ideas caprichosas.
7. Yo me apresuro mucho ante las
cosas.
8. Yo hago locuras.
9. Yo actuo sin pensar.
10. A menudo, yo hago mis planes
a ultima hora.
As the number of Spanish speakers increase in the United States, manufacturers may begin to use
bilingual labels (those written in both English and Spanish) to communicate directions for use, and any
warnings of potential hazards. Below are 14 statements. Please read the ENTIRE list of statements
before making your ratings. Use the 0 to 8 point scale below to rate the statements as to how much you
disagree or agree with them. Please answer every item. Assume that bilingual labels have both English
and Spanish text.
27
Rating Scale
0
1
2
3
4
5
6
7
8
|-------------|------------|-------------|------------|-------------|-------------|-------------|-------------|
Very strongly
disagree
Strongly
disagree
Disagree
Slightly No opinion Slightly
disagree (neither
agree
agree or
disagree)
Agree
Strongly Very strongly
agree
agree
Ratings
↓
2. _____ Products with bilingual labels are useful for people who speak English.
2. _____ Products with bilingual labels are useful for people who speak Spanish.
3. _____ Products with bilingual labels make the product cost more because extra material must be printed on the
labels.
4. _____ I expect to pay less for a product with bilingual labels.
5. _____ Bilingual labels are worth the extra cost.
6. _____ Bilingual labels should only be used for those products that are potentially hazardous to users and others
(for example, pesticides and chemicals).
7. _____ I do not read warnings on bilingual labels.
8. _____ I prefer products that have bilingual labels more than English-only labels.
9. _____ Bilingual labels are important because many people in the U.S. do not read English.
10. _____ Bilingual labels make products look “cheap.”
11. _____ In the U.S, the use of bilingual labels are really intended for people who only read Spanish, not
for
people who can read English.
12. _____ People who intend to live in the U.S. should learn English.
13. _____ Products with bilingual labels should not be sold in the United States.
14. _____ Many people will not read bilingual labels because they have too much text and because it takes too
much effort to read.
Optional:
Do you have anything else to add?
---------------------------------------------------------------------------------------------------------------------USABILITY RATING SCALE (ENGLISH):
Please pick a number that tells us your opinion or thoughts.
1. How well did you understand the information presented in the pesticide label.
28
1
2
3
4
5
6
Not at all
Very Well
2. What do you think about the amount of information that is shown on this pesticide
label (this includes information such as pictures, colors, words, etc.)?
1
2
3
4
5
6
Not Enough
Too much
3. How easy was it to read the label?
1
2
3
4
5
6
Very Difficult
Very Easy
4. How careful would you be if you saw this label on a real pesticide product and had to
apply the product to a field, work in a field where the product was sprayed, or mix the
product so it could be applied?
1
2
3
4
5
6
Not at all careful
Very Careful
5. How likely are you to take the time to read a label like this before applying or using a
pesticide in any way?
1
Not at all likely
2
3
4
5
6
Extremely likely
29
6. What do you like about this label? What do you dislike about this label? Prompt:
What is good and what is bad about this label? Probe: If you could design it to make
it better for you and other farm workers, what would you change?
Questionnaire A: Label Comprehension Test (Transfer questions
are in bold)
Please answer these questions based on what you remember from the label and NOT your
general knowledge about the pesticides.
1. What is the name of the pesticide product? Prompt: What was this pesticide called?
2. What would you do if you accidentally inhaled or breathed the pesticide into your
lungs (list/say as many things as you can remember)? Prompt: What do you need
to do if you get this pesticide inside you by breathing it in (name as many things as
you can remember)?
3. What kind of protective equipment should you wear to protect yourself from this pesticide
(list as many types of equipment as you can)? Prompt: What do you need to wear to
protect yourself if you are using this pesticide?
30
4. What is dangerous about this pesticide? Prompt: What can happen to you if you get this
pesticide in your body?
5. If you worked around this pesticide all day, and then you went home, what would
you need to do to protect yourself and your family from becoming contaminated
(list/say as many things as you can remember)? Prompt: What do you need to do
to protect yourself and your family after working with this pesticide all day (list/say
as many things as you can)?
31
Questionnaire B: Brochure Comprehension Test (Transfer questions are in bold)
Please answer these questions based on what you remember from the brochure and NOT your
general knowledge about the pesticides.
1. How do farm workers come in contact with pesticides? (list/say 2 ways) Prompt: How do
farm workers get pesticides in their bodies?
2. If you wanted to drink something after harvesting crops where pesticides were
used, what should you do? Prompt: If you were harvesting crops where
pesticides had been sprayed, and you want to get something to drink, what should
you do?
3. How do you know that a field has been sprayed recently? Prompt: What should
you look for to see if a field has just been sprayed (last day or last few hours)?
4. How can your family or the families of farm workers get pesticides in their eyes and skin?
Prompt: What causes family members of farm workers to get pesticides in their eyes and
skin?
5. What are two things that your supervisor or boss must tell you? Prompt: Your supervisor
or boss is supposed to tell you 2 things when working in a crop area where pesticides
might be used. What are those 2 things?
32
6. If wind is blowing pesticides through the air, what should you do? Prompt: What
needs to be done if pesticides are being blown through the air by the wind?
7. Who can you call if you think your supervisor or boss is not doing his/her job, for
example, not giving you the correct protective equipment? Prompt: Who should you call
if the supervisor or boss is not giving you the correct equipment?
8. What would you say to ask your boss for protection if you are working around
crops that have been sprayed with pesticides? Prompt: How would you ask the
boss to give you protection if you are working around pesticides.
33
APPENDIX B: SAMPLE TEST LABEL IN ENGLISH
SEE FILE ACCOMPANYING THIS DOCUMENT
34
APPENDIX C: DESIGN GUIDELINES FOR CULTURALLY-CENTERED MATERIALS
Design Guideline
Rationale/Source
1. Well-designed warnings should be concise and written
for people who read on a low-grade level. Print materials
need to be as concrete as possible.
Clark1999, Silver 1991
2. Labels and Brochures should depict meaningful
graphics / pictograms illustrating methods by which a user
is exposed to risk.
Arcury 1999, Clark 1999
3. Risk to family/ group should be highlighted on warning
labels and brochures
Asai, Lucca 1988
4. Bold Text, colorful graphics, text highlighted in colored
boxes, bold borders, and specific points that are set out
with dark bulleted dots have been identified as attention
getters.
Clark 1999
5. Hazards increased by external factors like smoking
should be highlighted.
Larson, 2001
6. Descriptions should be written to evoke vivid images
Loewenstein, Hsee,
Weber, Welch 2001
Design Guideline
7. When possible link warnings to people and anecdotes
Evaluation
Comments and Design Recommendations
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Rationale/Source
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Evaluation
Comments and Design Recommendations
Loewenstein, Hsee,
35
Weber, Welch 2001
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Loewenstein, Hsee,
Weber, Welch 2001
Does Not Comply __ __ __ __ __ __ __ Fully Complies
9. Stress the immediate effects of the pesticides more than
the long-term effects.
Loewenstein, Hsee,
Weber, Welch 2001
Does Not Comply __ __ __ __ __ __ __ Fully Complies
10.Should motivate reader to take protective action
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
11.Should provide a basic understanding of the exposure,
effects, and mitigation processes
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
12. Section headings should be used.
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
8. Detail how to eliminate risk and not just avoid it.
Design Guideline
Rationale/Source
13. Should take into account users existing mental model,
add critical missing information, and dispel misconceptions
that might affect decisions
Atman, Bostrom,
Fischhoff, Morgan, 1993
Evaluation
Comments and Design Recommendations
Does Not Comply __ __ __ __ __ __ __ Fully Complies
36
14. Should be specific enough to aid decision making
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
15. Should NOT include, wrong concepts, peripheral
concepts-which are correct but are not central to the
problem, or overly specific concepts
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
16. Structure text so that the most important concepts are
first
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
17. Include summaries of information as opposed to
elaborate text
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
18. Section headings should be stated as questions that
the text answers
Atman, Bostrom,
Fischhoff, Morgan, 1993
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Design Guideline
19. Use colors red and black wherever possible
Rationale/Source
Smith-Jackson,
Wolgalter,
Evaluation
Comments and Design Recommendations
Does Not Comply __ __ __ __ __ __ __ Fully Complies
37
20. Should take into account literacy level of reader
Smith-Jackson,
Wolgalter,
Does Not Comply __ __ __ __ __ __ __ Fully Complies
21. When communicating a high degree of hazard use
Spanish words EXPLOSIVO, MORTAL, VENENO, and
PELIGROSO over the word PELIGRO.
Smith-Jackson,
Wogalter,
Does Not Comply __ __ __ __ __ __ __ Fully Complies
22. When communicating a high degree of hazard in
Spanish use the Skull symbol followed by the Shock
symbol and the Prohibition symbol
Smith-Jackson,
Wogalter,
Does Not Comply __ __ __ __ __ __ __ Fully Complies
23. New information should be presented in a format that is
consistent with their initial belief system
Breakwell, 2001
24. Frequency and periodicity of transmission should be
taken into account, the higher the frequency of
transmission the better user memory
Breakwell, 2001
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Does Not Comply __ __ __ __ __ __ __ Fully Complies
38
Design Guideline
Rationale/Source
Evaluation
25. Material should be presented in such a way as to
attempt to instill in the reader a sense of trust in the
presenter
Johnson, Slovic, 1995
26. According to ANSI Z535 (2002):
*Danger – Indicates immediately hazardous situation that
will result in death or serious injury if not avoided; use only in
extreme situations. Red should be used.
*Warning – Indicates a potentially hazardous situation that
may result in death or serious injury if not avoided. Orange
should be used.
*Caution – Indicates a potentially hazardous situation that
may result in minor or moderate injury. Yellow should be
used.
*Notice – Indicates important non-hazard information. Blue
should be used.
27. *Message panel should be high contrast, preferably
black print on white background, or vice versa.
*Left-justify text.
*Consistently position component elements
*Orient messages to read from left to right.
*Each statement starts on it own line.
*Use white space or bullet points to separate statements or
sets of statements.
*Place most important warning statements at the top.
28. *Use as little text as necessary to clearly convey the
message.
*Remove unnecessary connector words, eg. prepositions,
articles.
*Use short sentences rather than long complicated ones.
*Give information about the hazard, instructions to avoid
hazard, and consequences of failing to comply.
*Be explicit – tell the reader exactly what to do or not do.
*Use short, familiar words.
*Avoid using abbreviations unless they have been tested on
the user population.
*Use active voice rather than passive voice.
*Use concrete rather that abstract wording.
*Avoid using words or statements that might have multiple
interpretations.
*Use multiple languages when necessary.
Design Guideline
Wogalter, Kenneth R.
Laughery, 2004
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Wogalter, Kenneth R.
Laughery, 2004
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Wogalter, Kenneth R.
Laughery, 2004
Does Not Comply __ __ __ __ __ __ __ Fully Complies
29. *When used alone, symbols should have at least 85%
comprehension scores, with no more than 5% critical
Wogalter, Kenneth R.
Laughery, 2004
Comments and Design Recommendations
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Rationale/Source
Evaluation
Comments and Design Recommendations
Does Not Comply __ __ __ __ __ __ __ Fully Complies
39
confusions (opposite or very wrong answers).
*Pictorials not passing comprehension test should be
accompanied by words, but critical confusions should still be
avoided.
*Use bold shapes. Avoid including irrelevant details.
*Prohibition (circle slash should not obscure critical elements
of symbol.
30. *Warning must be large enough to be seen by the
intended audience and expected viewing distance.
*Use mixed case letters. Avoid using all caps except for
signal words or for specific emphasis.
*Use san serif fonts (Arial, Helvetica, etc.) for signal words.
*Use serif (Times, Times New Roman, etc) fonts for smaller
text messages.
31. *Located/Positioned so presentation is where it will be
seen or heard.
*Testing to assure message will be seen, heard, and
positively affects safety.
Wogalter, Kenneth R.
Laughery, 2004
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Wogalter, Kenneth R.
Laughery, 2004
Does Not Comply __ __ __ __ __ __ __ Fully Complies
32. Use cultural branding: Text, as well as symbols should
use idioms, phrases, and analogies that are the basis for
transferring meaning in the target culture.
Bowman Principle of
Functional Relevance
Does Not Comply __ __ __ __ __ __ __ Fully Complies
33. Use the primary language
Caroll, 1994; Clark, 1985
Does Not Comply __ __ __ __ __ __ __ Fully Complies
34. Design information so that it flows in the manner that a
user will think about it in the real world. What is most
important should be presented first. Remaining orders
should also be matched to the flow of the user’s decision
model or mental model.
Design Guideline
35. Design for collectivist cultures such that users are
persuaded to avoid hazards in order to protect the group
and to avoid being a burden to the group; Ex. Use of firstperson plural; embedding references to coworkers and
family references
Fletcher and Chrysler
(1990); Thorndyke
(1984); Atman (1990);
Atman et al. (1994)
Rationale/Source
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Evaluation
Weber and Hsee (1998)
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Adjust on the basis of the diversity within the
group (i.e., Mexican, Honduran, etc.)
Must first determine order of content in the
users’ mental representations of the tasks or
task components
Comments and Design Recommendations
Based upon the “cushion hypothesis”: States
that collectivist cultures will ‘share the negative
consequences when members experience
severe consequences after taking a risk.
NOTE: There are many other possible
40
requirements that can be derived from the
cushion hypothesis.
36. Information should appeal to social relationships,
responsibility to the group or team; Consequences to the
group should be emphasized.
Han and Shavit (1994);
Marin et al. (1990)
Does Not Comply __ __ __ __ __ __ __ Fully Complies
37. Use culturally appropriate terms, including idioms. Use
only words that are considered acceptable in the target
culture.
Lundgren and McMakin,
1998
Does Not Comply __ __ __ __ __ __ __ Fully Complies
38. Avoid sexist or racist terms.
Lundgren and McMakin
(1998)
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Must get information on acceptable language
from experts. See consultant as well as
graduate student. Project consultant is Jose
Pesante at ….
41
Design Guideline
Rationale/Source
Evaluation
39. Need explicit statements of the hazard, consequences,
and safe behaviors in order to ensure that meaning is
assigned a risk connotation
Johnson and Slovic
(1995)
Does Not Comply __ __ __ __ __ __ __ Fully Complies
40. Apply cultural beliefs, attitudes, and other attributes to
the manner in which meaning will be transferred
Bontempo, Bottom, and
Weber (1997)
Does Not Comply __ __ __ __ __ __ __ Fully Complies
41. *Consequence information should be communicated
using “will” instead of “may”. This may provide an
immediate or shorter term and more certain connotation.
Does Not Comply __ __ __ __ __ __ __ Fully Complies
42. Emphasize text that communicates the safety
precautions; ensure that precautions are communicated
such that the cost of compliance is manageable (within the
capabilities of the individual)
Earley, Gibson, Chen,
and Chao (1999); Neff
and Hopp (1993); Schulz
and Heckhausen (1999)
43. Text should, in own language, provide concrete and
direct information (no soft wording or passive voice).
Hofstede (1997)
Design Guideline
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Rationale/Source
Evaluation
Comments and Design Recommendations
However, due to constraints on the language of
warnings and safety information, it may be best
to list the consequences using a conditional:
such as “If you breathe in this pesticide, these
problems will occur:…”
Here is where role-playing negotiation dialogue
is important in the brochure. For the labels
themselves, a short bulleted form of the
dialogue may need to be tested.
Applies to Mexico, Chile, Costa Rica, Panama,
Argentina Guatemala, Uruguay, Salvador,
Peru, Colombia, Venezuela, Equador
Comments and Design
42
44. *Text should explicitly state the hazards;
Requirements from
Phase I analyses
Does Not Comply __ __ __ __ __ __ __ Fully Complies
45. Given this context, negotiation is critical. Must include
role-playing dialogues in brochure AND additional
information on where to get PPE.
Requirements from
Phase I analyses
Does Not Comply __ __ __ __ __ __ __ Fully Complies
46. Label and brochure real estate do not have to be
consumed by convincing users that the pesticides contain
dangerous substances. They already know this.
Requirements from
Phase I analyses
Does Not Comply __ __ __ __ __ __ __ Fully Complies
*Brochure: Design in negotiation dialogues.
Requirements from
Phase I analyses
Does Not Comply __ __ __ __ __ __ __ Fully Complies
47. Avoid the use of YELLOW and ORANGE for hazard
alerting. Use RED as much as possible.
Smith-Jackson and
Wogalter (2000);
Wogalter et al. (1997)
Recommendations
Brochure should provide a list of the
commonly used pesticides so the words
can be recognized on the containers
brought to the field or during the mixing
process. Should possibly use a
miniature label in the brochure so they
can be recognized from a distance.
Focus on communicating the protective
behaviors.
Must continue to brainstorm about this.
Does Not Comply __ __ __ __ __ __ __ Fully Complies
This does not mean that you should
avoid using YELLOW and ORANGE.
Just use only when absolutely necessary
as a way to alert people to hazard
information.
43
Design Guideline
Evaluation
Comments and Design Recommendations
Rationale/Source
48. Avoid the use of these 2 symbols to communicate
hazards
Smith-Jackson and
Wogalter (2000); SmithJackson and EssumanJohnson (2001)
49. Graphics should be used for lower literacy levels and
should use analogies, metaphors, or other peripheral
communications that are culturally relevant.
Bowman Principle of
Functional Relevance
50. Symbols or “person” type graphics should show facial
expressions, hand gestures, etc.
Hofstede (1997)
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Rely on the Worker Protection Standard
symbols as much as possible. However, must
also develop new symbols that are culturally
meaningful and more concrete
Does Not Comply __ __ __ __ __ __ __ Fully Complies
Does Not Comply __ __ __ __ __ __ __ Fully Complies
*Indicates less certainty regarding translation from requirement to guideline
44
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