Table 3.
Chewer | Nonchewer | |
---|---|---|
Sociocultural | ||
Lack Relatability and Advocacy | […] but on the other side, I don’t want to tell them about the program because I’m not quitting, and I’m going to be telling them ‘you should go quit. You should go join.’ If I’m not going, which I don’t think I am, then that’ll be like a hypocrite. Like what kind of example are you setting? If you’re not going to go, then why are you telling me to go? |
I think that it helps, too, if they know the people […] That they know who’s in charge of the program. Or like, say it’s their friends and family, ‘Oh I know them, I can trust them. I think maybe if, like chewers were able to meet someone who chewed before and they quit. And maybe they had some health issues just so that care from someone who actually experienced what they experienced. Because it’s hard to like, someone who doesn’t chew, like telling you to stop, because they don’t understand what it’s like. |
Belief in Self-Help | I think anybody can decide to stop chewing betel nut. I can still stop anytime I want, because when I was in the military, we don’t chew betel nut. So I stopped and nothing. You know us Micronesians, you know, say ‘I can always quit tomorrow.’ |
n/a |
Accessibility | ||
Inconvenience of Program | I know a lot of […] young adults. They’re all working and it’s really difficult for them to make a time commitment. Transportation is the problem because most chewers here are Micronesian, and not all the Micronesian’s have transportation […] They have to wait until the afternoon, until the family or whoever has [the] care to get off work It’s like for me, I don’t need it [program]. I don’t need help. I can quit. |
Another thing is like, maybe to avoid, or get rid of the barrier for it being inconvenient to go to the meeting. Maybe bring as close as possible to them. |