CHCDIV001 Work With Diverse People Resource InterCare

CHCDIV001
Work with diverse people
Learner Guide
Student Name:
Integrated Training Solutions (Aust) Pty Ltd

T/A Intercare Training
205 Thomas Street
Dandenong Vic 3175
Phone: 1300 10 2273
www.integratedtrainingsolutions.com.au
info@integratedtrainingsolutions.com.au
Table of Contents
How to study this unit .............................................................................................................................. 4
Element 1: Reflect on own perspectives................................................................................................. 6
Identifying and reflect on own social and cultural perspectives and biases ........................................... 6
Migration................................................................................................................................................ 17
Key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures........... 21
Addressing cultural realities in order to facilitate full participation in service delivery by Aboriginal
and/or Torres Strait Islander clients and/or co-workers ........................................................................ 23
One........................................................................................................................................................ 25
Identifying and reflect on own social and cultural perspectives and biases ......................................... 25
Multiculturalism ..................................................................................................................................... 28
Cultural facts and figures ...................................................................................................................... 28
Bias and discrimination ......................................................................................................................... 29
Strategies to eliminate bias and discrimination..................................................................................... 30
Ethnocentrism ....................................................................................................................................... 31
Acculturation ......................................................................................................................................... 32
Cultural carry-over................................................................................................................................. 34
Legislation and cultural diversity ........................................................................................................... 35
Western Australian Legislation.............................................................................................................. 37
Rights and responsibilities of workers, employers and clients, including appropriate action when rights
are being infringed or responsibilities not being carried out ................................................................. 41
Understanding rights of clients.............................................................................................................. 41
Identifying when rights are infringed or not being met .......................................................................... 43
Types of abuse...................................................................................................................................... 45
Recognising signs of abuse .................................................................................................................. 46
Reporting abuse.................................................................................................................................... 47
Contemporary frameworks and influences underpinning society ......................................................... 47
Identity theories ..................................................................................................................................... 48
Institutions ............................................................................................................................................. 48
Economics............................................................................................................................................. 51
Working with an awareness of own limitations in self and social awareness ....................................... 51
Using reflection to support own ability to work inclusively and with understanding of others............... 53
Identifying and acting on ways to improve own self and social awareness.......................................... 54
Element 2: Appreciate diversity and inclusiveness, and their benefits ................................................. 56
Valuing and respecting diversity and inclusiveness across all areas of work....................................... 56
Creating an inclusive environment........................................................................................................ 56
Contributing to the development of work place and professional relationships based on appreciation of
diversity and inclusiveness.................................................................................................................... 58
Using work practices that make environments safe for all.................................................................... 61
Element 3: Communicate with people from diverse backgrounds and situations ................................ 66
Showing respect for diversity in communication with all people ........................................................... 66
Acknowledging different cultures and experiences............................................................................... 67
Using verbal and non-verbal communication constructively to establish, develop and maintain
effective relationships, mutual trust and confidence ............................................................................. 69
How to respect cultural diversity in all communication with clients, families, staff and others ............. 71
Communication strategies..................................................................................................................... 72
Where a language barrier exists, use effective strategies to communicate in the most efficient way
possible ................................................................................................................................................. 76
Communicating with people where language barriers exist ................................................................. 76
Seeking assistance from interpreters or other persons according to communication needs ............... 79
Communicating with assistance from a bilingual person ...................................................................... 80
Element 4: Promote understanding across diverse groups .................................................................. 86
Identifying issues that may cause communication misunderstandings or other difficulties .................. 86
Prevention of conflict situations............................................................................................................. 88
Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity.... 90
Making an effort to sensitively resolve differences, taking account of diversity considerations ........... 91
Meeting to resolve conflict..................................................................................................................... 93
Addressing any difficulties with appropriate people and seek assistance when required .................... 94
Consultation .......................................................................................................................................... 95
Use of mediation ................................................................................................................................... 97
Evaluation.............................................................................................................................................. 98
Bibliography ........................................................................................................................................ 100
CHCDIV001 Work with diverse people
Version 1 December 2015 ITS (Aust) Pty Ltd Page 2 of 100
Copyright © This work is copyright. Apart from any use as permitted under the Copyright
Act 1968 (Amendment Act 2006), no part may be reproduced by any process without prior
written permission of the author Andrea Kelly - Resource Learning:
www.resourcelearning.com.au

How to study this unit
You will find review learning activities at the end of each section. The learning activities in this
resource are designed to assist you to learn and successfully complete assessment tasks. If you are
unsure of any of the information or activities, ask your trainer or workplace supervisor for help.
The participant will be required to demonstrate competence through the following means:
Methods of assessment
 Observation in the work place
 Written assignments/projects
 Case study and scenario analysis
 Questioning
 Role play simulation
 Learning activities
 Class discussion and group role-plays
 Assessment tasks
Consult your
coach or trainer
Asking for help
If you have any difficulties with any part of this unit, contact your facilitator. It is important to ask for
help if you need it. Discussing your work with your facilitator is considered an important part of the
training process.
Name of facilitator: ________________________ Phone number: __________________

Welcome to the unit CHCDIV001 Work with diverse people, which forms part of the 2015
Community services training package. 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.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory
legislation, Australian/New Zealand standards and industry codes of practice.
WHAT YOU WILL LEARN
ELEMENT PERFORMANCE CRITERIA

Element 1: Reflect on own 1.1 Identify and reflect on own social and cultural perspectives and
perspectives biases
1.2 Work with awareness of own limitations in self and social
awareness
1.3 Use reflection to support own ability to work inclusively and
with understanding of others
1.4 Identify and act on ways to improve own self and social
awareness
Element 2: Appreciate diversity 2.1 Value and respect diversity and inclusiveness across all areas of
and inclusiveness, and their work
benefits
2.2 Contribute to the development of work place and professional
relationships based on appreciation of diversity and
inclusiveness
2.3 Use work practices that make environments safe for all
Element 3: Communicate with 3.1 Show respect for diversity in communication with all people
people from diverse backgrounds
3.2 Use verbal and non-verbal communication constructively to
and situations
establish, develop and maintain effective relationships, mutual
trust and confidence
3.3 Where a language barrier exists, use effective strategies to
communicate in the most efficient way possible
3.4 Seek assistance from interpreters or other persons according
to communication needs
Element 4: Promote 4.1 Identify issues that may cause communication
understanding across diverse misunderstandings or other difficulties
groups
4.2 Where difficulties or misunderstandings occur, consider the
impact of social and cultural diversity
4.3 Make an effort to sensitively resolve differences, taking account
of diversity considerations
4.4 Address any difficulties with appropriate people and seek
assistance when required

Element 1: Reflect on own perspectives
Identifying and reflect on own social and cultural perspectives and

biases
Develop an awareness of cultural diversity
Australia is a tolerant and inclusive society, a nation built by people from many different
backgrounds. Cultural diversity has become a touchstone of its national identity. As Australia
entered the 20th century, its population consisted of a relatively small number of Indigenous peoples
and an overwhelming majority of Europeans, most of whose origins lay in the British Isles. In 2004,
Australia’s population has grown to more than 20 million, it is home to people from more than 200
countries and it has an enviable international reputation for its diversity and tolerance.
Underpinning modern Australian society is a commitment to cultural diversity. Australia accepts and
respects the right of all Australians to express and share their individual cultural heritage within an
overriding commitment to Australia’s democratic foundations and to English as the national
language.
This commitment comprises the following principles:
 Cultural respect, which gives all Australians-subject to the law-the right to express their own
culture and beliefs and obliges them to accept the right of others to do the same
 Social equity, which entitles all Australians to equality of treatment and opportunity so that they
can contribute to the life of the nation free from discrimination, including on the grounds of
race, culture, religion, language, location, gender or place of birth
 Productive diversity, which maximises the significant cultural, social and economic dividends
arising from its plurality. (Department of Foreign Affairs and Trade – Australia Now)
Although it might be human nature to notice what is different about people, it is important for us to
also notice what is similar and familiar about people. If we can notice these similarities, it makes
connecting and relating to people much easier and once we have started connecting we are more
able to respect and understand the differences.
An analogy would be a string of beads. All the beads come from different sources (such as wood,
plastic, glass, paper), are different sizes and colours, have different patterns on them and have been
through different journeys to get to the end point. Although the beads are different, the string that
runs through them is the same.
The difference between society and culture
Society is one term you would be very familiar with but you may not find it easy to define. A simple
definition of society is provided by Aspin (1996): ‘A group of people living and interacting together.’
Societies can be described by:
 Geographical boundaries
 Patterns of common behaviour
 Relationships between people
 Accepted rules and laws by which people live, and/or
 Ways in which resources needed for survival are distributed.
You can probably think about the society in which we live in these ways: Australia is an island (don’t
forget Tasmania!); English is the most common language spoken; we have a variety of state and
federal laws that cover most areas of our lives; and we have systems like taxation and social security
as means of distributing resources.
These major institutions influence the way our society operates. Often people who have grown up
in a particular society are familiar with its laws, structures and ways of operating. Culture, however,
is different from just living in a society. Australia is a multicultural society or country, which means
there are many different cultures represented in the one country, each with the right to live in the
way they feel is right, as long as it fits in with the laws of the country. In theory, this seems like a
simple thing to do but in practice it raises many ethical issues for our society and in our relationships
with diverse groups of people.
What is Australian culture?
There are many interpretations of Australian culture. Think about what makes Australian society
different – what gives it the ‘colour and movement’ that makes it different from other societies? You
may or may not find that this description of Non- Aboriginal Australian culture describes your
experience of the culture. There is, in reality, a diversity of Australian cultural behaviours and
attitudes, varying due to family backgrounds, religions, class, sex, sexuality and other personal
characteristics. Assumptions about a person based on their culture can be incorrect, because being
of a particular culture does not mean that you possess identical characteristics.
According to Margaret Sargent (1994), factors which affect Australian culture include history,
Aboriginal culture, contact with other cultures through immigration and technology, the physical
environment, the media, dominant groups, economic base in capitalism, basic human needs and
literature and the arts.
Some influences, however, will be stronger than others and the resulting value system on which
institutions are based will reflect these dominant influences. Australia is considered to be a
multicultural society but the dominant influence on Australian society remains white Anglo-
Saxon/Anglo-Celtic culture. Aboriginal culture in particular has not been reflected or represented in
our major institutions. aboriginal culture has been ignored and in our history attempts have been
made to deliberately destroy it.

Cultural diversity
Culturally diverse groups may include those based on:
 Ethnicity
 Race
 Language
 Cultural norms and values
 Religion
 Beliefs and customs
 Kinship, family structure and relationships
 Personal history and experiences which may have been traumatic
 Gender and gender relationships
 Age
 Disability
 Sexuality
 Special needs.
Key areas of diversity and their characteristics
Greetings
Shaking hands is considered more and more normal in social circumstances in many countries,
especially when meeting people from other cultures. Many people from Latin and Central European
backgrounds will embrace their friends, and display more body contact. Same-sex greetings in the
Middle East are also often more expressive than the stiff handshake. In some cultures, it is not
appropriate for a man to shake a lady’s hand. All of this must be considered when working with
people from other cultures. Do not make assumptions, if in doubt, ask respectfully.
On the other hand, in many Asian cultures, for instance in India and Thailand, it is common for a
person to greet another by briefly bowing the head whilst pressing the palms of the hands together
at chest level. In Thailand this is called a Wai; in Hindi it is called Namaste.
Etiquette
Feet: It is common in many cultures, including in the Middle East and Asia, to take off ones shoes
when entering a person's house, or a place of worship. Follow the lead of your host if uncertain if
this is the custom in a particular household (this applies to most social customs). In the Middle East
it is regarded as ill mannered to show the soles of one’s feet when sitting down. In Buddhist
countries, especially Thailand and Laos, the soles of the feet, being the lowest part of the body, are
regarded as dirty. Putting your feet up on furniture or pointing with the foot is regarded as very bad
manners.
Fingers: Pointing or beckoning with a finger is regarded as rude in many Asian and Middle-Eastern
countries. Throughout the world, in all cultures, hand and finger gestures are used for derogatory
purposes, for cursing or as a sign of dominance. Avoidance of all finger gestures is the best policy.
Language: Be aware that although an overseas-trained doctor will speak good English, he or she
may not have learnt Australian slang terms and idioms. Terms such as "sick as a dog", "more than
you can poke a stick at", or "I’ve got the runs" and thousands of others are what make the language
rich but might also cause someone to get hold of the wrong end of the stick! (“To get hold of the
wrong end of the stick” means to misinterpret what you have said.)

These are very general guidelines only. You must always be careful not to stereotype people. But
keep some of these examples in mind and be prepared to be sensitive to cultural differences. If you
are aware that different behaviours and social customs have different meanings in different cultures
then you should always be open to learning what the specifics are when you need to adapt and
exercise your cultural awareness. None of us likes to be regarded as cultural or national
stereotypes.
Dress and appearance
Islam: For many Muslims, it is customary for women to cover their heads, as well as to dress
modestly. How this custom is practiced and how strict or important it is considered to be varies. In
some cases it is interpreted as a rule to cover the body completely, including the face and hands, in
other cultures only a headscarf is worn. Some Muslim women do not wear head coverings. The
Qur'an or Koran (Islamic Holy Book) also instructs Muslim men to dress modestly.
Islam is a global religion. Muslims live across the Middle East, Africa, Southeast Asia and South Asia,
China, and in Eastern and Central Europe. Migration to Australia, the USA and Western Europe has
led to sizeable Islamic communities in these regions.
Judaism: The Kippah is a slightly-rounded brimless skullcap worn by many Jewish men while
praying, eating, reciting blessings, or studying Jewish religious texts. In non-Orthodox Jewish
communities, some women have also begun to wear kippot. Kippot range in size from a small round
beanie that covers only the back of the head, to a large, snug cap that covers the whole crown.
Tzitzit are special knotted "fringes" or "tassels" found on the four corners of the tallit or prayer
shawl. The tallit is worn by Jewish men and some Jewish women during the prayer service.
Customs vary in regards to when a Jew begins wearing a tallit. In the Sephardi community, boys wear
a tallit from bar mitzvah age. In some Ashkenazi communities it is customary to wear one only after
marriage. A tallit katan (small tallit) is a fringed garment worn under the clothing throughout the day.
In some Orthodox circles, the fringes are allowed to hang freely outside the clothing.
Tefillin known in English as phylacteries, are two square leather boxes containing biblical verses,
attached to the forehead and wound around the left arm by leather straps. They are worn during
weekday morning prayer by observant Jewish men and some Jewish women. A kittel a white knee-
length over-garment, is worn by prayer leaders and some observant traditional Jews on the High
Holidays. It is traditional for the head of the household to wear a kittel at the Passover seder, and
some grooms wear one under the wedding canopy. Jewish males are buried in a tallit and sometimes
also a kittel which are part of the tachrichim (burial garments).
India: The coloured dot worn by some Hindu women (and occasionally men) in the middle of the
forehead between the eyes is variously called a tilaka, bottu, bindi, bindya, or kumkum. It is a sign of
religious faithfulness and reverence. Many women from India and Sri Lanka (especially Hindus and
Sikhs) wear the sari. This long cloth (six or seven metres long) is wound and draped round the body,
and is worn with a choli or blouse.
India and Pakistan: Salwar kameez (shalwar qameez) is the national dress of Pakistan. Salwars are
loose trousers designed in various styles. Originally, the Salwars were flared towards the bottom
with embellishments or fancy cutwork. Today, there are many variations of the same. At times, the
bottom of the Salwar is narrow and fitting. The Salwar kameez is important especially during the
festivals celebrated in Pakistan, for men as well as women. Salwar kameez is also popular due to the
comfort factor.
The Salwar is tied at the waist with the help of a drawstring and more recently; elastic is also used
for the same purpose. The fit is generally baggy or tapering. Narrow tight fitting Salwars are known
as Churidars. These have become a rage in the recent years even in India.

The Kameez is a large and loose fitting tunic worn with the baggy salwar. Men as well as women
wear the same attire, with a difference in the colours used, fits, silhouettes and the kind of
embellishments used. Interesting patterns woven with lace are used to add femininity to the Kameez.
Women also use a Dupatta with the Salwar Kameez. Dupattas are long yards of cloth available along
with the salwar kameez because their colour and pattern is coordinated as per the entire ensemble.
Women also wear scarves or shawls with the salwar kameez that is used to wrap around the head
and neck area. A variety of synthetic or cotton fabrics are used in the creation of the salwar kameez.
Sikhs: The Sikh religion, originating in India but with adherents throughout the world, dictates that
neither men nor women cut their hair, and that men wear it in a turban. This is linked to the Five
Ks, or panj kakaar/kakke, are five articles of faith that all baptized Sikhs are required to wear at all
times, as commanded by the tenth Sikh Guru, who so ordered on the day of Baisakhi Amrit Sanskar
in 1699. The symbols are worn for identification and representation of the ideals of Sikhism, such as
honesty, equality; fidelity, meditating on God, and never bowing to tyranny.
The five symbols are:
1. Kesh (uncut hair).
2. Kanga (wooden comb) .
3. Kaccha (specially designed underwear).
4. Kara (iron bracelet).
5. Kirpan (strapped sword).
Diet and customs
This is a general guide to some basic habits and rules. These are rules that guide general behaviour.
That does not mean all people follow all the rules. Always ask some basic questions before a meal or
social gathering such as "is there anything you don't eat?" "Do you eat meat?" "Are you a vegetarian?"
Always serve non-alcoholic drinks, as many people from all backgrounds abstain from alcohol.
In some cultures, men and women socialise separately. The custom is more prevalent in the Middle
East but there is no hard and fast rule, and, again, it is important to ask, "will your wife/husband be
able to join us?" Some Muslim women will not go out in public unless accompanied by their husband
or a male relative, and unrelated men should not call at the house when only women are at home.
Again, this is something that can be ascertained tactfully and with sensitivity to cultural difference.
Islam: The eating of pork and pork by-products is forbidden in the Islam faith, these include foods
such as paté and sausages. Alcohol is also forbidden. Food is always eaten using the right hand only.
Using the left hand for eating is regarded as unclean. Food should be prepared according to Halal
rules, including the slaughter of animals for meat. The production of many commercially prepared
foods and ingredients adhere to such rules and are considered acceptable by Muslims.
Judaism: According to Jewish law and tradition, food (including the slaughtering of meat) should be
prepared according to Kosher rules. Food that is non-Kosher includes pork and pig by-products,
hare, shellfish and fish, which do not have both, fins and scales. In addition, meat and dairy products
should not be eaten at the same time. Once again many commercially prepared food items and
ingredients adhere to Jewish Kosher rules therefore is acceptable for Jewish consumption. Always
check first if in doubt.
Christianity: Religiously-observant Catholics will often not eat meat on Fridays and fast during lent,
which lasts from Ash Wednesday until the eve of Easter Sunday.
Hinduism and Sikhism: Hindus in general do not eat beef, the cow being regarded as a sacred
animal. Other meats are fine, although many Hindus are vegetarian. Similarly, many Sikhs are also
vegetarian. Avoidance of alcohol is common.
Buddhism: A strict Buddhist will not eat meat or drink alcohol. However, not all Buddhists will be
vegetarian or teetotal (abstain from alcohol).

Religious days
Islam Within Islam there are two groups, (Shi'a and Sunni), based on succession from the Prophet
Mohammed. Both share the major festivals. All annual holidays are based on the Islamic calendar and
are determined using lunar calculations; they therefore vary from year to year. There are five daily
prayer times; upon rising, at noon, in mid-afternoon, after sunset and before going to sleep. Prayer is
performed facing towards Mecca (in Australia this is northwest).
Friday: is a day of special prayer. This is the day that many Muslims go to the Mosque for worship.
Ramadan: is the ninth month of the Islamic calendar. Islam uses a lunar calendar-that is, each
month begins with the sighting of the new moon. Because the lunar calendar is about 11 days
shorter than the solar calendar used elsewhere, Islamic holidays "move" each year. As an example in
2009 Ramadan began at sundown on August 22.
It commemorates the Holy Qur'an (Koran) being sent down from heaven. Fasting between sunrise
and sunset is obligatory for all Muslims except children, women who are pregnant, the sick or those
who are travelling. The evening meal is a festive occasion and the month ends with a three-day
festival called Eid-al Fitr.
Eid-al-Fitr: Literally the "Festival of Breaking the Fast" is celebrated at the end of Ramadan and is a
time of major feasting, gift giving, family visits and celebration.
Eid-el-Adha: celebrated 70 days after Eid-al-Fitr. It is a festival commemorating Abraham's
willingness to sacrifice his son to demonstrate loyalty.
Al Hijra: is the Islamic New Year and runs for 29 days. In 2009 it runs from Friday 18th December
until Friday 15th January 2010. It is calculated from the date of the prophet Mohammed's flight from
Mecca to Medina.
Ashura: commemorated by Shi'a Muslims on the ninth and tenth day of Muharram on the Islamic
Calendar. This is also the day on which Muhammad's grandson, Husayn ibn Ali, was martyred
according to tradition in the Battle of Karbala. For Shi'a Muslims this is a day of mourning.
Milad al-Nabi: is the birthday of Muhammad, celebrated by some Muslims on the 12th of the
month of Rabi al-Awwal. Muslims observing it often recite poetry and the biography of Muhammad
to commemorate this day. Its celebration is considered controversial as Muslims are divided over
the authenticity of Mawlid as a holiday.
Judaism: All holidays are based on the Hebrew calendar and are determined using lunar
calculations; they therefore vary from year to year. All Jewish holidays are celebrated from sunset of
the day before until sunset of the day of celebration.
The Sabbath, lasting from Friday sunset until Saturday sunset, is the most important part of the
week. As well as being a time of prayer, it is also a time to celebrate family values, and the evening
meal on Friday is especially important.
Purim: This religious holiday, celebrating victory over oppression, falls on the 14th night of the
Jewish month of Adar, and is usually in March. It is a festive occasion.
Passover/Pessach: (March 29th to April 6th 2010) is an eight-day celebration commemorating the
exodus of the Jews from captivity in Egypt. It commences with the Seder, a symbolic meal using
special foods and utensils. It usually falls in April.
Shavuot falls seven weeks after Passover.
Tisha B'Av: the ninth day of the month of Av, is the culmination of three weeks of mourning for
the destruction of the Temple at Jerusalem, and other events.
Rosh Hashanah, the Jewish New Year Yom Kippur: The Day of Atonement, falls ten days after
Rosh Hashanah. These are the two most important days of the Jewish calendar.

Christianity
Sunday: is the main day of prayer and a time when practising Christians most commonly attend
church.
Christmas: celebrates the birth of Jesus Christ. The main celebration lasts three days beginning on
December 24th, Christmas Eve, and lasting until Boxing Day on the 26th. Many countries in Europe
celebrate this event mainly on Christmas Eve with a church mass around midnight and the exchange
of presents on that evening. Catholics and Protestants from English-speaking backgrounds tend to
exchange gifts and feast on the 25th. In Australia, Boxing Day is also an important day for sport, with
the start of the England-Australia cricket Test series, and of the Sydney to Hobart sailing race.
Epiphany: on January 6th commemorates the visitation by the three Magi (Wiseman) and also the
baptism of Jesus.
Easter: commemorates Christ's crucifixion and resurrection. It lasts over several days, preceded by
Lent, traditionally observed as 40 days of fasting. Palm Sunday is celebrated the week before Easter,
which ends with a celebration of resurrection on Easter Sunday morning. It is a lunar feast, and its
date falls at a different time each year, in 2010 Easter Day falls on Sunday 4th April. As it falls at the
time of Northern hemisphere spring, and has pagan echoes, it is also a time to exchange eggs and
other animals (Easter bunny) made from chocolate, marzipan etc.
Pentecost: the descent of the Holy Spirit on to the early disciples of Christ falls seven weeks after
Easter.
Eastern Orthodox Churches, (including the Greek and Russian Orthodox churches) which
formally split with the Roman Catholic Church in the 11th century, have followers mainly in
southern and Eastern Europe, including Greece, Cyprus, Bulgaria, Romania, Russia, Belarus, Ukraine,
Georgia and Serbia.
Oriental Orthodox Churches separated from the Roman Catholic Church as early as the 5th
Century A.D.
They consist of four churches in the Middle East and South India including:
 The Armenian Apostolic Church in Soviet Armenia and Lebanon;
 The Coptic Orthodox Church of Egypt;
 The Ethiopian Orthodox Church; and
 The Syrian Orthodox Churches which include the See of Antioch and the Syrian Thomas
Christians of South India.
Because the Eastern Orthodox churches follow the older Julian Calendar rather than the Gregorian
Calendar (as do the Western churches), all the festivals fall on different days from their Catholic or
Protestant counterparts.
Christmas in the Greek Orthodox Church falls on December 25th but other Orthodox churches
celebrate on January 7th. Those who partake in Eastern Orthodox and Pentecostal celebrations
begin proceedings January 7th also. .
Buddhism
There are two main types of Buddhism, Theravada (found mainly in Southeast Asia and Sri Lanka)
and Mahayana (mainly China, Tibet, Japan, Korea and Vietnam). Originating in India and based on the
teachings of Siddharta Gautama, the first Buddha, the religions spread throughout Asia. There is no
single Buddhist calendar and festivals are linked to the countries in which Buddhism is practiced.
The main festivals that commemorate the Buddha are:
Wesak/ Visakha Puja. Buddha's Birthday or Buddha Day which falls on Friday 21st May 2010
depends on when a full-moon day falls in the lunar month of Visakha. This is the holiest day of the
Buddhist year and is a time for temple visits and pilgrimage.

Dhamma Day: commemorates the Buddha's first teaching and is held on a full moon day in the
eighth lunar month (approximately July).
Parinirvana Day: (February 15th) commemorates the death of the Buddha.
Magha Puja Day or Sangha Day: commemorates an important event in the Buddha's life and is
celebrated on the full moon in the third lunar month (March).
New Year: In Theravada countries (Thailand, Laos, Myanmar, Sri Lanka and Cambodia) it is
celebrated for three days from the first full moon in April. The Mahayana (Buddhists) New Year
usually starts on the first full moon day in January but this varies from country to country.
Hinduism: Originating in India, Hinduism is the world's third largest religion after Christianity and
Islam. It is the dominant religion in India, Nepal, among the Tamils of Sri Lanka and the majority of
Balinese. Hinduism is often defined as a polytheistic religion in which many Gods are worshipped.
The main ones are Brahma the creator, Vishnu (Krishna) the preserver and Shiva the destroyer.
Festival dates are based on a lunar cycle and vary from year to year.
Maha Shiva Ratri : celebrated in February or March, a time of fasting and worship. Night of Shiva
or "Great Night of Shiva" is a festival celebrated every year on the 13th night/14th day in the waning
moon) of the month of Maagha or Phalguna in the Hindu Calendar (that is, the night before and day
of the new moon). The festival is principally celebrated by offerings of Bael leaves to the Lord Shiva,
all day fasting and a night long vigil.
Holi: A festival of spring, it falls on the full moon and celebrated at the end of the winter season on
the last full moon of the lunar month. It also celebrates the victory of good over evil. Holi is also
known as Dhulheti, Dhulandi or Dhulendi, is celebrated by people throwing colored powder and
colored water at each other.
Rama Navami: (Wednesday 24th March 2010). For devotees of the Lord Rama.
Janmashtami: (Thursday 2nd September 2010). A festival for the Lord Krishna.
Navaratri: Literally meaning "nine nights" it is celebrated twice yearly (April/May and
September/October) in honour of the Divine Mother Durga, a consort of Lord Shiva.
Dussehra: The tenth day of Navaratri, is a day of enlightenment.
Diwali: is the Festival of Light or Lights. They light Diyas—cotton-like string wicks inserted in small
clay pots filled with coconut oil—to signify victory of good over the evil within an individual. The
most important festival, celebrating good over evil and Lord Rama's return from exile, a time for
public celebration, lighting of lanterns and exchange of sweets. The five day festival of Diwali occurs
on the new moon between October 13 and November 14 (Friday 5th November 2010).
New Year: Owing to the vast cultural and ethnic diversity of India, New Year's Day is celebrated
at different times of the year in different places.
Sikhism
Sikhism originated in the Punjab area of India over 500 years ago. Sikhs believe in a single God, and
follow the teachings of ten Gurus. Many holy days revolve around the anniversaries of the ten Sikh
Gurus. The Sikh Calendar, formerly lunar, was modified in 1998 and is now based on the solar year.
However, some dates may vary. Guru-based observances (birthdays, Guruships and deaths) are
numerous and spread throughout the year. The most important of these, and other festivals, are:
Birthday of Guru Gobind Singh Sahib: January 5th.
Maghi: January 13th. The martyrdom of the 40 Immortals.
Hola Mohalla: March 7th. Traditionally a day of pageantry and cultural display.
New Year's Day: March 14th.
Vaisakh: The anniversary of the creation of the Khalsa movement, originally a devout, military
movement; April 14th.
Martyrdom of Guru Arjan Dev Sahib June 16th
First Parkash (birthday) of Guru Granth Sahib: September 1st.
Installation of Holy Scriptures as Guru Granth Sahib: October 20th
Diwali: (Indian Festival of Lights, but also Sikh observances on this day) see Hindu
Martyrdom of Guru Tegh Bahadur Sahib: November 24th.
Birthday of Guru Nanak Dev Sahib: November 26th
Birthday of Guru Gobind Singh Sahib: January 5th.
Maghi: January 13th. The martyrdom of the 40 Immortals.
Hola Mohalla: March 7th. Traditionally a day of pageantry and cultural display.
New Year's Day: March 14th.
Vaisakhi: The anniversary of the creation of the Khalsa movement, originally a devout, military
movement; April 14th.
Martyrdom of Guru Arjan Dev Sahib: June 16th.
First Parkash (birthday) of Guru Granth Sahib: September 1st.
Installation of Holy Scriptures as Guru Granth Sahib: October 20th.
Diwali: (Indian Festival of Lights, but also Sikh observances on this day) see Hindu
Martyrdom of Guru Tegh Bahadur Sahib; November 24th.
Birthday of Guru Nanak Dev Sahib; November 26th.
Taoism / Daoism: Originating in China, the word "Tao" or "Dao" means path or way and refers to
the power that flows through all things and embodies the harmony of opposites. Alongside
Confucianism and Buddhism it was one of the three great religions of China. Nowadays Taiwan
has the largest number of followers. Its influence on the West is found in Chinese and herbal
medicine, acupuncture, meditation, Tai Chi and the Martial Arts. The Taoist Yin Yang symbol
represents the balance of opposites.
Confucianism is more of an ethical system than a religion, and teaches respect for family, honour,
loyalty and humaneness towards others.
Chinese New Year is a lunar feast that usually falls in February. Each year is represented by a
different animal, as found in Chinese astrology. Chinese New Year falls on 14th February 2010 which
is the year of the Tiger. There are 12 signs in all; rat, ox, tiger, rabbit, dragon, snake, horse, sheep,
monkey, rooster, dog and pig.
Rituals, celebrations and spirituality
We all have rituals in our life. A ritual is an established or prescribed way of doing certain things that
are important to us. Rituals are predictable; they have a pattern. They are usually performed on a
regular basis.

Symbols of rituals and celebrations
We all develop our own personal little rituals, such as the way we get ready for the day every
morning. Familiar rituals can give great comfort. Social and religious rituals are particularly important
because they are shared by a group of people and provide a sense of belonging and continuity.
Religious rituals can be very powerful because they involve the person at different levels: sensually,
intellectually, emotionally and spiritually. Rituals have an essential role to play in the quality of life of
older people. They are particularly important for older people because they have bearing on all the
senses. For example, a ritual may involve listening, seeing, smelling, tasting, and touching. Thus,
rituals will still be enjoyed by people with cognitive or sensory impairments.
In addition to rituals, many people have spiritual needs that may be in the form of:
 Formal and informal religious observances
 The need for privacy and an appropriate environment to reflect and/or participate in spiritual
activities
 Ceremonial observances.
When caring for older people it is important to take account of the spiritual needs of each individual.
It is essential that we respect other people’s rituals, even when we do not understand them; they
are no less important or less normal than our own. All rituals are the product of a place,
environment, and historical events and circumstances, just as our own are.
There are differences between rituals and routines:
 A routine is a specific way or order of performing a task/action; a regular course for performing
certain acts.
 A ritual may be a routine with significant meaning attached to it; a solemn observance or act.

Migration
People who identify with a particular culture have a lot of things in common, eg food, traditional
costumes, music and so on. However, there are also lots of ways in which people within one culture
differ. Their differences may occur due to when they (or their ancestors) arrived in Australia, how
long they have been living in Australia, their socio-economic background, their level of education,
whether they live in a rural or urban area, the religion they identify with, and their different life
experiences, which includes the experience of migration.
If we are to develop our cultural awareness, where do we begin? An understanding of the migration
process itself is a good beginning. This is because migration is a key influence on a person’s life.
Some migrants undergo a relatively easy transition. However, there are many who experience at
least some (if not many) challenges in adjusting to life in a new country.
First we look at migration and at some potential reasons behind both the decision to migrate and
factors leading to a forced migration. The term ‘migration’ comes from the verb ‘to migrate’,
meaning to move from one country to another. People may migrate for many reasons, with each
reason affecting each individual in a unique way.
In this section, we will look at two broad categories of migrants:
1. Those who migrate voluntarily
2. Those who are forced to leave their country of origin and seek refuge elsewhere.
Voluntary migration
Reasons for choosing to migrate voluntarily may include:
 Better access to education and health care
 Greater freedom of choice
 Social equality
 Democratic participation
 Better quality of life and longer life expectancy
 Climate
 Work opportunities
 Adventure and/or new experiences
 Family reunion.
Those who are forced to leave their country and seek refuge elsewhere are generally fleeing
persecution, war and conflict.
Effects of migration on Australia
Part of the process of understanding the effects of migration on you, your clients and co-workers
involves recognising how our own lives and the very society we live in have been affected by
migration. The benefits of cultural diversity to the majority of Australians become obvious when we
look at the way our country has been shaped by migration. Once we recognise these benefits, it is
easy to value the unique input that different cultures have in our lives—the diversity of experience
offered at our doorsteps.
Australia is a nation of migrants. Indigenous Australians comprise 2.4%, that is, 5501,236 of the
population (June 2006 census). While migration to Australia has had many positive effects on
Australian society generally, it has led to the dispossession of Aboriginal people of their land and, in
many parts of Australia, to the loss of language, traditional social structure, law, culture and religion.
Voluntary migration: Effects on the individual
It is important to recognise and understand some of the common effects of migration on the
individual who has migrated because such experiences can have a lasting impact on the person.
Understanding yourself and the people around you (such as your colleagues) can help with the
forming of satisfying interpersonal relationships and thus make your time at work more fulfilling and
enjoyable. Migrating to another country, while often exciting and offering the promise of a new and
different life, can be an enormously stressful and difficult process.
Some of the difficulties associated with the migration experience are listed below:
 Communication and language difficulties
 Difficulties adjusting to different foods
 Difficulties adjusting to the new culture and society: socialising, work practices, housing
arrangements
 Feelings of isolation and loss of family and friends who did not migrate
 Fear of the unknown
 Nostalgia for home and feelings of homesickness
 Facing stereotyping and prejudice in the new country.
Forced migration: Effects on the individual (refugee)
While it is common to hear about ‘migrants and refugees’, it is important to recognise that the two
terms refer to very different groups of people. While both groups have effectively moved from one
country to another, the circumstances leading up to that move are markedly different for each
group. Under existing Australian and international law, a refugee is defined as a person who has
been forced to leave their country of origin due to the experience, or valid fear of, persecution on
the grounds.
These grounds may be:
 Race
 Religion
 Nationality
 Political opinion
 Membership of a particular social group.
The person must also feel unable to return to their country of origin due to the experienced or
anticipated persecution.

A refugee may:
 May have to leave their homeland
 Is rarely able to choose the country they will go to
 Is rarely able to prepare for the move
 Usually has little understanding of the culture, language, job and study opportunities available in
the country they will go to
 May have to keep their plans to leave secret
 May not be able to say goodbye to family or friends
 May have to leave members of their immediate family behind
 May have to flee with no notice and only the clothes on their back
 Has little opportunity to prepare themselves for their new life
 Cannot go home to visit or stay without risking their lives or well-being
 Often cannot keep in contact with family and friends in the country of origin
 May have experienced severe trauma such as imprisonment in prisoner of war camps, detention
centres, and/or refugee camps, torture and rape.
In addition to the difficulties commonly faced by any person after moving to a new country, refugees
may also experience a number of other concerns as a result of the circumstances leading to their
flight.
Some of the specific difficulties faced by adult refugees include:
 Lack of knowledge about the new culture and society
 Lack of knowledge about support services
 Housing and employment difficulties
 Financial hardship
 Difficulties overcoming the impact of trauma, which can lead to depression and other mental
health problems
 Social isolation and loneliness
 Concern for family and friends left behind.
Seeking refuge places great demands on coping skills, especially when a person has experienced
trauma. Personal healing after highly traumatic experiences generally increases over time. However
the ability to recover may depend on the number of traumatic events a person has experienced. The
greater number of traumatic events experienced, the harder it is for a person to recover. Note that
the specific difficulties facing adult refugees reflect the difficulties still faced by many Aboriginal
Australians as a result of dispossession and loss of cultural identity.
For refugees who arrive in Australia as elderly people, it is important to note that they have not had
any opportunity to become familiar with Australian society and may have no social support network
here. It is important to note that increased reminiscence with age can lead to distressing recall of
traumatic events and that this group of people may experience depression and other mental health
difficulties related to imprisonment and torture. For recently arrived refugees, traumatic experiences
are likely to still be a vivid part of daily life.

A brief history of Australia’s immigration
1788-1900
 First Free Settlers (UK) with approx. 187,000 by 1851.
 1850’s Gold Rush Era – approx. 500,000 people including large numbers of Chinese
immigrants.
 1880’s-1890’s – Significant anti-Chinese sentiment.
 1896 Intercolonial Conference leads to introduction of legislation restricting entry of non-
Europeans.
1901-1945
 First Census in 1901 records total population at 3.77 million (excluding indigenous people)
with 875,576 (23%) overseas born. Of these, 79% were UK born.
 1901 – Immigration Restriction Act and Pacific Islander’s Labourer’s Act.
 1901-1940 – 850,000 people migrated to Australia. The 1933 census revealed approx.
27,000 born in Italy, 8,300 born in Greece, 3,330 born in Poland, 2,780 born in Malta.
 Emergence of rudimentary ethnic community organisations and institutions.
 1922 British Empire Settlement Act.
1945 – Present
 Post-war pressure to raise populations levels to combat the perceived threat of invasion.
 New federal immigration policy with an annual intake not exceeding 1% of the total
population with priority groups being UK migrants.
 1947 Census shows 0.8% of Australia’s population were from source countries in the Asiatic
region, and total overseas born was the smallest recorded at any Australian Census.
 1947 Census showed 90% of Australia’s population either immigrants or descendants from
UK.
 1947 First Free and Assisted Passage Schemes, 23,000 British migrants arrive in Australia.
 1947 – Agreement with International Refugee Organisations (IRO) in 1949 with 75,000
displaced persons arriving in Australia. By 1952 entry granted to 180,000 European
refugees.
 1952 Australian government concludes Assisted Passage Schemes with Malta, Netherlands,
Italy, Former West Germany, Greece, Austria, Spain, Denmark, Belgium, Turkey, Former
Yugoslavia.
 1970’s - 1980’s Immigration policy changes from assimilation to integration and
multiculturalism.
 1971 – 2.5 million overseas born (from a total of 13 million) with particularly large intakes
from Italy and Greece. Rapid growth of ethnic community organisations.
 1973 – White Australia policy finally abandoned.
 1970’s and 1980’s increasing Asia and Middle Eastern migration. Since 1947, 5 million
immigrants from more than 100 countries.
 1991 Census shows total population at 17 million, 22.3% born overseas.
 1994 Total population estimated at 18 million with approx. 4 million born overseas.
 1996 Rise of Pauline Hanson’s One Nation Party. Anti- Aboriginal and migrant backlash.
Election of conservative Howard Government.

 1999 Referendum on question of whether or not Australia should become a republic
defeated.
 2001 Toughening stance on Asylum Seekers. Tampa incident. So called “Pacific Island”
solution for the processing of asylum seekers off shore.
(Community Profiles 1991)
Key aspects, and the diversity, of Australia’s Aboriginal and/or

Torres Strait Islander cultures
Identifying the potential impact of cultural factors on service delivery to Aboriginal
and/or Torres Strait Islander clients
When working with Indigenous people it is important to remember that there are cultural
differences that impact on relationships in the workforce. All people behave differently at work.
Some might be more boisterous and others quieter. Indigenous people, when they are the minority,
can display behaviour that is very careful not to give offence to anyone, and sometimes quite shy. To
overcome this, it would be helpful for coworkers to continue as normal and once the indigenous
worker feels comfortable, then they may become more outgoing.
Difficulties may arise in the workplace when there is a death in the indigenous community. Protocols
will demand that the worker attend the funeral and the bereavement business that will follow. In
some cases there will be weeks of what Aboriginal people call “Sorry Business”, and the community
as a whole will take part.
When a non-indigenous person’s workplace is an indigenous client’s home then there are certain
cultural barriers that exist. On the first visit or interview, do not be offended if you are not invited
into the house, wait patiently outside, do not ask intimidating questions, be friendly and keep an
open mind. Do not pry into rooms or open doors or cupboards. Make no comments on furniture or
fittings but you can compliment any indigenous artwork like paintings. In most indigenous home
there will be artifacts on display.
There are taboos associated with some indigenous artifacts eg. Women must never touch a
didgeridoo - not even to move or clean. If you are in doubt about anything, ask your client or one of
their family members. Family and kinship systems play an integral part in Aboriginal society.
Responsibility for raising children is often shared amongst family members as aunts and uncles are
often regarded as mothers and fathers, and cousins treated the same as brothers and sisters.
Aboriginal households can hold as many as 20 people. Consensus rather than one leader make
decisions.
Aboriginal families will have a spokesperson that will relay decisions. To identify this person in the
family, it is just a matter of identifying who everyone listens to, or it may be the person who
contacts you. You can also ask who speaks for that family. Indigenous people are sensitive to a
person's feelings and can tell when you are handing them a line. Always be aware of your body
language when talking to an indigenous person, as that will give them more information about you
than the words you are saying to them.

Gender Issues
Generally, the basic rule is that women tend to women’s business and men to men’s business. Unless
a female worker is specifically invited by the male client to attend to their business they should not
be involved and only then if they have a specific role to play in the situation. The same applies to
male workers who should not be involved in women’s business unless invited to assist by a female
client.
Men’s and women’s business
There are distinctly separate divisions between what constitutes women’s issues and men’s.
Everything to do with human reproduction from menstruation to childbirth and breastfeeding
belongs in the women’s domain. Men have no business interfering, advising or otherwise meddling in
traditional female areas of knowledge and expertise. Men provide for the family and the community,
resolve conflicts, care for the land and have sole dominion over male anatomy and physiology.
“Shame”
Shame is an expression sometimes used by Aboriginal and Torres Strait Islander people when they
feel they cannot do a required task, or they are expressing their right not to do it. It can be seen as
an obstacle in getting help when the client refuses to access services because of the cultural barriers.
A client may refuse to speak to a worker and use the term “shame job” to explain their cultural
distance. Shame can result from being in situations where every response is the wrong one because
of unfamiliarity with the situation. If the person believes that they should not be in the situation they
find themselves in or the community does not support it, for example, being in a hospital, shame
may be incurred. If expectations of the individual are contrary to Indigenous beliefs, fear of shame in
front of an individual’s people may prevent acceptance.

Addressing cultural realities in order to facilitate full participation in
service delivery by Aboriginal and/or Torres Strait Islander clients
and/or co-workers
There are several strategies and policies that have been developed and implemented that increase
Aboriginal and Torres Strait Islander people’s participation in health care delivery. This workbook
will discuss policies such as the ‘National Rural Health Alliance’ and the organisation Aboriginal and
Torres Strait Services, who are responsible for the making of many policies. Also for discussion are
several examples of organisations and programs that are based on culturally appropriate practices,
encompassing effective partnerships and encouraging Aboriginal and Torres Strait Islander self-
determination and community control, as this ensures improved health outcomes for their people
and communities.
The National Rural Health Alliance
‘Healthy Horizons’ (1999-2003) was a joint development of the National Rural Health Policy and the
National Health Alliance and its objective was to provide a framework for improving the health of
rural, regional and remote Australians. One of the goals of the National Rural Health Alliance was to
improve the health of Aboriginal and Torres Strait Islander peoples living in rural, regional and
remote Australia. In brief, one of the areas the National Rural Health Alliance highlighted was that
services based on the beliefs, values and culture of Aboriginal and Torres Strait Islander peoples are
now contributing to improvements in the health of these communities.
Health care services which have their basis in Aboriginal and Torres Strait Islander culture and are
planned, managed and staffed by Aboriginal and Torres Strait Islander people, are better able to
contribute to improvements in infant health care, reduction in communicable diseases, caring for
elders and community health. Many Aboriginal and Torres Strait Islander organisations are now
involved in the development of future funding arrangements, negotiations with services to ensure
culturally responsive care and the preparation of detailed evaluation strategies for all service
components.
Recently partnerships have been established between the Commonwealth, State and Territory
Governments, the National Aboriginal Controlled Community Health Organisation and the
Aboriginal and Torres Strait Islander Service (formerly Aboriginal and Torres Strait Islander
Commission). The spirit of working together and planning new services are expected to be
successful in improving health and wellbeing.

Cultural Respect Framework for Aboriginal and Torres
Strait Islander Health 2004-2009
This document was prepared by the Australian Health Ministers Advisory Council’s Standing
Committee on Aboriginal and Torres Strait Islander Health Working Party comprising the Northern
Territory, Queensland and South Australia. It has been developed as a guiding principle in policy
construction and service to strengthen relationships between the health care system and Aboriginal
and Torres Strait Islander peoples. This was developed to provide guidelines to address the overall
health status of the Aboriginal and Torres Strait Islander population. The life expectancy for
Aboriginal and Torres Strait Islander people is some 20 years for males and 19 years for females
below that of other Australians.
This document provides very interesting reading about the health status of Aboriginal and Torres
Strait Islanders and can be found online. The exact location changes frequently, so try browsing
http://health.gov.au/ or using a searching engine. It is strongly recommended that you read the full
document. In particular, read the section marked ‘2.3 Principles’. The Framework also embraces the
notion of ‘cultural competence’ which encompasses behaviours, attitudes and policies that enable
organisations at national, state and local level, professional bodies and individuals to work effectively
in cross-cultural situations.
A number of health services have taken up this challenge by allocating funding to address specific
issues. These have included extra training programs for Aboriginal and Torres Strait Islander people
in nursing and medicine. A number of major hospitals and health services have set up Aboriginal
Liaison Units within their organisations to work closely with staff and Aboriginal Health and Torres
Strait Islander patients/clients and their families.
The Office of Aboriginal and Torres Strait Islander Health (OATSIH)
The Office of Aboriginal and Torres Strait Islander Health (OATSIH) were established by the
Department of Health and Ageing to improve the physical, emotional and cultural wellbeing of the
Aboriginal and Torres Strait Islander communities. More information about this office can be found
from the Department of Health and Ageing website.

One
Identifying and reflect on own social and cultural perspectives and biases
1. How do you demonstrate awareness of culture as a factor in all human behaviour by using
culturally appropriate work practices?
2. Consider the cultural groups within your community. Cultural groups are not evenly distributed
throughout Australia. What might be the reasons for this uneven distribution?
Research your own area and its cultures. In the space provided, list the main cultural groups
that you have identified and make some notes on possible reasons for them being in your area.
3. Are you aware of culturally diverse attitudes?

4. How would you approach working with an Aboriginal and/or Torres Strait Islander client that
might be different to non-Aboriginal and/or Torres Strait Islander clients?
Read the scenario and answer the questions that follow.
Scenario
You are visiting a friend or relative in a foreign country, a country where you do not speak the local
language. During the visit, you fall seriously ill and find yourself restricted to a health care facility
where the culture and language are foreign.
The food provided to you is unfamiliar and unappealing to your tastes. There are strange smells
everywhere, and all around you people are speaking a foreign language. You do not understand the
treatment you are being given, or what your diagnosis is. There is no information available to you in
your first language. The only time you can communicate is when your friend or a relative comes to
visit you.
5. How do you think you would feel in this situation? What would you wish would happen? How
would you cope with what is happening to you?
6. What do you think are the major differences between migrants and refugees in terms of their
migration experiences?

7. Brainstorm the different terminology that has been broadly applied to migrants historically and
today. Where did those terms come? What is the meaning and intent behinds those terms?
What are the implications of using those terms? What are the advantages and disadvantages?
8. How do equal employment opportunities, sex, race, disability anti-discrimination and similar
legislation impact on work and social practices?
9. Language is a key issue when working with others in the community/aged care sector
environment; how does your organisation support and recognise diverse languages.
10. What strategies could you implement to eliminate bias and discrimination in your workplace?

Multiculturalism
Dominant and non-dominant cultures
Over 20% of the current Australian population were born overseas. It is important to remember
that in 1788, 100% of the people who lived in Australia were indigenous people. Indigenous people
now make up around 1.8% of the population. It is easy to see from these statistics that a very large
proportion of Australians come from a migrant heritage.
A multicultural society is one that not only recognises but actively encourages people from a variety
of backgrounds to retain their language and culture. Since the 1970s government policies in
Australia have reflected multiculturalism with the setting up of ethnic councils and services like the
Special Broadcasting Service (SBS TV and radio). This was a complete reversal of previous
government policies which favoured assimilation and integration. The earlier policies of assimilation
were based on the idea that people coming to Australia and indigenous Australians should conform
totally to the dominant beliefs and customs, while integration was thought of as a melting pot idea
where different characteristics of each culture mixed together over generations to form a unified
group.
However, culture is not just related to immigration. It embraces the knowledge, values and beliefs
of a society. The process of transmitting this is called socialisation. Cultural cohesion, therefore,
involves acceptance of diversity and difference across a range of factors: ethnic background, sexual
preference and disability. If you accept that diversity and difference exist then you would challenge
the idea that society should be based on a rigid set of norms and beliefs about the way people should
be. Very often people feel unable to challenge these ideas and feel that they must follow the rules
and values of the dominant groups in their communities.
These dominant values and beliefs are often referred to as mainstream. This term gives a clear
picture of a main flow, as against the smaller ones, like a river and streams. Social institutions are
often slow to adapt to difference and may continue to promote mainstream values and beliefs that
may not currently be a true reflection of the needs of many groups in society. Discrimination can
occur when a dominant group has the power to impose its views on others who behave differently
from mainstream thinking.
It is important, as a worker, to understand your feelings about difference and about how you might
respond to people who are different from yourself or from the mainstream. To do this you must
develop self-awareness and self-reflection skills. The following activity is designed to get you thinking
about your personal reactions to difference. Some of the situations may be more challenging to you
than others depending on your personal experiences and circumstances.
Cultural facts and figures
We often make assumptions about people’s cultures based on first impressions. It is therefore
important for us to have a clear understanding of the cultural make-up of our communities and
societies. In order to do this you must undertake some research. This process will help you to
have a clearer picture of the cultural make-up of your community and give you more information
about the kinds of cultures of which you might need to have an awareness.
The best way to start to understand the cultural make-up of our society and our communities is by
analysing demographic information. Demographic information is gathered from research conducted
by government bodies, organisations and individuals. The range of information can be overwhelming
and is published in a variety of books, journals, government papers and on the Internet. You can
obtain information on almost any aspect of Australian society.
The most common source of statistical information about Australia can be obtained from the
Australian Bureau of Statistics (ABS). The ABS was formed in 1956 to provide uniform statistics
across all the states of Australia. The Bureau conducts a full Census of Population and Housing
every six years and you will find examples of statistics compiled by the ABS in every sociology
textbook. Libraries will have copies of the ABS Year Book which provides a wealth of up-to-date
information on aspects of Australian society.

Bias and discrimination
What is discrimination?
Discrimination toward or against a person or group is the prejudicial treatment of them based on
certain characteristics. It can be positive behaviour directed towards a certain group, or negative
behaviour directed against a certain group. Every person in the work place needs to work to
eliminate any bias or discrimination against a group or individual. By learning more about your clients
or co-workers you can often overcome issues that might arise through personal biases. Some
discriminatory behaviour in the workplace can be racist jokes or cartoons, not giving people
information in a format that they understand and segregation or stereotyping.
What is normal ?
The term 'normal' can end up causing many problems. Normal is a value-laden, excluding concept
that often prevents acknowledgement of the diversity of people, their life experiences and situations.
You should avoid using the term 'normal', as it is incorrect and can be offensive.

Strategies to eliminate bias and discrimination
In order to ensure that diversity is recognised and appropriately accommodated, staff should be
informed about the requirements of people in their communities and their target market. They
should be encouraged to conduct their own research. In each community there will be cultural
groups and sub-groups. Staff should learn to identify these groups and some of the characteristics
(without stereotyping or generalising) of these groups. Find out from the various members of these
groups what their interests, preferences and cultural traditions are These could relate to diet,
fashion (clothing, eg Burka or other significant clothing requirements), holidays, celebrations,
religious rites or observances, customs with regard to illness, death and dying, disabilities,
communication processes etc.
People with whom staff could consult include:
 Local government and other community bodies to determine where various populations
congregate and the observed needs and characteristics of these groups
 Current customers/ clients — to identify their needs, wants and expectations and cultural
requirements
 Potential customers/ clients (target markets) — to find out their forecast needs, wants
 And expectations
 Dieticians, nutritionists and religious advisers, to determine food/ dietary requirements
 Families of clients/ customers — for information about health, special needs or cultural
 Needs
 Religious, cultural or spiritual advisers — this could relate directly to clients/ customers in
 Care or to cultural attributes of the community in which you work
 The internet — to gather information about various cultures
 Cultural, business and spiritual elders, leaders and advisers in the community
When providing training or information sessions for workers, the need to comply with legislation
must be emphasised. So too must the ethical and moral obligation that workers have to
accommodate client needs.

Ethnocentrism
Ethnocentrism is a phenomenon that occurs in all cultures. It refers to people’s tendency to judge
other people’s behaviour or actions according to the standards of their own culture. It results in
people believing their own culture’s way of life is the ‘right’ way. An example of this is to describe
Americans as driving on the ‘wrong’ side of the road instead of ‘left-hand’ or ‘opposite’ side. Such
generalisations, often made without a conscious awareness that we've used our culture as a universal
yardstick, can be very inaccurate and cause us to misjudge others and make false assumptions about
other people’s cultures and customs.
For example:
 An Australian sees an Asian person sniffing loudly. Australians think everyone should use a
handkerchief or tissue to blow one’s nose and consider sniffing to be rude
 An Asian person sees an Australian blowing his nose on a handkerchief or tissue. Asians view
handkerchiefs and tissues as unhygienic and are often repulsed by blowing one’s nose.
The view that one way is ‘right’ and therefore the other is ‘wrong’ could lead to false assumptions
about the other person’s culture.
The following points can assist you to be more culturally sensitive:
 Acknowledge the differences in social customs, family life, definitions of normal practice or
dietary habits
 Be aware of your own practices and avoid using them as a means by which to judge others
 Be willing to learn by asking questions and seeking clarification when you encounter unfamiliar
ideas or behaviour.
Risk of prejudice and stereotyping
There are risks associated with making judgements about individuals on the basis of their
appearance or background and the need to recognise that prejudgements may lead to incorrect
assessments. Of utmost importance is the need to treat people as individuals. No matter what a
person’s cultural background is, they are first and foremost an individual, with unique likes, dislikes,
needs and preferences. This attitude certainly encourages us to read and learn more about other
cultures, but at the same time to always consider the needs of the individual, without pre-judging or
applying a stereotypical picture of what a person from a particular background should be like.

Acculturation
When a person moves from one culture to another, they may experience not only the natural
cultural change but also change in personal culture through a process called acculturation ─ also
called assimilation or integration. Acculturation is an adjustment and adaptation process. Someone
moving into a different culture may gradually integrate the value system of the new host culture into
their personal practice, and begin to behave in ways similar to the host culture rather than to their
original culture.
There are times when a second-generation resident who is born and educated in Australia or
another Western culture may choose to identify more with their parents’ heritage than with the
country of their birth. This ethnic identity is found in the example of a young man born in Australia
of immigrant Italian parents who, despite being wholly educated in this country, prefers to identify as
Italian rather than Australian.
A person’s level of acculturation needs to be understood if you are to provide appropriate service.
The example below shows the level of acculturation of a 20-year-old Chinese woman who has
recently migrated to Australia and has adjusted to Australian culture quickly. She has embraced
Australian cultural behaviours, and prefers to be treated as other Australians are.
Example of acculturation level

Culture shock
Another issue associated with cultural diversity is the issue of cultural shock. When a person arrives
in a new country, they may experience a range of emotional reactions such as confusion, uncertainty,
anger, anxiety and depression. Often, new immigrants will not understand the new culture and the
associated new and different experiences, and they may have trouble with communication.
Adler’s ‘Cultural Shock Model’
Adler theorised that people often go through a series of stages when they adjust to a new culture.
Each of the phases represents a stage of acceptance that an individual may experience. Each
individual will proceed through the various stages at different rates, with some people failing to move
through some of the stages at all.
Adler describes these phases as:
Phase 1: Honeymoon
During this phase, the individual thinks that everything is beautiful and that everybody is nice. They
are accepting of the differences in cultures and may even see them as exotic to a certain degree.
Phase 2: Disintegration
During this phase, people are likely to internalise their anger. They may feel their home culture is
superior to their new country of residence, and subsequently may withdraw from their new culture.
Phase 3: Reintegration
During this phase, people are likely to externalise their feelings of anger. People tend to stereotype
members of the “new” culture. There may be a lack of feeling or a sense of belonging.
Phase 4: Independence
During this phase, there is a sense of belonging more to the new culture than the culture of origin.
The person actually feels that they belong to the new culture and the cultural differences are
accepted and enjoyed.

Cultural carry-over
People often ‘carry’ hard-to-identify beliefs from one culture to another.
Examples include:
 Fear of government departments, or anyone in positions of authority
 May have fled war, famine or repressive regimes
 May have been victims of torture
 May be dealing with loss or grief
 May be dealing with uncertainty (e.g.: the whereabouts of family members).
Effective communication will respect and accommodate cultural sensitivities, values and practices.
The following is a list of suggestions in communicating in a culturally appropriate
manner:
 Take time to check your client/customer understands you. Don’t use technical words or jargon.
Vary the complexity of your language to match the language abilities of your client/customer
 The longer you spend in a caring communication relationship the more likely you are to achieve
clear communication. Effective communication is the most important part of the relationship,
not an add-on
 Recognise and value diversity in clients/customers. Develop strategies for dealing with diversity
appropriately
 Be open to understanding diversity, whether it is cultural, ethnic or ideological, or whether it is
about lifestyle, sexuality, political views or socio-economic status. Be prepared to evaluate and
challenge your own reactions, to explore and discount previously held assumptions that are
based on naive stereotypical ideas
 Pay attention to ways in which you might express unintentional racism through the way you
respond. Question rather than assume
 All clients/customers have the same rights: to prompt service and to a safe environment in which
their needs can be heard, discussed and worked on. If this is difficult to provide because of
cultural or other factors, seek assistance from other workers who may be more experienced in
the area. It is the service provider’s responsibility to gain an understanding of the client’s
situation and background in order to provide appropriate services.
 Consult with migrant support organisations and ethno-specific support agencies as well as
workers experienced in working with clients/customers from particular ethnic backgrounds, in
order to gain understanding of issues that might be pertinent to the client.
 Assessment and planning should be holistic. Take into account all of these factors in choosing
appropriate processes to identify and evaluate the needs of your client/customer. If there are
language barriers (i.e.: English is not the first language), an interpreter may be needed.
 Likewise, written documents should be presented to the client in a form that is readily
understandable, regardless of language or literacy.

Legislation and cultural diversity
The aim of the government is to ensure that every employer, employee and client can live and work
safely in a socially diverse environment, free from discrimination. This means that everyone,
regardless of race, religious belief, age, gender and so on, is given the same opportunities and
advantages. You need to be aware of and comply with your legislative obligations when working with
clients and colleagues and when recruiting, employing and training new staff.
Family law
People coming from different cultures and from different countries need to learn about the
Australian family law system. This can take time and may require agency support, assistance,
consultation and mediation.
Work Health and Safety Bill 2011: Work health and safety is the responsibility of everyone.
Your employer has a duty of care for occupational health and safety to provide a safe working
environment for workers and clients. All employers are required to consult with staff on any issues
which may affect their health and safety.
Under the Work Health and Safety Bill 2011, each state and territory regulates its own health and
safety legislation. There should only be very slight variations to that legislation between the states
and territories. All states and territories and the Commonwealth have worked together to develop
and implement model Work Health and Safety (WHS) legislation as the most effective way to
achieve harmonisation of WHS laws in Australia. By reducing costs and eliminating unnecessary
administrative processes, harmonisation is designed to make it easier for workers and for employers
who conduct business across multiple states.
Disability Discrimination Act 1992: The Disability Discrimination Act 1992 prohibits
discrimination against people with a disability in a range of areas including transport, education,
employment, accommodation and public premises. While the Building Code of Australia contains
specific provisions for access to and around new and existing buildings for people with a disability,
the Disability Discrimination Act does not provide any technical details on how to provide that
access.
Mental Health legislation: The Mental Health Act states that interference with the rights, privacy,
dignity and self-respect of people with mental illness must be kept to the minimum necessary in the
circumstances. The Act also establishes the procedures for beginning involuntary treatment, by
making involuntary treatment orders and through independent review.
The current legislation in the states and territories is:
• New South Wales : Mental Health Act 2010
• Victoria: Mental Health Act 1986
• Queensland: Mental Health Act 2000 – subordinate legislation: Mental Health Regulation 2002
• Western Australia : Mental Health Act 1996
• Tasmania: Mental Health Act 1996
• Australian Capital Territory: Mental Health (Treatment and Care) Act 1994
• Northern Territory: Mental Health and Related Services Act 1998.
The Sex Discrimination Act (1984)
The Sex Discrimination Act 1984 (Commonwealth) (SDA) means it is against the law to:
 Discriminate against you because of your sex, marital status, or pregnancy;
 Sexually harass you; or
 Dismiss you from your job because of your family responsibilities.
You can complain to the Human Rights and Equal Opportunity Commission, if you experience
treatment that you think may be unlawful under the Act. Your complaint will be referred to the
President of the Commission for inquiry or attempted conciliation. The Commission also carries out
research and education in relation to sex discrimination, and can examine laws to make sure they
are consistent with the Act.
The Racial Discrimination Act 1975
The Racial Discrimination Act prohibits discrimination on the grounds of race, colour, national or
ethnic origin, immigration (or that of a relative or associate). In Victoria, racial discrimination is
unlawful in the areas of education, employment, goods and services, accommodation and land, sport
and local government. For the purposes of the Victorian Act, "race" includes colour, nationality or
national origin, descent, ancestry, and ethnic origin or ethnicity. The Act also makes it unlawful to
discriminate against a person on the ground that the person has a relative or associate who is of a
particular race. Racial and religious vilification is also unlawful in Victoria. The most serious forms of
racial and religious vilification are a criminal offence.
Equal Opportunity 2010 (VIC): Equal Opportunity legislation dictates regulations regarding equal
treatment of staff and users of the service without discrimination on the grounds of race, sex, ethnic
origin, pregnancy, marital status, age or religion. There are specific provisions that forbid sexual
harassment. Harassment may not always be physical. Your organisation will have policies that reflect
the requirements of the Act. Equal Employment Officers are trained to ensure that there is no
discrimination or harassment in the workplace and that people who want to make a complaint are
informed of the procedures to do so. Make yourself familiar with Equal Opportunity procedures that
apply in your workplace and who the EEO contact person is.
Human Rights and Equal Opportunity Commission Act 1996 (Commonwealth. No. 126,
1986): Allows The Human Rights and Equal Opportunity Commission HREOC to investigate
complaints under acts such as the Disability Discrimination Act 1992, Sex Discrimination Act 1992,
and the Racial Discrimination Act 1975, as well as dealing with infringements of human rights. It
states that people have a right to respect and dignity, assistance to become as self-reliant as possible,
education, training and work, family and social life and protection from discrimination.
www.hreoc.gov.au/about the commission.
Freedom of Information Act 1982: The Freedom of Information Act 1982 creates a general
right of access to information in documentary form in the possession of Ministers and agencies
limited only by exceptions and exemptions necessary for the protection of essential public interests
and the private and business affairs of persons in respect of whom information is collected and held
by agencies.

Western Australian Legislation
Criminal Code Act 1913 (WA)
The present law that governs criminal offences in Western Australia is the Criminal Code Act
Compilation Act 1913 which is known as the Criminal Code. The criminal law is predominantly
based in statutory law which is the Griffith Code (enacted for Queensland in 1899) and was later
enacted in Western Australia in 1902.
The Criminal Code Act 1913 which is the criminal law of Western Australia was enacted in 1913
after amendments were made to the original code. Prior to the enactment of the Code, criminal law
in Western Australia is based on common law. Despite codification of the criminal law in Western
Australia, the common law has remained an important source of law therein. And all offences are
contained in legislation. The most serious offences are contained in the Code, and there are other
offences established by other legislations such as Road Traffict Act 1974 (WA) and Misuse of Drugs
Act 1981 (WA).
Equal Opportunity Act 1984 (WA)
The Equal Opportunity Act 1984 (WA) is a Western Australian law which makes it unlawful to
discriminate against a person in certain areas of public life, including employment. This law is
regulated by the Equal Opportunity Commission.
Guardianship and Administration Act 1990 (WA)
The Guardianship and Administration Act establishes a legislative regime to enable persons with a
disability to have a guardian or administrator appointed when they need a guardian or administrator.
The Guardianship and Administration Act also governs the performance of medical and dental
treatments, special procedures and medical research procedures on people aged 18 years or older
who have a disability (intellectual impairment, mental disorder, brain injury, physical disability or
dementia), where that person is incapable of deciding whether to consent to the procedure.
Working with Children (Criminal Record Checking) Act 2004
The Working with Children (Criminal Record Checking) Act 2004 was passed by State Parliament on 26
November 2004, and was proclaimed on 1 January 2006. Since proclamation a number of
amendments have been made to the Act and Regulations. These changes improve the effective
administration of the legislation and also improve the protection of children in Western Australia.
Legislation can be accessed from the website of the State Law Publisher of Western Australia, which
is the official publisher of all Western Australian legislation.
Child Protection State Legislation & Reporting - WA
Local Legislation
The Department for Child Protection is responsible for overseeing and upholding child protection in
Western Australia. Numerous Acts (laws) help to govern and guide the process of child protection.
These acts include:
Principal Acts:
 Children and Community Services Act 2004 (as amended in 2011)
 Children and Community Services Amendment (Reporting Sexual Abuse of Children) Act 2008
(from 1 January 2009, these mandatory reporting provisions will become a part of the Children
and Community Services Act 2004)

Other relevant Acts:
 Working with Children (Criminal Record Checking) Act 2004
 Family Court Act 1997
 Adoption Act 1994
 Family Law Act 1975 (Cth)
Carers Recognition Act 2004 Western Australia
The Carers Recognition Act 2004 formally recognises carers as partners in the provision of care for
people who are frail, chronically ill or have a disability. The stated aim of the WA legislation is to
improve the culture of service providers by involving and partnering with carers in the delivery of
care.
Other relevant WA legislation
 Equal Opportunity Act 1984 (WA) (as amended)
 Public Sector Management Act (1994) (WA) (as amended)
 Disability Discrimination Act (1992) (Commonwealth) (as amended)
 Disability Services Act ( 1993) (WA) (as amended)
 Racial Discrimination Act (1975) (Commonwealth) (as amended)
 Racial Hatred Act (1995) (Commonwealth) (as amended)
 Sex Discrimination Act (1984) (Commonwealth) (as amended)
 Human Rights and Equal Opportunity Commission Act 1986 (Commonwealth)
 Criminal Code (WA)
 State Records Act 2000 (WA) (as amended)
 Nurses Act 1992
 Nurses Amendment Act 2003
 Poisons Act 1964
 Nurses Board of Western Australia – medication recommendations

Multicultural Victoria Act 2004
The Victorian Government recognises and values the cultural, religious, racial and linguistic diversity
of the people of Victoria, one of the most culturally diverse and harmonious societies in the world,
and is committed to ensuring that all Victorians are treated with equality, fairness and respect.
The principles of multiculturalism are enshrined in the Multicultural Victoria Act 2004 and include
that:
 All Victorians are entitled to mutual respect and understanding regardless of their cultural,
religious, racial and linguistic backgrounds;
 All individuals and institutions in Victoria should promote and preserve diversity and cultural
heritage within the context of shared laws, values, aspirations and responsibilities;
 All individuals in Victoria (regardless of background) have shown that they can work together to
build a positive and progressive future and this co-operation is to be encouraged so as to
enhance Victoria as a great place in which to live, work, invest and raise a family;
 All individuals in Victoria are equally entitled to access opportunities and participate in and
contribute to the social, cultural, economic and political life of this State;
 All Victorians have a responsibility to abide by the State’s laws and respect the democratic
processes under which those laws are made

International treaties and conventions
Australia is a party to the following major international human rights instruments, some with
reservations:
 International Covenant on Civil and Political Rights (ICCPR), 1966
 International Covenant on Economic, Social and Cultural Rights (ICESCR), 1966
 Convention on the Elimination of All Forms of Racial Discrimination (CERD), 1965
 Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), 1979
 Convention Against Torture and Other Cruel, Inhuman and Degrading Treatment or
Punishment (CAT), 1984
And to the following International Labour Organization (ILO) conventions -
 Rights of Association (Agriculture)
 Forced Labour Convention 1930
 Freedom of Association and Protection of the Right to Organise
 Right to Organise & Collective Bargaining
 Equal Remuneration
 Abolition of Forced Labour
 Discrimination (Employment & Occupation)
 Worker's Representatives Convention.

Rights and responsibilities of workers, employers and clients,
including appropriate action when rights are being infringed or
responsibilities not being carried out
Understanding rights of clients
You have a very important role to play for your client. They will depend upon you to help them to
understand their rights and any constraints that may exist. One of the biggest constraints to meeting
individual rights is that of limited resources. When trying to fulfil rights, lack of money or funding, is
often an issue. As a result, it is very difficult to balance available money against rights. It is important
for your client to understand that often their rights are being addressed in the best way possible
within the available funds.
Example:
Harold, a 30-year-old man, slipped over one evening and as a result now needs a knee
reconstruction. He is in pain and now has difficulty getting himself about. It is Harold’s right to have
treatment, such as a knee reconstruction operation. In the ‘real world’ however, there may be a
long waiting list at the hospital for this particular operation. Harold will have his right fulfilled, but it
will take time due to lack of funding.
There is not always a clear cut solution to all issues. Each individual has different needs and wants
where their rights are concerned and place different levels of importance on issues. Remember that
some of these may be related to specific cultural needs and beliefs, so it is important you seek
clarifications on any specific needs of your clients.
Individual needs and wants: We are individuals and all have different needs and wants. It is
important to understand the difference between needs and wants to help prioritise issues. This will
also help you to understand how other organisations and bodies work out what issues they consider
to be of greatest importance, especially with regard to funding allocation. Needs are generally the
essential items that we must have in order to live a basically satisfying life. These are often called
basic needs and include things like food, clothing, shelter, health care, freedom and respect. Needs
may vary between individuals due to differences in individual abilities.
Example: Some people may need the assistance offered by wearing glasses, others may need the
support of a walking stick. For these people, these aids are needs in order for them to live a normal
life. Wants, on the other hand, are the things that the individual desires to improve the quality of
their life.
Example: A person may need to wear glasses to live a normal life, while wanting designer frames
for their glasses. While the lenses are a need, the designer frame is a want.
Identifying needs It is important that you can help your clients to identify their own needs. They
need to understand the difference between wants and needs so that they can stand up for their
rights on important issues.
When determining if the item or issue is a need or a want, you need to question:
 If it is essential
 How your client’s life will change with this decision
 If it is a realistic request.

Empowerment and disempowerment
Change in attitude towards ageing and affirmation of the rights of older people is necessary for
empowerment of people as they age to become the norm. Empowerment links to inequality,
because inequality tends to become more pronounced at both ends of the life course. The negative
impact of inequality is a barrier to reducing absolute poverty and hinders the fulfilment of a variety of
human rights, including the capacity to be heard. Empowerment also determines ability to extend
opportunity and to enhance capabilities.
Disempowerment is closely connected to the denial of human rights, which is linked to loss of
autonomy. The diminishing capacity to take decisions for ones elf, either because of infirmity or
because younger generations may assume that older people are incapable of taking decisions, is one
of the defining features of (very) old age and is a key concern for older people’s human rights.
Dealing with the autonomy question is therefore critical to any discussion of how to empower older
people and ensure that even the oldest old and the most frail are empowered. Research suggests
that the biggest threat to an older person’s autonomy (regardless of income levels) may come from
family members who begin to make decisions on behalf of the older person and thereby disempower
them.
Client responsibilities
The concept of rights cannot be viewed in isolation from the concept of responsibilities. While
clients have a right to expect organisations to uphold all their rights, they also have responsibilities
to fulfill as a client of a CSI agency.
These include:
 Letting the service know if they will not be available to attend an appointment
 Respecting the rights of staff, management, volunteers and other clients
 Taking responsibility for the decisions that they make
 Following through on tasks that have been agreed to
 Respecting and abiding by the rules of the service (as long as they are reasonable and have been
agreed to in the first place).
The more we encourage clients to fulfill their responsibilities, the more we are fostering
independence, which should be part of our ultimate goal in providing assistance. For example, if you
are working with a young person in supported accommodation and they are continually breaking the
rules, coming home after curfew, not paying agreed rent, being rude and disrespectful to staff and
other residents and you do nothing about it, then what are you teaching them?
By having clear rights and responsibilities (and clear sanctions for not fulfilling responsibilities) the
young person may learn that responsibilities are part of life and there are consequences when we
don’t fulfill them (such as being evicted). A hard lesson in life learnt early on may lead to improved
life skills and a step towards independence. When considering the concepts of rights and
responsibilities it can be useful to add the notion of roles. A role describes what we do in a
particular situation. Consider the different things that you do throughout the day or week—be a
part of a family, go to work, be a tenant or homeowner, spend time with friends, go shopping and so
on. You have a role to play in each situation.
We have a right to do each of these things and we also have responsibilities while doing them. (For
example, all women have the right to be a mother (role) but they have a responsibility to make sure
that their children’s physical, social and emotional needs are met.) Everyone has responsibilities of
some kind. They may be the same as those of others or different, depending on the situation you are
in and the role you play

Identifying when rights are infringed or not being met
Identifying issues
It is important for staff to work with clients to identify when their clients rights have been infringed
or are not being met. How do we do this? By working effectively, by working professionally, by
exercising the skills of effective communication. We propose skills – including negotiation and
mediation. These approaches are part of the community worker’s toolkit – they give us a framework
to identify and work through issues as they arise. Embedded in the framework is the concept of
continuous evaluation – what is working; what isn’t; what could we do better; are both parties still
committed to the plan; is the plan still relevant for the client? In this way, we evaluate what we are
doing on an ongoing basis, making adjustments and identifying issues through the ongoing process of
working consciously together.
Indicators of distress
In describing the identifying signs consistent with financial, physical, emotional, sexual abuse and
neglect we could write a book (or many books). This field is a specialisation in its own right – the
subject of study, research, experience. For those who would like to read further in this area, there
are many books with reference to crisis intervention strategies. Check your local library or
bookshops for more information.
The following should be considered a starting point in identifying indicators of distress.
Use core communication skills
Make sure you practise (and practise well) the following generic skills:
 Attentiveness
 Accurate listening and responding
 Congruence
 Basic skills in analysing and synthesising.
Listen to your client
Listen with your ears, your eyes, your heart. Look for congruence between what the client is
thinking, feeling and doing.
Ask yourself the following questions:
 What is the client saying?
 Why are they here?
 Why are they here, right now?
 Why have they come to this agency?
 What do they want of me/this agency?
 What is the client not saying?
 Have I found out the relevant background information?

Find out more through open-ended questions
Open-ended questions start with ‘What’ or ‘How’, or ask for more detail. They are designed to find
out more about feelings, thoughts and actions.
Look for indicators of stress
Gilliland and James (2005) note specific indicators common to specific distress states, eg: child abuse
– indicators being early arrival and late departure from school, inappropriate or persistent sexual
play, age inappropriate understanding of sexuality, etc. Find out more about specific indicators of
stress.
Some general indicators of distress or crisis include:
 A state of disequilibrium (or ‘out of balance’)
 Not thinking straight
 Being unable to see a clear path through the problem
 Focusing repetitively on one small aspect of the problem
 Confusion and helplessness
 Anxiety
 Being overwhelmed
 Regressing.
Human crisis is rarely simple. It can be helpful to have a relatively uncomplicated ‘map’ for working
with crisis.
Trust your intuition
If you have indications of abuse or neglect, talk to the appropriate person (in most instances, this will
be your supervisor).
What support is required?
The support you are required to give to a client in identifying their rights will depend on the
situation and the individual client. You may become aware that their rights are being violated
because they told you. This situation would indicate that the client has a level of understanding about
their rights and may only need assistance in deciding what they would like to do about it. If you
witness a situation where a client's rights are being violated you may need to tell them
If you witness a situation where a client’s rights are being violated you may need to tell the client
what you saw and how you felt their rights were being violated. How the client responds to the
information you give them will dictate what steps you would need to take. Say, for example you
witness a worker taking away a client’s communication device, because the client kept repeating a
request for a drink. This action would leave the client without any means to communicate. You
would need to get the client’s device back before you could work with the client to identify what
they would like to do about the situation. As a disability/aged care worker you may be involved in a
team meeting where decisions about rosters and duties of the team are being discussed. The
decisions could impact on the rights of clients.
For example: a client in a community house likes to have a bath after work before the other two
clients arrive home. The client gets home just before 4 pm. This gives the client about half an hour
to have a bath before the other clients arrive home. The client needs assistance from the worker to
be able to bathe.
At the team meeting it has been decided to change the start time for the afternoon shift from 4 pm
to 4.30 pm. This decision will impact on the client. As a worker you could bring up the issue in the
meeting or discuss the issue with the client and find out what they would like to do about the
decision.

Elder abuse
Definition of elder abuse:

Intentional or un-intentional action/s that cause/s harm to an older person that occurs within a relationship of
trust.
At first, you might not recognise or take seriously signs of elder abuse. They may appear to be
symptoms of dementia or signs of the elderly person’s frailty — or caregivers may explain them to
you that way. In fact, many of the signs and symptoms of elder abuse do overlap with symptoms of
mental deterioration, but that doesn’t mean you should dismiss them on the caregiver’s say-so.
Common signs of abuse include distress, weight loss, malnutrition, dehydration, an unkempt
appearance, fear, lethargy and financial difficulties.
Types of abuse
Neglect: Neglect is a failure to provide the basic physical and emotional necessities of life. It can be
wilful denial of medication, dental or medical care, therapeutic devices or other physical assistance to
a person who requires it because of age, health or disability. It can also be a failure to provide
adequate shelter, clothing, food, protection and supervision, or to place persons at undue risk
through unsafe environments or practices and thereby exposing those people to risk of physical,
mental or emotional harm. Neglect includes the failure to provide the nurturance or stimulation
needed for the social, intellectual and emotional growth or well being, of an adult or child.
Physical abuse: Physical abuse is assault, non-accidental injury, discomfort, or physical harm to a
person by any other person. It includes, but is not limited to, inflicting pain or any unpleasant
sensation, causing harm or injuries by excessive discipline, beating or shaking, bruising, electric
shock, lacerations or welts, burns, fractures or dislocation, female genital mutilation and attempted
suffocation or strangulation.
Restraints or restrictive practices: Restraining or isolating an adult for reasons other than
medical necessity or to prevent self-harm is considered abusive. This may include the use of
chemical (e.g. medication) or physical means or the denial of basic human rights or choices such as
religious freedom, freedom of association, access to property or resources or freedom of
movement. These practices are not considered to be abuse if they are applied under a restricted
practice authorisation.
Sexual assault: Includes any sexual contact between an adult and child 16 years of age and younger
or any sexual activity with an adult who lacks the capacity to give or withhold consent, or is
threatened, coerced or forced to engage in sexual behaviour. It includes non-consensual sexual
contact, language or exploitative behaviour and can take the form of rape, indecent assault, sexual
harassment or sexual interference in any form.
Psychological or emotional abuse: Psychological or emotional abuse includes verbal assaults,
threats of maltreatment, harassment, humiliation or intimidation, or failure to interact with a person
or to acknowledge that person’s existence. This may also include denying cultural or religious needs
and preferences. Also included are the inflictions of psychological or emotional suffering or fear,
including actions that lead to fear of violence, to isolation or deprivation, feelings of shame, loss of
dignity, humiliation, intimidation or powerlessness.
Financial abuse: The illegal or improper use of the person's property, resources, finances and
other assets without their informed consent or where consent is obtained by fraud.

Recognising signs of abuse
Staff and management play an important role in protecting clients from further harm by recognising
the indicators of abuse and responding to them. The presence of one or more indicators does not
mean that abuse has occurred but does require staff to be vigilant on the client’s behalf. Indicators
of abuse are not always obvious, and while clients or others may suspect that abuse has occurred
there might not be any evidence to confirm the suspicion. Indicators are variable, and people who
are familiar with clients and have a strong positive relationship with them are best placed to
recognise behavioural changes that may suggest a client is being abused.
Reporting abuse
 All staff has a duty to report abuse, assault or neglect immediately in accordance with their
organisation’s documented procedures
 All incidents and allegations of abuse are to be documented and reported to a manager
 Any concerned person can make a report or an allegation without fear of reprisal
 Services must respond promptly and appropriately to allegations in accordance with
documented procedures
 Where the person provides consent, the relevant person responsible/ guardian/ support person
is informed of the allegation of abuse
 Privacy and confidentiality must be assured
Access to information, legal support, advocacy and counselling are to be provided.
Risk factors
Sometimes there is conflict within families in regard to what is best for the older person. At times
one family member will be expected to do all the caring and may eventually not be able to cope. This
may result in the person giving care lashing out in frustration. Often family members, who do not
have extended periods of time with the person being cared for, do not realise how exhausting it can
be. Possible signs that may indicate abuse are physical injuries that appear on a regular basis with no
satisfactory explanation for their appearance being forthcoming. Also a person being cared for may
express concern in regard to their money or possessions being stolen.
Possible signs
 Physical injuries appearing without a satisfactory explanation
 Weight loss
 Withdrawal or depression
 Become fearful and distressed
 Rejects physical contact especially in regard to personal care
 Does not have money to pay bills
 Items are disappearing from home
 Money is not being spent to benefit the older person
 Appears to be afraid of another person.

Reporting abuse
People working in the community who suspect abuse from a family member will need to be able to
report this to their supervisor who will then investigate the matter. Visiting a family member who is
suspected of abuse requires great skill and it is good to express empathy with the family member
and acknowledge what a difficult job they are doing at the outset.
Very often, a visit from a supervisor to the family will be revealing, in that family members who are
having difficulty coping, sometimes of their own volition, will admit that they sometimes take their
frustrations out on the person they are caring for. This is a cry for help and should be treated as
such. In some cases extra services may be required, or the person being cared for may require full-
time care in a residential facility.
If abuse is definitely suspected then referral must be made to an appropriate agency – this could be
police or an advocacy service – each case will be individual. Also the wishes of the person being
abused must be observed as sometimes a person will choose to stay in an abusive relationship rather
than look at an alternative. The rights of the person suspected of the abuse must also be maintained.
If you are working in a day centre or residential facility, procedures must be in place that allow for
confidential reporting and protection of the person reporting the possible abuse. All evidence
relating to the suspected abuse must be documented and the severity of the abuse should be
determined. Policies and procedures should be in place that will support an investigation and a
course of action should the abuse be confirmed.
Contemporary frameworks and influences underpinning society
There are many frameworks within contemporary society, which influence how people ‘place’
themselves within that society, ie. How individuals frame their identity. We will briefly introduce
some of these frameworks and influences, specifically:
 The process/concept of globalisation
 Culture
 Institutions
 Families
 Power
 Gender roles.
Globalisation
Globalisation describes the process of cultures, economies and societies around the world becoming
increasingly integrated. It is both a concept and a process. It has been fed by media interaction,
expanded relationships between countries, reduction in the time required for travel between
countries, changes in trade relations, networking between organisations working for the same
special needs groups, individuals living and working in more than one country, and the list goes on.
Change has outcomes and consequences, and while some are advantageous, others are not.
Disadvantages of globalisation include a magnification of inequalities between nations, which in turn
creates cycles of poverty and social disruption.
Culture
Culture describes how people live, how they identify themselves to the rest of society or the
community in which they live. Culture can be characterised by the beliefs, values, behaviours and
symbols of meaning that are accepted as the norm by a group of individuals. Culture includes the
way that people communicate, dress, behave, express feelings, work, spend leisure time, prepare
food and eat it, entertain, celebrate special occasions and educate their children. One of the main
ways that we view culture is from the perspective of race and ethnicity. Australia is a multi-cultural
nation and has laws and policies which protect the cultural rights of individuals.

Social deviance
This term has been introduced in sociology to describe behaviour that differs from the norm in
society. Norms are accepted behaviours in societies and communities and can be so entrenched that
different behaviours may be disapproved of. While some deviant behaviour is only different rather
than against the law, societies and communities may have agreed consequences.
Identity theories
Identity theories describe each person as having a set of characters (identities) they use to define
themselves, dependant on the social context that the person may be in. An individual can classify or
categorise his or her self in relation to social categories they are presented with. Whenever
someone is a part of a group they may take on (or reject) aspects of group behaviour, forming a
particular social identity.
… Identity is about sameness and difference, about the personal and the social, about what you have
in common with some people and what differentiates you from others.
 (Weeks, J 1990, ‘The value of difference’ in J. Rutherford (ed) Identity: Community culture and
difference, Lawrence and Wishart, London, p. 89.)
Anthony Giddens, in his book, the constitution of society, states that:
Social identities... are associated with normative rights, obligations and sanctions which, within
specific collectivities, form roles. The use of standardised markers, especially to do with the bodily
attributes of age and gender, is fundamental in all societies, notwithstanding large cross-cultural
variations which can be noted.
(Giddens, A 1984, the constitution of society. Outline of the theory of structuration, Polity, Cambridge, pp.
282-283.)
Further to this, individuals are classified into places within society, ie. particular roles, eg: male,
female, mother, father, teacher, student. Their behaviours, then, are expected to conform to the
standards society expects of people who hold such roles.
Institutions
The Macquarie Concise Dictionary, 4th Edition, defines institution from a sociological perspective as:
 An organised pattern of group behaviour, well-established and accepted as a fundamental part of
a culture, such as slavery.
Individual social structures form parts of society, and need other parts (structures) to ensure society
work as a whole.
Major social structures, or institutions, include:
 The Aged Care system
 Educational institutions
 The Health system
 The Labour market
 The Legal system
 The media
 Political systems
 Religious systems.

Power
Groups and individuals use power to influence other groups and individuals. Power can manifest as
coercion and degrees of force. Frequently the most powerful are also the most wealthy and
educated and those from the dominant cultural group.
Gender roles especially in relation to the workforce
There have been changes in recent decades that have shown changes in gender roles in the
workplace, such as an increase in males working in community services and opportunities for
women to work in occupations that have been traditionally male dominated, such as some trades. In
saying this, there are still distinct differences in gender roles in the workforce.
The Global Gender Gap Report 2009, published by the World Economic Forum and available online,
states that Australia is lagging behind countries such as South Africa, the Philippines and Sri Lanka in
gender equality. On the measure of wage equality,
A great deal of community work involves knowledge and information about the local community.
With this in place, you will have the ‘tools’ necessary to begin to establish community needs. When
you first start work in a community services organisation, you will need to familiarise yourself with
the ‘catchment’ area serviced by your organisation. This is usually in the form of a map or list of
districts within a region.
With this in place, you will have the ‘tools’ necessary to begin to establish community
needs of:
 Community Health Centres which covers a collection of Local Council areas or a Regional
district
 Divisions of General Practice set up to provide support and a network of services to General
Practitioners may cover particular zones of a capital city or a Regional District of the rural
sector, eg: Fremantle Division of General Practice
 Local councils or shires may have a range of organisations set up to provide specific services for
particular groups in their area
 Government and non-government organisations that provide support for certain services such
as Mental health, Aged care, Children’s services or Disability Support Services.
You will also need to find out what the social demographics of your community are. ‘Social
demographic’ is a term used to describe the population groups who live in a community. This might
include descriptions such as: age, gender, ethnicity, Aboriginality, socio-economic status and so on.
Many organisations will already have this information listed for you to look at, in order to build a
picture or profile of your community. It may also be essential information the organisation uses to
plan its services, or to apply for funding for the services it provides in response to community needs.
Information about your community is therefore important both for you and your organisation. This
collection of information or data assists you as a worker in familiarising yourself with your
community. Your organisation gathers information about its community to develop a community
profile to assist with planning, and the identification of needs and priorities, so that effective
decisions can be made by agencies and services in responding to community needs.
It is also essential that new residents, people who already live in the community and visitors have
access to this information in order to use the services and facilities that are available to them. This
applies to all kinds of communities, not just neighbourhood communities. Community service
agencies may be involved in a range of activities when responding to community needs and service
provision.

These may include:
 Research: action-oriented or customised projects to identify service effectiveness or gaps in
services, including options to develop information, and responses to community needs
 Facilitation: needs assessment forums to assist with service planning and evaluation of
community networks
 Implementation of public policy: such as provision of aged care, child and youth services, or
health services.
 Advocacy: lobbying for agencies or groups on matters relating to community needs, service
delivery and policies affecting the local community.
 Communication and publicity support: production of reports, submissions for funding,
brochures about organizations’ or agencies’ work.
 Information support services: information and contacts including data banks, collections of
resource materials, statistical information for use in submissions and lobbying, publications about
needs and services, and newsletters. Websites are also becoming an important publicity strategy
for many organisations, and for people using computers to access information about
organisations, communities and services.
Further, it is also important to look at what sort of information is needed and where it can be
obtained.
When gathering information you will need to consider:
 How relevant is the information to the community and its purpose?
 What is needed and why?
 How to find the information.
In gathering this information you will find the following sources useful:
 Local government organisations or council offices or community development departments,
Economic development organisations
 Libraries – Public, TAFE and University
 Peak community bodies or agencies, such as Youth and Community Services, Council on the
Ageing, Child Care Associations, Community and Public Health Associations etc
 Members of Parliament
 The Social Health Atlas of Australia
 Various electronic websites or electronic networks
 Australian Bureau of Statistics.

Economics
Economics is a relatively recent discipline area. It is generally considered to have started with Adam
Smith’s work, An Inquiry into the Nature and Causes of the Wealth of Nations (1776). The Wealth of
Nations describes economic concepts of the Industrial Revolution. Although written long ago, many
concepts are still relevant today.
Economics is generally broken into two areas:
1. Macroeconomics: covers economy-wide phenomena, including inflation, unemployment and
economic growth.
2. Microeconomics: covers how households (consumers) and companies (producers) make
decisions and how they interact in markets. Central to economic theory is how consumers and
producers buy and sell in the market. A market can be small (eg: selling ice-cream in summer) or
large (eg: the Australian economy as a whole).
Within a market, consumers demand goods and services and producers supply goods and services. If
all other things are equal, the lower the price, the more is demanded (because it is cheaper) and the
higher the price, the more is supplied (because you can make more profit). This is the law of demand
and the law of supply. Where the price reaches a point where the quantity demanded is equal to the
quantity supplied, the ‘equilibrium point’ has been reached.
While there are no ‘perfect’ markets, Australia is an example of a market economy, where buyers
and sellers determine price and quantity of goods and services. Socialism and communism are
planned economies, eg: the former Soviet Union and Cuba. A planned economy involves the
government planning supply (outputs), eg: the set volume of ice-cream to be supplied, regardless of
how hot the summer will be. China is an example of a planned economy that has been opened up in
order to progress towards becoming a market economy.
Working with an awareness of own limitations in self and social
awareness
According to Tervalon and Murray-Garcia, cultural self-awareness requires a life-long commitment

to self-evaluation and critique . Before entering into a client-support worker relationship, the
individual must become aware of her/his cultural and historical background. By recognising the
different influences from his/her cultural background, the individual will be able to recognise the
different influences in the client’s background and will be more likely to engage in a sensitive,
therapeutic relationship.
Since our perceptions are shaped by our view of the world, the support worker needs to examine
and understand how she/he sees the world. One’s worldview is learned through socialisation, from
childhood to adulthood, and constantly reinforced by the culture in which we live. It is the taken-for-
granted view of “the way things are” and most of the time unquestioned and invisible.
“To understand worldviews, therefore, we must examine the beliefs/belief systems and the social
values that they contain.” (LeBaron, M. 2003). An example of a belief system was Social Darwinism
which held that life is a struggle for survival and dominance, and the most competent and hard-
working individuals will be most successful, while the incompetent and inferior will be the least
successful.

What is your worldview?
One Western worldview is “I am the captain of my soul,”
which is in contrast to the worldview of “God will provide” which other cultures hold.
When one is blind to his own culture, he will not be able to see the differences in values between
cultures. This could lead to cultural destructiveness, cultural imposition and cultural pain. This stems
from cultural ignorance of one’s own and other’s cultural identities, due to intentional or
unintentional isolation or separation. This leads to dehumanising others with different values than
one’s own. The greater the difference, the more negative the evaluation of the other culture.
Appreciating your own multiple identities
We all live within and identify with multiple identities. Most of us can claim different identities
related to gender, age, religion, ethnicity, socioeconomic status, profession, national origin,
educational level, etc. When working with clients from other cultures, the support worker should
examine differences and similarities between herself/himself and the client. The support worker
takes into account “issues related to diversity, marginalisation, and vulnerability due to culture, race,
gender, and sexual orientation. By recognising one’s multiple identities, one is less likely to
stereotype others based on minimal information about another person’s historical, social, and
cultural backgrounds.
Recognising limits of your competence
According to Leininger, having prior knowledge and experience with interaction with different
cultures is not sufficient when taking care of clients from different cultures. Reflective experience
needs to be grounded in ethnographically derived holding knowledge, not just on hunches and
personal generalisations. The caregiver has the ethical obligation to seek research-based knowledge,
training, and education in the care of clients of which she is not familiar ).
Support workers should base their practice on evidence or research-based knowledge in order to
prevent stereotyping and generalisations. “All Arab-Americans are Muslims” is a generalisation that is
not based on fact. “Mono is a disease of college students” is a generalisation based on the fact that
the highest rate of the disease occur among University and Secondary students, but to say that only
college students get mononucleosis is inaccurate.
Having personal experience as a member of an ethnic group does not confer expertise on the
person without theoretical and research-based background to validate their knowledge. Expertise in
one cultural group does not confer expertise on another group. Having knowledge and experience
in working with Greek clients, does not qualify one to work competently with Italian clients.
The professional nurses should seek additional education, training and supervision when taking care
of clients from unfamiliar cultures. To practice without background knowledge is unprofessional,
unsafe, and unethical). Cultural competency is a continuous process of life-long learning and desire).It
is not accomplished with a one-time session in cultural diversity. It is not accomplished by cultural
awareness and cultural knowledge without the desire for face-to-face encounters with others who
are culturally different.
Our goal is not attaining merely “cultural competence”. The task of self-awareness is not just putting
aside and controlling one’s own cultural background from influencing the client-caregiver
relationship. It is a process where the caregiver is cognisant of how their self contributes to the
experience of themselves and their client, and a process in which the support worker/caregiver and
the client are enriched by including each other’s worldviews in the interaction. It is a site for
negotiation and co-creation of new meanings and relationships).
"Cultural competence begins with an honest desire not to allow biases to keep us from treating
every individual with respect. It requires an honest assessment of our positive and negative
assumptions about others. "This is not easy - no one wants to admit that they suffer from cultural
ignorance, or in the worst case, harbor negative stereotypes and prejudices. Learning to evaluate
our own level of cultural competency must be part of our ongoing effort to provide better health
care.

Using reflection to support own ability to work inclusively and with
understanding of others
Our work with colleagues and clients from other cultures can be very interesting. It can also be very
challenging on occasion when their beliefs and attitudes are very different from your own. Individual
differences and beliefs affect everything we do and say. We may not even be aware of these
differences. Often we base our expectations of others on our own experiences. If you have not had
experience with people outside your own culture, you may find your expectations of how others
should act are misguided.
Think about some of the attitudes, ideas and beliefs that people from other cultures have that are
different to yours. You may have developed a set of attitudes about the behaviour and rights of
people from other countries; in this case, your frame of reference could well influence the way you
work with others. When you work in the service industry, you need to be aware of your values.
A cultural frame of reference is the way people from the same cultural group see their world; it is
their world view. An essential part of the functioning of a team is being aware of cultural practices
and/or differences and using effective communication techniques to further understanding.
To effectively contribute to best practice in an organisation workers need to consider
that values are beliefs and attitudes they may have about:
 How things should be in the world
 How people should act in certain circumstances
 How the important aspects of life are handled, e.g. Money, family, relationships, power, male and
female roles.
These beliefs and attitudes are extremely important and personal. Values are formed and absorbed
by people as they develop through childhood. Customary ways of behaving and responding to
situations can vary considerably from one society to another. You should not see these customs as
right or wrong; you should learn to understand the reasons behind them. Such customs or patterns
of behaviour are very important, especially in the aged community or in migrants who may find
comfort in continuing practices remembered from their country of origin.
You should always:
 Be respectful of cultural practices, attitudes and beliefs. E.g removing shoes before entering a
home
 Show consideration, e.g. Think of the needs of others from their point of view
 Be polite, e.g. Use the preferred title and the appropriate tone of voice, listen to others address
each other
 Show genuine interest
 Respect a person’s right to privacy and confidentiality.
When addressing a person from another culture, you may need to consider:
 Different ways of speaking or titles that may be preferred
 Male and female roles clearly defined along cultural boundaries
 Different speech patterns / language
 Codes of behaviour
 Clothing
 Gender-specific tasks to complete
 Non-verbal communication and body language eg eye contact, use of touching etc
 Use of physical space.

If in doubt, ask someone; otherwise you may cause offence without being aware of the fact. There
are most likely workplace guidelines for you to follow in your work in cross-cultural situations. You
can refer to your supervisor if there are any problems arising for you from your clients’ or co-
workers’ customs and spiritual beliefs which you feel you cannot deal with.
Identifying and acting on ways to improve own self and social
awareness
It is important to realise that culture is learnt and not inherited. Our role models, our political
system, religion and educational systems all shape our culture. Culture is dynamic and its influence
on our lives is never ending. Often, we are not even aware of our culture’s impact. It isn’t until we
encounter someone from a different culture that we start to become culturally aware.
There are many advantages to embracing diversity. In a general, community sense, most people
would agree that Australia has become richer in many ways as a result of immigration. Simply going
to local food markets or going out to dinner will show the culinary influences of different cultures.
Business is also taking diversity seriously.
There are many practical benefits:
 Enhanced working relationships between people
 Less conflict and increased productivity
 An increased ability to be flexible and creative
 A greater ability to deal effectively with an organisation’s clients–given that the general
community is diverse.
The amount of time and resources which are allocated to resolving conflicts, grievances, sick days
and stress leave, re-training, replacements and even compensation payments are significant costs in
many workplaces. Cultural diversity workplace training is becoming very common in the business
world as it becomes clear that we are living in an increasingly interdependent world. These skills
help businesses operating in the environment in becoming ‘globally competent’.
In a community services setting, cultural diverse practices:
 Are a part of our core value base
 Are one of the standards our individual and organisational performance is measured against
 Can have direct implications for ongoing funding.
There are also intrinsic rewards, both personal and organisational. A team which is culturally aware
is much more likely to be harmonious and productive and feel good about themselves and their role.
They are more likely to have positive experiences with their clients and have a more informed,
skilful and compassionate team.
The costs of not working effectively with culturally diverse people
It follows that some direct disadvantages would be:
 Your organisation not meeting its ethical, mission and funding requirements
 An increased likelihood of staff conflicts, stress leave, grievances, etc
 Being less responsive to your client group, given that it is likely to be diverse
 A team which is less flexible and creative
 Breaching your duty of care to clients and workers.

Two
Identifying and acting on ways to improve own self and social awareness
1. Describe how you use reflection to support your own ability to work inclusively and with
understanding of others from a culturally diverse background different to your own.
2. How may you improve your own self and social awareness?

Element 2: Appreciate diversity and inclusiveness, and their benefits
Valuing and respecting diversity and inclusiveness across all areas of
work
What is diversity?
Diversity is about individual acceptance and respect. It is about embracing the unique qualities of
each person. By promoting diversity, we create an environment where everybody can achieve their
fullest potential. People can be different in many ways. Diversity covers: gender, age, language, race,
values, ethnicity, cultural background, disability, sexual orientation, religion, appearance, generation,
dress, educational background, job role, viewpoint, socioeconomic status, marital status, political
views, social, community and family responsibilities, experiences and other personal traits.
The principles of diversity are to:
 Treat each individual with a high level of respect and dignity
 Provide a psychologically safe and healthy environment
 Make decisions genuinely based on equity and fairness
 Value and promote the diversity of people
 Administer appropriate action to eliminate prejudice and discrimination.
It is particularly crucial to promote diversity in the community services sector, as many clients within
this sector have been subjected to major forms of discrimination and prejudice. Creating an
environment where they can feel secure being themselves, is an important step towards providing an
effective and meaningful service.
A diverse community services team can relate to its clients better. A deep understanding of the
needs of each individual and the community as a whole, underpins effective communication and
relationships with clients. In addition to this, maintaining a diverse and accepting work team helps in
generating new and innovative ideas and effective ways of doing things. This is a crucial component
of continuous improvement.
Creating an inclusive environment
Diversity policies help to create organisational meritocracies, in which people are recognised and
promoted based on performance. Most organisations have policies which promote cultural
competence, inclusion and anti-discrimination. These are based on Australia’s equal opportunity
legislation. Many organisations also have a dedicated equal opportunity officer to help develop,
extend and implement these policies. These policies ensure that formal processes in the workplace
conform to accepted equal opportunity practices, but they also clarify the behaviours expected of
people in the organisation. Formal policies ensure inclusive attitudes and behaviours are displayed by
staff and encourage staff to avoid stereotypes and generalisations.
In addition, a culture of communication within an organisation helps to promote diversity.
Communication helps people to understand each other’s differences, which makes for an accepting
workplace, where staff and clients can be themselves. If communication is free-flowing, it is also
easier to understand and challenge any discriminatory behaviours and attitudes that may occur.

Three
Valuing and respecting diversity and inclusiveness across all areas of work
Describe three ways you can show respect for cultural diversity in your communication and
interactions with others.

Contributing to the development of work place and professional
relationships based on appreciation of diversity and inclusiveness
Part of a support workers role is to develop good working relationships with their clients. If a
support worker has an understanding of the cultural backgrounds of their clients they are more
likely to be successful. Think about how you have developed other relationships over the years. You
enjoy or at least tolerate the relationships you have developed, not because the other person
necessarily agreed with you on every matter or had the same cultural background, but because you
found a common ground somewhere. You can use the same principles when developing workplace
relationships.
Understand that although there are differences between people, everyone deserves to be treated
with respect and courtesy regardless of race, colour, religious belief, sexual preference or culture.
The Commonwealth Government stresses the need for hostels, nursing homes and other aged care
facilities to also provide a home like environment that respects spiritual values, customs and beliefs,
providing residents with the opportunity to display personal effects and maintain a sense of privacy.
Cross-cultural relationships
Building relationships based on cultural diversity requires understanding and respect for cultural
differences at individual and organisational levels. Cultural bias is often learnt through socialisation,
and being unaware of personal bias may lead to discrimination, misunderstandings and conflicts that
will affect work relationships and service delivery.
The similarities and differences that exist between you, co-workers and clients may have an impact
on your work. Culture plays an important part in shaping a person’s behaviour, thought patterns and
relationships with others. Cultural values, norms and beliefs provide a framework for people to
make assumptions about and respond to their circumstances. Culture also strongly influences
perceptions and expectations. Cultural perceptions and expectations will directly impact on the way
you work with each client and co-workers; failure to recognise cultural differences may cause
potentially serious problems when you are dealing with others in the workplace.
Every society or culture has its own expectations of the role of service providers and
clients. This influences:
 The way a client relates to the service provider
 The way workers relate to clients and co-workers
 Expected professional behaviour
 The way in which a service is being provided
 The people who may be involved in the process.

Areas where cultural expectations could affect relationships with clients and co-workers
include:
 Family involvement: Western society focuses on individualism and therefore any involvement
of family members requires approval by the client. However, in cultures that encourage
interdependency, the client and/or their family may have an expectation that family members are
included in the process
 Body language: There can be significant differences between cultures in how people interpret
facial expressions or what they consider to be an appropriate degree of personal space or eye
contact
 Gender preferences: Some cultures may have particular rules regarding appropriate
interactions between males and females. It is therefore important to consider the issue of
gender preferences when planning service delivery.
It is very important that community services workers learn to be innovative and flexible when
working with people from other cultural and linguistic backgrounds. For example, any service
delivery may need to be developed and reviewed in collaboration with the client’s community as
well as the client. Cross-cultural interaction and communication is a major factor in the quality of
your working relationships. Establishing effective working relationships tends to bridge cultural gaps
and contribute to successful cross-cultural relationships.
Other important factors include:
 Understanding different cultural expectations regarding the roles of clients and co-workers, e.g.
expecting workers to give direct instructions rather than allowing self-direction
 Recognition of different expectations regarding involvement of family members in the provision
of client services. In some cultures, family members are expected to be involved in the process
 Understanding differences in help-seeking behaviour among various cultural groups and
respecting a client’s choice of when to seek help and from whom.
In working with involuntary clients, workers should be aware of the need to reinforce terms of
service delivery, taking in the potential for power struggles in relation to decision-making. You also
need self-awareness of your own cultural beliefs, biases and assumptions: avoid allowing such
assumptions to affect interaction with clients and CALD co-workers. A lack of self-awareness is
often the source of cultural bias and ethnocentrism, and may result in stigma, stereotyping and
discrimination, all of which are likely to have a detrimental effect on working relationships.

Four
Contributing to the development of work place and professional relationships based on
appreciation of diversity and inclusiveness
1. There are many advantages to a work relationship. What advantages have you encountered?
2. There may also be some disadvantages. Based on your own experiences with work relationships,
can you list some of these?

Using work practices that make environments safe for all
Culturally appropriate work practices contribute to the creation of a psychologically and culturally
safe environment for clients, consumers/customers and co-workers. Cultural diversity may test your
empathy and understanding in the workplace. By developing your skills and abilities to work
effectively with people who are different to yourself, you will gain an appreciation of the benefits
such a diverse workforce and consumer base can bring to both your organisation in particular and
your life in general.
Whatever the work environment, it is essential that it is totally non-threatening, inclusive and
motivational. One of the biggest challenges with traditional team-building exercises is that the focus
is often on the needs, talents and abilities, of a core group, within a team. When working to
appreciate differences you need to look at the person and not their cultural differences with
yourself.
When working with a very diverse group of people, it is critical that the director involves everyone,
in a way that is individually important to them, and their existence on the earth. This ensures that
each person can, and does contribute. Each person adds value to their team in some way. The
process and methodology must show the value of individuals in the group. Processes need to show
at least some of the knowledge, skills and abilities of each individual.
Shared knowledge on cultures within the team enhances the function and understanding between
team members. Find out what each person is good at and celebrate this, use these attributes when
delivering care services. Remember everyone brings value, and it is vital that we all need to respect
and value each other. Teams that understand, that we complement each other, will be far more
secure. The more diverse the team members, the more chances to win - through greater
knowledge, skills, wisdom and understanding a happy work environment can be achieved.
Ways to involve people.
Some of the ways to involve the team are through:
1. Workplace knowledge.
a. Find out who has an area of expertise, get them to share some of their knowledge.
b. Workshops about sharing.
2. Background.
a. Have a sharing session.
b. Acknowledge that all people have different backgrounds.
3. Artistic ability.
a. Staff or clients with special talents can be encouraged to share their talent across the centre .
b. Have special nights to share knowledge.
4. Language and greetings.
a. Ask staff from different backgrounds to share language and cultural greetings, songs, counting
etc.
b. Staff can move to different rooms to share language and culture.
5. Proverbs.
a. These stories are fascinating and each culture will have different stories.
b. Listen and appreciate.
6. Body language.
a. Be aware of cultural differences.
b. Consider hand shaking – should you, or shouldn’t you.
c. Think about how you stand or sit.
7. Cultural knowledge.
a. Each culture is different – share.
b. Have sessions to listen and share.
8. Beliefs.
a. Find out about the beliefs of your colleagues.
b. Ask them about their beliefs – listen and never denigrate these beliefs.
9. Religion.
a. Find out about the religion.
b. Ask your co-workers about how you can support them.
10. Music.
a. Ask colleagues to share their music.
11. Traditions.
a. Each culture has different traditions even around a similar holiday.
b. Find out the difference.
12. Other relevant skills and talents
a. Find out about co-workers, you never know until you give them the opportunity.

Five
Using work practices that make environments safe for all
Fill in all the gaps with words taken from the list.
ACCEPTED, CALD, CONSIDERATIONS, CULTURAL COMPETENCE,
CULTURE, FEELINGS, HERITAGE, OPPORTUNITIES, QUALITY, RESPECTED,
REWARDING SAFE
Cultural safety acknowledges and embraces the unique cultural and linguistic background of
individuals.
It means providing ___________________ for people to express their ___________, have their
cultural needs met, and share their cultural__________. Cultural safety means that a person from a
____________background is confident that their culture is________ and _________and that
service provision will embrace cultural ___________.
Clients’___________ of cultural safety are part of what________ is all about. When our clients
feel culturally ____________, their____________ of life improves and our work becomes more
___________and enjoyable.
Cultural competence
In this activity you will revise the concept of cultural competence. As you work through this activity,
think of what each statement means in your workplace.
1. Culture may be defined as the way of life and world view of a particular group of
people at a particular point in time.
 TRUE OR
 FALSE?
2. The word competence implies the capacity to function effectively; being capable.
 TRUE OR
 FALSE?
3. Cultural competence refers to the ability to function effectively in cross-cultural
situations.
 TRUE OR
 FALSE?

4. Cultural competence doesn’t involve the ability to effectively interact with clients
and co-workers from a different cultural background to our own.
 TRUE OR
 FALSE?
5. Cultural competence only refers to white, Anglo-Australians working with people
who do not speak English.
 TRUE OR
 FALSE?
6. Cultural competence refers to all people working and interacting with anyone from
a cultural or linguistic background different to their own.
 TRUE OR
 FALSE?
7. The underlying principle of cultural competence is seeing the differences between
people from a positive perspective.
 TRUE OR
 FALSE?
8. No matter how culturally competent we may become, there will always be room
for improvement.
 TRUE OR
 FALSE?
9. Culturally competent work practices do not involve using a person’s culture as a
resource.
 TRUE OR
 FALSE?
10. Awareness of one’s own culture is not necessary for cultural competence.
 TRUE OR
 FALSE?
11. Cultural beliefs impact health beliefs and help seeking behaviour.
 TRUE OR
 FALSE?
12. Cultural competence involves enabling the client to adapt to our way of doing
things.
 TRUE OR
 FALSE?

13. Culturally competent practices are needed to comply with duty of care policies.
 TRUE OR
 FALSE?
14. Culturally competent practices generally do not assist communication.
 TRUE OR
 FALSE?
15. Cultural competence is not relevant to physical contact between people.
 TRUE OR
 FALSE?
16. Cultural competence with colleagues includes acknowledging every member of the
workplace with equal respect.
 TRUE OR
 FALSE?
17. Cultural competence with colleagues includes recognising the cultural dividend –
that every member of a team adds value to the group through their unique
perspective of the world.
 TRUE OR
 FALSE?
18. Cultural competence involves promoting a workplace that accepts insensitive,
racist, sexist, negative and stereotyping remarks and labels.
 TRUE OR
 FALSE?
19. A culturally competent workplace will demonstrate support for diversity through
actions, words, mission statements and goals.
 TRUE OR
 FALSE?
20. Cultural competence is appreciating and valuing the differences between people.
 TRUE OR
 FALSE?

Element 3: Communicate with people from diverse backgrounds and
situations
Showing respect for diversity in communication with all people

All communication and interactions with clients and colleagues should demonstrate a respect for
cultural diversity. Workplaces, and in particular those where clients and/or colleagues are from
different cultural backgrounds, need to operate within the boundaries of mutual respect and
tolerance of diversity. This means accepting that while we may not fully understand another's point
of view or why they act certain ways because of their cultural background, we respect their right to
that view or action so long as it doesn't harm another. We live in a multicultural society.
Understanding and appreciating differences promotes tolerance and kinship. It is important for you
and your client to develop a relationship based on mutual respect.
What does respect mean?
Quality of life may be reduced in an older person as they may have reduced physical abilities, be ill or
isolated from family and friends, be grieving over the loss of loved ones or suffer from loss of status
as they aged. Males, in particular, who might have held an important job, often find retirement and
old age difficult. All these changes may lead an aged person to place more importance on their
cultural customs and rituals. They often have more time to spend on spiritual and family matters and
these areas can become even more important in later years.
With retirement, many older people also take on extra responsibility for home matters and
childcare. This greater emphasis on family and home may lead to a new found joy in participating in
cultural and community aspects of life. You will need to respect a client's interests and attention to
these areas. You will need to be understanding if your daily tasks in relation to the client are affected
by these beliefs and practices.
Sometimes other factors such as poor financial status, or living in a culture other than your own, can
cause discomfort. When these aspects of life are causing stress, it is often comforting to turn to
customs and beliefs that have stood the test of time. You need to be aware of this and respect the
values, customs and beliefs that may not always seem so important to you.

Acknowledging different cultures and experiences
You can acknowledge different cultures and experiences in a number of ways.
Listen to your client
They may wish to talk about their childhood or early adult experiences. Perhaps they migrated to
Australia under stressful circumstances. They may also wish to keep some aspects of their cultural
experiences private. This means you will have to be sensitive to issues of privacy.
Observe your client
Observe your client, as actions may speak louder than words. You can often show respect for the
customs of others in small ways that are pleasing. Here's an example, Janet visits her Asian clients
regularly, and she notes they leave their shoes at the door so Janet quickly slips her shoes off too.
Although nothing is said, Janet can see the couple appreciate her gesture. They smile and nod. They
present her with a special pair of house slippers to use. They both speak very little English, but as
they bow and offer the shoes, Janet can feel the warmth in their smiles. Janet is sure she will enjoy
her time in their home.
Show interest
Showing interest, without prying, is also an ideal way to learn about beliefs, customs and rituals your
client might have.
For example: Mr Abdullah is up unusually early when Tina, the home care worker, arrives for her
first appointment. Tina asks why he is up and about so promptly. Mr Abdullah explains that it is
Ramadan. This is a religious custom Tina does not know about. She is most interested.
Mr Abdullah explains Ramadan is an Islamic fasting ritual where no food or drink is consumed during
daylight hours for a month. There are exceptions of course, for the sick, elderly and very young. Mr
Abdullah eats early, before sunrise and works first, before resting. He tries not to work in the
afternoon, but will rest until sunset when he can eat and drink with friends.
Customary ways of behaving and responding to situations are usually taken for granted until we
come into contact with people from other cultures. When we see others behaving or reacting
differently, we realise that not all societies have the same customs. It is only then that we begin to
think about why we act the way we do.
We should not see these customs in the light of right or wrong. We should learn to understand the
reasons for these customers. These customs or patterns of behaviour are very important, especially
in our aged community or in migrants who may find comfort in continuing practices remembered
from their country of origin. Everyone has the right to have their values, customs and beliefs
respected and this often becomes more important as a person ages.

Six
Showing respect for diversity in communication with all people
1. What comes to mind when you first think of culture?
2. How do you show respect for cultural diversity in all communication and interactions with co-
workers, colleagues and clients, ie that might have a culture that is different to yours?

Using verbal and non-verbal communication constructively to
establish, develop and maintain effective relationships, mutual trust
and confidence
Being able to effectively communicate with clients and colleagues will make your work easier and
more enjoyable. Now let’s look more closely at all the elements of the communication process. An
understanding of the factors involved in communicating provides a good base for improving
communication between people who do not speak the same language. As noted previously, while
language is important to communication, especially for complex messages, it is possible to
communicate without the use of speech. As the graph below indicates, actual words make up only a
small proportion of the process.

Three elements of face-to-face communication
As the chart above illustrates, the communication process is 90% made up of non-verbal
information. That is, language-specific words account for only 10% of communication. The rest of
the communication process is made up of tone and body language.
 Fast or slow
Tone: the way we speak  Gentle or aggressive
 Pauses.
 Facial expressions
 Gaze—looking at the other person or away from them;
paying attention or not
Body language: our mannerisms
and demeanour  Gestures—arm and hand movements
 Posture—leaning forward or back; relaxed or stiff
 Distance from the other person—too close or too far
The essential nature of communication
Communication is essential in any workplace. Without communication it is not possible to know a
client’s wants or needs or how best to offer care. However communicating effectively with people
with whom you do not share a language can be very challenging. Language is a very important
component of the communication process, but not speaking the same language as another person
does not mean that we cannot communicate with them.
There are many other factors that play a part in how we communicate. In fact, these other factors
can be even more powerful than words. The way we go about communicating with another
person—even when we do not speak the same language—can have an enormous impact on the way
we make that person feel and the way they will respond to us.

How to respect cultural diversity in all communication with clients,
families, staff and others
Why don’t they speak English?
A question on many English-speaking peoples’ minds is: ‘Why don’t they speak English?’ The
following section answers this common question and aims to promote an appreciation and respect
for cultural and linguistic diversity. Learning a new language as an adult is not an easy task. Many
factors can make it particularly difficult and, in some cases, almost impossible.
We look at some of those factors below:
 Some languages are more similar to English than others. The more similar the first language, the
easier it is to learn English
 Languages such as Italian and German share an alphabet and script with English. There are even
strong similarities between certain words
 Japanese and English have nothing in common. Each language uses a different script—alphabet
and characters—and utilises totally differing sounds and words. It is much harder to learn English
from Japanese than it is from German or Italian
 English proficiency does not reflect on certain groups’ will to learn, but rather on the complexity
of the task.
A person’s level of literacy in their first language may have a strong impact on their ability to learn
another language as an adult. This is particularly relevant to learning to read and write as well as to
speak a new language. For migrants who came to Australia in the 1950s and 1960s, there were not
many opportunities for them to attend English classes. Where English classes were available, they
were often inadequate and grouped people from many different language backgrounds and varying
levels of formal education altogether. English classes were often unable to meet learners’ needs. For
many migrants the workplace did not offer the opportunity to learn or practise English skills.
Consider that:
 English is not essential for many semi-skilled jobs
 Many migrants worked in jobs that did not involve much talking
 The English used at work often related only to the job and the workers did not have much
practice with conversational English.
Outside working hours, most people spend their time with family and friends and these were usually
people of the same background and speaking the same native language. Many migrants left behind
close family and friends and a familiar cultural environment. Therefore, as a group they often re-
created a cultural environment where they could feel more at home, speaking the same language.
Once retired, many migrants mix mostly with family and friends with whom they can share
memories and cultural experiences in their own language. Much of the English learnt at work is often
lost after retirement when retirees stop spending as much time around English-speaking people.
By the time they are in their 70s and 80s, most of the post World War II migrants would have been
retired for at least 10–15 years. Once retired, they are likely to have been speaking almost
exclusively in their native language.
Some migrants have said that they shielded themselves from the wider English-speaking community
due to feelings of rejection, especially as prejudice against them was not uncommon. English
proficiency among older women migrants is often even lower than that of migrant men. Many
women stay (or stayed) at home to raise children and look after the house which meant that they
had very little opportunity to learn English.
Older people generally tend to go back to speaking their native language—even when they are quite
proficient in English—because they find the native language easier to use. Some older people develop
memory difficulties (such as Alzheimer’s disease) and the first language that they lose is the one that
they had acquired last, ie English.
Further, a number of older migrants come to Australia late in life to join their children and
grandchildren. These older people often have very limited exposure to the wider community and
probably will not learn any English at all. Younger migrants vary in their English-language abilities.
Some will already have proficiency in English while others will come with very little English. With
couples, sometimes one will speak more English than the other.
Communication strategies
If you are from an English-speaking background, here are a few strategies to adopt when working
with people who are from culturally and linguistically diverse backgrounds.
 Consider your choice of language. Some idioms or slang language may not be understood by
people from another linguistic background (or people within the same linguistic group but from a
different generation)
 The ‘rules’ relating to non-verbal communication are generally understood within a certain
culture but vary from culture to culture and from generation to generation. These rules are
particularly relevant in the areas of touching and the use of personal space. Take the time to
understand these for the different cultures you are working with
 If colleagues do not share English as their first language, make sure you give adequate time in
communication and obtain feedback to clarify understanding
 Avoid inappropriate or gratuitous references to a person’s culture, etc. For example, ‘The new
person who will be starting work next week is a woman by the name of Mary Connolly. She’s
Anglo-Indian.’
If it is not necessary to identify a person’s cultural identity, simply use the term ‘Australian’. By
mentioning people’s ethnic group, race, culture or religion, we are communicating that they are
‘different’—from the ‘norm’. If it is necessary to identify a person’s cultural identity, use terms such
as ‘New Zealand-born’ or ‘Arabic-speaking’.

Seven
Using verbal and non-verbal communication constructively to establish, develop and
maintain effective relationships, mutual trust and confidence
Consider the scenario presented below and answer the questions.
Scenario
Lily and Freda work together in the sterilising unit. Although they are friends, Freda thinks Lily is
quite abrupt, especially when she wants her to do something. Frieda knows that Lily does not mean
to sound rude.
Here are examples of what Lily might say:
Give me the tray.’
‘Don’t give this to me. Give it to Grace. It’s her job to check it.’
1. How would you rephrase the instructions?
2. If you were Freda, how would you make efforts to communicate in the most effective way
possible with Lily?

Effective communication
Choose whether the following statements are true or false.
1. Speaking slowly and clearly is a simple strategy for effective cross-cultural communication.
 TRUE OR
 FALSE?
2. Speaking more loudly than usual is a simple strategy for effective cross-cultural communication.
 TRUE OR
 FALSE?
3. Avoiding jargon is a simple strategy for effective cross-cultural communication.
 TRUE OR
 FALSE?
4. Saying the same thing over until the client understands is a simple strategy for effective cross-
cultural communication.
 TRUE OR
 FALSE?
5. Learning a few words in the language/s of the clients with whom you work is a simple strategy
for effective cross-cultural communication.
 TRUE OR
 FALSE?
6. Using communication aids where necessary is a simple strategy for effective cross-cultural
communication.
 TRUE OR
 FALSE?
7. Never ask relatives and friends for help as this breaches clients’ rights to privacy.
 TRUE OR
 FALSE?
8. A professional interpreter must be used for medical, legal and other confidential matters.
 TRUE OR
 FALSE?
9. Professional interpreters can be bound by confidentiality rules to protect the clients’ rights and
interests.
 TRUE OR
 FALSE?

10. There can be serious consequences if professional interpreters are not used for medical, legal
and other confidential matters as a bilingual person may not be able to adequately explain the
information being presented.
 TRUE OR
 FALSE?
11. There can be serious consequences if professional interpreters are not used for medical, legal
and other confidential matters because if the bilingual person and the client know each other
then client confidentiality may be breached.
 TRUE OR
 FALSE?
12. Bilingual staff should never be used to assist communication.
 TRUE OR
 FALSE?
13. Bilingual relatives, friends and colleagues can be of great assistance with communicating simple,
practical messages and activities.
 TRUE OR
 FALSE?

Where a language barrier exists, use effective strategies to
communicate in the most efficient way possible
Communicating with people where language barriers exist
What is the definition of a language barrier?
Language barrier is a figurative phrase used primarily to indicate the difficulties faced when people
who have no language in common attempt to communicate with each other. When people think of
language barriers they immediately think of people from a non-English speaking background however
here are many causes of language barriers. Some other barriers you may encounter in the workplace
are hearing impairment or deafness, physical difficulties with speech, inadequate knowledge of
correct cultural protocols and gestures and/ or non-verbal responses having different meanings
What are you trying to say?
Communication always has a purpose. Language is used to express our emotions and attitudes, to
give our ideas and opinions, to complain, to gain acceptance or approval, to get information, to
entertain, to build relationships, to give advice, to fill in time, to instruct, to ask for help ─ the list
goes on. All humanity uses this communication function for this fundamental purpose. We are all
tribal and use our language amongst our tribe and other tribes who can understand us. In working
with CALD clients and co-workers you may need to use a range of specific strategies to support
communication and resolve verbal communication problems.
Strategies to support verbal communication
 Do not make assumptions about a person’s language proficiency. There is great variation in
English proficiency within the migrant population.
 Active listening will help you detect the person’s speaking style and clarify the meaning or issues
associated with accents
 Always seek clarification for statements made by CALD consumers or co-workers that seem
irrelevant or unclear
 Be aware of people who may transfer communication routines from their first language to
English. This may cause confusion
 Be sensitive about the effects of cultural differences on communication patterns, meaning of
words and concepts. People’s messages may be destroyed when they transfer the idea from one
to another
 Workers should not over-emphasise the language barrier; treat it in the same way as all other
communication barriers
 Speaking in a loud tone or slowly pacing your speech will not help your clients understand
English better. Often, it will result in a negative effect or interpretation.
(Modified Pauwels 1995)
Polite forms of language
In English when we ask people to do something, we don’t usually use the direct imperative form (an
order). For example: Close the window!
If we ask someone to close a window, we might say:
Would you mind closing the window?Could you please close the window? Can we close the
window? Do you mind if I close the window?Close the window please.Sorry to interrupt you, but
can you please close the window?
We usually soften the language or use idioms. This makes the request more indirect. How would
you ask someone to close a window in your language? Do you use a more direct form of language?
Sometimes people with limited English language skills may translate a request or an expression
literally from their native language. This might appear as a direct or imperative form.

Questions: People ask different sorts of questions in different cultures. What may seem polite in
one culture may be impolite in another culture. Some Australians may think it’s impolite to discuss
money, age, religion, politics, their weight etc. Sometimes new immigrants may ask questions about
things that local people take for granted. This might cause discomfort and may lead to
misunderstanding.
Compliments: We give and receive compliments differently in different cultures. In some cultures
a student would deny a teacher’s compliment by looking down to show modesty. The teacher,
however, expects the student to be pleased and show this by smiling and saying ‘thank you’.
Social customs: Social customs (the way people behave in social situations) may seem unusual in a
new country. In Australia, if someone invites you to a party and asks you to bring a plate, this means
bring some food to share. If an invitation says BYO, this usually means bring your own alcohol —
beer or wine. If you are at a pub (hotel) with friends and someone says, ‘It’s your shout’, this
means it’s your turn to buy the drinks for everyone.
Responding to good and bad news: Misunderstandings sometimes happen when people respond
to good or bad news by using inappropriate responses or body language.
Space: Personal space is the distance that feels comfortable between people when they meet and
talk. The distance varies depending on the relationship between people, how well they know each
other. It also varies from culture to culture.
Concept of time
How people think about and use time might depend to some extent on how their culture values
time. These differences may cause some misunderstanding. In some countries (eg Italy and in many
Arab countries), it is normal for people to be half an hour late for a meeting. In some other
countries (eg, USA or Britain), you can only be late for about five to 10 minutes. In Japan, being late
may be perceived as insulting. In English, there are sayings such as, ‘He who hesitates is lost’; ‘Time is
money’; ‘saving time’, ‘losing time’ etc. On the other hand, in Chines and Middle Eastern cultures,
there are sayings such as, ‘Think three times before you act’. If we are aware of how people perceive
time differently, we can avoid mis-understanding them.
There are two main ways that people think about time:
1. Monochronic: People who think about time in a monochronic way work out an order for
doing things, deal with one thing at a time, make a sort of mental list and think that it’s important
to be punctual (on time).
2. Polychronic: People from some cultures think about time in a polychronic way. They do many
things at once, change their plans often and think that people are more important than
punctuality.
Remember though that while most people in a culture might be polychronic or monochronic,
individuals within a culture can have a different notions about time.
MONOCHRONIC POLYCHRONIC
Time as a fixed entity. Time is flexible.
Time is linear.
Time is cyclical.
Necessary to complete one task so you can move
May begin on other tasks before completing the first.
on (forwards) to the next step.
Planning is not emphasised.
Focus on planning
Appointments and schedules are very important. Appointments and schedules tend to flexible. People
Lateness is accepted only if it’s for a short time. might be late to meetings.
Tends to live more in the present
Future-oriented Views the present and past as more important than
the future (not so future-oriented).

Eight
Where a language barrier exists, use effective strategies to communicate in the most
efficient way possible
1. Outline effective communication techniques where language barriers exist.
2. One of your residents no longer speaks English. What strategies could be put in place to enable
some effective communication with this resident?
3. Discuss with others learners the translation of written material for clients, families and significant
others. Then answer the following questions.
a) What languages should written material be translated into? / How?

Seeking assistance from interpreters or other persons according to
communication needs
You may be working with clients and may need to seek assistance from interpreters or other
people. This section will be quite relevant to you. If you do not work with clients, this section may
not be directly relevant to your work. However, it would still be useful for you to work through it.
You may, in the future, be in a role that requires interaction with clients and some of them would be
from culturally and linguistically diverse backgrounds. We will identify the circumstances and ways in
which we can overcome communication difficulties across cultural and linguistic bounds.
The following are some simple strategies for effective cross-cultural communication:
1. Speak slowly and clearly.
2. Use short and simple sentences.
3. Maintain normal volume.
4. Use different words to express the same idea.
5. Prioritise and sequence your instructions.
6. Avoid jargon.
7. Respond to expressed emotions.
8. Be aware that residents from some cultural backgrounds may avoid disagreement at the expense
of being honest.
9. Allow time for questions and clarification.
10. Use communication aids when necessary.
Communication aids and other strategies to assist communication between people who do not
speak the same language are invaluable in any setting.
Use the following strategies to ensure that clients can communicate in their own
language as much as possible:
 Learn a few words in the languages of the clients with whom you are working.
 Use communication charts and other aids.
 Ask relatives and friends for help when necessary and appropriate.
 Use signage.
Other strategies to improve communication may require specific training and authorisation. Your
manager (or their delegate) is responsible for co-ordinating communication aids such as:
 Requesting professional interpreters
 Organising bilingual doctors and care staff
 Using telephone interpreter services.
It is important that all staff be aware of the appropriate uses and restrictions regarding
communication aid strategies so that the highest standard of care is maintained at all times.
Inappropriate use of certain communication aids could cause more harm than good.

Communicating with assistance from a bilingual person
Being bilingual or multi-lingual does not mean that one is able to interpret. Professional interpreting
is a specialised skill requiring extensive training. Interpreters are not only highly trained
professionals, they also specialise in specific fields, such as law or medicine.
A professional interpreter must be used in the following ways.
Medical consultations  Treatment needs/options

 Test results
 Care plans
Legal advice / decision-making  Financial arrangements
 Power of attorney
 Wills
Confidential information Any private/confidential information
When you must use an interpreter

Why do we need interpreters?
 There is a legal obligation that interpreters are used in situations relating to medical, legal and
confidential matters (as shown above). Professional interpreters can be bound by client
confidentiality to protect the client’s rights and interests. There can be serious consequences for
the client if professional interpreters are not used in these situations
 A bilingual person may not be able to adequately explain the information being presented, or
represent/advocate for the client’s needs or wishes
 If the bilingual person is a relative or friend of the client, then the client’s right to privacy and
confidentiality regarding sensitive information will not be protected.
This does not mean that bilingual staff should never be used to assist communication. They can be a
great resource to your work, but it is vital to remember that bilingual relatives, friends and
colleagues should only be asked to assist with communicating simple, practical messages. Bilingual
staff can also be a great help with recreational activities such as bilingual bingo. Remember that
bilingual staff have their own busy workload and that assisting communication between others is
additional work for them. If ever you feel a client requires an interpreter, refer the matter on to a
supervisor.

How to communicate effectively with the assistance of a bilingual person or interpreter
1. Make sure the person you ask to help speaks the same language/dialect as the client!
2. Check that the bilingual person can spare the time to help you or book a professional
interpreter.
3. Explain the questions you wish to ask the client and what assistance you’d like from the
interpreter.
4. Approach the client together.
5. Always address the client directly.
6. Let the bilingual person ask the client if they mind the bilingual person helping you to
communicate.
7. Speak to the client—NOT the bilingual person.
 Use short, simple sentences
 Speak slightly more slowly than usual
 Use a normal volume.
8. Pause after each sentence to allow the bilingual person to repeat what you have said.
9. Allow time for questions and clarification.
10. Don’t use jargon, slang or jokes—they will not translate effectively.
11. Check regularly to ensure the client understands.
12. Ask the client if they have any questions for you.
13. Thank the bilingual person in front of the client.
14. When you have moved away from the client ask the bilingual person if they would like to debrief
or if they have any comments/suggestions. This will allow you to discuss any concerns.
Please note: It is important that the final step (step 14) never takes place in front of the client
because this will allow the bilingual person to express things they may not wish to say in front of the
client. The client will feel excluded and embarrassed if the conversation continues without including
them.
Cultural interpreters
Cultural interpreters can be used as well as, or instead of language interpreters. Their role has
similarities to that of language interpreters in that they do not get involved as advocates or
counsellors in any way, but simply help the communication process between client and service
provider. Where language interpreters purely interpret spoken or written communications between
people, cultural interpreters work with both parties to facilitate a deeper understanding of the
values, beliefs and practices of both cultures so that the resulting communication has a higher chance
of a successful outcome.

Using a telephone interpreter service
Telephone interpreting can be done with both parties at one location or at different locations.
Special requirements can be catered for by booking in advance.
When you and the client are in the same location:
 Ring the telephone interpreter service and the operator will connect you to an interpreter in
the language you require. You may need to provide a Client Agency ID Number
 Where possible, use a telephone with a speaker or a hands-free telephone will be useful as it
facilitates the communication process without the constant need to exchange the one handset of
an ordinary phone. This type of telephone can be taken to a client’s home and plugged into
his/her telephone outlet, although an ordinary telephone is able to be used if a hands-free is not
available
 Introduce yourself to the interpreter and brief them on the topic of the session in the same way
you would with a face-to-face interpreter
 Sit facing the client. Be aware of facial expressions and body language
 Speak in the first person at all times
 Be sure the interpreter can hear clearly
 Keep the amount of information to be interpreted at any one time short, with one idea per
sentence
 Include a pause after each sentence, so the participants do not talk over each other or cut each
other off
When you and the client are in different locations:
 Call the Interpreter Service, ask the officer to contact an interpreter, who will then call the
client in the same way outlined above
 Remember to tell the client that he/she can also contact you through the Interpreter Service.
 Once you know the protocol for using interpreters, use them whenever they are needed to help
overcome one of the barriers to communication between yourself and your clients.

Nine
Seeking assistance from interpreters or other persons as required
Research the process for seeking assistance from interpreters for your Culturally Diverse Clients.
1. Explain how you would employ the appropriate methods for the specific cultural group you are
working with.
2. Explain how you would go about booking the interpreter and requesting a specific interpreter if
necessary.

3. How would you allow the extra time needed for the interpreting process to take place,
4. How would you ensure that the client confidentiality is adhered to?
Which interpreter?
Read the following case study and answer the questions that follow.
Case study
You are a youth worker in a community service centre. A young Spanish-speaking male client has
been brought into your office following a minor altercation. It seems that he is still quite upset and in
shock. You try to speak to him a couple of times but he does not seem to respond to your
questions. You suspect that he has a language barrier. You know that there is a Spanish-speaking
colleague on duty, and that the man’s cousin is also visiting the centre. You need to collect
information on the incident and the history of the client.
5. Who might you first approach as an interpreter?

6. Explain the reason for this choice.

Element 4: Promote understanding across diverse groups
Identifying issues that may cause communication misunderstandings

or other difficulties
Communication misunderstandings
In all work environments there are times when communication becomes difficult. All sorts of issues
can affect us in the workplace. At any time a worker may be required to work with people who are
from a different cultural background or speak a different language. In multicultural societies, there is
the potential for misunderstandings and communication breakdowns. There is not a lot that you can
do about some issues that are outside your control.
A community services organisation, however, can work towards having a professional
approach to its work by having:
 Philosophies, aims and objectives that guide work practice
 A code of conduct
 Job descriptions
 Intake criteria
 Policies that guide staff selection, supervision and accountability
 Policies around confidentiality and duty of care, and
 Policies around critical incidents that occur in the workplace (such as violence, suicide, child
protection matters, criminality, etc)
These kinds of guidelines help workers to determine what their roles and responsibilities are in
relation to particular incidents. It is important to understand what your organisation’s philosophies,
aims and objectives are, as well as what is expected of you in a professional capacity. Having a clear
idea of all this helps you to develop strategies that might assist your consumer. Given you have all
this at your fingertips, there is still the possibility of conflict occurring in the workplace. Sometimes
conflict arises because someone does not understand another’s values, beliefs and customs.
Issues that may cause conflict
Different verbal communication styles: Across cultures, some words and phrases are used in
different ways. For example, ‘yes’ can vary from ‘maybe I’ll consider it’ to ’definitely yes’. This can
affect a worker’s perception of the client’s consent to a course of action. When they say ‘yes’ or
tacitly agree to a worker’s suggestion, it may not really mean that they do agree with the worker but
rather that they do not want to offend the worker by disagreeing with them.
Different attitudes toward conflict: Some cultures view conflict as a positive thing, whilst others
try to avoid it. For example, many Eastern countries deal with their conflict quietly. A written
exchange might be the favoured means to resolve the conflict.

Different approaches to completing tasks: People from different cultures tend to complete
tasks differently. Some may be task-orientated, whilst others are relationship-orientated. For
example, Asian cultures tend to attach more value to developing relationships at the beginning of a
shared project and more emphasis on task completion towards the end, as compared with
Europeans. Conversely, Europeans tend to focus immediately on the task at hand and let
relationships develop as they work on that task. The fact that one group chooses task over
relationship does not mean that they place different values on relationships or that they are less
committed, rather that they just pursue different goals during the process.
Different decision-making styles: Decision-making roles vary widely from culture to culture.
Some cultures delegate, while other cultures place higher value on holding decision-making
responsibilities. When decisions are made in a group, some cultures may prefer majority rule, while
others view consensus as the preferred mode for reaching a decision. Australian Aboriginal people
reach decisions of importance to their clan only after discussing them with others in the clan,
particularly elders.
Different attitudes toward disclosure: When you deal with a conflict, ensure that you are
aware of how people may differ in expressing their emotions. Some questions that may need to be
asked, such as ‘What was the conflict about?’ may seem intrusive and personal. The best way to
work with different cultures is to be aware that cultural diversity exists and to talk about the
differences.
You need to remember two things concerning cultural diversity:
1. It can be difficult to address cultural differences without resorting to stereotypes. Stereotypes
should not exist, as no person is exactly like another person and no individual is a clone of
another member of a group.
2. As diversity in an organisation grows, so does the complexity of communication and the
necessity to make greater effort in developing improved communication skills.
Diversity can create opportunities for character development by teaching tolerance and respect and
encouraging concern for equity for people from culturally diverse backgrounds.
(Smith, Miller, Archer & Hague 2002)

Prevention of conflict situations
Knowing the potential consequences of culturally biased assumptions and displays, it is important
that you look for strategies to eliminate and prevent such problems. Intervention is required at
both the service level and the individual level.
Interventions at service level
 Ensure your agency is culturally inclusive and provides a welcoming physical environment in
which people of diverse cultures would feel welcome
 Ensure you have posters and wall decorations that depict the diversity of Australia’s population,
e.g. Aboriginal dot paintings, pictures of children with a range of skin colours and facial features
sharing fun activities, pictures of young people or people with a disability participating in
community life
 Play areas should include a range of toys and activities that reflect the diversity of age and
cultural background of the children of clients, e.g. black dolls as well as white dolls, puzzles, and
picture books that depict people of CALD backgrounds
 Provide regular training for staff, to develop knowledge of cross-cultural practice and cultural
sensitivity
 When your client group includes CALD clients or clients with a disability, it is important to
ensure that your service consults with peak bodies or client advocacy groups, to ensure the
service you are delivering is culturally appropriate and well targeted
 Employ bilingual staff or ethnic-specific workers to provide bilingual/bicultural services and also
improve knowledge of cross-cultural practice
 Remove any signage or wall decorations which might be considered offensive. An example could
be a calendar which depicts scantily clad men or women ─ this may offend
 Create an open and transparent environment where staff and clients are fully informed of their
rights to lodge a grievance or raise a concern with the service provider, and are provided with
support if and when that occurs.

Ten
Identifying issues that may cause communication misunderstandings or other
difficulties
1. Have you ever been involved in a situation where a misunderstanding or problem has arisen due
to cultural differences? If so, describe the situation and how it was resolved.
2. What are some areas of cross-cultural communication that might cause conflict for you in the
workplace, either with customers or colleagues?

Where difficulties or misunderstandings occur, consider the impact
of social and cultural diversity
This case study looks at resolving a misunderstanding between health care workers. It highlights
cultural differences in both non-verbal communication and the social codes of conduct.
Case study
Tina (originally from Malaysia): I have worked with a number of Fijians and sometimes I would touch
their curly hair and tell them how nice and soft it feels. Then one day, I found out that in their
culture, you’re not supposed to touch people on the head—only the chief can do that.
Think about how you might deal with the above case study by following the points listed
below.
1. Identify the misunderstanding.
2. Try to understand the possible reasons/causes of the challenging situation by consultation
with the person/s themselves, relatives, co-workers, supervisor, doctor and/or looking at
resources for information and possible explanations.
3. Develop and implement strategies to try to improve the situation.
4. Observe and describe the outcome of your strategies—ie the success or failure of the
strategies.
5. Share your expertise with your colleagues to prevent the same problem happening again (eg
inform your supervisor, other colleagues).
Case study… continued
Sala (originally from Fiji):
When I came here to Australia years ago, people at work would feel my hair. It made me
uncomfortable. We don’t go around touching people on the head in my Fijian culture. But not just
that…if we walk into a room and there are people sitting on the floor, we always excuse ourselves
and stoop a bit as we walk past them so we’re not towering so much over them. We also avoid
reaching near their head for something.
Later on, when they found out, they stopped touching my hair. They were curious about how my
hair feels as it’s very curly.
Mary: (originally from Ireland):

In the Fijian culture touching hair is NOT done. I’m guilty of having done this on many occasions,
because I have been friends with Fijians at work. I would run my fingers through their hair and say
‘How I love your hair!’ or something like that. Never for a minute did I think that I was making my
friends uncomfortable.

Making an effort to sensitively resolve differences, taking account of
diversity considerations
Culturally diverse approaches to dealing with conflict

None of us deal with conflict in the same way. There are, however, cultural norms around managing
conflict in work environments.
These are some of the ways that we deal with conflict in the workplace:
 Confrontation Discussion
 Professional networking meetings (formal and informal).
 Socialising
 Unions
 Industrial action
 Grievance procedures
 Arbitration, mediation and negotiation
 Avoidance
 Moving jobs ,
These change with cultural and personality difference. There are also many other ways to approach
conflict.
Some of these are:
 Discussions with families
 Allowing space and time
 Consultation with elders in a community
 Avoidance
 Believing that relationships are more important than the issues
 Open discussion
 Talking circles to explore the issues
 Sharing stories
 Expressing issues openly—difference of opinion is a part of life
 Family intervention
 Religious rituals
 Involving a religious person, and/or
 Theatre, song, dance, drama.
As with all cross-cultural work, it is important for you to consult and get advice from leaders of that
community. Find the variety of ways in which conflict is dealt with in their culture, and get advice on
how you can increase your skills in working through the problem successfully.
Different interactions require different responses
The relationship/s between the people involved in the situation help determine the way we should
respond to it. For example:
 The different levels of power held by different staff members and between staff and clients,
especially if the client is frail. If a person in power is instigating the challenging situation it will be
harder for the other person to stand up for themselves.
 Different cultures accord different levels of power to different people because of gender,
occupation, age, etc.
The consequences of offensive actions will also differ depending on who the actor is. For example,
there are specific laws concerning appropriate behaviour in the workplace. Now, let’s look at the
basic steps involved in addressing cross-cultural conflict. The steps outlined below are based on the
principle that while we can’t change people’s attitudes, we can often change their actions.

Meeting to resolve conflict
It is worth taking the time to prepare for arbitration to resolve the conflict. It saves time and usually
achieves better outcomes.
Defining expectations: When meeting to resolve conflict, ask each party to clearly define their
expectations of the session and outline the agency's expectations of the situation.
Spelling-out disagreements: Have each party spell out their disagreements with one another and
state their needs in terms of specific behaviours and situations.
Understanding cultural values
Help each party understand the cultural values of the other. For example, discuss differences in
communication styles. This could help each to see the other's behaviour as less threatening and less
of a personal affront. Recognise your own reactions and preferences. You may have a preference
for one person's style or one group's position over another. Dealing with your own reaction,
feelings, and cultural responses before you get involved in attempting a resolution will help you
remain more objective and useful in the negotiation.
Identifying methods for resolving conflict
Find out how conflicts are resolved in the cultures of the parties involved. For example, knowing
that a mediator is customary can help you choose an appropriate strategy. If necessary, seek help
from someone familiar with practices and norms of other cultures.
Achieving an outcome
Leave room for all parties to achieve something positive from the process. In conflict situations
there should be no winners or losers but rather greater clarity.
Responding to cross-cultural conflict
Step 1: Keep your cool—try not to respond emotionally.
Step 2: Tell the instigator promptly, clearly and calmly that you find their actions upsetting.
The important thing to remember here is that the person understands you find their actions, not
them offensive. A good response would be: ‘Please do not say that to me, I find it offensive and
upsetting’. This response is clear, direct, and does not attack the person. It addresses the action. If
your response is directed to the person, they are likely to get defensive, a situation not likely to
work in your favour.
Step 3: If the person apologises, accept their apology.
Step 4: If they don't apologise, let it go once.
Step 5: If the offensive behaviour happens again, action needs to be taken.
Step 6: The action taken will depend on the parties involved.
Step 6 will change depending on who is involved in the conflict situation. We will now look at
responses for the range of possible parties in the health care setting.

Addressing any difficulties with appropriate people and seek
assistance when required
You may find that careful planning and thinking about a situation will assist you to find solutions too
many of the difficulties and issues you come up against. Sometimes though it is helpful to have a third
party involved when addressing difficulties as they may be more objective or have extra knowledge
that can assist. Your supervisor may be one person available to assist you work through an issue.
Your supervisor needs to be informed when a conflict of interest or opinions causes problems in the
workplace and may need to act as a mediator in work conflict situations.
Working with culturally diverse communities
If the issue of cross cultural conflict is to be acknowledged and addressed it becomes essential to
include a multicultural perspective in program development. Therefore, data collection, analysis,
networking and evaluation of programs need to follow this theme.
Data collection and analysis
Reasons for collecting and analysing data:
 To identify current service usage
 To analyse socio-demographic data so that your service can update its knowledge about size,
characteristics or changes in population
 To measure service accessibility
 To facilitate service planning and delivery models, thus ensuring the service is equitably provided
to all the residents in the catchment area
 To comply with funding agreements, national standards
 To inform the service’s evaluation process
 To identify usage rates, and plan services and activities for the groups who are not using the
service.
Key components of data collection
1. Questions must have a purpose, and be unambiguous.
2. Use of standardised questions to facilitate profile comparisons. Examine Australian Bureau of
Statistics questions and apply these for a consistent approach to data collection.
3. Ask only questions which are useful to the service.
4. Develop the questions in a way that they facilitate analysis.
5. Confidentiality and privacy must be protected.

Consultation
The term "consultation' means providing information whilst seeking participant’s views and feedback
as a way of generating new ideas and opportunities for participants. If you are serious about
consumer participation in service design and delivery, then you need to consult with consumers and
other key stakeholders on a regular basis.
In addition, government agencies providing financial resources for services and programs are
requiring more active participation by consumers of services. Encouraging participation provides
users with an opportunity to “shape” the type of services they require, and how they are delivered.
It is therefore an opportunity for the service provider to enhance the service outcomes for those
clients.
Advantages and disadvantages of different sources of consultation
When seeking advice, you need to consider the advantages and disadvantages of each source of
consultation. In situations when you require immediate cultural advice to help guide urgent decision-
making, you could turn to family members or bilingual professionals within your service if available.
However, children are not recommended as interpreters.
The following outlines some potential advantages and disadvantages of the different consultation
sources:
ORGANISATIONAL SUPPORT SERVICE
ADVANTAGES DISADVANTAGES
Are professionally trained. May not have a bilingual professional from client’s background.
Have great experience and knowledge
in service area. May have a waiting period.
Could provide service match with
client’s needs. Only provide temporary assistance with no ongoing support.
Provide direct services to clients and
advice.
No payment or extra cost is required.
BILINGUAL/BICULTURAL WORKER WITHIN WORKPLACE
No payment or extra costs required. Is subject to availability, i.e. May have other work
commitments.
Is professionally trained.
Is an ad hoc arrangement, with lack of continuity of service.
Provides access to timely assistance.
May not be trained in service area, e.g. Administrative officer.
May have great experience and
knowledge in service area. In small communities, the worker might know the client; this
affects confidentiality and impartiality.
MULTICULTURAL ORGANISATION
Provides cultural information. May not have access to professionally trained worker from
Could provide support and follow-up client’s background.
service. May not have service area knowledge or experience.
May be able to refer you to other May have a waiting period.
services or people.
Most workers are professionally trained.

ETHNO-SPECIFIC SERVICE
Provides specific cultural information. May not have knowledge or experience in

Able to provide follow-up support service. service area.
Could provide assistance in general welfare or May not be professionally trained.

settlement area. May ‘side’ with client because of other agenda.
Could help you to link with other support services May not be able to keep confidentiality.
or people.
FAMILY MEMBERS
Provide access to timely assistance. May provide a subjective opinion due to

Could provide cultural advice relevant to client’s emotional involvement.
current situation. Have no service area training or knowledge.
May be affected by own agenda.
Support networks
Networking involves establishing contacts and working relationships with people and organisations
connected to your field of work.
The purposes of networking is to :
 Share information
 Improve the coordination of services and programs across a sector
 Avoid duplication of programs and services
 Aid in identifying opportunities to collaborate in the development of new services and
programs and
 Provide support and feedback to colleagues.
There are many national and state organisational representatives you can consult when you are
looking to review and modify existing work practices.
Examples of representative national organisations include:
 The Federation of Ethnic Communities’ Councils of Australia (FECCA)
http://www.fecca.org.au/default.cfm
 Refugee Council of Australia (RCA)
http://www.refugeecouncil.org.au/
 National Ethnic and Multicultural Broadcasting Council (NEMBC)
http://www.nembc.org.au/
 Association of NESB Women of Australia (ANESBWA)
 Australian Federation of Ethnic Schools’ Associations (AFESA)
http://www.communitylanguagesaustralia.org.au/
 Association of Interpreters and Translators (AUSIT)
http://www.ausit.org/eng/showpage.php3?id=646
 Co-As-It (Italian Welfare)
http://www.coasit.asn.au/
 Australian─Greek Welfare Society (AGWS)
http://www.agws.com.au/
 Australian Federation of Islamic Councils
http://www.afic.com.au/
 Muslim Women’s Association
http://www.mwa.org.au/
 Migrant Resource Centres (MRCs) in your region
 Australian Council for Women (ACW)
 Home and Community Care program (HACC)
http://www.health.gov.au/internet/wcms/Publishing.nsf/Content/hacc-index.htm
 Community Refugee Support Service (CRSS).
These are just some of the national support services you can network with to obtain advice and
information on different cultural groups.
Use of mediation
Mediation means to have a middle person acting in the role as a go-between or facilitator. The role
of mediator is to provide both parties with opportunities to put forward their views and assist in
analysing the problem and looking for solutions.
Mediation with clients or their family
If you have conflict with a client or a client’s family members, you could approach your team leader
to act as a mediator or you may seek external mediators from multicultural organisations (with the
client’s or their family member’s consent).
Mediation with co-workers
When you have conflict with co-workers, you could use the conflict resolution process or the
grievance procedure used in your workplace. Both of these processes would involve a mediator.
The mediator could be:
 A senior from your discipline area, if you and the co-worker are from the same discipline
 A team leader or other senior staff member
 An independent person from human resources management.

Evaluation
Evaluation:
1. Is a process of working out whether a program meets its outcomes and is effective
2. Can be either formative or summative. Formative evaluation is ongoing, done to improve or
change a program while it is running. Summative evaluation focuses on the outcomes or output
3. Starts in the program planning phase, continues during the program, and concludes after the
program has finished. In a sense, the conclusion of the evaluation process is the write up of
program recommendations – and the preparation for the next program. It is a cyclical process.
4. Keeps program designers focussed on the task as well as providing valuable information about
the program. Based on this information, we can make decisions about different aspects of the
program.
 What went well?
 What could we do better? How?
 What resources do we need to make these changes?
5. Also provides us with an accountability measure whilst providing opportunity for consumer
input. It is important to remember that evaluation is a collaborative process.
6. Must include members of the community that is being served by the program that is being
evaluated.

Eleven
Addressing any difficulties with appropriate people and seek assistance when required
1. How do you identify issues that may cause conflict?
2. When difficulties or misunderstandings occur, do you consider the impact of cultural differences
(if so how)?
3. How do you sensitively resolve differences, taking account of cultural considerations?

Bibliography
 Bereson, I. & Matheson, A. (1993) Australian Perspectives: Racism. Hawker Brownlow

Education. Vic.
 Pauwels A (1995) Cross-cultural Communication in the Health Sciences: Communicating
with migrant patients, Macmillan, South Melbourne
 Pride JB (1985) Cross-cultural Encounters: Communication and miss- communication, River
Seine Publications, Melbourne
 Reynolds S (2004) Guide to Cross-cultural Communication, Pearson Prentice Hall, Upper
Saddle River, NJ
 Wajnryb R (1991) Other Voices: A cross-cultural communication workbook, Thomas
Nelson, South Melbourne
 Cava, Robert (1991) Dealing with difficult people
 Bereson, I. & Matheson, A. (1993) Australian Perspectives: Racism. Hawker Brownlow
Education. Vic.
 Richard D. Bucher R D [2000] Diversity Consciousness Prentice Hall - this book has
excellent teaching/learning activities e.g. journal reflections, on line activities, class activities
etc
 Harvey,C. & Allard,M. (2002) Understanding and Managing Diversity: Prentice Hall. New
Jersey
 Bulbeck, C. 1993 Social Sciences in Australia: An introduction. Harcourt Brace Jovanovich
Group (Australia) Inc. N.S.W
 Sarkissian, W & Walsh, K.1994. Community Participation in practice: Casebook, Institute for
science and Technology Policy. Murdock University. Western Australia
 Jouridine, L 2002, Working Effectively with Multi-Ethnic and Multicultural Communities.
Texas
 Pederson, P 1994, Handbook for developing multicultural awareness (2nd ed.). Alexandria:
ACA.


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Work with diverse people

Integrated Training Solutions (Aust) Pty Ltd

CHCDIV001 Work with diverse people

Name of facilitator: ________________________ Phone number: __________________

CHCDIV001 Work with diverse people

ELEMENT PERFORMANCE CRITERIA

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Identifying and reflect on own social and cultural perspectives and

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Key aspects, and the diversity, of Australia’s Aboriginal and/or

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3. Are you aware of culturally diverse attitudes?

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Read the scenario and answer the questions that follow.

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Definition of elder abuse:

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According to Tervalon and Murray-Garcia, cultural self-awareness requires a life-long commitment

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Name of facilitator: ______ Phone number:

____background is confident that their culture is and _and that