CHCDIV001

Work with
diverse people
0

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0

Welcome
▪ Housekeeping

▪ Emergency procedures

▪ Unit outline and structure

▪ Assessment requirements and

submission dates
Icebreaker Activity
 1. Social and Cultural Perspectives

By the end of this session,

you will understand:
▪ culture
▪ society
▪ socialisation
▪ social norms
▪ social roles and class
▪ poverty and disadvantage
▪ cultural awareness
1
What is Culture?
1 Culture

▪ Shared ideas.

▪ Ways of doing things.

▪ Material (items and objects) and non-material

elements (knowledge, values, beliefs).
1 Culture

Aspect Meaning

▪ Language
▪ Values
▪ Beliefs
Shared Culture
▪ Customs
▪ Norms and expectations
▪ What society produces

▪ Culture is learnt as we grow up

Culture is Learned
▪ Influences how we think and interpret the world
1 A Cultural Guide to Australia
1 Society

▪ Society and culture linked.

▪ Society – group of people who share common beliefs

and ways of living.

▪ Culture part of society – society part of culture.

1 Socialisation
Teaches us how to be Imitating behaviour and
members of our own attitude of those around
society and culture. us.

Family – primary agent of

socialisation.
 Think, Pair, Share
Think about your own early childhood and try to identify what you
learnt from your family.
1 Social Norms

▪ Vary from culture to culture.

▪ Vary according to social roles.

▪ Vary across time.

1 Social Class

▪ Societies – arranged in hierarchies.

▪ Higher status or social position.

▪ How power, privileges, rewards and obligations

are distributed.

▪ Divisions between richest and poorest members

of society.
1 Poverty and Disadvantage

▪ Absolute: extreme poverty or destitution.

▪ Relative or comparative: less income or assets

than others.

▪ Generational: affecting multiple generations of

family, social group or community.

 Discussion
Identify examples of each type of poverty and disadvantage.
1 Cultural Awareness
▪ Being aware of your own culture and
of others.

▪ Recognising cultural differences.

▪ Cultural sensitivity.

▪ Ask honest questions and understand

cultural differences.
1
Developing Cultural Awareness & Cultural
Sensitivity

▪ Admit what you do not know.

▪ Develop an awareness of your own views.

▪ Take an interest in other cultures.

▪ Don’t judge.

▪ Check assumptions.

▪ Develop empathy.
1
Cultural Safety: Respect and Dignity in
Relationships
1 Cultural Competence

Cultural Competency Cultural Awareness

▪ Understand, communicate and interact effectively ▪ Diversity.

across cultures.
▪ Open to ongoing learning.
▪ Reflect on own attitudes and beliefs.
1
Culture Language

Dignity Identity

Experience Relationships and

obligations

Knowledge Individual
differences
1 Reflecting on Cultural Perspectives

▪ Become aware of our own cultural perspectives, beliefs

and values.
▪ Reflect – recognise how culture influences how we see the
world.
 Think, Pair, Share
Identify how you could develop or improve your social and cultural
awareness.
1
Impact of Mainstream Culture and Social Structures on
Diverse Groups

▪ Inherited from British and European social

institutions.

▪ Other cultures may not feel part of

‘mainstream’ society.

▪ Marginalised, devalues and

disadvantaged.
 Discussion
Discuss the negative effects of loss of culture through oppression or migration.
 Class Investigation
▪ What is the ethnicity of everyone in the room?

▪ How many different ethnicities are identified?

▪ Who was born in Australia?

▪ Who was born overseas?

Session Recap

Key Homework
Learnings

Thank You
& Close
2 Diversity

By the end of this session,

you will understand:

▪ stereotypes and stereotyping

▪ cultural diversity in Australia
▪ other diversities in Australian
society
▪ work practices in diversity.
Warm Up Activity
2

Diversity may be the hardest thing for a society to live

with, and perhaps the most dangerous thing for a society
to be without.

William Sloane Coffin Jr.

2
The Importance of Diversity in the
Workplace
2 Diversity

▪ Differences or variations
▪ People who share a characteristic
What is Diversity? ▪ Many kinds
▪ Visible: gender, age, language
▪ Invisible: religion, values and beliefs
2 Stereotyping and Biases

▪ Assumptions based on visible differences.

▪ When we assume all members of a group with

shared characteristics are the same.

▪ Prejudice and discrimination.

2 Cultural Diversity in Australia

Indigenous Peoples and Migration to Australia

Cultures
▪ Before 1788 – Australia inhabited by Indigenous ▪ Starting with gold rush in 1850s.
people and Aborigines and Torres Strait Islanders.
▪ Immigration Restriction Act 1901.
▪ 500 different clan groups or ‘nations’.
▪ White Australia Policy.
▪ 2.4% of total Australian population.
2 Cultural Diversity in Australia

Multiculturalism Impacts of Diversity on

Society
▪ Cultures, races and ethnicities and minority ▪ Affects political, economic, social and cultural life
groups – special acknowledgement of differences. of a society.
▪ Adapting to changes can be challenging.
▪ Economic benefits.
2 Diversity
2 Other Diversities in Australian Society

Religious diversity in Australia:

▪ Christianity
▪ Islam
▪ Buddhism
▪ Hinduism
▪ Sikhism
▪ Judaism
▪ No religion or secular beliefs
 Research
Research the most current Census data for Australia in regards
to religious diversity. Come back as a class to share your
findings.
2 Disability

▪ Types:
▪ physical
▪ cognitive
▪ sensory
▪ behavioural
▪ communication.
▪ Empowerment to make own choices and
decisions.
2 Gender
▪ Gender Diversity

▪ Gender and Sex Diversity in

Australia

▪ Gender Equality in Australia

▪ Generational Diversity
2 Work Practices and Diversity

▪ Diverse backgrounds: Clients and colleagues

▪ Value

▪ Respect

▪ Promoting cooperation
 Research
What regulations, standards or Acts support culture and diversity in the workplace? Research at least two.
2 Work Practices and Diversity

Legislative
Framework

Aspects Training, Skills and

Knowledge
Organisational Policies
and Procedures
2 Skills and Strategies

▪ Learning

▪ Awareness

▪ Attitudes

▪ Communication
 Case Study
Pretend you are a hiring manager, what would you need to provide
Riley with to ensure he is fully equipped to perform his role:
Riley has secured a position as an administrative clerk position which
requires deskwork, using the computer, taking calls and setting
appointments. Riley has short stature syndrome which can limit his
physical abilities during his role if he is not adequately supported.
Session Recap

Key Homework
Learnings

Thank You
& Close
3
Australia’s Aboriginal and Torres Strait Islander Cultures,
and Legal and Ethical Considerations

By the end of this session,

you will understand:
▪ appropriate terminology
▪ history
▪ Indigenous Australian culture
▪ issues
▪ closing the gap
▪ trauma
▪ the legal system and laws.
Warm Up Activity
3
History of Aboriginal and Torres Strait Islander
Cultures

Invasion and Assimilation Reconciliation

Colonisation
1788–1890 1937 1990s

Protection and Integration, Self-

Segregation determination and Self-
management
1890s–1950s 1967
3 Tores Strait Islander History

First European Current

Settlement
1863 Now part of the state of
Queensland

Islands annexed to
Colony of Queensland

1879
 Research
Research differences between Torres Strait Islanders and Aboriginal
Australians.
3 Key Elements of Indigenous Australian Cultures

▪ The Dreaming.

▪ Land, family, law, ceremony and language.

▪ Land (Country).

▪ Family (Kinship).
3 Key Elements of Indigenous Australian Cultures

▪ Law – not written down, elders for making decisions.

▪ Ceremony – functions to bind community together.

▪ Language – values and beliefs embedded.

 Issues Affecting Aboriginal and Torres Strait Islander
3
People
Impact of colonisation Policies and practices

Difficulties in health status

 Issues Affecting Aboriginal and Torres Strait Islander
3
People
Likely to live in poverty Likely to be incarcerated

Less likely to complete

secondary education to
Year 12
3 Barriers

▪ Lack of trust based on past experience.

▪ Negative experiences with authority.

▪ Experiences of racism and discrimination.

▪ Economic barriers.

▪ Competing priorities and obligations.

3 Trauma

▪ Response to a severely distressing or

disturbing event in the individual’s life.

▪ Hindering ability to cope.

▪ Feelings of helplessness.

▪ Impact on individual’s ability to feel

emotions and experiences.
3 The Stolen Generations
 Discussion
Discuss the previous video. What impact do you think this treatment would have on physical, emotional, psychological
and social development?
3
Being socially connected Living on or near traditional
lands

Sense of Pressing on cultural

belonging practices

Connections to Living in a self-

‘country’ and culture determining
community

Participating in cultural Strong family

practices connections and
networks
3 Addressing Disadvantage and Marginalisation

▪ Policies to support self-determination and

autonomy.

▪ Decisions about services they need and how

they are provided.

▪ Recognising, valuing and utilising skills,

strengths, capabilities and resilience of group or
community.

▪ Working to reverse negative stereotyping and

images.
 Resources and Strategies

1 Respect

2 Aboriginal and Torres Strait Islander Control

3 Interpretation and integrity

4 Secrecy and confidentiality

 Further Reading
Your state/territory health and community departments will have
resources and guidelines for engaging with and consulting Aboriginal
and Torres Strait Islander. Conduct further reading that is applicable
to your state or territory.
3
Ethics and Law

Codes of Ethics and Codes of

Practice

Anti-discrimination laws and

Law and Ethics
Guidelines for diversity

Indicators
 Research
Research and access the Australian Community Workers Association Code of Ethics and Practice Guidelines
– diversity clause.
3

Everyone in the workplace has the right to be treated

fairly and the responsibility to treat others fairly. These
are mutual obligations.
3 Rights and Responsibilities
Employers Workers
▪ Expect workers to carry out their jobs ▪ To be treated fairly
▪ Follow standards ▪ Have a safe work environment
▪ Provide a safe work environment

Clients
▪ Treated fairly and with respect
▪ Treat others with respect
3 Universal Declaration of Human Rights
3 Needs and Rights
Human Rights Human Needs and Human
Rights
Born with universal rights – not possible to Fulfilment of basic needs.
negate or take away.

UN Declaration of Human
Rights
Basis for laws and protections.
3 Discrimination

▪ Single out a person or group, treat them unfairly –

disadvantaged.

▪ Given an unfair advantage as they belong to a

particular group/particular characteristic.
3 Discrimination

▪ Can be against someone’s: age, disability, race, sex

and sexual orientation.

▪ Australia – anti-discrimination laws: unlawful to

discriminate against another person based.
3 Breaches of Human Rights and Anti-Discrimination Laws

▪ Breaches of human rights: dealt through courts

and tribunals
▪ Anti-discrimination laws
▪ Australian Human Rights Commission
3 Racial Discrimination? Know Your Rights
3
Rights and Responsibilities of Workers, Employers
and Clients

Anti-discrimination laws and laws that Service standards and codes of

uphold human rights. practice.

Legislation implemented through Policies such as:

policies, procedures and practices. ▪ staff recruitment and fair
employment
▪ diversity employment
▪ complaints
▪ code of practice.
 Case Study
Identify the legislation or relevant act that protect this type of breach
for the following case study:
A worker is planning on bringing his partner, Ryan, to a work dinner
event. The manager pulls Ryan aside and tells him it is not
appropriate to bring his male partner as it might impact the
reputation and overall ‘look’ of the company to stakeholders.
Session Recap

Key Homework
Learnings

Thank You
& Close
 Communication & Promoting Diversity

By the end of this session,

you will understand:

▪ effective communication strategies

▪ promoting diversity in the workplace.
Warm Up Activity
4 Communication
▪ The sender and receiver (people)

▪ The message

▪ Environment or situation

▪ Communication media
4 Communication

▪ External – distance between sender and receiver

and health and energy levels.

▪ Internal – social setting or occasion, relationships

and values and beliefs, etc.

▪ Cultural factors – language and meanings.

4 Non-verbal Communication
Visual Vocal

▪ Physical appearance ▪ Pitch

▪ Dress ▪ Tone
▪ Distance ▪ Accent

Verbalise
▪ Choice of words
▪ Actual words which are spoken
4

To work effectively in community services, where a

significant part of our work involves interacting with
other people and with people from diverse cultures and
backgrounds, it is important to understand the non-
verbal messages that other people send us as well as the
non-verbal messages we send to other people.
4 Effective Communication

▪ Are aware of their effect on the other person

▪ Adapt their communication to suit the other person

▪ Say the right thing at the right time

▪ Do not use language that offends others

▪ Share their feelings

 Discussion
Discuss other examples of effective communication strategies.
4 Resolving Differences and Conflicts

Co-operation:

▪ share the problem

▪ uncover needs

▪ identify creative solutions.

4 Diversity and Communication

▪ Age – young children, adolescents and elderly

adults.

▪ Disability – consider impaired vision and those that

may not communicate verbally, etc.

▪ Gender – for example, men and women.

4 Cultural Differences
Non-verbal
Differences
communication area

Eye contact Direct eye contact with an elder or authority figure is seen as rude in some cultures.

Proximity People from different cultures prefer to stand closer to or further away from others.

Touch Kisses, handshakes, hugs, etc. can have different meanings and be accepted in different ways.
4
Working with culturally and linguistically diverse CALD
communities – Tips for communication
4 Guidelines for Communication
▪ Show respect.

▪ Ask – if you do not know.

▪ Do not raise your voice.

▪ Work with language or cultural interpreters.

Cultural interpreters:

▪ not a substitute for the person

▪ some things not easily translated

▪ information and guidance on cultural norms and

expectations.
 Practice
Think of a situation where a misunderstanding may arise from
diversity. Practice using effective non-verbal and verbal to role play
and form appropriate responses.
Session Recap

Key Homework
Learnings

Thank You
& Close