CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

This is an assessment workbook for CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety, a unit in CHC30113 Certificate III in Early Childhood Education and Care. It includes information about performance and knowledge evidence, assessment conditions, topics covered, and instructions for students.

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Email to [e-mail]
Qualification Code/Title CHC30113 Certificate III in Early Childhood Education and Care
Competency Code/Title CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
Student Name
Student Email
ASSIGNMENT START DATE
ASSIGNMENT DUE DATE
Trainer Name
COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgement record will be returned to you. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Identify cultural safety issues in the workplace  
Assessment Task 2 - Model cultural safety in own work  
Assessment Task 3 - Develop strategies for improved cultural safety  
Assessment Task 4 - Evaluate cultural safety strategies  
Assessment Task 5 – Workplace tasks  
Assessment Task 6 – Project  
Re-Submission Feedback (if required)
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐ COMPETENT ☐ COMPETENT
☐ NOT YET COMPETENT ☐ NOT YET COMPETENT
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
Assessor Name
Assessor
Signature Date
Administration  VETtrak & tracking spreadsheet updated Initial:
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Student Assessment Workbook
Resulted  ACS & CJ scanned & saved Copy sent to student Date:
STUDENT
Instructions:
 Before you start your assessment task, please read the student declaration below
 All assignments must be submitted with this attached cover sheet
 Assignments submitted without this cover sheet or declaration completed, will be returned to
the student for resubmission
 Please keep a copy of your assignment. Your assignment will not be returned to you
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student
Handbook).
☐ ☐
(only complete if you have special needs). I have advised of my special needs and
any changes to the assessment process have been taken into consideration.
☐ ☐
The work in this assignment is my own work. I declare that this assessment item is
my own work unless otherwise acknowledged and referenced.
☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality
Authority, Government Funding Agencies) or representatives chosen by Alana
Kaye Training (e.g. Trainers, Consultant, Industry Representatives) to review the
quality and marking of this assessment.
☐ ☐
I have read, understood and accept the above conditions of this assessment.
Signature: Date Submitted:
Cheating and plagiarism: All work submitted must be your own. If a Trainer suspects that you have
been involved in plagiarism, the matter will be referred to the Branch Manager or CEO. If two students
submit the same or very similar assessment both students will need to resubmit their assessment.
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Student Assessment Workbook
Version number: V1
Created by: Catherine Bradley Date: March 2017
Validated by: Tanya Thomson Date:
Modification history:
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you need to
demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information about the
assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment procedure that can be
made to accommodate your needs and instructions to students including how to submit your assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work based activities. These tasks are used to
demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
SECTION ONE: UNIT AND ASSESSMENT OVERVIEW
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit,
manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:
 promoted Aboriginal and/or Torres Strait Islander cultural safety in the context of at least 1 workplace
 researched culture and history, the impact of European settlement, loss of land and culture and the importance of law
and kinship
 evaluated ways to improve communication with Aboriginal and/or Torres Strait Islander peoples who may be clients
or colleagues.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements
and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes
knowledge of:
 concept of Aboriginal and/or Torres Strait Islander cultural safety in the community services and health context, and
its relationship with:
o cultural awareness
o cultural competence
 legislative context for Aboriginal and/or Torres Strait Islander cultural safety
 the diversity of Aboriginal and/or Torres Strait Islander cultures
 historical, social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people and their
engagement with community services and health systems, including:
o impact of European settlement
o loss of land and culture
o racism and discrimination
o past and present power relations
 own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people
and their engagement with services
 factors that contribute to Aboriginal and/or Torres Strait Islander ill health and common diseases experienced by
these groups of people:
o impact of trauma on individuals’ ability for:
 decision-making
 communicating
 understanding
 retaining information
 ways to involve Aboriginal and/or Torres Strait Islander people in the planning and delivery of services and programs
Assessment Conditions
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Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where
simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well
as, using suitable facilities, equipment and resources.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
In addition, assessment must involve persons approved of by relevant local community elders.
Topics Covered
The topics covered in this unit include:
 Identify cultural safety issues in the workplace
 Model cultural safety in own work
 Develop strategies for improved cultural safety
 Evaluate cultural safety strategies
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the
assessment task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 www.ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are a
distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgements about the evidenced presented in line with the rules of evidence: validity,
authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the
assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of these
assessment tasks may have a series of activities or questions that you are required to complete.
Please note that at Certificate III level it is expected that the questions will be answered in a manner that reflects significant
understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer
sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases, this
may be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of
information, you must make reference to where this information came from.
You are required to submit:
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 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 120 hours of
mandatory work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The
process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about your
assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform you of
the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or redo the
practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given a ‘Not
Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer verbal
questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements your
results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 120 hours of work placement in a regulated education and care service, students must
have a minimum Diploma trained staff member supervising them throughout the 120 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care
supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6
enrolled on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC30113 Certificate III in Early Childhood Education and Care includes a mandatory work placement of 120 hours to
cover the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children
 CHCECE005 Provide care for babies and toddlers
 CHCECE007 Develop positive and respectful relationships with children
 CHCECE010 Support the holistic development of children in early childhood
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility they
will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably qualified
member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the candidate in the
completion of their tasks.
Working with Children card (Ochre card) NT
It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to hold
a Working with Children Clearance Notice. States and Territories may have different requirements and it is best to check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed
efficiently and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow the
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Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you talk with your
Trainer.
SECTION TWO: ASSESSMENT TASKS
Before you commence this assessment, please read the student declaration on the front page. It is
important that you are ready for assessment and understand the assessment process. Please speak
with your Trainer if you have any questions.
Assessment Task 1
Identify cultural safety issues in the workplace
This learning checkpoint allows you to review your skills and knowledge in identifying cultural safety
issues in the workplace.
1. Provide an explanation in your own words of the significance of each of the following terms:
 Terra nullius
 Aboriginal and Torres Strait Islander
 Dreamtime
 Kinship/skin system
 Stolen generation
 Assimilation
 Mabo case
Terra nullius means no man’s land. It was a terminology used by the British to refer to Australia in a
move to justify colonisation.
Aboriginal and Torres strait islanders refers to the indigenous inhabitants before the colonialists
came.
Dreamtime refers to the when the time came to being according to the aboriginal culture
Kinship system refers to the social organisation and the family relations among people in a certain
culture
Stolen generation refers to the children of the indigenous inhabitants of Australia who were removed
from their families by the British colonialists following some of the laws and policies that had been
formulated allowing the act.
Assimilation was a process of introducing the children of the indigenous communities to the another
culture with an aim of absorbing them.
Mabo case refers the court proceeding whose judgement recognised the indigenous peoples’ right to
land ownership even before the inhabitation of the colonialist. It overturned the terra nullius state
initially declared by the British.
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2. In what ways did European settlement impact on Aboriginal and Torres Strait Islander people?
dispossessed of their land through the terra nullius policy. This led to a rise in the squatters who
encroached on the indigenous sacred sites. Some retaliated and violently fought to regain their land
ownership rights leading to loss of lives.
It led to rise of reserves which were overcrowded.
They lost a generation through the assimilation policy. Their children were forcefully taken away and
taught the western ways.
They were exposed to diseases such as typhoid which they had not initially been exposed to.
The introduction of native institutes in an effort to civilise the natives
3. Explain what it means when we say that Indigenous Australian people have a holistic view of
their health.
that they view term health to encompass the spiritual, social, emotional, physical and cultural
wellbeing. Health of under the influence of all these factors and not exclusively by the physical
wellbeing.
4. Name some of the legislation and policies that have been used since European settlement to
manage Aboriginal and Torres Strait Islander people.
protection act
Stolen generation policy
Assimilation policy
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5. What are some strategies you can use to ensure the cultural safety of an Aboriginal or Torres
Strait Islander individual?
introducing policies towards the protection of their culture. For example, by making legislations that
promote their self-determination. Making laws and institutions that will allow them practice their
culture comfortably under the environment
By tailoring the services such as health and social care to suit their culture. Making the service
providers aware of the culture and emphasizing on the need to preserve them
Preservation of aboriginal objects and sites- to preserve the material culture of the people.
Recognizing the special interests of the people and aiming at meeting it.
A Reconciliation Action Plan (RAP) can assist all health care workers in your service to work toward
developing strong cross-cultural relationships. Access your service’s RAP and answer the following
questions. If you do not have access to one, complete an internet search using ‘health services
reconciliation action plan’ as your search term, then choose one to refer to.
6. Summarise how the RAP expresses the importance of effective and equitable relationships
between cultures as a demonstration of culturally safe work practices. Explain how you think the
RAP helps to facilitate effective service delivery in a cross-cultural context.
supports reconciliation internally among the employees and with the environment within which it
operates. It helps in the creation of a respectful environment among the different cultures. Meaningful
relationships can be developed out of respect and reconciliation.
7. Explain how you think acknowledging the potential impact of cultural factors and cross-cultural
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realities helps to facilitate full participation in service delivery.
Acknowledging cross cultural diversities will enable the service providers customise services to be
culturally acceptable. it will enhance cooperation with the affected individuals fostering positive
progress. The participation is scaled up when their culture is put to perspective. The acceptability of
any idea is pinned on the fact that it does not negates one’s beliefs and cultural practices.
8. How does the RAP provide opportunities to show respect and identify ways to improve? List the
opportunities.
Reconciliation Action Programs provide opportunities in that it creates opportunities such as
education and workplace cultural safety in a bid to ensure reconciliation among the different people
in Australia.These programs ensure that the culture diversity is recognised and people are taught
cultural safety at various levels.
9. Reflect on your own actions and choose one of the opportunities you listed in question 3. Explain
how you could act on this opportunity.
I would choose education as the opportunity in the Reconciliation Action Program. This would be an
opportunity to teach the children about the rich culture of the Aboriginal and Torres Strait Islander
people and ensure they learn culture awareness through the transition in the school system. This will
cultivate peace and acceptance among the young generation on various cultures in Australia.
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Read the case study, and then answer the questions that follow.
Case Study
Jacquie is a four-year-old Aboriginal girl who lives in a rural town with her mother, father and three
siblings. She has just started attending a childcare service with her older sister Tasha. Tasha is
playing on the climbing frame when she slips and falls to the ground. Her ankle breaks.
When the paramedics come to assist with the injury, Jacquie witnesses Tasha crying when they
move her into the ambulance. The only other time Jacquie has had contact with paramedics was
when her grandmother died. She has negative associations with paramedics and is afraid that
Tasha will be taken away and will not come back.
Anna, the service director, contacts the girls’ mother to notify her of the incident and asks her to
collect Jacquie. Jacquie is very distressed and is hiding in the book closet, as she is afraid that the
paramedics will come and take her away too.
Jacquie’s mother arrives with Jacquie’s grandmother, three aunties and four cousins to pick her up
on their way to the hospital. Anna, however, feels overwhelmed by the number of visitors in the
service and asks that only Jacquie’s mother comes inside to collect Tasha. Jacquie’s grandmother
feels hurt and disrespected that she isn’t allowed in to help console Jacquie.
Jacquie’s mother coaxes Jacquie out of the cupboard and assures her that it’s okay and that she will
take her to visit Tasha in the hospital.
10. What important cultural aspect did Anna overlook when she asked Tasha’s grandmother to wait
outside the service?
overlooked the aboriginal concept of health according to their culture. Their holistic view of health,
not just as physical wellbeing. The broken leg was just one aspect of health. She overlooked the
emotional and social wellbeing which incorporates other members of the families such as the
grandmother. The idea of mental health is incorporated by their social and emotional support.
11. How could Anna have helped Jacquie overcome her fear and distrust of the paramedics?
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to her the role of the paramedics in helping her sister get help from a hospital. She is a four years
old, Anna should use the simplest language as possible. She should also ensure that she can
communicate in the same language with her since some of the aboriginal totters islanders do not
have English as their first language.
When the mother convinced her to come out of the cupboard, she should have sought the
opportunity to explain to her all that was happening in presence of someone she could trust. The
mother would be help in making her understand.
12. What aspects of Jacquie’s environment may have contributed to her fear?
environment and the circumstances under which she met the paramedics made her associate the
paramedics to taking away a person fearing that they would not return.
13. What cultural aspect of Indigenous Australian people applies to Jacquie’s extended family that
would have helped Anna respond more sensitively had she understood this?
aspect of health in their culture. Understanding the essence of incorporating their beliefs and
practices in healthcare provision. She did not consider the value of consoling a member of the other
family members.
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14. The Early Childhood Australia Code of Ethics includes responsibilities to families. Which code
could have helped Anna to manage this situation more effectively?
Respect the dignity and preferences of each family and endeavour to learn about their structure and lifestyle,
culture and customs, language, religion and beliefs. This would have helped her appreciate the culture of the
aboriginal Torres islanders and device a method of interacting with them effectively without infringing on their
culture
Read the case study, and then answer the questions that follow.
Case study
Sondra, an Indigenous Australian woman, comes into your service for the first time to inquire about
a health related issue. As you hand her some forms to fill out, she appears uncomfortable and
unsure of what to do.
15. Briefly discuss two ways you could make Sondra feel welcome and more relaxed in your service.
Give her an assurance that the information she will provide will held with utmost confidence. Assure
that the information will only accessed will only be accessed by the authorised personnel and will
only be used to provide the necessary care. The information provided will not be used to stereotype
or discriminate her.
By describing to her the essence of the information she is supposed to give. By making her
understand that information given has a bearing on the way health service will be provided. It will
help the care provider customise the service to her needs even incorporating her cultural beliefs and
traditions.
By ensuring that she understands what is expected of her. Enquiring whether she is comfortable with
communicating or writing in the language required in the form.
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16. What body language could you use to help Sondra feel more comfortable?
Smile at her to make her relax and feel that you are approachable for questioning and clarification.
Nodding as you listen to her to make her feel that you are paying attention to her concerns.
Allow them to maintain an indirect contact as some have different interpretation on direct contact.
Assessment Task 2
Model cultural safety in own work
This learning checkpoint allows you to review your skills and knowledge in modelling cultural safety in
own work.
Look on the internet or in the employment sections of newspapers and locate a job advertisement for
an Aboriginal liaison officer. You may wish to obtain the position description for the role.
1. Identify the role and responsibilities for the position, then discuss and give examples that show
you understand what is required of the position.
An Aboriginal liaison officer acts as a linking point between the Aboriginal people and access to the
resources. Some of the roles and responsibilities include communication between the Aboriginal
people and various government organisations and assisting the aged to access services such as
healthcare. An example is Aboriginal liaison officer is involved with the community who express their
needs and understands the cultural implications of various issues. The officer the addresses this
issues to the relevant organisations for example hospitals providing mental health services for the
Aboriginal people.
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2. What skills and knowledge are required to communicate effectively?
The Aboriginal liaison officer is required to know the culture of The Aboriginal and Torres Strait
Islander people. He/she should be excellent in communication skills verbal and non-verbal cues.
He/she should be aware of the limiting factors related to the culture that may inhibit communication
of some issues. He/she should have interpersonal skills which makes it easy to relate with various
people.
3. Describe how you think an individual in this role acts as a cultural broker, assisting education,
care or health workers to meet their duty of care and provide a culturally safe environment.
An individual in this role is involved in identifying various issues among the Aboriginal and Torres
Strait Islander people by interacting and communicating them. He may identify issues affecting the
aged, health issues such as mental health and substance use disorder sensitive to them. He
addresses education to the various stakeholders who ensures education involves Aboriginal and
Torres Strait Islander culture. The health care workers are informed on the cultural issues
surrounding the indigenous people and they provide healthcare while they are culturally aware.
Read the case study, and then answer the questions that follow.
Case study
Arinya, a Yolngu Aboriginal educator, understands English but prefers to speak in her first language
of Yolngu Matha.
Arinya has been employed at your service as part of your direct team. She takes responsibility for all
communication with all Aboriginal and/or Torres Strait Islander people using the service.
Some educators in the service tell you they are having difficulty communicating with Arinya. They
also feel that Arinya should teach the Aboriginal and/or Torres Strait Islander parents to speak
English. They say that sometimes they would feel more comfortable if the families just didn’t come at
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all.
4. Identify the communication issues that may be affecting the relationship between Arinya and the
educators.
Language barrier is affecting the relationship between Arinya and the educators. The educators are
unable to communicate to Arinya as she speaks in Yolngu Matha. They also feel that Arinya should
teach the Aboriginal and Torres Strait Islander parents to speak English. Lack of proper
communication is already breeding resentment towards the Aboriginal and Torres Strait Islander
5. Outline how you would address ineffective communication strategies to develop and maintain an
effective relationship with Arinya. In your answer, outline communication strategies that are
appropriate and support a culturally safe environment.
I would call Arinya aside and help her understand the predicaments of the other educators as they
are willing to work with her but there is language barrier. I would urge her to learn English but to
understand that it is for improving the communication between her and her co-workers’ would do it in
a way that helps her understand that her first language is part of her identity. Communication
strategies that are appropriate and support a culturally safe environment include being open and
truthful while considering the culture of the indigenous people. Obtaining feedback from the
Aboriginal and Torres Strait Islander people regarding the workplace environment.
6. Do you think racism and/or discrimination has played a part in the attitudes of the educators?
Why or why not?
I think racism and discrimination has played a part in the attitudes of the educators because they fail
to understand that Aboriginal and Torres Strait Islander people have their native languages as their
first language and teaching them a new language would require combined effort. They also state that
they would prefer if the Aboriginal and Torres Strait Islander families did not come.
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Assessment Task 3
Develop strategies for improved cultural safety
This learning checkpoint allows you to review your skills and knowledge in developing strategies for
improved cultural safety.
Prepare a report that summarises cultural aspects of building a workplace relationship with Indigenous
Australian people. Your report should address the following headings and cover underpinning points
listed.
1. Mutual respect and diversity – describe the key aspects of building workplace relationships and
provide an example of when and how this has been demonstrated in your service.
Mutual respect and diversity in the workplace is ensuring that one understands the culture of
indigenous Australians and that of their own.They are different and respecting that everyone is
unique in their own way and the difference in culture or ethnicity is not a factor that anyone should be
discriminated against. An example of when this was demonstrated is when there was a seminar to
educate on the Aboriginal and Torres Strait Islander people culture at the workplace followed by a
lawyer who taught about the law, racism and discrimination against the indigenous Australians.
2. Critical issues – discuss at least three critical issues that impact Aboriginal and/or Torres Strait
Islander people and include an example for each.
Racism affects the Aboriginal and Torres Strait Islander people as they are regarded as inferior and
they have previously been denied employment and services on the basis of their ethnicity. An
example is the legislation of the Racial Discrimination Act which prohibits racism on basis of colour
and ethnicity. Poor health has been a plight of the Aboriginal and Torres Strait Islander people as
they suffer from mental health problems and chronic illnesses. An example is increased number of
indigenous Australians who suffer from chronic kidney disease and diabetes. The Aboriginal and
Torres Strait have been unable to access health services, clean water and education due to their
culture and ethnicity for example due to discrimination poor maternal health has resulted to maternal
and child mortality.
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3. Strategies for maintaining effective workplace relationships – provide four aspects that should be
implemented in the workplace to foster effective relationships.
Open and effective communication ensures that the any conflict is handled in the right manner & any
information that is not clear is addressed openly. Setting goals and objectives that ought to be
achieved within a set timeframe. This enables the employees to work together towards a common
agenda. Boundaries should be communicated to ensure there is mutual respect especially regarding
racism and discrimination against the indigenous people at the workplace. Addressing mishaps to
individuals who are involved privately. There should be no down talking of a colleague in front of
other colleagues.
Read the case study, and then complete the task that follows.
Case study
There is a high incidence of otitis media (also known as middle ear infection) among the children in
your service. The service director is considering engaging a health professional to visit the service
fortnightly to check the children. It is important to include the parents in this decision before
contacting the health worker.
4. Create an information poster or fact sheet that can be distributed to parents, inviting them to
participate in the decision-making process. Ensure is it culturally appropriate and uses clear
language.
The following six points should be addressed in your poster or fact sheet:
 You invite their participation
 You invite their feedback
 The proposed service will be free
 A family member may be present when the child is checked
 The health check is not compulsory
 The health check is painless
Access the Care for Kids’ Ears website for more information on otitis media:
www.careforkidsears.health.gov.au
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Students, this will need to be added as an attachment.
Assessment Task 4
Evaluate cultural safety strategies
Read the case study, and then answer the questions that follow.
Case Study
Dylan is an Elder who is assisting in the evaluation of a community centre. Several health, education
and leisure activities operate from the centre and the majority of the people who use the services
are from Aboriginal and/or Torres Strait Islander communities and travel various distances every
week to participate.
Dylan has asked interview questions and has been involved in small group discussions to help
identify how best to improve the cultural safety of the centre. Dylan is one of several Elders who are
involved and over many weeks have developed a set of measures that can be used to examine the
cultural safety of the centre.
When a list of suggested improvements is finally developed, Dylan believes the suggestions are a
good representation of the feedback from him and others. The recommendations should improve
and encourage further participation of the Aboriginal and/or Torres Strait Islander communities in the
activities run at the centre.
1. Why is it important to have Dylan and the other Elders agree on outcomes for measures of
success before an evaluation begins?
It is easy to monitor success when there are set standards to compare the outcomes to. Measures of
success also set the pace at which the evaluation regarding the cultural safety of the centre is done.
The set outcomes are used as a guiding point of the evaluation process.
2. What type of data collection was used in this evaluation?
Interviews and group discussions are the types of data collection used in this evaluation.
3. What is the value of revising cultural strategies based on evaluation?
Some cultural strategies may not be beneficial for the indigenous people in terms of their health and
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overall wellbeing. Revising them on evaluation means the good aspects are retained while
deleterious aspects are abolished.
Assessment Task 5
Workplace Task 1
1. Ask your supervisor what strategies they use to identify cultural safety issues in the workplace?
By having good relations in practice. Good communication and interpersonal relations among the
different players enables them to address the different cultural issues freely and comprehensively.
By incorporating children and families at work enables us communicate out the different issues and
listen to their inputs and consider them in education.
Acting as role models and agents of facilitating cultural safety in workplace.
Making a deliberate effort to learn and understand other peoples culture. This promotes the fostering
of a culture of accepting the cultural diversity that exists
Workplace Task 2
1. Observe a number of other educators in the workplace and list the ways in which they model
cultural safety in the workplace?
By developing face to face discussions on the important cultural aspects and devising ways
that that culture can be preserved.
By developing a self-awareness culture. It enables people understand their culture in a
better way and how it affects other people.
By coming up with ways in which culture safety can be monitored for instance promoting
self-reflection in practice
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2. Ask your supervisor which key groups of people in the Aboriginal and/or Torres Strait Islander
community they have consulted as part of the services communication strategy?
Larrakia group has been the key group that has been consulted
Workplace Task 3
1. Look around your service and list the things the service displays to welcome Aboriginal and/or
Torres Strait Islander people?
Their artworks, such as musical instruments.
Policies and procedures that are culturally acceptable.
By the use of storybooks that the children about their culture.
By developing a curriculum that intercalates the important aspects of the culture and thus promoting its
preservation.
Assessment Task 6
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PROJECT
Question 1 What has been the impact of European settlement on Aboriginal and/or Torres
Strait Islander people? Give an example.
Answer The European settlement caused displacement of the Aboriginal and Torres Strait
Islander people from their land. The Aboriginal people regarded their land as
sacred and they believed they had a deeper connection to it.This displacement
would then cause attacks between the settlers and the Aboriginal people for
example the 1834 Pinjarra massacre. This attack involved both parties and led to
deaths and severe injuries.
Question 2 In what way did European settlement impact on the loss of land and culture for
Aboriginal and/or Torres Strait Islander people? Give an example.
Answer The European settlement forcefully grabbed the land belonging to the Aboriginal
and Torres Strait Islander people. The land had sacred places which they
regarded as special to them since it aligned with their spirituality. These people
had to migrate from one area to another as the settlers took their land. The loss of
land and culture for example led to loss of identity of the Aboriginal and Torres
Strait Islander people.
Question 3 How has racism and discrimination against Aboriginal and/or Torres Strait
Islander people been impacted by European settlement of Australia? Give an
example.
Answer European settlers in a bid to quash Aboriginal and Torres Strait Islander people
rights introduced laws that restricted laws that undermined the originality of the
Aboriginal people. They were regarded as the less social class and inferior and
unable to make decisions. These was further propagated by the rise of children
of
mixed descent. An example is the Aboriginal and Torres Strait Islander people
were not counted in the census until the referendum in 1967 that was amended
to ensure they were included in the census.
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Question 4 How has European settlement impacted past and present power relations of
Aboriginal and/or Torres Strait Islander people? Give an example.
Answer The past power relations of the Aboriginal and Torres Strait Islander people relied
on religion and rituals. The people believed they were in control of the land and
themselves but they were supernatural powers. This was disrupted by the
European settlement as they forced them out of their land which they had a deep
connection with. Thye took charge of the resources which for years belonged to
the indigenous Australians and it has affected their present power relations. An
example is the discrimination of the Aboriginal and Torres Strait Islander people
from accessing education and employment.
Question 5 What is meant by ‘cultural competence’ in the context of cultural safety in health
and community services?
Answer Cultural competence refers to the ability to have right attitude and knowledge
regarding a culture as a healthcare worker that enables one to provide services
in a diverse community.
Question 6 What is meant by ‘cultural awareness’ in the context of cultural safety in the
health and community services?
Answer Cultural awareness refers to understanding the Aboriginal and Torres Islander
people culture and how various aspects affect their health. One should respect
other cultures and be in terms with their own culture. There should be respect
regarding the various differences in one’s culture and the Aboriginal and Torres
Islander people culture.
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Question 7 How do western cultures impact Aboriginal and/or Torres Strait Islander people
and their engagement with services? Give an example.
Answer Western culture for example education in the past hasn’t addressed the culture
of Aboriginal and Torres Strait Islander people and this has caused them to shy
away from the education as they feel discriminated. Christianity was used by
the European settlers as a method to force them into abandoning their culture.
However, with the cultural awareness the indigenous people are seeking health
services and education.
Question 8 What is meant by ‘diversity’ of Aboriginal and/or Torres Strait Islander cultures?
Give an example.
Answer Diversity refers to the uniqueness and various languages and differences in
which the Aboriginal and Torres Strait Islander culture. An example before
European settlement there were very many different language groups of the
Aboriginal and Torres Strait Islander cultures which are decreasing with time.
Question 9 Outline the importance of law in Aboriginal and/or Torres Strait Islander
cultures.
Answer The law ensured that the Aboriginal and Torres Strait Islander people lived in
harmony and set limits the what is acceptable and what is not acceptable and
how punishment would occur. The community lived together in peace and any
wrongdoing would be corrected accordingly.
Question 10 Outline the importance of kinship in Aboriginal and/or Torres Strait Islander
cultures.
Answer
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These cultures regard their relationships among the family members as
extremely important and defines the roles of the members. They are closely
knitted together and kinship ties determine various ceremonies. Family
members are involved in burials and weddings. The different families also
interact with each other at levels of leadership and rituals.
Question 11 Outline the factors that contribute to the ill health and common diseases
experienced by Aboriginal and/or Torres Strait Islander people.
Answer Some of the factors that contribute to ill health include poor nutrition, lack of
formal employment, environmental factors such as the unavailability of clean
water, substance abuse such as alcohol. Violence that occurred during the
European and Aboriginal clashes has also affected the health of the people.
Question 12 Outline the impact that ill health or disease may have on an Aboriginal and/or
Torres Strait Islander person’s ability for decision-making, communicating,
understanding and retaining information.
Answer Some diseases such as mental illnesses affect a person’s ability to make
decisions and communication due to imbalance in neurotransmitters
responsible for neuronal transmission. Some illness also cause acute
confusion which may translate to inability to understand details regarding their
health for example in electrolyte imbalance.
Case study questions
Read the case study, and then answer the questions that follow.
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Case study (questions 1–4)
Casey has just graduated as an educator and is very enthusiastic to provide a responsive program
for all children and families. Casey has a background of mixed culture, and arrived in Australia only
five years earlier. Casey feels it is important to learn as much as she can about Indigenous
Australian people and their importance to this country that she now calls home. She decides to do
some research to find out more so that she can add value to her program and share her learning
with the children also.
Casey would like to visit an Indigenous Australian community centre; however, she has heard that
the people there drink a lot of alcohol and are violent and unwelcoming. Others have told her that it
is difficult to communicate with local Indigenous Australian people.
Through her research, Casey finds that Indigenous Australian people have historically endured
terrible hardship and still suffer physical and mental health disadvantages as a result. She learns
that to provide cultural safety she must show empathy and understanding of the issues of these
people.
CS Question 1 What are two events that Casey will learn about in her research that might have
a potential impact on Indigenous Australian people she may meet, and why are
they important for her to understand?
Answer Casey will learn about the physical violence the indigenous Australian
underwent when the European settlers colonized Australia.These resulted in
sexual assault of women, deaths and discrimination due to their land
ownership. This would later manifest as racism and discrimination. She will also
learn about the disease outbreak which affected the indigenous people when
the settlers colonized Australia. It is important for her to understand this because
it translates to discrimination in the recent days. This may also make
communication easier as she understands the history of the community.
CS Question 2 The information Casey has heard about the community centre contains negative
stereotyping. What could be the effect of this on Casey and what would you tell
someone if they passed this information onto you?
Answer Casey may approach the Aboriginal and Torres Islander people with a negative
attitude and prejudice since she has been told they are violent and consume
alcohol. If someone passed this information to me I would crosscheck with the
facts by finding out from the office and then go ahead with my project.
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CS Question 3 What are some aspects that Casey should learn about so that she can provide
cultural safety?
Answer Casey should learn about the Aboriginal and Torres Islander culture and how it
was affected by the European settlement. She should learn some factors that
make them susceptible to illnesses. Casey should have appropriate
communication skills and nonverbal cues which will enable the people to open
up easily to her. She should be friendly and avoid stereotyping them.
CS Question 4 What actions can Casey perform to ensure that cultural safety is provided in her
workplace?
Answer Casey should ensure the employees are all aware of culture competence. They
are thoroughly informed of Aboriginal and Torres Islander people culture and that
it does not make them different. Casey should ensure everyone is aware of
antidiscrimination and racism laws so they aware of the legal system protecting
the
minority. Casey should ensure any complaints regarding the mistreatment of
anyone on basis of their culture and ethnicity is dealt with
Read the case study, then answer the questions that follow.
Case study (questions 5–7)
Gelda, a new educator, knows that Maureen is an Indigenous Australian woman. Gelda is
intrigued to find out more about her background, but Maureen seems shy and every time
Gelda approaches her, Maureen seems to turn away and hurry off with her child, Janita.
Gelda is using open body language, looking directly at Maureen and holding a hand out to
shake hers. She feels she is welcoming her by saying, ‘Oh Maureen, I really need to talk with
you.’ She has left a note for Maureen in Janita’s bag asking if they can meet to talk.
Gelda wonders how she can start a relationship with Maureen. An Indigenous Australian
woman, Helen, at her last workplace, was quite happy to talk with her about anything.
CS Question 5 Why might Gelda have been able to talk with Helen easily, but not with Maureen?
Answer Personality varies with different people and some people are not always willing to
open up on their issues especially if they have bad and traumatic experiences
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with them. Maureen may have been in the past discriminated due to her status
and she may be reluctant to share information on her ethnicity.
CS Question 6 Who might support Gelda to learn more about the Indigenous Australian
people in her local area so that she can understand any cultural differences
more clearly?
Answer There are elders in her local are who will give her adequate information
regarding the culture of indigenous Australians. The Aboriginal Community
Liaison Officers and Aboriginal Education officers are trained and have in
depth information regarding the indigenous Australians.
CS Question 7 How might Gelda improve her communication to help Maureen feel
comfortable talking to her?
Answer Gelda should start with the discussing other topics which may fascinate
Maureen and she should be friendly and willing to listen to Maureen. She
should have a non-judgemental attitude in terms of the nonverbal cues and
how she speaks to build Maureen’s trust. Finally, she should ask Maureen
what she is comfortable with discussing and what she is not comfortable with.
Read the case study, then answer the questions that follow.
Case study 3 (questions 8–12)
Betty is an Elder with the responsibility of establishing a child care centre in her community. Betty
has the assistance, support and funding from several government and community organisations.
Betty is preparing for the first meeting by summarising the Federal Acts and standards that the
child care centre will be required to comply with. She also needs to come up with some
suggestions on ways to involve other Aboriginal and/or Torres Strait Islander people in the
planning for the childcare centre and the delivery of services when it is ready to open.
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CS Question 8 How does complying with anti-discrimination legislation ensure cultural
safety to Aboriginal and/or Torres Strait Islander children and their families?
Answer Antidiscrimination laws ensure that the Aboriginal and Torres Strait Islander
children and their families have access to their rights which would have
been denied to them on the basis of their ethnicity. They have the rights
granted to them while maintaining their cultural practices and identity
because of the antidiscrimination legislation.
CS Question 9 Explain how the Disability Discrimination Act 1992 would ensure cultural
safety for Aboriginal and/or Torres Strait Islander children and their families
at the child care centre.
Answer This act makes it unlawful to deny a person with disability employment or
education and any other human right and necessity. The term disability is
broad and it covers the Aboriginal and Torres Strait Islander people who
have been regarded as inferior due to their culture. This Act ensures their
cultural safety by making it illegal to deny them rights on basis of their
identity.
CS Question 10 Explain how the Racial Discrimination Act 1975 would ensure cultural
safety for Aboriginal and/or Torres Strait Islander people.
Answer The racial discrimination act 1975 prohibits unfair treatment regarding
someone of different colour or ethnicity on employment, services and
buying a house or land. The Act protects the Aboriginal and Torres Strait
Islander people as they have previously been a target of racism and
ensures they can lead their lives normally with protection from the judiciary
arm of the government.
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CS Question 11 What advice would you give Betty about involving Aboriginal and/or
Torres Strait Islander people to be involved in the planning process for
the child care centre?
Answer
I would encourage her to involve the Aboriginal and Torres Strait Islander
people as they have rich deep information regarding their culture that
needs to be taught to the children as they grow up and transit in the
various levels of Australian education system. They are aware of the
resources needed and the needs of the Aboriginal and Torres Strait
Islander children.
CS Question 12 What advice would you give Betty on encouraging employment of
Aboriginal and/or Torres Strait Islander people to work in the childcare
centre?
Answer I would encourage Betty to employ Aboriginal and Torres Strait Islander
people as they represent cultural diversity at the childcare centres. The
children are able to grow and interact while respecting the rights off the
Aboriginal and Torres Strait Islander people as they interact with them.
END OF ASSESSMENT WORKBOOK
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