Assessment 3 - CHCDIV002 Workbook

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Chisholm Institute of TAFE *

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CHCDIV002

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Sociology

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Feb 20, 2024

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3. QUESTIONING – SCENARIO 1 – CHCDIV002 Workbook STUDENT INSTRUCTIONS You will be provided with a series of questions related to the unit of competency undertaken in your course. The questions are linked to a case study and they are used to assess your level of knowledge in relation to various aspects of the unit. It is important that you read each question carefully prior to starting the assessment and seek clarification if any question is unclear. Please note your assessor can only provide more information to clarify the intent of the question, not provide details of the required answer. Assessment task 1 consists of reading a scenario and then answering questions relating to this. You are required to read the scenario, researching and gathering a range of information that reflects your understanding and knowledge. The assessment will be presented in written format answering questions provided. You are required to include a reference list (list of all books, journals, websites and class notes that you used to inform your answers) at the end of your assessment . Assessment 3 - Written Questions Scenario 1 UNIT OF COMPETENCY – Code CHCDIV002 Title Promote Aboriginal &/or Torres Strait Islander culture safety Student Name Student Number Student Signature Assessment Date Assessment Location Classroom Assessment Time/ Duration 4 Hours SCENARIO 1 Paula, her father Allunga and the local maternal child and health nurse have visited the Mundroola Child Care Centre with Paula’s twin 4 year old boys Blake and Callum to find out about enrolling her sons in the Kindergarten program. Paula informed the Director Nora that members of her community and the community maternal child and health nurse have recommended the centre. Paula explains that maintaining connections with other local Aboriginal families is extremely important for her boys. Important Information: Download and complete the CHCDIV002 Workbook complete and upload to Moodle as required by your Assessor You are required to answer 12 Questions

Q1: What cultural factors could impact on Paula, her family and Aboriginal and Torres Strait Islander people using the service? Cultural awareness, competency and safety are important factors when working with the Indigenous community. It is important to show respect and make them feel welcome to the centre. Provide indigenous specific services to them in order to encourage them to utilise these services as well as to make them feel comfortable to interact with others. Ask what’s important to them and making sure their thoughts and suggestions ar e included. Include Indigenous staff to provide the service to identify specific cultural needs and deliver appropriately. Q2: How would you ensure that Paula and her families’ culture is embedded throughout the program and your service? What would you need to consider? Indigenous families were more likely to trust a service if a relationship was developed with the service provider. I would aim to ensure the following - They were welcomed into the service. Staff communicated with parents regularly. Respect, value, understand and be sensitive to, Aboriginal culture and its diversity. Invited to participate in their child’s learning. Employing local Indigenous Australians with cultural awareness as educators for success in engaging Indigenous families. Includes cultural knowledge and awareness in all aspects when planning, delivery and evaluation of its services. Q3: Develop a list of ideas and activities to support the delivery of the program and increase participation of Indigenous children and their families.

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Staff need to be aware of history and culture, and include it in play and learning. Ask local community and Elders suggestion to develop a program based on their cultural interest. Ensuring your service is culturally competent. Display Indigenous flags and arts outside and around the center. Contact local Indigenous community and Elders and provide information about your service . Provide transport, as many Indigenous Australians live in rural areas that has no access to public transport. Q4: What practices should you be aware of when communicating with Aboriginal and Torres Strait Islander people? Language Many Aboriginal and Torres Strait Islander people do not speak English as their first language. Some also speak English in different dialects such as Kriol, Aboriginal English and Torres Strait Creole. Non-verbal communication Some non-verbal communication cues, (hand gestures, facial expressions etc) used by Aboriginal and Torres Strait Islander people have different meanings in the Western context. Be mindful that your own non-verbal communication will be observed and interpreted. For example, feelings of annoyance may be reflected by your body language and are likely to be noticed. Personal space Be conscious about the distance to which you are standing near a person. Standing too close to a person that you are unfamiliar with, or of the opposite gender, can make a person feel uncomfortable or threatened. Touch Always seek permission, and explain to the person, the reasons why you need to touch them. Establish rapport first to make person feel comfortable.

Silence in Aboriginal and Torres Strait Islander cultures, extended periods of silence during conversations are considered the “ norm ” and are valued. Silent pauses are used to listen, show respect or consensus. The positive use of silence should not be misinterpreted as lack of understanding, agreement or argumentative concerns. Eye contact For Aboriginal and Torres Strait Islander people, avoidance of eye contact is customarily a gesture of respect. Titles In Aboriginal and Torres Strait Islander cultures, the terms ‘Aunty’ or ‘Uncle’ are used to show respect for someone older than you. This person does not have to be a blood relative or necessarily an Elder. • Only address people with these titles if approval is given and/or a positive relationship exists. Q5: Who could you consult with to ensure that you are modelling cultural safety in your work, to know that communication techniques and work practices show respect for Aboriginal and Torres Strait Islander people? Consultation with Elders and leaders in Indigenous Australian in local communities Interpreters Cultural brokers Australian Indigenous website www.HealthInfo.Net The National Aboriginal and Islander Day Observance Committee Indigenous.gov.au Indigenous Land Corporation National Native Title Tribunal The Registrar of Aboriginal and Torres Strait Islander Corporations The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)

Q6: Why is it important to have an awareness of the diversity of Aboriginal and Torres Strait Islander cultures? Think of the different clans across Australia The cultures of Aboriginal and/or Torres Strait Islander people are complex and extremely diverse. Aboriginal people come from mainland Australia, Tasmania and other islands such as Stradbroke Island and Groote Eylandt. Torres Strait Islander people live between the top of Queensland and Papua New Guinea. Locally, Aboriginal people use different words to describe themselves as Indigenous Australians. Whilst every community will have common ground and similarities within them, they will also have different issues and attitudes. No single Indigenous Australian person or group is the knowledge holder for the whole community. Hence, it is important to always recognise and acknowledge diversity and individual needs and approaches. It’s important to consider thei r physical, spiritual, social, emotional and cultural wellbeing as individuals and communities and use a holistic approach. Q7: Referring to the history of Aboriginal and Torres Strait Islander people, identify historical issues (e.g. half a page) and reflect on why is it important that we support their culture and the impact historical events have on today’s society? Historical Issues: • Aboriginal and Torres Strait Islander people were forced off their traditional lands, away from their active hunter-gatherer lifestyle. • Many Aboriginal and Torres Strait Islander people died from infectious diseases brought into the country by Europeans. • Many Aboriginal and Torres Strait Islander people were moved to missions or reserves, where they were forbidden to speak their own language or maintain their cultural practices. • Laws were enacted, limiting the rights of Aboriginal and Torres Strait Islander people, segregating them from other Australians and giving them little or no self- determination. • Aborigina l and Torres Strait Islander children were forcibly removed from their families and communities, to be raised in institutions or by foster families of European background. • Many Aboriginal and Torres Strait Islander people suffered physical or sexual abuse in

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institutions, or lived in servitude or poverty as labourers and domestic workers. • Many lost their language and cultural identity as they were expected to adopt European dress, language, religion, lifestyle and cultural values. • Many were prevented from having any contact with their Aboriginal and Torres Strait Islander family, even by letter - some later tried to reunite with their families, with mixed results. When working with Aboriginal and Torres Strait Islander peoples it is important to understand the effects of the ‘Stolen Generation’ and how their experiences may impact on their living skills i.e. skills in cooking and other domestic duties. Aboriginal adults, who were removed from their families as children, were often deprived of effective parenting. These children were institutionalized, fostered or adopted. They were often raised in living conditions that were inadequate and received a poor education. We need a meaningful understanding of the history and story of the Aboriginal and Torres Strait Islander peoples and how it impacts on their lives today, the story will be different in every community. Q8: Write a brief reflection on your own cultural identity and your biases. Think about why you might have cultural bias and explain in detail. Document how you will be mindful of your biases and give Three (3) examples of how you will work to promote cultural inclusion in a nursing setting. I grew up in a multicultural community in SriLanka. As a kid I celebrated many cultural event’s in my village with a diverse community. I’m a Buddhist and believing in Karma. Therefore I believe what goes around comes around. My religion and culture taught me how to respect others and never treat anyone based on their religious or cultural value. I have learnt as a kid we should respect our E lders. Therefore we shouldn’t be calling them by their name. This could be anyone elder to you and not necessarily have to be a member of our family. After I grew up and traveled around the world I found that western culture of calling a person by their name regardless of age is more appropriate approached. 1.W areness of one’s own cultural assumptions and biases I believe more aware we are of the biases we have, and how important it is to look outside of the group, the more we can challenge every decision we make and become confident that we are not ruled by bias, but instead are ruling our biases.

2.A positive attitude towards cultural differences Mean’s, appreciating and having an understanding of cultural differences in others and accepting them. 3.Knowledge of different cultural practices and world views Knowledge of different culture practice will help to provide services that are focused on clients’ needs and values by acknowledging them, and by responding to them appropriately. Q9: Outline four (4) strategies that can be used to effectively accommodate cultural differences in the workplace among staff eg workplace induction program. - Introduce workplace inclusivity measures to the company culture, team and the management - Display effective leadership and impress inclusivity’s importance on employees - Teach employees how to be aware and overcome their biases - Provide training programs and orientation focused on cultural diversity Q10: What are the key aspects and diversity of Australia’s aboriginal and/or Torres Strait Islander cultures (Include social, political, economic issues)? Consider western systems (Education/Doctors/Specialists/Police) compared to Aboriginal practices and beliefs. What factors contribute to Aboriginal and or Torres Strait Islander ill health and common diseases experienced by these groups?

Health Issues: Aboriginal and Torres Strait Islander people suffer greater health burdens compared to the non-Aboriginal population. Durie (1999) explained that the poor health status of Aboriginal people is due to economic disadvantage, resource alienation, and political oppression. Economic Issues: Indigenous Australians are known to have the lowest economic status of all Australians. Poor socio-economic, education and employment levels have links to financial hardship, poverty, debt, homelessness, family breakdown, social isolation and crime. Indigenous Australians suffer disproportionately high levels of domestic violence and over-representation in the justice system. Socio-political factors Aboriginal and Torres Strait Islander people experience extreme levels of racism in Australia. This is typified historically by their exclusion from elite and mainstream power structures, as highlighted by Indigenous people not being recognized as Australian citizens until 1967. In health terms, Indigenous people are by far the most disadvantaged group in Australia, they suffer a higher burden of illness and die at a younger age than other Australians, this health disadvantage begins early and continues throughout life. Indigenous Australians are more likely than non-Indigenous Australians to have mental health problems and chronic diseases such as respiratory diseases, cardiovascular disease, diabetes and chronic kidney disease. Aboriginal practices and beliefs compared to western system If you work in a hospital setting, visiting rules may need to be flexible to accommodate the many relatives of the sick individual who may visit at different times. Aboriginal and/or Torres Strait Islander people may have personal barriers that make it difficult for them to participate in screening services such as breast, cervical, bowel or prostate scans and tests. Many Indigenous Australians, particularly women, do not like taking their clothes off in the presence of carers/workers.

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Birthing is ‘women’s business’; only women can be present. The name of a dead person is never mentioned and photographs or videos of the deceased have to be destroyed. This can be important to know if you are working in a hospital or a nursing home. Death ceremonies of Aboriginal and/or Torres Strait Islander people can take up to two weeks or even longer, depending on the status of the dead person. Q11: What are the legislative requirements for Aboriginal and/or Torres Strait Islander cultural safety? Aboriginal and Torres Strait Islander Act 2006 (CATSI Act) Aboriginal and Torres Strait Islander Communities (Justice, Land and Other Matters) Act 1984 Aboriginal Cultural Heritage Act 2003 Family Responsibilities Commission Act 2008 Torres Strait Islander Cultural Heritage Act 2003 Aboriginal Lands Act 1970 (Vic) Aborigines (Houses) Act 1959 (Vic) Native Title Act 1994 Aboriginal Heritage Act 2006 Q12: When would you engage with Aboriginal and /or Torres Strait Islander family members, interpreters and/or colleagues as cultural brokers? INTERPRETERS Aboriginal and Torres strait islanders interpreters are mainly used for the communication. Many people don’t know their language in such circumstances the interpreters are used. Interpreters are also used for when Advertising and welcoming more Indigenous people to apply for health services.

CULTURAL BROKERS ASSIST WITH: Act as a mediator between groups or persons of differing cultural backgrounds for the purpose of reducing conflict or producing change. They are often seen as having an affinity with/understanding of the two cultures. They can cultivate varied social relationships and mediate between people/ systems or act as a go-between. They can translate interests and messages between groups. Assessor Feedback Assessor note: Please ensure all above criteria have been met to a satisfactory standard. Where not, additional evidence must be obtained and recorded to meet assessment criteria. All additional evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result (Please tick appropriate Assessment Result) MR ☐ FER ☐ Marking Scheme Competent ☐

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Assessment 3 - CHCDIV002 Workbook

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