Cultural Diversity and Workplace Manual
HLT7D21V Cultural Diversity and Workplace
Legislation
V43201304
Diploma of Counselling
Units of Competency
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
ACAP regularly revises its course materials, including assignment requirements, to ensure that the content is current and relevant.
The online class space has the most up-to-date version of the course materials that you are studying for this term.
© 2014
Australian College of Applied Psychology
Developed and produced by the Australian College of Applied Psychology
Level 5, 11 York Street, Sydney NSW 2000
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by means electronic, mechanical, photocopy, recording or otherwise without the prior written permission of the publisher.
The publisher gives permission to an ACAP student to reproduce in print format, one copy of this manual for their own educational use.
Copyrighted materials reproduced herein are used under the provision of the
Copyright Amendment Act (1989)
Readings indicated in this work have been copied under section VB of the Copyright
Amendment Act 1989, for private study only by students.
V43201304
Contents
Information for learners ........................................................................................................ 1
What is this module about? ................................................................................................ 1
What will I learn to do? ....................................................................................................... 1
How and when will I be assessed? ..................................................................................... 1
What do I need to do to be competent in this module? ................................................. 2
How do I organise my workload? ...................................................................................... 3
What are the performance standards for this module? ................................................... 7
What are the learning resources for this module? ......................................................... 11
Week 1: Australian and Torres Strait Islander history and cultures .............................. 13
Aboriginal and Torres Strait Islander history in Australia ............................................ 13
Diversity within Aboriginal and Torres Strait Islander culture.................................... 17
Week 2: The impact of cultural issues on service delivery .............................................. 19
Culture shock ...................................................................................................................... 19
Critical issues for Aboriginal and Torres Strait Islander people .................................. 20
Encouraging participation in services ............................................................................. 21
Week 3: Communicating effectively with Aboriginal and Torres Strait Islander clients and colleagues........................................................................................................................ 25
Differences in perspective ................................................................................................ 25
Inappropriate communication strategies ........................................................................ 26
Appropriate communication strategies ........................................................................... 28
Aboriginal and Torres Strait Islander interpreters and cultural brokers..................... 29
Week 4: Working with Aboriginal and Torres Strait Islander individuals and communities .......................................................................................................................... 32
Accommodating differences in the workplace............................................................... 32
Workplace laws and practices ........................................................................................... 34
Taking responsibility for overcoming relationship difficulties and misunderstandings
.............................................................................................................................................. 35
Working in partnership: Consulting with others to review work practices ............... 35
Promoting self-determination and community control ................................................ 36
Week 5: Cultural awareness ................................................................................................. 39
Cultural diversity in the community and in the workplace........................................... 39
Developing awareness and understanding of cultural diversity ................................... 44
Week 6: Creating a culturally safe and inclusive working environment ........................ 47
Accepting and embracing cultural diversity.................................................................... 48
Bias and discrimination in the workplace ....................................................................... 48
Ways to eliminate bias and discrimination in the workplace ....................................... 50
Week 7: Cross-cultural communication............................................................................. 55
Barriers to cross-cultural communication ....................................................................... 55
Effective, cross-cultural communication ........................................................................ 58
Week 8: Resolving cross-cultural conflict and misunderstandings ................................ 63
Identifying cross-cultural conflict .................................................................................... 63
Why misunderstandings and conflict occur ................................................................... 64
Encouraging and influencing inclusiveness .................................................................... 68
Week 9: Planning and working according to Workplace Health and Safety legislation, standards and codes.............................................................................................................. 71
Workplace Health and Safety ........................................................................................... 71
WHS and sustainability...................................................................................................... 72
Legislation ........................................................................................................................... 72
Standards ............................................................................................................................. 74
Codes of practice ................................................................................................................ 74
Relevant authorities............................................................................................................ 75
Week 10: Hazards and risk assessment.............................................................................. 77
Hazard identification, risk assessment and risk control................................................ 77
Hazards ................................................................................................................................ 79
Common injuries ................................................................................................................ 80
Risk assessment .................................................................................................................. 82
The Hierarchy of control .................................................................................................. 83
Health and safety checklist................................................................................................ 87
Monitoring own levels of stress and fatigue ................................................................... 87
Week 11: Developing a safe workplace ............................................................................. 89
Participate in the development and implementation of policies and procedures for a safe workplace .................................................................................................................... 89
Housekeeping ..................................................................................................................... 90
Encouraging and supporting others to work safely ...................................................... 91
Health and safety committees and representatives........................................................ 92
Reviewing processes .......................................................................................................... 93
Contributing to meetings and reviews and reporting residual risk.............................. 93
Week 12: Managing emergency situations ......................................................................... 96
The control of emergency situations ............................................................................... 96
Emergency response procedures ..................................................................................... 97
Emergency signals and alarms .......................................................................................... 99
Critical incident management ......................................................................................... 100
Reporting procedures and documenting critical incidents ......................................... 101
Important review information .......................................................................................... 103
Performance criteria checklist ........................................................................................ 103
Module review .................................................................................................................. 111
Glossary ............................................................................................................................. 114
References and further readings..................................................................................... 116
Cultural Diversity and Workplace Legislation
Information for learners
This section helps you understand the requirements of this module, as well as how to find your way round the course materials.
What is this module about?
This module is designed to provide you with awareness of cultural diversity and workplace legislation and the implications of these when working in the human services field. Students will be encouraged to consider the nature of cultural diversity and the ways in which they are able to work effectively with culturally diverse clients and co-workers, including Aboriginal and/or Torres Strait Islander people. Students will also be asked to consider occupational health and safety issues in the workplace.
What will I learn to do?
Skills and knowledge developed in this module are intended to be applied in a variety of workplace contexts.
By the end of this module, you will be equipped with the essential skills to:
effectively communicate and cooperate with persons of diverse cultures and linguistic needs
communicate and work with Aboriginal and Torres Strait Islander individuals, organisations and communities
contribute to workplace health and safety processes in relation to your own work and that of others
How and when will I be assessed?
There will be three assignments for this module:
Assignment 1: Assessing a counselling service for Indigenous Australians – Due in
Week 5
Assignment 2: Cultural diversity scenarios – Due in Week 9
Assignment 3: Workplace health and safety (WHS) case study and staff induction –
Due in Week 12
You must complete each assignment satisfactorily in order to achieve an overall grade of competent for this module.
In the weeks that an assignment is due for submission, you will be reminded of this in the material notes for that week. You should ensure that all assignments are delivered on time, and that if an extension may be required you discuss this with your teacher as soon as possible. Please note that approval of extensions is not automatic and sufficient grounds for extension are required
1
Information for learners
Cultural Diversity and Workplace Legislation
What do I need to do to be competent in this module?
In order to be competent in this module you need to know several things. There are also certain tasks that have to be satisfactorily completed. The following information provides details of these.
Performance criteria checklist
The performance criteria checklist at the end of this module is designed for use as a self-assessment tool. It gives you an opportunity to assess your own progress and identify any areas you think warrant further study. This checklist can be found in the section called ‘Important review information’ on the online class space.
Module review
At the conclusion of this module, there is a ‘module review’. The purpose of this review is to provide you with a brief overview of the information covered and highlight important elements of the module. This will also help you identify whether or not you have fully understood the material covered in this module. The review can be found in the section called ‘Important review information’ on the online class space. Competency assignments
There are three competency assignments in a separate document. You must complete each assignment satisfactorily to achieve an overall grade of competent for the module. The assignments can be found in the section called ‘Assignments’ on the online class space.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
2
Cultural Diversity and Workplace Legislation
How do I organise my workload?
The Cultural Diversity and Workplace Legislation module is undertaken over a 12week term. You are expected to spend an average of five hours of study per week on this module over the course of the term. The coursework is outlined in this learning manual and will include readings this study manual and the associated pages, as well as completing the activities and the assessment tasks.
The following term schedule is designed to help you plan your studies throughout the term. It also identifies the weeks in which particular assignments are due. You should ensure that you are familiar with the schedule and the requirements of the module before beginning study. If you need clarification on any of these matters, you should immediately contact your teacher.
Term schedule
Week
Content
Activities/resources /
Readings
1.
Australian and Torres Strait Islander history and cultures
Activity 1.1: Aboriginal
Australia quiz
Aboriginal and Torres Strait
Islander history in Australia
Group activity 1.2:
Discussion
Diversity within Aboriginal and Torres Strait Islander culture Reading: NSW Department of Community Services.
(2009). Section 1: General information. In Working with
Aboriginal people and communities: A practice resource
(pp. 1–17). Retrieved from http://www.community.nsw. gov.au/docswr/_assets/main
/documents/working_with_a
boriginal.pdf
Assessments due Activity 1.3: Diversity in
Aboriginal culture
2.
3
The impact of cultural issues on service delivery
Culture shock
Encouraging participation in services Activity 2.1: Case study
Activity 2.2: Accessing services Critical issues for Aboriginal and Torres Strait Islander people Information for learners
Cultural Diversity and Workplace Legislation
3.
Communicating effectively with
Aboriginal and Torres Strait Islander clients and colleagues
Differences in perspective
Appropriate communication strategies
Aboriginal and Torres Strait
Islander interpreters and cultural brokers
Inappropriate communication strategies Activity 3.1: Working with others Activity 3.2: Personal reflection Reading: NSW Department of Community Services.
(2009). Section 1: General information, communication.
In Working with Aboriginal people and communities: A practice resource (pp. 18–28). Retrieved from http://www.community.nsw. gov.au/docswr/_assets/main /documents/working_with_a boriginal.pdf Activity 3.3: Aboriginal interpreter service
4.
5.
Working with Aboriginal and Torres
Strait Islander individuals and communities
Accommodating differences in the workplace
Workplace laws and practices
Working in partnership:
Consulting with others to review work practices
Promoting self-determination and community control
Cultural awareness
6.
Taking responsibility for overcoming relationship difficulties and misunderstandings Cultural diversity in the community and in the workplace Developing awareness and understanding of cultural diversity Activity 4.1: Working in partnership Group activity 4.2: Working with culturally different colleagues discussion
Activity 4.3: The value of consulting with Aboriginal and Torres Strait Islander clients and co-workers
Activity 5.1: What does
‘culture’ mean to you?
Activity 5.2: Australia’s immigration history
Activity 5.3: Image montage
Creating a culturally safe and inclusive working environment
Activity 6.1: Diversity in the workplace
Accepting and embracing cultural diversity
Group activity 6.2: Cultural awareness policy
Bias and discrimination in the workplace Activity 6.3: Racism – No
Way
Ways to eliminate bias and discrimination in the workplace Assignment 1:
Assessing a counselling service for
Indigenous
Australians
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
4
Cultural Diversity and Workplace Legislation
7.
Cross-cultural communication
Barriers to cross-cultural communication Effective cross-cultural communication Activity 7.1: Cross-cultural communication Activity 7.2: Communication barriers Reading: Fujishin, R. (2008).
Creating spacious communication with another culture. In Creating communication (2nd ed., pp. 65–
77). Plymouth, England:
Rowman & Littlefield.
Activity 7.3: Language barriers Activity 7.4: Research
8.
9.
Resolving cross-cultural conflict and misunderstandings Activity 8.1: Cross-cultural conflict
Identifying and resolving cross-cultural conflict
Activity 8.2: Resolving crosscultural conflict
Why misunderstandings and conflict occur
Group activity 8.3: Harmony
Day Wiki
Encouraging and influencing inclusiveness Planning and working according to
Workplace Health and Safety legislation, standards and codes
10.
Group activity 9.2:
Regulations and codes
Assignment 2:
Cultural diversity scenarios WHS and sustainability
Legislation
Standards
Codes of practice
Relevant authorities
Hazards and risk assessment
5
Workplace Health and Safety
Activity 9.1: Health and safety
Hazard identification, risk assessment and risk control
Hazards
Activity 10.1: Hazards and risks Activity 10.2: Addressing and assessing risk
Common injuries
Risk assessment
The Hierarchy of control
Health and safety checklist
Monitoring own levels of stress and fatigue
Information for learners
Cultural Diversity and Workplace Legislation
11.
Developing a safe workplace
12.
Participate in the development and implementation of policies and procedures for a safe workplace
Housekeeping
Health and safety committees and representatives
Reviewing processes
Activity 11.1: Health and safety at ACAP
Activity 11.2: Good housekeeping Activity 11.3: Raising WHS issues discussion
Encouraging and supporting others to work safely
Contributing to meetings and reviews and reporting residual risk Managing emergency situations
Activity 12.1: Emergencies
The control of emergency situations Activity 12.2: Emergency management plan
Emergency response procedures Activity 12.3: Emergency signals
Emergency signals and alarms
Assignment 3:
Workplace health and safety
(WHS) case study and staff induction Critical incident management
Reporting procedures and documenting critical incidents
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
6
Cultural Diversity and Workplace Legislation
What are the performance standards for this module?
This module covers three units of competency – HLTHIR403C, HLTHIR404D, and
HLTWHS300A. Following are the elements and performance criteria relevant to each of these units.
In order to meet the requirements of this unit, you must be able to demonstrate (by the conclusion of this module) the knowledge and skills described in the following table. HLTHIR403C Work effectively with culturally diverse clients and co-workers
Element
1.
2.
3.
4.
7
Reflect cultural awareness in work practice
Accept cultural diversity as a basis for effective workplace and professional relationships
Communicate effectively with culturally diverse persons
Resolve cross-cultural misunderstandings Performance criteria
1.1
Demonstrate awareness of culture as a factor in all human behaviour by using informed culturally appropriate work practices 1.2
Use work practices that create a culturally and psychologically safe environment for all persons
1.3
Review and modify work practices in consultation with persons from diverse cultural backgrounds
2.1
Show respect for cultural diversity in all communication and interactions with co-workers, colleagues and clients
2.2
Use specific strategies to eliminate bias and discrimination in the workplace
2.3
Contribute to the development of workplace and professional relationships based on acceptance of cultural diversity 3.1
Show respect for cultural diversity in all communication with clients, families, staff and others
3.2
Use communication constructively to develop and maintain effective relationships, mutual trust and confidence 3.3
Where language barriers exist, make efforts to communicate in the most effective way possible
3.4
Seek assistance from interpreters or other persons as required 4.1
Identify issues that may cause conflict
4.2
If difficulties or misunderstandings occur, consider the impact of cultural differences
4.3
Make an effort to sensitively resolve differences, taking account of cultural considerations
4.4
Address any difficulties with appropriate people and seek assistance when required
Information for learners
Cultural Diversity and Workplace Legislation
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
Element
1.
2.
3.
4.
Reflect an awareness of
Aboriginal and Torres Strait
Islander history and cultures in work practices
Reflect an awareness of own and other cultural realities in work practices
Communicate effectively with
Aboriginal and Torres Strait
Islander people
Reflect cultural safety in workplace and professional relationships Performance criteria
1.1
Acknowledge and respect the impact of events and issues in Aboriginal and/or Torres Strait Islander history during service delivery
1.2
Demonstrate knowledge of and respect for the diversity of culture, skin and language groups, family structures, art and religion in Indigenous cultures as part of service delivery
2.1
Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients
2.2
Address cultural realities in order to facilitate full participation in service delivery by Aboriginal and/or
Torres Strait Islander clients and/or co-workers
2.3
Negotiate appropriate strategies to effectively accommodate cultural differences in the workplace
2.4
Identify and utilise resources to facilitate effective service delivery in a cross-cultural context
2.5
Ensure work practices used in a cross-cultural context are grounded in an awareness of one’s own culture and the cultural realities of others
3.1
Identify communication issues and ensure they are addressed to develop and maintain effective relationships with Aboriginal and/or Torres Strait Islander clients and/or co-workers
3.2
Employ appropriate communication strategies to support a culturally safe environment for delivery of health services
3.3
Identify ineffective and/or inappropriate communication strategies and remodel them to support delivery of health services 3.4
Identify and utilise resources to facilitate effective communication within the workplace
3.5
Engage the services of Aboriginal and Torres Strait
Islander interpreters, health workers and colleagues as cultural brokers as required to meet duty of care
4.1
Ensure workplace and professional relationships are based on mutual respect, tolerance of diversity and a shared understanding of cultural safety
4.2
Identify critical issues influencing workplace and professional relationships with Aboriginal and/or Torres
Strait Islander co-workers and clients
4.3
Identify and utilise effective strategies to develop and maintain effective relationships with Aboriginal and/or
Torres Strait Islander co-workers and clients as appropriate
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
8
Cultural Diversity and Workplace Legislation
5.
Work in partnership with
Aboriginal and Torres Strait
Islander people and communities 4.4
Take responsibility for revisiting strategies to assist in the resolution of any difficulties, differences or misunderstandings that may occur
5.1
Develop and implement strategies to increase participation of Aboriginal and Torres Strait Islander people in health service delivery
5.2
Ensure delivery of health care, services and programs reflect culturally safe and appropriate practice
5.3
Ensure health care, services and programs encourage selfdetermination and community control to ensure improved health outcomes
5.4
Identify and utilise resources to promote effective partnerships with Aboriginal and/or Torres Strait Islander people, organisations and communities
5.5
Support the development of effective partnerships between staff, Aboriginal and Torres Strait Islander people and their communities to facilitate accessibility, affordability, accountability, acceptability of appropriate healthcare and workplace services
HLTWHS300A Contribute to WHS processes
Element
Performance criteria
1.
1.1
Plan work in accordance with relevant WHS legislation, standards, codes of practice/compliance codes and guidance material
1.2
Identify hazards as part of work planning and work process 1.3
Address identified hazards prior to starting work using judgement within defined scope of responsibilities
1.4
Report residual risk according to organisation procedures
1.5
Report incidents and injuries in line with organisation policies and procedures
1.6
Undertake WHS housekeeping in work area
1.7
Monitor own levels of stress and fatigue to ensure ability to work safely and sustainably
2.1
Share information on safe work practices and work procedures with others, including members of the work group where relevant
2.2
Check the WHS practices of less experienced members of the workgroup or other stakeholders in the work context
2.3
If appropriate provide guidance and coaching to less experienced members of the workgroup to support them in working safely
2.
9
Plan and conduct work safely
Support others in working safely Information for learners
Cultural Diversity and Workplace Legislation
3.
4.
5.
Contribute to WHS participative processes
Contribute to hazard identification, WHS risk assessment and risk control activities Participate in the control of emergency situations
2.4
If appropriate support others accurately record incidents and complete associated workplace documentation according to organisation procedures
3.1
Raise WHS issues in accordance with organisation procedures within appropriate timeframes
3.2
Contribute to workplace meetings, workplace inspections or other consultative activities
3.3
Provide assistance to workgroup members or other stakeholders to contribute to workplace safety
4.1
Report identified hazards and inadequacies in risk controls within appropriate timeframes
4.2
Check the workplace for hazards using itemised checklist(s) in accordance with work procedures
4.3
Contribute to risk assessments
4.4
Provide input to development and implementation of control measures, with reference to the hierarchy of control 5.1
Identify emergency signals and alarms and respond to them appropriately
5.2
Take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency
5.3
Implement emergency response procedures within scope of training and competence
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
10
Cultural Diversity and Workplace Legislation
What are the learning resources for this module?
The following icons highlight important resources to help you learn:
Activities
Various activities have been incorporated into this module to assist you in improving your knowledge of the subject matter, and to provide you with opportunities to develop and refine the associated skills. Completion of all activities will help ensure you are well-prepared to complete assessment.
There are two main types of activities:
1.
Individual activities – these will be found in both the manual and the online classroom space. These are activities you complete by yourself and can include such things as quizzes, watching a video-clip, completing some internet research or working through a case study or an online toolbox.
2.
Group activities – will be found in both the manual and the online classroom space. These are activities where you collaborate with one or more other people, who will usually, though not always, be other students studying this module. The most common activity of this type will be engaging in an online learning forum or group discussion in class, but may also involve the use of teletutorials, ACAPLive, Live
Chat or others. These activities enable students to learn from each other as well as from their teachers and learning materials.
These activities are an important part of your learning and your academic and professional development, and completing them will help you prepare for your assignments. In some modules particular activities may be required to be submitted as part of a formal assignment and therefore contribute directly to your assessment results.
Additionally, the activities will often require you to respond to questions or reflect on your experience. We recommend that you keep a notebook for this unit and keep all your responses to these questions in one place. This will help your learning as well as preparation for assignment tasks. When appropriate, your teacher will provide information on how they would like you to respond to activities and reflections and may provide exemplar responses once the activity is complete.
11
Information for learners
Cultural Diversity and a Workpllace Legisla ation Rea adings This module is supplement s ted by selectted readingss that have been choseen to furth her improve your underrstanding of the study material. Thhe readings are availaable at the end e of the m manual and in the onlin ne class spaace.
Furtther read dings If you wish to su upplement yyour learnin ng beyond the t materiall covered in n your reading, loo ok up the arrticles and books b referenced in the he Further readiings section
n.
Key y terms
Thesse include words w and phhrases that you may no ot have mett before that are essen ntial to yourr learning inn a section. A summaryy list of thesse terms is also a proviided in the Glossary.
Cas se examp ples Case examples will w be provvided througghout the module m to cllarify the appliication of vaarious conccepts and tecchniques. These
T
may bbe accompanied by quuestions forr your consiideration.
Learning tip ps Learn ning tips are provided as a guide to t some of the t main pooints contaiined in th his module and a ideas too help you with w learningg about thesse. They maay be geeneral ideas of good leaarning techn niques and developingg effective studyy skills, as well w as usefuul external liinks.
Refle ection/ S
Summary
y section
This function prrovides a suummation to the sectio on. The refleection activvities are dessigned to asssist you in preparation p n for your asssignment taskss. HLT
THIR403C Work
W
effectiv vely with cu lturally dive erse clients and co-worrkers
HLT
THIR404D Work
W
effectiv vely with Ab boriginal and d/or Torres Strait Islan nder people
HLT
TWHS300A Contribute
C
to t WHS proccesses
12
Cultural Diversity and Workplace Legislation
Week 1: Australian and Torres Strait
Islander history and cultures
This section focuses on Aboriginal and Torres Strait Islander history and culture. We summarise key phases in the history of the relationship between Aboriginal and
Torres Strait Islander people and non-Indigenous people and highlight the diversity within Aboriginal and Torres Strait Islander culture.
Activity 1.1: Aboriginal Australia quiz
Test how much you already know about Aboriginal Australia by following the link below to take a short quiz. You will also find a link to this quiz in the online class space. http://www.creativespirits.info/aboriginalculture/Aboriginal-AustraliaTest.html When you have completed the quiz, answer the following questions:
1.
Do you know as much as you thought you did about Aboriginal
Australia?
2.
What did you learn about Australian and Torres Strait Islander history and cultures through this quiz?
Aboriginal and Torres Strait Islander history in
Australia
Indigenous people have lived in Australia for between 40,000 and 60,000 years.
Before the colonisation of Australia, which began in 1788 with the arrival of the first fleet, there were approximately 600 different tribes or clans who each shared a common language, beliefs about their ancestry and had affiliation to and responsibility for their own land.
Colonisation of Australia saw enormous changes to the culture and lifestyle of
Aboriginal Australians. Indigenous people were not recognised as having any rights in the eyes of the British government and British law declared that land could be settled in Australia without the need for treaties or compensation. Indigenous people became British citizens but without any moral or legal rights.
Week 1: Australian and Torres Strait Islander history and cultures
13
Cultural Diversity and Workplace Legislation
Key phases in the relationships between Indigenous Australians and the settlers are outlined below.
Protection and segregation (1830s–1940s)
The policy of protection began during the 1830s and continued until the 1940s. It was in theory aimed at ‘protecting’ Indigenous people who had lost their land or had been dispossessed by settlers. In reality, however, it meant that Aboriginal Australians were taken from their land and made to live on missions and reserves. They were forced to work in menial jobs for minimal wages, which were paid into a trust fund from which a small portion was distributed in pocket money (Holmes, Hughes, &
Julian, 2007). This system ensured that segregation was maximised between nonIndigenous and Indigenous Australians. By the end of the 19th century, protection acts had been implemented in most states and the result was that racism against
Aboriginal people has become the norm – it was accepted by society and legitimised by law.
Assimilation and integration (1950s–1972)
During the 1950s, protection polices began to be dismantled and replaced by assimilation policies, which aimed to encourage Aboriginal Australians to give up their culture and history and become assimilated into Western, mainstream Australian culture. In 1951, the Minister for Territories, Paul Hasluck, explained the goal of the new approach of assimilation by stating that, “It is expected that all persons of
Aboriginal blood or mixed blood in Australia will live like white Australians do”
(Holmes et al., 2007, p. 193).
During this period, reserves were closed as Indigenous Australians were expected to move into towns and cities. Unfortunately, this ultimately resulted in greater disadvantage. Children were also removed from their families and placed into white families (now known as the ‘stolen generation’). The extended family networks of
Aboriginal culture, which consisted of aunties, grandmothers, uncles, cousins and other kin, were dispersed and fragmented as family members were displaced throughout Australia. The networks, which once collectively cared for and taught children, were destroyed and the sense of community and unity among family was lost. The case example below is composed of the stories of a number of children and families of that generation. Although the family is imaginary, the experiences are common of many of the families who were part of the ‘stolen generation’.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
14
Cultural Diversity and Workplace Legislation
Case example: The stolen generation
In 1950, a family containing seven children was living on a reserve, when it was learned that an Inspector of the Aborigines Protection Board was to pay a visit. Both the children and parents knew from past experience that they might have to fight for the right to stay together. What they did not know was that their names were already on the Inspector’s blacklist, as a family whose lifestyle did not match the manager’s opinion of how
Aboriginal families ought to live. Nor did they know that a magistrate’s committal hearing was scheduled for the following week, nor that the local police had already been asked to prepare a charge sheet for each of the children, as “neglected and under incompetent guardianship”. Nor did they know that, far away in Cootamundra and Kempsey, the superintendents had been warned to prepare places for several more children.
A week later the hearing (it was only a formality) was over. The children were committed, but not allowed to return home. They were kept in the local hospital, until on the eighth day after the hearing, they were quietly placed on a bus and driven away. No one waved goodbye. No one on the
Station even knew when they went.
The mother, suddenly deprived of her family, went into a state of shock from which she never really recovered. For months, not a word was heard of her children. In the belief that some of the older children had been placed as domestic servants for white families in Sydney, she bought presents and at Christmas went to Sydney to find them. She never knew whether it was by accident or not that she was sent to the wrong address, but she arrived at a home in Woollahra to find that her daughter had been sent somewhere else. Nobody seemed to know where. Her presents were taken by the children at the place where she was staying, and she arrived home without gifts or information ….
The two-year period of the children’s detainment came and went without comment from any white official. Then a little information trickled back about what had become of the children. One, it seemed, had died, but nobody knew where or when or how. (In the private files of the Board was the information that she had died of tuberculosis at Waterfall Sanitarium in
1952.)
Two children, it was said, had married white people and raised their children as whites, but that was only a rumour. (The Board’s records noted this to be the case and recorded the details of the marriages.) Of the fourth child nothing was heard, beyond that she had been taken to the Bomaderry
Children’s Home until she was seven, and then a white person from
Victoria had taken her away. (That was where the Board’s records ended, too.) Week 1: Australian and Torres Strait Islander history and cultures
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Cultural Diversity and Workplace Legislation
Of the fifth child nothing at all was known. He simply disappeared. (The
Board’s records contained no information ….) One of the boys eventually came home, now twenty years old. He was an alcoholic and refused to talk of his experiences. The seventh child, a girl, came home too. All she would say was that she had a baby at the Ashfield Children’s Home, which was taken away from her when it was two weeks old, and she had never seen it again. She married a local man, and lived at the reserve.
As the children who had come back grew to their thirties, it was clear that they were not able to function as normal adults. They had nightmares. They resented their parents, particularly their mother, as if she had been responsible for their removal. They had periods of alcoholism during which they became uncontrollably violent. They drank or gambled what few wages they earned and remained what the Aborigines Protection Board called “unassimilable”.
Source: Read, P. (2006). The stolen generations: The removal of Aboriginal children in New South Wales
1883–1969 (4th reprint, pp. 4–5). Retrieved from http://www.daa.nsw.gov.au/publications/StolenGenerations.pdf Group activity 1.2: Discussion
Answer the following questions after reflecting on the case example provided above (on the stolen generation).
1.
How might this experience, and similar stories of assimilation, impact
Aboriginal people today, and their relationship with non-Aboriginal
Australians?
2.
As a worker in the helping professions, why it is important to be aware of this history?
Once you have answered the questions, either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
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Cultural Diversity and Workplace Legislation
Self-determination and self-management (1972–present)
In 1972, the policy of ‘self-determination’ was introduced. It was an attempt to redress the socio-economic disadvantage experienced by Indigenous Australians. This policy meant that Aboriginal Australians were given the same rights as other citizens and encouraged to take control over their own lives and choices. Aboriginal people were given land rights and other rights already afforded to white Australians.
Discrimination was formally abolished with the Racial Discrimination Act 1975, which states that discrimination in regards to employment, provision of goods and services, joining of trade unions, access to places and facilities, land, housing and other accommodation is unlawful on the grounds of race, colour, descent or national or ethnic origin (Australian Human Rights Commission, 2012).
Diversity within Aboriginal and Torres Strait Islander culture There is no single Aboriginal or Torres Strait Islander culture. There are significant differences between cultures in terms of values, beliefs and practices. Making the assumption that all Aboriginal or Torres Strait Islander cultures are the same is the equivalent of assuming that all Western cultures are the same. It is therefore important, as a part of being culturally aware and respectful of difference, to be familiar with the background and culture of the individual you are working with.
Differences between Aboriginal or Torres Strait Islander cultures are related to the land area that each clan or culture is affiliated with and are evident in the diversity of language spoken and expressed though songs, stories, dances, ceremonies and art.
Reading
Please read NSW Department of Community Services. (2009). Section 1:
General information. In Working with Aboriginal people and communities: A practice resource (pp. 1–17). Retrieved from http://www.community.nsw.gov.au/docswr/_assets/main/documents/worki ng_with_aboriginal.pdf
The full practice manual is available at the link below and in the online class space : http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_a boriginal.pdf
When you have completed the reading, answer the following questions:
1.
The guide highlights that not all Aboriginal communities and cultures are the same. In what ways do they differ?
2.
What key cultural factors is it important to be aware of and sensitive to when working with Aboriginal people? Why?
This practice resource has been developed as a guide for community services workers and provides information on key facts and issues relevant to working with Aboriginal people and communities in NSW. You will be asked to read more of the guide as you work through the next few sections of this unit.
Week 1: Australian and Torres Strait Islander history and cultures
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Activity 1.3: Diversity in Aboriginal culture
Conduct your own research to find out about the Aboriginal history of your own town or suburb. Try to find out the following information:
1.
What clan originally owned the land?
2.
What language was spoken and is that language still spoken today?
3.
What percentage of the people in your area identify as Aboriginal or
Torres Strait Islander?
4.
How might this information be helpful to you if you were working with an Aboriginal person from your community?
Reflection
To check your understanding and knowledge of the history and culture of
Aboriginal and Torres Strait Islander people, go to the online class space to complete a short quiz. You may like to go back and re-read sections of this week’s material to help you.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
18
Cultural Diversity and Workplace Legislation
Week 2: The impact of cultural issues on service delivery
This section focuses on the impact of culture on service delivery and explores ways of encouraging participation in services by Aboriginal and Torres Strait Islander people.
Activity 2.1: Case study
Follow the link below to watch a short video of interviews with members of the stolen generation. (Please note that you will need to scroll down towards the bottom of the page to see the video – you may also like to explore some of the other resources on this page.) When you have watched the video, consider the questions that follow.
Blind Eye: Documentary on the Stolen Generations http://www.youtube.com/watch?v=uRe2d1j3eU0 You will also find a link to this video in the online class space.
Questions:
1.
How do you think these experiences have impacted on the interviewees’ confidence in community services and welfare organisations? 2.
How safe do you think these interviewees – and others who have similar experiences – feel when accessing support or assistance from non-Indigenous services?
Culture shock
Culture shock is the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own. It occurs because we are unfamiliar with the environment, the customs and the norms of the society or culture we are entering and, as a result, we experience moments of embarrassment, awkwardness and lack of control. A worker in a remote Indigenous community describes his experience of the symptoms of culture shock as including the following:
No real reasons for underlying sadness. While there may be many things that you could be sad about on reflection you might find that these things are not what is underlying your feelings. The sadness may seem to come from nowhere, even though it may have initially started because of a stressful event.
An increased tendency to think badly of the local people/culture, and blame the local people/culture for problems you encounter (even though this might be out of character for you).
An aversion to social interaction, particularly with those of the foreign culture.
The sense of stress and depression improves in a familiar cultural space.
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The desire to leave and give up can be overwhelming, and in some may even encourage suicidal thoughts and feelings.
A strong desire to indulge, which can encourage very unhealthy behaviour.
The tendency to be short tempered and feel tired.
Unreasonably strong feelings of anger, sadness, depression and hopelessness may arise in response to the smallest and silliest of things (Trudgen, 2012, para.
6).
Key term
Culture shock is the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own.
If we think about the experiences of the stolen generation described in the video for
Activity 2.1, for example, we can only imagine how the children felt to be suddenly taken from their own community and family and placed in a completely new and foreign environment.
Although the experience of culture shock usually only lasts about two to three weeks, it is important to be aware of the symptoms when working with people from different cultures. It gives us an insight, for example, into how Aboriginal and Torres
Strait Islander people may feel when forced to seek support or assistance from services and organisations run by Western principles and values. The experience can be confronting and disempowering for the service user if not recognised and managed appropriately, and as a result that person is less likely to participate in similar services in the future.
Critical issues for Aboriginal and Torres Strait Islander people As with any group in society, there are particular issues that may impact on
Aboriginal and Torres Strait Islander experience. This includes critical health, social and political issues that need to be addressed and managed. Some of these factors are outlined below.
Health issues
A key source of information about Aboriginal health is a survey carried out by the Australian Bureau of Statistics (ABS) in 2005, the National Aboriginal and
Torres Strait Islander Health Survey, 2004–05. The results of that survey in relation to health risk factors are summarised below: o Smoking: In 2004–05, half the adult Indigenous population smoked cigarettes daily. The incidence of smoking is significantly higher in the
Indigenous population than in Australia’s non-Indigenous population.
Indigenous adults were over twice as likely to be daily smokers as nonIndigenous adults.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
20
Cultural Diversity and Workplace Legislation
o
o
o
Alcohol: In 2004–05, around half of all Indigenous adults (49%) reported having consumed alcohol in the week prior to the interview, of whom one-third (16% of total Indigenous adults) reported drinking at risky/high-risk levels. However, it is helpful to note that this is similar to that of non-Indigenous adults (14%). This debunks the common stereotype that Indigenous Australians are more likely to suffer from alcoholism than the rest of the population.
Substance use: 28% of Indigenous Australians reported using an illicit substance (most commonly marijuana) in the 12 months prior to the survey. Diet and exercise: One of the biggest health issues amongst Indigenous
Australians is nutrition-related disease such as Type II diabetes and heart disease. The survey revealed that Indigenous Australians who live in remote areas are less likely to eat the recommended intake of fruit and vegetables daily and less likely to exercise adequately than those living in non-remote areas (ABS, 2006).
Social and political factors
Although government policy has been changed in recent years in an effort to eliminate discrimination and disadvantage of Aboriginal and Torres Strait
Islander people, racism and inequality remain. Oppression by the government and non-Indigenous population is still a recent memory and despite antidiscrimination laws, Aboriginal and Torres Strait Islander people are still disadvantaged in a range of areas, including employment, housing and education (Holmes et al., 2007).
These issues mean that it is critical that Aboriginal and Torres Strait Islander people have access to appropriate and safe services. An individual’s wellbeing is seen as a wider family concern in Aboriginal and Torres Strait Islander culture and therefore mental and physical health problems, socioeconomic factors and disciplinary matters are often kept within the family unit or community. With the exception of the
Aboriginal Medical Services, many Aboriginal peoples and Torres Strait Islanders view mainstream services as outside their community. However, it is important to remember that everyone is an individual, and while awareness of cultural history and critical issues is important, everyone responds differently and has their own unique experience. It is therefore important not to make assumptions or stereotype based on cultural factors.
Encouraging participation in services
It is important to note that the issues that directly impact on Aboriginal and Torres
Strait Islander people also influence the relationships between Aboriginal and Torres
Strait Islander people and non-Indigenous people. The history of discrimination in
Australia, for example, and the power imbalances in terms of economic and social status make it less appealing for Aboriginal and Torres Strait Islander people to work and consult with people from a non-Indigenous background.
Week 2: The impact of cultural issues on service delivery
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Cultural Diversity and Workplace Legislation
As an example of the impact culture and history can have on relationships, we know that many Aboriginal and Torres Strait Islander people are reluctant to use mainstream health and mental services. There are two possible explanations for this:
the tradition of keeping their affairs within their own community
the fear that their children will be removed from them by welfare
Activity 2.2: Accessing services
Think of a time when you had to access a healthcare or support service that mainly serviced a cultural group other than your own or in which you were a minority client. For example, you might have needed to visit the doctor or dentist while overseas where everyone spoke a different language, you may be a stay-at-home father who accessed parenting support through a local childcare centre where most of the clients were mothers, or you may be a gay woman who sought relationship counselling where the clients were mostly heterosexual couples. If you have not experienced this, imagine what it might be like.
1.
What was the experience like for you, or what do you imagine it would be like?
2.
How safe did/would you feel and why?
3.
How did/would the experience impact on your willingness to go back again? 4.
What ways did or could the service help you to feel more comfortable or included?
Creating a culturally appropriate and safe environment
For Aboriginal and Torres Strait Islander people to feel confident accessing and participating in mainstream services (as clients and as workers), it is important to create a psychologically safe environment that is sensitive to and embraces cultural difference. The creation of such an environment is a basic principle in promoting inclusiveness and sensitivity to all people no matter what their cultural background.
The NSW Department of Community Services (2009) provides the following suggestions for promoting a sense of safety and inclusiveness when working with
Aboriginal and Torres Strait Islander people:
Respect, acknowledge, actively listen and respond to the needs of Aboriginal people and communities in a culturally appropriate manner.
Establish community advisory groups with local Elders and Aboriginal organisations, or access existing groups to ensure culturally relevant and sensitive service development and delivery.
Respect cultural values and ways of doing business.
Display Aboriginal visual and written material where possible.
Avoid displaying or broadcasting images of deceased people. If it is important to do so, make sure that you have permission from the person’s family and/or community and include a relevant disclaimer.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
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Cultural Diversity and Workplace Legislation
Gain some basic knowledge of the community including dominant family groups, preferred names, original custodians and language groups.
Be aware and respectful of relevant extended family and kinship structures when working with Aboriginal people. Ensure that extended family is included in important meetings and in making important decisions (pp. 20 and 28).
Access and equity
Access and equity issues are an important part of a multicultural society. In Australia, improvement of service delivery and access to health care and social services became an official agenda item for the government in 1985, and a report has been undertaken annually since 1993 to assess access and equity issues in relation to service delivery.
Each year, a committee investigates and reports on the following:
responsiveness – the extent to which programmes and services are accessible, fair and responsive to the individual needs of clients
communication – open and effective channels of communication with all stakeholders
accountability – effective and transparent reporting and review mechanisms
leadership – a whole-of-government approach to management of issues arising from Australia’s culturally and linguistically diverse society (Australian
Government, Department of Immigration and Citizenship, 2007, p. 8)
The most comprehensive report to date was conducted in 2006 and some key findings of the reviews include the following:
Women from culturally and linguistically diverse backgrounds are unlikely to participate in services.
Australia’s aging population is a significant area that lacks service delivery.
Culturally and linguistically appropriate information campaigns are required to ensure that Indigenous and culturally diverse communities know what is available to them and how to access the services.
More use of interpreters is necessary in organisations to ensure that linguistically diverse clients fully understand and have access to information and assistance.
There needs to be greater inclusion of family in client care to meet culturally diverse needs and values (Australian Government, Department of Immigration and Citizenship, 2007).
Being aware of the significance of access and equity issues, and the barriers to participation that can face individuals and families from Aboriginal and Torres Strait
Islander and other diverse cultures in accessing services such as counselling, case management, mediation and other forms of support, is an important part of being a culturally aware and sensitive practitioner. Although you may not be in a position to change government policy or implement strategies at a social level, you can ensure that you embrace diversity by working effectively and respectfully with culturally diverse clients and co-workers and ensuring that your communication is effective.
Week 2: The impact of cultural issues on service delivery
23
Cultural Diversity and a Workpllace Legisla ation At aan organisattion level, several strateegies can bee implemented to prom mote partticipation in n services an nd avoid disscrimination n in the worrkforce. The hese include:
cultural sensitivity s an nd awarene ss training for f staff
advertisin ng jobs and services in accessible ways w
providingg informatio on on servicces in a rangge of languaages
undertakiing reviews of practicees to ensure standards are a met
ensuring the policiess and proceddures are cuulturally incclusive and aantidiscrimin natory At aan individuaal level, you u can be moore inclusivee and promo ote participaation by beiing awaare of differences and having h a com mmitment to t respectin ng and undeerstanding th he imp plications off differencess. You can aalso ensure that you are skilled and nd competen nt to worrk with indivviduals from m diverse baackgroundss by acquirin ng knowleddge of differrent culttures, avoidiing assumpttions and sttereotypes and a being flexible in yoour approacch to pracctice. Learning tip p Altho ough you may m not be inn a position n to change governmennt policy or impleement strateegies at a soocial level, you y can prom mote safetyy for Aborigginal and Torres
T
Straitt Islander seervice userss by being open, o respecctful, inclusiive and using u approp priate comm munication techniques and languaage.
Refllection
Now that you haave learned more abouut the impacct of culturee on service deliveery and wayys to promoote participaation in serv vices, think about the experriences of th he stolen geeneration off children an nd how they ey experiencced non-IIndigenous services annd organisations (such as a those intrroduced at the begin nning of thiss section in Activity 2.11).
1.
What criticcal issues doo service prroviders neeed to be awaare of when n working with w Aborigiinal and Torrres Strait Isslander peoople?
2.
What strattegies wouldd you suggeest that serviice providerrs take to promote a sense of saafety for Ab boriginal and d Torres Strrait Islanderr people? HLT
THIR403C Work
W
effectiv vely with cu lturally dive erse clients and co-worrkers
HLT
THIR404D Work
W
effectiv vely with Ab boriginal and d/or Torres Strait Islan nder people
HLT
TWHS300A Contribute
C
to t WHS proccesses
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Cultural Diversity and Workplace Legislation
Week 3: Communicating effectively with
Aboriginal and Torres Strait Islander clients and colleagues
This section focuses on relationship building between Aboriginal and non-Aboriginal clients and co-workers through effective communication. We highlight the importance of historical and social factors in creating a barrier between Aboriginal and non-Aboriginal cultures in Australia and suggest ways that communication can be improved. Activity 3.1: Working with others
Think about what it is like to work with people who are culturally different from you:
If you are of Aboriginal or Torres Strait Islander descent, what do you see as (or what do you think might be) the biggest communication challenges of working with colleagues and clients who are from different cultures?
If you are not from Aboriginal or Torres Strait Islander descent, what do you think might be the biggest communication challenges in working with clients or colleagues who are?
Differences in perspective
Communication between Aboriginal and non-Aboriginal groups is a major barrier to the provision of appropriate and effective services for Aboriginal and Torres Strait
Islander individuals and communities. Culture, language and social and political factors all contribute to communication difficulties. Examples of these factors include the following:
Differences in life perspectives, expectations, understanding and interpretations. For example, an Aboriginal or Torres Strait Islander person is likely to value extended family and see uncles and aunties, even if not related by blood, as important figures in their life who should be consulted about major decisions; a non-Aboriginal person is unlikely to see extended family in the same way and may fail to see the need to consult with seemingly distantly related individuals.
Language differences can also be a barrier to communication. Few nonIndigenous people speak Aboriginal languages and differences between
Standard Australian English and Aboriginal English are considerable.
Social factors can also be a barrier to communication. This includes the factors we have discussed in this module, such as historical experiences, racism and perceptions of each other.
Week 3: Communicating effectively with Aboriginal and Torres Strait Islander clients and colleagues
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Cultural Diversity and Workplace Legislation
Imbalance of power in the social and healthcare system is also a barrier to communication in that most workers and staff are non-Aboriginal and therefore cultural norms and standards within the system are dominated by non-Indigenous (mainly Western) values and practices. This impacts significantly on Aboriginal clients and workers.
Attitudinal factors can also be a barrier to communication. This can be challenging when there are different motivations for behaviour than in NonAboriginal culture. For example, in traditional Aboriginal culture material possessions are not highly valued because family and relationships are considered to be more important. In non-Aboriginal Western cultures, on the other hand, material possessions tend to be highly valued and society promotes success through wealth. In the workplace, there is increasing complexity in communication when there is a greater mix of cultures. Values regarding a range of issues can differ, for example, between Indian, Chinese and Russian cultures, to name just a few.
Individual intercultural communication skills, such as cultural awareness, sensitivity to potential problems and the ability to recognise a communication breakdown all influence communication and relationships (Lowell, 2001).
Activity 3.2: Personal reflection
Think about how you feel/would feel when working with an Aboriginal coworker, or if you are of Aboriginal or Torres Strait Islander descent, think about you feel about working with non-Indigenous co-workers.
1.
What are your greatest fears about the communication? For example, are you worried that you might come across in a negative manner, that you might look ignorant or that you may not be aware enough of differences? 2.
What do you think you could do to overcome those concerns?
Inappropriate communication strategies
When communication is inappropriate, the results can be significant. For example, the client may not receive appropriate care or support or they may feel unsafe and misunderstood and leave without much-needed assistance and care. Conflict may arise between colleagues as a result of inappropriate communication, and workers from minority cultures may feel disheartened, unheard and undervalued.
The extract below is from a study on how to improve communication between
Aboriginal clients at a health service and non-Aboriginal healthcare workers in the
Northern Territory, and highlights the problems that can occur in communication if there is a lack of awareness of cultural influences and underlying inferences. Although this study was conducted to help doctors understand communication with patients, it applies equally to heath and community workers, such as counsellors, mediators, case managers and other helping professionals. The clients involved in this study came from the Yolngu language group in north-east Arnhem Land, several hundred kilometres from Darwin.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
26
Cultural Diversity and Workplace Legislation
Example
Question-and-answer routines, central to Western discourse, do not feature commonly in Yolngu discourse, particularly in relation to personal topics.
In Yolngu discourse, the question-and-answer approach is complicated by factors such as cultural restrictions on who may ask for, or give, specific information. It is generally considered impolite to directly contradict or to respond negatively, particularly in encounters of unequal power or when the participants lack a close relationship. The patients in our study repeatedly gave responses that they believed the staff wanted to hear, a practice known in linguistics as “gratuitous concurrence”. Triangulation showed that these responses did not represent the patient’s true feelings or experience, but were attempts to give “required” or “correct” responses, as in the following example: Physician: How much are you drinking? How much water?
Patient: Little bit water tea, little bit ga bilin [“that’s it”].
Physician: How much each day? Water, tea?
Patient: Three cup, two cup, little bit [said very confidently].
The physician believed that the patient had a clear understanding of the question and was describing the amount of fluid drunk daily. However, it later became clear that the patient responded this way because she knew what was expected. Her understanding of fluid restriction was that she should drink only two cups of “fizzy drink” per day, but that drinking tea or water whenever she felt like it was acceptable. Questions requiring a
“yes”/“no” response were particularly susceptible to gratuitous concurrence. Source: Cass, A., Lowell, A., Christie, M., Snelling, P., Flack, M., Marrnganyin, B., & Brown, I.
(2002). Sharing the true stories: Improving communication between Aboriginal patients and healthcare workers. Medical Journal of Australia, 176, 468.
In the case example above, the doctor asked too many direct questions that are not used or appropriate in the patient’s culture. In an attempt to be polite and do as the doctor asked, the patent answered the questions in the way she believed the doctor wanted her to. This is what is known as ‘gratuitous congruence’.
This example highlights the importance not only of being aware of the culture and expectations of the person you are working with but also of being self-aware in relation to your own culture. Had the doctor in this example been more aware that he/she was making assumptions about what is normal or right in communication as a result of his/her own culture and expectations, the miscommunication might have been avoided.
Week 3: Communicating effectively with Aboriginal and Torres Strait Islander clients and colleagues
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Appropriate communication strategies
Cultural sensitivity is the key to appropriate communication with any person or group of people from a different cultural background to your own. Cultural sensitivity in communication can be enhanced if we do the following:
Prepare yourself: Read about and listen carefully for culturally influenced behaviours.
Recognise your fears: Recognise and face your own fears of acting inappropriately towards members of different cultures.
Recognise differences: Be mindful about the differences between yourself and those from other cultures.
Recognise differences within the group: At the same as you recognise the differences between yourself and others, recognise that there are often enormous differences within any given cultural group.
Recognise differences in meaning: Words don’t always mean the same thing to members of different cultures.
Be rule conscious: Become aware of and think mindfully about the cultural rules and customs of others (DeVito, 2013, p. 42).
In relation to communication with Indigenous Australians, the following rules apply:
Don’t mimic Aboriginal speech patterns or attempt to speak Aboriginal English as a way of encouraging an Aboriginal person to be more open.
Think about the language used (written, verbal and non-verbal) when communicating with Aboriginal people.
Respect the use of silence and don’t mistake it for misunderstanding a topic or issue.
Always wait your turn to speak.
Always consult with Aboriginal staff/people if unsure.
Be aware that words might have different meanings in different communities
(NSW Department of Community Services, 2009, p. 24).
The Government of Western Australia (2012) highlights the following points as key to effective communication with Aboriginal and Torres Strait Islander clients and their families.
building relationships
appropriate briefing before meetings
knowing that ‘yes’ is not always ‘yes’
awareness of kinship rules and shame
listening to non-verbal communication
appropriate use of silence
avoiding being too direct
using appropriate language
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
28
Culttural Divers sity and Wo orkplace Le egislation
avoiding stereotypess
Learn ning tip
To findd out more about the kkey points liisted above,, follow the link below:
Govern
nment of Western
W
Ausstralia. (20122). WestOne – Discover nnew learning solutionss. Communicating withh Aboriginaal and Torres Strait Islan ander Parentss/carers, p. 1. http://too olboxes.flexiblellearning.net.au//demosites/seriees12/12_11/too olbox12_11/shaared/resources/ /html
/res_com
mm_abtsi_parentts.htm
Reading
Please read r NSW Department
D
t of Commuunity Servicces. (2009). Section 1:
Generaal informatio on, communnication. In n Working wiith Aboriginaal people and communiities: A practtice resource (ppp. 18–28). Retrieved from f http://w www.comm munity.nsw.ggov.au/doccswr/_assetts/main/doocuments/w worki ng_with h_aboriginaal.pdf The fulll practice manual m is avaailable at th he link below w and in thee online class space : http://w www.comm munity.nsw.ggov.au/doccswr/_assetts/main/doocuments/w worki ng_with h_aboriginaal.pdf
This secction of thee Practice R
Resource pro ovides suggeestions on aappropriatee and inappro opriate communicationn with Aborriginal peoplle. As you rread, make a note off the key ideeas and list sstrategies yo ou can use in i the futuree when workingg with Aborriginal and T
Torres Straiit Islander colleagues c aand clients.
Ab boriginal and To orres Sttrait Islander in nterpretters and cultural brokers
Theere are a ran nge of differrent Aborigginal languagges and not all Aborigin inal people speaak the samee language or o dialect:
At the time t of Eurropean settleement, therre were an estimated e 2550 languagees spoken by the Indiigenous peoople of Australia. Thesee languagess were madee up collectivvely of a tottal of aboutt 500 differeent dialects. Since Euroopean settlemeent many In ndigenous laanguages an nd dialects have h been loost as speakkers died or instead learrned to speaak other Ind digenous languages, Ennglish or creoles.. Creoles aree pidgin lannguages whiich develop as the prim mary languagge of a com mmunity. Australian
A
crreoles comb bine English h, Indigenouus languagees and oth her languagees.
Wee ek 3: Comm municating effectively with Aboriginal and Torres
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Today, over 100 Australian Indigenous languages including creoles are spoken. Some of these languages have very few speakers. About 50 of these languages are actively spoken with 150 speakers or more for each language group (Racism – No Way, 2010, Australian Indigenous languages section, para. 1).
The chart below highlights the current diversity of language within Aboriginal and
Torres Strait Islander culture. Today, there are over 100 Australian Indigenous languages spoken.
Figure 3.1: Diversity in Aboriginal and Torres Strait Islander languages and culture in Australia
Source: Racism – No Way. (2010). Australia’s cultural diversity (Australian Indigenous languages section, para. 3). Retrieved from http://www.racismnoway.com.au/about-racism/population/index-Diversit2.html
If language is recognised as a barrier to communication, it can be appropriate to employ the services of a language interpreter who can enhance communication by directly translating everything that is said, either in person or by phone. Interpreters can also be used as cultural brokers, who facilitate communication between cultures.
For example, a cultural broker may be employed to facilitate understanding of the best ways to communicate with an Aboriginal or Torres Strait Islander client or community by explaining how to ask for information appropriately, behave appropriately, and identify and understand relevant values and beliefs.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
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30
Cultural Diversity and Workplace Legislation
Activity 3.3: Aboriginal interpreter service
Go to the website at the address below to read about the services provided by an Aboriginal Interpreter service in the Northern Territory.
Department of Housing, Local Government and Regional Affairs,
Aboriginal Interpreter Service http://www.health.qld.gov.au/multicultural/interpreters/interprtng_trnsltn g.asp
You will also find a link to this website in the online class space.
Browse the site to find answers to the following questions:
1.
Why is the service considered necessary?
2.
What services are offered?
3.
Why it is advisable to use a professional interpreter? (as opposed to a family member or friend, for example)
4.
What qualifications/accreditation do the interpreters in this service have? 5.
When is it advisable to use an interpreter?
6.
What questions might you ask to assess whether an interpreter is necessary? Reflection/Summary
Referring back to the question we posed at the beginning of this section in
Activity 3.1, think about your original answers.
1.
What did you identify as possible communication challenges?
2.
From what you have learned in this section, what strategies might you use to overcome those challenges?
3.
What other challenges or issue did you not think of and how might those be overcome?
Week 3: Communicating effectively with Aboriginal and Torres Strait Islander clients and colleagues
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Cultural Diversity and Workplace Legislation
Week 4: Working with Aboriginal and
Torres Strait Islander individuals and communities This section explores issues relating to working with Aboriginal and Torres Strait
Islander individuals and communities. You will learn about working in partnership with others and how to maximise the effectiveness of workplace and community relationships. Activity 4.1: Working in partnership
Read through the scenario below and answer the questions that follow.
You have been working in a community centre that provides a range of support services for the community. One day, your manager calls you into her office and tells you that she wants you to work with George, a new member of staff, to improve service delivery to clients and to more effectively ensure that all members of the community use the service.
George is an Aboriginal man, who tells you that he thinks the service has it all wrong and none of the local Indigenous community would make use of it as it is. You are a little offended by George’s comments and the supervisor’s request as you feel you have a good knowledge of the needs of the community and have significant experience in the field.
1.
How might this situation have the potential for miscommunication and conflict?
2.
How might you overcome your concerns to work effectively with
George?
3.
In what ways could you help George with his cultural knowledge too?
Accommodating differences in the workplace
As we have noted, there are many ways in which Aboriginal and Torres Strait Islander people differ from non-Indigenous people. This has, of course, implications for the workplace in that there will be differences in the ways clients and colleagues interact with one another as well as differences in the expectations they have of each other and the services provided.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
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Unfortunately, difference often leads to discrimination and minority groups like
Aboriginal and Torres Strait Islander people are often stereotyped and disadvantaged.
Discrimination based on race and culture is still a significant issue in Australia and refers to any behaviours or practices that “result in avoidable and unfair inequalities across groups in society based on race, ethnicity, culture or religion” (Victorian
Health Promotion Foundation, 2012, p. 7). Research has found that almost one fifth of Australian workers has experienced some form of racial discrimination in the workplace. This is a serious concern because it can lead to mental health issues such as depression as well as physical health problems and risk-taking behaviours such as abuse of drugs and alcohol. The most at-risk groups in Australia are Indigenous
Australians and migrants who do not speak English as a first language (Victorian
Health Promotion Foundation, 2012).
It is therefore important to ensure that all your work practices accommodate differences and are culturally appropriate. At an organisation level, several strategies can be implemented to promote participation in services and avoid discrimination in the workforce. These include strategies already mentioned to encourage participation in service, such as:
providing cultural sensitivity and awareness training for staff
advertising jobs and services in accessible ways
providing information on services in a range of languages
undertaking reviews of practices to ensure standards are met
ensuring the policies and procedures are culturally inclusive and antidiscriminatory
Group activity 4.2: Working with culturally different colleagues discussion
For online students, this activity is to be undertaken with your online class for this module so be sure to introduce yourself if you have not already done so. On-campus students will complete this activity in the classroom with their peers and teacher.
Once you have considered the questions below either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
Week 4: Working with Aboriginal and Torres Strait Islander individuals and communities 33
Cultural Diversity and Workplace Legislation
Think about your own experience in the workplace and try to answer the following questions as honestly as possible.
1.
If you have worked with an individual from a culturally or linguistically diverse background, what has your experience been? For example did you find that there were specific challenges that you don’t experience with colleagues from a similar background to your own? 2.
Do you think that you made assumptions or stereotyped your diverse colleague in any way? What might the implications of this be for you and for your colleague?
3.
If you think that you worked effectively with that person, what did you do to overcome cultural differences?
4.
If you think that you could have worked more effectively with that person, what could you have done to overcome cultural differences?
At an individual level, practitioners can be more inclusive and promote participation by being aware of differences and having a commitment to respecting and understanding the implications of differences. They can also ensure that they are skilled and competent to work with individuals from Aboriginal and Torres Strait
Islander cultures by acquiring knowledge of relevant cultures, avoiding assumptions and stereotypes and being flexible in their approach to practice.
Workplace laws and practices
With increasing cultural awareness and sensitivity comes the realisation that some of our work practices may need to be adjusted or changed to meet the needs of different clients and to work more effectively with culturally diverse colleagues.
In all work practices it is essential to ensure that you are following organisational guidelines and meeting legal requirements. For example, it is important to ensure that you do not violate anti-discrimination laws, including:
Commonwealth Racial Discrimination Act (1975)
Commonwealth Racial Hatred Act (1995)
Human Rights and Equal Opportunity Commission Act (1986)
On a more personal level, a key way that work practices can be improved is through discussions with culturally diverse colleagues. For example, you might attend a supervision group meeting with culturally diverse co-workers who can shed a different light on your cases and the work you are doing with clients. This can serve to highlight gaps in our knowledge and skills or areas in which adjustments need to be made to accommodate diversity. From an organisational perspective, it is also helpful to consult regularly with community members who access your services to assess whether those services are meeting community needs and that they are being delivered in an appropriate way.
Reviewing our own practice can give us considerable insight into how we work with others and can draw attention to areas requiring further focus.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
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Cultural Diversity and Workplace Legislation
Activity 4.3: The value of consulting with Aboriginal and Torres Strait Islander clients and co-workers
Think about your own work, or the type of role that you would like to have and answer the following questions:
1.
Why might it be important for you to seek feedback from Aboriginal and Torres Strait Islander clients and co-workers regarding your cultural practices?
2.
How might you gain this feedback?
3.
What sorts of questions might you ask of another person to help you review your work practices in relation to cultural diversity?
4.
What do you think is the value for organisations on seeking this type of feedback?
Taking responsibility for overcoming relationship difficulties and misunderstandings
When misunderstanding or conflict arises with Aboriginal or Torres Strait Islander clients or co-workers, it is important to consider what part in that situation you might be responsible for. For example, if there is a misunderstanding, it is important to consider whether you might have contributed to the miscommunication through inappropriate communication strategies or by making culturally biased assumptions.
This is not to say that there is not responsibility on both sides, but accepting responsibility for understanding and overcoming relationship difficulties ensures that issues are dealt with without the escalation of conflict or underlying tensions continuing to grow.
Working in partnership: Consulting with others to review work practices
It can be difficult to assess the cultural appropriateness of work practices if the person doing the assessment is a part of the dominant culture. This is not necessarily because all members of a dominant culture are inherently ethnocentric, but because it can be hard to recognise that certain nuances in service delivery may be culturally inappropriate or open to misinterpretation. For example, if you are a non-Indigenous person working with an Indigenous family, you may not realise that you are being culturally inappropriate by referring to a member of the extended family as ‘uncle’ (as the family call him). The only way to fully assess work practices for appropriateness is to consult with a person who is a part of the culture and has personal knowledge and experience of that culture.
This can be done by requesting the assistance of:
service users from an Aboriginal or Torres Strait Islander background
local Aboriginal elders
workers from Aboriginal or Torres Strait Islander backgrounds
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Cultural Diversity and a Workpllace Legisla ation
cultural and a language interpreteers
When requestin ng the assistance of pe ople outside your own n organisatioon to review w worrk practices,, it is imporrtant to be cclear about their t role, your y expectaations, whatt aspeects of the service s are being b assesssed, why thiis assessmen nt is importtant, why yo ou have chosen th hese people to help, andd how the information n and feedbaack they provvide will bee used. Majo or reviews oof a service are ideally conducted c oon an annuaal or six-m monthly baasis. Howevver, organisaations beneffit from con nducting reggular internal reviiews with th heir own serrvice users aand workers. Information regardinng the percceived cultuural approprriateness off service deliivery could be gatheredd either thro ough anonyymous surveeys, during tteam meetin ngs, in face--to-face connsultations and a even n at interageency forum ms. At all tim mes, servicess must ensu ure that their ir review proccess is genuuine rather than t token aand that wo ork practices that are cuulturally inap ppropriate are a properlyy modified.
Mu utual men ntoring Ideaally, it is besst to work in n conjunctiion with an Aboriginal or Torres SStrait Island der colleague to co ontinue to leearn about aappropriate practices and to review w your own n worrk – as well as to provid de advice too your colleague on non-Indigenouus issues an nd experiences. A mutual mentoring arraangement liike this allow ws you to ggain insight and ndigenous culture c expeectations, co ommunicatiion, beliefs aand values and adviice about In youur colleague is likely to also a benefitt from your cultural kn nowledge annd experiencce.
Learning tip p Workking with a colleague frrom an Indiigenous bacckground allllows you to o each share inform mation abo ut appropriiate work prractices andd you can bo oth be more culturallly aware.
Pro omoting g self-determin nation and a com mmunity y contro ol Selff-determinattion in relattion to partiicipation in services is the t clients’ ability to bee invo olved in servvice deliverry. When plaanning a serrvice or adaapting a servvice to meet the needs of a particular p cllient group,, it is imporrtant to prom mote self-deeterminatio on by cconsulting with w the releevant comm munity abouut needs and d preferencees for meetiing thosse needs. Fo or example,, when plannning a pareenting suppo ort group foor Indigeno ous fam milies, it makkes sense to ask Indigennous familiees and indiv viduals to shhare their id deas and knowledgee about whaat might woork and whaat may not be b suitable. IIn this way,, greaater control over the tyype of servicce being offfered and th he value of tthe service is retuurned to thee communitty (as oppossed to the seervice proviider), whichh makes partticipation more m likely. Consultatio
C
n provides valuable kn nowledge abbout:
the issuess that the co ommunity oor group facce and the needs n they hhave
the impo ortance and place of fam mily in the community c or group
the servicces that are already avaailable and whether w they are accesssed (and why/whyy not)
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how services can be developed to complement community or family strengths
(NSW Department of Community Services, 2009)
The case study below provides an example of strategies that may be used when consulting on services and practices and the value of this review process.
Case examples
An organisation in southwest Sydney set up an all-in-one inclusive youth service in the early 1990s. The physical space of the organisation included groups of people that dealt with various aspects of service delivery. There was an adolescent legal service, a housing team, a group of youth workers and a team of caseworkers.
Cultural diversity had been one of the focal points in setting up the service, as the local community had significant cultural diversity amongst its youth.
Staff from non-English-speaking backgrounds were specifically employed, as was an Aboriginal youth worker, and much thought was given to the provision and display of culturally diverse resources, materials and artworks.
The whole project was a new concept aimed at providing a variety of services from the one location, improving access, and giving young people an opportunity to develop a sense of ownership over the service and the space. However, because it was a new concept, the workers involved were unsure of whether it would succeed. It was decided that as well as evaluation strategies such as surveys and forum discussions, a community advisory group (CAG) would be formed to review the organisation’s work practices, ensure that service delivery was appropriate and that cultural diversity was being respected.
The role of a CAG is to meet frequently (in this case on a monthly basis) and to discuss the effectiveness of service delivery. The CAG was made up of a small number of staff, including employees from other services that worked closely with the organisation, clients and other community members (such as parents, teachers and a local priest) who had been involved with the service in some way.
This group had a specific charter and terms of reference; it was not able to impose rules, only to make suggestions. However, their input was respected, and the organisation always found ways to incorporate their suggestions.
The CAG model proved to be a very effective way of reviewing the work practices of the organisation and of giving workers direct and useful feedback regarding what was working well and how other aspects of service delivery could be improved.
Week 4: Working with Aboriginal and Torres Strait Islander individuals and communities 37
Cultural Diversity and a Workpllace Legisla ation Learn ning tip
The NSSW Departm ment of Com mmunity Seervices (200
09) providess guidelines for successful consultaation with A
Aboriginal and a Torres Strait
S
Islandder clients and a commuunities.
To acceess the guidelines, folloow the link below: b NSW Department
D
of Commuunity Servicees. (2009). Working
W
withh Aboriginal people annd communitiies: A practicee resource (p. 34). Sydneyy, Australia:: Author. http://w www.comm munity.nsw.ggov.au/doccswr/_assetts/main/lib 100044/wo orkin g_with__aboriginal_
_people.pdff
You willl also find a link to thee guidelines in the onlin ne class spaace.
Refllection
Thinkk again about the scenaario presentted at the beginning off this section n in
Activvity 4.1 and answer the following questions: q 1.
What ideass would youu add to youur original answers a to tthe question ns provided in n Activity 44.1?
2.
What strattegies wouldd you use to o build a relationship w with Georgee and avoid misccommunicattion?
3.
What strattegies couldd you and George
G
use to o mentor eaach other?
4.
What strattegies couldd you and George
G
use to o encouragee more locaal
Indigenous clients to use the servvice?
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Week 5: Cultural awareness
Remember that Assignment 1 is due this week.
This section introduces you to the concept of culture and how it impacts our behaviours, values and beliefs. We discuss cultural and linguistic diversity in Australia and encourage you to become more culturally aware by reflecting on your own cultural background and how this may differ from other people’s experience of culture. Activity 5.1: What does ‘culture’ mean to you?
Take a moment to reflect on what the word ‘culture’ means to you by answering the following questions:
1.
What thoughts or images come to mind when you think of the word
‘culture’?
2.
How would you describe your own cultural background?
3.
How would you say your own culture has influenced you in your life?
For example, has it impacted the values you hold or the way you see the world? Try to think of how your experience might be different from that of people from other cultures to help you reflect.
Self-awareness in relation to your own culture is an important part of being culturally aware and sensitive, so as you work through this section, think about your own culture and how it has impacted on you throughout your life. Cultural diversity in the community and in the workplace The term culture is a complex one. We tend to use it only when discussing nationality or ethnicity, but there are many other types of cultures and the term can also refer to gender, sexual orientation, lifestyle factors, religion, politics, disability and other specific life experiences. Culture essentially refers to the lifestyle, norms, expectations and social systems built up over time by a group of people. Cultures can be formed on the basis of:
ethnicity
religion
beliefs and customs
age
disability
sexuality
special needs or interests
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Key term
Culture is the lifestyle, norms, expectations and social systems built up over time by a group of people.
Culture refers to any “traditions of thought and behaviour such as language and history that can be socially acquired, shared and passed on to a new generation”
(Hays, 2008, p. 14). This socialisation process of transferring thoughts and behaviours from one generation to the next is known as enculturation. Enculturation specifically refers to the process of learning about the culture into which you were born – that is, your native culture.
Key term
Enculturation is the socialisation process of transferring thoughts and behaviours from one generation to the next.
Culture is not considered to be an individual characteristic of a particular person, but a learned set of values and beliefs within a group of people who were “conditioned by the same education and life experience” Hofstede (1980, cited in Lago. 2007, p. 59).
Cultural affiliation is when we experience a shared identity or similarity with others within a section of the population and this may be based on any of the following:
a long shared history, the memory of which is kept alive
a cultural tradition, including family and social customs, sometimes religiously based
a common geographic origin
a common language
a common literature (written or oral)
a common religion
being a minority (often with a sense of being oppressed)
being racially conspicuous (ABS, 2011, para. 1)
Key term
Cultural affiliation is the experience of a shared identity or similarity with others within a section of the population.
Another term – acculturation – is used to describe the process of learning about and adapting to the norms and rules of a culture that is not our native culture. By being exposed to the norms, beliefs and values of a culture different to our native culture, we begin to modify our own cultural premises so that we are not as strongly guided by our native culture and we begin to be increasingly influenced by our host culture.
Acculturation is most evident in migrants who adapt to their host nation by changing some of their behaviours or ways of thinking.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
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Cultural Diversity and Workplace Legislation
Key term
Acculturation is the process of learning about and adapting to the norms and rules of a culture that is not our native culture.
Some aspects of culture are easily identifiable, such as shared language, while there are others that we are likely to be less aware of, such as the values and beliefs that we have developed as a result of our culture. This means that we are not always consciously aware of our cultural preferences and biases and their impact on our everyday lives.
Culture as a dynamic social phenomenon
Within every culture, changes happen over time and so culture is considered to be a dynamic (moving or changing) phenomenon. It is also a social phenomenon because we only have culture if there is a group of people who feel affiliated in some way.
Change in a culture does not happen overnight, and tends to be quite slow because we tend to embed our cultural values and ideals in social institutions such as family structure, religion, government and workplace (Lago, 2007). For example, gay marriage is becoming increasingly socially acceptable in mainstream Australian culture and so the culture is slowing changing a core traditional value that marriage should be between a man and a woman. This has not been an easy development, and has involved pressure from groups of people within the mainstream culture to bring about; it takes time for cultures to adapt and change values and core beliefs like this.
The impact of culture on individuals
You may not immediately realise it, especially if you are from a dominant culture where most of the people in society are similar to you (as opposed to a minority culture, where there are fewer people similar to you within society), but culture has a significant impact on each of us. Figure 5.1 illustrates the influence of culture as being like an iceberg: we can easily see some ways culture impacts us, such as the language we speak, but this is only the ‘tip of the iceberg’ and there is a lot out of sight that we are often unaware of. In fact, culture influences everything we do, from the ways we communicate with each other to gender and role expectations.
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Figure 5.1: The iceberg of culture
Source: Lago, C. (2007). Race, culture and counselling (2nd ed., p. 58). Maidenhead, England: Open University
Press.
Whether a person is from a dominant culture or a minority culture also has a significant impact on that person’s experience in life and is therefore likely to impact on their attitude and beliefs. For example, Indigenous Australians have the experience of being part of a minority culture in a society dominated by non-Indigenous people.
They have experienced (and continue to experience) oppression and racism from mainstream society, which understandably has led to a lack of trust and sense of safety when interacting with non-Indigenous Australians. Similar experiences of being judged, overlooked and discriminated against are experienced on a daily basis by other minority groups in Australian society, such as people with a disability, older people and the mentally ill, to name just a few.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
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Cultural diversity in Australia
Australia is a diverse country, and the population includes people of different ages and experiences from a range of different backgrounds and countries. Of the more than 22.5 million people in Australia, for example, approximately 2.5% identify as
Aboriginal or Torres Strait Islander and 26% were born overseas (ABS, 2011).
Approximately half of Australia’s population was either born overseas or is the child of an immigrant (Australian Government, Department of Immigration and
Citizenship, 2012b). Australians identify with over 250 ancestries from around the world and within Australia, and there is a range of religions practised and languages spoken. In 2010-11, for example, new migrants came mainly from China, New
Zealand and India (Australian Government, Department of Immigration and
Citizenship, 2012b).
Australia’s diversity is continually growing with more people identifying with specific ancestries in 2006 than in 2001. This increasing mix of cultures within Australia means that culture is a socially dynamic issue – it impacts on the make-up and experiences of society, such as the way we interact in the workplace, which slowly changes and adapts to incorporate new cultures and their associated values and practices. For example, prayer rooms are now provided in many Australian workplaces for Muslim employees and cultural policies have been developed to ensure that there is no discrimination in the workplace. Another example is the provision of multi-lingual signage and information for clients who are from nonEnglish speaking backgrounds.
A key reason for Australia’s cultural diversity is a history of immigration, which continues today. People arrive from all over the world to Australia, and this includes not only those who want to live in Australia for work, family or lifestyle reasons, but also refugees, who are seeking safe haven from danger in their own country of origin.
Activity 5.2: Australia’s immigration history
Go to the website of the Australian Government Department of
Immigration and Citizenship at the address below and browse the
‘Background information’ section of fact sheets provided on the history and impact of immigration in Australia. You will also this link in the online class space. http://www.immi.gov.au/media/fact-sheets/#background
You will also find a link to this website in the online class space.
As you browse the fact sheets try to find answers to the following questions: 1.
What is Australia’s migration policy?
2.
How many people immigrate to Australia each year?
3.
What was the ‘White Australia’ policy and why was its abolition significant for Australia?
4.
The fact sheets include a set of ‘Australian values’ – how well do you think these fit for all Australians?
Week 5: Cultural awareness
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Cultural Diversity and a Workpllace Legisla ation De evelopin ng awarreness a and und derstand ding of cultural div versity
Culttural awaren ness means being awarre of and sensitive to cu ultural diffeerences. All of us ggrow up witthin a culturral context, and as resuult, we tend to see and jjudge otherrs from m our own cultural perrspective. Itt therefore follows f thatt unless we aare aware of o our own culturre and its influence on uus, we cann not be sensitive to otheer cultures.
Learning tip p It is important i to o be culturaally self-awaare in order to be cultur urally sensitivve towarrds others. s field, counselloors, mediato ors, case wo orkers and oother
In tthe human services m be tem mpted to sayy that their own culture is not impportant wheen proffessionals might worrking with clients c becau use they usee empathy to t understan nd their clieents. Howevver, whille an open and a empath hic attitude iis certainly helpful in overcoming o g differencess, it is allso naive to think that we w do not j udge otherss by our ow wn values annd cultural beliefs. In reality, we all ho old pre-connceptions, co onceptions and perspecctives on otheers based on n our own culture c and on how oth hers differ culturally. c C
Cultural selffawaareness is th herefore an important i sstep in deveeloping cultu ural awarenness and senssitivity. Actiivity 5.3
3: Image e montage wn culturall
To heelp you beggin to gain a broader un nderstanding of your ow backgground and influences,, find imagees that repreesent your ffamily historry and culture c and create a moontage of th hose images..
To do o this, you might m go thhrough yourr family pho otographs, inncluding bo oth current and pastt generationns, and creatte a montagge of your faamily of origin or yo ou might seaarch the inteernet for im mages that illustrate thee influential peoplle in your faamily’s histoory. You miight also draw represenntations of your y familyy. Your mo ontage mighht include reepresentatio ons of your pparents, siblin ngs, aunts an nd uncles orr grandpareents or others who havve been influeential in you ur family.
As yo ou add each h person to the montagge, consider the followiing:
1.
How do yo ou think off that person n? For exam mple, what aare or were their core values v and bbeliefs? Wh hat was theirr cultural baackground?
2.
How has that person impacted on o your life?? For exampple, what did d you learn from f that peerson as you were grow wing up aboout life and how to intteract with oothers?
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Culttural Divers sity and Wo orkplace Le egislation When n you have completed the montagge, consider the followiing question ns: 3.
Have you been b expossed mostly to t one domiinant culturre, or have there been n other influuences in yo our family?
4.
What migh ht the conseequences off that be forr you culturrally? Refer to the icebergg of culture presented above a to heelp you idenntify ways th hat your culturre may havee influenced d you.
‘No ormal’ is a value--laden an nd exclud ding conc cept When we are socialised wiith the valuees and belieefs of a partticular cultuure
(encculturation), we tend to o see aspectts of our cullture as ‘norrmal’ and asssociate
‘norrmal’ with ‘rright’ – we may m believee that it is normal n and therefore t rigght to behaave in a certain wayy in public, or to hold ccertain view ws. In Austrralia, for exaample, it is o believe thaat parents sshould be reesponsible for f disciplinning children n quitte normal to and teaching th hem right frrom wrong; in other cuultures (such h as Aborigi ginal culture or man ny Asian culltures) the extended e faamily, includ ding aunts, uncles u and ggrandparents, is mucch more em mphasised ass a source oof disciplinee and teachin ng. Neitherr is right or wro ong – they are a simply different. Thhe danger off assuming that one is nnormal is th hat it leads us to mistakenly m asssume that aanything th hat is different from thee ‘norm’ is wro ong. This juddgement off another cuulture often manifests as a intolerancce and prejjudice, and is i one of th he main reassons for inteercultural co onflict. It iss important to rememb ber, thereforre, that ‘norrmal’ can vaary greatly bbetween culttures and wh hat is a norm m in one cuulture may not n be norm mal in anothher. This is not n to say that all differences d in i clients orr co-workerrs from anotther culturee are to be auto omatically accepted a as normal n for that person n’s culture; clients c and ccolleagues of o any cultural bacckground can engage inn abnormall or inappro opriate behaaviour.
Sim
milarly, harm mful or destrructive behaaviour is no ot acceptablee regardlesss of the persson’s culturre. For exam mple, while iin Australiaan Indigenous culture itt is normal for exteended familly and comm munity to bee involved in i a child’s upbringing, u , child abuse or negllect is not normal n or accceptable, juust as it is not n normal or o acceptabble in mainstream Auustralian socciety.
In aany society, the dominaant culture iis considereed to be the ‘norm’ andd people witthin thatt society con nsciously an nd unconsciiously comee to adhere to a specificc set of valu ues and beliefs abo out what is acceptable a aand ‘good’ that t influence their inteeractions wiith each h other andd with others who fall ooutside of th hose culturaal norms. U
Unfortunatelly,
this means thatt those who o do not asccribe to the dominant values v and ppractices
(peo
ople from minority m cultures) tend to be margiinalised and d discriminaated against.
Learning tip p By making m an assumption thhat what yo ou consider to be norm mal is also ‘riight’ you might m be disscriminatingg against oth hers who haave differennt experiencce of what is normal.
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Table 5.1 below highlights key cultural influences and the associated minority groups who are most vulnerable to discrimination.
Table 5.1: Cultural influences and associated minority groups
Cultural influences
Minority groups
Age and generational influences
Children, adolescents, elders
Developmental disabilities
People with developmental disabilities
Disabilities acquired later in life
People with disabilities acquired later in life Religion and spiritual orientation
Religious minority cultures
Ethnic and racial identity
Ethnic and racial minority cultures
Socioeconomic status
People of lower status because of class, education, occupation, income or rural habitat Sexual orientation
Gay, lesbian and bisexual people
Indigenous heritage
Indigenous, Aboriginal and native people
National origin
Refugees, immigrants, international students Gender
Women, transgender people
Source: Hays, P. (2008). Addressing cultural complexities in practice: Assessment, diagnosis and therapy (2nd ed., p.
18). Washington, DC: American Psychological Society.
As a professional helper, it is essential to be aware of the presence of discrimination and bias in society, and to take steps to ensure that everyone has the opportunity to benefit equally from your service.
Reflection
To help you reflect on the learning in this section, go back to Activity 5.1 and think again about your understanding of culture and your personal experience of culture.
1.
How has your understanding of culture changed having worked through this section?
2.
What did you learn about your own cultural background throughout this section?
3.
In what ways have you become more culturally aware by working through this section?
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Week 6: Creating a culturally safe and inclusive working environment
This section is about what it means to work within a culturally safe environment and the ways that organisations and individuals can contribute to workplace safety for both clients and workers. We highlight the importance of accepting and embracing cultural diversity and encourage you to take responsibility to help develop and maintain workplaces free from cultural bias and discrimination.
Activity 6.1: Diversity in the workplace
Before you begin his section, consider the cartoon below.
Figure 6.1: Equal opportunities
Sourced: CSL Cartoonstock (n.d.). Cartoon images. Retrieved from http://download.cartoonstock.com/120259122910358/ 1.
What do you think the cartoonist is saying about diversity in this particular workplace?
2.
Do you think that you might feel comfortable working in this organisation? Why/why not? What does your response tell you about cultural safety?
As you work through this section, continue to think about what cultural safety means to you in the workplace and how you might contribute to the promotion of a culturally safe environment.
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Accepting and embracing cultural diversity
A culturally safe working environment means that all workers and clients who access the service feel comfortable and psychologically safe to be present, to share their views, and to be heard without judgement. To create such an environment organisations and workers accept and embrace cultural differences and celebrate those differences. A celebration of cultural diversity recognises both similarities and differences, and promotes cultural difference as something to enjoy and maintain. It endorses the position that cultures are by their very nature different and unique, and that as communities and societies we are all the richer for this difference.
Bias and discrimination in the workplace
Bias is a tendency to see things from only one perspective; discrimination is the process of making distinctions between things (generally people) and of believing that one is of more value than another. Both bias and discrimination are negative attitudes and behaviours that exclude, devalue and misrepresent the people against whom we are biased. Key terms
Bias is a tendency to see things from only one perspective.
Discrimination is the process of making distinctions between things
(generally people) and of believing that one is of more value than another.
Stereotyping is another, related, negative attitude that involves ascribing particular characteristics or values to a person based on a generalised perception of a particular group or ‘type’ of person. It is important to remember that while we can all be understood to some degree in relation to our cultural background, overemphasis on cultural characteristics leads to a lack of respect of individual characteristics and personality and can cause us to stereotype people unfairly.
Key term
Stereotyping involves ascribing particular characteristics or values to a person based on a generalised perception of a particular group or ‘type’ of person. Stereotypes are held about all groups in society, including positive stereotypes regarding members of the dominant culture, and negative stereotypes about the minority groups in society. Stereotypes are not limited to assumptions about ethnicity, but to any type of culture, including any judgements we make about those of a particular age, gender or sexuality. Commonly held stereotypes include for example that ‘teenagers are difficult’ and ‘women are emotional’. There are many other stereotypes prevalent in society that we may not even be aware of.
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Client and worker safety
A culturally safe work environment is one which is free of discrimination of all sorts, both for users of the service and staff who work there. Culturally safe work practices are those that promote a physically, emotionally, socially and psychologically secure environment for staff and clients. These aspects of safety include:
to be safe from physical harm (physical safety)
to believe that one’s feelings are respected and validated (emotional safety)
to know that one’s disclosures will not lead to one being ostracised or socially maligned (social safety)
to be safe from psychological trauma inflicted as a result of discrimination
(psychological safety)
Organisations that are most culturally safe for both staff and clients are those that embrace cultural diversity, and promote the principles of mutual respect and inclusiveness in their everyday work practices.
Some examples of culturally safe work practises include the following:
ensuring that policies and management structures reflect respect for cultural diversity
ensuring that resources are provided in appropriate language, such as client pamphlets in a range of languages and the use of plain English in organisational policies and manuals
demonstrating sensitivity, empathy and respect to clients and coworkers/employees
ensuring that a respect for cultural diversity is demonstrated in the ways in which staff interact with clients and with each other, for example, through forbidding racist language or jokes
actively encouraging people of all cultural backgrounds to participate in discussions, projects and meetings
using artworks, posters and other resources that are reflective of a variety of cultures
recognising the need to include culturally appropriate acts, such as an
Indigenous Welcome to Country, at the commencement of an important event
conducting reviews to ensure that clients and staff members feel safe and respected and seeking suggestions for improvement
Professional duty of care
As workers in the health and community services field, we are bound by codes of practice that promote cultural safety for clients and co-workers by advocating selfawareness and respect for difference. For example, a key professional association for counsellors, Psychotherapy and Counselling Federation of Australia (PACFA) (2011), note the following principles in relation to both cultural self-awareness and working with culturally different colleagues:
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Practition ners should be aware oof their perssonal values in relation to lifestyle,, gender, age, a disabilitty, race, sexuual orientattion, beliefs or culture aand be cognisantt of the imp pact of thes e on the theerapeutic prrocess. If prractitioners find themselvves unavoidaably and em motionally prejudiced p to owards a cliient they mu ust refer the client on to o another aggency or praactitioner.
Practition ners should treat all collleagues fairrly and foster equal oppportunity.
Practition ners should not allow ttheir professional relatiionships witth colleaguees to be prejuddiced by theeir own perssonal views about a collleague’s lifeestyle, gend der, age, disab bility, race, sexual s orienntation, beliiefs or cultu ure. It is unaacceptable and a unethicall to discrimiinate againsst colleaguess on any of these grounnds (p. 15).
Oth her relevant professionaal bodies, suuch as the National
N
Alternative D
Dispute
Resolution Advvisory Coun ncil [NADR
RAC] (2007)) also identiify awarenesss and respeect for cultural diffference as essential e to ppractice in their t codes of ethical ppractice and pracctice standaards.
Learning tip p Beingg familiar with w the guiddelines of keey professio onal associattions in you ur field of practice is a helpful way to clarrify practice requiremennts and underrstand yourr duty of carre to clientss in particulaar.
Wa ays to eliminat e te bias a and disc crimination in tthe wo orkplace e Ind dividual strategie s es
Desspite the ressponsibilitiees of their p osition, couunsellors, mediators, m caase workers and otheer commun nity workers can be as iinfluenced by b their feellings and vaalues as any otheer person. It
I is importaant howeverr, that as prrofessionals in the fieldd we are awaare of th hese feelinggs and valuees so that w we can contrrol the exten nt to which they affect our beh haviour and our professsional practitice.
Thee profession nal responsib bilities of coounsellors and a commu unity workerrs are con nsiderable an nd include:
working hard h to devvelop rapporrt with peop ple they hav ve never meet
empathissing with clients and thheir families as well as co-workers c
having kn nowledge of available sservices and d referral op ptions
engaging with otherss in a way thhat develop ps trust and confidencee so that theey feel safe and a heard when w sharinng their storries and perspectives
having kn nowledge of organisatiional and leggislative req quirements aand implemen nting them
monitorin ng progresss and client satisfaction n to ensure that t desiredd goals are achieved
behavingg in an ethical manner aat all times
HLT
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effectiv vely with cu lturally dive erse clients and co-worrkers
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effectiv vely with Ab boriginal and d/or Torres Strait Islan nder people
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Cultural Diversity and Workplace Legislation
In order to adhere to these responsibilities and to provide a best practice service, we must be able to recognise our personal biases. Such biases will affect the quality of our practice and will, whether directly or indirectly, adversely affect clients, the people we work alongside and the organisation overall. By recognising our own prejudices, we are able to challenge them as required and limit their impact on clients, coworkers and others.
Organisational strategies
In the community services sector, it is especially important that any cultural or personal biases be acknowledged, identified and challenged. Rather than relying on the goodwill and self-regulation of individuals and organisations, it is more effective to instigate strategies designed to ensure that this occurs. Such strategies might include:
Developing organisational charters and policy and procedure manuals that address issues of bias and discrimination. Such documents need to provide examples of what bias is and how discrimination can occur so that workers are in no doubt of its pervasiveness and effect. Charters, policies and procedures also need to instruct staff on the consequences of discriminatory work practices.
Creating a code of conduct outlining communication standards for the workplace. Such a code would state unequivocally that biased and discriminatory language and humour will not be tolerated in the organisation because this condones the mistreatment of others and perpetuates misinformation and stereotypes.
Providing regular staff training on the subject of discrimination. Staff are to be encouraged to acknowledge and challenge their own biases in a safe environment.
Ensuring the organisation’s services and resources are made available to users without discrimination or prejudice. Where a service is unable to meet the needs of a particular sector of the community, workers need to be knowledgeable of the services that are available and to which people can then be referred.
Designing evaluation processes for assessing whether the above requirements have been implemented and, if so, what effect such inclusions have had on workplace practices and client interactions. It needs to be remembered that service user feedback is an important component of such evaluations.
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Group activity 6.2: Cultural awareness policy
For online students this first activity is to be undertaken with your online class for this module. On-campus students will complete this activity in the classroom with their peers and teacher.
Once you have answered the questions below either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
As an example of an organisational cultural awareness policy, follow the link below to read ACAP’s Cultural Awareness Policy. You will also find a link to this Policy in the online class space. http://currentstudents.acap.edu.au/assets/Managing-My-Course/A-ZPolicies/Cultural-Awareness-policy-Jan-07.pdf 1.
Access the current student section of the ACAP website by logging in to the student portal with your student username and password.
2.
Under Policies, Forms and Fees section, click on Policies A-Z and scroll down to access the Cultural Awareness Policy.
When you have read the policy, consider the following questions:
1.
Why is it important for an organisation to have a cultural awareness policy? 2.
What are the potential pitfalls if an organisation does not have a cultural awareness policy?
3.
Do you think the policy could be improved? If so, what suggestions do you have for improving ACAP’s Cultural Awareness Policy? If not, why do you think this is a useful policy?
Anti-discrimination laws
In Australia, there are laws that aim to prevent racism and the associated discrimination. Key pieces of legislation at Commonwealth and State/Territory level are listed below.
Commonwealth legislation
Commonwealth Racial Discrimination Act (1975)
Commonwealth Racial Hatred Act (1995)
Human Rights and Equal Opportunity Commission Act (1986)
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State and territory legislation
New South Wales: Anti-Discrimination Act (1977)
South Australia: Equal Opportunity Act (1984) and Racial Vilification Act
(1996)
Western Australia: Equal Opportunity Act (1984) and Criminal Code
Australian Capital Territory: Discrimination Act (1991)
Queensland: Anti-Discrimination Act (1991)
Northern Territory: Anti-Discrimination Act (1996)
Victoria: Equal Opportunity Act (1995) and Racial and Religious Tolerance Act
(2001)
Tasmania: Anti-Discrimination Act (1998)
These acts and laws inform both organisations and individuals on appropriate ways to behave and interact with others in the workplace and clarify conditions that organisations must adhere to in order to maintain a safe and fair workplace.
Activity 6.3: Racism – No Way
For this activity you will be required to access the Racism – No Way website. The URL is http://www.racismnoway.com.au/aboutracism/legislation/index.html
A link to this website is provided in the online class space.
This link provides information on Australian and international law on discrimination. Click on the following links and read through the information at each link:
(Please note, it is not necessary to read all information in each article of legislation. Read enough so that you understand what the legislation aims to enforce, and then write a two to three paragraph summary on each of the points listed.)
Introduction
Universal Declaration of Human Rights
International Convention on the Elimination of All Forms of Racial
Discrimination
Commonwealth Racial Discrimination Act (1975)
Human Rights and Equal Opportunity Commission Act (1986)
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Signage, literature and posters
Another effective way to promote celebration of cultural diversity and encourage a sense of openness and respect for difference is to use appropriate signage, literature and posters in the workplace. This can include any of the following:
displaying a variety of artworks, posters or photographs depicting people of various cultural backgrounds throughout the organisation
providing resources in a range of community languages
ensuring signage throughout the building is written in the most common community languages or using pictograms (rather than words) to indicate where facilities are located
creating a poster at reception that has a photograph of workers, with their name and position written beneath
Summary section
List as many strategies as you can that you could use to improve cultural safety and cultural acceptance in an organisation.
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Week 7: Cross-cultural communication
This section focuses on intercultural communication. We identify common barriers to cross-cultural communication and suggest strategies to enable you to communicate more effectively with clients and colleagues from cultures other than your own.
Activity 7.1: Cross-cultural communication
Consider the scenarios below and think about what cultural factors may be causing miscommunication:
1.
A worker thinks that two colleagues are unprofessional because she overhears them talking in a very informal way, using slang.
2.
A caseworker assumes that the father in a family he is working with is going to be aggressive because he has many visible tattoos.
3.
A mediator has trouble understanding what one party is saying because of her heavy accent.
4.
A worker assumes that a client is not interested in what she has to say because she doesn’t make eye contact.
5.
A student support officer tells a student that she needs to be more assertive because she says she needs to ask her brother for advice before making a decision about her course. The woman feels misunderstood because she values her brother’s opinion.
Barriers to cross-cultural communication
Cross-cultural communication can be challenging for a number of different reasons.
The most obvious barrier to communication is when we speak different languages, and so we have different words for the same things. Even if we speak the same language, we often give different meaning to the same words and experiences and different ways of using non-verbal language.
Some key barriers to communication include the following:
1.
Wrongly assuming that there are ‘normal’ ways to communicate
We naturally make assumptions about ‘normal’ ways to communicate based on our own cultural background and experience. When others behave in a way that we accept as normal, we tend not to notice; when someone behaves differently, however, we may judge them negatively.
2.
Language differences
Language is a common source of miscommunication, not only in cases where the communicators speak different languages, but also in cases when they speak the same language but attach different meaning to certain words as a result of cultural differences. For example, if a teenager says that something is ‘sick’ they may mean that it is ‘cool’ or exciting, whereas if an older person uses the same word they are more likely to mean that it is bad or unpleasant.
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3.
Differences in non-verbal communication
People communicate wordlessly through body language, facial expression, and eye contact. For example, in most Western cultures it is appropriate to look someone in the eye when talking to them; in some non-Western cultures this is considered to be rude and avoidance of eye contact is preferred.
4.
Preconceptions and stereotypes
We all hold some preconceptions and stereotypes, and can tend to pigeon-hole another person as a result. For example, we might assume that an Australian man is unlikely to be conformable talking about his feelings or we might assume that a Muslim women who wears a burqa is oppressed by her husband.
While this might be true of some Australian men and some Muslim women (just as it is true for any man or woman of any culture), these assumptions are not true of all Australian men or Muslim women and so are just as likely to be wrong. 5.
Judging and evaluating
An automatic response when we receive a message is to attempt to understand it. We do this through interpretation, which is made through our own cultural lens. There is a natural tendency to assess and evaluate both the message and the messenger as either ‘good’ or ‘bad’. For example, if a worker from a
Western background was to learn that parents had regular bedtimes and meal times for their children, they would be likely to approve of that scenario and evaluate it as ‘good’. However, if the family tells the worker that the children have no regular routine and eat when they are hungry, the worker may judge this to be ‘bad’ for the children. In reality, both approaches are considered appropriate in different cultures and it is the workers’ own expectations and norms that lead to interpretation of ‘good’ or ‘bad’ (LaRay Barna, 1997, as cited in Stringer & Cassiday, 2009).
Figure 7.1 below highlights some of the barriers to communication that occur because of the ways we perceive the people we meet and categorise them. For example, we constantly make judgements about people because of the way they dress, how much they weigh, how they speak and how they behave. All of these social and culturally derived ways of seeing others can lead us to make assumptions and judgements, and to stereotype other people.
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Figure 7.1: How we perceive others
Source: Lago, C. (2007). Race, culture and counselling (2nd ed., p. 53). Maidenhead, England: Open University
Press.
Activity 7.2: Communication barriers
1.
Choose two of the ways we perceive others illustrated in Figure 7.1.
For example, you might choose ‘location of meeting’ and
‘views/attitudes towards other’.
2.
Think about the assumptions you make about other people based on these factors. To help you do this, try to remember a time when you met someone who fell into that category or met in particular circumstances (e.g. at work, at a party or in another setting) and what you expected that person to be like.
3.
Think about what barriers to communication might be present as a result of your perceptions and expectations. For example, are you likely to respond differently to a person you meet at a party than if you were to meet the same person as a client in need of financial assistance? 4.
How might you begin to overcome barriers to communication?
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Effective, cross-cultural communication
Although we can never be fully knowledgeable about all cultures, we can take steps to ensure that our communication is culturally sensitive and respectful, which goes a long way towards overcoming barriers to communication. Some strategies we can use when meeting with clients and colleagues include the following:
Be aware of your own cultural background and heritage and how it influences your values and beliefs as well as how you come across to others.
Be aware of your own biases towards others and how you stereotype others.
Identify the ways in which you and the other person are similar and the ways in which you differ from each other culturally.
Be open to understanding the beliefs, values and worldviews of the people you work with. This involves using communication skills such as active listening, empathy and asking open questions, as well as maintaining an attitude of openness and curiosity.
Try to understand how the other person’s culture impacts on their communication and behaviours.
Be aware of the influences of socio-political factors that may have impacted on the person. For example, it is important to be aware that past repression of
Indigenous Australians by non-Indigenous Australians has influenced the relationship between the two cultures and that this may make communication more challenging.
Gain an understanding of how your clients or co-workers feel about family, illness, death, gender and other key issues that influence interactions and communication.
Empathise with the person and try to understand them as an individual. No two people from any particular culture are the same, so it is important not to assume or stereotype.
Try to recognise which aspects of communication are cultural and which are simply the person’s own communication style.
Note differences between you and the other person and explore those when it seems appropriate (Egan, 2010).
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Cultural Diversity and Workplace Legislation
Reading
Please read Fujishin, R. (2008). Creating spacious communication with another culture. In Creating communication (2nd ed., pp. 65–77). Plymouth,
England: Rowman & Littlefield.
In this reading the author explains why communication between people of different cultures can be challenging and what leads to miscommunication.
He suggests ways to overcome cultural miscommunication by using a technique he calls the ‘I.N.V.I.T.E.’ technique.
When you have completed the reading, complete the following:
1.
What do the letters I.N.V.I.T.E stand for in the communication technique? 2.
For each letter (aspect of the communication technique), write down one thing that you will do in future to improve your communication with clients and co-workers from different cultures.
Example
The letter ‘I’ stands for ‘Increase your frame of reference’. In future, you might commit to being more accepting of differences and look for ways to enjoy differences rather than be afraid of them.
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Overcoming language barriers
Activity 7.3: Language barriers
If English is your first language, it can be hard to imagine what it must be like for people who have English as a second language. Although many second-language speakers are fluent, they may still feel restricted to some degree in their ability to communicate experiences and others who are less fluent can feel awkward, can take longer to find the word they want to communicate, and may have a limited vocabulary.
This activity is designed to give you more insight into the challenges when trying to communicate in a language that is not your primary one.
Ask someone to help you with this activity (for example a friend, family member or another student).
Take a minute or two to tell the other person about the town you grew up in.
Now repeat the activity, but this time, you must insert a colour every seventh word, using a different colour each time.
Example
“I grew up in a pretty PINK small town in Queensland. It has
GREEN a fairly small population, so I YELLOW knew almost everyone in town.”
Source: Stringer, D., & Cassiday, P. (2009). 52 activities for improving cross-cultural communication (pp. 5–6). Boston, MA: Intercultural Press.
When you have completed the activity, consider the following questions:
1.
What was the experience like for you – how did you feel when you had to stop and think about what you were going to say next?
2.
The other person probably found listening to you a little frustrating – how would you feel if you were the listener?
3.
What could you do to make it easier for the speaker if they were communicating like this?
Activity 7.3 highlights the challenges that arise when trying to communicate in a language other than your own. As a professional in the helping services, you need to be aware of other communication options so that when you are unable to speak with clients, community members or colleagues because of language barriers, you can still communicate. Some of these options are outlined below.
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Culttural Divers sity and Wo orkplace Le egislation
Non-verrbal communication
Keep in mind m that non-verbal n ccommunication is very powerful aand useful. The
T
followingg non-verbaal communiication optio ons can do much to puut others at ease and help develop a sense s of rappport that iss not depend dent on woords: o smiiling o frieendly eye co ontact o opeen body lan nguage o app propriate touching (succh as a hand dshake or a gentle toucch on the arm)
Learning tip p The key k to overccoming langguage barrieers is to gen nuinely wannt to conneect with another perrson. Whenn that desire and empathy exists, nnon-verbal strateegies are mo ore likely to be correctlly interpreteed and recipprocated.
Written resources r Be sure also a to have access to reesources in a variety off communitty languagess as well as reesources forr people witth disabilitiees (such as pamphlets p w with large teext for the viisually impaaired). Know wledge of th he local serv vices availabble for diffeerent cultural groups g is alsso essential..
Interpreter services v comm munication is restricted d because off language
In instances where verbal e effort is requiredd to understaand the possition and seense of barriers, extra powerlessness of thee client, as w well as to heelp them to access speccialised servvices and staff.
f. This is wh here languagge and cultuural interpreters are esppecially help pful. Ideally, th he interpretter needs too be someon ne with appropriate lannguage skillss and profeessional kno owledge whho is indepeendent and experienced e d in interpretiing. Use of an interpretter not onlyy infers a respect for thhe client’s language and the importance off what the client c has to o say, but alsso affirms your y desire to understand d the client. It also provvides the cliient an oppoortunity to c and experiencces fluently in their own n language (Lago, 20077). express concerns
When yo ou know in advance a thaat an interprreter is requ uired for a cclient, you can c pre-arran nge for an official interppreter to bee present du uring the sesssion. It is importan nt to be awaare that this service can n take time to t arrange, eespecially iff the client speeaks a less common c lannguage in Australia.
A
It also a has cossts associateed with it, an nd some orrganisations may not haave the financial resourrces to afford such a seervice. A mo ore affordabble, although less effecttive, optionn is a telepho one interpreteer service, which w can bbe arranged more easilyy and econoomically.
Telephon
ne interpreter services aare most co ommonly ussed in emerggency situationss or crises when w immeddiate assistaance is requiired.
Each statte and territtory has acccess to telep phone interp preter servicces which arre of great benefit b to reegional and rural comm munities; in particular, iin areas wheere language interpreterss are not cloose by.
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Activity 7.4: Research
Conduct some research to identify interpreter services in your state/territory that you could use to facilitate communication with clients.
We suggest that you begin by conducting an internet search or looking in your local telephone directory. When you have identified a suitable service, research the following:
1.
What languages can the service provide an interpreter for?
2.
When (that is, what days and times) is this service available?
3.
What qualifications does the service require of its interpreters?
4.
How does the interpreter process work?
5.
What costs are involved?
6.
How can clients/you access the service – do you need to make an appointment? Reflection
Re-read the scenarios below, which we provided at the beginning of this section in Activity 7.1. Now that you have learned more about cultural miscommunication and ways to overcome it, try to identify the barrier to communication in each scenario and suggest a strategy to overcome it.
1.
A worker thinks that two colleagues are unprofessional because she overhears them talking in a very informal way, using slang.
2.
A caseworker assumes that the father in a family he is working with is going to be aggressive because he has many visible tattoos.
3.
A mediator has trouble understanding what one party is saying because of her heavy accent.
4.
A worker assumes that a client is not interested in what she has to say because she doesn’t make eye contact.
5.
A student support officer tells a student that she needs to be more assertive because she says she needs to ask her brother for advice before making a decision about her course. The woman feels misunderstood because she values her brother’s opinion.
Check your answers by going to the online class space for this section.
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Cultural Diversity and Workplace Legislation
Week 8: Resolving cross-cultural conflict and misunderstandings
This section focuses on conflict and the cultural factors that influence and contribute to conflict. We define conflict, explore its causes, and suggest strategies to avoid and manage cross-cultural conflict and misunderstandings, and promote inclusiveness and cross-cultural understanding.
Activity 8.1: Cross-cultural conflict
Read the case study below, which builds on an example from the previous section in which a student says she needs to ask her brother for advice before making a decision about her course, and think about what cultural factors might be impacting on the situation.
Case study
“I’ll have to talk to my brother,” the female Pakistani graduate student told the female Australian student support counsellor. “I can’t decide what to do until I talk to him.” She was married and her husband was abusing her. He hit her, reviled her, and on at least one occasion burned her with his cigarette. Friends had encouraged her to see the counsellor. Her older brother was a post-doctoral researcher at a respected university. It was his guidance she said she needed.
The counsellor saw the problem right away. Here was a woman unable to make up her own mind. She needed to assert herself. It was her life, not her brother’s. The counsellor explained that the Pakistani woman needed to take responsibility for her own decisions. The Pakistani woman left the counselling session and never saw the counsellor again.
Adapted from: Alladin, W. (1998). Models of counselling for psychotherapy for a multiethnic society. In S. Palmer, & P. Laungani (Eds.), Counselling in a multicultural society (pp. 90–112).
London, England: Sage,
1.
What do you think went wrong here – why did the student never return to see the counsellor?
2.
What cultural factors impacted on the interaction?
Identifying cross-cultural conflict
Conflict is an inevitable part of everyday life, and an experience that we are familiar with to some degree. Condliffe (2008) defines conflict as:
A form of relating or interacting where we find ourselves (either as individuals or groups) under some sort of perceived threat to our personal or collective goals. These goals are usually to do with our interpersonal wants. These perceived threats may be either real or imagined (p. 3).
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In this definition, it is important to note that threats we feel may be real or they may be perceived: it is often how we think about the way others behave, react and respond that can cause conflict. The greater the difference between any two cultures, known as “cultural distance”, the greater the likelihood of conflict between the two
(Triandis, 2000, p. 145).
Key term
Conflict occurs when we believe that our goals or needs are under threat.
Cultural distance is the degree of differences between two cultures.
Why misunderstandings and conflict occur
When differing cultures come together, there are several ways in which misunderstandings can occur. These misunderstandings are often based on cultural differences and include the following:
Customs
Different cultures consider different customs to be normal. For example, when two Australian men meet for the first time it is customary for them to shake hands. In contrast, men in European cultures often hug and kiss when they meet. While both behaviours are considered normal within their own cultural context, the behaviours might be misinterpreted when exhibited outside their cultural context.
Cultural norms
Norms are cultural behaviours, beliefs, expectations and values. They can differ from one culture to another and this difference can sometimes create judgemental attitudes and intolerance. For example, if an Australian worker discovered that an Indian client was keen to arrange marriages for her children, the worker may assume that the mother is controlling and inappropriately forceful with her children. A worker from an Indian culture, however, is likely to recognise that this custom is the norm in some parts of India and that the mother is considered to be caring and appropriately involved with her children in her own culture.
Language and expressions
Each culture has a specific way of using language. Not only can languages differ between cultures, but even within cultures that share the same language, the local use of slang and colloquial expressions can sometimes lead to confusion or misinterpretation. An example of an Australian expression that could be misinterpreted is ‘she’ll be right’, in which a person unaware of the local idiom might assume that there is actually a female involved.
When conflict does occur, it can range from minor levels of discomfort or tension between two people to outright violence or aggression. Figure 8.1 below shows the escalation of conflict as being like a slide – it begins with feelings of discomfort and then as we begin to slide down into conflict, we experience an incident, misunderstandings, tension and finally crisis.
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Figure 8.1: Levels of conflict
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Resolving cultural misunderstandings
Being aware of cultural differences, particularly in the way that we respond to conflict, can help resolve problems and overcome misunderstandings. The exchange below highlights the impact culture can have on conflict and the problems that can arise when individuals approach conflict from culturally different standpoints.
Example
Pat:
Why did you tell her I was home? I told you an hour ago I didn’t want to speak with her. You just don’t listen.
Chris:
I’m sorry. I completely forgot. But you seemed to have a nice talk. So no harm done – right?
Pat:
Wrong. You just don’t understand. I didn’t want to talk with her. Chris withdraws to the next room and remains silent, saying nothing to
Pat’s repeated comments and criticisms. After about two hours:
Pat:
I can’t stand your silent treatment. You’re making me the villain. You’re the one who screwed up.
Chris:
I’m sorry. [Walks away]
Communication continues this way for the rest of the evening – with Pat ranting and raving every several minutes and with Chris hardly trying anything and always trying to walk away. Pat comes from a culture where anger is regularly and expectedly expressed. Yelling and screaming are customary ways of dealing with conflict. Chris comes from a culture where anger is expressed by silence. The extent to which Chris remains silent is a measure of how great the anger is.
Their different cultural beliefs about conflict can lead each to draw incorrect conclusions about the other. For example, from Chris’s silence it’s easy for Pat to conclude that Chris doesn’t care about what happened and is indifferent to Pat’s anger. From Pat’s outburst Chris may easily conclude that Pat is unhappy in their relationship.
Source: DeVito, J. A. (2004). The interpersonal communication book (10th ed., pp. 313-314). Boston,
MA: Allyn & Bacon.
In the example above, cultural awareness will not necessarily prevent or resolve the conflict that has occurred, but it could help alleviate the escalation of the conflict and prevent further misunderstanding and miscommunication. Without cultural awareness of each other’s ways of dealing with anger, for example, Pat and Chris continue to spiral into conflict and more damage will be done to the relationship.
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Communication is the key to managing conflict when it does occur in the workplace, either with clients or with co-workers. Effective communication includes:
being aware of and considering verbal and non-verbal messages and responding appropriately
use of active listening skills such as paraphrasing, empathy and questioning to clarify and reflect the speaker and demonstrate an understanding and respect for their needs and perspective
If it becomes clear that the conflict cannot be resolved through communication and understanding, then it may be necessary to use negotiation skills to resolve the conflict. Negotiation is the process of working together with the other person to make an agreement of how to cooperate or proceed and essentially involves communication and bargaining (Tillett & French, 2006).
Key term
Negotiation is the process of working together with the other person to make an agreement of how to resolve the issue. It usually involves compromise and bargaining.
Negotiation means coming to a compromise about what is acceptable to both parties, or exploring possibilities to find a solution that works for both of you. At its core, negotiation involves a genuine willingness to find a ‘win-win’ outcome, being open to listening and recognising that the beliefs or needs of one culture are no more or less valuable than those of another. For example, imagine that two co-workers are in conflict over the use of a spare office at midday. One wants the office to make a personal phone call and the other wants it to say midday prayers. We can see that the conflict could easily escalate if one or both devalues the other’s beliefs or needs. By adapting an open collaborative perspective, however, the two can negotiate a win-win in which both have their needs met. For example, the worker who needs a room for midday prayers may help their co-worker find another place to make their phone call or vice versa.
Other ways to manage cross-cultural conflict in a workplace include the following:
Withhold making judgements when working with individuals from other cultures. Instead, focus on trying to understand rather than judge differences in behaviour.
Make time to cultivate relationships and value the differences.
Avoid jargon and slang when working with others from non-English-speaking backgrounds.
Be open to including other cultural norms in the workplace. For example, if a colleague needs a place to pray, accept that this is a normal part of the work day in that person’s culture and there is no reason that it cannot be included in your workplace too.
Learn about differences across cultures.
Avoid stereotyping.
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Activity 8.2: Resolving cross-cultural conflict
For this activity, go to the online class space for this section to complete a multiple-choice quiz on resolving conflict.
Seeking assistance to avoid misunderstandings
When difficulties, misunderstandings or conflicts arise, there are plenty of people who can advise us on the best way to manage a problem or how to modify workplace policies and practices. In some cases, this might involve use of specific services or staff members, such as an interpreter for language. Interpreters are also available to assist with, and advise on, cultural differences, even when language is not a significant barrier to communication. In other cases, it might mean meeting with your supervisor, case management leader, manager, or work colleagues for advice and information. There is no shame in asking for help – and in asking many people. The more people you talk to, the more likely you are to uncover a suitable answer. It is therefore important to be aware of the range of resources and assistance both within your organisation and external to it that you can turn to for help when you are unsure of how to proceed or need support to manage a conflict or miscommunication.
Encouraging and influencing inclusiveness
Difference, and a lack of understanding or tolerance of difference, can often lead to conflict and further intolerance. Ethnocentricity – the belief that the cultural norms and experiences of a dominant culture are more valid than those of minorities – is unfortunately common throughout Australia, despite our multiculturalism. Such views, and the pervasive overtones of racism and prejudice that accompany them, need to be challenged whenever possible, so that all people, regardless of their heritage, culture or beliefs, are able to access the same services, support and sense of safety that we are all entitled to.
Key term
Ethnocentricity is the belief that the cultural norms and experiences of a dominant culture are more valid than those of minorities.
Ways to encourage inclusiveness and cross-cultural harmony include the following:
Reviewing and modifying work practices to make sure that they are appropriate for different cultures and that both clients and workers feel safe in the work environment regardless of their cultural background. For example, a workplace may arrange recognition of important religious holidays that are celebrated in different cultures.
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Setting up cross-cultural work teams and committees to ensure that decisions that are made about work practices and policies are made with the contribution of staff and workers from different cultures. For example, it is good practice to continually review policies and procedures, so an organisation might hold a meeting or set up a committee to review and suggest changes to a cultural inclusiveness policy, or to develop new ideas to make all clients feel safe when using the service. Teams and committees like this are most effective if they include staff members who are of different cultures, as well as representatives from the community who access the service.
Celebrating difference through formal events or on culturally significant days.
For example, Harmony Day is an initiative of the department of Immigration and Citizenship and occurs annually on 21st March. On this day, all Australians are encouraged to celebrate their diversity and share commonalities through participation in Harmony Day events.
Activity 8.3: Harmony Day Wiki
For this activity, go to the address below to listen to Senator Kate Lundy, the Parliamentary Secretary for Immigration and Multicultural Affairs, talk about Harmony Day: http://www.harmony.gov.au/about/ You will also find a link to this website in the online class space.
Browse the site to find out more about the day and the types of events that are arranged in organisations and within the community. The section, Get
Involved/Event ideas is particularly useful in suggesting some types of events that could be organised.
Now think about what ACAP could do to take part in Harmony Day. What activities might be appropriate or most helpful to encourage staff and student cultural inclusiveness and safety?
Online students: Share your ideas with the group by posting your suggestions to the class Wiki, available in the online class space for this section. On-campus students: Complete the activity in small groups and present your suggestions to the class.
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Reflection
Think back to the case study presented at the beginning of this section in
Activity 8.1. Now that you have learned more about cross-cultural conflict and misunderstandings, answer the following questions:
1.
What caused the conflict? (In other words, what was wrong with asking the student to assert herself?)
2.
How do you suggest the counsellor might have avoided the conflict and been able to support the student more effectively?
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Week 9: Planning and working according to Workplace Health and Safety legislation, standards and codes
Remember that Assignment 2 is due this week.
This section is all about health and safety in the workplace. You will learn about the importance of maintaining safety in the workplace and the relevant legislation, regulations, standards and codes.
Activity 9.1: Health and safety
Think about what you already know about health and safety in the workplace by answering the following questions:
1.
What do we mean by workplace health and safety (also known as occupational health and safety)?
2.
What sorts of stories or experiences come to mind when you think of workplace health and safety? For example, you might think of news stories about workers seeking compensation for injuries at work, or training that you undertook at your own place of work.
3.
Why do you think workplace health and safety might be important for community services?
Workplace Health and Safety
Workplace Health and Safety (WHS, previously known as Occupational Health and
Safety or OHS) refers to safety at work. It focuses on the maintenance of a healthy and sustainable work environment in which both workers and clients are able to participate in an organisation or service without being placed in danger, physically or psychologically. Health and safety issues can be as simple as a torn carpet that might cause a client or worker to trip over and hurt themselves, or they can be less obvious, such as long working hours or front-line work with challenging issues that can lead to stress and fatigue in the workplace.
Workplace health and safety requirements are designed with the health and welfare of workers and the public in mind. This is particularly important in the community services sector for two key reasons.
Firstly, community services is a sector that deals with members of the public on a regular basis. There are high numbers of clients who access services, and who are potentially at risk if health and safety are not addressed.
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Secondly, community services is part of the Health and Community sector, which is one of five sectors of national concern regarding workplace health and safety targeted by the government’s National OHS Strategy 2002–2012 (Commonwealth of Australia,
2002–2008). This is due to the fact that the health and welfare sector accounts for a higher than average number of workers compensation claims annually on a nationwide basis. Rates of injury are high in the health and welfare sector, as are days missed at work due to stress-related conditions.
Safework Australia (2012) provides the following information about workplace safety claims in the human services sector:
In 2009–10, 14% of all serious workers’ compensation claims were made by employees in the Health & community services industry (17 400 claims). This equates to 48 employees each day requiring one or more weeks off work because of work-related injury or disease (p. 1).
When we consider that the health and community services industry employs approximately 11% of Australia’s workforce (or almost one million workers), there are a considerable number of people that are unwell as a result of their work environment. To minimise these problems, it is important to ensure that workplace health and safety requirements are met and that review processes are regularly implemented. WHS and sustainability
Sustainability refers to long-term maintenance – the capacity to endure. In relation to workplace health and safety, sustainability is an important concept because legislation and practices are aimed at creating a work environment that promotes long-term health of employees and communities and that strives to maximise economic and social balance and effective management of resources (in this case, human resources).
Key term
Sustainability in relation to workplace health and safety refers to the creation of a working environment that promotes long-term worker and client health while maintaining economic and social balance and effective management of resources.
Legislation
The purpose of Workplace Health and Safety legislation is to provide a healthy and safe workplace for everyone. It places a primary obligation, or duty, on employers to ensure the health and safety of all their employees. This includes providing safe work practices, training and a safe environment in which to work.
Workplace Health and Safety legislation sets out responsibilities for other people involved in workplace activities, such as employees and contractors.
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Workplace Health and Safety (WHS) compliance requires that:
staff be adequately trained
staff receive adequate supervision
workplace equipment be safe and appropriate
systems of work be safe and appropriate
Organisational procedures that are underscored by WHS requirements include:
hazard identification policies and procedures
emergency, fire and accident procedures
infection control guidelines
grievance procedures
security procedures
From 1 January 2012, the Workplace health and Safety Act 2011 came into effect to replace older state and territory-based legislation. This means that there is now a consistent framework for all workplaces and employers (who are referred to in the
Act as Persons Conducting a Business or Undertaking – PCBUs) to follow regardless of the
State or Territory in which they are located. All States and Territories in Australia will be aligned via this Act by January 2013.
Some key concepts included in the Act are:
an understanding that PCBUs have a duty of care to provide a safe and healthy workplace for all workers and others in that environment
the desire to prevent and minimise the risk of injury and disease to all workers and, where applicable, to clients utilising a workplace
to protect the safety and welfare of the general public
to provide for the rehabilitation of injured workers
to regulate WHS requirements by using tools such as regular audits and inspections, and to enforce requirements or penalties where WHS regulations are not being met
Regulations
The Workplace health and Safety Act 2011 is supported by Workplace health and Safety
Regulations 2011. Regulations support the general requirements of the legislation and provide more detail. Each state and territory has developed its own set of regulations to be followed by all employers and workplaces that are based on a model set of regulations that accompany the act.
Key term
A workplace health and safety regulation is a detailed explanation of what workers and employers need to do to meet legislative requirements.
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Standards
Standards provide benchmarks and specifications for all manner of articles and services in Australia, from potting mix to building practices. Australian standards include information regarding safety requirements, practices and professional expectations. They also detail the types of equipment, materials and substances that can and cannot be used in certain professions. Standards relate to quality, design, construction, systems, performance and safety. They have evolved from the experiences of particular industries and are usually the result of consultations between workers, management and advisory bodies. Standards are an important part of workplace health and safety because they set the benchmark for good practice.
Standards Australia (2012) explains standards as follows:
Standards are published documents setting out specifications and procedures designed to ensure products, services and systems are safe, reliable and consistently perform the way they were intended to. They establish a common language which defines quality and safety criteria.
Standards can be guidance documents including: o Australian Standards® o International Standards and Joint Standards o Codes o Specifications o Handbooks o Guidelines
These documents are practical and don’t set impossible goals. They are based on sound industrial, scientific and consumer experience and are constantly reviewed to ensure they keep pace with new technologies.
They cover everything from consumer products and services, construction, engineering, business, information technology, human services to energy and water utilities, the environment and much more.
Where standards are incorporated into legislation (for example, when a standard becomes part of an Act), the standard becomes a legally-binding requirement. Further information regarding Australian standards can be found at the Standards Australia website: http://www.standards.org.au
Codes of practice
Industry codes of practice provide practical guidance and advice on how to achieve the standards required by the Act and regulations. Codes of practice are developed through consultation with representatives from industry, workers and employers, special interest groups and government agencies.
A code of practice is not law, but it must be followed unless there is an alternative course of action that achieves the same or better standards.
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Key term
A workplace health and safety code of practice is a document that provides guidelines on practices appropriate to meet legislative and regulatory requirements.
Group activity 9.2: Regulations and codes
Go to the website of at the address below to access copies of the Workplace health and Safety Act 2011, the Workplace health and Safety Regulations 2011 and the Health and Safety Codes of Practice 2011. http://www.comcare.gov.au/the_scheme/the_whs_act You will also find a link to this site in the online class space.
Identify one regulation and one point in the code of practice that you think may be relevant to the community services sector. Add your suggestions to the class Wiki available in the online class space.
Online students complete this activity through the Wiki provided in the class space for this section.
On-campus students complete this activity by working in small groups in class and presenting your findings to the rest of the group.
Relevant authorities
The following table contains the website details of authorities that Worksafe Australia collaborates with in developing Workplace Health and Safety legislation, standards, regulations and codes of practice. It is important to be aware of these authorities as they provide information on workplace health and safety issues and serve as a point of contact for complaints and queries when an issue cannot be resolved at an organisational level. As you read the table, make a note of the authority/authorities most relevant to you.
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Table 9.1: Workplace health and safety authorities in Australia
Organisation name
Federal
State
Website address
Safe Work Australia http://www.safeworkaustralia.gov.au/
WorkCover NSW
http://www.workcover.nsw.gov.au
WorkSafe Victoria
http://www.worksafe.vic.gov.au
NT WorkSafe
http://www.worksafe.nt.gov.au
Workplace Health and Safety
Queensland, Office of Fair and Safe
Work Queensland,
Department of
Justice and AttorneyGeneral
http://www.worksafe.qld.gov.au
WorkCover QLD
http://www.workcoverqld.com.au
WorkCover WA
http://www.workcover.wa.gov.au
WorkSafe WA
http://www.worksafe.wa.gov.au
Workplace Standards
Tasmania
http://www.wst.tas.gov.au
WorkCover
Tasmania
http://www.workcover.tas.gov.au
WorkSafe ACT
http://www.worksafe.act.gov.au
SafeWork SA
http://www.safework.sa.gov.au
WorkCover SA
http://www.workcover.com
Reflection
To check that you have understood the concepts explained in this section, complete the crossword short matching quiz in the online class space.
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Week 10: Hazards and risk assessment
This section introduces the concept of hazard and risk. You will learn how to recognise and address hazards in the workplace and to assess and manage risk.
Activity 10.1: Hazards and risks
Take a look at the cartoon below. See if you can spot the potential workplace health and safety issues in the cartoon.
What do think might be the difference between the hazards in this cartoon and the risks?
Figure 10.1: Hazards and risks
Sourced: CSL Cartoonstock (n.d.). Cartoon images. Retrieved from http://download.cartoonstock.com/120259122910358/mmo0167h.jpg Hazard identification, risk assessment and risk control
Workplace health and safety has its own set of terms and language that you need to be familiar with in order to understand and implement procedures appropriately.
Some common terms and their definitions are provided below.
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Key terms
A hazard is any situation with the potential to cause injury or illness. For example, there may be a hazard to do with machinery, equipment, raw materials, other workers, your job or poorly maintained work areas.
Risk is the likelihood that exposure to a hazard will result in injury or disease. Risk assessment: once a hazard is identified an examination of the risks associated with it is done in order to determine the likelihood of injury or illness being caused by it.
Residual risk is the level of risk in any particular situation at the time it is measured. Risk control is taking action to eliminate or reduce the likelihood that exposure to a hazard will result in injury or disease.
Workplace inspections are planned systematic appraisals of the workplace to identify hazards, assess and control risks, and ensure a safe and healthy workplace complying with OHS legislation.
Incidents are occurrences that result in death, injury or illness.
Dangerous occurrences are those occurrences in which there is a potential to cause injury, illness or death.
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Hazards
A hazard can be defined as any object, equipment or process that has the potential to cause injury or loss. Examples of typical hazards may be faulty equipment, exposed electrical cables, hazardous chemicals and workplace procedures that place employees at increased risk of injury, such as the lifting of heavy items. Less typical but no less important examples of workplace hazards include dealing with violent or aggressive clients, working in isolation, and the absence of workplace guidelines to ensure employees do not hurt or endanger themselves. Hazards are not necessarily restricted to situations or objects that can harm or injure a person – they may also be items, practices or substances that have the capacity to damage property or to harm the natural environment.
Examples of common hazards include the following:
hazardous substances
manual handling procedures
dangerous goods
structural security of buildings and other structures
inadequate fire safety and emergency evacuation procedures
unwanted noise from office machines, traffic, and adjacent workshops which may interfere with concentration causing stress
inadequate or inappropriate lighting and glare, which can lead to sore eyes
poor ventilation aggravating allergies and asthma
The process of hazard identification is crucial to workplace safety, and as such is more than simply noticing that a cracked footpath is a trip hazard and then filling in a form that documents the observation. Hazard identification aims to:
identify hazards as soon as possible
investigate the hazard, in particular: o its location o the specific risks posed o the workers/clients most at risk o actual incidences (i.e. What is the history of this hazard? Has anyone already been injured as a result of this hazard?) o potential problems that could be experienced as a result of the hazard
(whether or not they have yet occurred)
document all the above on appropriate forms
conduct risk assessment to determine the severity of the hazard and the urgency with which the matter must be addressed
determine the best course of action for mitigating the risks posed, after having canvassed a variety of options
modify policy and procedure documents as required and by following the appropriate channels
implement, monitor and assess the effectiveness of any changes made
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Hazard identification and management is one of the most important aspects of workplace health and safety. It requires staff to remain alert to potential hazards, and aware of the organisational processes involved in identifying and dealing with them.
Common injuries
Hazards can lead to injury and result in long-term problems for workers as well as costing organisations and the community financially. Safework Australia (2012) provides the following statistics about workplace safety claims in the human services sector: The most common causes of compensated injury and disease in the Health & community services industry in 2009–10 were: o muscular stress (due to manual handling or repetitive movement), which accounted for 52% of claims o falls, trips and slips of a person, which accounted for 18% of claims, and o being hit by moving objects, which accounted for 11% of claims (p. 1)
In the community services sector psychological injuries are also common, such as:
shock
trauma and vicarious trauma
depression
anxiety
fatigue
Psychological injuries are no less debilitating than physical injuries and can often have chronic consequences. They are often the result of:
excessive workplace demands
poor safety structures regarding home visits and work conducted outside of the workplace
poor supervision and case management practices leaving workers overwhelmed and unsupported
poor communication systems and negative team processes leading to worker isolation, bullying, and other demeaning and inappropriate treatment of staff
It is important therefore to ensure that workplace systems are designed with WHS legislation, the needs of the organisation, the requirements of the various employee positions, and the health and wellbeing of the staff (as well as clients) in mind.
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Methods of identifying hazards
There are many ways that organisations identify potential hazards. These include:
Safety audits: these are internal audits conducted at regular intervals by either an organisation’s WHS committee or staff designated and trained to conduct the audits on the committee’s behalf. Audits seek to identify processes, actions or conditions that pose a threat to worker safety. Whether the committee itself or other designated individuals conduct the audits is usually determined by the size of the organisation. Audits are most appropriately scheduled regularly to ensure that all organisational departments are audited at set intervals.
Workplace inspections: like safety audits workplace inspections are conducted at regular intervals and seek to identify processes, actions or conditions that pose a threat to worker safety. However, unlike safety audits workplace inspections are conducted by external WHS experts.
Incident, accident and hazard reports: these reports are completed each time an incident or accident occurs or a hazard is identified. Reports can usually be completed by anyone who identifies a hazard, or by a worker’s supervisor after an incident or accident. Reports are also usually forwarded to the WHS committee to determine what action needs to be taken.
Injury and illness records: nearly all organisations maintain records of illness and accidents. These records can provide a very useful statistical resource to identify patterns of (reoccurring) injury or illness. For example, if different workers are injured performing the same task it may hint at a procedural or manufacturing problem.
Consultation: consultation is an integral part of WHS management. Even if injuries or accidents don’t occur, regular communication and consultation between safety officers and general staff may draw attention to potential hazards before an accident occurs. Consultation may occur at the individual level (between safety officers and staff members) or at a more senior level, for example by supervisors or department heads consulting regularly with the WHS committee.
Health and environmental monitoring: some of the most serious industrial illnesses and accidents that occur in the working environment are often not readily visible. Chemical hazards or hazards associated with ventilation can have serious consequences, such as those associated with poorly maintained air conditioning cooling towers (e.g. legionnaire’s disease) or poorly fuelled gas heaters. Monitoring many of the environmental aspects of the workplace such as air quality is often best done by external consultants.
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A hazard is not an injury and the identification of a hazard does not implicitly mean that an injury will inevitably result. On the other hand, a ‘risk’ refers to the nature and likelihood of the injury or loss posed by the hazard. A risk assessment is used to determine how likely we are to be injured as a result of the hazard. Put simply, a hazard is a potentially unsafe situation, and a risk refers to the probability and severity of injury. For example, a swim at an ocean beach poses the possible hazard of a shark attack. However the risk (i.e. likelihood and severity) of such an attack depends upon issues such as the existence and breed of a shark population, the time of year, the weather conditions, the presence or absence of shark nets or patrols, and the presence or absence of onsite medical assistance.
Example
Let’s consider a workplace safety issue such as exposed electrical cables.
Such an issue would obviously be deemed a hazard, however if the cables were located at the rear of a disused building that experienced virtually no passing foot-traffic and was seldom used by employees, the risk of injury would be low. However, if the cables were located at the entrance to a busy building (such as a Centrelink office) that was frequented by hundreds of people on a daily basis and used by dozens of employees several times a day, the probability of being injured as a result of that hazard would be significant. Risk assessment
Workplace Health and Safety legislation requires that after a hazard has been identified the risk posed by that hazard needs to be assessed and appropriate action taken to reduce or remove the likelihood of loss or injury. There are various ways of assessing risk, some of which use quantitative measures and some of which use qualitative measures.
Quantitative risk assessments use assigned values and frequency studies to determine the risk posed by a hazard. For example an assessor may choose to examine incident and accident records to see whether there has been an increase or decrease in potential and actual injury events.
Qualitative risk assessment measures include interviewing employees most affected by, and with experience of, the hazard in question, as well as basing decisions on the current knowledge of, and information on, a potential hazard.
Qualitative assessments are often used in the workplace to assess risk and make changes to ensure safety.
One of the most common and simple qualitative risk assessment tools is the risk assessment table. This table uses a matrix system to tabulate and classify risks in relation to the potential consequences and the probability that they will occur.
Consequences are assessed as being major, serious, minor or insignificant.
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The table is simple to understand and use, and it provides an excellent overview of the hazards identified within a workplace. Such an overview categorised according to severity of risk is also a useful resource when prioritising workplace hazards and developing time frames for the changes that need to be made. Table 10.1 is an example of one of these tables.
Table 10.1: Risk assessment matrix
Source: Workcover Corporation of South Australia. (2002). Sample risk assessment matrix. Retrieved from http://www.safework.sa.gov.au/contentPages/docs/swiY1A6T2RiskAssessmentMatrix.pdf Using the matrix, risks are assessed according to the severity of the danger posed and the likelihood of them occurring. So for example, a hazard that might cause a death or disability (a major consequence) is assessed as an extreme risk is it is likely to occur. If it not likely to occur, then it is assessed as high or medium risk. At the other end of the scale, if a consequence of a particular hazard is considered to be insignificant, and it is very unlikely to occur, it is assessed as a low risk; if it is likely to occur, then it is assessed as a medium risk.
The Hierarchy of control
Having identified a risk, and documented, investigated and assessed it, a decision can then be made about whether or not risk control measures are required and if so with what degree of urgency such measures would need to be implemented. A more detailed version of Table 10.1 might include a section where risk assessors can note the conclusions they have drawn of the risks posed by a hazard, and if applicable record the changes required and determine the priority given to such changes.
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When a risk is assessed, the level of risk that is identified is known as the residual risk.
Residual risk can be minimised for the future through taking risk control measures.
For example, if a floor is cleaned and left wet, there is a risk that a worker or client may slip and have an accident as a result. To minimise future risk, signs may be placed on the floor when it has been cleaned to alert people to the risk and encourage caution. This does not mean that the risk is eliminated, as someone may still slip, but it has been minimised.
To control risks, which have been identified and assessed, appropriate measures aimed at eliminating or minimising the risks need to be implemented. Workplace risks can be controlled through a range of measures called the Hierarchy of control, which is a list of possible resolution options offering a number of ways to control a hazard.
Starting at the top and working down the list, the aim is to choose and implement the best measure possible for the particular situation (Worksafe SA, 2012).
Key term
The Hierarchy of control is a list of possible resolution options offering a number of ways to control a hazard. Starting at the top and working down the list, the aim is to choose and implement the best measure possible for the particular situation.
The hierarchy is often represented as a triangle as in Figure 10.1 below.
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Figure 10.1: The Hierarchy of control
Source: Flexiblelearning.net. (2011). The hierarchy of control. Retrieved from http://toolboxes.flexiblelearning.net.au/demosites/series3/312/ohs/101b/lt2/page_2.htm These options are explained further below:
Elimination – Ideally, the hazard is controlled by removing it completely. For example, a photocopier may be moved from a small windowless room where it poses a hazard from printing fumes to a well-ventilated area where it no longer poses a risk.
Substitution – Substitution refers to replacing the material or process with a less hazardous one. For example, replacing the dot matrix printer with a laser or bubble-jet printer to reduce noise.
Engineering control – This refers to the redesign of equipment or work processes to minimise risk. For example, storing heavier loads as close to waist height as possible.
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Policies – This refers to the deevelopment of polices to t make surre that workk practices manage thee potential rrisk. For example, a co ounsellor maay not be ab ble to avoid the risk of encounterin e ng a violent client, but organisationnal policy can ensure th hat there aree measures iin place to deal d with th he situation if it does arrise.
This mayy include a policy p statinng that workkers must not see client nts after office hours, orr that workeers must sit between th he client and d the door inn all meetin ngs to allow for f an easy exit if necesssary.
PPE – Personal
P
protective eq quipment – This refers to using aappropriate protectivve clothing or o equipmennt where otther controlls are not prracticable. For
F
example, using glovees when hanndling contaminated or toxic mateerials.
To eensure new w risks are no ot created, tthe employeer needs to review conntrol measurres by ddelegating th his responsiibility to ann appropriattely qualified d person. Peeriodic mon nitoring andd assessmen nt of the conntrol measuures need to o be undertaaken to ensu ure theyy remain efffective.
Learning tip p Safew work SA (20012a) use thhe acronym S.A.F.E.R.: See it, Asssess it, Fix x it,
Evalu
luate it, Revview it as a helpful waay to remem mber and imp mplement manaagement of hazards. h To fin nd out more about thee steps suggeested, follow w the link bbelow: http:///www.safeework.sa.goov.au/contentPages/do ocs/smbusM
MngHazards.pd
f
You will w also find a link to tthis websitee in the onlin ne class spaace.
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Culttural Divers sity and Wo orkplace Le egislation Actiivity 10.2: Asse essing an nd addre essing riisk
Visit the websitee of the Ausstralian government WHS
W agency Comcare an nd their Virtual Offfice at the adddress below: http:///www.com mcare.gov.aau/virtual_w workplaces/ /
A linkk to this weebsite is proovided in thee online class space.
Explo
ore the virtu ual office. W
When you click on a section of thee office (e.gg. the floor)) or a perso on in the offfice (e.g. thee aggressivee visitor) infformation iss proviided on pottential WHSS hazards, an nd ways to manage andd address or preveent them.
When
n you have explored thhe virtual offfice, draw up u a list of ppotential hazarrds and theiir associatedd risks in yo our own orgganisation oor one that you y are faamiliar with. For exampple if your organisation o n works with th domestic violen nce situations a hazardd might be an a angry parrtner of a cllient and thee risk might m be injury to stafff or clients. How
H mightt some of thhese risks bee contrrolled or add dressed? He ealth and safety y check klist When assessingg risk, it can n be useful tto use a cheecklist to make sure thaat all aspectts of worrkplace heallth and safety are consiidered and addressed. a A checklist is a list of facttors that aree important for a safe w workplace and a worker or inspecttor can go thro ough the listt and checkk each one tto make suree that appro opriate pracctices are beeing usedd. This ofteen includes factors f suchh as staff kn nowledge off Workplacee Health an nd Safeety legislatio on and orgaanisational ppolicies, as well w as practtical issues ssuch as wheether there is i a first aid d kit, if the bbuilding is well-ventilat w ted and wheether there are a emeergency exitt plans in pllace and visiible. It is im mportant to note that coompletion of o a checcklist alone,, however, does d not ennsure complliance with Work Healtth and Safety legisslation. Learning tip p A linkk to a samp ple workplacce health an nd safety checklist can bbe accessed d via the lin nk below orr via the onnline wesite.
Safew
work SA (20012b). My bbusiness’ health and saffety checklisst. http:///www.safeework.sa.goov.au/conteentPages/do ocs/smbusC
Checklist.pd
df
Mo onitoring g own levels off stress s and fatigue
Streess is an outtcome of deemands placced on peop ple by them mselves or otthers. Thesee dem mands vary in i intensity,, and any re action is deependent on n the individdual. Some dem mands challeenge peoplee to solve prroblems. Ho owever, wh hen the dem mands are to oo greaat, negative stress respo onses can o ccur.
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Some demands that may contribute to negative stress include:
working with difficult or abusive clients or colleagues
work relationship problems or conflict with supervisors or colleagues
noise
fluctuating work levels (too much or too little)
lack of control over work processes and pace
underuse of skills resulting in monotony and boredom
job insecurity
critical incidents such as violence
In most cases the response to workplace demands is mild with no serious or lasting effects on health. Intense or prolonged demands may contribute to mood changes, anxiety, changes in work performance, illness, accidents or serious mistakes.
Stress at work can be minimised by identifying the sources of stress and then removing or reducing these stressors. Indicators of stress may include:
health problems
changes in behaviour
frequent absences
negative attitudes
being unaware of own stress levels
In addition, employee assistance programs and training in stress management techniques may assist employees to develop coping skills to reduce the emotional and physical effects of addressing problem situations.
Summary section
To check that you have understood the concepts explained in this section, complete an activity to match words with their meanings. The activity is available in the online class space for this section.
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Week 11: Developing a safe workplace
This section introduces the ways in which you, as a worker in the community services field, can contribute to workplace health and safety. You will learn how to participate in both the maintenance of everyday safety and in the development of relevant policies and procedures.
Activity 11.1: Health and safety at ACAP
Find out a little about workplace health and safety (also known as occupational health and safety) by researching ACAP’s policy of maintaining safety in the workplace. You can access the policy via the current students section of the website or by following the link below: http://currentstudents.acap.edu.au/assets/Managing-My-Course/A-ZPolicies/OHS-Policy-May-2008.pdf When you have accessed and read the policy, answer the following questions: 1.
What is the purpose of a policy on workplace health and safety?
2.
What sort of activities do ACAP implement to ensure that health and safety is maintained for staff and students?
3.
What responsibilities do staff have at ACAP in relation to workplace health and safety?
Participate in the development and implementation of policies and procedures for a safe workplace
Workers have a responsibility not only to abide by workplace health and safety regulations and procedures, but also to actively contribute to the maintenance of a safe work environment through vigilance in relation to potential dangers and by contributing to the development of policies and procedures. Workers have a responsibility to ensure that they:
comply with organisational WHS policies and procedures, and demonstrate due safety at work
use safety equipment if provided
report workplace hazards, injuries and accidents in accordance with organisational reporting procedures
be proactive in ensuring and maintaining workplace safety by participating in health and safety committees, discussing concerns over workplace dangers with relevant personnel, and taking positive action to resolve safety issues
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Ways to achieve these goals include:
good housekeeping practices
encouraging others to work safely
participating in committees and reviews of practices
Each of these last three points is explored below.
Housekeeping
In relation to workplace health and safety, housekeeping refers to the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential hazards are addressed quickly.
For example, you might have plants on your desk or in your interview room and it is therefore important to make sure that no water is spilt on the floor when watering them, or that fallen leaves are not lying around for someone to slip on. Other examples might be making sure that floor coverings are maintained so that you, your colleagues or clients cannot trip over a torn carpet or broken tile or that you keep your records and documents in a filing cabinet so that they do not present a fire hazard or clutter the floor, preventing you from escaping in the event of a fire. When housekeeping procedures are made an integral part of day-to-day work, they become an effective tool in the prevention of fires, and ‘slip or trip’ accidents.
Key term
Housekeeping in relation to WHS is the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential dangers are addressed quickly.
The incidence of slips and trips can be significantly reduced through good housekeeping practices. Slips occur when a person loses their footing or balance when their feet unintentionally slide over the surface they are in contact with. Slips may also include instances where other body parts unintentionally slide on some surface that is bearing body weight (such as the fingers losing their grip on the rung of a ladder).
Slips can happen in the most unlikely circumstances. The following example outlines a case involving an employee who slipped on a piece of photocopy paper.
Example
The worker sustained permanent back injuries as a result of this slip. After a
12-month period of comprehensive rehabilitation, she was still only able to work for a couple of hours a day, on three non-consecutive days per week.
She suffers from chronic pain and is not expected to be able to work at any job in a full-time capacity again. She was 35 years old when she sustained the injury.
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Trips occur when a person loses their footing or balance when they unintentionally stumble. Some examples of tripping hazards include power leads, telephone leads, stacks of files, briefcases, boxes, raised carpet, broken or uneven flooring.
Good housekeeping activities include:
maintaining floors, furnishings and equipment in good condition
keeping aisles, exits and stairs free of clutter, clearly marked and well-lit
controlling minor spills and responding to them quickly when they occur
correct installation and regular maintenance programs for equipment such as photocopiers
ensuring adequate, safe and appropriate storage areas
handling and disposal of waste, such as unwanted scrap paper
not placing flexible leads, either electrical or telephone, or outlets across traffic areas
anchoring leads with a special strap or cover to the floor
Activity 11.2: Good housekeeping
Look around your own office (or your study room or classroom) and think about what sorts of issues might cause a danger. Think about electrical cables, chairs or desks, anything that might cause a person to slip or trip or anything that might cause a fire danger.
1.
What potential hazards were you able to identity?
2.
What sorts of housekeeping activities do you (or others) do to maintain a safe environment in relation to these sorts of issues?
3.
Are there any housekeeping problems and if so, how do you think they might be addressed?
Encouraging and supporting others to work safely
Being alert for potential hazards and risk in the workplace also means noting when others are behaving in ways that put themselves or others at risk, such as ignoring potential housekeeping issues in their own work area. It is therefore important to encourage others to work safely by being open about concerns and providing advice or guidance to others, especially less experienced staff members.
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Example
Jenny and Amina work in a community centre that provides counselling, mediation and other support services for members of the local community.
One night after leaving work, Amina realised that she had left her wallet on her desk and when she went back to retrieve it she ran into Jenny, who was just finishing a mediation session with a divorcing couple. The centre was officially closed by that time and Jenny and Amina were the only staff members on the premises.
Amina was concerned that Jenny may be putting herself at risk by meeting with clients after work hours when there were no other staff members around. She worried that by doing this, Jenny was risking a physical attack by an angry client, many of whom she knows Jenny works with in mediation. Amina decided to raise her concern with Jenny, explaining why she was worried and that she believed this to a workplace health and safety issue.
Jenny replied that she had agreed to meet the couple after hours – because they had no other time to come to a session – without considering the possible consequences. She thanked Amina and they agreed that they would raise the issue of after-hours clients at the next staff meeting to manage similar situations safely in the future.
Health and safety committees and representatives
Legislation encourages employers and employees to establish health and safety committees (HSCs) at the workplace as a means of establishing a dialogue and ensuring action on health and safety issues. These committees play an important role in the workplace. They generally include representatives from all levels in the organisation, and must include workplace health and safety officers and representatives. A health and safety representative (HSR) is usually a worker who speaks on behalf of other workers at the committee.
The functions of the health and safety committee are to:
act in an advisory capacity to the employer
create and maintain an active interest in health and safety
facilitate cooperation between the employer and workers in instigating, developing, and carrying out measures designed to ensure health and safety
develop workplace health and safety policies and procedures
formulate, review and disseminate to workers the standards, rules and procedures relating to health and safety that are to be carried out and complied with at the workplace
review the circumstances surrounding recent work injuries, work-related illnesses and dangerous occurrences, advise the employer of those reviews and make such recommendations as the committee considers desirable
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initiate programs aimed at arousing and maintaining the interest of the employer and employees concerned in workplace health and safety
maintain records of meetings including any recommendations made
assist in the resolution of issues in respect of workplace health and safety as required The size of the organisation will generally determine the level and type of representation required by law. In certain instances, an employer may be legally obliged to establish a workplace health and safety committee. As a worker, you can actively contribute to workplace health and safety policy and procedures by taking on the role of an HSR or by ensuring that you talk to your HSR about your concerns.
Reviewing processes
WHS policies and procedures are living, fluid documents that need to be continually monitored, evaluated and modified in order to remain relevant and effective.
Monitoring and evaluation of WHS policies and procedures involves:
having regard for the need for WHS in the first place and having clear objectives for WHS policies and procedures
instigating strategies designed to measure the effectiveness of WHS policies and procedures – questions to ask include: o Do workers refer to these documents? o Do the WHS policies and procedures of the organisation accurately reflect the needs and experiences of staff? o Are the WHS policies and procedures implemented or do workers bypass certain aspects of organisational policy? If so, which aspects are bypassed and why? o Are there more efficient and effective ways of dealing with WHS incidents? o
Does the organisation take a proactive or reactive stance with regard to
WHS issues?
engaging workers in the development, review and modification of WHS policy to ensure they are relevant, accurately reflect the needs and roles of workers, and clearly understood
ensuring that reviews are conducted at least on an annual basis and that sufficient time is provided to ensure that the review process is purposeful rather than token
Contributing to meetings and reviews and reporting residual risk
When raising an issue of concern in a meeting or review, be sure to:
be clear about the issue, what your concerns are and why
provide any evidence you might have about the issue
suggest a way to address the issue if possible
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When you have a concern about a WHS issue, it may not be appropriate to wait until the next committee meeting or policy review to raise your concerns. It is therefore important to talk to your health and safety representative or your supervisor and raise the issue immediately.
Some organisations require the use of hazard identification forms to note immediate hazards or concerns while others may use maintenance charts or similar records in which workers record concerns when they arise or at the end of their shift. These need to be checked regularly by appropriate staff to ensure that issues are addressed in a timely and appropriate manner. Your organisation may also provide alternative methods of raising issues such as a suggestion box for staff to submit ideas.
Activity 11.3: Raising WHS issues discussion
Consider the issues listed in the table below and discuss when you would raise the issue, who you would raise it with and what method you would use to raise the issue.
Once you have decided, either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
Issue
When would you raise the issue? Who would you raise the issue with?
How would you raise the issue? The hot water urn in the staffroom has a frayed lead
An external light is not working An angry client is threatening staff
A sudden heavy downpour has flooded a meeting room Your caseload has become too heavy, causing you stress and fatigue
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Example
Examples of when an issue may be raised include:
at next team meeting
at the next policy review
immediately
during a risk assessment
Examples of the people to whom you could raise the issue include:
supervisor
WHS representative
How you would raise the issue may include:
hazard identification forms
suggestion box
maintenance chart
Adapted from: Maybery, T. (2011). Raise OHS issues with designated persons in accordance with organisational procedures, p. 4. Retrived from http://training.networxcomputers.net/cert3/index.php/participate-in-ohs-processes/82contribution-activity Section summary
To help you review the information presented in this section, refer back to
ACAP’s workplace health and safety policy.
ACAP’s policy states that “All staff members are required to cooperate with the OH&S policy and programs to ensure their own health and safety and take responsible care for the health and safety of others in the workplace”
(para. 8).
Based on what you have learned in this section, imagine you are an ACAP staff member and make a list of activities or procedures you might participate in to fulfil this requirement.
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Week 12: Managing emergency situations
Remember that Assignment 3 is due this week.
This section focuses on emergency situations and how to manage them. You will learn about ways to control emergency situations through pre-planning and how to report on situations after they have occurred.
Activity 12.1: Emergencies
Think about your own experience of emergency situations. For example, you might have been in a fire drill or had to evacuate a building in the event of a real fire, or you might have witnessed someone taking seriously ill in your workplace or a service you were accessing.
1.
How well was the emergency managed by relevant staff?
2.
What procedures were followed during the emergency?
3.
How might management of the emergency have been improved?
The control of emergency situations
An important part of workplace health and safety is the ability of those within the workplace to respond appropriately to emergency situations. Emergencies are by their very nature crisis situations and as such they demand that we take immediate action.
This can be difficult or even impossible if we are unprepared. Consequently the most crucial aspect of emergency response and management is preparation – identifying the types of emergencies that may occur and designing response strategies for dealing with them.
Emergencies can take various forms, each of which requires a specific response.
Types of emergency situations can include:
fire
hazardous chemical spill
bomb threat
earthquake
weather emergencies such as electrical storms or flooding
threats
assault, including physical and sexual assault
civil disturbance
medical emergency
death
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In the community services sector we also need to consider that emergency situations are likely to affect clients as well as staff, and that in some circumstances clients (for example disgruntled or aggressive clients) might be the instigators of an emergency event. Therefore we could add the following types of emergencies to the above list:
suicidal ideation or attempts, or even actual suicide
aggressive behaviour
attempts to enter premises by dangerous persons (for example, a violent and estranged husband may attempt to enter a women’s refuge demanding to see his wife or children, and threaten harm if he is refused admission)
remote emergency, for example an emergency that occurs during a home visit
Each of these emergency situations needs to be considered by an organisation, and policies and procedures need to be developed to identify and manage them. It is also important to keep in mind that preventing emergencies is always preferable to managing them. Consequently, every possible effort needs to be made to ensure that the workplace is safe from foreseeable and avoidable injuries and illnesses.
Preventing emergencies also involves reflecting on the factors that might increase the chances of a particular emergency occurring (or being exacerbated) and attempting to minimise these factors as well.
Example
Consider the possibility of an emergency involving an attempt to enter a women’s refuge by a dangerous person. This type of incident might be avoided altogether if the refuge were able to keep its location a secret. It might further be mitigated by installing security systems (e.g. lockable gates and screens) at both the premises itself and on the perimeter of the property. Not all mitigation measures will be equally appropriate and sometimes it is decided that the ends do not justify the means. For example, razor wire fencing might be successful in keeping out ‘uninvited guests’ but it would also make the clients within the centre feel like prisoners.
Therefore emergency prevention is often a juggle between workplace safety, practicality and civil liberties.
Ultimately, emergencies cannot be categorically prevented, and as much as we would like to avoid emergency situations altogether it is crucial that we are prepared for them so injuries and losses can be minimised. This is where emergency management comes to the fore.
Emergency response procedures
The first step in emergency management is to consider emergency types and develop appropriate strategies for each, in order to develop an Emergency Management Plan
(EMP) specific to the organisation, its resources and context. Emergency management plans cover issues such as:
an overview and definitions of the types of emergencies possible
evacuation procedures including details about the assembly areas
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strategies for dealing with a variety of emergency events
a list of key emergency staff, and their specific roles and responsibilities, such as information on: o the emergency team o first aid officer/s o the emergency manager o security staff (where applicable)
There are five basic steps involved in developing an EMP. These are:
1.
Establish an emergency planning committee (EPC)
The EPC is responsible for developing and implementing an emergency management plan. It needs to be composed of both workers and representatives of the organisation, such as managers and supervisors, and ideally includes key people such as first aid officers and building managers (if applicable). 2.
Assess organisation for emergency risks
Although the potential for some types of emergencies (such as dangerous weather events) may be similar for many organisations, each organisation also needs to assess whether there are specific emergency types to which they are particularly prone. Organisations also need to determine the nature and types of resources that they have at their disposal to manage such emergencies.
Risk assessment involves considering both the type of emergencies possible and the actual likelihood that they will occur. It also involves an assessment of current organisational policies and procedures, as well as a review of the legislative requirements for emergency management.
3.
Design an emergency management plan
An EMP needs to be easy to understand, written in everyday ‘non-technical’ language and easy to implement. Complex instructions are not only difficult to follow, but may also lead to further injury and loss.
The EMP needs to commence with a clear rationale explaining its importance.
It should identify key personnel and explain in simple words what the role of all employees is during specific emergency events. The EMP also needs to contain information on important contacts and phone numbers, maps and diagrams illustrating procedures (e.g. evacuation procedures), and a training schedule detailing the identified training needs and when such needs will be addressed.
4.
Implement (and rehearse) the EMP
Training events and emergency drills are both important parts of being able to implement an emergency management plan. Not only are they conducive to the creation of a knowledgeable and skilled workforce that knows how to respond appropriately in an emergency, but they (and in particular the drills) are also a helpful way of identifying and rectifying problems associated with the EMP.
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5.
Review the EMP
Emergency management plans need to be reviewed regularly and modified or updated as required. As agencies grow, resources change or new legislation is introduced it is imperative that organisations keep up with these changes by adapting their EMPs.
All workplaces are at some risk of situations in which emergency evacuation is necessary. As we saw earlier this can include fire, bomb threats, earthquakes or violence. It is therefore essential that the workplace is equipped with appropriate alarms systems and smoke detectors, and emergency evacuation plans are easily accessible and known by all staff members. Evacuation plans must be clearly visible, and indicate not only how to exit the building as quickly and safely as possible, but also a safe place for staff and clients to gather outside the building. Alarm drills are an important way of ensuring that procedures are known and everyone is prepared in the event of an emergency.
Activity 12.2: Emergency management plan
Conduct some research to find examples of Emergency Management Plans.
Use an internet search engine such as Google to find samples of EMP documents (there are many available online for a range of government services and organisations). Research at least two plans and note the key points and activities included in the plans.
Now select two of the possible emergency types listed at the beginning of this section. For example you might choose fire and aggressive behaviour.
Write an emergency management plan for each of these emergency events detailing how each emergency can be identified, what needs to be done once that emergency is identified (in order of priority), and how the health and safety of workers is supported by the EMP.
Emergency signals and alarms
It is important to be familiar with emergency signals and alarms in order to respond to an emergency situation appropriately and promptly and to be able to use the signals if necessary. For example, if there is a fire, you need to know the sound of the fire alarm so that you know what it is when you hear it, and you need to know where the fire alarm button is located so that you can alert others to a fire if necessary. It is also essential to know what to do when an emergency signal such as a fire alarm is sounded. For example, you need to know how to evacuate and exit the building appropriately, where to congregate and what to do after the event.
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Activity 12.3: Emergency signals
How much do you know about the emergency alarms in your own workplace, college or services that you access (such as your doctor’s office)?
1.
What are you required to do when an emergency alarm is sounded?
2.
Where is the emergency information located (such as evacuation information)? 3.
Where are you expected to congregate if the building is evacuated?
If you don’t know the answers to any of those questions, or you are unsure, be sure to locate and read the emergency information next time you visit.
Critical incident management
Emergencies can also be critical incidents. A critical incident is:
Any event or series of events that is sudden, overwhelming, threatening or protracted. This may be an assault, threats, severe injury, death, fire or a bomb threat (State Government of Victoria, 2012, p. 1).
This type of situation can result in considerable stress for the workers or clients involved and management needs to take into consideration the consequences of exposure to the event and manage the psychological aftermath. The focus on intervention in circumstances of acute distress is to:
assess the nature and severity of a crisis reaction
stabilise the situation
reduce the distress associated with an acute crisis response (Emergency management Queensland, 2008, p. 2)
Examples of ways that critical incidents can be managed include the following:
pre-incident education, such as improving staff training on how to recognise and manage stress in the workplace
information distribution
individual/one on one crisis intervention
debriefing or defusing, in which those involved in the incident meet to discuss the incident (usually shortly after it has occurred) and talk about ways to deal with it
demobilisation, which involves taking time out to understand the incident, recover and manage stress associated with the critical incident
follow-up and referral mechanisms, such as referral to a counsellor or other mental health professional
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Culttural Divers sity and Wo orkplace Le egislation Re eporting g proced dures an nd docu umentin ng critica al inc cidents In o order for wo orkplace health and saffety measurres and requ uirements too be effectivve, accuurate reportting procedu ures must bbe followed.. Organisatiions are respponsible for the development of their own o policy and proced dure manualls (in accorddance with legisslative requiirements), and a consequuently the reporting procedures beetween orgaanisations may m differ so omewhat. H
However, th he basic elem ments of repporting WH
HS
mattters tend to o be similar,, even betw ween organissations with very differe rent policy and a proccedure docuuments.
Com
mmon reporting procedures featurres include the followin ng:
The types of events that must bbe documen nted includee incidents tthat result in n violence, aggression,, assault, injjury and eveen ‘near-misss’ events (w where a perrson narrowly avoids an injury). i
Documen ntation musst be complleted as soo on as practiccable and byy all people who weree witness to o the event, as well as the person directly d affeected.
Managerss and team leaders are responsiblee for ensurin ng that docuumented incident reports r are correctly fillled in, acted on and filled.
Where fo ollow-up is required, r suuch as in thee case of serrious injuryy, it is imporrtant that the appropriate a personnel rremain awaare of this an nd act on itt.
Where a previously injured i worrker is returning to worrk after a coompensation n claim, all actions, job b roles and responsibiliities, workeer responsess and organisattional changges must be documenteed and be able to be acccessed and reviewedd. Learn ning tip
To view w a sample critical inciddent report form that is i used in thhe Northern n Territo ory Departm ment of Heaalth and Dissability Aged d and Disabbility Prograam, follow the link bellow which i s provided in the onlin ne classspacee. You will also find thee preliminarry part of thhis documen nt a useful summary s off the last fo our section ns. http://heallth.nt.gov.au/libraary/scripts/objecttifyMedia.aspx?filee=pdf/22/86.pdff&siteID=1&str_ttitle=Critical%20IInciden t%20Management%20Proceess.pdf Wee ek 12: Man naging emergency situ uations 101
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Section summary
To help you review the information in this section and the previous sections on workplace health and safety watch the following YouTube video http://www.youtube.com/watch?v=bcg53bRktCg. (Although this is a humorous take on office safety that was created in the 1950s, it is surprising how little things have changed since then!) As you watch think about the following questions:
1.
What hazards are identified and how could these be prevented?
2.
If one of these situations escalated into an emergency what response would you implement?
3.
What is some of the constructive advice provided?
You will also find a link to this video clip in the online class space.
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Important review information
This section contains crucial information to help you review your course knowledge.
This can be done by completing the ‘Performance criteria checklist’, and then by refreshing your knowledge of the module by reading the ‘Module review’ and the
‘Glossary’ of key terms. It is also contains the ‘References’ to the module so you can do further reading into your areas of interest.
Performance criteria checklist
This checklist outlines the key skills and knowledge required to achieve competence in the elements of this module. It is based on the performance criteria relevant to the element you have just finished. Please take the time to complete the self-assessment checklist below by ticking the appropriate column and including a current example of how you believe you have achieved competency in this area. Should you find that there are gaps in your knowledge or that you lack a thorough understanding of the performance criteria, be sure to approach your teacher for clarification. Identifying your development needs will help you plan your learning as you progress through the course. HLTHIR403C Work effectively with culturally diverse clients and co-workers
Performance criteria
1.1
Can you demonstrate awareness of culture as a factor in all human behaviour by using informed culturally appropriate work practices? 1.2
Do you know how to use work practices that create a culturally and psychologically safe environment for all persons?
1.3
Can you review and modify work practices in consultation with persons from diverse cultural backgrounds? 2.1
Can you show respect for cultural diversity in all communication and interactions with co-workers, colleagues and clients?
References and further reading
Examples of what I currently know and can do
Examples of skills and knowledge I need to develop further
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2.2
Do you know how to use specific strategies to eliminate bias and discrimination in the workplace? 2.3
Are you able to contribute to the development of workplace and professional relationships based on acceptance of cultural diversity? 3.1
Can you show respect for cultural diversity in all communication with clients, families, staff and others?
3.2
Can you use communication constructively to develop and maintain effective relationships, mutual trust and confidence?
3.3
Where language barriers exist, do you know how to make efforts to communicate in the most effective way possible?
3.4
Can you seek assistance from interpreters or other persons as required?
4.1
Can you identify issues that may cause conflict?
4.2
If difficulties or misunderstandings occur, do you know how to consider the impact of cultural differences? 4.3
Do you know how to make an effort to sensitively resolve differences, taking account of cultural considerations? 4.4
Are you able to address any difficulties with appropriate people and seek assistance when required?
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HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people 1.1
Are you able to acknowledge and respect the impact of events and issues in
Aboriginal and/or Torres
Strait Islander history during service delivery?
1.2
Can you demonstrate knowledge of and respect for the diversity of culture, skin and language groups, family structures, art and religion in Indigenous cultures as part of service delivery? 2.1
Can you identify the potential impact of cultural factors on service delivery to
Aboriginal and/or Torres
Strait Islander clients?
2.2
Can you address cultural realities in order to facilitate full participation in service delivery by Aboriginal and/or Torres Strait Islander clients and/or co-workers?
2.3
Are you able to negotiate appropriate strategies to effectively accommodate cultural differences in the workplace? 2.4
Can you identify and utilise resources to facilitate effective service delivery in a cross-cultural context?
2.5
Are you able to ensure work practices used in a crosscultural context are grounded in an awareness of one’s own culture and the cultural realities of others?
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3.1
Can you identify communication issues and ensure they are addressed to develop and maintain effective relationships with
Aboriginal and/or Torres
Strait Islander clients and/or co-workers? 3.2
Do you know how to employ appropriate communication strategies to support a culturally safe environment for delivery of health services?
3.3
Can you identify ineffective and/or inappropriate communication strategies and remodel them to support delivery of health services? 3.4
Can you identify and utilise resources to facilitate effective communication within the workplace?
3.5
Do you know how to engage the services of Aboriginal and Torres Strait Islander interpreters, health workers and colleagues as cultural brokers as required to meet duty of care?
4.1
Can you ensure workplace and professional relationships are based on mutual respect, tolerance of diversity and a shared understanding of cultural safety? 4.2
Can you identify critical issues influencing workplace and professional relationships with Aboriginal and/or Torres Strait Islander co-workers and clients?
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4.3
Can you identify and utilise effective strategies to develop and maintain effective relationships with
Aboriginal and/or Torres
Strait Islander co-workers and clients as appropriate?
4.4
Can you take responsibility for revisiting strategies to assist in the resolution of any difficulties, differences or misunderstandings that may occur?
5.1
Do you know how to develop and implement strategies to increase participation of Aboriginal and Torres Strait Islander people in health service delivery? 5.2
Are you able to ensure delivery of health care, services and programs reflect culturally safe and appropriate practice?
5.3
Are you able to ensure health care, services and programs encourage selfdetermination and community control to ensure improved health outcomes? 5.4
Can you identify and utilise resources to promote effective partnerships with
Aboriginal and/or Torres
Strait Islander people, organisations and communities? 5.5
Can you support the development of effective partnerships between staff,
Aboriginal and Torres Strait
Islander people and their communities to facilitate accessibility, affordability, accountability, acceptability of appropriate healthcare and workplace services?
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1.1
Can you plan work in accordance with relevant
WHS legislation, standards, codes of practice/compliance codes and guidance material?
1.2
Can you identify hazards as part of work planning and work process?
1.3
Are you able to address identified hazards prior to starting work using judgement within defined scope of responsibilities?
1.4
Do you know how to report residual risk according to organisation procedures?
1.5
Do you know how to report incidents and injuries in line with organisation policies and procedures?
1.6
Can you undertake WHS housekeeping in work area?
1.7
Can you monitor own levels of stress and fatigue to ensure ability to work safely and sustainably?
2.1
Are you able to share information on safe work practices and work procedures with others, including members of the work group where relevant?
2.2
Do you know how to check the WHS practices of less experienced members of the workgroup or other stakeholders in the work context? 2.3
If appropriate, can you provide guidance and coaching to less experienced members of the workgroup to support them in working safely? HLTHIR403C Work effectively with culturally diverse clients and co-workers
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2.4
If appropriate, can you support others accurately record incidents and complete associated workplace documentation according to organisation procedures? 3.1
Do you know how to raise
WHS issues in accordance with organisation procedures within appropriate timeframes? 3.2
Can you contribute to workplace meetings, workplace inspections or other consultative activities?
3.3
Are you able to provide assistance to workgroup members or other stakeholders to contribute to workplace safety?
4.1
Do you know how to report identified hazards and inadequacies in risk controls within appropriate timeframes? 4.2
Do you know how to check the workplace for hazards using itemised checklist(s) in accordance with work procedures? 4.3
Can you contribute to risk assessments? 4.4
Are you able to provide input to development and implementation of control measures, with reference to the hierarchy of control?
5.1
Can you identify emergency signals and alarms and respond to them appropriately? References and further reading
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5.2
Do you know how to take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency?
5.3
Can you implement emergency response procedures within scope of training and competence?
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Module review
The purpose of this review is to provide you with a brief overview of the information covered and highlight important elements of the module. This will also help you identify whether or not you have fully understood the material covered in this module.
Indigenous people have lived in Australia for between 40,000 and 60,000 years.
There is no single Aboriginal or Torres Strait Islander culture.
Culture shock is the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own.
As with any group in society, there are particular issues that may impact on
Aboriginal and Torres Strait Islander experience. This includes critical health, social and political issues that need to be addressed and managed.
It is important to note that the issues that directly impact on Aboriginal and
Torres Strait Islander people also influence the relationships between
Aboriginal and Torres Strait Islander people and non-Indigenous people.
For Aboriginal and Torres Strait Islander people to feel confident accessing and participating in mainstream services (as clients and as workers), it is important to create a psychologically safe environment that is sensitive to and embraces cultural difference.
Access and equity issues are an important part of a multicultural society.
Communication between Aboriginal and non-Aboriginal groups is a major barrier to the provision of appropriate and effective services for Aboriginal and
Torres Strait Islander individuals and communities.
When communication is inappropriate, the results can be significant.
Cultural sensitivity is the key to appropriate communication with any person or group of people from a different cultural background to your own.
There are a range of different Aboriginal languages and not all Aboriginal people speak the same language or dialect.
Unfortunately, difference often leads to discrimination and minority groups like
Aboriginal and Torres Strait Islander people are often stereotyped and disadvantaged.
With increasing cultural awareness and sensitivity comes the realisation that some of our work practices may need to be adjusted or changed to meet the needs of different clients and to work more effectively with culturally diverse colleagues.
When misunderstanding or conflict arises with Aboriginal or Torres Strait
Islander clients or co-workers, it is important to consider what part in that situation you might be responsible for.
The only way to fully assess work practices for appropriateness is to consult with a person who is a part of the culture and has personal knowledge and experience of that culture.
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Self-determination in relation to participation in services is the clients’ ability to be involved in service delivery.
The term culture is a complex one. We tend to use it only when discussing nationality or ethnicity, but there are many other types of cultures and the term can also refer to gender, sexual orientation, lifestyle factors, religion, politics, disability and other specific life experiences.
Cultural awareness means being aware of and sensitive to cultural differences.
All of us grow up within a cultural context, and as result, we tend to see and judge others from our own cultural perspective.
A culturally safe working environment means that all workers and clients who access the service feel comfortable and psychologically safe to be present, to share their views, and to be heard without judgement.
Bias is a tendency to see things from only one perspective; discrimination is the process of making distinctions between things (generally people) and of believing that one is of more value than another.
Cross-cultural communication can be challenging for a number of different reasons.
Although we can never be fully knowledgeable about all cultures, we can take steps to ensure that our communication is culturally sensitive and respectful, which goes a long way towards overcoming barriers to communication.
Conflict is an inevitable part of everyday life, and an experience that we are familiar with to some degree.
Being aware of cultural differences, particularly in the way that we respond to conflict, can help resolve problems and overcome misunderstandings.
Difference, and a lack of understanding or tolerance of difference, can often lead to conflict and further intolerance.
Workplace Health and Safety (WHS, previously known as Occupational Health and Safety or OHS) refers to safety at work.
Sustainability refers to long-term maintenance – the capacity to endure.
The purpose of Workplace Health and Safety legislation is to provide a healthy and safe workplace for everyone.
Standards provide benchmarks and specifications for all manner of articles and services in Australia, from potting mix to building practices.
Industry codes of practice provide practical guidance and advice on how to achieve the standards required by the Act and regulations.
A hazard can be defined as any object, equipment or process that has the potential to cause injury or loss.
Hazards can lead to injury and result in long-term problems for workers as well as costing organisations and the community financially.
Workplace Health and Safety legislation requires that after a hazard has been identified the risk posed by that hazard needs to be assessed and appropriate action taken to reduce or remove the likelihood of loss or injury.
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Having identified a risk, and documented, investigated and assessed it, a decision can then be made about whether or not risk control measures are required and if so with what degree of urgency such measures would need to be implemented.
When assessing risk, it can be useful to use a checklist to make sure that all aspects of workplace health and safety are considered and addressed.
Stress at work can be minimised by identifying the sources of stress and then removing or reducing these stressors.
Workers have a responsibility not only to abide by workplace health and safety regulations and procedures, but also to actively contribute to the maintenance of a safe work environment through vigilance in relation to potential dangers and by contributing to the development of policies and procedures.
Housekeeping refers to the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential hazards are addressed quickly.
Being alert for potential hazards and risk in the workplace also means noting when others are behaving in ways that put themselves or others at risk, such as ignoring potential housekeeping issues in their own work area.
Legislation encourages employers and employees to establish health and safety committees (HSCs) at the workplace as a means of establishing a dialogue and ensuring action on health and safety issues.
WHS policies and procedures are living, fluid documents that need to be continually monitored, evaluated and modified in order to remain relevant and effective.
When you have a concern about a WHS issue, it may not be appropriate to wait until the next committee meeting or policy review to raise your concerns. It is therefore important to talk to your health and safety representative or your supervisor and raise the issue immediately.
An important part of work health and safety is the ability of those within the workplace to respond appropriately to emergency situations.
The first step in emergency management is to consider emergency types and develop appropriate strategies for each, in order to develop an Emergency
Management Plan (EMP) specific to the organisation, its resources and context.
It is important to be familiar with emergency signals and alarms in order to respond to an emergency situation appropriately and promptly and to be able to use the signals if necessary.
In order for work health and safety measures and requirements to be effective, accurate reporting procedures must be followed.
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Glossary
This is a summary list of the important terms that you need to know for this module.
These terms appear in context throughout the module and will be indicated by the
Key Terms icon.
Acculturation: the process of learning about and adapting to the norms and rules of a culture that is not our native culture.
Bias: a tendency to see things from only one perspective.
Conflict: a situation in which we believe that our goals or wants are being threatened.
Cultural affiliation: when we experience a shared identity or similarity with others within a section of the population.
Cultural distance: the degree of differences between two cultures.
Culture: the lifestyle, norms, expectations and social systems built up over time by a group of people.
Culture shock: the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own.
Dangerous occurrences: occurrences in which there is a potential to cause injury, illness or death.
Discrimination: the process of making distinctions between things (generally people) and of believing that one is of more value than another.
Enculturation: the socialisation process of transferring thoughts and behaviours from one generation to the next.
Ethnocentricity: the belief that the cultural norms and experiences of a dominant culture are more valid than those of minorities.
Hazard: any situation with the potential to cause injury or illness.
Hierarchy of control: a list of possible resolution options offering a number of ways to control a hazard.
Housekeeping: in relation to WHS, the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential dangers are addressed quickly.
Incidents: occurrences that result in death, injury or illness.
Negotiation: the process of working together with the other person to make an agreement of how to resolve the issue, usually involving compromise and bargaining.
Residual risk: the level of risk in any particular situation at the time it is measured.
Risk: the likelihood that exposure to a hazard will result in injury or disease.
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Risk assessment: once a hazard is identified an examination of the risks associated with it is done in order to determine the likelihood of injury or illness being caused by it. Risk control: taking action to eliminate or reduce the likelihood that exposure to a hazard will result in injury or disease.
Stereotyping: ascribing particular characteristics or values to a person based on a generalised perception of a particular group or ‘type’ of person.
Sustainability (in relation to workplace health and safety): the creation of a working environment that promotes long-term worker and client health while maintaining economic and social balance and effective management of resources.
Workplace health and safety code of practice: a document that provides guidelines on practices appropriate to meet legislative and regulatory requirements.
Workplace health and safety regulation: a detailed explanation of what workers and employers need to do to meet legislative requirements.
Workplace inspections: planned systematic appraisals of the workplace to identify hazards, assess and control risks, and ensure a safe and healthy workplace complying with OHS legislation.
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References and further readings
Below is a list of the books that were referenced in this module, and following that is a list of books, articles, websites and other materials that you can access if you wish further information on the subjects covered in this material.
References
Alladin, W. (1998). Models of counselling for psychotherapy for a multiethnic society.
In S. Palmer, & P. Laungani (Eds.), Counselling in a multicultural society (pp. 90–
112). London, England: Sage.
Atkinson, J., Kennedy, D., & Bowers, R. (2006). Aboriginal and first nations approaches to counselling. In N. Pelling, R. Bowers, & P. Armstrong (Eds.),
The practice of counselling (pp. 224–245). Melbourne, Australia: Thomson.
Australian Bureau of Statistics. (2006). National Aboriginal and Torres Strait Islander health survey, 2004–05. Summary of findings. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4715.0 Australian Bureau of Statistics. (2011). 1249.0 – Australian standard classification of cultural and ethnic groups (ASCCEG), 2011. Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/1249.0main+features220 11
Australian Government, Department of Immigration and Citizenship. (2007).
Accessible government services for all. Retrieved from http://www.immi.gov.au/about/reports/accessible_government/accessible_ government_2006/_pdf/accessible_government_appendixa.pdf
Australian Government, Department of Immigration and Citizenship. (2011). Fact sheet 15 – population projections. Retrieved from http://www.immi.gov.au/media/fact-sheets/15population.htm Australian Government, Department of Immigration and Citizenship. (2012a). About
Harmony Day. Retrieved from http://www.harmony.gov.au/about/
Australian Government, Department of Immigration and Citizenship. (2012b).
Population flows 2010–11 at a glance. Retrieved from http://www.immi.gov.au/media/publications/statistics/popflows201011/pop-flows-at-a-glance.pdf Australian Government, Department of Immigration and Citizenship. (n.d.). Fact sheet index. Retrieved from http://www.immi.gov.au/media/factsheets/#background
Australian Human Rights Commission. (2012). About the commission. Retrieved from http://www.hreoc.gov.au/about/index.html HLTHIR403C Work effectively with culturally diverse clients and co-workers
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Bragg, R. [RebekahBragg]. (2009, July 1). Blind eye: Documentary on the Stolen Generations
[Video file]. Retrieved from http://www.creativespirits.info/aboriginalculture/politics/stolen-generationsstories.html Cass, A., Lowell, A., Christie, M., Snelling, P., Flack, M., Marrnganyin, B., & Brown,
I. (2002). Sharing the true stories: Improving communication between
Aboriginal patients and healthcare workers. Medical Journal of Australia, 176,
468.
Commonwealth of Australia. (2002). National OHS strategy 2002–2012. Retrieved from the Safe Work Australia website: http://www.safeworkaustralia.gov.au/sites/SWA/AboutSafeWorkAustralia/ WhatWeDo/Publications/Pages/SP200208NationalOHSStrategy2002To2012
.aspx
Commonwealth of Australia. (2008). OHS Act, Regulations & Code. Retrieved from http://www.comcare.gov.au/laws__and__regulations/ohs_act,_regulations__ and__code
Condliffe, P. F. J. (2008). Conflict management: A practical guide (3rd ed.). Sydney,
Australia: LexisNexis Butterworths.
Creative Spirits. (n.d.). Aboriginal Australia quiz: Test your knowledge. Retrieved from http://www.creativespirits.info/aboriginalculture/Aboriginal-AustraliaTest.html Department of Health and Community Services. (2007). Aged and disability client critical incident management process. Retrieved from http://health.nt.gov.au/library/scripts/objectifyMedia.aspx?file=pdf/22/86.p df&siteID=1&str_title=Critical%20Incident%20Management%20Process.pdf
Department of Housing, Local Government and Regional Services. (2012). Aboriginal interpreter service. Retrieved from http://www.dlghs.nt.gov.au/ais
DeVito, J. A. (2004). The interpersonal communication book (10th ed.). Boston, MA: Allyn
& Bacon.
DeVito, J. A. (2013). The interpersonal communication book (13th ed.). New Jersey, NJ:
Pearson.
Egan, G. (2010). The skilled helper: A problem-management and opportunity development approach to helping (9th ed.). Belmont, CA: Brooks/Cole.
Emergency Management Queensland. (2008). Critical incident management. Retrieved from http://www.communitysafety.qld.gov.au/CRTI/documents/BMH_8_0_Criti cal_Incident_Management_v1_0.pdf Flexiblelearning.net. (2011). The hierarchy of control. Retrieved from http://toolboxes.flexiblelearning.net.au/demosites/series3/312/ohs/101b/lt 2/page_2.htm
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Fujishin, R. (2008). Creating spacious communication with another culture (2nd ed.).
In Creating communication (pp. 65–77). Plymouth, England: Rowman &
Littlefield.
Government of Western Australia. (2012). WestOne – Discover new learning solutions.
Communicating with Aboriginal and Torres Strait Islander Parents/carers. Retrieved from http://toolboxes.flexiblelearning.net.au/demosites/series12/12_11/toolbox1
2_11/shared/resources/html/res_comm_abtsi_parents.htm
Hays, P. (2008). Addressing cultural complexities in practice: Assessment, diagnosis and therapy
(2nd ed.). Washington, DC: American Psychological Society.
Holmes, D., Hughes, K., & Julian, R. (2007). Australian sociology: A changing society (2nd ed.). Sydney, Australia: Pearson.
Lago, C. (2007). Race, culture and counselling (2nd ed.). Maidenhead, England: Open
University Press.
Lowell, A. (2001). Communication and cultural knowledge in Aboriginal health care.
Casuarina, Australia: Cooperative Research Centre for Aboriginal and
Tropical Health.
Maybery, T. (2011). Raise OHS issues with designated persons in accordance with organisational procedures. Retrieved from: http://training.networxcomputers.net/cert3/index.php/participate-in-ohsprocesses/82-contribution-activity National Alternative Dispute Resolution Advisory Council [NADRAC]. (2007).
Practice standards. Retrieved from http://www.wadra.law.ecu.edu.au/pdf/Final%20%20Practice%20Standards_ 200907.pdf
NSW Department of Community Services. (2009). Working with Aboriginal people and communities: A practice resource. Sydney, Australia: Author.
Psychotherapy and Counselling Federation of Australia (2011). Code of Ethics.
Retrieved from: http://www.pacfa.org.au/sitebuilder/resources/knowledge/asset/files/3/201 2pacfacodeofethics.pdf
Racism – No Way. (2010). Australia’s cultural diversity. Retrieved from http://www.racismnoway.com.au/about-racism/population/index-Diversit2.html Read, P. (2006). The stolen generations: The removal of Aboriginal children in New South Wales
1883–1969 (4th reprint). Retrieved from New South Wales Department of
Aboriginal Affairs website: http://www.daa.nsw.gov.au/publications/StolenGenerations.pdf HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
118
Cultural Diversity and Workplace Legislation
Safework Australia. (2012). Options to prevent chemicals from harming health. Retrieved from http://www.safeworkaustralia.gov.au/sites/SWA/SafetyInYourWorkplace/H azardsAndSafetyIssues/Printing/HowToUseThisPackage/Reference/Pages/ OptionsToPreventFromChemicals.aspx
Safework SA. (2012a). Managing hazards (S.A.F.E.R.). Retrieved from http://www.safework.sa.gov.au/contentPages/docs/smbusMngHazards.pdf Safework SA. (2012b). My business’ health and safety checklist. Retrieved from http://www.safework.sa.gov.au/contentPages/docs/smbusChecklist.pdf Standards Australia. (2012). What is a standard? Retrieved from http://www.standards.org.au/StandardsDevelopment/What_is_a_Standard/ Pages/default.aspx
State Government of Victoria. (2012). Workplace health – coping with a critical incident.
Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Workplace _health_coping_with_a_critical_incident
Stringer, D., & Cassiday, P. (2009). 52 activities for improving cross-cultural communication.
Boston, MA: Intercultural Press.
Tillett, G., & French, B. (2006). Resolving conflict: A practical approach (3rd ed.).
Melbourne, Australia: Oxford University Press.
Triandis, H. (2000). Culture and conflict. International Journal of Psychology, 35(2), 145–
152.
Trudgen, T. (2010, January 5). Culture shock 101 [Blog post]. Retrieved from http://blog.whywarriors.com.au/2010/culture-shock-101/ Victorian Health Promotion Foundation. (2012). Preventing race-based discrimination and supporting cultural diversity in the workplace: An evidence review. Retrieved from https://docs.google.com/viewer?a=v&q=cache:8tn8DvnMdCgJ:www.vicheal th.vic.gov.au/~/media/ResourceCentre/PublicationsandResources/Economi c%2520participation/2012%2520workplace/CHW_Discrim_Full_Web_Final .ashx+Preventing+racebased+discrimination+and+supporting+cultural+diversity+n+the+workplac e:+An+evidence+review&hl=en&gl=au&pid=bl&srcid=ADGEESjEyp2BR 9kwwRfsSIve1LF_THaMegc1LiDigWYUrzwT6cPi89XBpJf5alicAyIHAVmzg
RNcmrwE1u681b92vV4W8mdPAKm37DozG4bk8qGBq3NBJtQYqNTIH3
JR9e78bHmY5YAq&sig=AHIEtbR2NTFC9lOiraAXOSluuEVlRQXM7Q& pli=1 Workcover Corporation of South Australia. (2002). Sample risk assessment matrix.
Retrieved from http://www.safework.sa.gov.au/contentPages/docs/swiY1A6T2RiskAssessm entMatrix.pdf
References and further reading
119
References: and further reading 119
Legislation
V43201304
Diploma of Counselling
Units of Competency
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
ACAP regularly revises its course materials, including assignment requirements, to ensure that the content is current and relevant.
The online class space has the most up-to-date version of the course materials that you are studying for this term.
© 2014
Australian College of Applied Psychology
Developed and produced by the Australian College of Applied Psychology
Level 5, 11 York Street, Sydney NSW 2000
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by means electronic, mechanical, photocopy, recording or otherwise without the prior written permission of the publisher.
The publisher gives permission to an ACAP student to reproduce in print format, one copy of this manual for their own educational use.
Copyrighted materials reproduced herein are used under the provision of the
Copyright Amendment Act (1989)
Readings indicated in this work have been copied under section VB of the Copyright
Amendment Act 1989, for private study only by students.
V43201304
Contents
Information for learners ........................................................................................................ 1
What is this module about? ................................................................................................ 1
What will I learn to do? ....................................................................................................... 1
How and when will I be assessed? ..................................................................................... 1
What do I need to do to be competent in this module? ................................................. 2
How do I organise my workload? ...................................................................................... 3
What are the performance standards for this module? ................................................... 7
What are the learning resources for this module? ......................................................... 11
Week 1: Australian and Torres Strait Islander history and cultures .............................. 13
Aboriginal and Torres Strait Islander history in Australia ............................................ 13
Diversity within Aboriginal and Torres Strait Islander culture.................................... 17
Week 2: The impact of cultural issues on service delivery .............................................. 19
Culture shock ...................................................................................................................... 19
Critical issues for Aboriginal and Torres Strait Islander people .................................. 20
Encouraging participation in services ............................................................................. 21
Week 3: Communicating effectively with Aboriginal and Torres Strait Islander clients and colleagues........................................................................................................................ 25
Differences in perspective ................................................................................................ 25
Inappropriate communication strategies ........................................................................ 26
Appropriate communication strategies ........................................................................... 28
Aboriginal and Torres Strait Islander interpreters and cultural brokers..................... 29
Week 4: Working with Aboriginal and Torres Strait Islander individuals and communities .......................................................................................................................... 32
Accommodating differences in the workplace............................................................... 32
Workplace laws and practices ........................................................................................... 34
Taking responsibility for overcoming relationship difficulties and misunderstandings
.............................................................................................................................................. 35
Working in partnership: Consulting with others to review work practices ............... 35
Promoting self-determination and community control ................................................ 36
Week 5: Cultural awareness ................................................................................................. 39
Cultural diversity in the community and in the workplace........................................... 39
Developing awareness and understanding of cultural diversity ................................... 44
Week 6: Creating a culturally safe and inclusive working environment ........................ 47
Accepting and embracing cultural diversity.................................................................... 48
Bias and discrimination in the workplace ....................................................................... 48
Ways to eliminate bias and discrimination in the workplace ....................................... 50
Week 7: Cross-cultural communication............................................................................. 55
Barriers to cross-cultural communication ....................................................................... 55
Effective, cross-cultural communication ........................................................................ 58
Week 8: Resolving cross-cultural conflict and misunderstandings ................................ 63
Identifying cross-cultural conflict .................................................................................... 63
Why misunderstandings and conflict occur ................................................................... 64
Encouraging and influencing inclusiveness .................................................................... 68
Week 9: Planning and working according to Workplace Health and Safety legislation, standards and codes.............................................................................................................. 71
Workplace Health and Safety ........................................................................................... 71
WHS and sustainability...................................................................................................... 72
Legislation ........................................................................................................................... 72
Standards ............................................................................................................................. 74
Codes of practice ................................................................................................................ 74
Relevant authorities............................................................................................................ 75
Week 10: Hazards and risk assessment.............................................................................. 77
Hazard identification, risk assessment and risk control................................................ 77
Hazards ................................................................................................................................ 79
Common injuries ................................................................................................................ 80
Risk assessment .................................................................................................................. 82
The Hierarchy of control .................................................................................................. 83
Health and safety checklist................................................................................................ 87
Monitoring own levels of stress and fatigue ................................................................... 87
Week 11: Developing a safe workplace ............................................................................. 89
Participate in the development and implementation of policies and procedures for a safe workplace .................................................................................................................... 89
Housekeeping ..................................................................................................................... 90
Encouraging and supporting others to work safely ...................................................... 91
Health and safety committees and representatives........................................................ 92
Reviewing processes .......................................................................................................... 93
Contributing to meetings and reviews and reporting residual risk.............................. 93
Week 12: Managing emergency situations ......................................................................... 96
The control of emergency situations ............................................................................... 96
Emergency response procedures ..................................................................................... 97
Emergency signals and alarms .......................................................................................... 99
Critical incident management ......................................................................................... 100
Reporting procedures and documenting critical incidents ......................................... 101
Important review information .......................................................................................... 103
Performance criteria checklist ........................................................................................ 103
Module review .................................................................................................................. 111
Glossary ............................................................................................................................. 114
References and further readings..................................................................................... 116
Cultural Diversity and Workplace Legislation
Information for learners
This section helps you understand the requirements of this module, as well as how to find your way round the course materials.
What is this module about?
This module is designed to provide you with awareness of cultural diversity and workplace legislation and the implications of these when working in the human services field. Students will be encouraged to consider the nature of cultural diversity and the ways in which they are able to work effectively with culturally diverse clients and co-workers, including Aboriginal and/or Torres Strait Islander people. Students will also be asked to consider occupational health and safety issues in the workplace.
What will I learn to do?
Skills and knowledge developed in this module are intended to be applied in a variety of workplace contexts.
By the end of this module, you will be equipped with the essential skills to:
effectively communicate and cooperate with persons of diverse cultures and linguistic needs
communicate and work with Aboriginal and Torres Strait Islander individuals, organisations and communities
contribute to workplace health and safety processes in relation to your own work and that of others
How and when will I be assessed?
There will be three assignments for this module:
Assignment 1: Assessing a counselling service for Indigenous Australians – Due in
Week 5
Assignment 2: Cultural diversity scenarios – Due in Week 9
Assignment 3: Workplace health and safety (WHS) case study and staff induction –
Due in Week 12
You must complete each assignment satisfactorily in order to achieve an overall grade of competent for this module.
In the weeks that an assignment is due for submission, you will be reminded of this in the material notes for that week. You should ensure that all assignments are delivered on time, and that if an extension may be required you discuss this with your teacher as soon as possible. Please note that approval of extensions is not automatic and sufficient grounds for extension are required
1
Information for learners
Cultural Diversity and Workplace Legislation
What do I need to do to be competent in this module?
In order to be competent in this module you need to know several things. There are also certain tasks that have to be satisfactorily completed. The following information provides details of these.
Performance criteria checklist
The performance criteria checklist at the end of this module is designed for use as a self-assessment tool. It gives you an opportunity to assess your own progress and identify any areas you think warrant further study. This checklist can be found in the section called ‘Important review information’ on the online class space.
Module review
At the conclusion of this module, there is a ‘module review’. The purpose of this review is to provide you with a brief overview of the information covered and highlight important elements of the module. This will also help you identify whether or not you have fully understood the material covered in this module. The review can be found in the section called ‘Important review information’ on the online class space. Competency assignments
There are three competency assignments in a separate document. You must complete each assignment satisfactorily to achieve an overall grade of competent for the module. The assignments can be found in the section called ‘Assignments’ on the online class space.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
2
Cultural Diversity and Workplace Legislation
How do I organise my workload?
The Cultural Diversity and Workplace Legislation module is undertaken over a 12week term. You are expected to spend an average of five hours of study per week on this module over the course of the term. The coursework is outlined in this learning manual and will include readings this study manual and the associated pages, as well as completing the activities and the assessment tasks.
The following term schedule is designed to help you plan your studies throughout the term. It also identifies the weeks in which particular assignments are due. You should ensure that you are familiar with the schedule and the requirements of the module before beginning study. If you need clarification on any of these matters, you should immediately contact your teacher.
Term schedule
Week
Content
Activities/resources /
Readings
1.
Australian and Torres Strait Islander history and cultures
Activity 1.1: Aboriginal
Australia quiz
Aboriginal and Torres Strait
Islander history in Australia
Group activity 1.2:
Discussion
Diversity within Aboriginal and Torres Strait Islander culture Reading: NSW Department of Community Services.
(2009). Section 1: General information. In Working with
Aboriginal people and communities: A practice resource
(pp. 1–17). Retrieved from http://www.community.nsw. gov.au/docswr/_assets/main
/documents/working_with_a
boriginal.pdf
Assessments due Activity 1.3: Diversity in
Aboriginal culture
2.
3
The impact of cultural issues on service delivery
Culture shock
Encouraging participation in services Activity 2.1: Case study
Activity 2.2: Accessing services Critical issues for Aboriginal and Torres Strait Islander people Information for learners
Cultural Diversity and Workplace Legislation
3.
Communicating effectively with
Aboriginal and Torres Strait Islander clients and colleagues
Differences in perspective
Appropriate communication strategies
Aboriginal and Torres Strait
Islander interpreters and cultural brokers
Inappropriate communication strategies Activity 3.1: Working with others Activity 3.2: Personal reflection Reading: NSW Department of Community Services.
(2009). Section 1: General information, communication.
In Working with Aboriginal people and communities: A practice resource (pp. 18–28). Retrieved from http://www.community.nsw. gov.au/docswr/_assets/main /documents/working_with_a boriginal.pdf Activity 3.3: Aboriginal interpreter service
4.
5.
Working with Aboriginal and Torres
Strait Islander individuals and communities
Accommodating differences in the workplace
Workplace laws and practices
Working in partnership:
Consulting with others to review work practices
Promoting self-determination and community control
Cultural awareness
6.
Taking responsibility for overcoming relationship difficulties and misunderstandings Cultural diversity in the community and in the workplace Developing awareness and understanding of cultural diversity Activity 4.1: Working in partnership Group activity 4.2: Working with culturally different colleagues discussion
Activity 4.3: The value of consulting with Aboriginal and Torres Strait Islander clients and co-workers
Activity 5.1: What does
‘culture’ mean to you?
Activity 5.2: Australia’s immigration history
Activity 5.3: Image montage
Creating a culturally safe and inclusive working environment
Activity 6.1: Diversity in the workplace
Accepting and embracing cultural diversity
Group activity 6.2: Cultural awareness policy
Bias and discrimination in the workplace Activity 6.3: Racism – No
Way
Ways to eliminate bias and discrimination in the workplace Assignment 1:
Assessing a counselling service for
Indigenous
Australians
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
4
Cultural Diversity and Workplace Legislation
7.
Cross-cultural communication
Barriers to cross-cultural communication Effective cross-cultural communication Activity 7.1: Cross-cultural communication Activity 7.2: Communication barriers Reading: Fujishin, R. (2008).
Creating spacious communication with another culture. In Creating communication (2nd ed., pp. 65–
77). Plymouth, England:
Rowman & Littlefield.
Activity 7.3: Language barriers Activity 7.4: Research
8.
9.
Resolving cross-cultural conflict and misunderstandings Activity 8.1: Cross-cultural conflict
Identifying and resolving cross-cultural conflict
Activity 8.2: Resolving crosscultural conflict
Why misunderstandings and conflict occur
Group activity 8.3: Harmony
Day Wiki
Encouraging and influencing inclusiveness Planning and working according to
Workplace Health and Safety legislation, standards and codes
10.
Group activity 9.2:
Regulations and codes
Assignment 2:
Cultural diversity scenarios WHS and sustainability
Legislation
Standards
Codes of practice
Relevant authorities
Hazards and risk assessment
5
Workplace Health and Safety
Activity 9.1: Health and safety
Hazard identification, risk assessment and risk control
Hazards
Activity 10.1: Hazards and risks Activity 10.2: Addressing and assessing risk
Common injuries
Risk assessment
The Hierarchy of control
Health and safety checklist
Monitoring own levels of stress and fatigue
Information for learners
Cultural Diversity and Workplace Legislation
11.
Developing a safe workplace
12.
Participate in the development and implementation of policies and procedures for a safe workplace
Housekeeping
Health and safety committees and representatives
Reviewing processes
Activity 11.1: Health and safety at ACAP
Activity 11.2: Good housekeeping Activity 11.3: Raising WHS issues discussion
Encouraging and supporting others to work safely
Contributing to meetings and reviews and reporting residual risk Managing emergency situations
Activity 12.1: Emergencies
The control of emergency situations Activity 12.2: Emergency management plan
Emergency response procedures Activity 12.3: Emergency signals
Emergency signals and alarms
Assignment 3:
Workplace health and safety
(WHS) case study and staff induction Critical incident management
Reporting procedures and documenting critical incidents
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
6
Cultural Diversity and Workplace Legislation
What are the performance standards for this module?
This module covers three units of competency – HLTHIR403C, HLTHIR404D, and
HLTWHS300A. Following are the elements and performance criteria relevant to each of these units.
In order to meet the requirements of this unit, you must be able to demonstrate (by the conclusion of this module) the knowledge and skills described in the following table. HLTHIR403C Work effectively with culturally diverse clients and co-workers
Element
1.
2.
3.
4.
7
Reflect cultural awareness in work practice
Accept cultural diversity as a basis for effective workplace and professional relationships
Communicate effectively with culturally diverse persons
Resolve cross-cultural misunderstandings Performance criteria
1.1
Demonstrate awareness of culture as a factor in all human behaviour by using informed culturally appropriate work practices 1.2
Use work practices that create a culturally and psychologically safe environment for all persons
1.3
Review and modify work practices in consultation with persons from diverse cultural backgrounds
2.1
Show respect for cultural diversity in all communication and interactions with co-workers, colleagues and clients
2.2
Use specific strategies to eliminate bias and discrimination in the workplace
2.3
Contribute to the development of workplace and professional relationships based on acceptance of cultural diversity 3.1
Show respect for cultural diversity in all communication with clients, families, staff and others
3.2
Use communication constructively to develop and maintain effective relationships, mutual trust and confidence 3.3
Where language barriers exist, make efforts to communicate in the most effective way possible
3.4
Seek assistance from interpreters or other persons as required 4.1
Identify issues that may cause conflict
4.2
If difficulties or misunderstandings occur, consider the impact of cultural differences
4.3
Make an effort to sensitively resolve differences, taking account of cultural considerations
4.4
Address any difficulties with appropriate people and seek assistance when required
Information for learners
Cultural Diversity and Workplace Legislation
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
Element
1.
2.
3.
4.
Reflect an awareness of
Aboriginal and Torres Strait
Islander history and cultures in work practices
Reflect an awareness of own and other cultural realities in work practices
Communicate effectively with
Aboriginal and Torres Strait
Islander people
Reflect cultural safety in workplace and professional relationships Performance criteria
1.1
Acknowledge and respect the impact of events and issues in Aboriginal and/or Torres Strait Islander history during service delivery
1.2
Demonstrate knowledge of and respect for the diversity of culture, skin and language groups, family structures, art and religion in Indigenous cultures as part of service delivery
2.1
Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients
2.2
Address cultural realities in order to facilitate full participation in service delivery by Aboriginal and/or
Torres Strait Islander clients and/or co-workers
2.3
Negotiate appropriate strategies to effectively accommodate cultural differences in the workplace
2.4
Identify and utilise resources to facilitate effective service delivery in a cross-cultural context
2.5
Ensure work practices used in a cross-cultural context are grounded in an awareness of one’s own culture and the cultural realities of others
3.1
Identify communication issues and ensure they are addressed to develop and maintain effective relationships with Aboriginal and/or Torres Strait Islander clients and/or co-workers
3.2
Employ appropriate communication strategies to support a culturally safe environment for delivery of health services
3.3
Identify ineffective and/or inappropriate communication strategies and remodel them to support delivery of health services 3.4
Identify and utilise resources to facilitate effective communication within the workplace
3.5
Engage the services of Aboriginal and Torres Strait
Islander interpreters, health workers and colleagues as cultural brokers as required to meet duty of care
4.1
Ensure workplace and professional relationships are based on mutual respect, tolerance of diversity and a shared understanding of cultural safety
4.2
Identify critical issues influencing workplace and professional relationships with Aboriginal and/or Torres
Strait Islander co-workers and clients
4.3
Identify and utilise effective strategies to develop and maintain effective relationships with Aboriginal and/or
Torres Strait Islander co-workers and clients as appropriate
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
8
Cultural Diversity and Workplace Legislation
5.
Work in partnership with
Aboriginal and Torres Strait
Islander people and communities 4.4
Take responsibility for revisiting strategies to assist in the resolution of any difficulties, differences or misunderstandings that may occur
5.1
Develop and implement strategies to increase participation of Aboriginal and Torres Strait Islander people in health service delivery
5.2
Ensure delivery of health care, services and programs reflect culturally safe and appropriate practice
5.3
Ensure health care, services and programs encourage selfdetermination and community control to ensure improved health outcomes
5.4
Identify and utilise resources to promote effective partnerships with Aboriginal and/or Torres Strait Islander people, organisations and communities
5.5
Support the development of effective partnerships between staff, Aboriginal and Torres Strait Islander people and their communities to facilitate accessibility, affordability, accountability, acceptability of appropriate healthcare and workplace services
HLTWHS300A Contribute to WHS processes
Element
Performance criteria
1.
1.1
Plan work in accordance with relevant WHS legislation, standards, codes of practice/compliance codes and guidance material
1.2
Identify hazards as part of work planning and work process 1.3
Address identified hazards prior to starting work using judgement within defined scope of responsibilities
1.4
Report residual risk according to organisation procedures
1.5
Report incidents and injuries in line with organisation policies and procedures
1.6
Undertake WHS housekeeping in work area
1.7
Monitor own levels of stress and fatigue to ensure ability to work safely and sustainably
2.1
Share information on safe work practices and work procedures with others, including members of the work group where relevant
2.2
Check the WHS practices of less experienced members of the workgroup or other stakeholders in the work context
2.3
If appropriate provide guidance and coaching to less experienced members of the workgroup to support them in working safely
2.
9
Plan and conduct work safely
Support others in working safely Information for learners
Cultural Diversity and Workplace Legislation
3.
4.
5.
Contribute to WHS participative processes
Contribute to hazard identification, WHS risk assessment and risk control activities Participate in the control of emergency situations
2.4
If appropriate support others accurately record incidents and complete associated workplace documentation according to organisation procedures
3.1
Raise WHS issues in accordance with organisation procedures within appropriate timeframes
3.2
Contribute to workplace meetings, workplace inspections or other consultative activities
3.3
Provide assistance to workgroup members or other stakeholders to contribute to workplace safety
4.1
Report identified hazards and inadequacies in risk controls within appropriate timeframes
4.2
Check the workplace for hazards using itemised checklist(s) in accordance with work procedures
4.3
Contribute to risk assessments
4.4
Provide input to development and implementation of control measures, with reference to the hierarchy of control 5.1
Identify emergency signals and alarms and respond to them appropriately
5.2
Take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency
5.3
Implement emergency response procedures within scope of training and competence
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
10
Cultural Diversity and Workplace Legislation
What are the learning resources for this module?
The following icons highlight important resources to help you learn:
Activities
Various activities have been incorporated into this module to assist you in improving your knowledge of the subject matter, and to provide you with opportunities to develop and refine the associated skills. Completion of all activities will help ensure you are well-prepared to complete assessment.
There are two main types of activities:
1.
Individual activities – these will be found in both the manual and the online classroom space. These are activities you complete by yourself and can include such things as quizzes, watching a video-clip, completing some internet research or working through a case study or an online toolbox.
2.
Group activities – will be found in both the manual and the online classroom space. These are activities where you collaborate with one or more other people, who will usually, though not always, be other students studying this module. The most common activity of this type will be engaging in an online learning forum or group discussion in class, but may also involve the use of teletutorials, ACAPLive, Live
Chat or others. These activities enable students to learn from each other as well as from their teachers and learning materials.
These activities are an important part of your learning and your academic and professional development, and completing them will help you prepare for your assignments. In some modules particular activities may be required to be submitted as part of a formal assignment and therefore contribute directly to your assessment results.
Additionally, the activities will often require you to respond to questions or reflect on your experience. We recommend that you keep a notebook for this unit and keep all your responses to these questions in one place. This will help your learning as well as preparation for assignment tasks. When appropriate, your teacher will provide information on how they would like you to respond to activities and reflections and may provide exemplar responses once the activity is complete.
11
Information for learners
Cultural Diversity and a Workpllace Legisla ation Rea adings This module is supplement s ted by selectted readingss that have been choseen to furth her improve your underrstanding of the study material. Thhe readings are availaable at the end e of the m manual and in the onlin ne class spaace.
Furtther read dings If you wish to su upplement yyour learnin ng beyond the t materiall covered in n your reading, loo ok up the arrticles and books b referenced in the he Further readiings section
n.
Key y terms
Thesse include words w and phhrases that you may no ot have mett before that are essen ntial to yourr learning inn a section. A summaryy list of thesse terms is also a proviided in the Glossary.
Cas se examp ples Case examples will w be provvided througghout the module m to cllarify the appliication of vaarious conccepts and tecchniques. These
T
may bbe accompanied by quuestions forr your consiideration.
Learning tip ps Learn ning tips are provided as a guide to t some of the t main pooints contaiined in th his module and a ideas too help you with w learningg about thesse. They maay be geeneral ideas of good leaarning techn niques and developingg effective studyy skills, as well w as usefuul external liinks.
Refle ection/ S
Summary
y section
This function prrovides a suummation to the sectio on. The refleection activvities are dessigned to asssist you in preparation p n for your asssignment taskss. HLT
THIR403C Work
W
effectiv vely with cu lturally dive erse clients and co-worrkers
HLT
THIR404D Work
W
effectiv vely with Ab boriginal and d/or Torres Strait Islan nder people
HLT
TWHS300A Contribute
C
to t WHS proccesses
12
Cultural Diversity and Workplace Legislation
Week 1: Australian and Torres Strait
Islander history and cultures
This section focuses on Aboriginal and Torres Strait Islander history and culture. We summarise key phases in the history of the relationship between Aboriginal and
Torres Strait Islander people and non-Indigenous people and highlight the diversity within Aboriginal and Torres Strait Islander culture.
Activity 1.1: Aboriginal Australia quiz
Test how much you already know about Aboriginal Australia by following the link below to take a short quiz. You will also find a link to this quiz in the online class space. http://www.creativespirits.info/aboriginalculture/Aboriginal-AustraliaTest.html When you have completed the quiz, answer the following questions:
1.
Do you know as much as you thought you did about Aboriginal
Australia?
2.
What did you learn about Australian and Torres Strait Islander history and cultures through this quiz?
Aboriginal and Torres Strait Islander history in
Australia
Indigenous people have lived in Australia for between 40,000 and 60,000 years.
Before the colonisation of Australia, which began in 1788 with the arrival of the first fleet, there were approximately 600 different tribes or clans who each shared a common language, beliefs about their ancestry and had affiliation to and responsibility for their own land.
Colonisation of Australia saw enormous changes to the culture and lifestyle of
Aboriginal Australians. Indigenous people were not recognised as having any rights in the eyes of the British government and British law declared that land could be settled in Australia without the need for treaties or compensation. Indigenous people became British citizens but without any moral or legal rights.
Week 1: Australian and Torres Strait Islander history and cultures
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Cultural Diversity and Workplace Legislation
Key phases in the relationships between Indigenous Australians and the settlers are outlined below.
Protection and segregation (1830s–1940s)
The policy of protection began during the 1830s and continued until the 1940s. It was in theory aimed at ‘protecting’ Indigenous people who had lost their land or had been dispossessed by settlers. In reality, however, it meant that Aboriginal Australians were taken from their land and made to live on missions and reserves. They were forced to work in menial jobs for minimal wages, which were paid into a trust fund from which a small portion was distributed in pocket money (Holmes, Hughes, &
Julian, 2007). This system ensured that segregation was maximised between nonIndigenous and Indigenous Australians. By the end of the 19th century, protection acts had been implemented in most states and the result was that racism against
Aboriginal people has become the norm – it was accepted by society and legitimised by law.
Assimilation and integration (1950s–1972)
During the 1950s, protection polices began to be dismantled and replaced by assimilation policies, which aimed to encourage Aboriginal Australians to give up their culture and history and become assimilated into Western, mainstream Australian culture. In 1951, the Minister for Territories, Paul Hasluck, explained the goal of the new approach of assimilation by stating that, “It is expected that all persons of
Aboriginal blood or mixed blood in Australia will live like white Australians do”
(Holmes et al., 2007, p. 193).
During this period, reserves were closed as Indigenous Australians were expected to move into towns and cities. Unfortunately, this ultimately resulted in greater disadvantage. Children were also removed from their families and placed into white families (now known as the ‘stolen generation’). The extended family networks of
Aboriginal culture, which consisted of aunties, grandmothers, uncles, cousins and other kin, were dispersed and fragmented as family members were displaced throughout Australia. The networks, which once collectively cared for and taught children, were destroyed and the sense of community and unity among family was lost. The case example below is composed of the stories of a number of children and families of that generation. Although the family is imaginary, the experiences are common of many of the families who were part of the ‘stolen generation’.
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Case example: The stolen generation
In 1950, a family containing seven children was living on a reserve, when it was learned that an Inspector of the Aborigines Protection Board was to pay a visit. Both the children and parents knew from past experience that they might have to fight for the right to stay together. What they did not know was that their names were already on the Inspector’s blacklist, as a family whose lifestyle did not match the manager’s opinion of how
Aboriginal families ought to live. Nor did they know that a magistrate’s committal hearing was scheduled for the following week, nor that the local police had already been asked to prepare a charge sheet for each of the children, as “neglected and under incompetent guardianship”. Nor did they know that, far away in Cootamundra and Kempsey, the superintendents had been warned to prepare places for several more children.
A week later the hearing (it was only a formality) was over. The children were committed, but not allowed to return home. They were kept in the local hospital, until on the eighth day after the hearing, they were quietly placed on a bus and driven away. No one waved goodbye. No one on the
Station even knew when they went.
The mother, suddenly deprived of her family, went into a state of shock from which she never really recovered. For months, not a word was heard of her children. In the belief that some of the older children had been placed as domestic servants for white families in Sydney, she bought presents and at Christmas went to Sydney to find them. She never knew whether it was by accident or not that she was sent to the wrong address, but she arrived at a home in Woollahra to find that her daughter had been sent somewhere else. Nobody seemed to know where. Her presents were taken by the children at the place where she was staying, and she arrived home without gifts or information ….
The two-year period of the children’s detainment came and went without comment from any white official. Then a little information trickled back about what had become of the children. One, it seemed, had died, but nobody knew where or when or how. (In the private files of the Board was the information that she had died of tuberculosis at Waterfall Sanitarium in
1952.)
Two children, it was said, had married white people and raised their children as whites, but that was only a rumour. (The Board’s records noted this to be the case and recorded the details of the marriages.) Of the fourth child nothing was heard, beyond that she had been taken to the Bomaderry
Children’s Home until she was seven, and then a white person from
Victoria had taken her away. (That was where the Board’s records ended, too.) Week 1: Australian and Torres Strait Islander history and cultures
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Of the fifth child nothing at all was known. He simply disappeared. (The
Board’s records contained no information ….) One of the boys eventually came home, now twenty years old. He was an alcoholic and refused to talk of his experiences. The seventh child, a girl, came home too. All she would say was that she had a baby at the Ashfield Children’s Home, which was taken away from her when it was two weeks old, and she had never seen it again. She married a local man, and lived at the reserve.
As the children who had come back grew to their thirties, it was clear that they were not able to function as normal adults. They had nightmares. They resented their parents, particularly their mother, as if she had been responsible for their removal. They had periods of alcoholism during which they became uncontrollably violent. They drank or gambled what few wages they earned and remained what the Aborigines Protection Board called “unassimilable”.
Source: Read, P. (2006). The stolen generations: The removal of Aboriginal children in New South Wales
1883–1969 (4th reprint, pp. 4–5). Retrieved from http://www.daa.nsw.gov.au/publications/StolenGenerations.pdf Group activity 1.2: Discussion
Answer the following questions after reflecting on the case example provided above (on the stolen generation).
1.
How might this experience, and similar stories of assimilation, impact
Aboriginal people today, and their relationship with non-Aboriginal
Australians?
2.
As a worker in the helping professions, why it is important to be aware of this history?
Once you have answered the questions, either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
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Self-determination and self-management (1972–present)
In 1972, the policy of ‘self-determination’ was introduced. It was an attempt to redress the socio-economic disadvantage experienced by Indigenous Australians. This policy meant that Aboriginal Australians were given the same rights as other citizens and encouraged to take control over their own lives and choices. Aboriginal people were given land rights and other rights already afforded to white Australians.
Discrimination was formally abolished with the Racial Discrimination Act 1975, which states that discrimination in regards to employment, provision of goods and services, joining of trade unions, access to places and facilities, land, housing and other accommodation is unlawful on the grounds of race, colour, descent or national or ethnic origin (Australian Human Rights Commission, 2012).
Diversity within Aboriginal and Torres Strait Islander culture There is no single Aboriginal or Torres Strait Islander culture. There are significant differences between cultures in terms of values, beliefs and practices. Making the assumption that all Aboriginal or Torres Strait Islander cultures are the same is the equivalent of assuming that all Western cultures are the same. It is therefore important, as a part of being culturally aware and respectful of difference, to be familiar with the background and culture of the individual you are working with.
Differences between Aboriginal or Torres Strait Islander cultures are related to the land area that each clan or culture is affiliated with and are evident in the diversity of language spoken and expressed though songs, stories, dances, ceremonies and art.
Reading
Please read NSW Department of Community Services. (2009). Section 1:
General information. In Working with Aboriginal people and communities: A practice resource (pp. 1–17). Retrieved from http://www.community.nsw.gov.au/docswr/_assets/main/documents/worki ng_with_aboriginal.pdf
The full practice manual is available at the link below and in the online class space : http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_a boriginal.pdf
When you have completed the reading, answer the following questions:
1.
The guide highlights that not all Aboriginal communities and cultures are the same. In what ways do they differ?
2.
What key cultural factors is it important to be aware of and sensitive to when working with Aboriginal people? Why?
This practice resource has been developed as a guide for community services workers and provides information on key facts and issues relevant to working with Aboriginal people and communities in NSW. You will be asked to read more of the guide as you work through the next few sections of this unit.
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Activity 1.3: Diversity in Aboriginal culture
Conduct your own research to find out about the Aboriginal history of your own town or suburb. Try to find out the following information:
1.
What clan originally owned the land?
2.
What language was spoken and is that language still spoken today?
3.
What percentage of the people in your area identify as Aboriginal or
Torres Strait Islander?
4.
How might this information be helpful to you if you were working with an Aboriginal person from your community?
Reflection
To check your understanding and knowledge of the history and culture of
Aboriginal and Torres Strait Islander people, go to the online class space to complete a short quiz. You may like to go back and re-read sections of this week’s material to help you.
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Week 2: The impact of cultural issues on service delivery
This section focuses on the impact of culture on service delivery and explores ways of encouraging participation in services by Aboriginal and Torres Strait Islander people.
Activity 2.1: Case study
Follow the link below to watch a short video of interviews with members of the stolen generation. (Please note that you will need to scroll down towards the bottom of the page to see the video – you may also like to explore some of the other resources on this page.) When you have watched the video, consider the questions that follow.
Blind Eye: Documentary on the Stolen Generations http://www.youtube.com/watch?v=uRe2d1j3eU0 You will also find a link to this video in the online class space.
Questions:
1.
How do you think these experiences have impacted on the interviewees’ confidence in community services and welfare organisations? 2.
How safe do you think these interviewees – and others who have similar experiences – feel when accessing support or assistance from non-Indigenous services?
Culture shock
Culture shock is the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own. It occurs because we are unfamiliar with the environment, the customs and the norms of the society or culture we are entering and, as a result, we experience moments of embarrassment, awkwardness and lack of control. A worker in a remote Indigenous community describes his experience of the symptoms of culture shock as including the following:
No real reasons for underlying sadness. While there may be many things that you could be sad about on reflection you might find that these things are not what is underlying your feelings. The sadness may seem to come from nowhere, even though it may have initially started because of a stressful event.
An increased tendency to think badly of the local people/culture, and blame the local people/culture for problems you encounter (even though this might be out of character for you).
An aversion to social interaction, particularly with those of the foreign culture.
The sense of stress and depression improves in a familiar cultural space.
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The desire to leave and give up can be overwhelming, and in some may even encourage suicidal thoughts and feelings.
A strong desire to indulge, which can encourage very unhealthy behaviour.
The tendency to be short tempered and feel tired.
Unreasonably strong feelings of anger, sadness, depression and hopelessness may arise in response to the smallest and silliest of things (Trudgen, 2012, para.
6).
Key term
Culture shock is the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own.
If we think about the experiences of the stolen generation described in the video for
Activity 2.1, for example, we can only imagine how the children felt to be suddenly taken from their own community and family and placed in a completely new and foreign environment.
Although the experience of culture shock usually only lasts about two to three weeks, it is important to be aware of the symptoms when working with people from different cultures. It gives us an insight, for example, into how Aboriginal and Torres
Strait Islander people may feel when forced to seek support or assistance from services and organisations run by Western principles and values. The experience can be confronting and disempowering for the service user if not recognised and managed appropriately, and as a result that person is less likely to participate in similar services in the future.
Critical issues for Aboriginal and Torres Strait Islander people As with any group in society, there are particular issues that may impact on
Aboriginal and Torres Strait Islander experience. This includes critical health, social and political issues that need to be addressed and managed. Some of these factors are outlined below.
Health issues
A key source of information about Aboriginal health is a survey carried out by the Australian Bureau of Statistics (ABS) in 2005, the National Aboriginal and
Torres Strait Islander Health Survey, 2004–05. The results of that survey in relation to health risk factors are summarised below: o Smoking: In 2004–05, half the adult Indigenous population smoked cigarettes daily. The incidence of smoking is significantly higher in the
Indigenous population than in Australia’s non-Indigenous population.
Indigenous adults were over twice as likely to be daily smokers as nonIndigenous adults.
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o
o
o
Alcohol: In 2004–05, around half of all Indigenous adults (49%) reported having consumed alcohol in the week prior to the interview, of whom one-third (16% of total Indigenous adults) reported drinking at risky/high-risk levels. However, it is helpful to note that this is similar to that of non-Indigenous adults (14%). This debunks the common stereotype that Indigenous Australians are more likely to suffer from alcoholism than the rest of the population.
Substance use: 28% of Indigenous Australians reported using an illicit substance (most commonly marijuana) in the 12 months prior to the survey. Diet and exercise: One of the biggest health issues amongst Indigenous
Australians is nutrition-related disease such as Type II diabetes and heart disease. The survey revealed that Indigenous Australians who live in remote areas are less likely to eat the recommended intake of fruit and vegetables daily and less likely to exercise adequately than those living in non-remote areas (ABS, 2006).
Social and political factors
Although government policy has been changed in recent years in an effort to eliminate discrimination and disadvantage of Aboriginal and Torres Strait
Islander people, racism and inequality remain. Oppression by the government and non-Indigenous population is still a recent memory and despite antidiscrimination laws, Aboriginal and Torres Strait Islander people are still disadvantaged in a range of areas, including employment, housing and education (Holmes et al., 2007).
These issues mean that it is critical that Aboriginal and Torres Strait Islander people have access to appropriate and safe services. An individual’s wellbeing is seen as a wider family concern in Aboriginal and Torres Strait Islander culture and therefore mental and physical health problems, socioeconomic factors and disciplinary matters are often kept within the family unit or community. With the exception of the
Aboriginal Medical Services, many Aboriginal peoples and Torres Strait Islanders view mainstream services as outside their community. However, it is important to remember that everyone is an individual, and while awareness of cultural history and critical issues is important, everyone responds differently and has their own unique experience. It is therefore important not to make assumptions or stereotype based on cultural factors.
Encouraging participation in services
It is important to note that the issues that directly impact on Aboriginal and Torres
Strait Islander people also influence the relationships between Aboriginal and Torres
Strait Islander people and non-Indigenous people. The history of discrimination in
Australia, for example, and the power imbalances in terms of economic and social status make it less appealing for Aboriginal and Torres Strait Islander people to work and consult with people from a non-Indigenous background.
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As an example of the impact culture and history can have on relationships, we know that many Aboriginal and Torres Strait Islander people are reluctant to use mainstream health and mental services. There are two possible explanations for this:
the tradition of keeping their affairs within their own community
the fear that their children will be removed from them by welfare
Activity 2.2: Accessing services
Think of a time when you had to access a healthcare or support service that mainly serviced a cultural group other than your own or in which you were a minority client. For example, you might have needed to visit the doctor or dentist while overseas where everyone spoke a different language, you may be a stay-at-home father who accessed parenting support through a local childcare centre where most of the clients were mothers, or you may be a gay woman who sought relationship counselling where the clients were mostly heterosexual couples. If you have not experienced this, imagine what it might be like.
1.
What was the experience like for you, or what do you imagine it would be like?
2.
How safe did/would you feel and why?
3.
How did/would the experience impact on your willingness to go back again? 4.
What ways did or could the service help you to feel more comfortable or included?
Creating a culturally appropriate and safe environment
For Aboriginal and Torres Strait Islander people to feel confident accessing and participating in mainstream services (as clients and as workers), it is important to create a psychologically safe environment that is sensitive to and embraces cultural difference. The creation of such an environment is a basic principle in promoting inclusiveness and sensitivity to all people no matter what their cultural background.
The NSW Department of Community Services (2009) provides the following suggestions for promoting a sense of safety and inclusiveness when working with
Aboriginal and Torres Strait Islander people:
Respect, acknowledge, actively listen and respond to the needs of Aboriginal people and communities in a culturally appropriate manner.
Establish community advisory groups with local Elders and Aboriginal organisations, or access existing groups to ensure culturally relevant and sensitive service development and delivery.
Respect cultural values and ways of doing business.
Display Aboriginal visual and written material where possible.
Avoid displaying or broadcasting images of deceased people. If it is important to do so, make sure that you have permission from the person’s family and/or community and include a relevant disclaimer.
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Gain some basic knowledge of the community including dominant family groups, preferred names, original custodians and language groups.
Be aware and respectful of relevant extended family and kinship structures when working with Aboriginal people. Ensure that extended family is included in important meetings and in making important decisions (pp. 20 and 28).
Access and equity
Access and equity issues are an important part of a multicultural society. In Australia, improvement of service delivery and access to health care and social services became an official agenda item for the government in 1985, and a report has been undertaken annually since 1993 to assess access and equity issues in relation to service delivery.
Each year, a committee investigates and reports on the following:
responsiveness – the extent to which programmes and services are accessible, fair and responsive to the individual needs of clients
communication – open and effective channels of communication with all stakeholders
accountability – effective and transparent reporting and review mechanisms
leadership – a whole-of-government approach to management of issues arising from Australia’s culturally and linguistically diverse society (Australian
Government, Department of Immigration and Citizenship, 2007, p. 8)
The most comprehensive report to date was conducted in 2006 and some key findings of the reviews include the following:
Women from culturally and linguistically diverse backgrounds are unlikely to participate in services.
Australia’s aging population is a significant area that lacks service delivery.
Culturally and linguistically appropriate information campaigns are required to ensure that Indigenous and culturally diverse communities know what is available to them and how to access the services.
More use of interpreters is necessary in organisations to ensure that linguistically diverse clients fully understand and have access to information and assistance.
There needs to be greater inclusion of family in client care to meet culturally diverse needs and values (Australian Government, Department of Immigration and Citizenship, 2007).
Being aware of the significance of access and equity issues, and the barriers to participation that can face individuals and families from Aboriginal and Torres Strait
Islander and other diverse cultures in accessing services such as counselling, case management, mediation and other forms of support, is an important part of being a culturally aware and sensitive practitioner. Although you may not be in a position to change government policy or implement strategies at a social level, you can ensure that you embrace diversity by working effectively and respectfully with culturally diverse clients and co-workers and ensuring that your communication is effective.
Week 2: The impact of cultural issues on service delivery
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Cultural Diversity and a Workpllace Legisla ation At aan organisattion level, several strateegies can bee implemented to prom mote partticipation in n services an nd avoid disscrimination n in the worrkforce. The hese include:
cultural sensitivity s an nd awarene ss training for f staff
advertisin ng jobs and services in accessible ways w
providingg informatio on on servicces in a rangge of languaages
undertakiing reviews of practicees to ensure standards are a met
ensuring the policiess and proceddures are cuulturally incclusive and aantidiscrimin natory At aan individuaal level, you u can be moore inclusivee and promo ote participaation by beiing awaare of differences and having h a com mmitment to t respectin ng and undeerstanding th he imp plications off differencess. You can aalso ensure that you are skilled and nd competen nt to worrk with indivviduals from m diverse baackgroundss by acquirin ng knowleddge of differrent culttures, avoidiing assumpttions and sttereotypes and a being flexible in yoour approacch to pracctice. Learning tip p Altho ough you may m not be inn a position n to change governmennt policy or impleement strateegies at a soocial level, you y can prom mote safetyy for Aborigginal and Torres
T
Straitt Islander seervice userss by being open, o respecctful, inclusiive and using u approp priate comm munication techniques and languaage.
Refllection
Now that you haave learned more abouut the impacct of culturee on service deliveery and wayys to promoote participaation in serv vices, think about the experriences of th he stolen geeneration off children an nd how they ey experiencced non-IIndigenous services annd organisations (such as a those intrroduced at the begin nning of thiss section in Activity 2.11).
1.
What criticcal issues doo service prroviders neeed to be awaare of when n working with w Aborigiinal and Torrres Strait Isslander peoople?
2.
What strattegies wouldd you suggeest that serviice providerrs take to promote a sense of saafety for Ab boriginal and d Torres Strrait Islanderr people? HLT
THIR403C Work
W
effectiv vely with cu lturally dive erse clients and co-worrkers
HLT
THIR404D Work
W
effectiv vely with Ab boriginal and d/or Torres Strait Islan nder people
HLT
TWHS300A Contribute
C
to t WHS proccesses
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Cultural Diversity and Workplace Legislation
Week 3: Communicating effectively with
Aboriginal and Torres Strait Islander clients and colleagues
This section focuses on relationship building between Aboriginal and non-Aboriginal clients and co-workers through effective communication. We highlight the importance of historical and social factors in creating a barrier between Aboriginal and non-Aboriginal cultures in Australia and suggest ways that communication can be improved. Activity 3.1: Working with others
Think about what it is like to work with people who are culturally different from you:
If you are of Aboriginal or Torres Strait Islander descent, what do you see as (or what do you think might be) the biggest communication challenges of working with colleagues and clients who are from different cultures?
If you are not from Aboriginal or Torres Strait Islander descent, what do you think might be the biggest communication challenges in working with clients or colleagues who are?
Differences in perspective
Communication between Aboriginal and non-Aboriginal groups is a major barrier to the provision of appropriate and effective services for Aboriginal and Torres Strait
Islander individuals and communities. Culture, language and social and political factors all contribute to communication difficulties. Examples of these factors include the following:
Differences in life perspectives, expectations, understanding and interpretations. For example, an Aboriginal or Torres Strait Islander person is likely to value extended family and see uncles and aunties, even if not related by blood, as important figures in their life who should be consulted about major decisions; a non-Aboriginal person is unlikely to see extended family in the same way and may fail to see the need to consult with seemingly distantly related individuals.
Language differences can also be a barrier to communication. Few nonIndigenous people speak Aboriginal languages and differences between
Standard Australian English and Aboriginal English are considerable.
Social factors can also be a barrier to communication. This includes the factors we have discussed in this module, such as historical experiences, racism and perceptions of each other.
Week 3: Communicating effectively with Aboriginal and Torres Strait Islander clients and colleagues
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Imbalance of power in the social and healthcare system is also a barrier to communication in that most workers and staff are non-Aboriginal and therefore cultural norms and standards within the system are dominated by non-Indigenous (mainly Western) values and practices. This impacts significantly on Aboriginal clients and workers.
Attitudinal factors can also be a barrier to communication. This can be challenging when there are different motivations for behaviour than in NonAboriginal culture. For example, in traditional Aboriginal culture material possessions are not highly valued because family and relationships are considered to be more important. In non-Aboriginal Western cultures, on the other hand, material possessions tend to be highly valued and society promotes success through wealth. In the workplace, there is increasing complexity in communication when there is a greater mix of cultures. Values regarding a range of issues can differ, for example, between Indian, Chinese and Russian cultures, to name just a few.
Individual intercultural communication skills, such as cultural awareness, sensitivity to potential problems and the ability to recognise a communication breakdown all influence communication and relationships (Lowell, 2001).
Activity 3.2: Personal reflection
Think about how you feel/would feel when working with an Aboriginal coworker, or if you are of Aboriginal or Torres Strait Islander descent, think about you feel about working with non-Indigenous co-workers.
1.
What are your greatest fears about the communication? For example, are you worried that you might come across in a negative manner, that you might look ignorant or that you may not be aware enough of differences? 2.
What do you think you could do to overcome those concerns?
Inappropriate communication strategies
When communication is inappropriate, the results can be significant. For example, the client may not receive appropriate care or support or they may feel unsafe and misunderstood and leave without much-needed assistance and care. Conflict may arise between colleagues as a result of inappropriate communication, and workers from minority cultures may feel disheartened, unheard and undervalued.
The extract below is from a study on how to improve communication between
Aboriginal clients at a health service and non-Aboriginal healthcare workers in the
Northern Territory, and highlights the problems that can occur in communication if there is a lack of awareness of cultural influences and underlying inferences. Although this study was conducted to help doctors understand communication with patients, it applies equally to heath and community workers, such as counsellors, mediators, case managers and other helping professionals. The clients involved in this study came from the Yolngu language group in north-east Arnhem Land, several hundred kilometres from Darwin.
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Example
Question-and-answer routines, central to Western discourse, do not feature commonly in Yolngu discourse, particularly in relation to personal topics.
In Yolngu discourse, the question-and-answer approach is complicated by factors such as cultural restrictions on who may ask for, or give, specific information. It is generally considered impolite to directly contradict or to respond negatively, particularly in encounters of unequal power or when the participants lack a close relationship. The patients in our study repeatedly gave responses that they believed the staff wanted to hear, a practice known in linguistics as “gratuitous concurrence”. Triangulation showed that these responses did not represent the patient’s true feelings or experience, but were attempts to give “required” or “correct” responses, as in the following example: Physician: How much are you drinking? How much water?
Patient: Little bit water tea, little bit ga bilin [“that’s it”].
Physician: How much each day? Water, tea?
Patient: Three cup, two cup, little bit [said very confidently].
The physician believed that the patient had a clear understanding of the question and was describing the amount of fluid drunk daily. However, it later became clear that the patient responded this way because she knew what was expected. Her understanding of fluid restriction was that she should drink only two cups of “fizzy drink” per day, but that drinking tea or water whenever she felt like it was acceptable. Questions requiring a
“yes”/“no” response were particularly susceptible to gratuitous concurrence. Source: Cass, A., Lowell, A., Christie, M., Snelling, P., Flack, M., Marrnganyin, B., & Brown, I.
(2002). Sharing the true stories: Improving communication between Aboriginal patients and healthcare workers. Medical Journal of Australia, 176, 468.
In the case example above, the doctor asked too many direct questions that are not used or appropriate in the patient’s culture. In an attempt to be polite and do as the doctor asked, the patent answered the questions in the way she believed the doctor wanted her to. This is what is known as ‘gratuitous congruence’.
This example highlights the importance not only of being aware of the culture and expectations of the person you are working with but also of being self-aware in relation to your own culture. Had the doctor in this example been more aware that he/she was making assumptions about what is normal or right in communication as a result of his/her own culture and expectations, the miscommunication might have been avoided.
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Appropriate communication strategies
Cultural sensitivity is the key to appropriate communication with any person or group of people from a different cultural background to your own. Cultural sensitivity in communication can be enhanced if we do the following:
Prepare yourself: Read about and listen carefully for culturally influenced behaviours.
Recognise your fears: Recognise and face your own fears of acting inappropriately towards members of different cultures.
Recognise differences: Be mindful about the differences between yourself and those from other cultures.
Recognise differences within the group: At the same as you recognise the differences between yourself and others, recognise that there are often enormous differences within any given cultural group.
Recognise differences in meaning: Words don’t always mean the same thing to members of different cultures.
Be rule conscious: Become aware of and think mindfully about the cultural rules and customs of others (DeVito, 2013, p. 42).
In relation to communication with Indigenous Australians, the following rules apply:
Don’t mimic Aboriginal speech patterns or attempt to speak Aboriginal English as a way of encouraging an Aboriginal person to be more open.
Think about the language used (written, verbal and non-verbal) when communicating with Aboriginal people.
Respect the use of silence and don’t mistake it for misunderstanding a topic or issue.
Always wait your turn to speak.
Always consult with Aboriginal staff/people if unsure.
Be aware that words might have different meanings in different communities
(NSW Department of Community Services, 2009, p. 24).
The Government of Western Australia (2012) highlights the following points as key to effective communication with Aboriginal and Torres Strait Islander clients and their families.
building relationships
appropriate briefing before meetings
knowing that ‘yes’ is not always ‘yes’
awareness of kinship rules and shame
listening to non-verbal communication
appropriate use of silence
avoiding being too direct
using appropriate language
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avoiding stereotypess
Learn ning tip
To findd out more about the kkey points liisted above,, follow the link below:
Govern
nment of Western
W
Ausstralia. (20122). WestOne – Discover nnew learning solutionss. Communicating withh Aboriginaal and Torres Strait Islan ander Parentss/carers, p. 1. http://too olboxes.flexiblellearning.net.au//demosites/seriees12/12_11/too olbox12_11/shaared/resources/ /html
/res_com
mm_abtsi_parentts.htm
Reading
Please read r NSW Department
D
t of Commuunity Servicces. (2009). Section 1:
Generaal informatio on, communnication. In n Working wiith Aboriginaal people and communiities: A practtice resource (ppp. 18–28). Retrieved from f http://w www.comm munity.nsw.ggov.au/doccswr/_assetts/main/doocuments/w worki ng_with h_aboriginaal.pdf The fulll practice manual m is avaailable at th he link below w and in thee online class space : http://w www.comm munity.nsw.ggov.au/doccswr/_assetts/main/doocuments/w worki ng_with h_aboriginaal.pdf
This secction of thee Practice R
Resource pro ovides suggeestions on aappropriatee and inappro opriate communicationn with Aborriginal peoplle. As you rread, make a note off the key ideeas and list sstrategies yo ou can use in i the futuree when workingg with Aborriginal and T
Torres Straiit Islander colleagues c aand clients.
Ab boriginal and To orres Sttrait Islander in nterpretters and cultural brokers
Theere are a ran nge of differrent Aborigginal languagges and not all Aborigin inal people speaak the samee language or o dialect:
At the time t of Eurropean settleement, therre were an estimated e 2550 languagees spoken by the Indiigenous peoople of Australia. Thesee languagess were madee up collectivvely of a tottal of aboutt 500 differeent dialects. Since Euroopean settlemeent many In ndigenous laanguages an nd dialects have h been loost as speakkers died or instead learrned to speaak other Ind digenous languages, Ennglish or creoles.. Creoles aree pidgin lannguages whiich develop as the prim mary languagge of a com mmunity. Australian
A
crreoles comb bine English h, Indigenouus languagees and oth her languagees.
Wee ek 3: Comm municating effectively with Aboriginal and Torres
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Today, over 100 Australian Indigenous languages including creoles are spoken. Some of these languages have very few speakers. About 50 of these languages are actively spoken with 150 speakers or more for each language group (Racism – No Way, 2010, Australian Indigenous languages section, para. 1).
The chart below highlights the current diversity of language within Aboriginal and
Torres Strait Islander culture. Today, there are over 100 Australian Indigenous languages spoken.
Figure 3.1: Diversity in Aboriginal and Torres Strait Islander languages and culture in Australia
Source: Racism – No Way. (2010). Australia’s cultural diversity (Australian Indigenous languages section, para. 3). Retrieved from http://www.racismnoway.com.au/about-racism/population/index-Diversit2.html
If language is recognised as a barrier to communication, it can be appropriate to employ the services of a language interpreter who can enhance communication by directly translating everything that is said, either in person or by phone. Interpreters can also be used as cultural brokers, who facilitate communication between cultures.
For example, a cultural broker may be employed to facilitate understanding of the best ways to communicate with an Aboriginal or Torres Strait Islander client or community by explaining how to ask for information appropriately, behave appropriately, and identify and understand relevant values and beliefs.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
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Activity 3.3: Aboriginal interpreter service
Go to the website at the address below to read about the services provided by an Aboriginal Interpreter service in the Northern Territory.
Department of Housing, Local Government and Regional Affairs,
Aboriginal Interpreter Service http://www.health.qld.gov.au/multicultural/interpreters/interprtng_trnsltn g.asp
You will also find a link to this website in the online class space.
Browse the site to find answers to the following questions:
1.
Why is the service considered necessary?
2.
What services are offered?
3.
Why it is advisable to use a professional interpreter? (as opposed to a family member or friend, for example)
4.
What qualifications/accreditation do the interpreters in this service have? 5.
When is it advisable to use an interpreter?
6.
What questions might you ask to assess whether an interpreter is necessary? Reflection/Summary
Referring back to the question we posed at the beginning of this section in
Activity 3.1, think about your original answers.
1.
What did you identify as possible communication challenges?
2.
From what you have learned in this section, what strategies might you use to overcome those challenges?
3.
What other challenges or issue did you not think of and how might those be overcome?
Week 3: Communicating effectively with Aboriginal and Torres Strait Islander clients and colleagues
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Cultural Diversity and Workplace Legislation
Week 4: Working with Aboriginal and
Torres Strait Islander individuals and communities This section explores issues relating to working with Aboriginal and Torres Strait
Islander individuals and communities. You will learn about working in partnership with others and how to maximise the effectiveness of workplace and community relationships. Activity 4.1: Working in partnership
Read through the scenario below and answer the questions that follow.
You have been working in a community centre that provides a range of support services for the community. One day, your manager calls you into her office and tells you that she wants you to work with George, a new member of staff, to improve service delivery to clients and to more effectively ensure that all members of the community use the service.
George is an Aboriginal man, who tells you that he thinks the service has it all wrong and none of the local Indigenous community would make use of it as it is. You are a little offended by George’s comments and the supervisor’s request as you feel you have a good knowledge of the needs of the community and have significant experience in the field.
1.
How might this situation have the potential for miscommunication and conflict?
2.
How might you overcome your concerns to work effectively with
George?
3.
In what ways could you help George with his cultural knowledge too?
Accommodating differences in the workplace
As we have noted, there are many ways in which Aboriginal and Torres Strait Islander people differ from non-Indigenous people. This has, of course, implications for the workplace in that there will be differences in the ways clients and colleagues interact with one another as well as differences in the expectations they have of each other and the services provided.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
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Cultural Diversity and Workplace Legislation
Unfortunately, difference often leads to discrimination and minority groups like
Aboriginal and Torres Strait Islander people are often stereotyped and disadvantaged.
Discrimination based on race and culture is still a significant issue in Australia and refers to any behaviours or practices that “result in avoidable and unfair inequalities across groups in society based on race, ethnicity, culture or religion” (Victorian
Health Promotion Foundation, 2012, p. 7). Research has found that almost one fifth of Australian workers has experienced some form of racial discrimination in the workplace. This is a serious concern because it can lead to mental health issues such as depression as well as physical health problems and risk-taking behaviours such as abuse of drugs and alcohol. The most at-risk groups in Australia are Indigenous
Australians and migrants who do not speak English as a first language (Victorian
Health Promotion Foundation, 2012).
It is therefore important to ensure that all your work practices accommodate differences and are culturally appropriate. At an organisation level, several strategies can be implemented to promote participation in services and avoid discrimination in the workforce. These include strategies already mentioned to encourage participation in service, such as:
providing cultural sensitivity and awareness training for staff
advertising jobs and services in accessible ways
providing information on services in a range of languages
undertaking reviews of practices to ensure standards are met
ensuring the policies and procedures are culturally inclusive and antidiscriminatory
Group activity 4.2: Working with culturally different colleagues discussion
For online students, this activity is to be undertaken with your online class for this module so be sure to introduce yourself if you have not already done so. On-campus students will complete this activity in the classroom with their peers and teacher.
Once you have considered the questions below either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
Week 4: Working with Aboriginal and Torres Strait Islander individuals and communities 33
Cultural Diversity and Workplace Legislation
Think about your own experience in the workplace and try to answer the following questions as honestly as possible.
1.
If you have worked with an individual from a culturally or linguistically diverse background, what has your experience been? For example did you find that there were specific challenges that you don’t experience with colleagues from a similar background to your own? 2.
Do you think that you made assumptions or stereotyped your diverse colleague in any way? What might the implications of this be for you and for your colleague?
3.
If you think that you worked effectively with that person, what did you do to overcome cultural differences?
4.
If you think that you could have worked more effectively with that person, what could you have done to overcome cultural differences?
At an individual level, practitioners can be more inclusive and promote participation by being aware of differences and having a commitment to respecting and understanding the implications of differences. They can also ensure that they are skilled and competent to work with individuals from Aboriginal and Torres Strait
Islander cultures by acquiring knowledge of relevant cultures, avoiding assumptions and stereotypes and being flexible in their approach to practice.
Workplace laws and practices
With increasing cultural awareness and sensitivity comes the realisation that some of our work practices may need to be adjusted or changed to meet the needs of different clients and to work more effectively with culturally diverse colleagues.
In all work practices it is essential to ensure that you are following organisational guidelines and meeting legal requirements. For example, it is important to ensure that you do not violate anti-discrimination laws, including:
Commonwealth Racial Discrimination Act (1975)
Commonwealth Racial Hatred Act (1995)
Human Rights and Equal Opportunity Commission Act (1986)
On a more personal level, a key way that work practices can be improved is through discussions with culturally diverse colleagues. For example, you might attend a supervision group meeting with culturally diverse co-workers who can shed a different light on your cases and the work you are doing with clients. This can serve to highlight gaps in our knowledge and skills or areas in which adjustments need to be made to accommodate diversity. From an organisational perspective, it is also helpful to consult regularly with community members who access your services to assess whether those services are meeting community needs and that they are being delivered in an appropriate way.
Reviewing our own practice can give us considerable insight into how we work with others and can draw attention to areas requiring further focus.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
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Cultural Diversity and Workplace Legislation
Activity 4.3: The value of consulting with Aboriginal and Torres Strait Islander clients and co-workers
Think about your own work, or the type of role that you would like to have and answer the following questions:
1.
Why might it be important for you to seek feedback from Aboriginal and Torres Strait Islander clients and co-workers regarding your cultural practices?
2.
How might you gain this feedback?
3.
What sorts of questions might you ask of another person to help you review your work practices in relation to cultural diversity?
4.
What do you think is the value for organisations on seeking this type of feedback?
Taking responsibility for overcoming relationship difficulties and misunderstandings
When misunderstanding or conflict arises with Aboriginal or Torres Strait Islander clients or co-workers, it is important to consider what part in that situation you might be responsible for. For example, if there is a misunderstanding, it is important to consider whether you might have contributed to the miscommunication through inappropriate communication strategies or by making culturally biased assumptions.
This is not to say that there is not responsibility on both sides, but accepting responsibility for understanding and overcoming relationship difficulties ensures that issues are dealt with without the escalation of conflict or underlying tensions continuing to grow.
Working in partnership: Consulting with others to review work practices
It can be difficult to assess the cultural appropriateness of work practices if the person doing the assessment is a part of the dominant culture. This is not necessarily because all members of a dominant culture are inherently ethnocentric, but because it can be hard to recognise that certain nuances in service delivery may be culturally inappropriate or open to misinterpretation. For example, if you are a non-Indigenous person working with an Indigenous family, you may not realise that you are being culturally inappropriate by referring to a member of the extended family as ‘uncle’ (as the family call him). The only way to fully assess work practices for appropriateness is to consult with a person who is a part of the culture and has personal knowledge and experience of that culture.
This can be done by requesting the assistance of:
service users from an Aboriginal or Torres Strait Islander background
local Aboriginal elders
workers from Aboriginal or Torres Strait Islander backgrounds
Week 4: Working with Aboriginal and Torres Strait Islander individuals and communities 35
Cultural Diversity and a Workpllace Legisla ation
cultural and a language interpreteers
When requestin ng the assistance of pe ople outside your own n organisatioon to review w worrk practices,, it is imporrtant to be cclear about their t role, your y expectaations, whatt aspeects of the service s are being b assesssed, why thiis assessmen nt is importtant, why yo ou have chosen th hese people to help, andd how the information n and feedbaack they provvide will bee used. Majo or reviews oof a service are ideally conducted c oon an annuaal or six-m monthly baasis. Howevver, organisaations beneffit from con nducting reggular internal reviiews with th heir own serrvice users aand workers. Information regardinng the percceived cultuural approprriateness off service deliivery could be gatheredd either thro ough anonyymous surveeys, during tteam meetin ngs, in face--to-face connsultations and a even n at interageency forum ms. At all tim mes, servicess must ensu ure that their ir review proccess is genuuine rather than t token aand that wo ork practices that are cuulturally inap ppropriate are a properlyy modified.
Mu utual men ntoring Ideaally, it is besst to work in n conjunctiion with an Aboriginal or Torres SStrait Island der colleague to co ontinue to leearn about aappropriate practices and to review w your own n worrk – as well as to provid de advice too your colleague on non-Indigenouus issues an nd experiences. A mutual mentoring arraangement liike this allow ws you to ggain insight and ndigenous culture c expeectations, co ommunicatiion, beliefs aand values and adviice about In youur colleague is likely to also a benefitt from your cultural kn nowledge annd experiencce.
Learning tip p Workking with a colleague frrom an Indiigenous bacckground allllows you to o each share inform mation abo ut appropriiate work prractices andd you can bo oth be more culturallly aware.
Pro omoting g self-determin nation and a com mmunity y contro ol Selff-determinattion in relattion to partiicipation in services is the t clients’ ability to bee invo olved in servvice deliverry. When plaanning a serrvice or adaapting a servvice to meet the needs of a particular p cllient group,, it is imporrtant to prom mote self-deeterminatio on by cconsulting with w the releevant comm munity abouut needs and d preferencees for meetiing thosse needs. Fo or example,, when plannning a pareenting suppo ort group foor Indigeno ous fam milies, it makkes sense to ask Indigennous familiees and indiv viduals to shhare their id deas and knowledgee about whaat might woork and whaat may not be b suitable. IIn this way,, greaater control over the tyype of servicce being offfered and th he value of tthe service is retuurned to thee communitty (as oppossed to the seervice proviider), whichh makes partticipation more m likely. Consultatio
C
n provides valuable kn nowledge abbout:
the issuess that the co ommunity oor group facce and the needs n they hhave
the impo ortance and place of fam mily in the community c or group
the servicces that are already avaailable and whether w they are accesssed (and why/whyy not)
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how services can be developed to complement community or family strengths
(NSW Department of Community Services, 2009)
The case study below provides an example of strategies that may be used when consulting on services and practices and the value of this review process.
Case examples
An organisation in southwest Sydney set up an all-in-one inclusive youth service in the early 1990s. The physical space of the organisation included groups of people that dealt with various aspects of service delivery. There was an adolescent legal service, a housing team, a group of youth workers and a team of caseworkers.
Cultural diversity had been one of the focal points in setting up the service, as the local community had significant cultural diversity amongst its youth.
Staff from non-English-speaking backgrounds were specifically employed, as was an Aboriginal youth worker, and much thought was given to the provision and display of culturally diverse resources, materials and artworks.
The whole project was a new concept aimed at providing a variety of services from the one location, improving access, and giving young people an opportunity to develop a sense of ownership over the service and the space. However, because it was a new concept, the workers involved were unsure of whether it would succeed. It was decided that as well as evaluation strategies such as surveys and forum discussions, a community advisory group (CAG) would be formed to review the organisation’s work practices, ensure that service delivery was appropriate and that cultural diversity was being respected.
The role of a CAG is to meet frequently (in this case on a monthly basis) and to discuss the effectiveness of service delivery. The CAG was made up of a small number of staff, including employees from other services that worked closely with the organisation, clients and other community members (such as parents, teachers and a local priest) who had been involved with the service in some way.
This group had a specific charter and terms of reference; it was not able to impose rules, only to make suggestions. However, their input was respected, and the organisation always found ways to incorporate their suggestions.
The CAG model proved to be a very effective way of reviewing the work practices of the organisation and of giving workers direct and useful feedback regarding what was working well and how other aspects of service delivery could be improved.
Week 4: Working with Aboriginal and Torres Strait Islander individuals and communities 37
Cultural Diversity and a Workpllace Legisla ation Learn ning tip
The NSSW Departm ment of Com mmunity Seervices (200
09) providess guidelines for successful consultaation with A
Aboriginal and a Torres Strait
S
Islandder clients and a commuunities.
To acceess the guidelines, folloow the link below: b NSW Department
D
of Commuunity Servicees. (2009). Working
W
withh Aboriginal people annd communitiies: A practicee resource (p. 34). Sydneyy, Australia:: Author. http://w www.comm munity.nsw.ggov.au/doccswr/_assetts/main/lib 100044/wo orkin g_with__aboriginal_
_people.pdff
You willl also find a link to thee guidelines in the onlin ne class spaace.
Refllection
Thinkk again about the scenaario presentted at the beginning off this section n in
Activvity 4.1 and answer the following questions: q 1.
What ideass would youu add to youur original answers a to tthe question ns provided in n Activity 44.1?
2.
What strattegies wouldd you use to o build a relationship w with Georgee and avoid misccommunicattion?
3.
What strattegies couldd you and George
G
use to o mentor eaach other?
4.
What strattegies couldd you and George
G
use to o encouragee more locaal
Indigenous clients to use the servvice?
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Week 5: Cultural awareness
Remember that Assignment 1 is due this week.
This section introduces you to the concept of culture and how it impacts our behaviours, values and beliefs. We discuss cultural and linguistic diversity in Australia and encourage you to become more culturally aware by reflecting on your own cultural background and how this may differ from other people’s experience of culture. Activity 5.1: What does ‘culture’ mean to you?
Take a moment to reflect on what the word ‘culture’ means to you by answering the following questions:
1.
What thoughts or images come to mind when you think of the word
‘culture’?
2.
How would you describe your own cultural background?
3.
How would you say your own culture has influenced you in your life?
For example, has it impacted the values you hold or the way you see the world? Try to think of how your experience might be different from that of people from other cultures to help you reflect.
Self-awareness in relation to your own culture is an important part of being culturally aware and sensitive, so as you work through this section, think about your own culture and how it has impacted on you throughout your life. Cultural diversity in the community and in the workplace The term culture is a complex one. We tend to use it only when discussing nationality or ethnicity, but there are many other types of cultures and the term can also refer to gender, sexual orientation, lifestyle factors, religion, politics, disability and other specific life experiences. Culture essentially refers to the lifestyle, norms, expectations and social systems built up over time by a group of people. Cultures can be formed on the basis of:
ethnicity
religion
beliefs and customs
age
disability
sexuality
special needs or interests
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Key term
Culture is the lifestyle, norms, expectations and social systems built up over time by a group of people.
Culture refers to any “traditions of thought and behaviour such as language and history that can be socially acquired, shared and passed on to a new generation”
(Hays, 2008, p. 14). This socialisation process of transferring thoughts and behaviours from one generation to the next is known as enculturation. Enculturation specifically refers to the process of learning about the culture into which you were born – that is, your native culture.
Key term
Enculturation is the socialisation process of transferring thoughts and behaviours from one generation to the next.
Culture is not considered to be an individual characteristic of a particular person, but a learned set of values and beliefs within a group of people who were “conditioned by the same education and life experience” Hofstede (1980, cited in Lago. 2007, p. 59).
Cultural affiliation is when we experience a shared identity or similarity with others within a section of the population and this may be based on any of the following:
a long shared history, the memory of which is kept alive
a cultural tradition, including family and social customs, sometimes religiously based
a common geographic origin
a common language
a common literature (written or oral)
a common religion
being a minority (often with a sense of being oppressed)
being racially conspicuous (ABS, 2011, para. 1)
Key term
Cultural affiliation is the experience of a shared identity or similarity with others within a section of the population.
Another term – acculturation – is used to describe the process of learning about and adapting to the norms and rules of a culture that is not our native culture. By being exposed to the norms, beliefs and values of a culture different to our native culture, we begin to modify our own cultural premises so that we are not as strongly guided by our native culture and we begin to be increasingly influenced by our host culture.
Acculturation is most evident in migrants who adapt to their host nation by changing some of their behaviours or ways of thinking.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
40
Cultural Diversity and Workplace Legislation
Key term
Acculturation is the process of learning about and adapting to the norms and rules of a culture that is not our native culture.
Some aspects of culture are easily identifiable, such as shared language, while there are others that we are likely to be less aware of, such as the values and beliefs that we have developed as a result of our culture. This means that we are not always consciously aware of our cultural preferences and biases and their impact on our everyday lives.
Culture as a dynamic social phenomenon
Within every culture, changes happen over time and so culture is considered to be a dynamic (moving or changing) phenomenon. It is also a social phenomenon because we only have culture if there is a group of people who feel affiliated in some way.
Change in a culture does not happen overnight, and tends to be quite slow because we tend to embed our cultural values and ideals in social institutions such as family structure, religion, government and workplace (Lago, 2007). For example, gay marriage is becoming increasingly socially acceptable in mainstream Australian culture and so the culture is slowing changing a core traditional value that marriage should be between a man and a woman. This has not been an easy development, and has involved pressure from groups of people within the mainstream culture to bring about; it takes time for cultures to adapt and change values and core beliefs like this.
The impact of culture on individuals
You may not immediately realise it, especially if you are from a dominant culture where most of the people in society are similar to you (as opposed to a minority culture, where there are fewer people similar to you within society), but culture has a significant impact on each of us. Figure 5.1 illustrates the influence of culture as being like an iceberg: we can easily see some ways culture impacts us, such as the language we speak, but this is only the ‘tip of the iceberg’ and there is a lot out of sight that we are often unaware of. In fact, culture influences everything we do, from the ways we communicate with each other to gender and role expectations.
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Cultural Diversity and Workplace Legislation
Figure 5.1: The iceberg of culture
Source: Lago, C. (2007). Race, culture and counselling (2nd ed., p. 58). Maidenhead, England: Open University
Press.
Whether a person is from a dominant culture or a minority culture also has a significant impact on that person’s experience in life and is therefore likely to impact on their attitude and beliefs. For example, Indigenous Australians have the experience of being part of a minority culture in a society dominated by non-Indigenous people.
They have experienced (and continue to experience) oppression and racism from mainstream society, which understandably has led to a lack of trust and sense of safety when interacting with non-Indigenous Australians. Similar experiences of being judged, overlooked and discriminated against are experienced on a daily basis by other minority groups in Australian society, such as people with a disability, older people and the mentally ill, to name just a few.
HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
42
Cultural Diversity and Workplace Legislation
Cultural diversity in Australia
Australia is a diverse country, and the population includes people of different ages and experiences from a range of different backgrounds and countries. Of the more than 22.5 million people in Australia, for example, approximately 2.5% identify as
Aboriginal or Torres Strait Islander and 26% were born overseas (ABS, 2011).
Approximately half of Australia’s population was either born overseas or is the child of an immigrant (Australian Government, Department of Immigration and
Citizenship, 2012b). Australians identify with over 250 ancestries from around the world and within Australia, and there is a range of religions practised and languages spoken. In 2010-11, for example, new migrants came mainly from China, New
Zealand and India (Australian Government, Department of Immigration and
Citizenship, 2012b).
Australia’s diversity is continually growing with more people identifying with specific ancestries in 2006 than in 2001. This increasing mix of cultures within Australia means that culture is a socially dynamic issue – it impacts on the make-up and experiences of society, such as the way we interact in the workplace, which slowly changes and adapts to incorporate new cultures and their associated values and practices. For example, prayer rooms are now provided in many Australian workplaces for Muslim employees and cultural policies have been developed to ensure that there is no discrimination in the workplace. Another example is the provision of multi-lingual signage and information for clients who are from nonEnglish speaking backgrounds.
A key reason for Australia’s cultural diversity is a history of immigration, which continues today. People arrive from all over the world to Australia, and this includes not only those who want to live in Australia for work, family or lifestyle reasons, but also refugees, who are seeking safe haven from danger in their own country of origin.
Activity 5.2: Australia’s immigration history
Go to the website of the Australian Government Department of
Immigration and Citizenship at the address below and browse the
‘Background information’ section of fact sheets provided on the history and impact of immigration in Australia. You will also this link in the online class space. http://www.immi.gov.au/media/fact-sheets/#background
You will also find a link to this website in the online class space.
As you browse the fact sheets try to find answers to the following questions: 1.
What is Australia’s migration policy?
2.
How many people immigrate to Australia each year?
3.
What was the ‘White Australia’ policy and why was its abolition significant for Australia?
4.
The fact sheets include a set of ‘Australian values’ – how well do you think these fit for all Australians?
Week 5: Cultural awareness
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Cultural Diversity and a Workpllace Legisla ation De evelopin ng awarreness a and und derstand ding of cultural div versity
Culttural awaren ness means being awarre of and sensitive to cu ultural diffeerences. All of us ggrow up witthin a culturral context, and as resuult, we tend to see and jjudge otherrs from m our own cultural perrspective. Itt therefore follows f thatt unless we aare aware of o our own culturre and its influence on uus, we cann not be sensitive to otheer cultures.
Learning tip p It is important i to o be culturaally self-awaare in order to be cultur urally sensitivve towarrds others. s field, counselloors, mediato ors, case wo orkers and oother
In tthe human services m be tem mpted to sayy that their own culture is not impportant wheen proffessionals might worrking with clients c becau use they usee empathy to t understan nd their clieents. Howevver, whille an open and a empath hic attitude iis certainly helpful in overcoming o g differencess, it is allso naive to think that we w do not j udge otherss by our ow wn values annd cultural beliefs. In reality, we all ho old pre-connceptions, co onceptions and perspecctives on otheers based on n our own culture c and on how oth hers differ culturally. c C
Cultural selffawaareness is th herefore an important i sstep in deveeloping cultu ural awarenness and senssitivity. Actiivity 5.3
3: Image e montage wn culturall
To heelp you beggin to gain a broader un nderstanding of your ow backgground and influences,, find imagees that repreesent your ffamily historry and culture c and create a moontage of th hose images..
To do o this, you might m go thhrough yourr family pho otographs, inncluding bo oth current and pastt generationns, and creatte a montagge of your faamily of origin or yo ou might seaarch the inteernet for im mages that illustrate thee influential peoplle in your faamily’s histoory. You miight also draw represenntations of your y familyy. Your mo ontage mighht include reepresentatio ons of your pparents, siblin ngs, aunts an nd uncles orr grandpareents or others who havve been influeential in you ur family.
As yo ou add each h person to the montagge, consider the followiing:
1.
How do yo ou think off that person n? For exam mple, what aare or were their core values v and bbeliefs? Wh hat was theirr cultural baackground?
2.
How has that person impacted on o your life?? For exampple, what did d you learn from f that peerson as you were grow wing up aboout life and how to intteract with oothers?
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Culttural Divers sity and Wo orkplace Le egislation When n you have completed the montagge, consider the followiing question ns: 3.
Have you been b expossed mostly to t one domiinant culturre, or have there been n other influuences in yo our family?
4.
What migh ht the conseequences off that be forr you culturrally? Refer to the icebergg of culture presented above a to heelp you idenntify ways th hat your culturre may havee influenced d you.
‘No ormal’ is a value--laden an nd exclud ding conc cept When we are socialised wiith the valuees and belieefs of a partticular cultuure
(encculturation), we tend to o see aspectts of our cullture as ‘norrmal’ and asssociate
‘norrmal’ with ‘rright’ – we may m believee that it is normal n and therefore t rigght to behaave in a certain wayy in public, or to hold ccertain view ws. In Austrralia, for exaample, it is o believe thaat parents sshould be reesponsible for f disciplinning children n quitte normal to and teaching th hem right frrom wrong; in other cuultures (such h as Aborigi ginal culture or man ny Asian culltures) the extended e faamily, includ ding aunts, uncles u and ggrandparents, is mucch more em mphasised ass a source oof disciplinee and teachin ng. Neitherr is right or wro ong – they are a simply different. Thhe danger off assuming that one is nnormal is th hat it leads us to mistakenly m asssume that aanything th hat is different from thee ‘norm’ is wro ong. This juddgement off another cuulture often manifests as a intolerancce and prejjudice, and is i one of th he main reassons for inteercultural co onflict. It iss important to rememb ber, thereforre, that ‘norrmal’ can vaary greatly bbetween culttures and wh hat is a norm m in one cuulture may not n be norm mal in anothher. This is not n to say that all differences d in i clients orr co-workerrs from anotther culturee are to be auto omatically accepted a as normal n for that person n’s culture; clients c and ccolleagues of o any cultural bacckground can engage inn abnormall or inappro opriate behaaviour.
Sim
milarly, harm mful or destrructive behaaviour is no ot acceptablee regardlesss of the persson’s culturre. For exam mple, while iin Australiaan Indigenous culture itt is normal for exteended familly and comm munity to bee involved in i a child’s upbringing, u , child abuse or negllect is not normal n or accceptable, juust as it is not n normal or o acceptabble in mainstream Auustralian socciety.
In aany society, the dominaant culture iis considereed to be the ‘norm’ andd people witthin thatt society con nsciously an nd unconsciiously comee to adhere to a specificc set of valu ues and beliefs abo out what is acceptable a aand ‘good’ that t influence their inteeractions wiith each h other andd with others who fall ooutside of th hose culturaal norms. U
Unfortunatelly,
this means thatt those who o do not asccribe to the dominant values v and ppractices
(peo
ople from minority m cultures) tend to be margiinalised and d discriminaated against.
Learning tip p By making m an assumption thhat what yo ou consider to be norm mal is also ‘riight’ you might m be disscriminatingg against oth hers who haave differennt experiencce of what is normal.
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Table 5.1 below highlights key cultural influences and the associated minority groups who are most vulnerable to discrimination.
Table 5.1: Cultural influences and associated minority groups
Cultural influences
Minority groups
Age and generational influences
Children, adolescents, elders
Developmental disabilities
People with developmental disabilities
Disabilities acquired later in life
People with disabilities acquired later in life Religion and spiritual orientation
Religious minority cultures
Ethnic and racial identity
Ethnic and racial minority cultures
Socioeconomic status
People of lower status because of class, education, occupation, income or rural habitat Sexual orientation
Gay, lesbian and bisexual people
Indigenous heritage
Indigenous, Aboriginal and native people
National origin
Refugees, immigrants, international students Gender
Women, transgender people
Source: Hays, P. (2008). Addressing cultural complexities in practice: Assessment, diagnosis and therapy (2nd ed., p.
18). Washington, DC: American Psychological Society.
As a professional helper, it is essential to be aware of the presence of discrimination and bias in society, and to take steps to ensure that everyone has the opportunity to benefit equally from your service.
Reflection
To help you reflect on the learning in this section, go back to Activity 5.1 and think again about your understanding of culture and your personal experience of culture.
1.
How has your understanding of culture changed having worked through this section?
2.
What did you learn about your own cultural background throughout this section?
3.
In what ways have you become more culturally aware by working through this section?
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Week 6: Creating a culturally safe and inclusive working environment
This section is about what it means to work within a culturally safe environment and the ways that organisations and individuals can contribute to workplace safety for both clients and workers. We highlight the importance of accepting and embracing cultural diversity and encourage you to take responsibility to help develop and maintain workplaces free from cultural bias and discrimination.
Activity 6.1: Diversity in the workplace
Before you begin his section, consider the cartoon below.
Figure 6.1: Equal opportunities
Sourced: CSL Cartoonstock (n.d.). Cartoon images. Retrieved from http://download.cartoonstock.com/120259122910358/ 1.
What do you think the cartoonist is saying about diversity in this particular workplace?
2.
Do you think that you might feel comfortable working in this organisation? Why/why not? What does your response tell you about cultural safety?
As you work through this section, continue to think about what cultural safety means to you in the workplace and how you might contribute to the promotion of a culturally safe environment.
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Accepting and embracing cultural diversity
A culturally safe working environment means that all workers and clients who access the service feel comfortable and psychologically safe to be present, to share their views, and to be heard without judgement. To create such an environment organisations and workers accept and embrace cultural differences and celebrate those differences. A celebration of cultural diversity recognises both similarities and differences, and promotes cultural difference as something to enjoy and maintain. It endorses the position that cultures are by their very nature different and unique, and that as communities and societies we are all the richer for this difference.
Bias and discrimination in the workplace
Bias is a tendency to see things from only one perspective; discrimination is the process of making distinctions between things (generally people) and of believing that one is of more value than another. Both bias and discrimination are negative attitudes and behaviours that exclude, devalue and misrepresent the people against whom we are biased. Key terms
Bias is a tendency to see things from only one perspective.
Discrimination is the process of making distinctions between things
(generally people) and of believing that one is of more value than another.
Stereotyping is another, related, negative attitude that involves ascribing particular characteristics or values to a person based on a generalised perception of a particular group or ‘type’ of person. It is important to remember that while we can all be understood to some degree in relation to our cultural background, overemphasis on cultural characteristics leads to a lack of respect of individual characteristics and personality and can cause us to stereotype people unfairly.
Key term
Stereotyping involves ascribing particular characteristics or values to a person based on a generalised perception of a particular group or ‘type’ of person. Stereotypes are held about all groups in society, including positive stereotypes regarding members of the dominant culture, and negative stereotypes about the minority groups in society. Stereotypes are not limited to assumptions about ethnicity, but to any type of culture, including any judgements we make about those of a particular age, gender or sexuality. Commonly held stereotypes include for example that ‘teenagers are difficult’ and ‘women are emotional’. There are many other stereotypes prevalent in society that we may not even be aware of.
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Client and worker safety
A culturally safe work environment is one which is free of discrimination of all sorts, both for users of the service and staff who work there. Culturally safe work practices are those that promote a physically, emotionally, socially and psychologically secure environment for staff and clients. These aspects of safety include:
to be safe from physical harm (physical safety)
to believe that one’s feelings are respected and validated (emotional safety)
to know that one’s disclosures will not lead to one being ostracised or socially maligned (social safety)
to be safe from psychological trauma inflicted as a result of discrimination
(psychological safety)
Organisations that are most culturally safe for both staff and clients are those that embrace cultural diversity, and promote the principles of mutual respect and inclusiveness in their everyday work practices.
Some examples of culturally safe work practises include the following:
ensuring that policies and management structures reflect respect for cultural diversity
ensuring that resources are provided in appropriate language, such as client pamphlets in a range of languages and the use of plain English in organisational policies and manuals
demonstrating sensitivity, empathy and respect to clients and coworkers/employees
ensuring that a respect for cultural diversity is demonstrated in the ways in which staff interact with clients and with each other, for example, through forbidding racist language or jokes
actively encouraging people of all cultural backgrounds to participate in discussions, projects and meetings
using artworks, posters and other resources that are reflective of a variety of cultures
recognising the need to include culturally appropriate acts, such as an
Indigenous Welcome to Country, at the commencement of an important event
conducting reviews to ensure that clients and staff members feel safe and respected and seeking suggestions for improvement
Professional duty of care
As workers in the health and community services field, we are bound by codes of practice that promote cultural safety for clients and co-workers by advocating selfawareness and respect for difference. For example, a key professional association for counsellors, Psychotherapy and Counselling Federation of Australia (PACFA) (2011), note the following principles in relation to both cultural self-awareness and working with culturally different colleagues:
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Practition ners should be aware oof their perssonal values in relation to lifestyle,, gender, age, a disabilitty, race, sexuual orientattion, beliefs or culture aand be cognisantt of the imp pact of thes e on the theerapeutic prrocess. If prractitioners find themselvves unavoidaably and em motionally prejudiced p to owards a cliient they mu ust refer the client on to o another aggency or praactitioner.
Practition ners should treat all collleagues fairrly and foster equal oppportunity.
Practition ners should not allow ttheir professional relatiionships witth colleaguees to be prejuddiced by theeir own perssonal views about a collleague’s lifeestyle, gend der, age, disab bility, race, sexual s orienntation, beliiefs or cultu ure. It is unaacceptable and a unethicall to discrimiinate againsst colleaguess on any of these grounnds (p. 15).
Oth her relevant professionaal bodies, suuch as the National
N
Alternative D
Dispute
Resolution Advvisory Coun ncil [NADR
RAC] (2007)) also identiify awarenesss and respeect for cultural diffference as essential e to ppractice in their t codes of ethical ppractice and pracctice standaards.
Learning tip p Beingg familiar with w the guiddelines of keey professio onal associattions in you ur field of practice is a helpful way to clarrify practice requiremennts and underrstand yourr duty of carre to clientss in particulaar.
Wa ays to eliminat e te bias a and disc crimination in tthe wo orkplace e Ind dividual strategie s es
Desspite the ressponsibilitiees of their p osition, couunsellors, mediators, m caase workers and otheer commun nity workers can be as iinfluenced by b their feellings and vaalues as any otheer person. It
I is importaant howeverr, that as prrofessionals in the fieldd we are awaare of th hese feelinggs and valuees so that w we can contrrol the exten nt to which they affect our beh haviour and our professsional practitice.
Thee profession nal responsib bilities of coounsellors and a commu unity workerrs are con nsiderable an nd include:
working hard h to devvelop rapporrt with peop ple they hav ve never meet
empathissing with clients and thheir families as well as co-workers c
having kn nowledge of available sservices and d referral op ptions
engaging with otherss in a way thhat develop ps trust and confidencee so that theey feel safe and a heard when w sharinng their storries and perspectives
having kn nowledge of organisatiional and leggislative req quirements aand implemen nting them
monitorin ng progresss and client satisfaction n to ensure that t desiredd goals are achieved
behavingg in an ethical manner aat all times
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In order to adhere to these responsibilities and to provide a best practice service, we must be able to recognise our personal biases. Such biases will affect the quality of our practice and will, whether directly or indirectly, adversely affect clients, the people we work alongside and the organisation overall. By recognising our own prejudices, we are able to challenge them as required and limit their impact on clients, coworkers and others.
Organisational strategies
In the community services sector, it is especially important that any cultural or personal biases be acknowledged, identified and challenged. Rather than relying on the goodwill and self-regulation of individuals and organisations, it is more effective to instigate strategies designed to ensure that this occurs. Such strategies might include:
Developing organisational charters and policy and procedure manuals that address issues of bias and discrimination. Such documents need to provide examples of what bias is and how discrimination can occur so that workers are in no doubt of its pervasiveness and effect. Charters, policies and procedures also need to instruct staff on the consequences of discriminatory work practices.
Creating a code of conduct outlining communication standards for the workplace. Such a code would state unequivocally that biased and discriminatory language and humour will not be tolerated in the organisation because this condones the mistreatment of others and perpetuates misinformation and stereotypes.
Providing regular staff training on the subject of discrimination. Staff are to be encouraged to acknowledge and challenge their own biases in a safe environment.
Ensuring the organisation’s services and resources are made available to users without discrimination or prejudice. Where a service is unable to meet the needs of a particular sector of the community, workers need to be knowledgeable of the services that are available and to which people can then be referred.
Designing evaluation processes for assessing whether the above requirements have been implemented and, if so, what effect such inclusions have had on workplace practices and client interactions. It needs to be remembered that service user feedback is an important component of such evaluations.
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Group activity 6.2: Cultural awareness policy
For online students this first activity is to be undertaken with your online class for this module. On-campus students will complete this activity in the classroom with their peers and teacher.
Once you have answered the questions below either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
As an example of an organisational cultural awareness policy, follow the link below to read ACAP’s Cultural Awareness Policy. You will also find a link to this Policy in the online class space. http://currentstudents.acap.edu.au/assets/Managing-My-Course/A-ZPolicies/Cultural-Awareness-policy-Jan-07.pdf 1.
Access the current student section of the ACAP website by logging in to the student portal with your student username and password.
2.
Under Policies, Forms and Fees section, click on Policies A-Z and scroll down to access the Cultural Awareness Policy.
When you have read the policy, consider the following questions:
1.
Why is it important for an organisation to have a cultural awareness policy? 2.
What are the potential pitfalls if an organisation does not have a cultural awareness policy?
3.
Do you think the policy could be improved? If so, what suggestions do you have for improving ACAP’s Cultural Awareness Policy? If not, why do you think this is a useful policy?
Anti-discrimination laws
In Australia, there are laws that aim to prevent racism and the associated discrimination. Key pieces of legislation at Commonwealth and State/Territory level are listed below.
Commonwealth legislation
Commonwealth Racial Discrimination Act (1975)
Commonwealth Racial Hatred Act (1995)
Human Rights and Equal Opportunity Commission Act (1986)
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State and territory legislation
New South Wales: Anti-Discrimination Act (1977)
South Australia: Equal Opportunity Act (1984) and Racial Vilification Act
(1996)
Western Australia: Equal Opportunity Act (1984) and Criminal Code
Australian Capital Territory: Discrimination Act (1991)
Queensland: Anti-Discrimination Act (1991)
Northern Territory: Anti-Discrimination Act (1996)
Victoria: Equal Opportunity Act (1995) and Racial and Religious Tolerance Act
(2001)
Tasmania: Anti-Discrimination Act (1998)
These acts and laws inform both organisations and individuals on appropriate ways to behave and interact with others in the workplace and clarify conditions that organisations must adhere to in order to maintain a safe and fair workplace.
Activity 6.3: Racism – No Way
For this activity you will be required to access the Racism – No Way website. The URL is http://www.racismnoway.com.au/aboutracism/legislation/index.html
A link to this website is provided in the online class space.
This link provides information on Australian and international law on discrimination. Click on the following links and read through the information at each link:
(Please note, it is not necessary to read all information in each article of legislation. Read enough so that you understand what the legislation aims to enforce, and then write a two to three paragraph summary on each of the points listed.)
Introduction
Universal Declaration of Human Rights
International Convention on the Elimination of All Forms of Racial
Discrimination
Commonwealth Racial Discrimination Act (1975)
Human Rights and Equal Opportunity Commission Act (1986)
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Signage, literature and posters
Another effective way to promote celebration of cultural diversity and encourage a sense of openness and respect for difference is to use appropriate signage, literature and posters in the workplace. This can include any of the following:
displaying a variety of artworks, posters or photographs depicting people of various cultural backgrounds throughout the organisation
providing resources in a range of community languages
ensuring signage throughout the building is written in the most common community languages or using pictograms (rather than words) to indicate where facilities are located
creating a poster at reception that has a photograph of workers, with their name and position written beneath
Summary section
List as many strategies as you can that you could use to improve cultural safety and cultural acceptance in an organisation.
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Week 7: Cross-cultural communication
This section focuses on intercultural communication. We identify common barriers to cross-cultural communication and suggest strategies to enable you to communicate more effectively with clients and colleagues from cultures other than your own.
Activity 7.1: Cross-cultural communication
Consider the scenarios below and think about what cultural factors may be causing miscommunication:
1.
A worker thinks that two colleagues are unprofessional because she overhears them talking in a very informal way, using slang.
2.
A caseworker assumes that the father in a family he is working with is going to be aggressive because he has many visible tattoos.
3.
A mediator has trouble understanding what one party is saying because of her heavy accent.
4.
A worker assumes that a client is not interested in what she has to say because she doesn’t make eye contact.
5.
A student support officer tells a student that she needs to be more assertive because she says she needs to ask her brother for advice before making a decision about her course. The woman feels misunderstood because she values her brother’s opinion.
Barriers to cross-cultural communication
Cross-cultural communication can be challenging for a number of different reasons.
The most obvious barrier to communication is when we speak different languages, and so we have different words for the same things. Even if we speak the same language, we often give different meaning to the same words and experiences and different ways of using non-verbal language.
Some key barriers to communication include the following:
1.
Wrongly assuming that there are ‘normal’ ways to communicate
We naturally make assumptions about ‘normal’ ways to communicate based on our own cultural background and experience. When others behave in a way that we accept as normal, we tend not to notice; when someone behaves differently, however, we may judge them negatively.
2.
Language differences
Language is a common source of miscommunication, not only in cases where the communicators speak different languages, but also in cases when they speak the same language but attach different meaning to certain words as a result of cultural differences. For example, if a teenager says that something is ‘sick’ they may mean that it is ‘cool’ or exciting, whereas if an older person uses the same word they are more likely to mean that it is bad or unpleasant.
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3.
Differences in non-verbal communication
People communicate wordlessly through body language, facial expression, and eye contact. For example, in most Western cultures it is appropriate to look someone in the eye when talking to them; in some non-Western cultures this is considered to be rude and avoidance of eye contact is preferred.
4.
Preconceptions and stereotypes
We all hold some preconceptions and stereotypes, and can tend to pigeon-hole another person as a result. For example, we might assume that an Australian man is unlikely to be conformable talking about his feelings or we might assume that a Muslim women who wears a burqa is oppressed by her husband.
While this might be true of some Australian men and some Muslim women (just as it is true for any man or woman of any culture), these assumptions are not true of all Australian men or Muslim women and so are just as likely to be wrong. 5.
Judging and evaluating
An automatic response when we receive a message is to attempt to understand it. We do this through interpretation, which is made through our own cultural lens. There is a natural tendency to assess and evaluate both the message and the messenger as either ‘good’ or ‘bad’. For example, if a worker from a
Western background was to learn that parents had regular bedtimes and meal times for their children, they would be likely to approve of that scenario and evaluate it as ‘good’. However, if the family tells the worker that the children have no regular routine and eat when they are hungry, the worker may judge this to be ‘bad’ for the children. In reality, both approaches are considered appropriate in different cultures and it is the workers’ own expectations and norms that lead to interpretation of ‘good’ or ‘bad’ (LaRay Barna, 1997, as cited in Stringer & Cassiday, 2009).
Figure 7.1 below highlights some of the barriers to communication that occur because of the ways we perceive the people we meet and categorise them. For example, we constantly make judgements about people because of the way they dress, how much they weigh, how they speak and how they behave. All of these social and culturally derived ways of seeing others can lead us to make assumptions and judgements, and to stereotype other people.
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Figure 7.1: How we perceive others
Source: Lago, C. (2007). Race, culture and counselling (2nd ed., p. 53). Maidenhead, England: Open University
Press.
Activity 7.2: Communication barriers
1.
Choose two of the ways we perceive others illustrated in Figure 7.1.
For example, you might choose ‘location of meeting’ and
‘views/attitudes towards other’.
2.
Think about the assumptions you make about other people based on these factors. To help you do this, try to remember a time when you met someone who fell into that category or met in particular circumstances (e.g. at work, at a party or in another setting) and what you expected that person to be like.
3.
Think about what barriers to communication might be present as a result of your perceptions and expectations. For example, are you likely to respond differently to a person you meet at a party than if you were to meet the same person as a client in need of financial assistance? 4.
How might you begin to overcome barriers to communication?
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Effective, cross-cultural communication
Although we can never be fully knowledgeable about all cultures, we can take steps to ensure that our communication is culturally sensitive and respectful, which goes a long way towards overcoming barriers to communication. Some strategies we can use when meeting with clients and colleagues include the following:
Be aware of your own cultural background and heritage and how it influences your values and beliefs as well as how you come across to others.
Be aware of your own biases towards others and how you stereotype others.
Identify the ways in which you and the other person are similar and the ways in which you differ from each other culturally.
Be open to understanding the beliefs, values and worldviews of the people you work with. This involves using communication skills such as active listening, empathy and asking open questions, as well as maintaining an attitude of openness and curiosity.
Try to understand how the other person’s culture impacts on their communication and behaviours.
Be aware of the influences of socio-political factors that may have impacted on the person. For example, it is important to be aware that past repression of
Indigenous Australians by non-Indigenous Australians has influenced the relationship between the two cultures and that this may make communication more challenging.
Gain an understanding of how your clients or co-workers feel about family, illness, death, gender and other key issues that influence interactions and communication.
Empathise with the person and try to understand them as an individual. No two people from any particular culture are the same, so it is important not to assume or stereotype.
Try to recognise which aspects of communication are cultural and which are simply the person’s own communication style.
Note differences between you and the other person and explore those when it seems appropriate (Egan, 2010).
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Reading
Please read Fujishin, R. (2008). Creating spacious communication with another culture. In Creating communication (2nd ed., pp. 65–77). Plymouth,
England: Rowman & Littlefield.
In this reading the author explains why communication between people of different cultures can be challenging and what leads to miscommunication.
He suggests ways to overcome cultural miscommunication by using a technique he calls the ‘I.N.V.I.T.E.’ technique.
When you have completed the reading, complete the following:
1.
What do the letters I.N.V.I.T.E stand for in the communication technique? 2.
For each letter (aspect of the communication technique), write down one thing that you will do in future to improve your communication with clients and co-workers from different cultures.
Example
The letter ‘I’ stands for ‘Increase your frame of reference’. In future, you might commit to being more accepting of differences and look for ways to enjoy differences rather than be afraid of them.
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Overcoming language barriers
Activity 7.3: Language barriers
If English is your first language, it can be hard to imagine what it must be like for people who have English as a second language. Although many second-language speakers are fluent, they may still feel restricted to some degree in their ability to communicate experiences and others who are less fluent can feel awkward, can take longer to find the word they want to communicate, and may have a limited vocabulary.
This activity is designed to give you more insight into the challenges when trying to communicate in a language that is not your primary one.
Ask someone to help you with this activity (for example a friend, family member or another student).
Take a minute or two to tell the other person about the town you grew up in.
Now repeat the activity, but this time, you must insert a colour every seventh word, using a different colour each time.
Example
“I grew up in a pretty PINK small town in Queensland. It has
GREEN a fairly small population, so I YELLOW knew almost everyone in town.”
Source: Stringer, D., & Cassiday, P. (2009). 52 activities for improving cross-cultural communication (pp. 5–6). Boston, MA: Intercultural Press.
When you have completed the activity, consider the following questions:
1.
What was the experience like for you – how did you feel when you had to stop and think about what you were going to say next?
2.
The other person probably found listening to you a little frustrating – how would you feel if you were the listener?
3.
What could you do to make it easier for the speaker if they were communicating like this?
Activity 7.3 highlights the challenges that arise when trying to communicate in a language other than your own. As a professional in the helping services, you need to be aware of other communication options so that when you are unable to speak with clients, community members or colleagues because of language barriers, you can still communicate. Some of these options are outlined below.
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Non-verrbal communication
Keep in mind m that non-verbal n ccommunication is very powerful aand useful. The
T
followingg non-verbaal communiication optio ons can do much to puut others at ease and help develop a sense s of rappport that iss not depend dent on woords: o smiiling o frieendly eye co ontact o opeen body lan nguage o app propriate touching (succh as a hand dshake or a gentle toucch on the arm)
Learning tip p The key k to overccoming langguage barrieers is to gen nuinely wannt to conneect with another perrson. Whenn that desire and empathy exists, nnon-verbal strateegies are mo ore likely to be correctlly interpreteed and recipprocated.
Written resources r Be sure also a to have access to reesources in a variety off communitty languagess as well as reesources forr people witth disabilitiees (such as pamphlets p w with large teext for the viisually impaaired). Know wledge of th he local serv vices availabble for diffeerent cultural groups g is alsso essential..
Interpreter services v comm munication is restricted d because off language
In instances where verbal e effort is requiredd to understaand the possition and seense of barriers, extra powerlessness of thee client, as w well as to heelp them to access speccialised servvices and staff.
f. This is wh here languagge and cultuural interpreters are esppecially help pful. Ideally, th he interpretter needs too be someon ne with appropriate lannguage skillss and profeessional kno owledge whho is indepeendent and experienced e d in interpretiing. Use of an interpretter not onlyy infers a respect for thhe client’s language and the importance off what the client c has to o say, but alsso affirms your y desire to understand d the client. It also provvides the cliient an oppoortunity to c and experiencces fluently in their own n language (Lago, 20077). express concerns
When yo ou know in advance a thaat an interprreter is requ uired for a cclient, you can c pre-arran nge for an official interppreter to bee present du uring the sesssion. It is importan nt to be awaare that this service can n take time to t arrange, eespecially iff the client speeaks a less common c lannguage in Australia.
A
It also a has cossts associateed with it, an nd some orrganisations may not haave the financial resourrces to afford such a seervice. A mo ore affordabble, although less effecttive, optionn is a telepho one interpreteer service, which w can bbe arranged more easilyy and econoomically.
Telephon
ne interpreter services aare most co ommonly ussed in emerggency situationss or crises when w immeddiate assistaance is requiired.
Each statte and territtory has acccess to telep phone interp preter servicces which arre of great benefit b to reegional and rural comm munities; in particular, iin areas wheere language interpreterss are not cloose by.
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Activity 7.4: Research
Conduct some research to identify interpreter services in your state/territory that you could use to facilitate communication with clients.
We suggest that you begin by conducting an internet search or looking in your local telephone directory. When you have identified a suitable service, research the following:
1.
What languages can the service provide an interpreter for?
2.
When (that is, what days and times) is this service available?
3.
What qualifications does the service require of its interpreters?
4.
How does the interpreter process work?
5.
What costs are involved?
6.
How can clients/you access the service – do you need to make an appointment? Reflection
Re-read the scenarios below, which we provided at the beginning of this section in Activity 7.1. Now that you have learned more about cultural miscommunication and ways to overcome it, try to identify the barrier to communication in each scenario and suggest a strategy to overcome it.
1.
A worker thinks that two colleagues are unprofessional because she overhears them talking in a very informal way, using slang.
2.
A caseworker assumes that the father in a family he is working with is going to be aggressive because he has many visible tattoos.
3.
A mediator has trouble understanding what one party is saying because of her heavy accent.
4.
A worker assumes that a client is not interested in what she has to say because she doesn’t make eye contact.
5.
A student support officer tells a student that she needs to be more assertive because she says she needs to ask her brother for advice before making a decision about her course. The woman feels misunderstood because she values her brother’s opinion.
Check your answers by going to the online class space for this section.
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Week 8: Resolving cross-cultural conflict and misunderstandings
This section focuses on conflict and the cultural factors that influence and contribute to conflict. We define conflict, explore its causes, and suggest strategies to avoid and manage cross-cultural conflict and misunderstandings, and promote inclusiveness and cross-cultural understanding.
Activity 8.1: Cross-cultural conflict
Read the case study below, which builds on an example from the previous section in which a student says she needs to ask her brother for advice before making a decision about her course, and think about what cultural factors might be impacting on the situation.
Case study
“I’ll have to talk to my brother,” the female Pakistani graduate student told the female Australian student support counsellor. “I can’t decide what to do until I talk to him.” She was married and her husband was abusing her. He hit her, reviled her, and on at least one occasion burned her with his cigarette. Friends had encouraged her to see the counsellor. Her older brother was a post-doctoral researcher at a respected university. It was his guidance she said she needed.
The counsellor saw the problem right away. Here was a woman unable to make up her own mind. She needed to assert herself. It was her life, not her brother’s. The counsellor explained that the Pakistani woman needed to take responsibility for her own decisions. The Pakistani woman left the counselling session and never saw the counsellor again.
Adapted from: Alladin, W. (1998). Models of counselling for psychotherapy for a multiethnic society. In S. Palmer, & P. Laungani (Eds.), Counselling in a multicultural society (pp. 90–112).
London, England: Sage,
1.
What do you think went wrong here – why did the student never return to see the counsellor?
2.
What cultural factors impacted on the interaction?
Identifying cross-cultural conflict
Conflict is an inevitable part of everyday life, and an experience that we are familiar with to some degree. Condliffe (2008) defines conflict as:
A form of relating or interacting where we find ourselves (either as individuals or groups) under some sort of perceived threat to our personal or collective goals. These goals are usually to do with our interpersonal wants. These perceived threats may be either real or imagined (p. 3).
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In this definition, it is important to note that threats we feel may be real or they may be perceived: it is often how we think about the way others behave, react and respond that can cause conflict. The greater the difference between any two cultures, known as “cultural distance”, the greater the likelihood of conflict between the two
(Triandis, 2000, p. 145).
Key term
Conflict occurs when we believe that our goals or needs are under threat.
Cultural distance is the degree of differences between two cultures.
Why misunderstandings and conflict occur
When differing cultures come together, there are several ways in which misunderstandings can occur. These misunderstandings are often based on cultural differences and include the following:
Customs
Different cultures consider different customs to be normal. For example, when two Australian men meet for the first time it is customary for them to shake hands. In contrast, men in European cultures often hug and kiss when they meet. While both behaviours are considered normal within their own cultural context, the behaviours might be misinterpreted when exhibited outside their cultural context.
Cultural norms
Norms are cultural behaviours, beliefs, expectations and values. They can differ from one culture to another and this difference can sometimes create judgemental attitudes and intolerance. For example, if an Australian worker discovered that an Indian client was keen to arrange marriages for her children, the worker may assume that the mother is controlling and inappropriately forceful with her children. A worker from an Indian culture, however, is likely to recognise that this custom is the norm in some parts of India and that the mother is considered to be caring and appropriately involved with her children in her own culture.
Language and expressions
Each culture has a specific way of using language. Not only can languages differ between cultures, but even within cultures that share the same language, the local use of slang and colloquial expressions can sometimes lead to confusion or misinterpretation. An example of an Australian expression that could be misinterpreted is ‘she’ll be right’, in which a person unaware of the local idiom might assume that there is actually a female involved.
When conflict does occur, it can range from minor levels of discomfort or tension between two people to outright violence or aggression. Figure 8.1 below shows the escalation of conflict as being like a slide – it begins with feelings of discomfort and then as we begin to slide down into conflict, we experience an incident, misunderstandings, tension and finally crisis.
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Figure 8.1: Levels of conflict
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Resolving cultural misunderstandings
Being aware of cultural differences, particularly in the way that we respond to conflict, can help resolve problems and overcome misunderstandings. The exchange below highlights the impact culture can have on conflict and the problems that can arise when individuals approach conflict from culturally different standpoints.
Example
Pat:
Why did you tell her I was home? I told you an hour ago I didn’t want to speak with her. You just don’t listen.
Chris:
I’m sorry. I completely forgot. But you seemed to have a nice talk. So no harm done – right?
Pat:
Wrong. You just don’t understand. I didn’t want to talk with her. Chris withdraws to the next room and remains silent, saying nothing to
Pat’s repeated comments and criticisms. After about two hours:
Pat:
I can’t stand your silent treatment. You’re making me the villain. You’re the one who screwed up.
Chris:
I’m sorry. [Walks away]
Communication continues this way for the rest of the evening – with Pat ranting and raving every several minutes and with Chris hardly trying anything and always trying to walk away. Pat comes from a culture where anger is regularly and expectedly expressed. Yelling and screaming are customary ways of dealing with conflict. Chris comes from a culture where anger is expressed by silence. The extent to which Chris remains silent is a measure of how great the anger is.
Their different cultural beliefs about conflict can lead each to draw incorrect conclusions about the other. For example, from Chris’s silence it’s easy for Pat to conclude that Chris doesn’t care about what happened and is indifferent to Pat’s anger. From Pat’s outburst Chris may easily conclude that Pat is unhappy in their relationship.
Source: DeVito, J. A. (2004). The interpersonal communication book (10th ed., pp. 313-314). Boston,
MA: Allyn & Bacon.
In the example above, cultural awareness will not necessarily prevent or resolve the conflict that has occurred, but it could help alleviate the escalation of the conflict and prevent further misunderstanding and miscommunication. Without cultural awareness of each other’s ways of dealing with anger, for example, Pat and Chris continue to spiral into conflict and more damage will be done to the relationship.
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Communication is the key to managing conflict when it does occur in the workplace, either with clients or with co-workers. Effective communication includes:
being aware of and considering verbal and non-verbal messages and responding appropriately
use of active listening skills such as paraphrasing, empathy and questioning to clarify and reflect the speaker and demonstrate an understanding and respect for their needs and perspective
If it becomes clear that the conflict cannot be resolved through communication and understanding, then it may be necessary to use negotiation skills to resolve the conflict. Negotiation is the process of working together with the other person to make an agreement of how to cooperate or proceed and essentially involves communication and bargaining (Tillett & French, 2006).
Key term
Negotiation is the process of working together with the other person to make an agreement of how to resolve the issue. It usually involves compromise and bargaining.
Negotiation means coming to a compromise about what is acceptable to both parties, or exploring possibilities to find a solution that works for both of you. At its core, negotiation involves a genuine willingness to find a ‘win-win’ outcome, being open to listening and recognising that the beliefs or needs of one culture are no more or less valuable than those of another. For example, imagine that two co-workers are in conflict over the use of a spare office at midday. One wants the office to make a personal phone call and the other wants it to say midday prayers. We can see that the conflict could easily escalate if one or both devalues the other’s beliefs or needs. By adapting an open collaborative perspective, however, the two can negotiate a win-win in which both have their needs met. For example, the worker who needs a room for midday prayers may help their co-worker find another place to make their phone call or vice versa.
Other ways to manage cross-cultural conflict in a workplace include the following:
Withhold making judgements when working with individuals from other cultures. Instead, focus on trying to understand rather than judge differences in behaviour.
Make time to cultivate relationships and value the differences.
Avoid jargon and slang when working with others from non-English-speaking backgrounds.
Be open to including other cultural norms in the workplace. For example, if a colleague needs a place to pray, accept that this is a normal part of the work day in that person’s culture and there is no reason that it cannot be included in your workplace too.
Learn about differences across cultures.
Avoid stereotyping.
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Activity 8.2: Resolving cross-cultural conflict
For this activity, go to the online class space for this section to complete a multiple-choice quiz on resolving conflict.
Seeking assistance to avoid misunderstandings
When difficulties, misunderstandings or conflicts arise, there are plenty of people who can advise us on the best way to manage a problem or how to modify workplace policies and practices. In some cases, this might involve use of specific services or staff members, such as an interpreter for language. Interpreters are also available to assist with, and advise on, cultural differences, even when language is not a significant barrier to communication. In other cases, it might mean meeting with your supervisor, case management leader, manager, or work colleagues for advice and information. There is no shame in asking for help – and in asking many people. The more people you talk to, the more likely you are to uncover a suitable answer. It is therefore important to be aware of the range of resources and assistance both within your organisation and external to it that you can turn to for help when you are unsure of how to proceed or need support to manage a conflict or miscommunication.
Encouraging and influencing inclusiveness
Difference, and a lack of understanding or tolerance of difference, can often lead to conflict and further intolerance. Ethnocentricity – the belief that the cultural norms and experiences of a dominant culture are more valid than those of minorities – is unfortunately common throughout Australia, despite our multiculturalism. Such views, and the pervasive overtones of racism and prejudice that accompany them, need to be challenged whenever possible, so that all people, regardless of their heritage, culture or beliefs, are able to access the same services, support and sense of safety that we are all entitled to.
Key term
Ethnocentricity is the belief that the cultural norms and experiences of a dominant culture are more valid than those of minorities.
Ways to encourage inclusiveness and cross-cultural harmony include the following:
Reviewing and modifying work practices to make sure that they are appropriate for different cultures and that both clients and workers feel safe in the work environment regardless of their cultural background. For example, a workplace may arrange recognition of important religious holidays that are celebrated in different cultures.
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Setting up cross-cultural work teams and committees to ensure that decisions that are made about work practices and policies are made with the contribution of staff and workers from different cultures. For example, it is good practice to continually review policies and procedures, so an organisation might hold a meeting or set up a committee to review and suggest changes to a cultural inclusiveness policy, or to develop new ideas to make all clients feel safe when using the service. Teams and committees like this are most effective if they include staff members who are of different cultures, as well as representatives from the community who access the service.
Celebrating difference through formal events or on culturally significant days.
For example, Harmony Day is an initiative of the department of Immigration and Citizenship and occurs annually on 21st March. On this day, all Australians are encouraged to celebrate their diversity and share commonalities through participation in Harmony Day events.
Activity 8.3: Harmony Day Wiki
For this activity, go to the address below to listen to Senator Kate Lundy, the Parliamentary Secretary for Immigration and Multicultural Affairs, talk about Harmony Day: http://www.harmony.gov.au/about/ You will also find a link to this website in the online class space.
Browse the site to find out more about the day and the types of events that are arranged in organisations and within the community. The section, Get
Involved/Event ideas is particularly useful in suggesting some types of events that could be organised.
Now think about what ACAP could do to take part in Harmony Day. What activities might be appropriate or most helpful to encourage staff and student cultural inclusiveness and safety?
Online students: Share your ideas with the group by posting your suggestions to the class Wiki, available in the online class space for this section. On-campus students: Complete the activity in small groups and present your suggestions to the class.
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Reflection
Think back to the case study presented at the beginning of this section in
Activity 8.1. Now that you have learned more about cross-cultural conflict and misunderstandings, answer the following questions:
1.
What caused the conflict? (In other words, what was wrong with asking the student to assert herself?)
2.
How do you suggest the counsellor might have avoided the conflict and been able to support the student more effectively?
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Week 9: Planning and working according to Workplace Health and Safety legislation, standards and codes
Remember that Assignment 2 is due this week.
This section is all about health and safety in the workplace. You will learn about the importance of maintaining safety in the workplace and the relevant legislation, regulations, standards and codes.
Activity 9.1: Health and safety
Think about what you already know about health and safety in the workplace by answering the following questions:
1.
What do we mean by workplace health and safety (also known as occupational health and safety)?
2.
What sorts of stories or experiences come to mind when you think of workplace health and safety? For example, you might think of news stories about workers seeking compensation for injuries at work, or training that you undertook at your own place of work.
3.
Why do you think workplace health and safety might be important for community services?
Workplace Health and Safety
Workplace Health and Safety (WHS, previously known as Occupational Health and
Safety or OHS) refers to safety at work. It focuses on the maintenance of a healthy and sustainable work environment in which both workers and clients are able to participate in an organisation or service without being placed in danger, physically or psychologically. Health and safety issues can be as simple as a torn carpet that might cause a client or worker to trip over and hurt themselves, or they can be less obvious, such as long working hours or front-line work with challenging issues that can lead to stress and fatigue in the workplace.
Workplace health and safety requirements are designed with the health and welfare of workers and the public in mind. This is particularly important in the community services sector for two key reasons.
Firstly, community services is a sector that deals with members of the public on a regular basis. There are high numbers of clients who access services, and who are potentially at risk if health and safety are not addressed.
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Secondly, community services is part of the Health and Community sector, which is one of five sectors of national concern regarding workplace health and safety targeted by the government’s National OHS Strategy 2002–2012 (Commonwealth of Australia,
2002–2008). This is due to the fact that the health and welfare sector accounts for a higher than average number of workers compensation claims annually on a nationwide basis. Rates of injury are high in the health and welfare sector, as are days missed at work due to stress-related conditions.
Safework Australia (2012) provides the following information about workplace safety claims in the human services sector:
In 2009–10, 14% of all serious workers’ compensation claims were made by employees in the Health & community services industry (17 400 claims). This equates to 48 employees each day requiring one or more weeks off work because of work-related injury or disease (p. 1).
When we consider that the health and community services industry employs approximately 11% of Australia’s workforce (or almost one million workers), there are a considerable number of people that are unwell as a result of their work environment. To minimise these problems, it is important to ensure that workplace health and safety requirements are met and that review processes are regularly implemented. WHS and sustainability
Sustainability refers to long-term maintenance – the capacity to endure. In relation to workplace health and safety, sustainability is an important concept because legislation and practices are aimed at creating a work environment that promotes long-term health of employees and communities and that strives to maximise economic and social balance and effective management of resources (in this case, human resources).
Key term
Sustainability in relation to workplace health and safety refers to the creation of a working environment that promotes long-term worker and client health while maintaining economic and social balance and effective management of resources.
Legislation
The purpose of Workplace Health and Safety legislation is to provide a healthy and safe workplace for everyone. It places a primary obligation, or duty, on employers to ensure the health and safety of all their employees. This includes providing safe work practices, training and a safe environment in which to work.
Workplace Health and Safety legislation sets out responsibilities for other people involved in workplace activities, such as employees and contractors.
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Workplace Health and Safety (WHS) compliance requires that:
staff be adequately trained
staff receive adequate supervision
workplace equipment be safe and appropriate
systems of work be safe and appropriate
Organisational procedures that are underscored by WHS requirements include:
hazard identification policies and procedures
emergency, fire and accident procedures
infection control guidelines
grievance procedures
security procedures
From 1 January 2012, the Workplace health and Safety Act 2011 came into effect to replace older state and territory-based legislation. This means that there is now a consistent framework for all workplaces and employers (who are referred to in the
Act as Persons Conducting a Business or Undertaking – PCBUs) to follow regardless of the
State or Territory in which they are located. All States and Territories in Australia will be aligned via this Act by January 2013.
Some key concepts included in the Act are:
an understanding that PCBUs have a duty of care to provide a safe and healthy workplace for all workers and others in that environment
the desire to prevent and minimise the risk of injury and disease to all workers and, where applicable, to clients utilising a workplace
to protect the safety and welfare of the general public
to provide for the rehabilitation of injured workers
to regulate WHS requirements by using tools such as regular audits and inspections, and to enforce requirements or penalties where WHS regulations are not being met
Regulations
The Workplace health and Safety Act 2011 is supported by Workplace health and Safety
Regulations 2011. Regulations support the general requirements of the legislation and provide more detail. Each state and territory has developed its own set of regulations to be followed by all employers and workplaces that are based on a model set of regulations that accompany the act.
Key term
A workplace health and safety regulation is a detailed explanation of what workers and employers need to do to meet legislative requirements.
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Standards
Standards provide benchmarks and specifications for all manner of articles and services in Australia, from potting mix to building practices. Australian standards include information regarding safety requirements, practices and professional expectations. They also detail the types of equipment, materials and substances that can and cannot be used in certain professions. Standards relate to quality, design, construction, systems, performance and safety. They have evolved from the experiences of particular industries and are usually the result of consultations between workers, management and advisory bodies. Standards are an important part of workplace health and safety because they set the benchmark for good practice.
Standards Australia (2012) explains standards as follows:
Standards are published documents setting out specifications and procedures designed to ensure products, services and systems are safe, reliable and consistently perform the way they were intended to. They establish a common language which defines quality and safety criteria.
Standards can be guidance documents including: o Australian Standards® o International Standards and Joint Standards o Codes o Specifications o Handbooks o Guidelines
These documents are practical and don’t set impossible goals. They are based on sound industrial, scientific and consumer experience and are constantly reviewed to ensure they keep pace with new technologies.
They cover everything from consumer products and services, construction, engineering, business, information technology, human services to energy and water utilities, the environment and much more.
Where standards are incorporated into legislation (for example, when a standard becomes part of an Act), the standard becomes a legally-binding requirement. Further information regarding Australian standards can be found at the Standards Australia website: http://www.standards.org.au
Codes of practice
Industry codes of practice provide practical guidance and advice on how to achieve the standards required by the Act and regulations. Codes of practice are developed through consultation with representatives from industry, workers and employers, special interest groups and government agencies.
A code of practice is not law, but it must be followed unless there is an alternative course of action that achieves the same or better standards.
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Key term
A workplace health and safety code of practice is a document that provides guidelines on practices appropriate to meet legislative and regulatory requirements.
Group activity 9.2: Regulations and codes
Go to the website of at the address below to access copies of the Workplace health and Safety Act 2011, the Workplace health and Safety Regulations 2011 and the Health and Safety Codes of Practice 2011. http://www.comcare.gov.au/the_scheme/the_whs_act You will also find a link to this site in the online class space.
Identify one regulation and one point in the code of practice that you think may be relevant to the community services sector. Add your suggestions to the class Wiki available in the online class space.
Online students complete this activity through the Wiki provided in the class space for this section.
On-campus students complete this activity by working in small groups in class and presenting your findings to the rest of the group.
Relevant authorities
The following table contains the website details of authorities that Worksafe Australia collaborates with in developing Workplace Health and Safety legislation, standards, regulations and codes of practice. It is important to be aware of these authorities as they provide information on workplace health and safety issues and serve as a point of contact for complaints and queries when an issue cannot be resolved at an organisational level. As you read the table, make a note of the authority/authorities most relevant to you.
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Table 9.1: Workplace health and safety authorities in Australia
Organisation name
Federal
State
Website address
Safe Work Australia http://www.safeworkaustralia.gov.au/
WorkCover NSW
http://www.workcover.nsw.gov.au
WorkSafe Victoria
http://www.worksafe.vic.gov.au
NT WorkSafe
http://www.worksafe.nt.gov.au
Workplace Health and Safety
Queensland, Office of Fair and Safe
Work Queensland,
Department of
Justice and AttorneyGeneral
http://www.worksafe.qld.gov.au
WorkCover QLD
http://www.workcoverqld.com.au
WorkCover WA
http://www.workcover.wa.gov.au
WorkSafe WA
http://www.worksafe.wa.gov.au
Workplace Standards
Tasmania
http://www.wst.tas.gov.au
WorkCover
Tasmania
http://www.workcover.tas.gov.au
WorkSafe ACT
http://www.worksafe.act.gov.au
SafeWork SA
http://www.safework.sa.gov.au
WorkCover SA
http://www.workcover.com
Reflection
To check that you have understood the concepts explained in this section, complete the crossword short matching quiz in the online class space.
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Week 10: Hazards and risk assessment
This section introduces the concept of hazard and risk. You will learn how to recognise and address hazards in the workplace and to assess and manage risk.
Activity 10.1: Hazards and risks
Take a look at the cartoon below. See if you can spot the potential workplace health and safety issues in the cartoon.
What do think might be the difference between the hazards in this cartoon and the risks?
Figure 10.1: Hazards and risks
Sourced: CSL Cartoonstock (n.d.). Cartoon images. Retrieved from http://download.cartoonstock.com/120259122910358/mmo0167h.jpg Hazard identification, risk assessment and risk control
Workplace health and safety has its own set of terms and language that you need to be familiar with in order to understand and implement procedures appropriately.
Some common terms and their definitions are provided below.
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Key terms
A hazard is any situation with the potential to cause injury or illness. For example, there may be a hazard to do with machinery, equipment, raw materials, other workers, your job or poorly maintained work areas.
Risk is the likelihood that exposure to a hazard will result in injury or disease. Risk assessment: once a hazard is identified an examination of the risks associated with it is done in order to determine the likelihood of injury or illness being caused by it.
Residual risk is the level of risk in any particular situation at the time it is measured. Risk control is taking action to eliminate or reduce the likelihood that exposure to a hazard will result in injury or disease.
Workplace inspections are planned systematic appraisals of the workplace to identify hazards, assess and control risks, and ensure a safe and healthy workplace complying with OHS legislation.
Incidents are occurrences that result in death, injury or illness.
Dangerous occurrences are those occurrences in which there is a potential to cause injury, illness or death.
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Hazards
A hazard can be defined as any object, equipment or process that has the potential to cause injury or loss. Examples of typical hazards may be faulty equipment, exposed electrical cables, hazardous chemicals and workplace procedures that place employees at increased risk of injury, such as the lifting of heavy items. Less typical but no less important examples of workplace hazards include dealing with violent or aggressive clients, working in isolation, and the absence of workplace guidelines to ensure employees do not hurt or endanger themselves. Hazards are not necessarily restricted to situations or objects that can harm or injure a person – they may also be items, practices or substances that have the capacity to damage property or to harm the natural environment.
Examples of common hazards include the following:
hazardous substances
manual handling procedures
dangerous goods
structural security of buildings and other structures
inadequate fire safety and emergency evacuation procedures
unwanted noise from office machines, traffic, and adjacent workshops which may interfere with concentration causing stress
inadequate or inappropriate lighting and glare, which can lead to sore eyes
poor ventilation aggravating allergies and asthma
The process of hazard identification is crucial to workplace safety, and as such is more than simply noticing that a cracked footpath is a trip hazard and then filling in a form that documents the observation. Hazard identification aims to:
identify hazards as soon as possible
investigate the hazard, in particular: o its location o the specific risks posed o the workers/clients most at risk o actual incidences (i.e. What is the history of this hazard? Has anyone already been injured as a result of this hazard?) o potential problems that could be experienced as a result of the hazard
(whether or not they have yet occurred)
document all the above on appropriate forms
conduct risk assessment to determine the severity of the hazard and the urgency with which the matter must be addressed
determine the best course of action for mitigating the risks posed, after having canvassed a variety of options
modify policy and procedure documents as required and by following the appropriate channels
implement, monitor and assess the effectiveness of any changes made
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Hazard identification and management is one of the most important aspects of workplace health and safety. It requires staff to remain alert to potential hazards, and aware of the organisational processes involved in identifying and dealing with them.
Common injuries
Hazards can lead to injury and result in long-term problems for workers as well as costing organisations and the community financially. Safework Australia (2012) provides the following statistics about workplace safety claims in the human services sector: The most common causes of compensated injury and disease in the Health & community services industry in 2009–10 were: o muscular stress (due to manual handling or repetitive movement), which accounted for 52% of claims o falls, trips and slips of a person, which accounted for 18% of claims, and o being hit by moving objects, which accounted for 11% of claims (p. 1)
In the community services sector psychological injuries are also common, such as:
shock
trauma and vicarious trauma
depression
anxiety
fatigue
Psychological injuries are no less debilitating than physical injuries and can often have chronic consequences. They are often the result of:
excessive workplace demands
poor safety structures regarding home visits and work conducted outside of the workplace
poor supervision and case management practices leaving workers overwhelmed and unsupported
poor communication systems and negative team processes leading to worker isolation, bullying, and other demeaning and inappropriate treatment of staff
It is important therefore to ensure that workplace systems are designed with WHS legislation, the needs of the organisation, the requirements of the various employee positions, and the health and wellbeing of the staff (as well as clients) in mind.
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Methods of identifying hazards
There are many ways that organisations identify potential hazards. These include:
Safety audits: these are internal audits conducted at regular intervals by either an organisation’s WHS committee or staff designated and trained to conduct the audits on the committee’s behalf. Audits seek to identify processes, actions or conditions that pose a threat to worker safety. Whether the committee itself or other designated individuals conduct the audits is usually determined by the size of the organisation. Audits are most appropriately scheduled regularly to ensure that all organisational departments are audited at set intervals.
Workplace inspections: like safety audits workplace inspections are conducted at regular intervals and seek to identify processes, actions or conditions that pose a threat to worker safety. However, unlike safety audits workplace inspections are conducted by external WHS experts.
Incident, accident and hazard reports: these reports are completed each time an incident or accident occurs or a hazard is identified. Reports can usually be completed by anyone who identifies a hazard, or by a worker’s supervisor after an incident or accident. Reports are also usually forwarded to the WHS committee to determine what action needs to be taken.
Injury and illness records: nearly all organisations maintain records of illness and accidents. These records can provide a very useful statistical resource to identify patterns of (reoccurring) injury or illness. For example, if different workers are injured performing the same task it may hint at a procedural or manufacturing problem.
Consultation: consultation is an integral part of WHS management. Even if injuries or accidents don’t occur, regular communication and consultation between safety officers and general staff may draw attention to potential hazards before an accident occurs. Consultation may occur at the individual level (between safety officers and staff members) or at a more senior level, for example by supervisors or department heads consulting regularly with the WHS committee.
Health and environmental monitoring: some of the most serious industrial illnesses and accidents that occur in the working environment are often not readily visible. Chemical hazards or hazards associated with ventilation can have serious consequences, such as those associated with poorly maintained air conditioning cooling towers (e.g. legionnaire’s disease) or poorly fuelled gas heaters. Monitoring many of the environmental aspects of the workplace such as air quality is often best done by external consultants.
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A hazard is not an injury and the identification of a hazard does not implicitly mean that an injury will inevitably result. On the other hand, a ‘risk’ refers to the nature and likelihood of the injury or loss posed by the hazard. A risk assessment is used to determine how likely we are to be injured as a result of the hazard. Put simply, a hazard is a potentially unsafe situation, and a risk refers to the probability and severity of injury. For example, a swim at an ocean beach poses the possible hazard of a shark attack. However the risk (i.e. likelihood and severity) of such an attack depends upon issues such as the existence and breed of a shark population, the time of year, the weather conditions, the presence or absence of shark nets or patrols, and the presence or absence of onsite medical assistance.
Example
Let’s consider a workplace safety issue such as exposed electrical cables.
Such an issue would obviously be deemed a hazard, however if the cables were located at the rear of a disused building that experienced virtually no passing foot-traffic and was seldom used by employees, the risk of injury would be low. However, if the cables were located at the entrance to a busy building (such as a Centrelink office) that was frequented by hundreds of people on a daily basis and used by dozens of employees several times a day, the probability of being injured as a result of that hazard would be significant. Risk assessment
Workplace Health and Safety legislation requires that after a hazard has been identified the risk posed by that hazard needs to be assessed and appropriate action taken to reduce or remove the likelihood of loss or injury. There are various ways of assessing risk, some of which use quantitative measures and some of which use qualitative measures.
Quantitative risk assessments use assigned values and frequency studies to determine the risk posed by a hazard. For example an assessor may choose to examine incident and accident records to see whether there has been an increase or decrease in potential and actual injury events.
Qualitative risk assessment measures include interviewing employees most affected by, and with experience of, the hazard in question, as well as basing decisions on the current knowledge of, and information on, a potential hazard.
Qualitative assessments are often used in the workplace to assess risk and make changes to ensure safety.
One of the most common and simple qualitative risk assessment tools is the risk assessment table. This table uses a matrix system to tabulate and classify risks in relation to the potential consequences and the probability that they will occur.
Consequences are assessed as being major, serious, minor or insignificant.
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The table is simple to understand and use, and it provides an excellent overview of the hazards identified within a workplace. Such an overview categorised according to severity of risk is also a useful resource when prioritising workplace hazards and developing time frames for the changes that need to be made. Table 10.1 is an example of one of these tables.
Table 10.1: Risk assessment matrix
Source: Workcover Corporation of South Australia. (2002). Sample risk assessment matrix. Retrieved from http://www.safework.sa.gov.au/contentPages/docs/swiY1A6T2RiskAssessmentMatrix.pdf Using the matrix, risks are assessed according to the severity of the danger posed and the likelihood of them occurring. So for example, a hazard that might cause a death or disability (a major consequence) is assessed as an extreme risk is it is likely to occur. If it not likely to occur, then it is assessed as high or medium risk. At the other end of the scale, if a consequence of a particular hazard is considered to be insignificant, and it is very unlikely to occur, it is assessed as a low risk; if it is likely to occur, then it is assessed as a medium risk.
The Hierarchy of control
Having identified a risk, and documented, investigated and assessed it, a decision can then be made about whether or not risk control measures are required and if so with what degree of urgency such measures would need to be implemented. A more detailed version of Table 10.1 might include a section where risk assessors can note the conclusions they have drawn of the risks posed by a hazard, and if applicable record the changes required and determine the priority given to such changes.
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When a risk is assessed, the level of risk that is identified is known as the residual risk.
Residual risk can be minimised for the future through taking risk control measures.
For example, if a floor is cleaned and left wet, there is a risk that a worker or client may slip and have an accident as a result. To minimise future risk, signs may be placed on the floor when it has been cleaned to alert people to the risk and encourage caution. This does not mean that the risk is eliminated, as someone may still slip, but it has been minimised.
To control risks, which have been identified and assessed, appropriate measures aimed at eliminating or minimising the risks need to be implemented. Workplace risks can be controlled through a range of measures called the Hierarchy of control, which is a list of possible resolution options offering a number of ways to control a hazard.
Starting at the top and working down the list, the aim is to choose and implement the best measure possible for the particular situation (Worksafe SA, 2012).
Key term
The Hierarchy of control is a list of possible resolution options offering a number of ways to control a hazard. Starting at the top and working down the list, the aim is to choose and implement the best measure possible for the particular situation.
The hierarchy is often represented as a triangle as in Figure 10.1 below.
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Figure 10.1: The Hierarchy of control
Source: Flexiblelearning.net. (2011). The hierarchy of control. Retrieved from http://toolboxes.flexiblelearning.net.au/demosites/series3/312/ohs/101b/lt2/page_2.htm These options are explained further below:
Elimination – Ideally, the hazard is controlled by removing it completely. For example, a photocopier may be moved from a small windowless room where it poses a hazard from printing fumes to a well-ventilated area where it no longer poses a risk.
Substitution – Substitution refers to replacing the material or process with a less hazardous one. For example, replacing the dot matrix printer with a laser or bubble-jet printer to reduce noise.
Engineering control – This refers to the redesign of equipment or work processes to minimise risk. For example, storing heavier loads as close to waist height as possible.
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Policies – This refers to the deevelopment of polices to t make surre that workk practices manage thee potential rrisk. For example, a co ounsellor maay not be ab ble to avoid the risk of encounterin e ng a violent client, but organisationnal policy can ensure th hat there aree measures iin place to deal d with th he situation if it does arrise.
This mayy include a policy p statinng that workkers must not see client nts after office hours, orr that workeers must sit between th he client and d the door inn all meetin ngs to allow for f an easy exit if necesssary.
PPE – Personal
P
protective eq quipment – This refers to using aappropriate protectivve clothing or o equipmennt where otther controlls are not prracticable. For
F
example, using glovees when hanndling contaminated or toxic mateerials.
To eensure new w risks are no ot created, tthe employeer needs to review conntrol measurres by ddelegating th his responsiibility to ann appropriattely qualified d person. Peeriodic mon nitoring andd assessmen nt of the conntrol measuures need to o be undertaaken to ensu ure theyy remain efffective.
Learning tip p Safew work SA (20012a) use thhe acronym S.A.F.E.R.: See it, Asssess it, Fix x it,
Evalu
luate it, Revview it as a helpful waay to remem mber and imp mplement manaagement of hazards. h To fin nd out more about thee steps suggeested, follow w the link bbelow: http:///www.safeework.sa.goov.au/contentPages/do ocs/smbusM
MngHazards.pd
f
You will w also find a link to tthis websitee in the onlin ne class spaace.
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Culttural Divers sity and Wo orkplace Le egislation Actiivity 10.2: Asse essing an nd addre essing riisk
Visit the websitee of the Ausstralian government WHS
W agency Comcare an nd their Virtual Offfice at the adddress below: http:///www.com mcare.gov.aau/virtual_w workplaces/ /
A linkk to this weebsite is proovided in thee online class space.
Explo
ore the virtu ual office. W
When you click on a section of thee office (e.gg. the floor)) or a perso on in the offfice (e.g. thee aggressivee visitor) infformation iss proviided on pottential WHSS hazards, an nd ways to manage andd address or preveent them.
When
n you have explored thhe virtual offfice, draw up u a list of ppotential hazarrds and theiir associatedd risks in yo our own orgganisation oor one that you y are faamiliar with. For exampple if your organisation o n works with th domestic violen nce situations a hazardd might be an a angry parrtner of a cllient and thee risk might m be injury to stafff or clients. How
H mightt some of thhese risks bee contrrolled or add dressed? He ealth and safety y check klist When assessingg risk, it can n be useful tto use a cheecklist to make sure thaat all aspectts of worrkplace heallth and safety are consiidered and addressed. a A checklist is a list of facttors that aree important for a safe w workplace and a worker or inspecttor can go thro ough the listt and checkk each one tto make suree that appro opriate pracctices are beeing usedd. This ofteen includes factors f suchh as staff kn nowledge off Workplacee Health an nd Safeety legislatio on and orgaanisational ppolicies, as well w as practtical issues ssuch as wheether there is i a first aid d kit, if the bbuilding is well-ventilat w ted and wheether there are a emeergency exitt plans in pllace and visiible. It is im mportant to note that coompletion of o a checcklist alone,, however, does d not ennsure complliance with Work Healtth and Safety legisslation. Learning tip p A linkk to a samp ple workplacce health an nd safety checklist can bbe accessed d via the lin nk below orr via the onnline wesite.
Safew
work SA (20012b). My bbusiness’ health and saffety checklisst. http:///www.safeework.sa.goov.au/conteentPages/do ocs/smbusC
Checklist.pd
df
Mo onitoring g own levels off stress s and fatigue
Streess is an outtcome of deemands placced on peop ple by them mselves or otthers. Thesee dem mands vary in i intensity,, and any re action is deependent on n the individdual. Some dem mands challeenge peoplee to solve prroblems. Ho owever, wh hen the dem mands are to oo greaat, negative stress respo onses can o ccur.
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Some demands that may contribute to negative stress include:
working with difficult or abusive clients or colleagues
work relationship problems or conflict with supervisors or colleagues
noise
fluctuating work levels (too much or too little)
lack of control over work processes and pace
underuse of skills resulting in monotony and boredom
job insecurity
critical incidents such as violence
In most cases the response to workplace demands is mild with no serious or lasting effects on health. Intense or prolonged demands may contribute to mood changes, anxiety, changes in work performance, illness, accidents or serious mistakes.
Stress at work can be minimised by identifying the sources of stress and then removing or reducing these stressors. Indicators of stress may include:
health problems
changes in behaviour
frequent absences
negative attitudes
being unaware of own stress levels
In addition, employee assistance programs and training in stress management techniques may assist employees to develop coping skills to reduce the emotional and physical effects of addressing problem situations.
Summary section
To check that you have understood the concepts explained in this section, complete an activity to match words with their meanings. The activity is available in the online class space for this section.
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Week 11: Developing a safe workplace
This section introduces the ways in which you, as a worker in the community services field, can contribute to workplace health and safety. You will learn how to participate in both the maintenance of everyday safety and in the development of relevant policies and procedures.
Activity 11.1: Health and safety at ACAP
Find out a little about workplace health and safety (also known as occupational health and safety) by researching ACAP’s policy of maintaining safety in the workplace. You can access the policy via the current students section of the website or by following the link below: http://currentstudents.acap.edu.au/assets/Managing-My-Course/A-ZPolicies/OHS-Policy-May-2008.pdf When you have accessed and read the policy, answer the following questions: 1.
What is the purpose of a policy on workplace health and safety?
2.
What sort of activities do ACAP implement to ensure that health and safety is maintained for staff and students?
3.
What responsibilities do staff have at ACAP in relation to workplace health and safety?
Participate in the development and implementation of policies and procedures for a safe workplace
Workers have a responsibility not only to abide by workplace health and safety regulations and procedures, but also to actively contribute to the maintenance of a safe work environment through vigilance in relation to potential dangers and by contributing to the development of policies and procedures. Workers have a responsibility to ensure that they:
comply with organisational WHS policies and procedures, and demonstrate due safety at work
use safety equipment if provided
report workplace hazards, injuries and accidents in accordance with organisational reporting procedures
be proactive in ensuring and maintaining workplace safety by participating in health and safety committees, discussing concerns over workplace dangers with relevant personnel, and taking positive action to resolve safety issues
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Ways to achieve these goals include:
good housekeeping practices
encouraging others to work safely
participating in committees and reviews of practices
Each of these last three points is explored below.
Housekeeping
In relation to workplace health and safety, housekeeping refers to the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential hazards are addressed quickly.
For example, you might have plants on your desk or in your interview room and it is therefore important to make sure that no water is spilt on the floor when watering them, or that fallen leaves are not lying around for someone to slip on. Other examples might be making sure that floor coverings are maintained so that you, your colleagues or clients cannot trip over a torn carpet or broken tile or that you keep your records and documents in a filing cabinet so that they do not present a fire hazard or clutter the floor, preventing you from escaping in the event of a fire. When housekeeping procedures are made an integral part of day-to-day work, they become an effective tool in the prevention of fires, and ‘slip or trip’ accidents.
Key term
Housekeeping in relation to WHS is the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential dangers are addressed quickly.
The incidence of slips and trips can be significantly reduced through good housekeeping practices. Slips occur when a person loses their footing or balance when their feet unintentionally slide over the surface they are in contact with. Slips may also include instances where other body parts unintentionally slide on some surface that is bearing body weight (such as the fingers losing their grip on the rung of a ladder).
Slips can happen in the most unlikely circumstances. The following example outlines a case involving an employee who slipped on a piece of photocopy paper.
Example
The worker sustained permanent back injuries as a result of this slip. After a
12-month period of comprehensive rehabilitation, she was still only able to work for a couple of hours a day, on three non-consecutive days per week.
She suffers from chronic pain and is not expected to be able to work at any job in a full-time capacity again. She was 35 years old when she sustained the injury.
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Trips occur when a person loses their footing or balance when they unintentionally stumble. Some examples of tripping hazards include power leads, telephone leads, stacks of files, briefcases, boxes, raised carpet, broken or uneven flooring.
Good housekeeping activities include:
maintaining floors, furnishings and equipment in good condition
keeping aisles, exits and stairs free of clutter, clearly marked and well-lit
controlling minor spills and responding to them quickly when they occur
correct installation and regular maintenance programs for equipment such as photocopiers
ensuring adequate, safe and appropriate storage areas
handling and disposal of waste, such as unwanted scrap paper
not placing flexible leads, either electrical or telephone, or outlets across traffic areas
anchoring leads with a special strap or cover to the floor
Activity 11.2: Good housekeeping
Look around your own office (or your study room or classroom) and think about what sorts of issues might cause a danger. Think about electrical cables, chairs or desks, anything that might cause a person to slip or trip or anything that might cause a fire danger.
1.
What potential hazards were you able to identity?
2.
What sorts of housekeeping activities do you (or others) do to maintain a safe environment in relation to these sorts of issues?
3.
Are there any housekeeping problems and if so, how do you think they might be addressed?
Encouraging and supporting others to work safely
Being alert for potential hazards and risk in the workplace also means noting when others are behaving in ways that put themselves or others at risk, such as ignoring potential housekeeping issues in their own work area. It is therefore important to encourage others to work safely by being open about concerns and providing advice or guidance to others, especially less experienced staff members.
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Example
Jenny and Amina work in a community centre that provides counselling, mediation and other support services for members of the local community.
One night after leaving work, Amina realised that she had left her wallet on her desk and when she went back to retrieve it she ran into Jenny, who was just finishing a mediation session with a divorcing couple. The centre was officially closed by that time and Jenny and Amina were the only staff members on the premises.
Amina was concerned that Jenny may be putting herself at risk by meeting with clients after work hours when there were no other staff members around. She worried that by doing this, Jenny was risking a physical attack by an angry client, many of whom she knows Jenny works with in mediation. Amina decided to raise her concern with Jenny, explaining why she was worried and that she believed this to a workplace health and safety issue.
Jenny replied that she had agreed to meet the couple after hours – because they had no other time to come to a session – without considering the possible consequences. She thanked Amina and they agreed that they would raise the issue of after-hours clients at the next staff meeting to manage similar situations safely in the future.
Health and safety committees and representatives
Legislation encourages employers and employees to establish health and safety committees (HSCs) at the workplace as a means of establishing a dialogue and ensuring action on health and safety issues. These committees play an important role in the workplace. They generally include representatives from all levels in the organisation, and must include workplace health and safety officers and representatives. A health and safety representative (HSR) is usually a worker who speaks on behalf of other workers at the committee.
The functions of the health and safety committee are to:
act in an advisory capacity to the employer
create and maintain an active interest in health and safety
facilitate cooperation between the employer and workers in instigating, developing, and carrying out measures designed to ensure health and safety
develop workplace health and safety policies and procedures
formulate, review and disseminate to workers the standards, rules and procedures relating to health and safety that are to be carried out and complied with at the workplace
review the circumstances surrounding recent work injuries, work-related illnesses and dangerous occurrences, advise the employer of those reviews and make such recommendations as the committee considers desirable
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initiate programs aimed at arousing and maintaining the interest of the employer and employees concerned in workplace health and safety
maintain records of meetings including any recommendations made
assist in the resolution of issues in respect of workplace health and safety as required The size of the organisation will generally determine the level and type of representation required by law. In certain instances, an employer may be legally obliged to establish a workplace health and safety committee. As a worker, you can actively contribute to workplace health and safety policy and procedures by taking on the role of an HSR or by ensuring that you talk to your HSR about your concerns.
Reviewing processes
WHS policies and procedures are living, fluid documents that need to be continually monitored, evaluated and modified in order to remain relevant and effective.
Monitoring and evaluation of WHS policies and procedures involves:
having regard for the need for WHS in the first place and having clear objectives for WHS policies and procedures
instigating strategies designed to measure the effectiveness of WHS policies and procedures – questions to ask include: o Do workers refer to these documents? o Do the WHS policies and procedures of the organisation accurately reflect the needs and experiences of staff? o Are the WHS policies and procedures implemented or do workers bypass certain aspects of organisational policy? If so, which aspects are bypassed and why? o Are there more efficient and effective ways of dealing with WHS incidents? o
Does the organisation take a proactive or reactive stance with regard to
WHS issues?
engaging workers in the development, review and modification of WHS policy to ensure they are relevant, accurately reflect the needs and roles of workers, and clearly understood
ensuring that reviews are conducted at least on an annual basis and that sufficient time is provided to ensure that the review process is purposeful rather than token
Contributing to meetings and reviews and reporting residual risk
When raising an issue of concern in a meeting or review, be sure to:
be clear about the issue, what your concerns are and why
provide any evidence you might have about the issue
suggest a way to address the issue if possible
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When you have a concern about a WHS issue, it may not be appropriate to wait until the next committee meeting or policy review to raise your concerns. It is therefore important to talk to your health and safety representative or your supervisor and raise the issue immediately.
Some organisations require the use of hazard identification forms to note immediate hazards or concerns while others may use maintenance charts or similar records in which workers record concerns when they arise or at the end of their shift. These need to be checked regularly by appropriate staff to ensure that issues are addressed in a timely and appropriate manner. Your organisation may also provide alternative methods of raising issues such as a suggestion box for staff to submit ideas.
Activity 11.3: Raising WHS issues discussion
Consider the issues listed in the table below and discuss when you would raise the issue, who you would raise it with and what method you would use to raise the issue.
Once you have decided, either:
On-campus – share your thoughts and observations with your class and teacher in the classroom as organised by your teacher. Participate in the discussion by listening and contributing effectively.
OR
Online – share your thoughts and observations with your class and teacher by posting your answers in the online learning forum by the end of next week. Be sure to respond to posts made by other students and the teacher as well as posting your own responses.
Issue
When would you raise the issue? Who would you raise the issue with?
How would you raise the issue? The hot water urn in the staffroom has a frayed lead
An external light is not working An angry client is threatening staff
A sudden heavy downpour has flooded a meeting room Your caseload has become too heavy, causing you stress and fatigue
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Example
Examples of when an issue may be raised include:
at next team meeting
at the next policy review
immediately
during a risk assessment
Examples of the people to whom you could raise the issue include:
supervisor
WHS representative
How you would raise the issue may include:
hazard identification forms
suggestion box
maintenance chart
Adapted from: Maybery, T. (2011). Raise OHS issues with designated persons in accordance with organisational procedures, p. 4. Retrived from http://training.networxcomputers.net/cert3/index.php/participate-in-ohs-processes/82contribution-activity Section summary
To help you review the information presented in this section, refer back to
ACAP’s workplace health and safety policy.
ACAP’s policy states that “All staff members are required to cooperate with the OH&S policy and programs to ensure their own health and safety and take responsible care for the health and safety of others in the workplace”
(para. 8).
Based on what you have learned in this section, imagine you are an ACAP staff member and make a list of activities or procedures you might participate in to fulfil this requirement.
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Week 12: Managing emergency situations
Remember that Assignment 3 is due this week.
This section focuses on emergency situations and how to manage them. You will learn about ways to control emergency situations through pre-planning and how to report on situations after they have occurred.
Activity 12.1: Emergencies
Think about your own experience of emergency situations. For example, you might have been in a fire drill or had to evacuate a building in the event of a real fire, or you might have witnessed someone taking seriously ill in your workplace or a service you were accessing.
1.
How well was the emergency managed by relevant staff?
2.
What procedures were followed during the emergency?
3.
How might management of the emergency have been improved?
The control of emergency situations
An important part of workplace health and safety is the ability of those within the workplace to respond appropriately to emergency situations. Emergencies are by their very nature crisis situations and as such they demand that we take immediate action.
This can be difficult or even impossible if we are unprepared. Consequently the most crucial aspect of emergency response and management is preparation – identifying the types of emergencies that may occur and designing response strategies for dealing with them.
Emergencies can take various forms, each of which requires a specific response.
Types of emergency situations can include:
fire
hazardous chemical spill
bomb threat
earthquake
weather emergencies such as electrical storms or flooding
threats
assault, including physical and sexual assault
civil disturbance
medical emergency
death
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In the community services sector we also need to consider that emergency situations are likely to affect clients as well as staff, and that in some circumstances clients (for example disgruntled or aggressive clients) might be the instigators of an emergency event. Therefore we could add the following types of emergencies to the above list:
suicidal ideation or attempts, or even actual suicide
aggressive behaviour
attempts to enter premises by dangerous persons (for example, a violent and estranged husband may attempt to enter a women’s refuge demanding to see his wife or children, and threaten harm if he is refused admission)
remote emergency, for example an emergency that occurs during a home visit
Each of these emergency situations needs to be considered by an organisation, and policies and procedures need to be developed to identify and manage them. It is also important to keep in mind that preventing emergencies is always preferable to managing them. Consequently, every possible effort needs to be made to ensure that the workplace is safe from foreseeable and avoidable injuries and illnesses.
Preventing emergencies also involves reflecting on the factors that might increase the chances of a particular emergency occurring (or being exacerbated) and attempting to minimise these factors as well.
Example
Consider the possibility of an emergency involving an attempt to enter a women’s refuge by a dangerous person. This type of incident might be avoided altogether if the refuge were able to keep its location a secret. It might further be mitigated by installing security systems (e.g. lockable gates and screens) at both the premises itself and on the perimeter of the property. Not all mitigation measures will be equally appropriate and sometimes it is decided that the ends do not justify the means. For example, razor wire fencing might be successful in keeping out ‘uninvited guests’ but it would also make the clients within the centre feel like prisoners.
Therefore emergency prevention is often a juggle between workplace safety, practicality and civil liberties.
Ultimately, emergencies cannot be categorically prevented, and as much as we would like to avoid emergency situations altogether it is crucial that we are prepared for them so injuries and losses can be minimised. This is where emergency management comes to the fore.
Emergency response procedures
The first step in emergency management is to consider emergency types and develop appropriate strategies for each, in order to develop an Emergency Management Plan
(EMP) specific to the organisation, its resources and context. Emergency management plans cover issues such as:
an overview and definitions of the types of emergencies possible
evacuation procedures including details about the assembly areas
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strategies for dealing with a variety of emergency events
a list of key emergency staff, and their specific roles and responsibilities, such as information on: o the emergency team o first aid officer/s o the emergency manager o security staff (where applicable)
There are five basic steps involved in developing an EMP. These are:
1.
Establish an emergency planning committee (EPC)
The EPC is responsible for developing and implementing an emergency management plan. It needs to be composed of both workers and representatives of the organisation, such as managers and supervisors, and ideally includes key people such as first aid officers and building managers (if applicable). 2.
Assess organisation for emergency risks
Although the potential for some types of emergencies (such as dangerous weather events) may be similar for many organisations, each organisation also needs to assess whether there are specific emergency types to which they are particularly prone. Organisations also need to determine the nature and types of resources that they have at their disposal to manage such emergencies.
Risk assessment involves considering both the type of emergencies possible and the actual likelihood that they will occur. It also involves an assessment of current organisational policies and procedures, as well as a review of the legislative requirements for emergency management.
3.
Design an emergency management plan
An EMP needs to be easy to understand, written in everyday ‘non-technical’ language and easy to implement. Complex instructions are not only difficult to follow, but may also lead to further injury and loss.
The EMP needs to commence with a clear rationale explaining its importance.
It should identify key personnel and explain in simple words what the role of all employees is during specific emergency events. The EMP also needs to contain information on important contacts and phone numbers, maps and diagrams illustrating procedures (e.g. evacuation procedures), and a training schedule detailing the identified training needs and when such needs will be addressed.
4.
Implement (and rehearse) the EMP
Training events and emergency drills are both important parts of being able to implement an emergency management plan. Not only are they conducive to the creation of a knowledgeable and skilled workforce that knows how to respond appropriately in an emergency, but they (and in particular the drills) are also a helpful way of identifying and rectifying problems associated with the EMP.
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5.
Review the EMP
Emergency management plans need to be reviewed regularly and modified or updated as required. As agencies grow, resources change or new legislation is introduced it is imperative that organisations keep up with these changes by adapting their EMPs.
All workplaces are at some risk of situations in which emergency evacuation is necessary. As we saw earlier this can include fire, bomb threats, earthquakes or violence. It is therefore essential that the workplace is equipped with appropriate alarms systems and smoke detectors, and emergency evacuation plans are easily accessible and known by all staff members. Evacuation plans must be clearly visible, and indicate not only how to exit the building as quickly and safely as possible, but also a safe place for staff and clients to gather outside the building. Alarm drills are an important way of ensuring that procedures are known and everyone is prepared in the event of an emergency.
Activity 12.2: Emergency management plan
Conduct some research to find examples of Emergency Management Plans.
Use an internet search engine such as Google to find samples of EMP documents (there are many available online for a range of government services and organisations). Research at least two plans and note the key points and activities included in the plans.
Now select two of the possible emergency types listed at the beginning of this section. For example you might choose fire and aggressive behaviour.
Write an emergency management plan for each of these emergency events detailing how each emergency can be identified, what needs to be done once that emergency is identified (in order of priority), and how the health and safety of workers is supported by the EMP.
Emergency signals and alarms
It is important to be familiar with emergency signals and alarms in order to respond to an emergency situation appropriately and promptly and to be able to use the signals if necessary. For example, if there is a fire, you need to know the sound of the fire alarm so that you know what it is when you hear it, and you need to know where the fire alarm button is located so that you can alert others to a fire if necessary. It is also essential to know what to do when an emergency signal such as a fire alarm is sounded. For example, you need to know how to evacuate and exit the building appropriately, where to congregate and what to do after the event.
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Activity 12.3: Emergency signals
How much do you know about the emergency alarms in your own workplace, college or services that you access (such as your doctor’s office)?
1.
What are you required to do when an emergency alarm is sounded?
2.
Where is the emergency information located (such as evacuation information)? 3.
Where are you expected to congregate if the building is evacuated?
If you don’t know the answers to any of those questions, or you are unsure, be sure to locate and read the emergency information next time you visit.
Critical incident management
Emergencies can also be critical incidents. A critical incident is:
Any event or series of events that is sudden, overwhelming, threatening or protracted. This may be an assault, threats, severe injury, death, fire or a bomb threat (State Government of Victoria, 2012, p. 1).
This type of situation can result in considerable stress for the workers or clients involved and management needs to take into consideration the consequences of exposure to the event and manage the psychological aftermath. The focus on intervention in circumstances of acute distress is to:
assess the nature and severity of a crisis reaction
stabilise the situation
reduce the distress associated with an acute crisis response (Emergency management Queensland, 2008, p. 2)
Examples of ways that critical incidents can be managed include the following:
pre-incident education, such as improving staff training on how to recognise and manage stress in the workplace
information distribution
individual/one on one crisis intervention
debriefing or defusing, in which those involved in the incident meet to discuss the incident (usually shortly after it has occurred) and talk about ways to deal with it
demobilisation, which involves taking time out to understand the incident, recover and manage stress associated with the critical incident
follow-up and referral mechanisms, such as referral to a counsellor or other mental health professional
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Culttural Divers sity and Wo orkplace Le egislation Re eporting g proced dures an nd docu umentin ng critica al inc cidents In o order for wo orkplace health and saffety measurres and requ uirements too be effectivve, accuurate reportting procedu ures must bbe followed.. Organisatiions are respponsible for the development of their own o policy and proced dure manualls (in accorddance with legisslative requiirements), and a consequuently the reporting procedures beetween orgaanisations may m differ so omewhat. H
However, th he basic elem ments of repporting WH
HS
mattters tend to o be similar,, even betw ween organissations with very differe rent policy and a proccedure docuuments.
Com
mmon reporting procedures featurres include the followin ng:
The types of events that must bbe documen nted includee incidents tthat result in n violence, aggression,, assault, injjury and eveen ‘near-misss’ events (w where a perrson narrowly avoids an injury). i
Documen ntation musst be complleted as soo on as practiccable and byy all people who weree witness to o the event, as well as the person directly d affeected.
Managerss and team leaders are responsiblee for ensurin ng that docuumented incident reports r are correctly fillled in, acted on and filled.
Where fo ollow-up is required, r suuch as in thee case of serrious injuryy, it is imporrtant that the appropriate a personnel rremain awaare of this an nd act on itt.
Where a previously injured i worrker is returning to worrk after a coompensation n claim, all actions, job b roles and responsibiliities, workeer responsess and organisattional changges must be documenteed and be able to be acccessed and reviewedd. Learn ning tip
To view w a sample critical inciddent report form that is i used in thhe Northern n Territo ory Departm ment of Heaalth and Dissability Aged d and Disabbility Prograam, follow the link bellow which i s provided in the onlin ne classspacee. You will also find thee preliminarry part of thhis documen nt a useful summary s off the last fo our section ns. http://heallth.nt.gov.au/libraary/scripts/objecttifyMedia.aspx?filee=pdf/22/86.pdff&siteID=1&str_ttitle=Critical%20IInciden t%20Management%20Proceess.pdf Wee ek 12: Man naging emergency situ uations 101
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Section summary
To help you review the information in this section and the previous sections on workplace health and safety watch the following YouTube video http://www.youtube.com/watch?v=bcg53bRktCg. (Although this is a humorous take on office safety that was created in the 1950s, it is surprising how little things have changed since then!) As you watch think about the following questions:
1.
What hazards are identified and how could these be prevented?
2.
If one of these situations escalated into an emergency what response would you implement?
3.
What is some of the constructive advice provided?
You will also find a link to this video clip in the online class space.
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Important review information
This section contains crucial information to help you review your course knowledge.
This can be done by completing the ‘Performance criteria checklist’, and then by refreshing your knowledge of the module by reading the ‘Module review’ and the
‘Glossary’ of key terms. It is also contains the ‘References’ to the module so you can do further reading into your areas of interest.
Performance criteria checklist
This checklist outlines the key skills and knowledge required to achieve competence in the elements of this module. It is based on the performance criteria relevant to the element you have just finished. Please take the time to complete the self-assessment checklist below by ticking the appropriate column and including a current example of how you believe you have achieved competency in this area. Should you find that there are gaps in your knowledge or that you lack a thorough understanding of the performance criteria, be sure to approach your teacher for clarification. Identifying your development needs will help you plan your learning as you progress through the course. HLTHIR403C Work effectively with culturally diverse clients and co-workers
Performance criteria
1.1
Can you demonstrate awareness of culture as a factor in all human behaviour by using informed culturally appropriate work practices? 1.2
Do you know how to use work practices that create a culturally and psychologically safe environment for all persons?
1.3
Can you review and modify work practices in consultation with persons from diverse cultural backgrounds? 2.1
Can you show respect for cultural diversity in all communication and interactions with co-workers, colleagues and clients?
References and further reading
Examples of what I currently know and can do
Examples of skills and knowledge I need to develop further
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2.2
Do you know how to use specific strategies to eliminate bias and discrimination in the workplace? 2.3
Are you able to contribute to the development of workplace and professional relationships based on acceptance of cultural diversity? 3.1
Can you show respect for cultural diversity in all communication with clients, families, staff and others?
3.2
Can you use communication constructively to develop and maintain effective relationships, mutual trust and confidence?
3.3
Where language barriers exist, do you know how to make efforts to communicate in the most effective way possible?
3.4
Can you seek assistance from interpreters or other persons as required?
4.1
Can you identify issues that may cause conflict?
4.2
If difficulties or misunderstandings occur, do you know how to consider the impact of cultural differences? 4.3
Do you know how to make an effort to sensitively resolve differences, taking account of cultural considerations? 4.4
Are you able to address any difficulties with appropriate people and seek assistance when required?
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HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people 1.1
Are you able to acknowledge and respect the impact of events and issues in
Aboriginal and/or Torres
Strait Islander history during service delivery?
1.2
Can you demonstrate knowledge of and respect for the diversity of culture, skin and language groups, family structures, art and religion in Indigenous cultures as part of service delivery? 2.1
Can you identify the potential impact of cultural factors on service delivery to
Aboriginal and/or Torres
Strait Islander clients?
2.2
Can you address cultural realities in order to facilitate full participation in service delivery by Aboriginal and/or Torres Strait Islander clients and/or co-workers?
2.3
Are you able to negotiate appropriate strategies to effectively accommodate cultural differences in the workplace? 2.4
Can you identify and utilise resources to facilitate effective service delivery in a cross-cultural context?
2.5
Are you able to ensure work practices used in a crosscultural context are grounded in an awareness of one’s own culture and the cultural realities of others?
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3.1
Can you identify communication issues and ensure they are addressed to develop and maintain effective relationships with
Aboriginal and/or Torres
Strait Islander clients and/or co-workers? 3.2
Do you know how to employ appropriate communication strategies to support a culturally safe environment for delivery of health services?
3.3
Can you identify ineffective and/or inappropriate communication strategies and remodel them to support delivery of health services? 3.4
Can you identify and utilise resources to facilitate effective communication within the workplace?
3.5
Do you know how to engage the services of Aboriginal and Torres Strait Islander interpreters, health workers and colleagues as cultural brokers as required to meet duty of care?
4.1
Can you ensure workplace and professional relationships are based on mutual respect, tolerance of diversity and a shared understanding of cultural safety? 4.2
Can you identify critical issues influencing workplace and professional relationships with Aboriginal and/or Torres Strait Islander co-workers and clients?
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4.3
Can you identify and utilise effective strategies to develop and maintain effective relationships with
Aboriginal and/or Torres
Strait Islander co-workers and clients as appropriate?
4.4
Can you take responsibility for revisiting strategies to assist in the resolution of any difficulties, differences or misunderstandings that may occur?
5.1
Do you know how to develop and implement strategies to increase participation of Aboriginal and Torres Strait Islander people in health service delivery? 5.2
Are you able to ensure delivery of health care, services and programs reflect culturally safe and appropriate practice?
5.3
Are you able to ensure health care, services and programs encourage selfdetermination and community control to ensure improved health outcomes? 5.4
Can you identify and utilise resources to promote effective partnerships with
Aboriginal and/or Torres
Strait Islander people, organisations and communities? 5.5
Can you support the development of effective partnerships between staff,
Aboriginal and Torres Strait
Islander people and their communities to facilitate accessibility, affordability, accountability, acceptability of appropriate healthcare and workplace services?
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1.1
Can you plan work in accordance with relevant
WHS legislation, standards, codes of practice/compliance codes and guidance material?
1.2
Can you identify hazards as part of work planning and work process?
1.3
Are you able to address identified hazards prior to starting work using judgement within defined scope of responsibilities?
1.4
Do you know how to report residual risk according to organisation procedures?
1.5
Do you know how to report incidents and injuries in line with organisation policies and procedures?
1.6
Can you undertake WHS housekeeping in work area?
1.7
Can you monitor own levels of stress and fatigue to ensure ability to work safely and sustainably?
2.1
Are you able to share information on safe work practices and work procedures with others, including members of the work group where relevant?
2.2
Do you know how to check the WHS practices of less experienced members of the workgroup or other stakeholders in the work context? 2.3
If appropriate, can you provide guidance and coaching to less experienced members of the workgroup to support them in working safely? HLTHIR403C Work effectively with culturally diverse clients and co-workers
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2.4
If appropriate, can you support others accurately record incidents and complete associated workplace documentation according to organisation procedures? 3.1
Do you know how to raise
WHS issues in accordance with organisation procedures within appropriate timeframes? 3.2
Can you contribute to workplace meetings, workplace inspections or other consultative activities?
3.3
Are you able to provide assistance to workgroup members or other stakeholders to contribute to workplace safety?
4.1
Do you know how to report identified hazards and inadequacies in risk controls within appropriate timeframes? 4.2
Do you know how to check the workplace for hazards using itemised checklist(s) in accordance with work procedures? 4.3
Can you contribute to risk assessments? 4.4
Are you able to provide input to development and implementation of control measures, with reference to the hierarchy of control?
5.1
Can you identify emergency signals and alarms and respond to them appropriately? References and further reading
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5.2
Do you know how to take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency?
5.3
Can you implement emergency response procedures within scope of training and competence?
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Module review
The purpose of this review is to provide you with a brief overview of the information covered and highlight important elements of the module. This will also help you identify whether or not you have fully understood the material covered in this module.
Indigenous people have lived in Australia for between 40,000 and 60,000 years.
There is no single Aboriginal or Torres Strait Islander culture.
Culture shock is the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own.
As with any group in society, there are particular issues that may impact on
Aboriginal and Torres Strait Islander experience. This includes critical health, social and political issues that need to be addressed and managed.
It is important to note that the issues that directly impact on Aboriginal and
Torres Strait Islander people also influence the relationships between
Aboriginal and Torres Strait Islander people and non-Indigenous people.
For Aboriginal and Torres Strait Islander people to feel confident accessing and participating in mainstream services (as clients and as workers), it is important to create a psychologically safe environment that is sensitive to and embraces cultural difference.
Access and equity issues are an important part of a multicultural society.
Communication between Aboriginal and non-Aboriginal groups is a major barrier to the provision of appropriate and effective services for Aboriginal and
Torres Strait Islander individuals and communities.
When communication is inappropriate, the results can be significant.
Cultural sensitivity is the key to appropriate communication with any person or group of people from a different cultural background to your own.
There are a range of different Aboriginal languages and not all Aboriginal people speak the same language or dialect.
Unfortunately, difference often leads to discrimination and minority groups like
Aboriginal and Torres Strait Islander people are often stereotyped and disadvantaged.
With increasing cultural awareness and sensitivity comes the realisation that some of our work practices may need to be adjusted or changed to meet the needs of different clients and to work more effectively with culturally diverse colleagues.
When misunderstanding or conflict arises with Aboriginal or Torres Strait
Islander clients or co-workers, it is important to consider what part in that situation you might be responsible for.
The only way to fully assess work practices for appropriateness is to consult with a person who is a part of the culture and has personal knowledge and experience of that culture.
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Self-determination in relation to participation in services is the clients’ ability to be involved in service delivery.
The term culture is a complex one. We tend to use it only when discussing nationality or ethnicity, but there are many other types of cultures and the term can also refer to gender, sexual orientation, lifestyle factors, religion, politics, disability and other specific life experiences.
Cultural awareness means being aware of and sensitive to cultural differences.
All of us grow up within a cultural context, and as result, we tend to see and judge others from our own cultural perspective.
A culturally safe working environment means that all workers and clients who access the service feel comfortable and psychologically safe to be present, to share their views, and to be heard without judgement.
Bias is a tendency to see things from only one perspective; discrimination is the process of making distinctions between things (generally people) and of believing that one is of more value than another.
Cross-cultural communication can be challenging for a number of different reasons.
Although we can never be fully knowledgeable about all cultures, we can take steps to ensure that our communication is culturally sensitive and respectful, which goes a long way towards overcoming barriers to communication.
Conflict is an inevitable part of everyday life, and an experience that we are familiar with to some degree.
Being aware of cultural differences, particularly in the way that we respond to conflict, can help resolve problems and overcome misunderstandings.
Difference, and a lack of understanding or tolerance of difference, can often lead to conflict and further intolerance.
Workplace Health and Safety (WHS, previously known as Occupational Health and Safety or OHS) refers to safety at work.
Sustainability refers to long-term maintenance – the capacity to endure.
The purpose of Workplace Health and Safety legislation is to provide a healthy and safe workplace for everyone.
Standards provide benchmarks and specifications for all manner of articles and services in Australia, from potting mix to building practices.
Industry codes of practice provide practical guidance and advice on how to achieve the standards required by the Act and regulations.
A hazard can be defined as any object, equipment or process that has the potential to cause injury or loss.
Hazards can lead to injury and result in long-term problems for workers as well as costing organisations and the community financially.
Workplace Health and Safety legislation requires that after a hazard has been identified the risk posed by that hazard needs to be assessed and appropriate action taken to reduce or remove the likelihood of loss or injury.
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Having identified a risk, and documented, investigated and assessed it, a decision can then be made about whether or not risk control measures are required and if so with what degree of urgency such measures would need to be implemented.
When assessing risk, it can be useful to use a checklist to make sure that all aspects of workplace health and safety are considered and addressed.
Stress at work can be minimised by identifying the sources of stress and then removing or reducing these stressors.
Workers have a responsibility not only to abide by workplace health and safety regulations and procedures, but also to actively contribute to the maintenance of a safe work environment through vigilance in relation to potential dangers and by contributing to the development of policies and procedures.
Housekeeping refers to the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential hazards are addressed quickly.
Being alert for potential hazards and risk in the workplace also means noting when others are behaving in ways that put themselves or others at risk, such as ignoring potential housekeeping issues in their own work area.
Legislation encourages employers and employees to establish health and safety committees (HSCs) at the workplace as a means of establishing a dialogue and ensuring action on health and safety issues.
WHS policies and procedures are living, fluid documents that need to be continually monitored, evaluated and modified in order to remain relevant and effective.
When you have a concern about a WHS issue, it may not be appropriate to wait until the next committee meeting or policy review to raise your concerns. It is therefore important to talk to your health and safety representative or your supervisor and raise the issue immediately.
An important part of work health and safety is the ability of those within the workplace to respond appropriately to emergency situations.
The first step in emergency management is to consider emergency types and develop appropriate strategies for each, in order to develop an Emergency
Management Plan (EMP) specific to the organisation, its resources and context.
It is important to be familiar with emergency signals and alarms in order to respond to an emergency situation appropriately and promptly and to be able to use the signals if necessary.
In order for work health and safety measures and requirements to be effective, accurate reporting procedures must be followed.
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Glossary
This is a summary list of the important terms that you need to know for this module.
These terms appear in context throughout the module and will be indicated by the
Key Terms icon.
Acculturation: the process of learning about and adapting to the norms and rules of a culture that is not our native culture.
Bias: a tendency to see things from only one perspective.
Conflict: a situation in which we believe that our goals or wants are being threatened.
Cultural affiliation: when we experience a shared identity or similarity with others within a section of the population.
Cultural distance: the degree of differences between two cultures.
Culture: the lifestyle, norms, expectations and social systems built up over time by a group of people.
Culture shock: the experience of feeling uncomfortable, anxious or confused when immersed in a culture different to our own.
Dangerous occurrences: occurrences in which there is a potential to cause injury, illness or death.
Discrimination: the process of making distinctions between things (generally people) and of believing that one is of more value than another.
Enculturation: the socialisation process of transferring thoughts and behaviours from one generation to the next.
Ethnocentricity: the belief that the cultural norms and experiences of a dominant culture are more valid than those of minorities.
Hazard: any situation with the potential to cause injury or illness.
Hierarchy of control: a list of possible resolution options offering a number of ways to control a hazard.
Housekeeping: in relation to WHS, the process of maintaining a neat and tidy workplace, keeping things in good condition around the office or workplace and making sure that any potential dangers are addressed quickly.
Incidents: occurrences that result in death, injury or illness.
Negotiation: the process of working together with the other person to make an agreement of how to resolve the issue, usually involving compromise and bargaining.
Residual risk: the level of risk in any particular situation at the time it is measured.
Risk: the likelihood that exposure to a hazard will result in injury or disease.
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Risk assessment: once a hazard is identified an examination of the risks associated with it is done in order to determine the likelihood of injury or illness being caused by it. Risk control: taking action to eliminate or reduce the likelihood that exposure to a hazard will result in injury or disease.
Stereotyping: ascribing particular characteristics or values to a person based on a generalised perception of a particular group or ‘type’ of person.
Sustainability (in relation to workplace health and safety): the creation of a working environment that promotes long-term worker and client health while maintaining economic and social balance and effective management of resources.
Workplace health and safety code of practice: a document that provides guidelines on practices appropriate to meet legislative and regulatory requirements.
Workplace health and safety regulation: a detailed explanation of what workers and employers need to do to meet legislative requirements.
Workplace inspections: planned systematic appraisals of the workplace to identify hazards, assess and control risks, and ensure a safe and healthy workplace complying with OHS legislation.
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References and further readings
Below is a list of the books that were referenced in this module, and following that is a list of books, articles, websites and other materials that you can access if you wish further information on the subjects covered in this material.
References
Alladin, W. (1998). Models of counselling for psychotherapy for a multiethnic society.
In S. Palmer, & P. Laungani (Eds.), Counselling in a multicultural society (pp. 90–
112). London, England: Sage.
Atkinson, J., Kennedy, D., & Bowers, R. (2006). Aboriginal and first nations approaches to counselling. In N. Pelling, R. Bowers, & P. Armstrong (Eds.),
The practice of counselling (pp. 224–245). Melbourne, Australia: Thomson.
Australian Bureau of Statistics. (2006). National Aboriginal and Torres Strait Islander health survey, 2004–05. Summary of findings. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4715.0 Australian Bureau of Statistics. (2011). 1249.0 – Australian standard classification of cultural and ethnic groups (ASCCEG), 2011. Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/1249.0main+features220 11
Australian Government, Department of Immigration and Citizenship. (2007).
Accessible government services for all. Retrieved from http://www.immi.gov.au/about/reports/accessible_government/accessible_ government_2006/_pdf/accessible_government_appendixa.pdf
Australian Government, Department of Immigration and Citizenship. (2011). Fact sheet 15 – population projections. Retrieved from http://www.immi.gov.au/media/fact-sheets/15population.htm Australian Government, Department of Immigration and Citizenship. (2012a). About
Harmony Day. Retrieved from http://www.harmony.gov.au/about/
Australian Government, Department of Immigration and Citizenship. (2012b).
Population flows 2010–11 at a glance. Retrieved from http://www.immi.gov.au/media/publications/statistics/popflows201011/pop-flows-at-a-glance.pdf Australian Government, Department of Immigration and Citizenship. (n.d.). Fact sheet index. Retrieved from http://www.immi.gov.au/media/factsheets/#background
Australian Human Rights Commission. (2012). About the commission. Retrieved from http://www.hreoc.gov.au/about/index.html HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
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Commonwealth of Australia. (2008). OHS Act, Regulations & Code. Retrieved from http://www.comcare.gov.au/laws__and__regulations/ohs_act,_regulations__ and__code
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Australia: LexisNexis Butterworths.
Creative Spirits. (n.d.). Aboriginal Australia quiz: Test your knowledge. Retrieved from http://www.creativespirits.info/aboriginalculture/Aboriginal-AustraliaTest.html Department of Health and Community Services. (2007). Aged and disability client critical incident management process. Retrieved from http://health.nt.gov.au/library/scripts/objectifyMedia.aspx?file=pdf/22/86.p df&siteID=1&str_title=Critical%20Incident%20Management%20Process.pdf
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Fujishin, R. (2008). Creating spacious communication with another culture (2nd ed.).
In Creating communication (pp. 65–77). Plymouth, England: Rowman &
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Government of Western Australia. (2012). WestOne – Discover new learning solutions.
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2_11/shared/resources/html/res_comm_abtsi_parents.htm
Hays, P. (2008). Addressing cultural complexities in practice: Assessment, diagnosis and therapy
(2nd ed.). Washington, DC: American Psychological Society.
Holmes, D., Hughes, K., & Julian, R. (2007). Australian sociology: A changing society (2nd ed.). Sydney, Australia: Pearson.
Lago, C. (2007). Race, culture and counselling (2nd ed.). Maidenhead, England: Open
University Press.
Lowell, A. (2001). Communication and cultural knowledge in Aboriginal health care.
Casuarina, Australia: Cooperative Research Centre for Aboriginal and
Tropical Health.
Maybery, T. (2011). Raise OHS issues with designated persons in accordance with organisational procedures. Retrieved from: http://training.networxcomputers.net/cert3/index.php/participate-in-ohsprocesses/82-contribution-activity National Alternative Dispute Resolution Advisory Council [NADRAC]. (2007).
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NSW Department of Community Services. (2009). Working with Aboriginal people and communities: A practice resource. Sydney, Australia: Author.
Psychotherapy and Counselling Federation of Australia (2011). Code of Ethics.
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Racism – No Way. (2010). Australia’s cultural diversity. Retrieved from http://www.racismnoway.com.au/about-racism/population/index-Diversit2.html Read, P. (2006). The stolen generations: The removal of Aboriginal children in New South Wales
1883–1969 (4th reprint). Retrieved from New South Wales Department of
Aboriginal Affairs website: http://www.daa.nsw.gov.au/publications/StolenGenerations.pdf HLTHIR403C Work effectively with culturally diverse clients and co-workers
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
HLTWHS300A Contribute to WHS processes
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Safework Australia. (2012). Options to prevent chemicals from harming health. Retrieved from http://www.safeworkaustralia.gov.au/sites/SWA/SafetyInYourWorkplace/H azardsAndSafetyIssues/Printing/HowToUseThisPackage/Reference/Pages/ OptionsToPreventFromChemicals.aspx
Safework SA. (2012a). Managing hazards (S.A.F.E.R.). Retrieved from http://www.safework.sa.gov.au/contentPages/docs/smbusMngHazards.pdf Safework SA. (2012b). My business’ health and safety checklist. Retrieved from http://www.safework.sa.gov.au/contentPages/docs/smbusChecklist.pdf Standards Australia. (2012). What is a standard? Retrieved from http://www.standards.org.au/StandardsDevelopment/What_is_a_Standard/ Pages/default.aspx
State Government of Victoria. (2012). Workplace health – coping with a critical incident.
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Boston, MA: Intercultural Press.
Tillett, G., & French, B. (2006). Resolving conflict: A practical approach (3rd ed.).
Melbourne, Australia: Oxford University Press.
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Trudgen, T. (2010, January 5). Culture shock 101 [Blog post]. Retrieved from http://blog.whywarriors.com.au/2010/culture-shock-101/ Victorian Health Promotion Foundation. (2012). Preventing race-based discrimination and supporting cultural diversity in the workplace: An evidence review. Retrieved from https://docs.google.com/viewer?a=v&q=cache:8tn8DvnMdCgJ:www.vicheal th.vic.gov.au/~/media/ResourceCentre/PublicationsandResources/Economi c%2520participation/2012%2520workplace/CHW_Discrim_Full_Web_Final .ashx+Preventing+racebased+discrimination+and+supporting+cultural+diversity+n+the+workplac e:+An+evidence+review&hl=en&gl=au&pid=bl&srcid=ADGEESjEyp2BR 9kwwRfsSIve1LF_THaMegc1LiDigWYUrzwT6cPi89XBpJf5alicAyIHAVmzg
RNcmrwE1u681b92vV4W8mdPAKm37DozG4bk8qGBq3NBJtQYqNTIH3
JR9e78bHmY5YAq&sig=AHIEtbR2NTFC9lOiraAXOSluuEVlRQXM7Q& pli=1 Workcover Corporation of South Australia. (2002). Sample risk assessment matrix.
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References: and further reading 119
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