WORK WITH DIVERSE PEOPLEWORK WITH DIVERSE PEOPLE

HCDIV001

WORK WITH DIVERSE PEOPLE

LEARNER RESOURCE

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T A B L E O F C O N T E N T S

TABLE OF CONTENTS ………………………………………………………………………………………………………………………. 1

UNIT INTRODUCTION ……………………………………………………………………………………………………………………… 4

ABOUT THIS RESOURCE …………………………………………………………………………………………………………………….. 4 ABOUT ASSESSMENT ………………………………………………………………………………………………………………………… 5

ELEMENTS AND PERFORMANCE CRITERIA …………………………………………………………………………………………. 7

PERFORMANCE EVIDENCE AND KNOWLEDGE EVIDENCE ……………………………………………………………………… 9

PERFORMANCE EVIDENCE ………………………………………………………………………………………………………………………. 9 KNOWLEDGE EVIDENCE …………………………………………………………………………………………………………………………. 9

ASSESSMENT CONDITIONS ……………………………………………………………………………………………………………. 12

PRE-REQUISITES …………………………………………………………………………………………………………………………… 12

TOPIC 1 – REFLECT ON OWN PERSPECTIVES ……………………………………………………………………………………… 13

WHAT IS WORKPLACE DIVERSITY?…………………………………………………………………………………………………………….. 13 WHAT IS DISCRIMINATION? …………………………………………………………………………………………………………………… 14 WHAT IS HARASSMENT? ……………………………………………………………………………………………………………………….. 14 WORKPLACE DIVERSITY OBJECTIVES …………………………………………………………………………………………………………. 15 ACCEPT OTHERS OPENLY ………………………………………………………………………………………………………………………. 16 BE PREPARED TO LISTEN TO OTHERS …………………………………………………………………………………………………………. 16 MUTUAL UNDERSTANDING ……………………………………………………………………………………………………………………. 17 DEFINING CULTURAL AWARENESS …………………………………………………………………………………………………………….. 17 RITUALS, CELEBRATIONS AND SPIRITUALITY ………………………………………………………………………………………………….. 17

IDENTIFY AND REFLECT ON OWN SOCIAL AND CULTURAL PERSPECTIVES AND BIASES ……………………………. 19

HOW BELIEFS ARE FORMED ……………………………………………………………………………………………………………………. 19 THE SEED ………………………………………………………………………………………………………………………………………… 19 WATERING THE SEEDS UNTIL THEY BECOME SOLID BELIEFS ………………………………………………………………………………… 19 HOW TO PREVENT THE FORMATION OF FALSE BELIEFS ……………………………………………………………………………………… 20

WORK WITH AWARENESS OF OWN LIMITATIONS IN SELF AND SOCIAL AWARENESS ……………………………… 22

WHAT HVE BEEN THE BIGGEST INFLUENCES IN YOUR SOCIALISATION? …………………………………………………………………… 22 IDENTITY …………………………………………………………………………………………………………………………………………. 22

USE REFLECTION TO SUPPORT OWN ABILITY TO WORK INCLUSIVELY AND WITH UNDERSTANDING OF

OTHERS ………………………………………………………………………………………………………………………………………. 24

IDENTIFY AND ACT ON WAYS TO IMPROVE OWN SELF AND SOCIAL AWARENESS ………………………………….. 26

TOPIC 2 – APPRECIATE DIVERSITY AND INCLUSIVENESS, AND THEIR BENEFITS ………………………………………. 28

VALUE AND RESPECT DIVERSITY AND INCLUSIVENESS ACROSS ALL AREAS OF WORK ……………………………… 28

Responding to diversity: culture …………………………………………………………………………………………………… 29 Responding to diversity: age ……………………………………………………………………………………………………….. 29 Responding to diversity: belief and value systems ………………………………………………………………………….. 30

CONTRIBUTE TO THE DEVELOPMENT OF WORK PLACE AND PROFESSIONAL RELATIONSHIPS BASED ON

APPRECIATION OF DIVERSITY AND INCLUSIVENESS …………………………………………………………………………… 31

USE WORK PRACTICES THAT MAKE ENVIRONMENTS SAFE FOR ALL …………………………………………………….. 33

NON-DISCRIMINATORY ATTITUDES……………………………………………………………………………………………………………. 33

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LEGISLATION …………………………………………………………………………………………………………………………………….. 35 HUMAN RIGHTS COMPLAINTS …………………………………………………………………………………………………………………. 35

The Australian Human Rights Commission ……………………………………………………………………………………. 35 STATE AND TERRITORY HUMAN RIGHTS AGENCIES ………………………………………………………………………………………….. 36 INTERNATIONAL BODIES ……………………………………………………………………………………………………………………….. 37

TOPIC 3 – COMMUNICATE WITH PEOPLE FROM DIVERSE BACKGROUNDS AND SITUATIONS……………………. 38

SHOW RESPECT FOR DIVERSITY IN COMMUNICATION WITH ALL PEOPLE AND USE VERBAL AND NON-VERBAL

COMMUNICATION CONSTRUCTIVELY TO ESTABLISH, DEVELOP AND MAINTAIN EFFECTIVE RELATIONSHIPS,

MUTUAL TRUST AND CONFIDENCE …………………………………………………………………………………………………. 38

NON-DISCRIMINATORY LANGUAGE …………………………………………………………………………………………………………… 38 TRIVIALISING LANGUAGE ………………………………………………………………………………………………………………………. 39 STEREOTYPES ……………………………………………………………………………………………………………………………………. 39 OFFENSIVE LANGUAGE …………………………………………………………………………………………………………………………. 40 WHAT IS NONVERBAL COMMUNICATION AND BODY LANGUAGE? ………………………………………………………………………… 40

WHERE A LANGUAGE BARRIER EXISTS, USE EFFECTIVE STRATEGIES TO COMMUNICATE IN THE MOST

EFFICIENT WAY POSSIBLE………………………………………………………………………………………………………………. 42

SEEK ASSISTANCE FROM INTERPRETERS OR OTHER PERSONS ACCORDING TO COMMUNICATION NEEDS….. 44

COMMUNICATING WITH ASSISTANCE FROM A BILINGUAL PERSON ……………………………………………………………………….. 44 WHY DO WE NEED INTERPRETERS? …………………………………………………………………………………………………………… 44

TOPIC 4 – PROMOTE UNDERSTANDING ACROSS DIVERSE GROUPS ……………………………………………………… 46

IDENTIFY ISSUES THAT MAY CAUSE COMMUNICATION MISUNDERSTANDINGS OR OTHER DIFFICULTIES AND

WHERE DIFFICULTIES OR MISUNDERSTANDINGS OCCUR, CONSIDER THE IMPACT OF SOCIAL AND CULTURAL

DIVERSITY …………………………………………………………………………………………………………………………………… 46

MAKE AN EFFORT TO SENSITIVELY RESOLVE DIFFERENCES, TAKING ACCOUNT OF DIVERSITY

CONSIDERATIONS ………………………………………………………………………………………………………………………… 48

NEGOTIATING CROSS-CULTURAL CONFLICT ………………………………………………………………………………………………….. 48 DIFFERENT INTERACTIONS REQUIRE DIFFERENT RESPONSES ……………………………………………………………………………….. 49 RESPONDING TO CROSS-CULTURAL CONFLICT ……………………………………………………………………………………………….. 49

ADDRESS ANY DIFFICULTIES WITH APPROPRIATE PEOPLE AND SEEK ASSISTANCE WHEN REQUIRED ………… 51

PROBLEM AREAS ASSOCIATED WITH COMMUNICATION …………………………………………………………………………………….. 51 HOW TO OVERCOME COMMUNICATION BARRIERS ………………………………………………………………………………………….. 52 THE NEEDS AND EXPECTATIONS OF DIFFERENT CLIENTS …………………………………………………………………………………….. 52 HANDLE COMPLAINTS SENSITIVELY, COURTEOUSLY AND WITH DISCRETION ……………………………………………………………… 53 COMMUNICATING WITH A COMPLAINING CLIENT …………………………………………………………………………………………… 53 USE ACTIVE LISTENING AND QUESTIONING TO ESTABLISH NATURE OF COMPLAINT ……………………………………………………… 55 LISTEN TO YOUR CLIENT ………………………………………………………………………………………………………………………… 56 ESTABLISH NATURE OF COMPLAINT …………………………………………………………………………………………………………… 56 TAKE ACTION TO RESOLVE COMPLAINT TO CLIENT’S SATISFACTION ……………………………………………………………………….. 57 REFER UNRESOLVED COMPLAINTS TO SUPERVISOR …………………………………………………………………………………………. 57

REMEMBER, IT IS THE LITTLE THINGS THAT MAKE THE DIFFERENCE. ……………………………………………………. 59

TOPIC 5 – FURTHER INFORMATION …………………………………………………………………………………………………. 60

WESTERN SYSTEMS AND STRUCTURES THAT IMPACT ABORIGINAL AND/OR TORRES STRAIT ISLANDER

PEOPLE AND THEIR ENGAGEMENT WITH SERVICES …………………………………………………………………………… 60

SENSITIVE ISSUES ……………………………………………………………………………………………………………………………….. 61 IMPACT ON TRADITIONAL AUTHORITY ……………………………………………………………………………………………………….. 63 STOLEN GENERATIONS …………………………………………………………………………………………………………………………. 64 BRINGING THEM HOME ………………………………………………………………………………………………………………………… 65

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THE APOLOGY …………………………………………………………………………………………………………………………………… 66 MARALINGA …………………………………………………………………………………………………………………………………….. 66 NATIVE TITLE …………………………………………………………………………………………………………………………………….. 67 DEATHS IN CUSTODY ……………………………………………………………………………………………………………………………. 68 RIGHTS …………………………………………………………………………………………………………………………………………… 68

STRATEGIES TO EFFECTIVELY ACCOMMODATE CULTURAL DIFFERENCES IN THE WORKPLACE ………………….. 70

SUMMARY ………………………………………………………………………………………………………………………………….. 73

REFERENCES ………………………………………………………………………………………………………………………………… 74

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U N I T I N T R O D U C T I O N

This resource covers the unit CHCDIV001 Work with diverse people

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.

ABOUT THIS RESOURCE

This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.

Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.

As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.

Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.

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ABOUT ASSESSMENT

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply

to your workplace.

 Your ability to apply your learning.

 Your ability to recognise common principles and actively use these on the job.

You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.

Your assessment may be conducted through a combination of the following methods:

 Written Activity

 Case Study

 Observation

 Questions

 Third Party Report

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The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.

To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.

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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A

1. Reflect on own perspectives 1.1 Identify and reflect on own social and cultural perspectives and 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

2. Appreciate diversity and inclusiveness, and their benefits

2.1 Value and respect diversity and inclusiveness across all areas of work

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

3. Communicate with people from diverse backgrounds and situations

3.1 Show respect for diversity in communication with all people

3.2 Use verbal and non-verbal communication constructively to 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

4. Promote understanding across diverse groups

4.1 Identify issues that may cause communication misunderstandings or other difficulties

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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

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P E R F O R M A N C E E V I D E N C E A N D K N O W L E D G E E V I D E N C E

This describes the essential knowledge and skills and their level required for this unit.

PERFORMANCE EVIDENCE

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

 Undertaken a structured process to reflect on own perspectives on diversity

 Recognised and respected the needs of people from diverse social and

cultural backgrounds in at least 3 different situations:

o Selected and used appropriate verbal and nonverbal communication

o Recognised situations where misunderstandings may arise from

diversity and formed appropriate responses

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

 Concepts of cultural awareness, cultural safety and cultural competence and

how these impact different work roles

 Concepts and definitions of diversity

 Own culture and the community attitudes, language, policies and structures

of that culture and how they impact on different people and groups

 Features of diversity in Australia and how this impacts different areas of

work and life:

o Political

o Social

o Economic

o Cultural

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 Legal and ethical considerations (international, national, state/territory,

local) for working with diversity, how these impact individual workers, and

the consequences of breaches:

o Discrimination:

 Age

 Disability

 Racial

 Sex

o Human rights:

 UNIVERSAL DECLARATION OF HUMAN RIGHTS

 Relationship between human needs and human rights

 Frameworks, approaches and instruments used in the

workplace

 Rights and responsibilities of workers, employers and clients, including

appropriate action when rights are being infringed or responsibilities not

being carried out

 Key areas of diversity and their characteristics, including:

o Culture, race, ethnicity

o Disability

o Religious or spiritual beliefs

o Gender, including transgender

o Intersex

o Generational

o Sexual orientation/sexual identity – lesbian, gay, bisexual,

heterosexual

 Key aspects, and the diversity, of Australia’s aboriginal and/or Torres strait

islander cultures, including:

o Social, political and economic issues affecting aboriginal and/or Torres

strait islander people

o Own culture, western systems and structures and how these impact on

aboriginal and/or Torres strait islander people and their engagement

with services

 Potential needs of marginalised groups, including:

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o Protective factors

o Physical, mental and emotional health issues/care needs

o Consideration of impacts of discrimination, trauma, exclusion and

negative attitudes

 Resources that support individuals and organisations to embrace and

respond to diversity

o Language and cultural interpreters

o Imagery

 Influences and changing practices in Australia and their impact on the diverse

communities that make up Australian society

 Impact of diversity practices and experiences on personal behaviour,

interpersonal relationships, perception and social expectations of others

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A S S E S S M E N T C O N D I T I O N S

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

P R E – R E Q U I S I T E S

This unit must be assessed after the following pre-requisite unit:

There are no pre-requisites for this unit.

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T O P I C 1 – R E F L E C T O N O W N P E R S P E C T I V E S

WHAT IS WORKPLACE DIVERSITY?

Workplace diversity is about acknowledging differences and adapting work practices to create an inclusive environment in which diverse skills, perspectives and backgrounds are valued. It is about understanding the individual differences in the people we work with that arise from a broad range of backgrounds and lifestyles, and recognizing the value of using those different perspectives, ideas and ways of working to enhance the quality and outcomes of work.1 -“What Is Diversity?” Web. 06 Aug. 2015 <http://www.staffingdiversity.biz/diversity.php>.

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Our diversity is shaped and informed by a variety of characteristics including:

 Age

 Ethnicity

 Gender

 Disability

 Language

 Religious beliefs

 Life stages

 Education

 Career responsibilities

 Sexual orientation

 Personality

 Marital status

Workplace diversity builds on the principles of Equal Employment Opportunity (EEO). While EEO focuses on ensuring that all people have access to employment opportunities and conditions, diversity means accepting, welcoming and valuing the differences

1 http://prsastlouis.org/content.php?page=Workplace_Diversity 2 “What Is Diversity?” Web. 06 Aug. 2015 <http://www.staffingdiversity.biz/diversity.php>.

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inherent in every individual and recognising the contribution that a diverse workforce can make to organisational effectiveness and performance.

A key aspect of workplace diversity is the contribution that we all make to a workplace that is free from discrimination and harassment. 3

WHAT IS DISCRIMINATION?

Discrimination is the prejudicial and/or distinguishing treatment of an individual based on their actual or perceived membership in a certain group or category, “in a way that is worse than the way people are usually treated.” It involves the group’s initial reaction or interaction, influencing the individual’s actual behaviour towards the group or the group leader, restricting members of one group from opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision making.45

WHAT IS HARASSMENT?

Harassment covers a wide range of behaviours of an offensive nature. It is commonly understood as behaviour intended to disturb or upset, and it is characteristically repetitive. In the legal sense, it is intentional behaviour which is found threatening or disturbing. Sexual harassment refers to persistent and unwanted sexual advances, typically in the workplace, where the consequences of refusing are potentially very disadvantageous to the victim.67

Equality is about treating people fairly and equally. People with the same needs should be treated equally, regardless of their appearance, beliefs, age, background or lifestyle. Diversity is about recognising that there are differences between people and taking these into account when we relate to them. It is about not treating everyone as if they were the same or expecting everyone to react to situations in the same way. It is about learning to recognise that people are different and working to overcome our own personal preferences and prejudices to make sure that everyone’s views are heard and taken into account, and that everyone is treated appropriately.

3 http://prsastlouis.org/content.php?page=Workplace_Diversity 4 http://goodlawclinic.com/ 5 http://en.wikipedia.org/wiki/Social_prejudice 6 https://abracadabrasite.wordpress.com/2015/01/09/for-anyone-that-needs-to-use-self-defense- against-verbal-or-written-attacks/ 7 http://www.definitions.net/definition/Harassmenthttp://goodlawclinic.com/http://en.wikipedia.org/wiki/Social_prejudicehttp://www.definitions.net/definition/Harassment

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-” Equality & diversity.” Web. 06 Aug. 2015 <http://www.ombudsman.morganhuntmicrosite.com/Equality-and- diversity>.

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WORKPLACE DIVERSITY OBJECTIVES

An organisation’s commitment to creating a working environment that values the diversity of people will include:

 Sustaining awareness of diversity

 Demonstrating commitment to diversity

 Maintaining a safe and secure work environment

Objective 1 – Sustaining awareness of diversity

Provide information on workplace diversity to all staff and customers who enter the store. This can be done through formal training with staff to posters and flyers for customers to pick up.

Objective 2 – Demonstrating commitment to diversity

 Treat others with respect, courtesy and consideration

 Demonstrate workplace diversity in leadership

 Support flexible working arrangements

 Recruitment processes and fair selection decisions based on merit

Objective 3 – Maintaining a safe and secure work environment

 Support for employees – A network of trained Workplace Harassment Contact

Officers (WHCOs) is promoted and maintained to provide information and

support to employees who have concerns about harassment.

 Roles and Responsibilities – Employees must act in accordance with the Key

Behaviours, Values and Code of Conduct. Each staff member has an important

8 ” Equality & diversity.” Web. 06 Aug. 2015 <http://www.ombudsman.morganhuntmicrosite.com/Equality-and- diversity>.

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role in creating an environment where diversity is valued. In particular, we

can:

 Responsiveness – Be open minded – listen and respond to the views of others

 Ethics and Integrity – Demonstrate appropriate behaviour in all our activities

 Professionalism – Treat others with respect, courtesy and consideration and

not tolerate harassment or discrimination

 Enthusiasm – Participate in events to celebrate our diversity and Contribute

ideas and draw on our skills, knowledge and background

 Creativity – Identify and cooperatively address barriers to diversity and

participation

 Teamwork – Work to build an environment in which everyone can fully

participate

 Implementation – Responsibility for ensuring the successful implementation

of this strategy rests with all employees in the department, in particular,

senior managers.9

ACCEPT OTHERS OPENLY

There are many things you can do to become more accepting other people’s opinions and respecting the differences. You should treat others with the same level of respect as you would like to be treated. Take the time to get to know other people in your organisation. Knowing them on a personal level and not just presuming because of the colour of their skin or their accent is far better.

BE PREPARED TO LISTEN TO OTHERS

Take the time to actually listen to other’s opinions and acknowledge them. This doesn’t mean you can’t have opinions of your own. You can, and you should be able to freely express them. You don’t have to be swayed by someone else’s opinion, but listening may just help you see things from a different perspective. 10

9 http://www.staffingdiversity.biz/diversity.php 10 http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.htmlhttp://www.staffingdiversity.biz/diversity.phphttp://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html

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MUTUAL UNDERSTANDING

It’s not about ‘winning’ and argument but about reaching a satisfactory solution that is mutually agreed to by both of you and allowing the other person to also suggest a possible compromise solution if you are both unable to reach an agreement. It’s called a compromise. If we were all the same and all thought the same way, then there would be no change. Change comes from bouncing ideas around, debating and challenging new ideas to create a better work environment.

Compromise is not a sign of weakness but a sign of maturity and, whilst you may not feel you can compromise on certain issues, most disagreements tend to be more amicably resolved if there is a little give and take on both sides.

Always remember that disagreements and conflict, whilst not always pleasant, are, however, a fundamental part of life. They are inevitable from time to time and, managed well, are often simply the mechanism which allows us to get over a particular hurdle and to move on positively.

DEFINING CULTURAL AWARENESS

Cultural awareness is developing sensitivity and understanding of another ethnic group. This usually involves internal changes in terms of attitudes and values. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others.

RITUALS, CELEBRATIONS AND SPIRITUALITY

We all have rituals or things that we do on a regular basis that make us who we are. These could include acts such as the way we get ready each day whether we go to church on a Sunday or an exercise program that is consistent.in our life. A ritual is an established or prescribed way of doing certain things that are important to us. They are predictable and have a pattern. Rituals have an essential role to play in the quality of life of many people. In addition to rituals, many people have spiritual needs that may be in the form of:

 Religious observances such as Ramadan – Ramadan is the ninth month of the

Islamic lunar calendar. Every day during this month, Muslims around the

world spend the daylight hours in a complete fast

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 The need for privacy and an appropriate setting to reflect and/or participate

in spiritual activities

 Ceremonial observances

When caring for others it is important to take account of the spiritual needs of each individual. It is vitally important 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.

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IDENTIFY AND REFLECT ON OWN SOCIAL AND CULTURAL PERSPECTIVES AND BIASES

HOW BELIEFS ARE FORMED

The beliefs you hold about life, yourself and people is what’s responsible for who you are, how you behave and who you will become.

 False beliefs limit the human potential by preventing a person from achieving

what he can already achieve

 Positive beliefs, on the other hand, can help you trust your abilities, achieve

your dreams and reach the success you ever wanted to achieve

Because of the extreme importance of beliefs and the significant impact they have on our lives it makes a lot of sense to learn how beliefs are formed so that you can prevent false ones from being formed and support the formation of positive ones.

THE SEED

The belief formation process starts when a seed is implemented in the person’s mind. This seed could be a small remark made by an authoritative person, advice given by a close friend or even a phrase you heard from a complete stranger.

 “Sam is really arrogant.”

 “Black people are lazy.”

 “The economy is getting tougher.”11

These are perfect examples of seeds. Once you bump into a seed, it will settle into your mind whether you want it or not. At this point, the belief is not formed yet but as you experience different situations that water the seed it will grow and become a solid belief.

WATERING THE SEEDS UNTIL THEY BECOME SOLID BELIEFS

Contrary to common beliefs seeds don’t grow when real life evidence supports them but instead people keep collecting biased evidence for the sake of watering the seeds they already carry!!

11 http://www.2knowmyself.com/How_beliefs_are_formed

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For example, the next time Sam doesn’t say hi in an appropriate way the only explanation that will be given to his actions is that he is arrogant!! The main reason people feel bad about themselves is that they keep collecting false evidence that supports their false beliefs not knowing that the evidence collection process is biased towards their own beliefs!!

The more clues the person collects, the stronger the belief become until it reaches a point where the person believes that it’s a fact that can’t be changed.

Many people now believe that they are uninteresting, incompetent, worthless or inadequate because of seeds that were implemented into their minds years ago by their parents or friends.

HOW TO PREVENT THE FORMATION OF FALSE BELIEFS

In order to make sure your belief system stays clean you must learn how to recognise seeds early enough then challenge them before they become stronger.

Keep monitoring the words and phrases that are delivered to your mind by the people around you and as soon as you find a seed being implemented start challenging it.

Challenging a seed involves becoming conscious of it, not taking it into account before solid evidence is provided and making sure you are not collecting biased clues.12

You can use the same process to challenge beliefs that were already formed, but it’s much easier to challenge a seed before it turns into a solid belief than to challenge a belief that solidified long ago.

The challenge for all of us is to identify the significant events that have happened in our lives that have helped us form our opinions. Once you have done this, you can begin to challenge some of them. For example Aboriginals are lazy – how did you come to that conclusion? What has happened over the years that have embedded that information in your mind? Once you identify what you have heard you can begin to look at things that counterbalance them.

12 http://www.2knowmyself.com/How_beliefs_are_formed

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When working in a community service environment you will have many different cultures within it. You must learn to challenge all your ideas and beliefs so you can work with the people that use the service effectively.

We are born within a culture, and during the first stages of life we learn our culture. This process is sometimes referred to as our socialisation. Each society transfers to its members the value system underlying its culture. Children learn how to understand and use signs and symbols whose meanings change arbitrary from one culture to another. Without this process the child would be unable to exist within a given culture. To take a banal example, imagine what would happen if your children could not understand the meaning of a red traffic light. There is no objective reason for red to mean ‘stop’, or green to mean ‘go’. Parents and family, school, friends and the mass media, particularly television – all of them contribute to the socialisation of children and, often, we are not even aware that we are part of this process.13

13 http://eycb.coe.int/edupack/08.htmlhttp://eycb.coe.int/edupack/08.html

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WORK WITH AWARENESS OF OWN LIMITATIONS IN SELF AND SOCIAL AWARENESS

WHAT HVE BEEN THE BIGGEST INFLUENCES IN YOUR SOCIALISATION?

Culture is lived in a different way by each of us. Each person is a mixture of their culture, their own individual characteristics and their experience. This process is further enriched if you are living with two or more cultures at the same time. For instance, as a second- generation immigrant, you may be learning your culture of origin within the family and the culture of the country where you live at school and through the media.14

IDENTITY

Who am I? What am I? Identity is like culture; there are many aspects to it, some hidden some visible. One way of looking at this could be to imagine yourself as an onion (even if you don’t like to eat them). Each layer corresponds to a different part of your identity.

Some of these will be related to:

 The roles you play in life: a daughter, a friend, a school student, a baker, a

banker;

 The parts of your identity you may be able to choose: fan of a certain type of

music, member of a political party, style of clothes;

 Where you were born, where you now live;

 Belonging to a minority or not;

 Your gender and your sexuality;

 Your religion

 What you are not or don’t want to be: not a woman, not a socialist, not

French, not an alcoholic

14 books.google.com.au/books?isbn=9287156298

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Identity is not only a question of how we perceive ourselves.15 Others identify us, and we may not like the label they give us. Continuing the vegetable analogy, what happens if one onion calls another a tulip bulb? For example the labelling of some people as a “minority group” may be done by others. Who are we? And who are they? Our social identity has to do with values and symbols. We divide people into groups because there seems to be a need to be different from others. We need to give values to our group (class, family, and friends) which give us a positive value of ourselves. The danger lies in putting negative values on those who do not form part of our group. Putting people in boxes denies them the possibility of being anything else.16

15 http://eycb.coe.int/edupack/08.html 16 http://eycb.coe.int/edupack/pdf/09.pdfhttp://eycb.coe.int/edupack/08.html

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USE REFLECTION TO SUPPORT OWN ABILITY TO WORK INCLUSIVELY AND WITH UNDERSTANDING OF OTHERS

A learning journey of cultural competence occurs when ongoing reflection and environmental feedback involves and supports people to move along their culturally competent learning journey. The following diagram from the Educators’ Guide to the Early Years Learning Framework (p26) is a useful tool to share with teams, to discuss and to identify how individuals are progressing on their learning journey.

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There are also many reflective questions in the Guide and Learning Frameworks to provoke discussion and reflection. For example:

 Who is advantaged when I work in this way? Who is disadvantaged?

 What does cultural competence mean in your practice, for children, family,

community and educators?

 What do you know about the language/s that the children bring with them?

For more tips on how to become culturally competent take a look at the Educators’ Guide to the Early Years Learning Framework at http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_ye ars_learning_framework_for_australia.pdfhttp://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdfhttp://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf

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IDENTIFY AND ACT ON WAYS TO IMPROVE OWN SELF AND SOCIAL AWARENESS

Identifying the skills attributes and knowledge that you may need to develop to become culturally competent can be a challenging task. However, here are a few things that you might want to look at.

Auger, S. and Colindres, M. discussed in their article titled Latino Cultural Competency Training Curriculum the following:

It may be of benefit if you can gather knowledge on the following points:  Culture, history, traditions, values, and family systems of culturally diverse

customers  Impact of culture on the behaviours, attitudes, values, and health status of service

users  Help-seeking behaviours of culturally diverse service users  Roles of language, speech patterns, and communication styles in culturally

distinct communities  Social, environmental, and health plan policies on culturally diverse service users  Resources (for example, agencies, persons, and helping networks) which can be

utilised on behalf of culturally diverse customers and communities  Ways in which professional values may conflict with or accommodate the needs

of culturally diverse service users Skills you may need to brush up on:

 Personal qualities that reflect genuineness, empathy, warmth, and a capacity to respond flexibly to a range of possible situations

 Acceptance of cultural differences between people  Explicit understanding of the employee’s personal values, stereotypes, and biases

about their own and others’ culture  Techniques for learning and adapting to the personal and cultural patterns of

customers and their impact on adherence to prescribed intervention strategies  Capacity to work with family members and friends of service users in

communicating the nature of health and environmental conditions and recommended intervention strategies

Abilities that may need to be improved:

 Communicate accurate information on behalf of culturally diverse service users and communities

 Discuss cultural differences and issues openly, and to respond to culturally-based cues

 Assess the meaning culture has for individual cultures  Interpret the implications of evidence of problems as they are expressed by

service users from different cultures  Work effectively with an interpreter to obtain information from a service users

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 Evaluate new techniques, research, and knowledge regarding their application in working with culturally diverse service users

 Secure an appropriate level of cooperation with strategies and services Steps for Becoming Culturally Competent

1. Personal recognition and acceptance that all types of cultures have profound influence on our lives

2. Personal awareness that oppression is pervasive in our society. It is part of our history and, as much as we may want to escape that fact, it colours our relationships

3. The acceptance that there are cultural differences, and we need to learn to respect what we may not always understand

4. Have the humility to accept that we do not know everything about other cultures, and ever will. We, therefore, need to ascertain what it is we need to know about the specific groups with whom we are working

5. A willingness to pursue that information in all of the ways available to us. 6. When we are unable to do any of the above, having the courage to identify and

confront our personal resistance, anger, and especially, our fears17

17 http://www.scahec.net/courses/PH%20Modules/Mod4CCRead.pdfhttp://www.scahec.net/courses/PH%20Modules/Mod4CCRead.pdf

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T O P I C 2 – A P P R E C I A T E D I V E R S I T Y A N D I N C L U S I V E N E S S , A N D T H E I R

B E N E F I T S

VALUE AND RESPECT DIVERSITY AND INCLUSIVENESS ACROSS ALL AREAS OF WORK

We are all the product of our own upbringing and experiences so it is natural that we will have differences in opinions on a variety of issues.

Prejudices Unfortunately, many people put up barriers to protect themselves instead of opening themselves up to others. This, in turn, leads to a mistrust of others regardless of colour, religion, gender or any other stereotypical excuse given as to why we fear others and, on a global scale, this is often borne out in the wars that we see around the world and in an increase in terrorist activities. We all know that these kinds of responses only really fuel further mistrust yet, even in our own immediate environments such as the workplace or even in our local pub, we all tend to congregate in our little groups without giving much thought to others around us. Benefits of Being Open to Others When we get to learn about others and respect our similarities and our differences, we get to learn so much more about the world and about ourselves and this helps us to grow spiritually, instead of stagnating. It also opens the doors to many other opportunities, be they friendships, work prospects, travel possibilities or a wider understanding of the world in which we live. -“Accepting Other Peoples Differences.” Web. 06 Aug. 2015 <http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html>.

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At work, you will deal with a range of people including work colleagues at all levels of the organisation. You will deal with managers and supervisors, internal customers, stakeholders and people from other organisations. Everyone, you deal with will be different from you in some way. Some of these differences may not concern you at all, while other differences may need you to make adjustments in work practices or to your usual way of thinking. Other people may need to make adjustments to accommodate you.

18 “Accepting Other Peoples Differences.” Web. 06 Aug. 2015 <http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html>.

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Everyone needs to cooperate to ensure that your organisation performs successfully. You have learned that there are many different forms of diversity including age, beliefs and value systems, culture and race, expertise, experience and working style, gender, language, physical and mental characteristics and capabilities, politics and religion.

RESPONDING TO DIVERSITY: CULTURE

Cultural issues always depend ultimately on the feelings of the individual. It is not necessary to learn all there is to know about another’s culture before you can interact effectively with them. Acknowledging differences and acting on issues as they arise will show that you respect their culture and their individuality.

RESPONDING TO DIVERSITY: AGE

Workplace structure has changed, and many people now experience workplaces where all employees are involved in decision-making and plans. Conflict can occur when people of any generation stereotype others and refuse to acknowledge different values and opinions.

Australia’s population is ageing. This means that older people are increasingly making up a larger proportion of the whole population of consumer and client markets and the workforce.

Here are some tips for dealing with older people in the workplace:

 Acknowledge the experience and skills they bring to the workplace

 Be open to being mentored by an older person

 Offer to assist with or teach new technologies to an older colleague

 Question older people on operations, best practice, and how to deal with

problems

 Listen and observe how they approach work tasks and problem-solving

 Avoid stereotyping

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RESPONDING TO DIVERSITY: BELIEF AND VALUE SYSTEMS

People have different beliefs and value systems which are attached to many areas of their life including money, family and politics. They have their own unique view and experience of the world.

Politics is one area where conflict can arise. Political bias happens when a person or organisation treats people differently because of the person’s or organisations political views. This is a form of discrimination. It is unlawful in Australia to treat someone unfairly or harass them because of their political beliefs or activities or what you assume are their political beliefs or activities.

Here are some tips for dealing with different belief or value systems:

 Try to be understanding

 Remember that there are reasons for the way others make decisions

 Don’t allow personal differences to be an obstacle to your work

 Maintain a professional attitude

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CONTRIBUTE TO THE DEVELOPMENT OF WORK PLACE AND PROFESSIONAL RELATIONSHIPS BASED ON APPRECIATION OF

DIVERSITY AND INCLUSIVENESS

The variety of experiences and perspective arise from differences in race, culture, religion, mental or physical abilities, heritage, age, gender, sexual orientation, gender identity and other characteristics.” So why is it when many people think of diversity, they think first of ethnicity and race, and then gender? Diversity is much broader. Diversity is otherness or those human qualities that are different from our own and outside the groups, to which we belong, yet present in other individuals and groups. -“Managing Diversity in the Workplace.” Web. 06 Aug. 2015 <http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversi>.

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Valuing this diversity needs to be evident by everyone who works in or enters your workplace.

Let’s make some assumptions; valuing diversity is worthwhile; it increases the number and quality of ideas; it improves business decisions; it leads to greater client satisfaction; it helps to retain your best people; it helps to attract good caliber people keen to join an enlightened employer.

In short, valuing diversity is good news. End of story – but wait; what is valuing diversity? If we were going to start doing it at 0900 tomorrow morning, what exactly would we do? Is valuing diversity an attitudinal thing or a behavioural thing or both? If you believe that attitudes shape behaviour, then of course you’d do your best to win peoples’ hearts and minds and wait for their behaviour to follow. If, on the other hand, you believe that behaviour shapes attitude, then you’d want to nudge people into using the behaviours that actually value diversity and wait for attitudes to align themselves to the new behaviours.

Let’s start, as one usually does, with a definition. Valuing diversity is reaching beyond how a person looks or appears and putting a value on their behaviour, ideas and perspectives. In other words, ‘valuing’ means going out of your way to gain advantage from different ideas and perspectives. The goal is to create the conditions where

19 “Managing Diversity in the Workplace.” Web. 06 Aug. 2015 <http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversi>.

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difference does not stop people from participating. This is a far cry from the normal state of affairs where difference tends to inhibit participation.

So, what are the key valuing diversity behaviours? Here are a dozen – just for starters:

 Finding out about peoples’ different backgrounds and skills

 Listening hard to different viewpoints and perspectives

 Treating people as individuals, not as representatives of a group

 Creating opportunities to interact with people who are different

 Actively supporting people who are treated unfairly because they are

different

 Avoiding jokes/comments at the expense of minority groups

 Challenging practices and policies that disadvantage minorities

 Welcoming everyone as a contributor

 Consulting widely

 Teasing ideas out of people rather than expecting them to be volunteered.

 Finding ways to encourage participation in discussions/meetings

 Giving people ample opportunity to prepare their ideas before being called

upon to put them forward

Whilst valuing diversity may be a little time consuming and somewhat confusing at times, there is a great deal of value in it.

The excitement of a diverse workforce is exhilarating and educational if not a little confrontational. It challenges us to face our own discriminatory beliefs and look at things from a different point of view.20

20 http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversity-in-the- workplace/

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USE WORK PRACTICES THAT MAKE ENVIRONMENTS SAFE FOR ALL

NON-DISCRIMINATORY ATTITUDES

One of the most exciting aspects of working in any business or industry is the daily contact you have with people from all walks of life.

Australia is a very multicultural country, and we all work with people from many countries and cultures every day. You will also work with many people who have very different behaviours and abilities.

Your responsibility is to behave in a non-discriminatory manner and to demonstrate a non-discriminatory attitude towards your fellow employees and other work associates.

Both federal and state laws say that it is against the law to discriminate against people or treat them unfairly in various areas of public life – and this includes the business industry. Understanding these laws and how they relate to your responsibilities as a business employee or worker will ensure that you conduct yourself appropriately in all situations.

You should also know how these laws affect your rights in the workplace, for example in relation to issues such as your employment and/or promotion prospects.21

There are several laws that exist in Australia to protect an individual’s right to be treated in a fair and equitable manner. These laws mean that you cannot be discriminated against for:

 Sex

 Race

 Pregnancy

 Parental Status

 Age

 Religion

21 http://www.jsw.org.au/elearning/retail/certII/workeffectivelyinaretailenvironmen…http://www.jsw.org.au/elearning/retail/certII/workeffectivelyinaretailenvironment/units/wrrer1b/act1/pg01.htm

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 Sexual Preference

 Marital Status

While organisations have an obligation to uphold the law and be non-discriminatory towards its staff and customers/clients, you also have responsibilities as an employee.

When dealing with customers, your workmates and any other person who do business with your organisation, always remember to uphold the Anti-Discrimination Policy at all times.

You will be held responsible for your own actions.

Most of us have an opinion about individuals or groups of people who are different from ourselves – this is quite natural and a part of human nature. These opinions are formed very early in our life – starting from a very young age we start to decide what’s “normal” and what’s “different”. Our parents also contribute to our opinions, until we become adults and start to make our own decisions about what is “normal” and what is “different”. However, if we’re not careful, these feelings can lead us to form prejudices, and to discriminate against these people. The anti-discrimination laws that exist in Australia and around the world are designed to ensure that every individual gets “a fair go”. Penalties for people or companies who are found guilty of discriminatory behaviour are very severe. -“What is discrimination?” Web. 06 Aug. 2015 <https://www.dlsweb.rmit.edu.au/toolbox/retailop/html/pages/er1/01_nd/nd02.htm>.

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22 “What is discrimination?” Web. 06 Aug. 2015 <https://www.dlsweb.rmit.edu.au/toolbox/retailop/html/pages/er1/01_nd/nd02.htm>.

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LEGISLATION

There are several pieces of legislation which cover discrimination in the workplace. There are Federal laws and state laws.

There are four Commonwealth Acts:

 The Racial Discrimination Act 1976 prohibits discrimination on the grounds of race, colour,

national or ethnic origin, immigration (or that of a relative or associate).

 The Sex Discrimination Act (1984) prohibits direct and indirect discrimination with regard to sex,

sexual harassment, marital status, pregnancy, dismissal on the grounds of family responsibilities.

 The Disability Discrimination Act (1992) prohibits discrimination on the grounds of disability.

 The Human Rights and Equal Opportunity Commission Act 1987 prohibits breaches of human

rights by the Commonwealth and discrimination in employment on the basis of race, colour, sex,

religion, political opinion, national extraction or social origin, age, medical record, impairment,

marital status, mental, intellectual or psychiatric disability, nationality, physical disability, sexual

preference, trade union activity.

– “Commonwealth Acts.” Web. 06 Aug. 2015 <http://vet-in-wsr.wikispaces.com/file/view/retail- WorkEIRE.doc>

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There are several places where you can get either more information or help. Federal and State legislation covering EEO and anti-discrimination as well as some related areas can be found on the Internet at the relevant government websites.

HUMAN RIGHTS COMPLAINTS

There are a range of places that you or your clients can go if you think that your human rights have been breached.

THE AUSTRALIAN HUMAN RIGHTS COMMISSION

The Commission can investigate complaints of discrimination, harassment and bullying based on a person’s:

 sex, including pregnancy, marital status, family responsibilities and sexual

harassment

23 “Commonwealth Acts.” Web. 06 Aug. 2015 <http://vet-in-wsr.wikispaces.com/file/view/retail- WorkEIRE.doc>

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 disability, including temporary and permanent disabilities; physical,

intellectual, sensory, psychiatric disabilities, diseases or illnesses; medical

conditions; work related injuries; past, present and future disabilities; and

association with a person with a disability

 race, including colour, descent, national or ethnic origin, immigrant status

and racial hatred

 age, including young people and older people

 (in employment only) sexual preference, criminal record, trade union activity,

political opinion, religion or social origin

The Commission can also investigate complaints about alleged breaches of human rights (including the rights protected in the International Covenant on Civil and Political Rights and the Convention on the Rights of the Child) against the Commonwealth and its agencies.

STATE AND TERRITORY HUMAN RIGHTS AGENCIES

Each state and territory has a human rights agency that can also receive complaints about human rights breaches. For more information click on the links below:

 Anti-Discrimination Board of New South Wales

 Victorian Equal Opportunity and Human Rights Commission

 Anti-Discrimination Commission Queensland

 Equal Opportunity Commission Western Australia

 Equal Opportunity Commission of South Australia

 Office of the Anti-Discrimination Commissioner, Tasmania

 Northern Territory Anti-Discrimination Commission

 Australian Capital Territory Human Rights Commissionhttp://www.lawlink.nsw.gov.au/ADBhttp://www.humanrightscommission.vic.gov.au/Home.asphttp://www.adcq.qld.gov.au/http://www.equalopportunity.wa.gov.au/http://www.eoc.sa.gov.au/site/home.jsphttp://www.antidiscrimination.tas.gov.au/http://www.nt.gov.au/justice/adc/index800.htmlhttp://www.hrc.act.gov.au/

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INTERNATIONAL BODIES

If a person in Australia has exhausted all options for having their complaint heard, and has been unable to obtain a remedy for a human rights breach, he or she can sometimes take their complaint to a United Nations committee.

 Human Rights Committee (International Covenant on Civil and Political

Rights)

 Committee on the Elimination of Racial Discrimination (International

Convention on the Elimination of all forms of Racial Discrimination)

 Committee against Torture (Convention against Torture)

 Committee on the Elimination of Discrimination against Women

(International Convention on the Elimination of all forms of Discrimination

against Women)

 Committee on the Rights of the Child (Convention on the Rights of the Child)

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T O P I C 3 – C O M M U N I C A T E W I T H P E O P L E F R O M D I V E R S E

B A C K G R O U N D S A N D S I T U A T I O N S

SHOW RESPECT FOR DIVERSITY IN COMMUNICATION WITH ALL PEOPLE AND USE VERBAL AND NON-VERBAL COMMUNICATION

CONSTRUCTIVELY TO ESTABLISH, DEVELOP AND MAINTAIN EFFECTIVE RELATIONSHIPS, MUTUAL TRUST AND CONFIDENCE

NON-DISCRIMINATORY LANGUAGE

The thing to consider about being non-discriminatory in the way you treat your colleagues and customers is the way that you speak. This includes the language you choose to use.

Language, both spoken and written, is the main official method that people use for communicating in business, regardless of whether the communication is between:

 Staff of the same organisational responsibility

 Staff with different levels of organisational responsibility

 Staff and customers

However, even written and spoken language can be used to show discriminatory feelings and attitudes towards particular individuals or groups of people.

Professional communication requires people to consider:

 Their own feelings and attitudes

 The feelings and attitudes of others

 By using language which does not discriminate against anyone unfairly

Discrimination in language means that the language is not respectful or accurate in its references to particular individuals or groups of people.

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Consequently, when communicating at work, everyone is obliged to:

 Use inclusive language

 Avoid stereotypes

TRIVIALISING LANGUAGE

Language that trivialises or denigrates others and their experiences suggests that the other person is inferior. Trivialising language often reinforces differences in power between the ‘in- group’ and the ‘out-group’. This type of discriminatory language includes terms, comments and jokes that are patronising or demeaning. Trivialising language might also emphasise irrelevant information or make use of non-parallel descriptions. -“Discriminatory Language.” Web. 06 Aug. 2015 <https://www.mq.edu.au/on_campus/diversity_and_inclusion/inclusive_language_tips/>.

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Practical examples:

 ‘Girls in the office’, ‘just a housewife’, and ‘checkout chick.’

 Dear, love, sweetie, for women

 ‘She’s done an amazing job for a person in a wheelchair.’

 ‘Oh, I love your foreign accent. It’s so exotic.’

STEREOTYPES

Whether or not stereotypes are intended to be positive and celebratory (e.g. ‘Australians believe in a fair go’ or ‘Australians believe in mateship’) or negative and derogatory (e.g. ‘Tasmanians are inbred’), all may have potentially harmful real-world consequences.

In reality, none of us fits neatly into stereotypes. Assuming that someone who appears white is not Indigenous, or that a student who wears dresses and lipstick is not a lesbian, can lead to confusion and offence if you think that it gives you licence to use discriminatory language about Indigenous people or lesbians in front of them.25

24 “Discriminatory Language.” Web. 06 Aug. 2015 <https://www.mq.edu.au/on_campus/diversity_and_inclusion/inclusive_language_tips/>.

25 “Discriminatory Language.” Web. 06 Aug. 2015 <https://www.mq.edu.au/on_campus/diversity_and_inclusion/inclusive_language_tips/>.

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OFFENSIVE LANGUAGE

Sometimes workplace discussions and debates over particular topics get heated, and participants may begin to use expletives. Such language may be offensive to others so it should never be used in the workplace.

WHAT IS NONVERBAL COMMUNICATION AND BODY LANGUAGE?

Non-verbal language is simply the body language and facial expressions we use without even thinking.

Non-verbal communication might include:

 Facial expressions

 Body movements and posture

 Gestures

 Eye contact

 Touch

 Personal space

 Voice

These messages are sent along with our verbal language for example you might say you agree verbally but all the time you are shaking your head no!

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

When your nonverbal signals match up with the words you’re saying, they increase trust, clarity, and rapport. When they don’t, they generate tension, mistrust, and confusion. If you want to become a better communicator, it’s important to become more sensitive not only to the body language and nonverbal cues of others, but also to your own.

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-“Nonverbal Communication.” Web. 05 Aug. 2015 <http://www.helpguide.org/articles/relationships/nonverbal- communication.htm>.

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26 “Nonverbal Communication.” Web. 05 Aug. 2015 <http://www.helpguide.org/articles/relationships/nonverbal- communication.htm>.

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WHERE A LANGUAGE BARRIER EXISTS, USE EFFECTIVE STRATEGIES TO COMMUNICATE IN THE MOST EFFICIENT WAY

POSSIBLE

When working with clients, you may require the services of an interpreter. This may be in the form of a professional person or possibly a family member or friend who can correctly relay the desired information. You may at some stage be working with clients from a diverse range of cultural and linguistic backgrounds.

Overcoming communication difficulties across cultural and linguistic bonds may be achieved by:

 Speaking slowly and clearly

 Maintaining a normal volume

 Maintaining normal volume

 Paraphrasing

 Prioritising and sequencing your instructions

 Using clear and simple language

 Responding appropriately to emotions

 Providing opportunities for questioning and clarification

 Employing the use of communication aids

You might use the following strategies to enhance the communication of your clients in their own language:

 Learning some of the keywords in their language

 Utilising aids such as communication charts

 Involving relatives or friends to assist where appropriate

 Using signage

Some strategies used to improve communication may require specialised training, such as:

 Professional interpreters

 Bilingual health care staff

 Telephone interpreter services

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In order to maintain the highest standards of care, it is essential that staff be aware of the appropriate uses and restrictions surrounding the communication aids of their clients. Inappropriate use may be detrimental rather than helpful.

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SEEK ASSISTANCE FROM INTERPRETERS OR OTHER PERSONS ACCORDING TO COMMUNICATION NEEDS

COMMUNICATING WITH ASSISTANCE FROM A BILINGUAL PERSON

Professional interpreting is a specialised skill requiring comprehensive training. This is quite different to being able to speak many languages. Not only are interpreters trained in the field of linguistics, but they may also have extensive training in other specialised fields such as medicine or law for example.

A professional interpreter may be used for:

 Medical consultations

 Treatment and procedure requirements/options

 Discussing test results

 Care planning

 Legal advice

 Financial services

 Any other private or confidential information

WHY DO WE NEED INTERPRETERS?

There is a legal obligation that interpreters are used in situations relating to medical, legal and confidential matters. Professional interpreters can be bound by client confidentiality to protect the client’s rights and interests. There can be serious consequences 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. – “Interpreters. ” Web. 05 Aug. 2015 <http://sielearning.tafensw.edu.au/MCS/HLTHIR403B/12054/hlthir403b/lo/11979/docum>.

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27 “Interpreters. ” Web. 05 Aug. 2015 <http://sielearning.tafensw.edu.au/MCS/HLTHIR403B/12054/hlthir403b/lo/11979/docum>.

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You can use bilingual staff to assist in day to day communications, however, remember that they have their own busy workload and 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.

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T O P I C 4 – P R O M O T E U N D E R S T A N D I N G A C R O S S DI V E R S E G R O U P S

IDENTIFY ISSUES THAT MAY CAUSE COMMUNICATION MISUNDERSTANDINGS OR OTHER DIFFICULTIES AND WHERE

DIFFICULTIES OR MISUNDERSTANDINGS OCCUR, CONSIDER THE IMPACT OF SOCIAL AND CULTURAL DIVERSITY

When you are working in a culturally diverse environment, you may come across various issues that will create conflict. You will need to be able to identify these issues, hopefully before they cause conflict.

If an issue arises that causes difficulty or misunderstandings; you will need to consider the impact of any cultural differences.

Issues that may cause conflict in a culturally diverse environment have been outlined for you below. This list is not definitive, and you may experience various other issues in your workplace. If an issue arises in your workplace that you are not familiar with you should seek assistance from your supervisor or manager.

Cultural Ignorance And Insensitivity Community service workers lacking cross-cultural experience or cultural sensitivity may either over-emphasise or underestimate the influence of culture when working with cultural communities. There is a tendency to fall into the trap of ethnocentrism by applying your behavioural standards to every client or co-worker. Lack Of Awareness Of Different Societal Lifestyle Practices Different countries or cultures have different lifestyle practices, due to their levels of development. For example, in some parts of the Horn of Africa, people are paid after they complete their work for the day, so that they can purchase their daily necessities. Therefore, they have no concept of a banking system, budgeting or being paid fortnightly. This may cause confusion and misunderstanding when they work in Australia. When you are working across cultures, the differences in lifestyle practices could cause confusion, misunderstanding, or even conflict. Differences In Cultural Practice People will not automatically discuss their differences in cultural practice, but they might become visible due to misunderstandings or conflicts regarding particular matters such as not accepting food, due to a cultural dietary practice. Therefore, it is important for you not just to focus on the issue itself but to investigate the root cause of these misunderstandings or conflicts.

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Differences In Perception Of Illness And Treatment Cross-cultural misunderstandings and conflict frequently happen when clients visit doctors or dentists during assessment, diagnosis and treatment processes. These are due to differences in the perceptions of illness and treatment. Different perceptions also exist between workers, which may hinder teamwork. Recognition, acknowledgement and respect for these differences are important when you are working cross- culturally. Miscommunication And Misinterpretation One the most common causes of cross-cultural misunderstanding and conflict is miscommunication and misinterpretation of meaning between workers and CALD people. – “Cultural misunderstandings.” Web. 06 Aug. 2015 <http://etraining.communitydoor.org.au/mod/page/view.php?id=318>.

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28 “Cultural misunderstandings.” Web. 06 Aug. 2015 <http://etraining.communitydoor.org.au/mod/page/view.php?id=318>.

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MAKE AN EFFORT TO SENSITIVELY RESOLVE DIFFERENCES, TAKING ACCOUNT OF DIVERSITY CONSIDERATIONS

NEGOTIATING CROSS-CULTURAL CONFLICT

While a conflict may be similar to a cross-cultural misunderstanding, there are a number of main differences to understand.

Cross-cultural conflict may arise whereby an individual may react negatively toward another based upon differences in their cultural or linguistic background. This may be manifested by:

 Name calling

 Derogatory comments

 Put-downs

 Commenting on a person’s physical appearance

 Offensive language

 Ignoring or isolating behaviour

These behaviours may result in the other party feeling:

 Intimidated

 Upset

 Belittled

 Angry

 Isolated

 Intimidated

Nobody has the right to make another experience any of the above emotions. Trying to justify or ignoring this type of behaviour is really only condoning it, however unintentional.

Cross-cultural conflict sometimes occurs when people direct inappropriate behaviour toward one another. Conflict may occur between clients, staff and client and also between staff members.

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Whether or not you work within the health care environment, the next section is relevant to our interaction with others in a wide variety of settings.29

DIFFERENT INTERACTIONS REQUIRE DIFFERENT RESPONSES

The relationships between people affect the way in which they should respond. For example:

 Different levels of power within an organisation will largely determine the

interaction between individuals. This may be between staff members,

between staff and client and also between clients. When a person in a position

of authority or power instigates a situation, it might be more difficult for the

other to stand up for themselves.

 In some cultures, the relative position of power may be determined by factors

such as occupation, age and gender.

Depending upon the situation, the consequences of unwanted behaviours will vary. In the workplace, there are specific laws which determine what is considered to be appropriate behaviour.

Below are some guidelines for changing people’s behaviour in the workplace without necessarily changing their attitudes.

RESPONDING TO CROSS-CULTURAL CONFLICT

Here are some ways that you can respond to cross-cultural conflict in your workplace:

 Remain calm and try not to be influenced by emotions

 Inform the instigator that their behaviours are inappropriate or offensive, but

make it clear that it is their behaviours that you find offensive and not them

 If the person involved offers you an apology, accept it

 If they don’t offer an apology, let it go once

 If the same behaviour continues, then proceed to take action

29 http://www.studymode.com/subjects/be-able-to-respond-to-inappropriate-behaviour-page3.html

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 The parties involved may determine the course of action to be taken

Most organisations have a process or procedure for dealing with complaints and concerns. However, you may elect to report anonymously.

Regardless of who is involved in a negative interaction, it is important that action is taken promptly. If you feel that you can’t deal with the situation by yourself, you may decide to speak with a colleague or supervisor.

Remember all people have the right to be treated with dignity and respect!

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ADDRESS ANY DIFFICULTIES WITH APPROPRIATE PEOPLE AND SEEK ASSISTANCE WHEN REQUIRED

PROBLEM AREAS ASSOCIATED WITH COMMUNICATION

Sometimes we are misunderstood, or we don’t receive the message in a way that someone else intended us to receive it. This can cause conflicts or serious misunderstandings when working with other people and clients. Misunderstandings may be more likely when working with other people who are quite different to us as we may not understand some of their cultural values and beliefs that influence how they give and receive information. It is important to be aware of possible problems and to know what to do when they arise. Problems or barriers in communication come from a number of areas:

 Status – When there is a superior/subordinate relationship, communication

tends to be one-way. The superior speaks and the subordinate acknowledges

and agrees

 The pressure of time – When a person is in a hurry, the conversation is only

one-way. Abbreviated sentences are used, and thoughts tend to run together.

There is a high risk of misunderstanding

 Value judgments – A value judgment is the allocation of an overall worth to the

communication. When listening, people tend to allocate a value of ‘right’ or

‘wrong’ and ‘true’ or ‘false.’

 Inattention – Lack of interest is the main cause of inattention. You can also

have a mind overload when there is a lot of activity around you, which makes

it difficult to concentrate entirely on the communication directed to you.

 Jumping to conclusions – This happens when you hear the start of a message,

assume the conclusion and/or the essence of a message then disregard

everything else being said

 Emotions – Anger, fear, hate and love may cause you to behave and

communicate irrationally or incoherently

 Inconsistency – People are confused when a person giving instructions later

changes his/her mind and gives conflicting instructions. If this happens too

often, the person on the other end may ‘switch off’ or not respond until the

details have been checked with someone else

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 Physical barriers – People who have a hearing disability have a physical

barrier to communication. Other barriers might be excessive noise, fatigue,

stress, illness and individual discomfort

 Individual differences – Every person is different and so are communication

styles. Factors that influence the way people communicate (verbally and non-

verbally) are age, gender, past experience, education levels, race, culture,

beliefs, attitude, perceptions, prejudices, first language and confidence

 Lack of feedback – You need to let the other person know that you understand

what is meant. If you don’t acknowledge what is being said and show that you

are on the same track, then the other person will either assume that you

understand OR decide you do not understand and repeat the message. This

creates confusion and frustration

HOW TO OVERCOME COMMUNICATION BARRIERS

The key to being an effective communicator is to be a good listener and, in particular, an empathetic listener. Empathetic listening requires you to listen not only to the words used by the sender but also to be attuned to the feelings and mood of that person. Empathetic listening includes:

 Avoiding making value judgments

 Listening intently to the full story

 Recognising feelings and emotions

 Reviewing the other

 Questioning with care to confirm

 Understanding

THE NEEDS AND EXPECTATIONS OF DIFFERENT CLIENTS

When working within the community, it is important to have a working knowledge of what is considered to be appropriate behaviour and plain good manners. Promoting these effectively will help to develop a harmonious working environment with other staff and clients alike.

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Most communities contain 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

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 feel safe in their environment nad in society

 To have their physical, netal and emotional health issues cared for including:

o Counselling

o Health care/insurance

o Income

o Safety

o Any other type of need they have

 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

HANDLE COMPLAINTS SENSITIVELY, COURTEOUSLY AND WITH DISCRETION

Problems happen. It’s how you honestly acknowledge and handle them that counts with people. Clients will remember you, and happily give you another chance to delight them when you choose to correct problems with the very best you can offer, proving you value them and their business. 30

COMMUNICATING WITH A COMPLAINING CLIENT

30 http://www.lifehack.org/articles/communication/7-steps-for-resolving-customer-complaints.html

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Step One: Listening:

 Listen to the complaint: Let the client get it off his/her chest. Don’t interrupt.

Make sure you hear the full story. Ask open questions to encourage the client

to tell you as much as s/he wants to. Don’t argue and don’t explain

 Communicate warmth and understanding: Use body language which shows

understanding: don’t cross your arms, lean slightly towards the client, nod,

have a pleasant but serious expression. It is not a laughing matter – don’t

paint a fixed smile on your face. Say things that encourage the client to speak:

“Ah- ha”, “Mmmmm”, “Right”, “Gosh”, “How awful” and so on

 Use the client’s name

 Imagine what you would feel like in the same situation as you concentrate on

listening to what the client is saying

 Don’t commit the company to any action. Don’t admit liability. Action is for a

later stage

 Don’t take it personally. The client is not angry with you, but with the

company and the service or product

Step Two: Calm the Client:

 Apologies and acknowledge the client’s feelings e.g. “I am so sorry. You must

have been annoyed. I would have been.”

 Summarise the complaint in your own words to show the client that you have

really listened and understood: “As I understand, this is what happened

…………… Is that right?”

Step Three: Take Responsibility:

 Check with your supervisor. Summarise the complaint to him/her. Do not

have a dig at the client when you tell the supervisor the tale. If you are two-

faced, you can be sure it will come out in some way

 Communicate as soon as possible to the client what the store proposes to do.

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 Explain (don’t excuse) what went wrong if you need to. By now the client is

relaxed because you are going to rectify the problem and will listen and

probably even understand

 Check that the client agrees with the course of action. If s/he does not, then

ask the client what their expectations are. Relay this to whoever it is that

makes decisions. At this stage if the client is still unhappy, it is probably best

for a senior to take over

Step Four: Follow-Up:

 Check that what you promised actually happens, and that it happens by the

time, you said it would. You should keep a diary note

 Ring the client up after the complaint has been rectified and make sure s/he is

happy (or check at the end of the conversation).

Employees receiving client complaints should always be friendly, polite, and helpful; and try their best to resolve the problem if they can. Even if a problem cannot be totally solved, the fact that your business did everything you could to help will make the client feel much less negative about your business, hopefully enough to keep them with you (so you can ensure they are fully satisfied next time around!).

Sometimes it can be difficult for an employee to feel like helping an angry client, particularly if the problem is not their fault; however it is crucial that they remain polite and helpful at all times.

Remember that body language is a large part of communication, so listening while looking away will just make the client think you are ignoring them.

USE ACTIVE LISTENING AND QUESTIONING TO ESTABLISH NATURE OF COMPLAINT

A critical aspect of resolving the complaint is to identify the complaint. In most cases, the client will tell you what the problem is, but their version is certain to leave out relevant information. This information may be information which lessens their case, or which puts a different slant on things.

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LISTEN TO YOUR CLIENT

One of the best ways to help make unhappy clients feel better about your business is to listen. This shows that you care about your clients and are looking out for them.

Active listening is a structured form of listening and responding that focuses the attention on the speaker. The listener must take care to attend to the speaker fully, and then repeats, in the listener’s own words, what he or she thinks the speaker has said. The listener does not have to agree with the speaker–he or she must simply state what they think the speaker said. This enables the speaker to find out whether the listener really understood. If the listener did not, the speaker can explain some more.

Active listening has several benefits:

 First, it forces people to listen attentively to others

 Second, it avoids misunderstandings, as people have to confirm that they do

really understand what another person has said

 Third, it tends to open people up, to get them to say more

ESTABLISH NATURE OF COMPLAINT

You must talk to the client to work out whether the issue is beyond your authority to fix, indicating that a manager needs to become involved.

Attempt to find out:

 Names of those involved

 Promises that the store/staff may have made

 Service or products that failed to live up to promises or expectations,

including how

 They failed to deliver on quality or expectations

 Timelines relating to the complaint

 Costs, money or charges involved

 The factual details, as far as can be ascertained, as to what was said and by

whom

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 Actions, or inactions, taken (or not taken) by the staff

When you have uncovered all the details about the issue, repeat them back to the person and then move on to seek agreement about what should be done.

Whatever is decided on must be explained in detail so there can be no doubt about what you are going to do; when such agreement is takes place, your next step is to implement the agreed solution.

TAKE ACTION TO RESOLVE COMPLAINT TO CLIENT ’S SATISFACTION

When a client complains, you should always offer them a solution to the problem. If you cannot directly fix the problem, offer them something else to try and keep them satisfied.

There are many different types of solution, but they could all turn a disappointed client into a happy one. The one that is the most effective is to apologise.

Sometimes one of the most effective forms of solution can be an apology, informally for minor problems, or written for major problems. An apology should be genuine, and may go alongside other forms of solution, particularly if the problem is significant, or the client is an important one. An apology shows that you care about the client and that you are aiming to put right any problems they have encountered.

REFER UNRESOLVED COMPLAINTS TO SUPERVISOR

The importance of effective resolution of client complaints impacts upon the client service performance of the organisation and should be resolved in a manner which is professional and compliant with your organisation’s procedures.

You may not be able to resolve a complaint because:

 The client is unprepared to negotiate what they see as being the only

acceptable resolution

 The client is irate, aggressive, threatening or intimidating

 The solution is beyond your authority to act on

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 There is a lack of understanding in relation to the complaint

 There is a language problem

Sometimes, the client’s issue needs to be dealt with by someone with a different authority level. All these situations must be referred to the appropriate person as soon as possible to prove their complaint is not being ignored.

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The appropriate person may be:

 Supervisor/management

 A more senior staff member

When clients are referred to other members within an organisation, they can feel frustrated and perhaps even become hostile if they feel they are getting the “run around”.

Here are some ideas you can apply to help reduce client frustration:

 Do everything practical to ensure that the client does not have to repeat his or

her story to the next person

 When transferring a phone call to another staff member, make every effort to

“fill in” that member about the particulars of the problem

 Keep in mind that hostile clients may be best calmed down by referring to a

supervisor. We know that people tend to behave less aggressively when they

speak to a supervisor, regardless of level in the organisation

 Again, when referring to a supervisor, make sure the supervisor is aware of

the problem, and the emotional state of the client (hostile, angry, threatening,

etc.)

 Before referring, make sure you understand the client’s situation and what he

or she wants. A major error that employees make is to not listen well, or, not

ask the right questions and assume that a referral is in order. Good listening

skills are important

 When referring, try to tell the person how long the wait will be, or what to

expect

Remember, it is the little things that make the difference.

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T O P I C 5 – F U R T H E R I N F O R M A T I O N

WESTERN SYSTEMS AND STRUCTURES THAT IMPACT ABORIGINAL AND/OR TORRES STRAIT ISLANDER PEOPLE AND

THEIR ENGAGEMENT WITH SERVICES

When providing service to Aboriginal and Torres Strait Islander people in rural or urban settings, there are some very specific issues that will impact on the type of service provided, the method of providing service and on the expected uptake of offered services?

The Aboriginal and Torres Strait Islander history is one of loss, disenfranchisement, discrimination and dispossession. The current position in society of these people is uncertain, in that many of them wish to retain their unique culture but are often fighting a losing battle against the forces of our westernised culture and the interest of many of their own young people. This creates conflict and a discontent that relates directly back to their history.

It must be noted that although many mainstream Australians still consider this country to have been colonised by white settlers in the 1700s, Indigenous people, that is, the original inhabitants of Australia-will generally refer to invasion. When working in a community or health service environment it is necessary to understand why this is so. Community service workers need, therefore, to have some knowledge of pre and post colonisation history.

Aboriginal people have their own history from pre-settlement time. Pre-colonial history refers to a people who had their roots in the Dreaming myths and legends, who were semi- nomadic, often referred to as hunter-gatherers and who were self-sufficient in that their needs were largely met by the lands upon which they lived and of which they were the custodians.

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Part of their experience manifested in the need to adapt to the changing climates, landscapes and conditions of the world in which they lived when Anglo-European settlers’ transformations inflicted by white settlement; initially, to new industrial revolution technologies and to a totally different approach to economy, society and societal structures and to politics. The values of white settlers encouraged accumulation in an economy which revolved, at first, around primary production. Later secondary industries grew. Acquiring and owning land, changing its use and depleting resources is part of this economy.

Land, to Indigenous people, is not just a geographical area; it incorporates associated values, places, resources, stories and cultural obligations which are central to historical and spiritual wellbeing and to Indigenous heritage and tradition. Indigenous ties to the land are based in the Dreaming, with the belief that the people are part of the land and have a strong caretaking responsibility.

It is necessary for non-Indigenous people who wish to provide services to Indigenous people and communities, to at least understand the basics of these perceptions and to try to understand the changes that were forced upon Indigenous people.

Also, although Aboriginal people and Torres Strait Islanders are often spoken about together, it must be acknowledged that the Torres Strait Islander history, culture and identity are distinct from those of mainland Aboriginal people.

SENSITIVE ISSUES

It is acknowledged that past government legislation and practices enforced on Aboriginal people (e.g. assimilation policies) have contributed to Aboriginal people being one of the most disadvantaged socio-economic groups in Australia. The effects of these policies have left lasting inter-generational impacts which need to be addressed. Various government legislation and policies have contributed to:

 Dispossession of land

 Family fragmentation

 Mental health issues

 Social and emotional wellbeing issues

 Grief and loss issues

 Poverty

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 Racism

 Unemployment

 Poor health outcomes

 Poor housing standards

 Below standard literacy and Numeracy rates

 Alcohol and substance abuse/Misuse

 Over-representation in the juvenile and criminal justice system

Grief and loss Grief and loss issues are prevalent in many Aboriginal families and communities and continue to adversely impact the lives of many people. These grief and loss issues are a combination of European colonisation resulting in the forced removal of children and other underlying socio- economic factors. The path of destruction is cyclical and inter-generational. Grief and loss issues can result in:

 Mental health issues

 Self-harm and intentional injury

 Suicide — particularly with

 Youth

 Drug and alcohol misuse and

 Addiction

 Over-representation in the juvenile and criminal justice system

 Over representation in welfare

 Systems

 Homelessness

 Family and domestic violence

 General feeling of hopelessness

 Relationship/connection breakdown

 Loss of country

 Loss of identity31

It is useful to increase our awareness of these issues and learn how to work more effectively with Aboriginal communities.

31 http://www.carersaustralia.com.au/storage/2011Working%20with%20Aboriginal%20People%20and% 20Communities.pdf.

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Improving our ability to better identify culturally appropriate pathways will help us to address some of these issues in a sensitive and respectful manner.32

IMPACT ON TRADITIONAL AUTHORITY

Traditional authority and Aboriginal customary laws have been markedly affected by the processes of settlement and dispossession.

The reasons for the undermining of traditional authority go much deeper than references to alcohol, to material goods or to the influence of the mass media would suggest. The general non- recognition of Aboriginal customary laws was another factor. While the outstation movement and the granting of land rights are aspects of what has been seen as a ‘revival’ of Aboriginal traditionalism and culture, it remains true that from the earliest days, European contact tended to undermine Aboriginal laws, society, culture and religion — a process which is a continuing one. Aboriginal people continue to face difficult choices about their lives and their place in their own communities. An example is the encouragement now given to the establishment of Aboriginal organisations. Aborigines elected to hold office in community councils are often younger, school-educated Aborigines who are more skilled in the ways and concepts of the wider Australian society than the elders. This can produce tensions or divisions within a community, cutting across and undermining traditional lines of authority.33

Events and issues that are particularly pertinent to Aboriginal and/or Torres Strait Islander history can include those relating to:

 Loss of land and culture

 Discrimination and anti-discrimination legislation

 Stolen generations

 Deaths in custody

 Indigenous health

 Land rights

 Maralinga

 Mabo

 Religious beliefs and introduction to western religions

 Indigenous law

32 http://www.alrc.gov.au/publications/3.%20Aboriginal%20Societies%3A%20The%20Experience%20of %20Contact/impacts-settlement-aboriginal- people.http://www.carersaustralia.com.au/storage/2011Working%20with%20Aboriginal%20People%2 0and%20Communities.pdf 33

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 Family and kinship structures

 Language

 Education

 Disenfranchisement

 Ongoing disadvantage

In 1948 (Nationality and Citizenship Act 1948 [Cwlth]) citizenship legislation came into force. Residents were formally called Australian citizens. One became an Australian citizen, for instance, by being born in Australia, but not all people born in Australia shared the same citizenship rights. Immediately after the legislation came into force Aboriginal and Torres Strait Islander people, like others born in Australia became, as a result of the legislation, Australian citizens. Aboriginal and Torres Strait Islander people, however (except in rare cases), did not have the right to vote in Queensland, the Northern Territory, Western Australia or federally. Their rights to social security were extremely limited, and Indigenous Australians were subject to a range of highly intrusive powers not applicable to other Australians. They were citizens in name but not in practice. Thus, 1948 was the year in which citizenship emerged as a legal category but denial of basic rights to Indigenous Australians continued.

When Victoria, New South Wales, Tasmania and South Australia framed their constitutions in the 1850s, they gave voting rights to all male British subjects over 21, which included Aboriginal men. In 1895 when South Australia gave women the right to vote and sit in Parliament, Aboriginal women shared the right. Only Queensland and Western Australia barred Aborigines from voting.34

In 1962, the Commonwealth Electoral Act was amended to give Indigenous people the right to enrol and vote in Commonwealth elections irrespective of their voting rights at the state level. If they were enrolled, it was compulsory to vote; however, enrolment itself was not compulsory. Late in 1962 they were granted the right to vote in Western Australian state elections and in 1965 they were granted that right in Queensland.

STOLEN GENERATIONS

Between 1910 and 1970 up to 100,000 Aboriginal children were taken from their families forcibly or under duress, by police or welfare officers. Most children were under

34 http://www.aec.gov.au/indigenous/indigenous-vote.htm

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five years old. There was rarely any judicial process and certainly no process that could be understood by Indigenous parents.

Many children were raised on missions, in church or state institutions. Some were fostered or adopted by mainstream Anglo-European parents. It was common for them to suffer physical and sexual abuse. Food and living conditions were very poor. Most children received little or no education and were expected to perform low grade domestic and farming work.

In most cases children were not paid for work. Instead the payment went to the mission. Most children were barred from speaking their native language; their ceremonies were forbidden and they were allowed no contact with or information about their natural families. Parents were not told where their children were and could not trace them.

The physical and emotional damage to those taken away was profound and lasting. Most grew up in a hostile environment without family ties or cultural identity. As adults, they suffered insecurity, lack of self-esteem, feelings of worthlessness, depression, suicide, violence, and delinquency, abuse of alcohol and drugs and inability to trust. Lacking a parental model, many had difficulty bringing up their own children.

The scale of separation also had profound consequences for the whole Aboriginal population-anger, powerlessness and lack of purpose as well as an abiding distrust of government, police and officials.

BRINGING THEM HOME

In 1995, a National inquiry was set up and in 1997 the report Bringing them Home found that the forcible removal of Indigenous children was a gross violation of human rights and contraindicated Australia’s international human rights commitments.

The process of taking children from their families was discriminatory because it only applied on that scale to Aboriginal children. It was an act of genocide contrary to the Convention on Genocide, which forbids the forcible transfer of children from one group to another group with; the intention of destroying the original group.

On 13 February 2008 Australia’s Prime Minister, Kevin Rudd made an official and public apology to the Stolen Generations. The apology received bipartisan support.

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THE APOLOGY

“We apologise for the laws and policies of successive Parliaments and governments that have inflicted profound grief, suffering and loss on these our fellow Australians. We apologise especially for the removal of Aboriginal and Torres Strait Islander children from their families, their communities and their country. For the pain, suffering and hurt of these Stolen Generations, their descendants and for their families left behind, we say sorry. To the mothers and the fathers, the brothers and the sisters, for the breaking up of families and communities, we say sorry. And for the indignity and degradation thus inflicted on a proud people and a proud culture, we say sorry. We the Parliament of Australia respectfully request that this apology be received in the spirit in which it is offered as part of the healing of the nation.”35

People of the Stolen Generation have engaged in legal actions for compensation against the government.

MARALINGA

In the 1950s and 60s, Britain actively used Australian soil and people to conduct a nuclear testing program. It conducted tests at Monte Bello Islands in north-western Western Australia, Emu Field in north-western South Australia, Maralinga in south- western South Australia, Christmas Island and Malden Island due south of Hawaii.

During the mainland tests, people were deliberately exposed to the blasts in order to see the effect of radiation. Aboriginal people, Australian servicemen and even British troops were guinea pigs. On top of this, security at the sites was lax; testing range boundaries were not properly monitored, people could walk in and out, and warning signs were in English which the local Aboriginal population could not read.

The fallout from the ground blasts led to massive contamination of the Australian interior. The fallout from Maralinga reached Adelaide and Melbourne. Some places are still heavily radioactive due principally to the presence of 20 kg of plutonium.

Despite claims to the contrary, Aboriginal people did wander through radiated lands. They camped in fresh craters, to keep warm and to trap rabbits blinded by cobalt pellets. When discovered, they were compulsorily showered, their fingernails scrubbed with soap. The women suffered miscarriages. They were herded into trucks or pushed

35 http://carersaustralia.com.au/storage/2011Working%20with%20Aboriginal%20People%2…http://carersaustralia.com.au/storage/2011Working%20with%20Aboriginal%20People%20and%20Communities.pdf

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onto trains, expelled from a sacred site at Ooldea, a day’s walk from Maralinga airport. They did not understand what was happening or why. They did not receive appropriate care, and the effects were long lasting. Their land and their Dreaming tracks at Maralinga are still contaminated. Australian troops also suffered and died.36

NATIVE TITLE

The Native title decision in 1992 finally acknowledged that Indigenous populations were actually occupying the land at the time of settlement. This was recognised as a result of the Mabo judgement after a ten year legal battle the Australian High Court agreed that Eddie Mabo and the islanders of Mer had a native title right to traditional lands.

Native title is a unique form of land title through which Australian law decrees that Aboriginal and Torres Strait Islander peoples have rights to their country, where they follow traditional laws and customs and have a continuing connection to land or waters and where title has not been extinguished by legislation or act of government.

Extensive negotiations between Indigenous people, government, pastoralists and industry resulted in the 1993 Native Title Act which:

 Recognised the common law native title rights of Indigenous peoples to their country

 Established national mechanism for processing native title claims

 Recognised that claimants had a right to negotiate (not a right to veto) with respect of mining and other developments on claimed lands

This was a major achievement for Australia’s Indigenous people. Problems still existed, however, in that making a claim was complicated, took years and it was often hard for claimants to prove traditional lifestyle and connection to land, because many Aboriginal peoples had been previously forced to give up traditional practices. To complicate matters further, groups frequently had overlapping claims for different rights in the same areas.

The 1996 High Court Wik judgement said that native title rights could only be extinguished by a deliberate act. They could co-exist with pastoral leases, but where there was inconsistency, the pastoral lease would prevail.

36 http://www.underground-book.net/chapters/maralinga/index.htmlhttp://www.underground-book.net/chapters/maralinga/index.html

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Amendments to the 1993 Native Title Act were forced through Parliament in 1998, against the express wishes of Aboriginal and environmental groups. The amended Act prevented claims over large areas of land. It redefined the nature of pastoral leases, increased the powers of the mining and pastoral industries and state governments at the expense of native title claimants. At the same time, it imposed new requirements on native title claimants and largely replaced the right to negotiate about future developments with a right to talk.

DEATHS IN CUSTODY

Research shows that Aboriginal people are overrepresented in prisons and that unnecessary deaths in custody continue to occur.

Australian prisons are not culturally appropriate for Indigenous people; therefore, they contribute to feelings of isolation and desperation.

Prisoners need to stay connected to their own country, and prisons often disconnect Indigenous prisoners from their kin and their country. The Australian legal system has, further, very little reality for Indigenous people whose traditional methods of dealing with crime and punishment are so different from the mainstream. The indigenous experience of prison and mainstream justice has also been one of discrimination and racism.37

RIGHTS

The rights of Indigenous people have also long been contentious. From the time the first settlers landed in Australia and did not recognise the inhabitants, Indigenous people have had to fight for their rights.

On 13 September, 2007 after 20 years of debate the United Nations General Assembly adopted the Declaration on the Rights of Indigenous Peoples. It is the responsibility of Australian governments at all levels to work towards integrating Indigenous rights into policies and legislation.

37 http://www.smh.com.au/federal-politics/society-and-culture/deaths-in-custody-still-haunt- indigenous-communities-20110414-1dfoz.html

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The Declaration on the Rights of Indigenous Peoples provides a framework for addressing the many issues of law and justice as they relate to Indigenous Australians. Law and justice issues concern social, cultural, economic, land rights, customary Jaw and political rights.

Inherently law and justice in Australia is based, as a product of colonisation, on Western knowledge and Western institutions. Awareness of Indigenous needs has led to attempts in Australia’s criminal justice system to provide Jaw and justice based on Indigenous justice practices.

To accommodate these needs, to reflect the varied contexts of Indigenous justice practices (urban, country, remote) and the different modes of Indigenous participation in the sentencing process, the following have been instituted:

 The Nunga Aboriginal Courts in South Australia

 The Koori Courts in Victoria

 The Murri Courts in Queensland

 Circle Sentencing in New South Wales

 Sentencing circles in more remote parts of Western Australia and New South Wales

 Justice Groups in Queensland

It is hoped that the Declaration on the Rights of Indigenous Peoples will shape a future where Indigenous people will have law and justice based on a framework of Indigenous Rights. Those who provide or intend to provide for the health, welfare and wellbeing of Indigenous Australians need to understand these issues and to realise that it is necessary for support services to reflect the complex history that affects Indigenous Australians.

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STRATEGIES TO EFFECTIVELY ACCOMMODATE CULTURAL DIFFERENCES IN THE WORKPLACE

To negotiate appropriate strategies and effectively accommodate cultural differences in the workplace it is necessary to collaborate and consult with the Aboriginal and Torres Strait Islander people or with the cultural groups at whom the services will be targeted.

Service providing organisations should incorporate appropriate reference to diverse populations and their requirements in policy and procedures documentation, along with general guidelines and standards for approaching specific tasks and issues. The organisation should also have a code of practice (behaviour, ethics), that can be used by staff as a guide to the behaviour expected of them and can be used as a reference if needed. Policy documentation might also include culturally appropriate guidelines and suggestions for appropriate cross- cultural interaction.

All service organisations will have policies and procedures plus behavioural expectations built around anti-discrimination, anti-harassment, racial vilification, equity and access, equal opportunity and social justice legislation. Cultural respect can be supported by adherence to anti-discrimination legislation and its grounding philosophies. Service workers must understand what discrimination is and how the various legislations intended to prevent inequity and discrimination apply to their work and to the relationships they build with clients, client’s families and friends and with other associated services/ service providers.

Strategies for effectively accommodating cultural differences in the workplace must be demonstrably fair, equitable and non-discriminatory. They must ensure appropriate access to services for a range of eligible, clients and must at the same time, ensure that the differences between individuals and groups working within a service organisation are fairly accommodated.

Acquiring cultural competence is a lifelong process that can be assisted by providing staff with ongoing cultural awareness training as well as cross- cultural training. This would require the establishment of uniform benchmarks for learner outcomes, regardless of the service field.

Training might assist staff in:

 Developing an understanding of their own culture and history

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 Developing awareness of key aspects and impacts of culture and history on

current health issues

 Understanding and identifying similarities between identified cultural

groups, in order to identify common grounds of cultural groups in the

workplace

 Ensuring that they do not use group identification processes as a basis for

stereotyping

 Contextualising their work to meet the needs of the community or of

individuals

Culturally appropriate practices that might need to be addressed in service organisations could include:

 Strategies designed to accommodate a need for providing a service for

women’s and a service for men’s health issues

 Making allowances for cultural obligations, for instance, the need for staff or

clients to attend to family issues, participate in community rituals or

ceremonies

 Ensuring that both written and verbal information is provided in suitable

language forms

 Providing staff with the training that will enable them to identify cultural

differences that need to be accommodated

 Providing for time and support so that staff can monitor and reflect on own

actions to ensure that their cultural values are not imposed on others

 Making provisions for debriefing and counselling procedures that will aid

staff in resolving difficulties that they encounter

In many instances, the negotiation process might consist of informal contacts and social interaction which enables service providers to learn more about their clients and to observe the ways in which their clients live and interact.

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S U M M A R Y

Now that you have completed this unit, you should have the skills and knowledge required to work with a diverse group of people in the community service sector.

If you have any questions about this resource, please ask your trainer. They will be only too happy to assist you when required.

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R E F E R E N C E S

Websites used:

http://prsastlouis.org/content.php?page=Workplace_Diversity

http://prsastlouis.org/content.php?page=Workplace_Diversity

http://goodlawclinic.com/

http://en.wikipedia.org/wiki/Social_prejudice

https://abracadabrasite.wordpress.com/2015/01/09/for-anyone-that-needs-to-use- self-defense-against-verbal-or-written-attacks/

http://www.definitions.net/definition/Harassment

http://www.staffingdiversity.biz/diversity.php

http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html

http://www.jsw.org.au/elearning/retail/certII/workeffectivelyinaretailenvironmen…

http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversity- in-the-workplace/

http://www.studymode.com/subjects/be-able-to-respond-to-inappropriate-behaviour- page3.html

http://www.lifehack.org/articles/communication/7-steps-for-resolving-customer- complaints.html

Quotes from:

“What Is Diversity?” Web. 06 Aug. 2015 <http://www.staffingdiversity.biz/diversity.php>.

” Equality & diversity.” Web. 06 Aug. 2015 <http://www.ombudsman.morganhuntmicrosite.com/Equality-and-diversity>.

“Accepting Other Peoples Differences.” Web. 06 Aug. 2015 <http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html>.

“What is discrimination?” Web. 06 Aug. 2015 <https://www.dlsweb.rmit.edu.au/toolbox/retailop/html/pages/er1/01_nd/nd02.htm >.

“Commonwealth Acts.” Web. 06 Aug. 2015 <http://vet-in- wsr.wikispaces.com/file/view/retail-WorkEIRE.doc>

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“Managing Diversity in the Workplace.” Web. 06 Aug. 2015 <http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversi>.

“Discriminatory Language.” Web. 06 Aug. 2015 <https://www.mq.edu.au/on_campus/diversity_and_inclusion/inclusive_language_tips/ >.

“Discriminatory Language.” Web. 06 Aug. 2015 <https://www.mq.edu.au/on_campus/diversity_and_inclusion/inclusive_language_tips/ >.

“Nonverbal Communication.” Web. 05 Aug. 2015 <http://www.helpguide.org/articles/relationships/nonverbal-communication.htm>.

“Interpreters. ” Web. 05 Aug. 2015 <http://sielearning.tafensw.edu.au/MCS/HLTHIR403B/12054/hlthir403b/lo/11979/d ocum>.

“Cultural misunderstandings.” Web. 06 Aug. 2015 <http://etraining.communitydoor.org.au/mod/page/view.php?id=318>.