CHCDIV001 Student Guide

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Calicut university distance education centre in Ajman *

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Sociology

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May 29, 2024

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student guide CHCDIV001 WORK WITH DIVERSE PEOPLE

Contents Contents 3 Overview 4 What does diversity mean to you? 5 Legal and ethical considerations 11 Appreciate diversity and inclusiveness 15 Communicate with diverse people 21 Promote understanding across diverse groups 31 CHCDIV001 Work with diverse people | 2

Overview The Student Guide should be used in conjunction with the recommended reading and any further course notes or activities given by the trainer/assessor. Application of the unit 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. 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. This unit applies to all workers. Learning goals Learning goals include:  reflecting on own perspectives  appreciating diversity and inclusiveness, and their benefits  communicating with people from diverse backgrounds and situations  promoting understanding across diverse groups. CHCDIV001 Work with diverse people | 3

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What does diversity mean to you? Discuss Before we begin this topic, think about the following terms and what you think they might mean, or what they mean to you.  Diversity  Cultural awareness  Cultural safety  Cultural competence. Your trainer will facilitate a discussion in which you will share with the group your own definitions or thoughts on these terms. You will more than likely be aware that Australia is an incredibly diverse country. The Australian Bureau of Statistic’s 2016 Census QuickStats provides some interesting data about our society. For example, in 2016: Our population:  23,401,892 Country of birth:  66.7% of people were born in Australia  3.9% of people were born in England  2.2% of people were born in New Zealand  2.2% of people were born in China (excludes SARs and Taiwan)  1.9% of people were born in India  1.0% of people were born in the Philippines Parents’ country of birth: CHCDIV001 Work with diverse people | 4 1

 34% of people stated both their parents were born overseas  6.4% of people stated only their father was born overseas  4.7% of people stated only their mother was born overseas  47.3% of people stated both parents were born in Australia Religious affiliation  29.6% of people stated they were of no religion  22.6% of people stated they were Catholic  13.3% of people stated they were Anglican  9.6% of people did not provide a response  3.7% of people stated they were Anglican (sourced from Australian Bureau of Statistics 2016, ‘2016 Census QuickStats’, viewed 16 July 2020, https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/036#:~:text=The%20most %20common%20ancestries%20in,variable%20used%20in%20this%20table. ) Refl ect The next Census will occur in 2021. How much change do you think we will see in the above figures? Concepts and defi nitions of diversity We have already talked about the definition of diversity, but let’s now look at it in a bit more detail. Diversity is more than just ‘culture’, it is about how each person identifies in relation to their:  age  race  ethnicity  cultural background  sexual orientation  gender  gender identity  intersex status  socio-economic background  disability status  religious affiliation  spiritual beliefs. Read Research each of the above key areas of diversity. Take notes about what you learn. Discuss CHCDIV001 Work with diverse people | 5

As a group, share what you learned and discuss how you would consider these key areas of diversity when providing person-centred, strength-based care. Your trainer will facilitate the discussion. Not everyone will identify as part of each of the above categories. For example, as you will have seen in Census data, not everyone practices a religion. Some people feel very strongly about their identity, their beliefs and the way in which they live their lives. As a worker in the community services sector, part of your job is to provide care that is non-judgmental, respectful and sensitive. Those you care for must feel welcome, appreciated and understood. You aren’t expected to know every little thing about the differences in our society, but you will be expected to learn so that you can provide person-centred care to those you work with. Don’t forget that this also applies to your colleagues! What is bias? This topic requires you to consider your own perspectives about diversity. Being aware of your own biases and perspectives on diversity will assist you in identifying areas in which you can learn and grow. Bias can be defined as being prejudiced for or against a person or a group of people. Generally, this is in an unfair way because you have allowed your own opinions to affect your judgment. ‘Prejudiced’ means to have an opinion or feeling about a person or group, often before you know anything about them. There is also such a thing as ‘unconscious bias’, which means that you have these feelings and opinions and you aren’t even aware of it. An example of unconscious might be that you don’t want your car serviced by a female mechanic because ‘these types of jobs’ are best done by a man. Read Read this article that provides more information and examples about unconscious bias. https://www.virgin.com/entrepreneur/what-unconscious-bias-and-why-it-important- understand-it In your spare time, you may like to try the Implicit Association Test that is linked in the article. CHCDIV001 Work with diverse people | 6

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Refl ect Now that you have read about unconscious bias, try to think about times that you may have projected this and not even realised! If you have done the Implicit Association Test, this might help you with your reflections. Discuss As a group, make a list of some examples of unconscious bias. You do not need to share the ones you thought of during your reflection if you do not feel comfortable. Your trainer will facilitate the discussion. Stereotypes Part of the definition of unconscious bias refers to stereotypes. A stereotype is where you make an assumption or have a belief about a person or group of people that is based on how they look or present. In many cases the stereotype you have will not be true – you are making a generalisation that you are applying to large numbers of people. Have you ever heard someone say that pigs are dirty animals? This is a stereotype based on what they look like, as many photos you see of pigs show them covered in mud. They are in fact very clean animals and use mud to keep cool! Read Read the following article about how stereotypes and prejudice can be expressed via casual racism. https://itstopswithme.humanrights.gov.au/what-can-you-do/speak/casual-racism What about you? Before we go any further, let’s turn inward for a moment. It’s time to think about you. Think about these things, and try to think as broadly as you can.  Your family (this may be the family you live with, such as your own family or your parents, guardians, siblings, close relatives, kin, etc): o How different are you to each other? o How often do you disagree with them? What about? o Are there things you feel passionately about that they don’t, and vice versa? o What do you know about your parents or guardians (where were they born, what jobs have they had/currently have)? o What language is spoken at home? CHCDIV001 Work with diverse people | 7

 The community in which you live (this may be your cultural community or simply the local area in which you have grown up): o How does your culture and identity impact the way you interact with others? o How often do you engage with those in your own community (where relevant)? o Do you interact with people who come from different backgrounds or have different abilities to you? o What have you learned from your community?  Religion/spirituality: o What are your beliefs (if any)? o How do you interact with those who believe different to you? o How have others treated you because of your beliefs?  You: o How do your values and opinions differ from others? o What types of assumptions do you find yourself making of others when you first meet them? o What do you do when you encounter people who are different to yourself and who express their differences freely? What other questions could you ask yourself and your culture, beliefs and identity? Developing your cultural awareness The steps you have taken so far in this topic have already helped you start the journey towards building better cultural awareness. For example, you may not have been aware of the connection between stereotypes and casual racism. You may have discovered, through discussion with your classmates, some unconscious bias (or biases) that you hold. This is only a negative thing if you do not do anything about it. So, what can you do to improve?  Talk to people! Getting to know a person and learning about them is just one way of becoming more culturally aware.  When you want to ask questions think about the best way you can ask them – don’t be rude, don’t diminish the person or their beliefs or customs. Make it a positive experience, and make it about the person. You want to know about them, why they practice or do what they do, and how it makes them feel. Ask about the stories of their culture and where they have come from.  Check yourself! Reflect on your interactions with others – what did you do well, what could you have done better, what did you learn?  Observe others. Watch how people communicate, both verbally and non-verbally. We don’t all do the same things, and some things you do may in fact be quite offensive to others.  Do not take offence if someone asks you to talk about yourself and your own beliefs, customs and culture. The more we share the more tolerant and understanding we are! CHCDIV001 Work with diverse people | 8

 Seek support from your colleagues or supervisor. They can provide you with advice and strategies to communicate with interact with others.  Carefully read the care plans of the people you are caring for. They will include information about their preference and needs. This can provide you with a gateway to conversation.  Learn by doing research.  Pass it on – if you see someone acting in a disrespectful manner, call it out or talk to your supervisor. They may not even be aware they are doing it. Watch Watch the videos on the Uniting website. https://www.uniting.org/uniting-careers/diversity-and-inclusion You should also read the information on this page. Write down what you learned watching these videos. Discuss As a group, talk about the different roles in the community services sector and the importance of why people in these roles need to be culturally aware. Discuss Share with the group some times when you have seen people demonstrate cultural awareness and respectful practice towards others. If you have your own positive experiences of someone engaging respectfully and thoughtfully towards you, please think about sharing these. Refl ect Part of your course will involve going on placement and you will be working with a diverse range of people. Think about what you have learned so far. How can you make sure you work in a culturally aware manner with not only your colleagues, but also those you will care for? What do you think you might do to improve this once you are in the workplace? CHCDIV001 Work with diverse people | 9

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Legal and ethical considerations It is vital to provide a quality service to every person you care for. Everyone has the right to be treated equally and receive services that meets their varied and individual needs. Actions contrary to this are considered ‘discriminatory’. Discriminatory behaviour is when prejudices and biases are openly demonstrated. The person or people being discriminated against are treated unfairly, poorly or are not given access to the same types of services and support as others. Legislation We have laws in place to protect people from discrimination. There are four key Federal anti- discrimination laws:  Age Discrimination Act 2004  Disability Discrimination Act 1992  Racial Discrimination Act 1975  Sex Discrimination Act 1984. States and territories have their own anti-discrimination laws. Read In a small group, use the Internet to:  learn more about each of the Federal Acts  identify and learn about anti-discrimination laws specific to your state or territory  look for cases in your industry where discriminatory practice has been reported on. Take notes about what you learn. 2

Discuss As a group, share the case/s you identified and talk about how the actions in the case were discriminatory. Share your thoughts about other ways in which discriminatory practice may occur (where consciously or unconsciously) in your industry. Your trainer will facilitate the discussion. Human rights Human rights inform our anti-discrimination laws. There are, in fact, a set of basic rights and freedoms that apply to all people. This document is called the Universal Declaration of Human Rights and was proclaimed in December 1948. It was developed in consultation with people across the world from different legal and cultural backgrounds. Read Comprehensive information about human rights can be found here:  https://humanrights.gov.au/about/what-are-human-rights  https://www.un.org/en/universal-declaration-human-rights/index.html  https://humanrights.gov.au/our-work/rights-and-freedoms/rights-and-freedoms-right- right  https://humanrights.gov.au/education/human-rights-explained-fact-sheets  https://www.humanrights.gov.au/sites/default/files/content/letstalkaboutrights/ downloads/HRA_older.pdf Do some research about which human rights are commonly violated. Discuss Discuss some of the human rights problems faced by people who are accessing community services in Australia. Human rights versus human needs It’s important to realise that these two factors are different, but are connected. Human needs are those things that we require in order to survive and life a healthy life – some examples are food, water and shelter. If these things are taken from us, we will not be able to survive. Human rights allow us to obtain those things that we need.

Discuss Your trainer will give you some human needs. See if you can identify the human right that allows you to have that need satisfied. Your trainer will put you into groups for this task. How do workplaces address human rights and their legal obligations? Workplaces must adhere to those laws that you have researched. They are also required to uphold the rights of their employees and clients. When you start a new job you will have to go through an induction, in which you will learn about the policies, procedures and process of your organisation. Workplaces will have policies, procedures and codes of conduct in place so that all employees are aware of their legal obligations in this area. You will generally find the following documents available:  Code of ethics/code of conduct  Inclusion/diversity policy and procedure. Furthermore, the workplace will have requirements in place about maintaining competence, which will include guidelines around the types of training that needs to be undertaken (for example, you may be required to undertake cultural awareness training or similar). Read Research the internet and find examples of relevant policies and procedures and codes of ethics/conduct that are implemented by community services organisations. Take notes about what you learn. CHCDIV001 Work with diverse people | 13

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Appreciate diversity and inclusiveness Feeling welcomed and included has a huge positive effect on everyone – whether you are an employee or a person who is receiving support. Discrimination, bullying, and harassment in the workplace are ongoing issues. Employees experiencing discrimination, prejudice, and exclusion at work can feel hurt, disengaged and dissatisfied at work. Discrimination contributes to an increased risk of anxiety, depression and self-harm for many Australians. The Diversity Council Australia suggests workers from culturally diverse backgrounds are up to three times less likely to see their workplaces as being inclusive. Diversity and inclusion are often mentioned together when describing a workplace. They can be defined as: Workplace diversity is defined as understanding, accepting, and valuing differences between people of different races, ethnicities, genders, ages, religions, disabilities, and sexual orientations, as well as differences in personalities, skill sets, experiences, and knowledge bases. The idea behind workplace diversity is that a workplace reflects the makeup of society in general. 3 A diverse workplace Includes people from different types of ethnicity, cultural background, gender identity, age, language, sexual orientation, religion/belief system, family responsibilities, education, socio- economic background, and marital status. An inclusive workplace Is where a diverse range of people are encouraged to contribute their individual skills, knowledge and background to the organisation.

As an employee you can value and respect diversity and inclusiveness across all areas of your work: Understand your organisation’s vision, goals and values. Be actively engaged in diversity inclusion practices. Participate in consultations, surveys or feedback mechanisms on diversity in the workplace. Include and be inclusive in your work practices by not excluding people because of their differences. Adhere to diversity policies and procedures. Actively show that you are inclusive. Develop your own cultural awareness. Resist imposing your own values. Avoid stereotyping. Learn to appreciate other people’s values and diversities. Do not discriminate. Watch This great video from Accenture shows the many dimensions to inclusivity in the workplace. Inclusion Starts With I (03:27) https://www.youtube.com/watch?time_continue=99&v=2g88Ju6nkcg Write down your key takeaways from the video.

Discuss the following in a group: How can you value and respect diversity and inclusiveness when you are looking after and supporting a person:  with a disability?  from a different culture?  with a different gender identity? Developing workplace and professional relationships How can you contribute to diversity and inclusiveness in the workplace? Promoting and participating in inclusivity, creating a workplace culture that values differences and being aware of your own biases and perspectives can all help to develop professional relationships that are based on the appreciation of diversity and inclusiveness. An organisation or support service agency may have strategies in place to support inclusiveness and diversity in the workplace. Such as:  Flexible work options are available to all staff, including comprehensive parental leave policies for both men and women.  Being aware of different cultural practices and special needs of employees and making adjustments where appropriate.  Taking steps to prevent discrimination and harassment in the workplace.  Implementation of diversity policies and procedures. As an employee it would be your role and responsibility to meet your obligations such as:  implementing diversity policies and procedures  following recruitment and selection processes  duty of care to clients. Furthermore, there may be opportunities when you are working, to contribute to the development of professional relationships by:  discussing diversity issues with colleagues or supervisors  promoting the benefits of having a diverse and inclusive workplace  identifying and addressing any unconscious bias in recruitment, retention and promotion that may be preventing particular groups of people from joining or staying at your workplace  valuing individual skills colleagues bring, including language skills and international experience  structuring work teams so they are ethnically, racially and gender-balanced  encouraging collaboration and respect between work colleagues. Safe work practices CHCDIV001 Work with diverse people | 17

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It is an organisation’s responsibility to provide a safe and healthy environment for employees as well as clients. This can include hazards and risks are minimised, education and training in safe work practices and also ensuring that employees understand their responsibility for their own health and safety in the workplace. Creating safe work environment will include implementing safe work practices such as:  workplace health and safety  implementation equality in the workplace  discrimination policies and procedures  selection and recruitment policies  equal opportunity policies and procedures  conflict resolution policies  bullying and harassment policies. For example, an equal employment opportunity policy can support an organisation to ensure that the workplace:  is free from all forms of unlawful discrimination and harassment  guarantees people are treated fairly and not disadvantaged because of their age, sex, disability, race, colour, ethnic or religious background, descent, nationality, marital status, carer responsibility or sexual preference  guarantees employees have equal access to benefits and conditions  has a fair process to deal with any work-related grievances or complaints. There may be strategies in place to promote and achieve workforce diversity such as through a disability inclusion strategy or Aboriginal employment strategy which actively seeks to include people with disabilities or of indigenous and cultural backgrounds. Furthermore, you may need to identify the potential needs of marginalised groups. This could include:  protective factors such as financial or accommodation support  physical, mental and emotional health issues/care needs differ from those from different cultural groups. For example, high mental health issues or high levels of alcohol and drug abuse  consideration of impacts of discrimination, exclusion and negative attitudes which can be due to social or public comment, inability to access venues and the need for counselling and support due to trauma. CHCDIV001 Work with diverse people | 18

Research Do some research and learn more about marginalised groups in Australia and protective factors. Take notes about what you learn. Your trainer will facilitate a discussion. Aboriginal and Torres Strait Islander people You will care for many different people in the community services sector from many different cultures. Some of these will be Aboriginal and Torres Strait Islander people. It is important to understand their history and their stories. Watch Watch the following videos:  https://www.youtube.com/watch?v=9y1T3JfzRGE  https://www.youtube.com/watch?v=p7FU8zuHaHg  https://aiatsis.gov.au/explore/articles/indigenous-australians-aboriginal-and-torres- strait-islander-people You should also read the information on this website: https://aiatsis.gov.au/explore/articles/indigenous-australians-aboriginal-and-torres-strait- islander-people Read To learn more about Aboriginal and Torres Strait Islander culture, read through the following information:  Intergenerational trauma: https://australianstogether.org.au/discover/the-wound/intergenerational-trauma/  Cultural relationships: http://shareourpride.reconciliation.org.au/sections/respectful-relationships/  Cultural awareness: http://shareourpride.reconciliation.org.au/sections/our-culture/  Birth and death: http://www.environment.nsw.gov.au/nswcultureheritage/SpiritualPlaces.htm CHCDIV001 Work with diverse people | 19

 Aboriginal Protocols (published by Oxfam): https://www.oxfam.org.au/wp-content/uploads/2015/11/2015-74-ATSI-Cultural- Protocols-update_WEB.pdf  Mourning ceremonies: https://www.commonground.org.au/learn/death-and-sorry-business  Cultural protocols in relation to deaths in Indigenous communities: https://www.creativespirits.info/aboriginalculture/people/mourning-an-aboriginal- death Take any notes to summarise what you have read and keep for future reference. Read Work in small groups and research the following: Why are the following warnings given:  “Aboriginal and Torres Strait Islander people should be aware that this document/website may contain images or names of people who have since passed away.” (OXFAM)  “Aboriginal and Torres Strait Islander viewers are advised that this website may contain images and voices of people who have died.” (ABC)  “WARNING: Aboriginal and Torres Strait Islander viewers are warned that the following program may contain images and voices of deceased persons.” (ABC)  “Please note that images of deceased Indigenous people are contained within this exhibit [or within this collection].” (Via South Australia Community History regarding museum exhibitions/displays.) Your trainer will facilitate a discussion where you can share your responses and findings. CHCDIV001 Work with diverse people | 20

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Communicate with diverse people Respectful communication People can and do communicate in a variety of ways and it is important for you to understand how to communicate with each person you will be working with, as well as the people that you will be supporting. When you are communicating with people, you should be aware of their communication needs and ensure that you treat them with respect and consideration. Diversity in communication may include people who:  have English as their second language  are hearing impaired  are sight impaired  have a learning disability  have a physical disability  are unable to verbally speak  have a condition that affects their speech  have been diagnosed with mental illness  are from a different culture, nationality or background. Effective communication techniques can help you to develop trust and goodwill, for example:  using active listening techniques to confirm understanding  using non-verbal communication to assist with understanding  speaking clearly and concisely 4

 asking questions to identify the required information  responding to questions as required. Being respectful of a person’s communication’s needs can help you to build rapport, trust and confidence; show sensitivity, demonstrate inclusivity and maintain an effective relationship. Watch Watch the following videos and write down your key takeaways from each: Understanding communication skills (02:54) https://www.mindtools.com/CommSkll/CommunicationIntro.htm Communication skills (35:00) https://www.youtube.com/watch?v=3FfaPhCKZew https://www.youtube.com/watch?v=Gaj3Xl9vasc Avoid Stereotypes while communicating (01:51) https://www.youtube.com/watch?v=VtLnjLub_gY Communicating with Older Adults (02:54) https://www.youtube.com/watch?v=g_0bKBXOvGU Discuss the following in a group:  How can the ageing process in older adults impact communication between you and the older person you would care for?  How can you build and manage relationships with older persons? Discuss Work in pairs and discuss your responses before providing some clear points for presenting in a group discussion to other students. For each of the following provide an example for effective communication and building trust (you can make some assumptions if required to support your response):  Speaking with a client about their personal preferences for support services. The client has suffered a stroke and has a number of learning and communication difficulties.  Communicating with a colleague who speaks English as a second language. Your trainer will facilitate a discussion. Read

Read the following article on how to build relationships between caregivers and patients: https://www.accessiblehomehealthcare.com/blog/how-to-build-relationships-between- caregivers-and-patients/ Discuss the following in a group:  Explain how developing trust and goodwill with an older person can benefit communication.  Describe how you could build trust and goodwill with people from diverse backgrounds that you care for, through: o Compassion o Understanding their likes and dislikes o Respect. Take any notes to summarise what you have read and keep for future reference. Using effective verbal and non-verbal communication Verbal and non-verbal communication can support you to establish an effective working relationship with people. Verbal communication could be one on one with a person, using a third party, within a meeting, public speaking, creating a video or general informal conversation. When verbally communicating with someone you should be aware of their needs and consider the way in which you are speaking, such as: Effective verbal communication must consider the needs of others, some strategies for supporting this include: CHCDIV001 Work with diverse people | 23 The tone of your voice How quickly or slowly you are speaking The volume of your voice The language that you use The vocabulary used including acronyms, jargon or terms that are specific to an industry

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Finding out the best form of communication with the person, if support is required and if so how that will affect your approach.  Using additional time for exchanges in information.  Choose the most appropriate level of language to use.  Using active listening skills.  Finding out a person’s level of understanding when communicating.  What type of communication strategies are the best to implement.  Be patient and have empathy for the person with whom you are communicating with.  Some people with severe disabilities may have difficulty with communication because of their feelings and symptoms, limitations in interpreting internal cues or because of physical boundaries.  Ensure that the environment or area you are communicating suits the situation. Non-verbal communication includes body language, facial expressions and the way in which you show active listening. For example:  Facial expressions o Eye contact o Smiling  Body movements o Posture o Gestures o Touch o Positive body language o Nodding  Personal space. The way you listen, look, move, and react tells the other person:  whether you care about what is being said  if you’re honest  how well you’re listening  if you are empathetic. Both the spoken and written language can often demonstrate discriminatory feelings and attitudes towards particular individuals or groups of people. This can be the way someone is spoken to or CHCDIV001 Work with diverse people | 24

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how information is provided for example. Using non-discriminatory language, requires people to consider:  the feelings and attitudes of others  their own feelings and attitudes  using language which does not discriminate against anyone unfairly  avoiding stereotyping, using jargon or acronyms  adapting information so that it can be understood. Language, both spoken and written, within a professional context could be:  between staff of the same organisational responsibility  between staff with different levels of organisational responsibility  clients  carers and their families and friends  health care professionals  supervisors  external organisations  the general public. Always consider your non-verbal communication as well as your verbal communication! Watch Communicating with older people (02:54) https://www.youtube.com/watch?v=g_0bKBXOvGU Discuss the following in a group:  How can you build and manage relationships with older people?  How can positive body language help you communicate effectively?  What are active listening skills and how can you implement these when communicating with a client and with health professionals over the telephone? Your trainer will facilitate a discussion. Group work Work in small groups. Complete the following table by providing communication tips for working with each person below:  An older client with hearing difficulties CHCDIV001 Work with diverse people | 25

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 A person with learning difficulties  Someone who is of a different culture and English as not their first language  A person who communicates through an assistive device. Suggested communication tips Establishing rapport Choosing appropriate language Listening Explaining clearly Non-verbal communication Your trainer will facilitate a discussion where you can share your responses and findings. Effective communication strategies for language barriers There can be a number of language barriers that can exist when communicating with people. CHCDIV001 Work with diverse people | 26

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For example, people with intellectual or development disabilities, people whose disabilities directly affect their speech, hearing, sight, people who are older with dementia, people with English as their second language, people from a different culture, skill level of peoples learning and development. Overcoming communication difficulties across cultural and linguistic barriers may be achieved by:  using clear and simple language  prioritising and sequencing your instructions  maintaining a normal volume  paraphrasing  responding appropriately to emotions  providing opportunities for questioning and clarification  using an interpreter  employing the use of communication aids  using imagery such as pictures and diagrams. You might use the following strategies to communicate with people in their own language:  learning some of the keywords  utilising communication aids or apps  involving relatives or friends to assist where appropriate  understanding the importance of body language  using an interpreter. Some strategies used to improve communication may require people with specialised training, such as:  professional interpreters  professional translators  bilingual health care staff  interpreter services. Language barriers can also include the use of jargon or inappropriate language for a particular culture, using language that offends a person because of their race, gender identity or sexual orientation. Read Review the following tips for communicating with people from other cultures: https://www.makingbusinessmatter.co.uk/cross-cultural-communication/ Take any notes to summarise what you have read and keep for future reference. CHCDIV001 Work with diverse people | 27

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Group work Work in small groups. Research the following: 1. A local interpreter who could be provided for a person who is hearing impaired. 2. Some communication strategies that could be used to support a person who has Mandarin as their first language. 3. Identify four language barriers that you may come across working in an aged care facility. For each provide communication strategies that will support effective communication. Your trainer will facilitate a discussion where you can share your responses and findings. Watch Cultural safety and communication (12:44) https://www.youtube.com/watch?v=6vgfSgB5nkY Intercultural communication (01:55) https://www.youtube.com/watch? v=PSt_op3fQck&list=PLYMqGFx6wu16iS7heak7V3p1827x9ZwVg Write down your key takeaways from the video. Interpreters, translators and other communication support It may be that you will be required to use an interpreter, translator, technical aid or software that can support a person’s communication needs. Working in the support service industry, it is likely that you may be working with clients from a diverse range of cultural and linguistic backgrounds. This could include people speaking a different language or requiring some type of support. It is important that you seek assistance from people who can provide this support, ensuring that what you are communicating can be clearly understood and to also ensure there are no language barriers. You may require the services of an interpreter or translator. This could be a trained professional or possibly a family member or friend. Professional interpreting and translating is a specialised skill requiring comprehensive training. This is quite different to being able to speak many languages or understand signing. Not only are interpreters and translators trained in the field of linguistics, but they may also have extensive training in other specialised fields such as medicine or counselling for example. CHCDIV001 Work with diverse people | 28

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Furthermore, the communication support needs could include the ability to use a piece of equipment, software or a technical assistive device. If you are unable to use these then you would need to seed the assistance of someone trained in the specialist area of technology being required. A professional interpreter may be used for:  Developing an individualised care plan  Explaining a procedure or service option  Medical consultations  Treatments  Discussing test results  Care planning with a family member  Providing legal, financial or confidential advice. Activity Research how you should communicate with clients who are using an interpreter. Activity Communicating with older people who have diverse needs: https://www2.health.vic.gov.au/hospitals-and-health-services/patient-care/older-people/ comm-topics/communication/communication-needs  Reflection question: What are some culturally appropriate approaches to use when communicating with elderly people of indigenous background? Diversity and inclusion: A beginner’s guide for HR professionals: https://ideal.com/diversity-and-inclusion/ Workplace diversity and inclusion (Working for Services Australia): https://www.servicesaustralia.gov.au/organisations/about-us/careers/workplace- diversity-and-inclusion  What work practices can you use to support diversity and safe environment for both colleague and clients? Ways to better communicate in today’s diverse workplace: https://hbswk.hbs.edu/archive/seven-ways-to-better-communicate-in-today-s-diverse- workplace-seven-tips-for-communicating-in-today-s-diverse-workplace Strategies for inclusive communication: https://www.plu.edu/dss/wp-content/uploads/sites/159/2014/10/strategies-for-inclusive- communication.pdf CHCDIV001 Work with diverse people | 29

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When culture doesn’t translate: https://hbr.org/2015/10/when-culture-doesnt-translate  Consider your own culture and first language spoken. How can you use verbal and non-verbal communication to support, develop and maintain effective relationships within a diverse workplace, including colleagues and clients? Your trainer will facilitate a discussion. Take any notes to summarise what you have read and keep for future reference. CHCDIV001 Work with diverse people | 30

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Promote understanding across diverse groups Communication misunderstandings and diffi culties When you are working in a socially and culturally diverse environment, you may encounter conflict, misunderstandings and other difficulties that could lead to a breakdown in support and care. If an issue arises that causes difficulty or misunderstandings, you will need to consider the impact that this may cause. Some issues could arise from:  cultural ignorance and insensitivity  lack of awareness of different societal lifestyle practices  differences in cultural practice  differences in perception of illness and treatment. Miscommunication and misinterpretation One the most common causes of cross-cultural or social misunderstanding and conflict is miscommunication and misinterpretation of meanings. This may arise when an individual reacts negatively toward another, based upon differences in their cultural, social or linguistic background or ability. This may be manifested by:  a language barrier  a misunderstanding of cultural appropriateness  misinterpretation of information or communication because of cultural differences  inappropriate comments  touching a person or violating their space  offensive language  commenting on a person's physical appearance 5

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 ignoring or isolating behaviour  the way a person is addressed  inappropriate or derogatory comments towards a person’s culture or background. The impacts of social and cultural diversity because of a misunderstanding or misinterpretation can cause a person to feel:  discriminated  intimidated  upset  belittled  angry  isolated. Conflicts, misunderstandings and misinterpretation may occur between clients, staff, family members, carers, health professionals or supervisors. This can lead to people not providing necessary information needed to provide them with the best care, or conflicts arising in the workplace. When working within the support service industry, it is important to have a knowledge of what is considered to be appropriate behaviour, good manners and how to effectively communicate with people who have diverse needs. Promoting these effectively will help to develop a harmonious working environment with other staff and clients as well as helping to ensure that what you want communicated is done so in a culturally and socially acceptable manner. Read Read the following article which discusses Culture and Conflict: http://www.beyondintractability.org/essay/culture-conflict Take any notes to summarise what you have read and keep for future reference. Watch How effective healthcare communication contributes to health equity (US) (07:14) https://www.youtube.com/watch?v=dOZLf-RYvHk Write down your key takeaways from the video. Read As an example of promoting understanding in communication, Queensland Government Health Care have created a handbook for caring for Muslim patients: https://www.health.qld.gov.au/__data/assets/pdf_file/0034/155887/islamgde2ed.pdf Take any notes to summarise what you have read and keep for future reference.

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CHCDIV001 Work with diverse people | 33

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Sensitively resolving diff erences Community services can deal with a diverse range of people with a broad range of needs and expectations. Their expectations are largely determined by:  cultural background  socio-economic factors  health and lifestyle factors  age  personality  area of interest  religious beliefs and spiritual values  disability/mental health  gender. You will need to make an effort to sensitively resolve differences, taking account of diversity considerations. All people should be treated as individuals. However, there are some common expectations when clients are accessing a service. Clients all need:  to feel welcome and respected  to be dealt with in a friendly, efficient and courteous manner  to receive help and assistance when needed  to be in clean, comfortable to and understood. To resolve a difference, you will need to take account of a person’s diverse needs and the situation. If you need to communicate with a person because they are making a complaint ensure to use active listening and questioning, positive body language, appropriate verbal communication and show empathy. The following are steps which can be broadly followed to support resolving a difference that has arisen from a miscommunication or interpretation:  Establish the nature of the complaint  Try to calm the person down by apologising or summarising their complaint  Try to resolve the complaint  Ensure to follow up the complaint and provide feedback on the outcome  Refer any unresolved issues. Always be friendly, polite, and helpful; and try your best to resolve the problem if you can. You may need to show sensitivity because of a person’s diversity when you are resolving differences. This may require you to empathise with the person and use communication that takes account of diversity considerations. CHCDIV001 Work with diverse people | 34

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Addressing diffi culties and seeking assistance If difficulties emerge from miscommunication or misinterpretation, if a client complains, or you are trying to resolve a problem, you should always try to offer a solution. However, if you cannot directly fix the problem, you could offer a temporary resolution to try and keep them satisfied. Lastly, you may need to seek some further assistance. You may not be able to resolve a complaint because:  The client is not prepared to negotiate  The client is angry, aggressive, threatening or intimidating  The solution is beyond your authority to act upon  There is a lack of understanding in relation to the complaint  There is a language misunderstanding Sometimes, an issue may need to be referred to someone with a different authority level. If this is the case it should be done so to the appropriate person, as soon as possible. This ensures that the complaint is not ignored and so that the person can see that action is being taken. Further assistance might be from a:  supervisor or senior manager  colleague  specialist expert such as a counsellor  family member or carer  member of the healthcare team. In some cases, people can feel frustrated and may even become hostile if the matter is not dealt with effectively. Here are some ideas you can apply to help reduce client frustration:  Record the facts or observe the situation.  Ensure the client does not have to repeat the story to further people, for example, if a phone call, ensure you take down all the information so that this doesn’t need to be repeated.  Escalate the situation as soon as you think it may become hostile, keeping in mind that hostile clients may be best calmed down by referring to a supervisor. (People tend to behave less aggressively when they speak to a supervisor.)  Ensure that whoever is assisting you with the situation, understands the facts, and the emotional state of the client.  Before referring, make sure you understand what the client has requested or made clear that they want. You may find the situation needs recording and going through a formal process using organisational policies and procedures. CHCDIV001 Work with diverse people | 36

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