CHCDIV002

Promote Aboriginal and/or

Torres Strait Islander cultural
safety
Learner Guide

CHCDIV002 Learner Guide Version 1.2 Page 1 of 69

 Table of Contents

Unit of Competency .......................................................................................................................... 5

Application ........................................................................................................................................... 5
Performance Criteria............................................................................................................................ 6
Foundation Skills .................................................................................................................................. 7
Assessment Requirements ................................................................................................................... 8
1. Identify cultural safety issues in the workplace ............................................................................ 10
1.1 – Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres
Strait Islander clients ............................................................................................................................. 11
Aboriginal and/or Torres Strait Islander history ................................................................................ 11
A brief overview of their history ........................................................................................................ 12
'Stolen generations' ........................................................................................................................... 12
Aboriginal and Torres Strait Islander people today ........................................................................... 13
Health ................................................................................................................................................. 13
Deaths in custody/incarceration ........................................................................................................ 13
Land rights.......................................................................................................................................... 14
Maralinga ........................................................................................................................................... 14
The Mabo case ................................................................................................................................... 15
Key legislation .................................................................................................................................... 15
Cultural shock..................................................................................................................................... 21
Diversity ............................................................................................................................................. 21
Religion............................................................................................................................................... 22
Language groups ................................................................................................................................ 24
Skin groups ......................................................................................................................................... 25
Family structures................................................................................................................................ 25
1.2 – Identify critical issues that influence relationships and communication with Aboriginal and/or
Torres Strait Islander people.................................................................................................................. 26
Critical issues influencing workplace and professional relationships ................................................ 26
Political issues .................................................................................................................................... 27
Social and economic issues ................................................................................................................ 28
Racial Discrimination Act 1975 .......................................................................................................... 28
The Human Rights and Equal Opportunity Commission Act 1986 .................................................... 30
Cultural realities ................................................................................................................................. 31

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 1.3 – Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait
Islander people ...................................................................................................................................... 32
Mutual respect ................................................................................................................................... 32
Tolerance of diversity......................................................................................................................... 32
Shared understanding of cultural safety............................................................................................ 33
1.4 – Evaluate the extent to which cultural safety is integrated in own work and workplace ............. 34
Integrating cultural safety in your own work and workplace ............................................................ 34
The four principles of cultural safety ................................................................................................. 34
2. Model cultural safety in own work............................................................................................... 36
2.1 – Ensure work practices are grounded in awareness of one’s own cultural bias ............................ 37
Culturally safe and appropriate work practices ................................................................................. 37
2.2 – Reflect awareness of own and other cultures in work practices .................................................. 40
Work practices used in a cross-cultural context ................................................................................ 40
2.3 – Use communication techniques and work practices that show respect for the cultural
differences of Aboriginal and/or Torres Strait Islander people ............................................................. 42
Communication .................................................................................................................................. 42
Work environment ............................................................................................................................. 43
Cultural issues that may affect the work environment ..................................................................... 43
Resources to facilitate effective communication ............................................................................... 44
2.4 – Engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural
brokers, according to situation needs ................................................................................................... 45
Aboriginal and Torres Strait Islander interpreters, health workers and colleagues .......................... 45
Resolving difficulties, differences or misunderstandings .................................................................. 46
3. Develop strategies for improved cultural safety ........................................................................... 47
3.1 - Support the development of effective partnerships between staff, Aboriginal and/or Torres
Strait Islander people and their communities ....................................................................................... 48
Developing effective partnerships ..................................................................................................... 48
Resources to facilitate effective service delivery in a cross-cultural context .................................... 49
Developing effective relationships .................................................................................................... 50
3.2 – Identify and utilise resources to promote partnerships ............................................................... 52
Promoting effective partnerships ...................................................................................................... 52
3.3 – Devise and document ways to support the delivery of services and programs that are culturally
safe and encourage increased participation.......................................................................................... 53
Communication strategies ................................................................................................................. 53
Common workplace strategies .......................................................................................................... 54

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 Strategies for individuals.................................................................................................................... 55
Ineffective/inappropriate communication strategies........................................................................ 56
Remodelling communication strategies ............................................................................................ 57
3.4 – Integrate strategies that encourage self-determination and community control in services and
programs ................................................................................................................................................ 59
Improving health outcomes ............................................................................................................... 59
Common diseases .............................................................................................................................. 59
Factors contributing to Aboriginal and Torres Strait Islander ill health and common diseases ........ 60
Increasing participation in health service delivery ............................................................................ 61
National Aboriginal and Torres Strait Islander Health Plan Development Process ........................... 62
4. Evaluate cultural safety strategies ............................................................................................... 63
4.1 – Agree outcomes against which cultural safety strategies can be measured ................................ 64
4.2 – Involve Aboriginal and/or Torres Strait Islander people in evaluations ....................................... 64
4.3 – Evaluate programs and services against desired outcomes ......................................................... 64
4.4 – Revise strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres
Strait Islander people ............................................................................................................................. 64
Outcomes for cultural safety measurement ...................................................................................... 64
Evaluations ......................................................................................................................................... 65
Summative Assessments........................................................................................................................ 67
References ............................................................................................................................................. 68

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Unit of Competency
Application

The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander
cultural safety issues in the workplace, model cultural safety in own work practice, and develop
strategies to enhance cultural safety.

This unit applies to people working in a broad range of roles including those involved in direct client
service, program planning, development and evaluation contexts.

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.

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Performance Criteria
Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.

1. Identify cultural safety 1.1 Identify the potential impact of cultural factors on service
issues in the delivery to Aboriginal and/or Torres Strait Islander clients
workplace 1.2 Identify critical issues that influence relationships and
communication with Aboriginal and/or Torres Strait Islander
people
1.3 Establish key aspects of cultural safety in consultation with
Aboriginal and/or Torres Strait Islander people
1.4 Evaluate the extent to which cultural safety is integrated in
own work and workplace

2. Model cultural safety 2.1 Ensure work practices are grounded in awareness of one’s
in own work own cultural bias
2.2 Reflect awareness of own and other cultures in work
practices
2.3 Use communication techniques and work practices that
show respect for the cultural differences of Aboriginal
and/or Torres Strait Islander people
2.4 Engage with Aboriginal and/or Torres Strait Islander
interpreters and colleagues as cultural brokers, according to
situation needs

3. Develop strategies for 3.1 Support the development of effective partnerships between
improved cultural staff, Aboriginal and/or Torres Strait Islander people and
safety their communities
3.2 Identify and utilise resources to promote partnerships
3.3 Devise and document ways to support the delivery of
services and programs that are culturally safe and encourage
increased participation
3.4 Integrate strategies that encourage self-determination and
community control in services and programs

4. Evaluate cultural 4.1 Agree outcomes against which cultural safety strategies can
safety strategies be measured
4.2 Involve Aboriginal and/or Torres Strait Islander people in
evaluations
4.3 Evaluate programs and services against desired outcomes
4.4 Revise strategies based on evaluation with appropriate
engagement of Aboriginal and/or Torres Strait Islander
people.

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Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.

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Assessment Requirements
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:

➢ Promoted Aboriginal and/or Torres Strait Islander cultural safety in the context of at least 1
workplace
➢ Researched culture and history, the impact of European settlement, loss of land and culture and
the importance of law and kinship
➢ Evaluated ways to improve communication with Aboriginal and/or Torres Strait Islander peoples
who may be clients or colleagues.

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:

➢ Concept of Aboriginal and/or Torres Strait Islander cultural safety in the community services
and health context, and its relationship with:
o cultural awareness
o cultural competence
➢ Legislative context for Aboriginal and/or Torres Strait Islander cultural safety
➢ The diversity of Aboriginal and/or Torres Strait Islander cultures
➢ Historical, social, political and economic issues affecting Aboriginal and/or Torres Strait Islander
people and their engagement with community services and health systems, including:
o impact of European settlement
o loss of land and culture
o racism and discrimination
o past and present power relations
➢ Own culture, western systems and structures and how these impact on Aboriginal and/or Torres
Strait Islander people and their engagement with services
➢ Factors that contribute to Aboriginal and/or Torres Strait Islander ill health and common
diseases experienced by these groups of people:
o impact of trauma on individuals’ ability for:
▪ decision-making
▪ communicating
▪ understanding
▪ retaining information
➢ Ways to involve Aboriginal and/or Torres Strait Islander people in the planning and delivery of
services and programs

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Assessment Conditions

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.

In addition, assessment must involve persons approved of by relevant local community elders.

Links

Companion volumes from the CS&HISC website -

[Link]

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1. Identify cultural safety issues in the workplace

1.1. Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres
Strait Islander clients

1.2. Identify critical issues that influence relationships and communication with Aboriginal and/or
Torres Strait Islander people

1.3. Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait
Islander people

1.4. Evaluate the extent to which cultural safety is integrated in own work and workplace

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1.1 – Identify the potential impact of cultural factors on service delivery to
Aboriginal and/or Torres Strait Islander clients

By the end of this chapter, the learner should:

➢ Research and demonstrate an active awareness of the history of Aboriginal and

Torres Strait Islander people. Research may include:

o the effects of European colonisation

o the concept of the ‘stolen generations’

o key legislation

o religion

o family structures

➢ Apply this research to day-to-day practice in order to promote the cultural safety of
Aboriginal and Torres Strait Islander people.

Aboriginal and/or Torres Strait Islander history

Before you can attempt to work with Aboriginal and/or Torres Strait Islander people, you need to learn
about and understand their history. This will help you to relate to the struggles they have faced and why
many of their customs exist.

Events and issues in Aboriginal and/or Torres Strait Islander history may include but are not limited
to:
➢ Pre- and post-colonisation history

➢ Legislation

➢ Stolen generations

➢ Deaths in custody

➢ Health

➢ Land rights

➢ Maralinga

➢ Mabo

➢ Religion.

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A brief overview of their history
Before Australia was colonised, it is estimated that there were over one million Aboriginal and Torres
Strait Islander inhabitants. This population declined post-colonisation, leaving only 60,000 of them by
the 1920s.

The effects of European colonisation included:

➢ Forcing Aboriginal and strait islanders off their land, away from their hunter-gatherer
origins
➢ Violence in retaliation to their land being taken from them
➢ Infection from the European colonials sometimes resulting in death
➢ Being forbidden to use their own language or maintain cultural practices, when moved
to missions/reserves
➢ Laws were created that limited the rights of Aboriginal and Torres Strait Islander
people, implementing segregation
➢ Aboriginal and Torres Strait children were removed from their families and raised by
foster families or in institutions
➢ Aboriginal and Torres Strait Islander people suffered physical and sexual abuse or were
forced into servitude and poverty
➢ Loss of cultural identity and language, as expectations were to adopt European
customs
➢ Prevention of contact with their Aboriginal and Torres Strait Islander families.

'Stolen generations'
The removal of Aboriginal and Torres Strait Islander children from their own families happened
systematically between 1910 and 1970, so as to remove their culture and identity. The official reason
was for their safety and well-being, but the 1997 report – Bringing them home: The 'Stolen Children' –
found that the results were often less positive than those children who remained with their birth family.

The combination of colonisation, disruption to their families, discrimination and cultural-killing practices
created high rates of the following in the Aboriginal and Torres Strait Islander communities:

➢ Poverty

➢ Homelessness

➢ Unemployment

➢ Health problems.

This discrimination and social disadvantages still exist today in many

communities.

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Aboriginal and Torres Strait Islander people today
As of 2011, the Aboriginal and Torres Strait Islander population in Australia was estimated to be 669,900
people, according to the Australian Bureau of Statistics (Estimates of Aboriginal and Torres Strait
Islander Australians, June 2011) – this accounts for three per cent of the total Australian population.

In the Northern Territory, they make up 30 percent of the population, the highest proportion in any
Australian state or territory. One in four Aboriginals or Torres Strait Islanders live in remote areas, with
80 percent speaking only English at home (HREOC, 2004).

Many of them live in socio-economic disadvantaged areas, with homelessness, unemployment and
poverty rife. This in turn leads to poor nutrition, smoking, alcoholism and a lack of physical activity – this
can lead to serious mental and physical health issues in individuals within the community.

Health
People within the Aboriginal and Torres Strait Islander community view health from a wholesome point
i.e. not only the physical, but also the social, emotional and spiritual health of the whole community.
Another aspect is their strong bond with the land, especially that of their people.

As such, they prefer to use the term "social and emotional wellbeing" to "mental health", as this
presents a more holistic approach to health (Australian Health Ministers, 2003).

As their perception of health is different to the rest of the population, they may only utilise health
services/hospitals when their condition is severe, or their local area has limited facilities. They may
doing so otherwise is unhelpful, due to cultural and gender differences. They may view things such as
hallucinations, negative feelings or pain as a personal/spiritual issues, rather than health ones.

Their beliefs mean that many people in their community may have undiagnosed conditions. The
estimated life expectancy is 20 years lower than other Australians for males and 19 year for females
(Australian Health Ministers, 2004), with higher mortality rates across all age ranges, particularly
between 35 and 54 (five to six times higher than average).
While they are less likely to consume alcohol than non-Aboriginal and Torres Strait Islander people,
those who do tend to drink it at dangerous levels, according to the 2001 National Health Survey.

The National Drug Strategy Household Survey found that 57 percent of Aboriginal and Torres Strait
Islander people had tried at least one illicit drug, compared to 37 percent of the general urban
population. They are also more likely to be hospitalised for psychological and behavioural disorders – be
aware that this may be down to the fact that they only tend to seek help at the severe stages, so early
symptoms may have gone undiagnosed. This can also lead to higher rates of self-harm and suicide.

Deaths in custody/incarceration
Some Aboriginal and Torres Strait Islander people have frequent
run-ins with the law – while they are in custody or incarcerated,
the risks of self-harm and mental illness go up.

This can be down to the custodial system and prison officers not
providing appropriate standards of care to meet their cultural
needs. The Royal Commission into Aboriginal Deaths in Custody

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found that this was down to failings in the system and the inadequate investigation and explanation
post-death created concern in the community.

This led to the implementation of a national program to monitor deaths in custody, reporting death
rates and causes of death among the entire population.

Data from the Annual Report of the National Deaths in Custody Program (2003) showed that:
➢ Natural causes were the most common reason for death in Aboriginal and Torres Strait
Islander people, followed by self-inflicted injuries.

➢ Non-Aboriginal and Torres Strait Islander people deaths were most commonly caused
by self-harm, followed by natural causes.

➢ For Aboriginal and Torres Strait Islander people, most people who died were under 25.

➢ For non-Aboriginal and Torres Strait Islander people, most people who died were
between 25 and 39 years.

➢ While the death rates were equal across the whole population, when you consider that
Aboriginal and Torres Strait Islander people make up only three percent of the
population, it shows they have a much higher arrest rate.

Land rights
The landscape and waters contain areas and places of deep significance to Aboriginal and Torres Strait
Islander people. These are known as sacred sites and are connected to their spiritual and cultural
beliefs. They are celebrated through ceremonies, rituals, dance and art – these sites require protection,
along with those of historical, cultural and social importance.

Though there is Commonwealth, state and Territory legislation to protect these sites, the Aboriginal and
Torres Strait Islander Council believe that more comprehensive and effective legislation is required to
ensure their safety.

Even where they can no longer live on the land that is sacred to them, they may have an active interest
in how it is managed. This requires cooperation between them State, Territory and local governments
and Aboriginal and Torres Strait Islander peoples.

Historically, before the advent of farming, pastoral activity and urban

development, the lands and water were managed by Aboriginal and
Torres Strait Islander people. There was huge biodiversity, which is being
lost since their influence diminished. Utilising their knowledge of the
natural environment and resources is a useful tool for managing
Australia's natural assets.

Maralinga
This was the home of the Maralinga Tjarutja, Indigenous people in the remote western areas of South
Australia.

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Between 1956 and 1963, the British conducted seven secret nuclear tests on this site, as well as
hundreds of minor trials for explosions. This resulted in radioactive contamination of the site; an initial
cleanup in 1967 failed to subdue these effects and another was commissioned in 2000 at a cost of $108
million. The government was forced to pay $13.5 million compensation to the Maralinga Tjarutja
people, as concerns arose for the long-term effects on their health.

In 1985, the land was handed back to the Maralinga Tjarutja people under the Maralinga Tjarutja Land
Rights Act 1984 – they resettled on it 1995. The town was renamed to Oak Valley and is 128km NNW of
where they original settled. It has a population of around 50 people, which can rise to 1,500 people
during special cultural activities.

The Mabo case

This was a milestone court case which increased fair land rights for Indigenous people of Australia.

In 1982, Eddie Mabo led the Indigenous people of Mer Island and fought for the rights of their land.
Their island was at risk of being developed on and they needed to ensure its protection. They defied the
notion that the land was 'terra nullius' (owned by no-one and therefore free to lawfully claim), as the
Europeans claimed, and argued that they had inhabited the island for many generations – this pre-dated
the European arrival.

In 1992, after ten years of legal disputes, the court granted the Meriam people their land rights. This
overruled the British belief that the whole of Australia was terra nullius – the basis for them claiming
the land on their arrival in 1770. The Meriam people of Mer Island received a native title, declaring that
they were the rightful and traditional owners of the land.
The spurred other Indigenous communities to take their claims for land to court, leading to the creation
of the Native Title Act (to clarify the processes that needed to be followed).

Key legislation
Various laws have been passed that affect Aboriginal and Torres Strait Islander people, to give them
more rights that have historically been taken away from them.

They include:
➢ State Children Act 1911

➢ Aboriginals Preservation and Protection Act 1939

➢ Torres Strait Islander Act 1939

➢ Adoption of Children Act 1964

➢ Aboriginal and Torres Strait Islander Affairs Act 1965

➢ Children's Services Act 1965

➢ Aborigines Act 1971

➢ Torres Strait Islander Act 1971.

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The following timeline (extracted from "The Little Red Yellow Black Book – an introduction to
Indigenous Australia") details the major events in Aboriginal and Torres Strait Islander history that have
occurred over the last 70,000 years:

➢ 70,000 – 60,000 before present (BP) – possible first arrival of people from south-east Asia

➢ 55,000-60,000 BP – at a site in Arnhem in the Northern Territory, a rock shelter was used by
people with stone tools who used red ochre, probably to prepare pigments for rock painting or
body decoration.

➢ 30,000 BP – A man from the Lake Mungo area is buried in a shallow grave, and liberally covered
with powdered red ochre. This is one of the earliest known burials of distinctly modern people.

➢ 26,500 BP – A women is buried in Lake Mungo, providing the earliest evidence of ritual
cremation in the world. These early people had small skulls and delicate bones in comparison to
modern Aboriginal people.

➢ 23,000 BP – Aborigines are living at Malangangerr in Arnhem Land and using a variety of edge-
ground tools.

➢ 15-20,000 BP – Deep in caves under the Nullarbor Plains at Koonalda, South Australia,
Aboriginal people are mining flint and leaving grooved designs on the cave walls.

➢ 18,000 BP – Grindstones are being used for hard fruits, seeds and vegetables and in ochre
preparation in Arnhem Land.

➢ 12,000-13,000 BP – At the end of the glacial period the seas rise, separating Tasmania from the
mainland.

➢ 9,000 BP – Aboriginal people at Wyrie Swamp in southeast South Australia are using returning
boomerangs to catch waterfowl.

➢ 9,000-13,000 BP – Several people are buried in different positions in the Kow Swamp,
suggesting complex mortuary rituals. They have more robust bone structures than those found
at Lake Mungo.

➢ 9,000-7,000 BP – The earliest visible evidence of Aboriginal beliefs connected with the Rainbow
Serpent.

➢ 5,000 BP – A new, small-tool technology is developing in south-eastern Australia. By 3000 BP

the technology has spread as far as Cape York.

➢ 1451 – Dutch documents record the journeys of Macassan trepangers (those seeking sea-
cucumber) to ‘Marege’, as the Macassans called Australia. They introduce tobacco and canoes.

➢ 1606 – Spanish mariner, Luis Vaez de Torres, becomes the first European to travel through what
is now called the Torres Strait. Dutchman Willem van Colster’s 1623 exploratory voyage is the
first recorded European contact with Aboriginal people in Arnhem Land.

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➢ 1770 – Lieutenant James Cook claims possession of the whole east coast of Australia by raising
the British flag at Possession Island in the Torres Strait, just off the northern tip of Cape York
Peninsula.

➢ 1788 – Captain Arthur Phillip raises the Union Jack at Sydney Cove and white colonisation
begins. The Aboriginal population is estimated to be more than 750,000, across the continent.

➢ 1789 – Less than a year after the arrival of the First Fleet, over half the Aboriginal population
living in the Sydney basin have died from smallpox.

➢ 1792 – Young Eora man, Bennelong, is captured, lives with Governor Arthur Phillip in Sydney at
Government House and is later taken to Britain. He becomes the first true mediator between
Indigenous and non-Indigenous groups.

➢ 1803 – Van Dieman’s Land (Tasmania) is colonised, and several violent clashes ensue.

➢ 1824 – Conflict between non-Aboriginal and Aboriginal people in the Bathurst district of central
western NSW becomes so serious that martial law is proclaimed from August to December.

➢ 1830 – In what has become known as the ‘Black War’ Governor Arthur tries unsuccessfully to
drive all the remaining Aboriginal people in eastern Van Diemen’s Land on to the Tasman
Peninsula. It is spectacularly unsuccessful in rounding up people but is a precursor to Aboriginal
people later accepting George Augustus Robinson’s suggestion to move to a Flinders Island
settlement, before final repatriation to Tasmania in 1847.

➢ 1834 – Western Australia’s Governor Stirling leads twenty-five mounted police against
Aboriginal people following attacks on the white invaders, British colonisation of Western
Australia having begun in 1829. Official records show fourteen Aboriginal people are shot in
what’s now called the ‘Battle of Pinjarra’; Aboriginal testimonies suggest that far more.

➢ 1835 – On the banks of the Merri Creek (today’s Northcote suburb of Melbourne) John Batman
claims eight clan leaders of what he called the Dutigullar tribe sign a treaty for two tracts of land
totalling approximately 243,000 hectares. It is not recognised by Governor Bourke. Batman
offers blankets, knives, mirrors, tomahawks, scissors, clothing and flour in return. Today’s
scholars dispute that people who have never held a pen, or practised writing, signed the
document.

➢ 1837 – The Report of the Select Committee of the House of Commons on the Aborigines of the
British Settlements (North America, Africa, and Australasia) concludes that local legislatures are
‘unfit’ to exercise jurisdiction over Aboriginal peoples and their lands. The colonisers ignore the
report, and continue to claim Indigenous land as their own.

➢ 1838 – The first Aboriginal Protectorate was established for Port Philip in Victoria.

➢ At Myall Creek near Inverell in NSW, twenty-eight Aboriginal people are shot by twelve non-
Aboriginal men. Seven of the murderers are hung in December and there is public outrage that
European men should be convicted for the murder of Aboriginal Australians.

➢ 1848 – NSW native police troopers are hired and brought to Queensland to track and kill
wanted Aboriginal people with whom they have no kinship or alliance, and to help open up the
land for settlement.

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➢ 1851 – The colony of Victoria is proclaimed.

➢ 1869 – The Aboriginal Protection Act 1869 is passed in Victoria, giving the Board for the
Protection of Aborigines an extraordinary level of control over Aboriginal people’s lives.

➢ 1871 – The London Missionary Society, led by Rev. Samuel MacFarlane, lands on Erub (Darnley)
Island in the Torres Strait.

➢ 1872 – The Overland Telegraph line connects Adelaide to Darwin and cuts through the middle of
Aboriginal land.

➢ 1894 – Bunuba man, Jandamarra, a skilled stockman who worked with the police chooses his
people over the colonisers. He leads an armed insurgency in the Kimberley. An outlaw to some,
a hero to others, his guerrilla war against police and pastoralists lasts for three years.

➢ 1906 – The peoples of the Great Sandy Desert experience their first contact with white settlers
when Canning’s survey team travel 2000 kilometres from Wiluna in Western Australia,
surveying the desert and in search of water. It becomes known as the Canning Stock Route.

➢ 1918 – The Aborigines Ordinance in the Northern Territory combines the 1910 Act (SA) and the
1911 Ordinance (Cth), giving the Chief Protector wide-ranging powers over Aboriginal people.

➢ 1926 – Aboriginal people are murdered by police following the spearing of a pastoralist in
what’s now called the Forrest River Massacre. Two policemen were charged but the case was
dropped due to lack of evidence. The 1927 Royal Commission to Inquire into Alleged Killing and
Burning of Bodies of Aborigines in the East Kimberly is established. Subsequently, governments
were pressured to improve the circumstances of Aboriginal people.

➢ 1927 – The West Australian state government declares central Perth a prohibited area for
Aboriginal people. Aboriginal people could only enter with a ‘native pass’ which was issued by
the Commissioner of Native Affairs. This lasts until 1954.

➢ 1931 – Arnhem Land in the Northern Territory is declared an Aboriginal reserve.

➢ 1942 – Darwin is bombed by the Japanese and many Aboriginal people are relocated in ‘control
camps’, with restrictions placed on their movement. In Arnhem Land, Aboriginal people are
recruited into the Northern Territory Special Reconnaissance Unit to defend against the
anticipated Japanese invasion.

➢ 1949 – Aboriginal people who served in World War II gain the right to enrol to vote under the
Commonwealth Electoral Act.

➢ 1953 – The first of three British nuclear tests is conducted at Emu Field in South Australia,
leaving many Aboriginal people suffering from radiation sickness.

➢ 1957 – The Federal Council for the Advancement of Aborigines and Torres Strait Islanders
(FCMTSI; later FCAATSI) is formed. It continues to petition for Indigenous rights for the next 21
years.

➢ 1962 – The Commonwealth Electoral Act is amended to give Aboriginal people the right to enrol
to vote in all states except Queensland.

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 ➢ 1965 – Indigenous people in Queensland finally gain the right to enrol to vote in State elections.

➢ 1966 – The Commonwealth government signs the International Convention on the Elimination
of All Forms of Racial Discrimination.

➢ 1967 – A referendum is held in May to change clauses in the Federal Constitution which
discriminate against Aboriginal people. Nearly 91 per cent of Australians vote ‘yes’ for change,
and as a result Indigenous people are included in the Census and legislation concerning the
welfare of Aborigines passes from State to Commonwealth government.

➢ 1971 – Larrakia people ‘sit-in’ on Bagot Road, Darwin in a protest against the theft of their land.

➢ 1972 – The Aboriginal Heritage Act is declared in Western Australia. The Whitlam Government
freezes all applications for mining and exploration on Commonwealth Aboriginal reserves.

➢ 1973 – Mr Justice Woodward of the Aboriginal Land Commission delivers his first report,
emphasising Aboriginal people’s right to prevent mining on their land, and signalling a new
approach to Aboriginal land rights.

➢ 1975 – The World Council of Indigenous People is founded.

The Aboriginal Land Fund Commission is established to buy land for Aboriginal groups across Australia.

The Senate unanimously pass a resolution put by Senator Bonner which acknowledges prior Indigenous
ownership of Australia, and provides compensation for dispossession of land.
The Racial Discrimination Act is passed by the Whitlam Government. It overrides state and territory
legislation and makes racial discrimination unlawful.

➢ 1976 – Aboriginal law and land rights are finally recognised in the Aboriginal Land Rights
(Northern Territory) Act. Recognition of land ownership is extended to 11,000 Aboriginal
people.

➢ 1977 – The Yanyuwa people’s claim to crown land at Borroloola commences hearing. It is the
first and longest lasting land claim in Australia’s history.

➢ 1978 – The Northern Territory Aboriginal Sacred Sites Ordinance is passed, instituting
prosecution for trespass and desecration of Aboriginal sites.

➢ 1980 – International attention is drawn to Aboriginal land rights when Aboriginal people from
around Australia travel to Western Australia’s Noonkanbah to help the Yungnogora people fight
to stop the Amax mining company from drilling on their land.

The National Federation of Land Councils is formed, giving a national voice to the land rights movement.

➢ 1981 – The Pitjantjatjara Land Rights Act (SA) is passed and a large area of the State is returned
to the Pitjantjatjara people.

➢ 1982 – Aborigines at Ntaria (Hermannsburg mission), in Central Australia are granted freehold
title.

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 ➢ 1984 – Joint Land Councils from the Northern Territory and the states visit Parliament House,
Canberra, to protest against the proposed amendments to the Northern Territory’s Aboriginal
Land Rights Act and the inadequate provisions in Prime Minister Hawke’s visions of ‘Uniform
National Land Rights’.

The Western Australian Government introduces a land rights bill but it is defeated in the Upper House.

➢ 1987 – Voting becomes compulsory for Aboriginal people in the Northern Territory elections.

➢ 1988 – Tens of thousands of Aboriginal and Torres Strait Islander people and some non-
Indigenous Australians march through the streets of Sydney on 26 January (Australia Day) to
celebrate two hundred years of survival, while many non-Indigenous Australians commemorate
the bicentenary of the colonisation of the country.

Prime Minister Hawke responds favourably to the suggestion of a treaty with Indigenous people, but
this is never realised.

➢ 1989 – The Aboriginal and Torres Strait Islander Commission (ATSIC) are established by the
Federal Government.

➢ 1991 – Legislation providing for land rights is passed through the Legislative Assembly in
Queensland, but is markedly inferior to the standards set in the Northern Territory. Land rights
legislation for Tasmanian Aboriginal people is rejected by the upper house.

➢ 1992 – Prime Minister Paul Keating makes his ‘Redfern Park’ speech at the launch of the
International Year of the World’s Indigenous People, in which he acknowledges past wrongs.

➢ 1993 – The United Nations Year of Indigenous Peoples is celebrated throughout the world.
Second World Indigenous Youth Conference held in Darwin, Northern Territory.

➢ 1994 – Minister for Aboriginal Affairs, Robert Tickner, places a 25 year ban on the construction
of the Hindmarsh Island Bridge, after a group of Ngarrindgeri women claim that it is sacred, but
cannot be publicly revealed. The 1995 Hindmarsh Island Royal Commission finds that claims of
‘secret women’s business’ are a fabrication. The later 2001 Federal Court judgment finds that
there was no fabrication of ‘secret women’s business’.

➢ 2007 – The Australian government announce a dramatic intervention into some Northern
Territory Aboriginal communities in response to the Little Children Are Sacred Report. Against
the recommendations of the report, the Northern Territory National Emergency Response Act
2007 is passed, and sections of the Racial Discrimination Act 1975 are repealed.

➢ 2008 – Against the recommendations of the Northern Territory Emergency Response (NTER)
review, the Australian government continues the Northern Territory intervention for a further
twelve months, with some changes.

The Prime Minister, Kevin Rudd, moves a motion in federal parliament of Apology to Australia's
Indigenous Peoples with specific reference to the Stolen Generations.
A High Court decision, known as the Blue Mud Bay decision, gives traditional owners native title rights
over the inter-tidal zone of Blue Mud Bay rights along the coastline of northeast Arnhem Land.

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 ➢ 2009 – Australia signs the Declaration on the Rights of Indigenous Peoples in 2009, after initially
refusing along with Canada, United States and New Zealand.

➢ 2010 – The Queensland Parliament amends the state’s Constitution to include a Preamble
providing due recognition to Queensland’s Aboriginal and Torres Strait Islander peoples.

➢ Noongar man Ken Wyatt becomes the first Indigenous member of the House of Representatives
in the federal parliament.

The first board of the National Congress of Australia’s First Peoples, a representative body advocating
for the recognition of Aboriginal and Torres Strait Islander peoples' rights, is appointed and the
company becomes incorporated.

➢ 2012 – The Aboriginal tent embassy celebrates its 40th anniversary.

The Panel on Constitutional Recognition of Indigenous Australians presents its report Recognising
Aboriginal and Torres Strait Islander Peoples in the Constitution to the Prime Minister, Julia Gillard. In its
Report, the Panel unanimously endorsed a specific proposal to amend the Constitution.
Source: [Link]

Cultural shock
The shock of having their culture taken away from them or disrespected may make some Indigenous
people feel marginalised.

This can lead to stress and affect their physical and mental wellbeing; as previously mentioned, they
may succumb to:
➢ Depression

➢ Alcoholism

➢ Drug problems

➢ Self harm

➢ Violence

➢ Language difficulties

➢ Loss of identity

➢ Poverty

➢ Homelessness

➢ Unemployment.

Diversity
You will need to respect the diversity of culture, diversity of culture, skin and language groups, family
structures, art and religion in Indigenous cultures, when delivering services to them. This may mean
adapting what you offer and how you behave to meet their needs and preferences.

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You will need to provide culturally appropriate practices; these may include:
➢ Strategies for providing a service for women's and men's health issues

➢ Allowances made for cultural obligations.

One of the first things you must realise is that Aboriginal and Torres Strait Islander people are not a
homogenous group – they are diverse and culturally different within themselves and have unique
customs, cultural beliefs and ceremonies.

Depending on the impact of European colonisation, there will have been varying amounts of loss of
culture. For the devout, traditional values and customs guide their everyday living; for those of mixed
descent or who have integrated into mainstream society, their influences will feature all aspects both
cultures.

Men's and Women's Business

In Aboriginal culture there are certain practices and customs that are performed separately by both
genders. This is known as Men's and Women's Business – these rules are very strict and there can be
severe penalties within their culture for breaking them.

If the Aboriginal people you are working with still abide by the rules of Men's and Women's Business,
you must respect and understand this – this applies to all staff.

An example of Men's and Women's Business in modern culture is at Aboriginal-specific business

conferences, where issues are discussed separately between genders.

Religion
While there are many different religions among Aboriginal and Torres Strait Islander people, they share
common belief that the land and all natural things possess living souls.

➢ The earth is eternal and many ancestral beings inhabit it.

➢ The ancestral beings are usually related to animals e.g. Kangaroo-men, Bowerbird-
women.

➢ These beings journeyed across the Earth and created all

life, leaving traces in the natural land.

➢ They connected people to specific regions and languages.

➢ Some groups continue to believe in a supreme being – The

Dreaming.

➢ The Dreaming still controls the natural world.

Historically, there was a false belief that the Indigenous people had no religion, making the violence
towards them more culturally acceptable. Since 1821, when Christian missionaries arrived in Australia,
many Indigenous people have converted to Christianity. There was also significant contact with Muslim
Macassan traders for centuries before white people settled.

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In terms of how religion is structured, each clan has a religious specialist who is in charge of initiating
and fostering contact with spirits and divinities. There are also elders who are keepers of specific rituals
and stories, which can be gender segregated i.e. separate people for women and men's knowledge.

Key beliefs:
➢ The earth is eternal and many ancestral beings inhabit it.

➢ The ancestral beings are usually related to animals e.g. Kangaroo-men, Bowerbird-
women.

➢ These beings journeyed across the Earth and created all life, leaving traces in the
natural land.

➢ They connected people to specific regions and languages.

➢ Some groups continue to believe in a supreme being – The Dreaming.

➢ The Dreaming still controls the natural world.

Key festivals:
➢ Ritual ceremonies at sacred sites, accompanied by song, dance, body painting and
sports – to call on the ancestral beings and to access the powers of The Dreaming.

➢ At certain ages, women and men must go through ceremonies to call on the assistance
of spiritual beings.

➢ Increase rites to boost the willingness of ancestral beings to release the land’s fertility.

➢ Major indigenous festivals have recently emerged e.g. Stompin’ Ground, Yeperenye
Dreaming, and the Barunga Festival.

Sorry business
Sorry Business is what Aboriginal people do in the event of a death in their
community. It includes whole families and can last for days – during this
period of mourning they are forbidden to work. The whole community
gathers to share their sorrow for the passing of the dead person. They
will sit and eat together and meet with their extended family until the
body has been buried. Also, the family of the person who passes away
must move house and another moves in i.e. swapping houses.

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Language groups
Aboriginal languages
Today, as few as five per cent of Aboriginal people speak and Aboriginal language – however in some
parts of Australia, language knowledge is still strong, with English being a second, third or fourth
language.

With Aboriginal children, Aboriginal English is usually the first/home language in Australia. Though many
traditional Aboriginal languages have been lost, they still influence the way that Indigenous people
speak English. Do not assume this is "bad" English, it is simply non-standard – they may have Australian
Standard English as a second language.

You will need to accommodate them if they have English as a second language or if they use Aboriginal
English. There are certain terms that can cause misunderstandings, if not understood.

The following table outlines some common words/phrases from Aboriginal English, translated into
Standard Australian English:

Aboriginal English Standard Australian English translation

Deadly Really good

Camp Home

Lingo Aboriginal language

Mob Group

Big mob A lot of

Gammon Kidding, joking, pretending

Sorry business A death-related ceremony

Cheeky Mischievous, aggressive, dangerous

Solid Fantastic

Torres Strait Islander languages

There are three main languages spoken on the Torres Strait islands:
➢ Kaga Lagaw – spoken on several western Torres Strait islands. This is the most
commonly used Indigenous language in Australian territory (3,000 - 4,000 people).
➢ Meriam – the language of the Meriam people on Mer (Murray Island).
➢ Torres Strait Creole – it has 25,000 mother-tongue speakers and is used widely for
trade and commerce. It has five different dialects: Papuan, Western-Central, TI, Eastern
and Cape York.

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Skin groups
While the Indigenous people of Australia are stereotypically thought of as having coloured skin, this is
not entirely accurate. The definition of an Aboriginal is:

An Aboriginal person is defined as a person who is a descendent of an Indigenous inhabitant of Australia,

identifies as an Aboriginal, and is recognised as Aboriginal by members of the community in which he or
she lives. (The same three components, descent, self-identification and community acceptance, are used
for Torres Strait Islanders.)

Source: [Link].

So, do not assume that someone is Indigenous (or not) because of their
skin colour – you will need to ask about which culture they identify with.

Family structures
Aboriginal family structure is much more complex than normal Australian
families. There are social and marriage laws based on the groupings of
people within their society. There is also a structure where everyone is
related to everyone else.

It is easiest to describe family structure by dividing it into three groups:

➢ Physical/geographical structure – a tribe of 500 people is comprised of groups of 10-20
people. These people join together for hunting and food gathering. These smaller
groups are known as "hordes" and consist of several families.
➢ Religious and totemic structure – society in Australia is divided into two "moieties" on
a religious level, based on Ancestral beings from the creation Period. Each moiety has
significant religious animals, plants, or places. Each person is connected to one of
these, known as "totems".
➢ Social structure – the kinship system means people in Aboriginal society can be named
in relation to one another. If an Aboriginal accepts an outsider into their group, they
have to name this person in relation to themselves, so they can fit into the specific
society. This allows people to see who they are connected to and gives them a definite
social status. It also helps people determine who is responsible for one another, who
can marry who and who will care for whom. It means that people can actually name up
to 70 people in familial relationships, compared to the traditional
mother/father/grandparents/children structure in mainstream society.

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1.2 – Identify critical issues that influence relationships and communication
with Aboriginal and/or Torres Strait Islander people

By the end of this chapter the learner should:

➢ Recognise the primary issues that may affect their relationship with Aboriginal and
Torres Strait Islander people. They may include:

o discrimination

o integrity

o respect

o confidentiality/privacy

➢ Work in a manner that is respectful towards the cultural heritage and interests of
Aboriginal and Torres Strait Islander people

➢ Take the appropriate steps to ensure the prevention of discrimination and racial hatred
in accordance with your ethical and moral responsibility, The Australian Human Rights
Commission and wider legislation

➢ Work with Aboriginal and Strait Islander people in order to establish suitable
communication protocols and the success of workplace and professional relationships.

Critical issues influencing workplace and professional relationships

Critical issues are those that are of high importance and determine the success or failure of workplace
and professional relationships.

Concerning Aboriginal and/or Torres Strait Islander co-workers and clients, the critical issues include:
➢ Discrimination – you must be culturally safe and treat them as equals. Positive or
negative discrimination will only serve to alter the harmony on the work environment.

➢ Confidentiality/privacy – they have a right to keep their sacred and ritual knowledge
secret. This means you cannot publish it. Their personal affairs must also be respected
and they should be consulted with before any person information is released about
them. Gender-specific images should only be seen by initiated men and women, and
may not be published without permission. Saying the name or using the image of a
deceased person is considered culturally offensive, without prior consultation with the
related family.

➢ Communication protocols – use communication protocols that don't offend Aboriginal

and Torres Strait Islander people, as explained in section 2.1 of this unit.

➢ Respect – they must be treated with mutual respect regarding their cultural heritage
and interests.

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 ➢ Integrity – they must be recognised as the primary guardians and interpreters of their
cultures. They should be accurately represented and it should reflect their cultural
values, customs and laws. The images and text that you use to portray them should
consider their confidentiality and privacy, and ensure that it doesn't reinforce
stereotypes.

➢ Attribution – they should be given proper credit and acknowledgement for their
achievements, contribution and roles in the work environment. Encourage them to
share their perspective regarding issues, to offer a wider perspective. Ask them how
they wish to be identified in published materials, if applicable.

➢ Legal recognition and protection – Australian laws and

policies exist to protect the rights of Indigenous people.
You must comply with these and make sure that their
cultural and intellectual property is protected.

Political issues
More generally speaking, Aboriginal and Torres Strait Islander people
have historically faced social, political and economic disadvantages
compared to the rest of the Australian general population.

Every citizen in Australia has a right to take part in matters of public affairs within the country – this
ranges from things like voting, consultation within the community and government negotiations. For
Aboriginal and Torres Strait Islander people, they did not gain this right until 1967, when a referendum
granted them this right (and removed a discriminatory reference to Aboriginal people from the
Constitution).

Since this, they now directly elect all members of the Aboriginal and Torres Strait Islander Commission –
this provides advice to the Commonwealth governments on all Aboriginal and Torres Strait Islander
issues, including legislation proposals and delivering programs it is given responsibility for.

All decisions related to Aboriginal and Torres Strait Islander rights cannot be made without their
consultation and any legislation which affects their dignity, culture preservation, their right to share
equitably in national growth or their ability to participate in government requires negotiations with
their representatives.

However, despite these provisions, actual participation of Aboriginal and Torres Strait Islander people in
Commonwealth, State, Territory or local government continues to be very low. Therefore, their voice
and concerns are underrepresented unless more of their people seek to take part in government or
establish Aboriginal Local Councils.

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Social and economic issues
The advancements in the Australian economy, improvements in health care and education have not
been shared with Aboriginal and Torres strait Islander people in general.

This has led to things like:

➢ Depression

➢ Alcoholism

➢ Drug problems

➢ Self harm

➢ Violence

➢ Language difficulties

➢ Loss of identity

➢ Poverty

➢ Homelessness

➢ Unemployment.

The United Nations Declaration on the Rights of Indigenous Peoples states that they have the right:
➢ To self-determination
➢ To freely pursue one’s economic, social and cultural development;
➢ To maintain and develop one’s own political, religious, cultural and educational
institutions
➢ Against genocide, acts of violence and forcible removal
➢ Against forced assimilation or destruction of one’s culture
➢ To use and control lands, territories and other natural resources
➢ To the protection of one’s cultural and intellectual property
➢ To practice and revitalize one’s customs and spiritual, cultural, ceremonial and religious
traditions
➢ Equal access to all social and health services (highest attainable standard of physical
and mental health)
➢ To prior and informed consultation, participation and consent in activities of any kind
that impact on indigenous peoples, their property or territories
➢ To equality and freedom from any kind of discrimination

Racial Discrimination Act 1975

This ensures that Australians of all backgrounds are treated equally and afforded the same
opportunities.

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It is against the law to treat people of any race, colour, descent, national or ethnic origin, and
immigration status unfairly (on the basis of these qualities).

The areas of life that the Act applies to are:

➢ Employment – if you have been:
o refused employment
o dismissed
o denied a promotion, transfer or other employment-
related benefits
o given less favourable terms or conditions of employment
o denied equal access to training opportunities
o selected for redundancy
o harassed.
➢ Education
➢ Accommodation
➢ Accessing public services
➢ Accessing public services
➢ Harassment.
Racial hatred is also unlawful, except in the following cases:
➢ An artistic performance or work – e.g. where it is part of a character's personality

➢ A statement, publication, discussion or debate made for academic or scientific purposes

– e.g. public policy debates

➢ Reporting on public interest matters e.g. a balanced newspaper report

➢ Fair comment – where it is a genuine belief of the person

If you cannot resolve a case of discrimination or racial hatred personally, you need to make a complaint
(in writing) to the Australian Human Rights Commission. It should detail what happened, when and
where it happened and who was involved. The commission will then attempt to resolve the complaint
through conciliation – an informal process that facilitates talking about the issues and resolving them. If
this is unsuccessful, the complaint can be moved to the Federal Court of Australia or the Federal
Magistrates Court.

Preventing discrimination
There have been various national consultations, conferences, community discussions and online forums
that the Australian Human Rights Commission has enacted, to combat discrimination.

The Commission has also created resources for employers to respond to and benefit from cultural
diversity, as well as educational resources.

More information on this can be found out at [Link]/racial_discrimination.

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In February 2011, The People of Australia was announced as the country's new multicultural policy. It is
working towards developing and implementing a comprehensive National Anti-Racism Strategy.

You will need to be an advocate for anti-racism in the workplace

and community. You will need clear policies and procedures in
place to outline what is expected and take a strict stance against
anyone who violates these terms. You should promote the
collaboration of people from different cultures and races in and
out of the workplace. You should grant everyone equal rights and
treat everyone in a fair and respectful manner at all times.

The Human Rights and Equal Opportunity Commission

Act 1986
This was established after Australia signed the United Nations':
➢ International Covenant on Civil and Political Rights

➢ Declaration on the Rights of the Child

➢ Declaration on the Rights of Mentally Retarded Persons

➢ Declaration on the Rights of Disabled Persons.

It also signed the International Labour Organisation's:

➢ Convention 111, concerning discrimination in employment and occupation

➢ Convention 156, concerning workers with family responsibilities.

The Act makes it illegal to discriminate against people based on the following factors/characteristics:
➢ Race

➢ Colour

➢ Sex

➢ Religion

➢ Political opinion (in employment only)

➢ National extraction or social origin

➢ Age

➢ Medical record

➢ Irrelevant criminal record (in employment only)

➢ Impairment

➢ Marital status

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 ➢ Mental, intellectual or psychiatric disability

➢ Nationality

➢ Physical disability

➢ Sexual preference (in employment only)

➢ Trade union activity (in employment only).

Source: [Link]

In order to facilitate full participation in service delivery by Aboriginal and/or Torres Strait Islander
clients and/or co-workers, you will need to address cultural realities.

Cultural realities
The term cultural reality refers to how someone's culture can define their world (i.e. their reality). So,
whatever culture someone has grown up around, this becomes normal for them (i.e. their reality) – they
will behave and abide by the customs of their culture without question and this becomes their
expectation of how to be treated. So, whoever you work with, you must accept their beliefs and work to
accommodate them in work practices.

You will need to identify the cultural differences before you can begin to address them.

Cultural differences may include:

➢ Interpersonal approach

➢ Thinking/learning styles

➢ Expectations

➢ Responsibilities

➢ Priority setting

➢ Experience and working styles

➢ Gender and kinship differences.

You must identify and accept the cultural realities of the people you are working with – identify the
changes that you may need to make in your behaviour to accommodate them. This will ensure that you
gain their full participation in service delivery, as they cannot reasonably exclude themselves if you have
made steps to meet their cultural reality.

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1.3 – Establish key aspects of cultural safety in consultation with Aboriginal
and/or Torres Strait Islander people

By the end of this chapter the learner should:

➢ Promote a tolerance of diversity, accepting the diversity of others and not

discriminating against others

➢ Interpret the sentiment of cultural safety and apply their own understanding of the
concept to practice ethical and respectful behaviours.

Workplace relationships should be based on three things:

➢ Mutual respect

➢ Tolerance of diversity

➢ Shared understanding of cultural safety.

Mutual respect
You must respect the rights of Aboriginal and Torres Strait Islander people to retain their cultural
heritage and interests, just as they must respect yours.

You will need to consider the following:

➢ How people wish to be portrayed (in media formats)

➢ How people wish to be addressed

➢ People's attitudes to touch

➢ People's attitudes to swearing

➢ People's style of appearance

➢ How people wish to be greeted.

Tolerance of diversity
Everyone is different and someone being from another culture, which has beliefs that are foreign to
you, does not mean they should be shunned or ridiculed. You must learn to accept the diversity of your
work community and not discriminate against others or look at them unfavourably.

There should be no resentment to people from other cultures, races etc. Based on these factors – of
course, there will be workplace disputes but they should not be on the basis of cultural resentment.

You should view differences and diversity as a strength, rather than a weakness. This allows you as a
group to have a wider perspective of the world and to be able to empathise with more people. On a
personal level, you can focus on common ground, rather than highlighting the differences between
individuals.

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Shared understanding of cultural safety
"Cultural safety" is a term developed in the 1980s in New Zealand – it moves beyond cultural sensitivity
to analyse power imbalances, institutional discrimination, colonisation and relationships with
colonisers. Culturally unsafe practices are those which diminish, demean or disempower the cultural
identity and wellbeing of an individual.

A definitive definition of cultural safety does not exist – there is debate on how it differs from cultural
awareness, cultural sensitivity, cultural appropriateness and cultural competency.

The areas of cultural safety that you need to be respectful of include:

➢ Nationality

➢ Culture

➢ Age

➢ Sex

➢ Political beliefs

➢ Religious beliefs.

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1.4 – Evaluate the extent to which cultural safety is integrated in own work and
workplace

By the end of this chapter the learner should:

➢ Reflect on own behaviours within the workplace to ensure consistent practice towards
all cultures.

Integrating cultural safety in your own work and workplace

Your own workplace may or may not be a culturally safe place. Therefore, you will need to evaluate the
extent to which it implements culturally safe practices.

Is the workforce educated on different cultures, and are there policies and procedures in place to
prevent discrimination?

You should take the opportunity to find out all of the different cultures involved in your work and
workplace.

Now, look at the day-to-day practices in the workplace and determine whether you consider these
cultures, and if any behaviours are offensive or demeaning to them.

Consider the following aspects of culture:

➢ Age

➢ Gender

➢ Sexual orientation

➢ Occupation

➢ Religious beliefs

➢ Disabilities.

The four principles of cultural safety

An effective evaluation tool is to see if your work and workplace comply with the four principles of
cultural safety.

Principle 1
The aim of cultural safety is to improve the health and wellbeing of others. This involves emphasising
positive health outcomes and acknowledging the different beliefs of others who are different from
them.

Principle 2
The aim of cultural safety is to identify the power relationship of the stakeholders in a service and
empower the users of a service. They should feel confident to express any issues or worries they have.
Providers should also educate themselves about cultural diversity in their environment and apply social
science concepts to help them respond effectively to their clientele.

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Principle 3
Cultural safety involves recognising inequalities in the following areas:
➢ Health care

➢ Employment

➢ Education

➢ Society

➢ Societal interactions

➢ Employment

➢ Education.

The causes and effects of inequalities must also be addressed for things such as:
➢ Political, social and employment status

➢ History

➢ Housing

➢ Gender

➢ Education

➢ Personal experience.

You must also learn to accept diversity in behaviour and social structure, and minimise things that act as
barriers to cultural safety.

Principle 4
Providers must examine their practices carefully, in order to avoid bias towards certain cultures, and to
prevent their own culture, attitudes and experiences influencing their decisions.

Power relationships should be balanced so everyone is receiving equal treatment and tension or
alienation does not arise between cultures.

You must also understand your own rights, as well as those of others, and respect them accordingly, so
you realise that differences are legitimate, and not something to be the basis of discrimination.

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2. Model cultural safety in own work

2.1. Ensure work practices are grounded in awareness of one’s own cultural bias

2.2. Reflect awareness of own and other cultures in work practices

2.3. Use communication techniques and work practices that show respect for the cultural
differences of Aboriginal and/or Torres Strait Islander people

2.4. Engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural
brokers, according to situation needs

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2.1 – Ensure work practices are grounded in awareness of one’s own cultural
bias

By the end of this chapter the learner should:

➢ Consistently practice culturally safe and appropriate work practices. They should
recognise:

o food customs

o kin relationships

o lifestyle and language preferences

o gender.

Culturally safe and appropriate work practices

Health care, services and programs need to reflect culturally safe and appropriate practices. This means
taking into account the differences of other cultures (Aboriginal and Torres Strait Islander people in
particular) and respecting their rights to adhere to cultural practices within the industry.

Culturally appropriate work practices may recognise:

➢ Food customs

➢ Kin relationships

➢ Lifestyle preferences

➢ Gender

➢ Language preferences.

Food customs
You must respect the food customs of Aboriginal and Torres Strait Islander people and provide these in
health care/services/programs settings, where possible.

In their culture, certain people or groups have special connections to specific foods (totems); they may
be forbidden to kill and eat these, with the exception of during special ceremonies. There are also
customs, rules and religious lore that determine how traditional food is gathered, cooked and eaten.

They also have great knowledge of the qualities of certain foods for healing, energy and growth and
traditionally eat a very healthy diet of meats, shellfish and plant foods.

Meals were traditionally a social time in Aboriginal and Torres Strait Islander culture – Elders were fed
first (out of respect) and portions divided according to social standing. However, today, most of these
customs have been replaced by the convenience of preparation and cooking; however, the sharing
aspect still remains.

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Kin relationships
Aboriginal and Torres Strait Islander people value kinship and family greatly and have responsibilities
that are different to non-Aboriginal/Torres strait Islander families. Their familial structure is more
complex as they may all be related to one another within a clan.

The effect this has is that clients may not feel comfortable sharing in group meetings of other
Aboriginal/Torres Strait Islanders aren't present. Workers may also feel an obligation to go the extra
mile for people from their community or kinship group.

You will need to become familiar with their definitions of relatives, such as brother, mother, aunt or
cousin – a general understanding of their kinship classification system will help you understand who
they are referring to.

You will need to develop a set of guidelines and policies to inform all employees of the following:
➢ Significant events such as Acknowledgement of County, Welcome to Country

➢ Significant dates such as NAIDOC Week, National Reconciliation Week, National Sorry
Day

➢ Respecting Elders

➢ Inclusion of an Aboriginal Representative on selection processes

➢ Bereavement leave and including extended family members.

Source: Practice implications: Family and kinship - Working with ATSI. (n.d.). Retrieved from
[Link]

Lifestyle preferences
The traditional lifestyle of Aboriginal and Torres Strait Islander people was the hunter gatherer lifestyle
– this has since been largely replaced by mainstream culture, due to the lack of/destruction of natural
resources.

However, you should still respect their lifestyle choices and the things that they do differently to
mainstream civilisation.

Gender
Aboriginal and Torres Strait Islander have the concept of Men's and Women's business – this refers to
certain matters that should only be discussed with people of the same gender.

Topics which may be included are:

➢ Health services

➢ Sexual health

➢ Mentoring

➢ Leadership development.

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This may mean employing someone from a community organisation from the appropriate gender to
assist with the sharing of information (if one is not available in your organisation). Certain information
can be sensitive and it is important to provide the appropriate people required to facilitate the process.

Language preferences
Remember that English may be a second or third language for Aboriginal and Torres Strait Islander
communities – you should find out their literacy levels prior to engaging them in communication and
find out if interpreters or translators are required. Consult with an interpreter and community interest
groups to determine the appropriate method of communication to engage people in.

CHCDIV002 Learner Guide Version 1.2 Page 39 of 69

2.2 – Reflect awareness of own and other cultures in work practices

By the end of this chapter the learner should:

➢ Recognise the impact of own culture as well as the cultures of others in order to adopt
cross-culturally appropriate work practices.

Work practices used in a cross-cultural context

You will need to be aware of cultural diversity when dealing with work practices. As well as being aware
of the cultural practices and realities of other people in the work environment, you need to know the
details of your own culture.

Just because you are accommodating another's belief system, you should not have to completely
compromise your own – the work practices you adopt should be inclusive of all parties.

Work practices may include but are not limited to the following functions or be in the following
settings:
➢ Hospital or other facility/services admission, entry and discharge processes

➢ Referral protocols

➢ Reception and enquiry services

➢ Diagnostic services

➢ Inpatient services

➢ Non-inpatient and community services

➢ Screening services

➢ Health promotion

➢ Public health

➢ Non-government or agency

➢ Urban, rural and remote community settings.

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Where there are cultural differences in the workplace, you must accommodate them where possible.

Strategies to accommodate cultural differences in the workplace may include:

➢ Workplace induction program – by having a program designed to introduce workers to
their environment, it gives people with cultural differences a chance to identify, raise
and negotiate adapting it to their needs.

➢ General guidelines and standards for approaching specific tasks and issues – by having
standard procedures in the workplace, it is easy to identify which situations might cause
an issue to those with cultural differences. You can then see whether you can adapt
them (if practical), or ensure that no-one is put in a situation that is culturally
insensitive to them.

➢ Develop understanding of own culture and history – knowing your own culture and
history will help you understand the way you behave and why you think how you do.
This, in turn, will help you better accept and understand the differences of others.

➢ Develop awareness of key aspects and impacts of Aboriginal and/or Torres Strait
Islander culture and history on current health issues – by researching and educating
people on Aboriginal and Torres Strait Islander culture and history, they will likely be
more tolerant of their customs as they understand why they have them. This can be
done by bringing in an educator (internal or external) in for a day to explain the culture
and history of these people.

➢ Understanding similarities to identify common ground of cultural groups in the

workplace – while your cultures may differ, if you can find common ground with
Aboriginal and Torres Strait Islander people, it can be the basis upon which to build an
effective working relationship. From this, you can use a strengths-based approach to
finding solutions to cultural problems, wherein you focus on the positive aspects that
are achievable i.e. focus on your similarities, rather than your differences.

➢ Contextualising given workplace – this refers adapting the workplace to meet the
context of the exact people who work there. For example, there is no point in adapting
something to be Aboriginal/Torres Strait Islander friendly if they are never going to use
it. This means focusing your efforts on the areas that matter to these people
specifically.

➢ Code of practice at all levels of the organisation – having

codes of practice allows you to dictate the necessary
standards of behaviour in the workplace. This is a
chance to stamp out any behaviours that might be
counter-productive to the cohesiveness in the work
environment. Having these as organisation-wide will
mean that everyone is treated equally and that no
discrimination or insensitivity sneaks into the
organisation.

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2.3 – Use communication techniques and work practices that show respect for
the cultural differences of Aboriginal and/or Torres Strait Islander people
By the end of this chapter the learner should:
➢ Apply own understanding of Aboriginal and Torres Strait Islander people’s history and
cultural practice to own work practices. This may include changes to:

o resources used

o verbal communication strategies such as avoiding direct questioning.

Now that you know about the history and cultural practices of Aboriginal and Torres Strait Islander
people, you next need to determine which aspects of your service will be affected by accommodating
them.

Possible areas that may be affected include:

➢ Communication

➢ Training

➢ Work environment.

Communication
You will need to ensure you use appropriate language and the correct terms to describe things, as well
as understanding that some words do not carry the same meaning in yours and their language. Try and
use their preferred terms, where possible.

If possible (and required) consult an Aboriginal/Torres Strait Islander member of staff, personnel from
an organisation, the local community or even the person you are communicating with.

Avoid the following non-verbal cues when communicating with Aboriginal and Torres Strait Islander
people:
➢ Persistent questioning

➢ Direct questioning

➢ Loud voices

➢ Lengthy eye contact

➢ Invading their personal space

➢ Following routines rigidly

➢ Ignoring visitors

➢ Talking while writing

➢ Anything that may be associated with past negative experiences for them.

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Work environment
You will need to be aware that the requirements for Aboriginal and Torres Strait in the work
environment may be different than those you are used to. You need to work to provide a culturally
sensitive work environment, where possible (whether working or providing for Indigenous people).

Cultural sensitivity
No matter what the clients' or your colleagues' cultural or spiritual preferences are, you need to ensure
that you always remain respectful and accepting of them. You cannot allow your own cultural and
spiritual preferences to impact on the care you give and how you treat them. The only time a client or
colleague's cultural or spiritual preferences should impact on the care you give is when needs call for it
i.e. dress or dietary requirements.

Spiritual preferences may include:

➢ Ceremonial observances
➢ Formal and informal religious observance
➢ Need for privacy and an appropriate environment to reflect and/or participate in
spiritual activities.
Cultural preferences may refer to:
➢ Ceremonial and festive observances
➢ Dress and dietary observance
➢ Need for continued interaction with cultural community.

Cultural issues that may affect the work environment

In order to maintain a high quality of service, you need to make it culturally appropriate – this means
supporting an individual's cultural, linguistic and spiritual needs/preferences.

To provide culturally appropriate service, consider the following:

➢ Using interpretation services for matters that concern informed consent
➢ Establishing the openness with which the person and family's wishes to discuss beliefs
➢ Identifying and supporting the cultural, linguistic and spiritual needs of people and
their families
➢ The appropriateness of certain methods and communication styles, with regards to
religion and cultural beliefs
➢ Differences in the definition of 'quality of life'
➢ The role of family members in decision-making
➢ Culturally appropriate strategies that eliminate conflicts between
people, their advocates and professionals
➢ Providing information in the preferred language of the person
➢ Providing access to culturally appropriate spiritual and emotional support.

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Resources to facilitate effective communication
You will need to identify the correct resources and utilise them to your advantage within the workplace.

Resources to facilitate effective communication may include:

➢ Resources to support visual and iconic strategies

➢ Aboriginal and/or Torres Strait Islander Health workers, liaison officers and other
colleagues.

Resources to support visual and iconic strategies

The resources you use to support visual and iconic will depend on the technology and funding you have
available to you.

Examples of resources include:

➢ Laptops

➢ Tablet computers

➢ Augmentative and alternative communication aids

➢ Projectors/monitors

➢ Mobile phones

➢ Internet

➢ Brochures

➢ Leaflets

➢ Posters

➢ Resource cards.

You may have some of these or all of them available for you to use in the workplace – you will need to
determine which are best used in certain situations or for certain people.

Aboriginal and/or Torres Strait Islander Health workers, liaison officers and other colleagues
If you have any of these people available in the workplace, you may need to utilise these in order to
maximise the effectiveness of communication.

They can be used for:

➢ Interpretation

➢ Consultation

➢ Feedback

➢ Local knowledge and expertise.

They should be used as a first point of contact for any matters concerning Aboriginal and Torres Strait
Islander people, not as an afterthought.

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2.4 – Engage with Aboriginal and/or Torres Strait Islander interpreters and
colleagues as cultural brokers, according to situation needs

By the end of this chapter the learner should:

➢ Demonstrate the ability to effectively communicate with Aboriginal and Torres Strait
Islander people via an interpreter.

Aboriginal and Torres Strait Islander interpreters, health workers and colleagues
You will need to use Aboriginal and Torres Strait Islander interpreters, health workers and colleagues as
cultural brokers, in order to meet duty of care requirements.

A cultural broker is someone who facilitates people from one culture crossing over to another. In other
words they act as a mediator between people/groups of different cultures, to enable effective
communication and reduce conflict. They act as more than just an interpreter – in colloquial terms, they
would be known as a "middle man".

Interpreters may be:

➢ Registered – these are professional people whose work
involves travelling and mediating for multiple
people/groups.
➢ Other multilingual people not related to the person – these
may be people on your staff who have multilingual
abilities, but this is not their main duty at work.
Availability of interpreter resources
You will need to know the available interpreter resources available to your organisation and its needs,
so you can employ them as necessary.

Government agencies are required to provide and pay for professional interpreters when people are
seeking government-related services that have difficulties speaking English.

The Translating and Interpreting Service (TIS) National provides free interpretation services to non-
English speaking Australian citizens or permanent residents who need to communicate with approved
groups and individuals, such as medical professionals.

Interpreters can be accredited and unaccredited – you should aim to provide a 'Professional Interpreter'
level worker accredited by the National Accreditation Authority for Translators and Interpreters
(NAATI). If this is not possible/available, a 'Paraprofessional Interpreter' should be your second choice.

Useful resources for finding interpreters include:

➢ Australian Institute of Interpreters and Translators Incorporated (AUSIT):
[Link]
➢ Translating and Interpreting Service (TIS): [Link]
➢ National Accreditation Authority for Translators and Interpreters (NAATI):
[Link]

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Resolving difficulties, differences or misunderstandings
Ideally, the workplace would be free from difficulties, differences and misunderstandings. In reality,
though, these things are inevitable due to circumstances beyond your control. People are individuals
and, regardless of cultural backgrounds, will have disagreements over matters of opinion or
misunderstandings.

Strategies to resolve difficulties may include:

➢ Negotiation of culturally appropriate guidelines

➢ Identification of appropriate mediators

➢ Negotiating a workplace code of practice.

Negotiation of culturally appropriate guidelines

Having a set of pre-existing culturally appropriate guidelines that all workers are required to follow will
give you a basis to decide if behaviour has violated these conditions. If these difficulties, differences or
misunderstandings are not covered by these, it is your responsibility to amend these for future
situations. You must also ensure that these guidelines are communicated to the appropriate personnel
who they affect.

Identification of appropriate mediators

Mediators are essential for resolving disputes – they provide an objective view of the situation and help
decide what the resultant action(s) should be.

You need to identify who will act as a mediator for the dispute in each situation – a set of pre-
designated personnel is a useful thing to have. However, make sure that the mediator has no bias
towards either party, as it will compromise their ability to be impartial.

Negotiating a workplace code of practice

A code of practice is a set of principles that govern how people are expected to behave in the
workplace. It is a written document that is explained to all workers and prevents people claiming
ignorance when violating its terms and creating a dispute.

Codes of practice are usually specific to individual organisations, but industry-wide codes of practice
also exist. They should be your first point of referral when seeking to resolve a difficulty, difference or
misunderstanding. If you negotiate a code of practice with relevant people in your organisation, you can
tailor it to work situations and define what is reasonably expected from employees and their behaviour.

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3. Develop strategies for improved cultural safety

3.1. Support the development of effective partnerships between staff, Aboriginal and/or Torres
Strait Islander people and their communities

3.2. Identify and utilise resources to promote partnerships

3.3. Devise and document ways to support the delivery of services and programs that are culturally
safe and encourage increased participation

3.4. Integrate strategies that encourage self-determination and community control in services and
programs

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3.1 - Support the development of effective partnerships between staff,
Aboriginal and/or Torres Strait Islander people and their communities

By the end of this chapter the learner should:

➢ Be in support of the development of effective partnerships between staff, Aboriginal
and Torres Strait Islander people and their communities

➢ Utilise resources to ensure effective service delivery in a cross-cultural context. This

may include:

o seeking help from people who have been identified as having appropriate
cultural knowledge

o following workplace policies which have been adapted to accommodate

cultural differences

➢ Know which strategies to apply to specific situations in order to develop and maintain
effective relationships. Strategies may include:

o flexibility concerning cultural customs and rituals

o consistently monitoring and developing own safe work practices

o displaying empathy appropriately in order to support others.

Developing effective partnerships

Staff, Aboriginal and Torres Strait Islander people and their communities will need to develop effective
partnerships with each other. This will facilitate the accessibility, affordability, accountability,
acceptability of appropriate healthcare and workplace services.

You will need to support this development by ensuring:

➢ Cultural competency – educate non-Indigenous staff on
the history, culture and social normalities of Aboriginal and
Torres Strait Islander people. This will help them better
understand the differences that exist and how to
accommodate them.

➢ Establishing long-term relationships – these must be

based on respect, trust and honesty, with communication
ongoing.

➢ Providing clarity on issues – there needs to be clear and transparent discussion of the
matters affecting Aboriginal and Torres Strait Islander people.

➢ Partnerships with key people in the community – engaging with Elders and persons in
positions of responsibility will help you learn about the ongoing issues and you can
work together to address these together.

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 ➢ Power inequalities are recognised – rather than deny that they exist, you should
acknowledge them and attempt to share the power through decision making, conflict
resolution and other mechanisms.

➢ Funding – providing adequate money to ensure that Aboriginal and Torres Strait
Islander people have the opportunity to access health care and workplace services on
an equal footing as other Australian citizens.

These are just some of the strategies you can use to support the development of effective relationships
– the main thing to consider is that partnerships should always be long term and engage the Aboriginal
and Torres Strait Islander people and their community in decisions.

You must address the inequalities that already exist and do your best to reduce these to acceptable
levels in the short term, with uniform equality the ultimate goal over the long term.

Resources to facilitate effective service delivery in a cross-cultural context

Your company will need to employ certain resources to effectively deliver their services in a cross-
cultural context – you cannot rely on people automatically adapting to the different needs of people by
themselves.

Resources to facilitate effective service delivery in a cross-cultural context may include:

➢ People identified with appropriate cultural knowledge

➢ Workplace design to accommodate cultural needs

➢ Workplace policy

➢ Reference groups.

People identified with appropriate cultural knowledge

These people can be:
➢ People from the specific culture you are working with

➢ Cultural experts

➢ Interpreters.

You can use these to help you identify the cultural customs that you need to be accommodating and to
provide information on how to be culturally sensitive.

Workplace design to accommodate cultural needs

This means designing the workplace with specific adaptations/facilities that will accommodate the
specific cultural needs of those people using it.

Their cultural needs may refer to things like:

➢ Places of worship – having designated places or allowing them time for prayer.

➢ Dietary requirements.

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Workplace policy
Policies may need to be adapted to accommodate cultural differences; these policies may include:
➢ Workplace dress – allowing them to wear religiously required clothing.

➢ Socially appropriate behaviour

➢ Relationships in the workplace

➢ Ethical behaviour

➢ Verbal behaviour

➢ Non-verbal behaviour.

These policies can be used as guidance to behaviour in the workplace.

Reference groups
Having a group of experts as a liaison between your organisation and Aboriginal and Torres Strait
Islander community is a good way to identify which resources are required to meet their needs. This
group of experts will also likely contain Elders, who speak for and are respected by Aboriginal and
Torres Strait Islander people.

Developing effective relationships

Professional relationships between Aboriginal and/or Torres strait
Islander co-workers/clients and the rest of the workforce need to be
worked at and specific strategies should be employed in order
develop and maintain them.

Strategies for developing effective relationships may include:

➢ Negotiation of roles and responsibilities in the
workplace

➢ Development, monitoring and review of culturally safe work practices

➢ Identification of and consultation with key contact people such as Aboriginal liaison
officers

➢ Display empathy appropriately

➢ Be flexible

➢ Develop the capacity to take turns – stand back wait for your turn.

Negotiation of roles and responsibilities in the workplace

Having clearly defined roles and responsibilities allows people to be accountable for their actions and
limits the potential for arguments. People know what is expected of them and what to expect from
others. This also ensures that people don't overstep their boundaries and makes it easier for teams to
work cohesively.

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From the clients' perspective, it makes it easier for them to identify who they need to communicate and
to have their needs met.

Development, monitoring and review of culturally safe work practices

As previously mentioned, work practices must be developed to be culturally safe – they then need to be
monitored and reviewed on a regular basis.

To recap, culturally safe practices must not diminish, demean or disempower the cultural identity and
wellbeing of an individual. You must look at all required practices in the workplace and check that they
meet the cultural needs and requirements of Aboriginal and Torres Strait Islander people.

Identification of and consultation with key contact people such as Aboriginal liaison officers
Aboriginal liaison officers work to ensure that Aboriginal and Torres Strait Islander people have fair and
impartial access to mainstream services, as well as increasing the cultural awareness and sensitivity of
said services.

You need to identify who fills this role in your organisation and consult with them on issues of cultural
safety and how to make the workplace more inclusive for Aboriginal and Torres Strait Islander people.

Display empathy appropriately

Empathy is an important factor in making Aboriginal and Torres Strait Islander people feel welcomed
and accepted. It is the capacity to recognise another person's emotions i.e. putting yourself in their
shoes.

Showing empathy in sensitive situations prevents them from feeling ignored and marginalised. Even in
situations where you can't change the outcome (e.g. historical events, deaths of relatives), empathy will
help people feel supported.

Be flexible
As Aboriginal and Torres Strait Islander people have a different set of customs and rituals to the rest of
mainstream society, they may need to take extended breaks from work-related activities (e.g. mourning
periods, ceremonies).

They may also take longer to respond to questions or requests than you are used to, not make direct
eye contact and appear generally disinterested in what you have to say.

You need to flexible to accommodate these breaks and their communication style – remember that
their intent is not to offend and that they are simply following the ways of their culture and what they
have grown up doing.

Develop the capacity to take turns – stand back wait for your turn
Aboriginal and Torres Strait Islander people find interruptions rude and
you must learn to wait for your turn in conversations. Even if you
disagree with the point they are making, you must wait for them to
finish speaking before you open with a retort. Disagreement is not the
disrespectful aspect here – it is the interruption, which communicates
that you don't value their opinions or input.

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3.2 – Identify and utilise resources to promote partnerships

By the end of this chapter the learner should:

➢ Identify and utilise relevant resources in order to facilitate and promote effective
partnerships with Aboriginal and Torres Strait Islander people and their communities.
Relevant resources may include:

o formation of appropriate reference groups

o policy/guidelines

o two way flow of information and resources

Promoting effective partnerships

You will need to identify and use all the resources at your disposal to facilitate and promote effective
partnerships with Aboriginal and/or Torres Strait Islander people, organisations and communities.

Resources to promote effective partnerships may include:

➢ Formation of appropriate reference groups

➢ Policy/guidelines – memorandum of understanding

➢ Two way flow of information and resources.

Formation of appropriate reference groups

Reference groups are those which contain experts and senior figures from Aboriginal and Torres Strait
Islander people; they allow your organisation to engage with their communities through meetings
where they advise you on such matters. They give strategic advice on your organisation's procedures
and guide you on how best to support Aboriginal and Torres Strait Islander people's rights.

Policy/guidelines – memorandum of understanding (MOU)

A memorandum of understanding is an agreement between two or more parties (in this case, your
organisation and Aboriginal and Torres strait Islander people). The agreement concerns working
together to achieve a mutually beneficial/agreed goal. It is a written document, which can cover general
matters or more precise concerns. Regardless, there are mutually-agreed expectations i.e. behaviour
from one party is conditional on the other holding up their end of the bargain.

However, MOUS are generally not legally binding, as money is not involved and it removes any
unnecessary complications. They are less formal than contracts and have less details and stipulations –
this makes them more appealing and quicker to draw up and implement.

Two way flow of information and resources

Sharing resources and information is vital to a collaborative partnership. This should be done freely,
with both parties offering updates freely and unconditionally. This is done on the basis of the
expectation that both parties will not withhold relevant information or resources and removes the need
to go through red tape processes to obtain them.

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3.3 – Devise and document ways to support the delivery of services and
programs that are culturally safe and encourage increased participation

By the end of this chapter the learner should:

➢ Implement the correct communication strategies to enhance a culturally safe delivery
of service. This may involve:

o the use of technology or visual strategies as an alternative to verbally

relaying information

o acting in a non-judgemental and respectful manner

o incorporating gestures and other non-verbal techniques

o continuously developing on own interpersonal development

➢ Recognise inappropriate communication strategies. These may include:

o interrupting a patient

o speaking too fast

o speaking about confidential matters in public

o rushing conversations.

Communication strategies
You will need to use appropriate communication strategies to make the environment culturally safe
when delivering health services.

Communication strategies to ensure safe service delivery may include:

➢ Common workplace strategies:

o identify the barriers to effective cross-cultural communication and the

causes of ineffective cross-cultural communication

o visual/iconic strategies – diagrams, tables, graphs, pictures

o flow charts, video images

o use of computer technology and other media

➢ Strategies for individuals:

o gestures and non-verbal techniques

o display of positive regard and respect

o non-judgemental approaches

CHCDIV002 Learner Guide Version 1.2 Page 53 of 69

 o ongoing personal/interpersonal skill development

o forming partnerships with all cultural groups to achieve particular work goals

o monitoring and reflecting on own actions to ensure cultural values are not
imposed on others.

Common workplace strategies

Identify the barriers to effective cross-cultural communication and the causes of ineffective cross-
cultural communication
There are a number of general factors that can influence the effectiveness of communication for both
parties; some of these can include:
➢ Resistance, due to lack of trust
➢ Interruptions
➢ The environment
➢ Preconceptions
➢ Attitude differences
➢ Stress
➢ Illness or pain
➢ Lack of common ground
➢ Lack of empathy for the other person
➢ Cultural, religious and social differences
➢ Non-verbal communication mishaps.
It is important to be empathic when responding to Aboriginal and Torres Strait Islander people – this is
different to be being sympathetic. It is essentially the ability to put yourself in your client's shoes.

Verbal responses shouldn’t assume or be judgmental, should convey care and empathy, and should be
culturally sensitive.

Visual/iconic strategies – diagrams, tables, graphs, pictures

Visual strategies can reinforce meaning and make it easier for them to relate the words you are
speaking to actual meaning.

These are good to use when discussing figures or detailed information, as it translates them into a
meaningful representation.

Flow charts, video images

These can be easier to follow and more engaging for some people than simple verbal communication.
They can be used in addition to verbal communication, or as an introduction to a topic you are going to
discuss. As no immediate response is required, it gives them more time to process and contemplate the
information.

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As previously discussed, Aboriginal and Torres Strait Islander people are comfortable with long pauses –
having them view videos or flow charts allows them to do this without making a verbal conversation
seem awkward or stagnated.

Use of computer technology and other media

In the modern world, computer technology and related media is being increasingly used to facilitate
communication.

It allows the utilisation of various communication mediums, such as:

➢ Email

➢ Video conferencing

➢ Projection monitors

➢ PowerPoint presentations

➢ Mobile phones

➢ Instant/text messaging

➢ Social networking

➢ Laptops/tablets

➢ Internet.

These communication methods make it easier to communicate in a multitude of situations and

locations, across distances and without the need to necessarily be face-to-face.

Strategies for individuals

Gestures and non-verbal techniques:
➢ You should smile and nod to them as a welcome
➢ Do not touch someone without their permission
➢ Do not invade their personal space
➢ Use Aboriginal visual and written material, where appropriate and possible.
Display of positive regard and respect:
➢ Actively listen and respond to their needs
➢ Respect Elders and involve them in important decision-making situations
➢ Don't refer to Elders as Aunty or Uncle unless you have a strong, pre-existing
relationship
➢ Respect Sorry Business periods by not requesting meetings or work for two weeks
➢ Respect their cultural values, protocols and methods of doing business
➢ Avoid saying the name of or using images of the deceased
➢ Remunerate them for their time and services

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 ➢ Provide refreshments and meet transport needs if holding a meeting with them
➢ Wait your turn to speak
➢ Use appropriate language.
Non-judgemental approaches:
➢ Don't assume they are wrong because they are different
➢ Don't make assumptions about their beliefs and practices without asking.
Ongoing personal/interpersonal skill development
You will need to continually develop the skills you use for communication and at work, so that you can
meet the communication needs of people from different cultures. This may require extra training and
introspective evaluation on your part.

Forming partnerships with all cultural groups to achieve particular work goals
Don't exclude a particular cultural group from work activities – you should utilise everyone's skill set to
achieve work details. Aboriginal and Torres Strait Islander people have unique strengths and can be
consulted with on matters such as conserving and using natural resources.

Monitoring and reflecting on own actions to ensure cultural values are not imposed on others
Think before you act – what is normal in your culture may be
offensive to someone else. You may also be imposing your culture
on someone else by assuming that everyone thinks the same as
you. The best way to see if you are being culturally imposing is to
learn about the cultures of others and these daily practices – if
something you ask other people to do contradicts their cultural
beliefs, you are imposing on them.

Ineffective/inappropriate communication strategies

There are various ineffective communication strategies in a health services situation.

These include:
➢ Speaking in high tones

➢ Speaking too fast

➢ Using Standard Australian English to someone who doesn't speak it as

a first language

➢ Speaking to the wrong person about issues

➢ Speaking about confidential matters in public

➢ Speaking to the opposite gender about Men's/Women's business

➢ Rushing conversations

➢ Causing the patient shame/embarrassment/ridicule/disempowerment/to lose face/to

lose dignity

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 ➢ Interrupting/speaking over a patient

➢ Asking the patient to continually repeat themselves

➢ Asking closed questions

➢ Mimicking or attempting to speak their language without proficiency or permission

➢ Using direct eye contact (especially in cross-gender communication)

➢ Standing too close to them during communication

➢ Touching them without permission

➢ Using inappropriate titles when addressing them

➢ Assuming they understand what you say when they say "yes"

➢ Not providing them with clear choices or alternative care options

➢ Using jargon

➢ Only using verbal communication

➢ Not introducing yourself properly.

Remodelling communication strategies

You need to remodel these communication strategies to ensure that they are culturally sensitive to
Aboriginal and Torres Strait Islander people in the delivery of health services.

This can include employing the following strategies:

➢ Manipulate the environment to make it feel comfortable and familiar.

➢ Use welcoming verbal and non-verbal communication.

➢ Use Aboriginal and Torres Strait Islander flags, artwork, signage, patient information
and other visual cues to reassure them.

➢ Smile and relax, to become more approachable.

➢ Introduce yourself warmly.

➢ Speak in gentle tones.

➢ Slow down speech and clearly pronounce words.

➢ Find out what language the patient understands best.

You may need to find an interpreter if English is limited.

➢ Don't assume that the person is literate or literate in any form of communication.

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➢ Ask them if they would like to deal with someone of the same sex. If this is not
impossible, ask them if they would like another person to be present e.g. relative or
partner.

➢ Be discrete and discuss all confidential matters in private, with the consent of the other
person.

➢ Allow extra consultation time with them and be aware that they may be reluctant to
communicate during certain times e.g. Sorry Business.

➢ Allow them to volunteer information, rather than forcing it out of them.

➢ Use indirect questioning.

➢ Use open questions.

➢ Don't ask them to repeat themselves.

➢ Wait for your turn to speak.

➢ Don't attempt to speak their language unless you are proficient in it, or have been
permitted/advised to.

➢ Avert your eyes during conversation and employ indirect eye contact.

➢ Avoid cross-gender eye contact, unless they initiate.

➢ Avert your eyes during conversation and employ indirect eye contact.

➢ Avoid cross-gender eye contact, unless they initiate.

➢ Don't stand too close to someone you are unfamiliar with.

➢ Allow for these pauses and don't be tempted to fill them with speech. Take the time to
listen and don't assume that silence equals a lack of understanding.

➢ Seek permission prior to touching.

➢ Learn the meanings of their terms of address and use them, where possible.

➢ Check their understanding, but asking them what they believe the question to mean
(respectfully).

➢ Be wary if they say "yes" while agitated – they may be attempting to end the
conversation and have not understood the information.

➢ Allow them time, space and privacy to discuss matters

with people from their culture.

➢ Avoid using ambiguous communication techniques and

sociolects.

➢ Use plain English and consider using visual techniques to

reinforce meaning.

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3.4 – Integrate strategies that encourage self-determination and community
control in services and programs

By the end of this chapter the learner should:

➢ Promote the importance of educating people on health care and services so as to
encourage more well-informed decisions regarding their own health and increase
participation in health service delivery

➢ Identify factors which may contribute to the ill health of Aboriginal and Torres Strait
Islander people. These factors might include:

o poor maternal health

o loss of family links

o lack of relevant and culturally appropriate education

o feelings of isolation and vulnerability and being culturally unsafe

o environmental health factors (housing, sewerage, water supply, hygiene).

Improving health outcomes

You need to encourage self-determination and community control within health care services and
programs – this will ensure improved health outcomes overall for Aboriginal and Torres Strait Islander
people.

This means that people take responsibility for ensuring that they maintain their own health and seek
the appropriate medical care in necessary circumstances. This requires educating people and proving
adequate, freely-available information on health care and services. From this, they can make the right
life choices and become responsible for seeing that they don't develop any self-inflicted conditions (or
at least minimise the chance that they do).

Before you can improve health outcomes, you need to have an awareness of the factors that
cause/have caused ill health in the Aboriginal and Torres Strait Islander community. Some of these have
already been discussed earlier in this unit.

Common diseases
Aboriginal and Torres Strait Islander people suffer from a number of
chronic health conditions; these include:
➢ Cardiovascular disease

➢ Diabetes

➢ Kidney disease

➢ Cancer

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 ➢ Lung disease

➢ Dementia.

As well as chronic conditions, there are also common infectious diseases which affect Aboriginal and
Torres Strait Islander people, including:
➢ HIV/AIDS

➢ Hepatitis

➢ Tuberculosis

➢ Gastrointestinal conditions

➢ Haemophilus influenzae type b.

There are other more general physical health concerns for Aboriginal and Torres Strait Islander people
too. These include:
➢ Ear health

➢ Eye health

➢ Oral health

➢ Sexual health.

Factors contributing to Aboriginal and Torres Strait Islander ill health and common
diseases
There are a variety of things in Australia which can contribute to the onset of the above diseases and
conditions. While they apply to everyone, Aboriginal and Torres Strait Islander people tend to have
higher rates of them.

Factors contributing to Aboriginal and Torres Strait Islander people's ill health include:
➢ History of European/Aboriginal contact

➢ Loss of culture, land, identity and Indigenous law

➢ Loss of family links

➢ Geographical remoteness

➢ Lack of relevant and culturally appropriate education

➢ Lack of meaningful employment or occupation

➢ Lack of relevant health knowledge

➢ Food and nutrition

➢ Smoking

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 ➢ Alcohol and substance abuse

➢ Mental stress

➢ Poor maternal health

➢ Feelings of isolation and vulnerability and being culturally unsafe

➢ Violence

➢ Environmental health factors (housing, sewerage, water supply, hygiene)

➢ Late presentation, diagnosis and treatment.

These things can be attributed to a wide range of external factors, which include:
➢ Low income

➢ Lack of education

➢ Unemployment

➢ High stress

➢ Poor social networks and support

➢ Poor working and living conditions

➢ Gender inequalities

➢ Behavioural problems (mental conditions).

Increasing participation in health service delivery

As part of an overall goal of cultural inclusiveness, you should look at increasing the participation of
Aboriginal and Torres Strait Islander people in health service delivery. This means giving them active
roles in decision making and employing more of them within in health service industry.

Strategies to increase participation in health service delivery may include:

➢ Consultation with community representatives

➢ Community participation in decision making processes at all levels.

Consultation with community representatives

This will allow you identify the key issues and priorities that may improve health and wellbeing
outcomes for Aboriginal and Torres Strait Islander people. Representatives can put across the general
opinions and views of their community and gather them for you. This allows you to get a feel of the
issues that are most important to a particular community and which you can reasonably address.

Community participation in decision making processes at all levels

Involving people in the community (not just officials and representatives) gives an opportunity for the
voices of everyone to be heard. There should be a medium/process for you to engage with people in the

CHCDIV002 Learner Guide Version 1.2 Page 61 of 69

Aboriginal and Torres Strait Islander community, whether it is them contacting you or vice versa. Things
like surveys, polls, email and censuses are useful forums for discussion with the wider community on a
range of issues.

National Aboriginal and Torres Strait Islander Health Plan Development Process
This is an example of an initiative to increase participation of Aboriginal and Torres Strait Islander
people in health service delivery.

It was a national consultation process where 770 representatives from Aboriginal and Torres Strait
Islander communities/groups, peak bodies, health and social service providers and Commonwealth,
state, territory and local governments. This ensured that the health plan developed met the needs of
people from all age groups, backgrounds and locations. Seventeen consultations were held in total, with
a special youth consultation allowing Aboriginal and Torres Strait Islander youths to contribute their
thought and experiences.

There was an online submission process from September 11 until December 20 2012, for all views
pertaining to how the health plan should be developed – 141 submissions were gathered from all of
the parties, including:
➢ Stakeholders
➢ Non-government organisations
➢ Aboriginal and Torres Strait Islander representative bodies
➢ Service providers
➢ Non-government organisations
➢ Research institutions
➢ Peak bodies
➢ Government.
The National Aboriginal and Torres Strait Islander Health Equality Council (NATSIHEC) hosted three
forums to bring experts in Aboriginal and Torres Strait Islander and mainstream health and
determinants of health together from around Australia. The aim was to identify the opportunities and
risks that need to be considered in the health plan development.

The National Congress of Australia's First Peoples held five themed

roundtables on the following subjects:
➢ Drugs and alcohol
➢ Early childhood
➢ Health systems
➢ Cultural models
➢ Mental health.
These were key issues that required recommendations to guide the
development of the health plan.

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4. Evaluate cultural safety strategies

4.1. Agree outcomes against which cultural safety strategies can be measured

4.2. Involve Aboriginal and/or Torres Strait Islander people in evaluations

4.3. Evaluate programs and services against desired outcomes

4.4. Revise strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres
Strait Islander people

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4.1 – Agree outcomes against which cultural safety strategies can be measured
4.2 – Involve Aboriginal and/or Torres Strait Islander people in evaluations
4.3 – Evaluate programs and services against desired outcomes
4.4 – Revise strategies based on evaluation with appropriate engagement of
Aboriginal and/or Torres Strait Islander people

By the end of this chapter the learner should:

➢ Take the correct steps to agree outcomes that cultural safety strategies can be
measures against

➢ Evaluate the workplace to ensure it is a culturally safe environment in accordance with

agreed outcomes.

➢ Recognise the importance of including Aboriginal and Torres Strait Islander people in
the process of evaluating the cultural safety of an environment in accordance with the
desired outcome

➢ Implement new procedures or make changes to existing ones where necessary.

Outcomes for cultural safety measurement

Now you know what cultural safety is, the next step is to agree outcomes
that cultural safety strategies should be measured against.

In other words, how will you know that the workplace is culturally safe
once your strategies have been implemented?

The nature of these outcomes will, of course, vary depending on the

strategies you need to implement.

Also, be aware that culture in not a concrete concept, so it cannot be

measured as such (there is no definitive measure of culture).

In spite of this, think of observable behaviours, attitudes and

perceptions/beliefs of the people in the workplace.

A possible route would be to conduct surveys for attitudes and perceptions on different cultures.

Another way you can measure cultural safety is against the amount of corrective actions that need to be
sanctioned regarding cultural conflicts.

You can also create a cultural safety committee, whereupon you gather representatives from different
cultures to discuss any issues regarding cultural differences and come up with corrective actions. In
Australia, particular cultures to involve are Aboriginal and/or Torres Strait Islander people.

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Evaluations
Once you have determined the outcomes that programs and services are to be evaluated against, the
next step is to undertake the actual evaluation.

This may involve using expert consultants (especially Aboriginal and/or Torres Strait Islander people) to
determine whether your workplace caters to people from different cultures, and refrains from
demeaning them.

Revise strategies
Once you have conducted the evaluations and identified any areas that are culturally unsafe, you will
need to revise your strategies accordingly.

This could involve implementing new procedures or tweaking the existing ones, depending on the
severity of the issues. You should use your consultation with people from diverse cultures to your
advantage here and seek suggestions.

It may involve providing extra education to staff on the diverse cultures they will encounter and
teaching them to communicate with and approach diversity in better ways.

Common communication strategies include:

➢ Common workplace strategies:

o identify the barriers to effective cross-cultural communication and the causes of

ineffective cross-cultural communication

o visual/iconic strategies – diagrams, tables, graphs, pictures

o flow charts, video images

o use of computer technology and other media

➢ Strategies for individuals:

o gestures and non-verbal techniques

o display of positive regard and respect

o non-judgemental approaches

o ongoing personal/interpersonal skill development

o forming partnerships with all cultural groups to achieve particular work goals

o monitoring and reflecting on own actions to ensure cultural values are not
imposed on others.

For Aboriginal and/or Torres Strait Islander people, the following tips may be used to help modify your
workplace strategies.

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Gestures and non-verbal techniques:
➢ You should smile and nod to them as a welcome

➢ Do not touch someone without their permission

➢ Do not invade their personal space

➢ Use Aboriginal visual and written material, where appropriate and possible.

Display of positive regard and respect:

➢ Actively listen and respond to their needs

➢ Respect Elders and involve them in important decision-making situations

➢ Don't refer to Elders as Aunty or Uncle unless you have a strong, pre-existing
relationship

➢ Respect Sorry Business periods by not requesting

meetings or work for two weeks

➢ Respect their cultural values, protocols and methods of

doing business

➢ Avoid saying the name of or using images of the

deceased

➢ Remunerate them for their time and services

➢ Provide refreshments and meet transport needs if

holding a meeting with them

➢ Wait your turn to speak

➢ Use appropriate language.

Non-judgemental approaches:
➢ Don't assume they are wrong because they are different
➢ Don't make assumptions about their beliefs and practices without asking.

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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.

This includes:

➢ Knowledge assessment

This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!

CHCDIV002 Learner Guide Version 1.2 Page 67 of 69

 References

These suggested references are for further reading and do not necessarily represent the contents of
this Learner Guide.

Aboriginal and Torres Strait Islander food customs: [Link]

[Link]

Aboriginal and Torres Strait Islander people:

[Link]

Aboriginal and Torres Strait Islander social and emotional wellbeing:

[Link]
[Link]

Advice on Aboriginal and Torres strait Islander terminology: [Link]

development-
files/CDIP%20documents/CDIP%20Toolkit%202015/2_%20Appropriate%20Terminology,%20Indigenous
%[Link]

Australian Human Rights Commission: [Link]

Caring for Aboriginal and Torres Strait Islander children in out-of-home care:
[Link]

Common disease and health problems of Aboriginal and Torres strait Islander people:
[Link]

Communicating with Aboriginal and Torres Strait Islander people:

[Link]

Cultural safety: [Link]

History of Aboriginal people: [Link]

Human Rights and Equal Opportunity Commission Act: [Link]

you/discrimination-laws/australian-laws/human-rights-and-equal-opportunity-commission-act

Interpreter resources:
[Link]

Legislation: [Link]

Mabo: [Link]
and-torres-strait-islanders/land-rights

Providing culturally appropriate palliative care to Aboriginal and Torres Strait Islander people:
[Link]
[Link]

CHCDIV002 Learner Guide Version 1.2 Page 68 of 69

Racial discrimination and rights of Indigenous people:
[Link]
nt%20-%[Link]

Religion: [Link]

Respecting Aboriginal and Torres Strait Islander people: [Link]

content/uploads/2013/03/[Link]

Rights of Aboriginal and Torres Strait Islander people:

[Link]

Royal Commission into Aboriginal Deaths in Custody:

[Link]

The Social, Cultural and Historical Context of Aboriginal and Torres Strait Islander Australians:
[Link]

Working and walking together: [Link]

Working with Aboriginal and Torres Strait Islander people and their communities:
[Link]

Working with Aboriginal people and communities:

[Link]

All references accessed on and correct as of 21/08/15, unless other otherwise stated.

CHCDIV002 Learner Guide Version 1.2 Page 69 of 69