5.0 CHCDIV001 

Work with Diverse People

Introduction

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and / or Torres Strait Islander people.

This unit applies to all workers. Click here for more information about this unit of competency.

Source * https://training.gov.au/training/details/chcdiv001

Assessments

Competency based assessment involves gathering and evaluating evidence to make a decision on whether you can perform to the standard of competency required for a unit of competency. A unit of competency describes the skills and knowledge needed to perform effectively in the workplace.

As you work through this unit of competency there will be Assessment Knowledge Questions and Knowledge Tasks to test the knowledge required for this unit. 

There will also be Assessment Performance Tasks to demonstrate your skills. Specifically:

• Undertake a structured process to reflect on your own perspectives on diversity.

• Recognised and respected the needs of people from diverse social and cultural backgrounds in at least three different situations:

• selected and used appropriate verbal and non-verbal communication

• recognised situations where misunderstandings may arise from diversity and formed appropriate responses

All learning will take place in the classroom with scheduled incursions and excursions to support your knowledge building.

Refer to the Mapping at the end of the Google Page for specific requirements to be met for this unit of competency for both Knowledge and Performance evidence.

Click here to access and make a copy of the Student Guide Assessment used to record all Knowledge and Performance Assessment Tasks. 

Alternatively, you can choose to complete all Knowledge and Performance Tasks in written format at the end of your Student Guide Assessment hardcopy Booklet provided to you by your teacher. 

Assessments to complete are:

• Knowledge Questions and Tasks

• Performance Tasks

There will also be review questions to check your understanding at the end of each topic however these will not form part of your assessment.

Your teacher/ assessor will provide feedback on your knowledge and performance demonstration. 

To be judged as competent you must have completed all assessments to the required standard. If a not satisfactory result is recorded for any task, your teacher  / assessor will decide if additional training or assessment is required. 

If you are assessed as Not Yet Competent (NYC) you will have further opportunity to fulfil the requirements to gain competency. 

Your teacher will provide you access to any additional resources required to complete these Assessment Tasks.

You will need to sign the Declaration of Authenticity at the time of submitting your completed work which means you are declaring that the assessments you complete are genuinely your own work. This is located at the end of the Task Document.

Reasonable Adjustment: 

Reasonable adjustments can be made to ensure equity in assessment for people with disability or with special needs. If this applies to you, discuss this with your teacher / assessor. 

Complaints and appeals:

If you believe an assessment result is inappropriate or incorrect you have the right to appeal and if you choose to do so, speak with your teacher / assessor or the RTO coordinator at BSSC.

Preparation

Recognition of Prior Learning

If a student believes they have some or all of the skills required for this unit of competency they should speak with their teacher / assessor about applying for skills recognition (RPL)  Students can also speak with the BSSC Registered Training Coordinator (RTO), David Lane.

Materials and Resources:

Internet, computers/ device, student hardcopy of this unit of competency, Smart board / other classroom materials.

Teacher / Assessor preparation: 

Before beginning this UOC, ensure all students have access to the Google Page and students have made a copy of the Student Guide Assessment where all assessment tasks are to be completed found under Assessments. 

The teacher/ assessor can also on request make a printed hard copy for students.

Access the Teacher / Assessor resource (Marree Mitchell).

The teacher / assessor should ensure they have access to all Performance Task materials and check all links are working. 

Prerequisites: There are no prerequisites.

Diversity means variety and difference and respecting those differences. Diversity includes but is not limited to:

• Different cultures: these are learned behaviours – thoughts, beliefs, values and customs – that you pick up as you grow up and choose to adopt or leave behind as you get older. You can have cultural elements and influences from various places, and in general, it’s your choice. For example, 'We don’t wait for everyone to sit down before we start eating anymore.' 

• People from different ethnicities: this refers to your heritage - those you have a common ancestry, language and/or culture. For example, someone who is 5th generation Australian with ancestors from India may consider themselves still ethnically Indian. In general, you don’t choose this. This broadly refers to the history, language and religion of a group of people such as the Jewish people, Fijian Australians, Turkish Australians and First Nation Australians).

• Race (in basic terms this involves physical characteristics/traits like skin colour, eye colour and hair texture) 

• People with disabilities: including physical, intellectual and diagnosed psychiatric disabilities. It includes vision or hearing impairments and people with cognitive impairments (difficulty remembering, learning new things and making simple decisions). About 18 % of the Australian population has some form of disability and 1 in 5 people will seek mental health support services in their life.

• Gender including transgender

• Age / Generation

• Sexual orientation / sexual identity - lesbian, gay, bisexual, heterosexual

• Different education

• Different socio-economic backgrounds 

• Life experiences

• Talents / skills

• Different opinions

Source * https://www.shoesoff.net/content/culture-ethnicity-race

5.1.3 Work with awareness of your own limitations 

To build your social awareness you need to be aware of your own limitations. 

Your limitations could be things you are not good at or won't do due to your ability or your values and beliefs.  For example, you may unconsciously only read or watch media (television, internet, newspapers) that reinforces or backs up your own existing beliefs and avoid anything that challenges those beliefs. This can lead to a lack of understanding or even lack of empathy for others. 

Being aware of your own limitations can help you to find ways to improve upon these and therefore build your capacity to empathise or place yourself in someone else's situation to connect and work effectively with diverse people.  

How do you become more aware of your limitations - the things you are not good at or won't do due to your values and beliefs? 

• Self-reflection: Reflection can help you to become aware of what you might be doing unconsciously: Asking yourself questions about situations with different people you have experienced such as, 'what assumptions did I make,? and 'what might increase my understanding of a situation or communication I had?' 

• You can also ask a colleague or friend to help you become aware of any personal biases you might have, any assumptions that you might make about people that are different from you. 

Tips for working with people from different cultures:

• Avoid stereotyping people based on what you think is their cultural practice. 

• Respect another person's culture on a one-to-one basis. This means understanding that what one person from a cultural background beleives or practices might be different to another person from that same culture and will depend on things like, how long a person has been living in Australia, religious background, their life experiences and educational background.

• Take your lead from the way a person interacts with you. For example, if they don't have eye contact don't pressure them with this and mirror their eye contact in your communication. 

Source * https://culturalatlas.sbs.com.au/fijian-culture/fijian-culture-family

https://japanese.stackexchange.com/questions/5362/address-someone-by-their-first-name-or-their-last-name

How you can improve your cultural awareness

You can learn about diverse cultural groups and therefore improve your cultural awareness through:

• Learning a different language including sign language (AUSLAN)

• Read books, newspapers or view television shows / movies / documentaries that celebrate diversity (different people from different cultures, abilities and genders) that will help you learn many new ideas

• Take the time to communicate with people who are 'different' from you including those people from different cultures

• Volunteer

• Sample food from other cultures

• Arrange for guest speakers to talk about a particular culture or social group 

• Participate in culturally specific events in your community such as Harmony Week that recognises our diversity and brings together Australians from different backgrounds). You can go here to view the calendar of events including festivals and exhibitions in Bendigo

• Visit art exhibitions and museums

Other results from the 2021 Census, by the Australian Bureau of Statistics (ABS), showed the following for Victoria:

• In all, Australians come from over 200 birthplaces

• Victoria itself is home to one of the most culturally diverse societies in the world, and is also among the fastest-growing and most diverse states in Australia. At the 2021 Census, Victoria's population was 6.5 million with 27.6% speaking a language other than English at home.

• 30% of Victoria's population were born overseas; this has increased from 28.3% in 2016

• This is greater than the national percentage, with 27.6% of Australia's population born overseas

• 41.3% of Victorians reported having both parents born overseas.

In 2021, the top 5 countries of birth in Victoria were:Australia (65%)

• India (4%)

• England (2.7%)

• China (2.6%)

• New Zealand (1.5%).

Census snapshot of diversity in Australia:

• Collectively, Australians speak over 200 languages

• India overtakes China and New Zealand in migration to become the third-largest country of birth

• The top 5 languages used at home across Australia, other than English, are Mandarin (2.7 per cent), Arabic (1.4 per cent), Vietnamese (1.3 per cent), Cantonese (1.2 per cent) and Punjabi (0.9 per cent)

• The main religion in Australia is Christianity (43.9%). Other religions include Islam (3.5 % of the population; Hinduism (2.9 %); Buddhism (2.6%); nearly 8 000 Australians practice Aboriginal traditional religions and almost 39 % reported having no religion

In the Greater city of Bendigo the 2021 Census results showed:

• 9.7% of people in City of Greater Bendigo were born overseas (11, 735 from the total population
  121, 468). 

This is up from the 2016 Census that showed 8.0% of people in the City of Greater Bendigo were born overseas (8,819 out of 110,476 total population in 2016) 

• This means between 2016 and 2021, the number of people in Greater Bendigo born overseas increased by 2945 or 33.5%. This is in comparison to the period between 2011 and 2016, the number of people born overseas increased by 1767 or 25.2%.

• The largest non-English speaking country of birth in City of Greater Bendigo was India, where 14.7% or 233 people were born

• 6.5% of people spoke a language other than English at home in 2021, up 1.9 % from 2016 when 4.6% of people spoke a language other than English at home in 2016

• 1,492 people who spoke a language other than English at home reported difficulty speaking English.

Discuss: When starting out in a job in community services in Bendigo, why would this data be important for you to know?

Sources * https://profile.id.com.au/bendigo/birthplace (Who are We?)

https://profile.id.com.au/bendigo/arrivals-by-birthplace

https://www.vic.gov.au/discover-victorias-diverse-population

5.1.7 Cultural Competence and Cultural Safety

Cultural competence is the ability of being quite comfortable and confident around difference. Cultural competence should be ongoing.  Cultural competence includes:

• Being able to reflect on your own beliefs and values and even challenge these to avoid stereotyping people from different cultures (to have a set idea about what person is like based on what cultural and social groups they belong to). *

• It is also about being willing to learn about other cultures (beliefs and values) in order to communicate sensitively with people from diverse backgrounds.

Cultural safety is the result of cultural competence.  It describes an environment that accepts all people and is free of discrimination. * 

Cultural competence and cultural safety are needed to help us respond effectively to diversity, to not discriminate and act and communicate in accepting and inclusive ways. 

In a workplace cultural safety would include:

• Ensuring all people are treated with dignity in regard to their culture, language, knowledge and experiences

• People able to promote and maintain their own customs and traditions

• Acknowledging differences and treating everyone with respect. This can be in simple gestures like displaying artwork of different cultures and the workplace employing diverse people in a range of positions within an organisation

5.2 Appreciate Diversity and Inclusiveness And Their Benefits

Why and How to support inclusiveness in Community Services organisations 

Supporting inclusiveness in a community services setting should be a priority of yours because you will be working with diverse colleagues and clients. If colleagues and clients feel respected and valued it will give them a sense of belonging and connectedness to their environment. Therefore they may be more confident in accepting a service you have to offer that meets their needs. 

For example, clients will feel a greater sense of confidence in enrolling a child in a childcare centre or an elderly family member in a aged care home if they feel their differences are accepted. 

You can show you value and respect diversity and inclusion with clients and support this through:

• Taking a genuine interest in them: Ask them questions about their beliefs and values, their interests / hobbies. For example, in aged care, you can take the time to sit with culturally diverse residents such as an elderly Italian or Indian person, asking them about their traditions, food they would cook for their family, beliefs and values. 

• If a client's first language is not English you can learn a few words of greeting to show your genuine interest and display artwork / pamphlets of diverse cultures and languages to create a safe and welcoming environment.  

• Celebrate diversity by organising and holding multicultural days. For example, if you are working in childcare or even in a school setting (youth work, education aide, well-being counsellor) celebrate with national dance / cooking. You could ask a family member of a child whether they might like to teach / share a dance / cook or simply share something about their culture with everyone. 

• Participating in community cultural celebrations and events such as the International Day for the Elimination of Racial Discrimination observed annually on 21 March since declared by the United Nations in 1966; Harmony Week which celebrates the inclusive nature of our Australian diverse nation. Schools, community groups and organisations across Australia host Harmony Week events; National Reconciliation Week (May 27th - 3rd June) being a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconciliation in Australia and World Refugee Day (held annually on the 20th June). 

You can show you value and respect diversity and inclusion with colleagues / employees through:

Creating a welcoming environment - encouraging everyone to be involved in team discussions, to be heard. Some people can be quieter and others more confident and therefore offering a quieter space to hear their views outside of team meetings or by simply stopping during a meeting to ask everyone their viewpoint. Even if they don't offer an opinion providing such opportunities will show you value their input.

Ensure there are opportunities for team building activities on a regular basis that is sensitive to the needs of diverse employees. For example, alternative culturally appropriate food / drink

The simple act of smiling and kindly welcoming people when they walk into a room and if appropriate quickly re-capping any discussion they may have missed to again show them consideration

Recognising that difference does not mean we are not similar in other ways. We all need support from time to time, we all need to feel we are accepted and we all have ideas, opinions and ways we can contribute. Treat others the way you would like to be treated. 

Diversity competence training - participating in diversity competence workplace training to increase cultural understanding and awareness of how to respond to cultural differences and increase awareness of potential personal biases

Source * https://www.provocollege.edu/blog/the-importance-of-diversity-in-healthcare-how-to-promote-it/

5.2.3 Use work practices that are safe for all

You will not be able to understand every cultural practice of every diverse group in Australia. Also, don't assume every person from a particular culture will practice this in the same way. A person's upbringing and personal choices will also play a part. 

However, to support you and your community service to work inclusively with diverse people from different cultural groups it will be important to regularly reflect on work practices and the workplace itself to make sure the service is culturally appropriate and safe for all to use. Safe work practices include:

• Provide pamphlets in a variety of languages for clients whose first language is not English.

• Have interpreters and translators available where possible

• Be considerate when making appointments. For example, many Muslims may observe Ramadan (fasting) for a month each year. The timing for Ramadan comes from the Islamic lunar calendar, so the dates it falls on will change from year to year. During Ramadan, Muslims do not eat or drink from dawn to sunset, breaking their fast with a meal at sunset. Appointments where possible could be made around this month of fasting. 

The workplace can also make reasonable adjustments for a Muslim employee by for example, agreeing to a work schedule of 8: 00 am - 4: 00 pm if possible so they can be back home in time for breaking of their fast (Iftar). They can also avoid working lunches during Ramadan where possible if they know a Muslim is observing Ramadan. Where possible, source halal food. If this is not possible, employees should be given choices that meet Muslim dietary requirement (such as vegetables, eggs, milk and fish). 

• Consider your greetings: it can be disrespectful to address someone by their first name especially those older than you such as the Japanese and Singaporeans. Ask what the person prefers to be called. For example, Spanish-speaking people from for example Spain or Mexico prefer to be greeted with the title of Mr or Mrs / Miss and their surname not their first name. They can be sensitive and even offended otherwise. 

• Is it always appropriate to shake hands? In some African countries and Asian countries like Singapore smiling and nodding the head is usually sufficient rather than shaking hands. As a sign of respect, Africans bow their heads to superiors or to people who are older than them. In Japan, it is more polite to make a deep bow instead of shaking someone’s hand.

Islam encourages both men and women to act with modesty. For some people, this will mean that direct eye contact and touching (including shaking hands), is avoided between men and women who are not related. If you are unsure about this, you can usually take your prompt from the other person such as by waiting to see whether they first offer their hand to shake. 

Organisations for example when organising team-building exercises that involve physical contact between men and women should ensure this doesn't discriminate against Muslims or people of other religious groups whose beliefs don't allow them such physical contact between men and women.  

• Consider gender roles: Some cultures are very patriarchal, meaning the male head of the house is the decision maker. The male is the unquestioned authority in Spanish-speaking families and Cambodian culture.  This is important when communicating with clients / families.

• Consider how people see time: In western cultures time is important but in some cultures like India or even Zimbabwean culture time is not as important. They are fairly laid back, however someone from Switzerland would see lateness as an insult and in Singapore punctuality is a sign of respect. In South Korea, being on time is highly valued and being late is considered a sign of disrespect. In Malaysia, being late is totally acceptable. 

• Be aware of your direct eye contact: In Western culture eye contact is seen as important to respectful communication but in some Asian and African countries unbroken eye contact can be seen as aggressive or rude. Singaporean culture is one such example. In these parts of the world employees as a sign of respect won't look at their bosses when being spoken to and children won't look at an adult when they are speaking to them. In many Muslim cultures women will generally avoid direct eye contact with members of the opposite sex because it can be seen as bold and flirtatious. 

• Be aware of differences in the use of the smile: While in Australia and America smiling is seen as a sign of friendliness, openness and happiness, some cultures use the smile differently. The Japanese culture tends to down play the smile / emotions in order to improve relationships with others, and as a consequence fewer emotions are communicated using the mouth. Those in Thailand smile often, in a variety of different situations and circumstances, including when happy, embarrassed, or even fearful. In Cambodia people smile in both positive and negative situations also. 

• Consider the types of food served: Do they have a halal option (An Arabic word meaning lawful or permitted) for the
  400 000 Muslims across 70 different countries who live in Australia? Halal is the standard of conduct for Muslims, prescribed in the Qur'an or Koran (Muslim scripture). The opposite of halal is haram, meaning unlawful or prohibited. Halal and haram apply to all facets of life. These terms are commonly used to describe cosmetics, pharmaceuticals, food products, ingredients and food preparation materials. Alcohol is prohibited, as is any pork produce. Halal meat is meat that has been slaughtered according to Islamic practice. 

Your community service might often have breakfast meetings where meat products are available. A Muslim employee is unable to eat the meat as it is not halal. After talking with the employee, the organisation might agree to appoint a caterer who sources meat from a halal-certified butcher. 

• Consider the gender of employees delivering services: Receiving medical care from the opposite sex is forbidden in some cultures. For example, Muslim women prefer to have same gender doctors and nurses in order to follow rules of modesty in regard to the opposite sex.Muslim women may be embarrassed being medically treated by men.

• Consider sacred parts of the body:- In Asian cultures the head is sacred and not to be touched. For example, touching the head of a Thai or Singaporean is considered offensive especially when doing so to a baby or child. Cambodians can view touching the head as a sin. 

• Use gestures with awareness: Different gestures can cause misunderstandings. For example, the 'Ok' symbol (thumb and index finger) is considered acceptable and a means to confirm something in Australia however the 'OK' sign in Greece, Spain or Brazil means you are calling someone an 'a**hole.' In Turkey it is meant to be an insult toward homosexual people. In Western culture, waving your hands about while talking is somewhat common, however for Thai people this gives the impression that you are angry.

In Singaporean culture pointing with the index finger is considered to be rude. Rather, people point by using their whole hand or nod their head in the intended direction.

Thai people generally do not use their hands to emphasise their point in conversation. Overly dramatic gestures or frequent and rapid gestures may be misinterpreted as anger in Thailand. Pointing with a single finger is considered to be rude and accusatory. 

Nodding:  Nodding your head can have different meanings across cultures. For example, Thai people often nod to acknowledge what is said. However, this does not always mean they agree or understand. It is mainly a gesture made out of politeness.

Sources * https://virtualspeech.com/blog/cultural-differences-in-body-language

https://www.commisceo-global.com/resources/country-guides/singapore-guide#:~:text=Singaporeans%20are%20group%20dependent%20and,and%20implicit%20in%20their%20communications.

https://www.humanrights.vic.gov.au/static/6519dc613dbeb0b1a943d2694f453463/Cultural-diversity--A-guide-for-employers-working-with-Muslim-employees.pdf

https://sipofculture.com/2020/11/01/what-does-smiling-mean-in-different-cultures/#:~:text=In%20addition%20to%20Russia%20and,order%20to%20maintain%20social%20harmony.

https://ethnomed.org/resource/overview-of-health-care-in-islamic-history-and-experience/

5.3.1 Show respect for diversity in communication with all people

Cultural awareness of diverse clients can support you to develop a culturally appropriate response. 

This means having an understanding of how a persons culture may influence their values, behaviours, communication and beliefs. 

Differences between cultures (meaning differences between one person and another from the same country) may occur due to time of arrival in Australia, level of education, religious background and life experiences. *

5.3.2 Social, Political and Economic issues affecting Aboriginal and  / Or Torres Strait Islander People (Trigger warning)

The First Nations cultures of Australia are the oldest living cultural history in the world – they go back at least 50,000 years and some argue closer to 65,000 years.  According to First Languages Australia in the late 18th century prior to European colonisation, there were between 350 and 750 distinct Australian social groupings or different clan groups around the nation. As a result, there is a wide diversity of languages, cultures, ways of life, and kinship structures among Aboriginal and Torres Strait Islander people. *

There were about 250 languages and around 600 dialects spoken before the arrival of Europeans.*

It is important to be aware of the customs and traditions of individual First Nation cultural groups (rather than assume all have the same customs and traditions) because it shows respect for the cultures you’re working with, which can help you build stronger relationships with First Nations people, support your overall cultural understanding, be more efficient in your discussions, and develop greater empathy.  You should make the effort to know the First Nation cultural group you are working with by simply doing a web search or contacting the local council. 

Sources  https://www.firstlanguages.org.au/ 

https://aiatsis.gov.au/explore/map-indigenous-australia 

(trigger warning) Social, political and economic issues impact all of Australian society, however there are specific political and social factors that stemmed from past policies at the time of European colonisation that continue to have an effect today on First Nations people. These include:

• The policy of Assimilation.  Between 1910 and the 1970s when removal of Aboriginal children was at its peak, between 10 - 30% of all Aboriginal children were removed from their parents in an attempt to assimilate them into European society.* 

Assimilation was based on the assumption that the lives of Aboriginal and Torres Strait Islander people would be improved if they became part of white society. It proposed that Aboriginal and Torres Strait Islander people should where possible be assimilated (adapted, to fit in) into the 'white' community.*

• Part of Assimilation was the forced removal of Aboriginal children from their families and communities, resulting in the Stolen Generations. Removing children from their families was official government policy in Australia until 1969. Taking children from their families was one of the most devastating practices of white settlement and for many Aboriginal people the impact of this practice is still felt today.

(Trigger warning) All three of these groups experience high rates of depression, anxiety, post-traumatic stress and poor health and socioeconomic outcomes. 

For the people who were taken as children: 

Many were emotionally, physically, and sexually abused while living in state care and/or with their adoptive families, leading to lifelong trauma.

• Efforts to make stolen children reject their culture often created a sense of shame about being of Indigenous heritage. This resulted in a disconnection from culture, and an inability to pass culture on to their children.

• Many children were wrongly told that their parents were abusive, had died or had abandoned them. Many never knew where they had been taken from or who their biological families were.

• Living conditions in the institutions were highly controlled, and children were frequently punished harshly

• The children generally received a very low level of education, as they were expected to work as manual labourers and domestic servants. This has had lifelong economic implications and means many who are now parents are unable to assist their children with schoolwork and education.

For the parents and family members of children who were taken:

• Many parents never recovered from the grief of having their children removed with unresolved trauma.

• Some parents couldn’t go on living without their children, while others turned to alcohol as a coping mechanism.

• Many siblings were separated. Many First Nations people are still searching for their parents and siblings.

For the descendants (children, grandchildren) of members of the Stolen Generations:

• The removal of several generations of children severely disrupted the passing on of Indigenous cultures, and therefore  many cultural knowledges / languages have been lost or lay dormant (asleep).

• People who were removed as children were often without a healthy family situation and prevented from learning parenting skills, with this felt today in issues such as high substance abuse, family violence, poor school retention and over representation of youth in detention centres and people incarcerated. 

As a result of the impacts of the Stolen Generations, many are still experiencing intergenerational trauma that results when the effects of trauma are passed down to the next generation such as the issues in the last bullet point above.*

*Excerpt taken from https://australianstogether.org.au/discover/australian-history/stolen-generations 

Obtaining and maintaining exemption varied from state to state, but it was difficult everywhere, and far from just. In exchange for an Exemption Certificate, exempted Aboriginal people were under immense pressure to give up their language, their identity by not being allowed to practice their culture and give up their ties to kin (family). This is because once granted Aboriginal people were not allowed back on the mission or reserves of land where their family lived (missions, reserves and stations were reserves of land to which Aboriginal people were forcibly relocated.) 

Source * https://www.premier.vic.gov.au/aboriginal-organisations-lead-child-protection-support 

At the Victorian state level, Aboriginal Community Controlled Organisations (ACCOs) will lead the response to child protection reports from Aboriginal and Torres Strait Islander children and families, as part of an Australian-first pilot led by the Victorian Andrews Labor Government. First Nations children and young people are over represented in child protection reports. 

Victorian Aboriginal Child Care Agency (VACCA) and Bendigo and District Aboriginal Co-operative (BDAC) have been selected to undertake the trial of Aboriginal led child protection investigations.

Under the $11.6 million pilot, the Aboriginal-led teams will provide tailored and culturally minded approaches to investigations alongside child protection workers.

It will aim to reduce the over-representation of Aboriginal children in care, by prioritising self-determination and promoting Aboriginal models of care.*

Sources * https://www.premier.vic.gov.au/aboriginal-organisations-lead-child-protection-support 

 https://www.closingthegap.gov.au/ 

To support First Nations people to access the services and supports they need (health, community services) those services need to deliver culturally appropriate services that promote a culturally safe environment. 

This includes visual representations of culture but also policies that embrace inclusion such as staff who are representing First Nation cultures, communication that is culturally respectful and sensitive and Aboriginal Community Controlled Health Organisations (ACCOs) which we are seeing more of across Victoria (such as the Bendigo and District Aboriginal Cooperative or BDAC) and Australia. *

Source https://www.bdac.com.au/

5.3.2.2 Cultural Differences and Considerations when working with Aboriginal and / Or Torres Strait islander People

There are some cultural differences that you should be aware of while also remembering this will be different for every individual and  cultural group. Don't assume every First Nations person follows the same communication practices or values or beliefs. This will also be influenced by age, and location such as whether people live in the cities, regionally or in remote outback stations.

• In many traditional cultures, a high sense of value is placed on building and maintaining relationships. Taking a 'person before business' approach will help form this relationship and build rapport. Introduce yourself in a warm and friendly way. Ask where people are you from, share stories about yourself or find other topics of common interest. 

• Some (but not all) Aboriginal and Torres Strait Islander people may be uncomfortable with direct eye contact, especially if unfamiliar. To make direct eye contact can be viewed as being rude, disrespectful or even aggressive. To convey polite respect, observe the other person's body language and follow the other person's lead and modify eye contact accordingly.

• Due to family kinship structures and relationships, decision making usually involves input by other family members. Check with the person if their decisions requires consultation with family and where possible provide a space for this consultation with family to occur. Be respectful if you are asked to leave the room or the meeting for matters to be discussed in private by the family. 

• If you need to refer Aboriginal and Torres Strait Islander peoples to other services outside the one you represent, they may want to consult first with other members of the family regarding the referral and should be allowed the time to do this. 

• In many Aboriginal and Torres Strait Islander kinship systems everyone is related to one another, so in most Aboriginal affairs, including sickness, death and ceremonies, the whole community participates. Extended family may assist the individual’s recovery. If you work in a hospital setting, visiting rules may need to be flexible to accommodate the many relatives of the sick person who may visit. 

• If you are visiting a family home, it is important to know that as part of the Kinship system, family members often share responsibility for raising children. In the Kinship system family members are not always related. Aunts and Uncles (who are not related) are often seen as mother's and father's. In the same way there may be a nominated person who speaks for the family, so if visiting asking in a polite way about who speaks for the family or observing the interactions will support you to build positive working relationships.

• On the first visit to a home you may not at first be given permission to enter. Wait patiently. When asking questions do this in an indirect rather than a direct way. Indirect questions such as, 'Could you tell me,' and 'Do you know,' rather than direct questions like, 'What happened, ' and 'Where is?,' or even 'How did you?'

• If you are visiting be mindful of taboos with certain artefacts such as the didgeridoo. This is 'men's business' with women never allowed to touch the didgeridoo. This is not seen as discriminatory in First Nation culture. 

• Sorry Business: Workplaces should be aware of the protocols involved when their is a death within the Aboriginal and / or Torres Strait Islander community. The employee attends the funeral and the bereavement business that follows. Sometimes this involves several weeks of Sorry Business. It is also important for you to also understand how family relationships work, for example, avoid mentioning a deceased relative’s name, as this is taboo in many Firsst Nation cultures. *

Excerpt source *https://parksaustralia.gov.au/uluru/discover/culture/mens-and-womens-business/

For the person to feel heard you need to demonstrate active listening by:

Giving the client your attention: Don't play with your mobile, watch, look at the clock, get distracted by someone else's conversation or get distracted by trying to plan what you are going to say to the person when they finish talking.

Show that you are listening: smile sometimes and acknowledge what the other person is saying through simple nods of the head, or small comments such as 'uh huh' or 'I see' or 'I understand.' You aren’t necessarily agreeing with the person just showing you are listening.

Give feedback: As a listener your role is not to give advice or try to solve their problem. 

Your role is to understand what is being said through summarising or paraphrasing…'What I’m hearing is' or 'sounds like you are saying.' Your role is to also clarify what the other person is saying by asking PROBING Questions. e.g. 'What do you mean when you say…'

2. Speaking:  It is important you choose words and sentences that are respectful with both your colleagues and your clients. 

Your voice can be reveal a lot about you and your motivation in the workplace. Your voice should be warm and optimistic and you should alter your voice (tone) to demonstrate consideration to a person's situation and needs. For example, they may have lost their job and home and presenting as very upset. Your tone of voice should show concern and empathy (the ability to put yourself in their situation and see and feel what they are feeling).

You should change the speed at which you speak according to the language abilities of your clients. Normal speech speed is about 100 - 130 words per minute - this would be too much for a client for whom English is their second language. Slow your speaking speed down according to the needs of your client and try and use simple language rather than using complex words that may make it difficult for your client to understand. * 

Tip: When speaking with clients with whom English is their second language try and have printed out a list of words in different languages that you have learnt and can use to communicate some of the most important information you need to share with them. For example, words in different languages to explain confidentiality and privacy. *

Source * https://wordcounter.net/blog/2016/06/02/101702_how-fast-average-person-speaks.html#:~:text=Most%20people%20speak%20at%20an,100%20%E2%80%93%20130%20words%20per%20minute.

3. Questioning: As discussed in an earlier unit of competency, using the right questions is important in building relationships (example, 'What do you like best about working here,' or 'What do you like best about these group sessions?'). The right questions are also useful to avoid misunderstandings and also to persuade people. To effectively communicate with colleagues and clients you need to have effective questioning techniques. 

Open and Closed Questions

A closed question usually receives a single word or very short, factual answer. For example, "Are you thirsty?" The answer is Yes or No.

Closed questions are good for:

• Testing your understanding, or the other person's: 'So, if I get this qualification, I will get a pay rise?'

• Concluding a discussion or making a decision: 'Now we know the facts, are we all agreed this is the right decision?'

Open questions encourage longer answers.

They usually begin with what, why, when, where and how. Examples include: 

• What happened at the meeting?

• Why did he react that way?

• How was the party?

• Tell me what happened next

Open questions are good for:

• Developing an open conversation: 'What did you get up to on the holidays?'

• Finding out more detail: 'What else do we need to do to make this project successful?'

• Finding out the other person's opinion or issues: 'What do you think about changing the date?'

Probing questions are good for:

• Gaining clarification to ensure that you have the whole story and that you understand it thoroughly.

• Drawing specific information out of people who are may be reluctant / finding it difficutl to tell you something, nervous, anxious.

Sometimes it's as simple as asking for an EXAMPLE, to help you understand a statement that they have made. At other times, you need additional information for clarification, 'When do you need this report by, and do you want to see a draft before I give you my final report?'

Use questions that include the word 'EXACTLY' to probe further:  'Who, exactly, do I give my report to?' 

Leading questions are good for:

• Trying to lead the person to your way of thinking. You can do this in different ways including: By giving a person two options, "Which would you prefer... A or B?  

Use leading questions with care as they can be seen as trying to control a person.

Source * https://au.indeed.com/career-advice/career-development/questioning-techniques

Differences in non-verbal communication with Diverse Clients

Non-verbal communication differences you should be aware of when working with diverse clients such as children in a school or kindergarten / childcare setting, After School Care Program such as the YMCA or in a disability setting like Kalianna School, Bendigo include:

• Touching a child's head is not acceptable (most holy part of the body in some cultures) like Thailand and China

• Pointing your feet at something or using your feet to touch somebody or move something can be insulting as they are seen as the uncleanest part of the body

• Signaling students / children to approach by crooking index finger is insulting in some cultures (a gesture applied to dogs in South East Asia)

• Students / children not sitting while adults stand can result in an adult thinking the child is being defiant when in fact in some cultures children sitting is a sign of respect *

Source Excerpt * https://www.education.vic.gov.au/school/teachers/teachingresources/careers/resourcekit/Pages/communication.aspx

Issues that may cause misunderstandings or difficulties where social and cultural diversity can impact include:

Cultural differences:

As discussed already, cultural differences like language, beliefs and values can cause misunderstandings and compromise a person's willingness and ability to access the services they need. Respectfully ask clients about their health beliefs and customs, and note their responses. For example, 'is there anything I should know about your culture, beliefs, or religious practices that would help me take better care of you?' Understand also that each person is an individual and may or may not follow certain cultural beliefs or practices common in his or her culture. 

Cultural considerations include in some cultures, people believe that talking about a possible poor health outcome will cause that outcome to occur. 

Another consideration is that counseling is also unfamiliar to Cambodians whether related to marriage / family or health, especially counseling offered by a trained or licensed counselor. When advice is needed, it is often sought from a monk, traditional healer/herbalist . 

Many Cambodians still depend heavily on traditional healers and traditional or herbal medicines for treatments of all kinds of illnesses. Modern medicines are available and easy to obtain in Cambodia. In fact, no prescriptions are needed in order to purchase them. However, they are too expensive for many people. Traditional medicines are made out of roots, barks and animal bones. They are believed to cure a wide variety of illnesses, even AIDS. *

Putting together a support package that takes into account different cultural values and beliefs can improve engagement and outcomes.  

Inactive Listening: 

As discussed already, an inability to listen can result in misunderstandings. Remember don't interrupt the person, give them  your entire attention which means not being distracted by your mobile, other people seeking your attention such as a colleague or thinking about your response before the person has finished talking.  Take notes if you need to.  Summarising the main points of the conversation can be a good way of showing you have been listening as well as giving you and the other person the ability to ask clarifying questions.  

Lack of clarity in communication: 

Confusion is not something you want to leave clients or colleagues with.  Confusion can occur through your speech and written communication. 

When providing information orally (verbal) in a meeting (face-to-face or video conference / telephone) use clarifying questions such as: ' So, I am sure I have covered everything,  can you confirm when and what time our next appointment is?'  You should also summarise (repeat) the main points of the conversation which is a good way of winding up the communication also by saying for example, 'So you will begin writing in a journal that I have just given you at least once a day, every day, starting tonight about the times when you most feel like smoking / vaping and we will look at this in a week's time?  'Are there any other questions you have today before we finish the meeting?'

Make sure you give the person a pamphlet or brochure or written material available in a range of languages to meet the needs of your diverse clients which might even include an appointment card reminder as much of what you discuss can be lost after a short period of time. 

Research on the forgetting curve shows that within one hour, people will have forgotten an average of 50 percent of the information you presented. Within 24 hours, they have forgotten an average of 70 percent of new information, and within a week, forgetting claims an average of 90 percent of it.* 

When writing an email or letter, make sure you use language that is not ambiguous (can be interpreted in other ways), consider your reader in terms of the appropriateness of using slang and abbreviations, providing details with correct punctuation and sentence structure. If your reader is left unsure of your meaning or what action they need to take, further clarification is needed in the form of meetings or more emails, and both yours and their time is wasted. If possible have someone check over your email / letter before sending. *

Disorganisation:

Poor time management skills can impact your ability to prioritise tasks, plan your day and week well, leading to rushing tasks such as projects, emails, being ill-prepared for appointments, not taking the time to actively listen and making mistakes with misunderstandings. This can costly in terms of impacts on client care, relationships with colleagues and employers and overall reduced productivity. 

A lack of organisation can also have ill-effects on your health because lack of time and preparedness can result in stress and take a toll on your well-being and physical health over time if it is not addressed. 

Attitude:

At times your ability to listen to a colleague or client is impacted because of your attitude. You might believe you have more experience and knowledge about something (for example, about the support a family needs and should accept to build their parenting skills with adolescents or supporting a person with their gaming addiction). However, it is important that you treat every person as a unique individual regardless of how many times you have worked with clients who have had similar issues. Everyone brings with them their own unique experiences, values, beliefs and personalities. We should listen and try to understand this when offering support. 

Sources *https://ethnomed.org/resource/general-etiquette-in-cambodian-society/

https://ethnomed.org/

https://www.learningguild.com/articles/1379/brain-science-the-forgetting-curvethe-dirty-secret-of-corporate-training/#:~:text=Research%20on%20the%20forgetting%20curve,of%2090%20percent%20of%20it.

5.4.3 Address any difficulties from appropriate people and seek assistance when required 

In your workplace you should address any difficulties from appropriate people and seek assistance when required. This might be difficulties in regard to clients or the work itself. 

As well as your direct manager or a colleague and Human Resources there will be other appropriate people that you can seek assistance from though this will depend on the type of community services organisation you are working. As a general guide assistance can come through but is not limited to:

• Allied Health - if you are working in areas like early childhood care, disability services and aged care, allied health professionals (for example, speech pathology, physiotherapy, occupational therapy - daily functional skills such as fine motor skills like hand and finger strength and gross motor skills such as postural control and coordination) provide support to educators and support workers / staff  that builds on existing skills and knowledge, including coaching and modelling, in order to enhance their confidence in supporting children's communication, language, social and emotional wellbeing, access and inclusion. Allied health professionals may attend a service as a part of a team or individually, as requested by the service. This may also include video-conferences. Services negotiate scheduling and other details directly with allied health providers. This benefits the educators, children and parents / carers. In aged care allied health professionals may include audiologists (hearing), optomitrists (sight) and podiatrists (feet).

• Client support administrators - provide administrative support. If you are working in a counselling role or case management role at Anglicare or the Department of Families, Fairness and Housing client support administrators can support you in data entry and processing, office supply and equipment management, generate and process referrals -for example requesting respite services for a family and requests to other organisations as well as maintaining client records, manage onsite resources (room and car bookings), assisting with set up of rooms and equipment

• Support Staff - provide additional services to an organisation in the interests of clients. For example, if you are working in Youth Residential Care you may source additional services to provide activities that support young people's physical, mental and social wellbeing such as music and art therapy, outdoor programs such as white water rafting, rock climbing and bush camping. A Child Protection Support worker may provide direct support to the Child Protection Worker to for example, transport children / young people to and from access visits and appointments, supervise access visits. Support staff may also include professionals who are trained in providing self-defence classes in an aged care centre.

• Information Computer Technology staff - ICT staff will support you when you need help with existing technical software / equipment (e.g connecting to printers, setting up a new phone system, resetting your computer (wiping) due to a virus and resetting your programs again, login issues, installing new software or hardware including video conferencing systems for virtual meetings, troubleshooting and repairing your device/s. ICT staff provide training on new software (for example, a new client information management system introduced to your workplace to manage all client informtion including personal details and case note summaries, medication, schedules)

Sources * https://monashhealth.org/services/child-youth-and-family/occupational-therapy/

Declaration of Authenticity

Now that you have completed the Summative Assessment Tasks, complete the Declaration of Authenticity here or at the end of your Task Document and submit this with your competed work for assessment. 

Your teacher will provide you with feedback regarding your assessment submissions.

If competent, your teacher will sign your Overall Assessment Record Sheet with you as evidence your assessments have been completed for the unit of competency. 

Student Feedback 

You can provide feedback about this unit of competency on the Feedback form in your Task Document either in your hardcopy or your digital copy.