CHCDIV001
WORK WITH DIVERSE PEOPLE
LEARNER RESOURCE
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T A B L E O F C O N T E N T S
TABLE OF CONTENTS ………………………………………………………………………………………………………………………. 1
UNIT INTRODUCTION ……………………………………………………………………………………………………………………… 4
ABOUT THIS RESOURCE …………………………………………………………………………………………………………………….. 4 ABOUT ASSESSMENT ………………………………………………………………………………………………………………………… 5
ELEMENTS AND PERFORMANCE CRITERIA …………………………………………………………………………………………. 7
PERFORMANCE EVIDENCE AND KNOWLEDGE EVIDENCE ……………………………………………………………………… 9
PERFORMANCE EVIDENCE ………………………………………………………………………………………………………………………. 9 KNOWLEDGE EVIDENCE …………………………………………………………………………………………………………………………. 9
ASSESSMENT CONDITIONS ……………………………………………………………………………………………………………. 12
PRE-REQUISITES …………………………………………………………………………………………………………………………… 12
TOPIC 1 – REFLECT ON OWN PERSPECTIVES ……………………………………………………………………………………… 13
WHAT IS WORKPLACE DIVERSITY?…………………………………………………………………………………………………………….. 13 WHAT IS DISCRIMINATION? …………………………………………………………………………………………………………………… 14 WHAT IS HARASSMENT? ……………………………………………………………………………………………………………………….. 14 WORKPLACE DIVERSITY OBJECTIVES …………………………………………………………………………………………………………. 15 ACCEPT OTHERS OPENLY ………………………………………………………………………………………………………………………. 16 BE PREPARED TO LISTEN TO OTHERS …………………………………………………………………………………………………………. 16 MUTUAL UNDERSTANDING ……………………………………………………………………………………………………………………. 17 DEFINING CULTURAL AWARENESS …………………………………………………………………………………………………………….. 17 RITUALS, CELEBRATIONS AND SPIRITUALITY ………………………………………………………………………………………………….. 17
IDENTIFY AND REFLECT ON OWN SOCIAL AND CULTURAL PERSPECTIVES AND BIASES ……………………………. 19
HOW BELIEFS ARE FORMED ……………………………………………………………………………………………………………………. 19 THE SEED ………………………………………………………………………………………………………………………………………… 19 WATERING THE SEEDS UNTIL THEY BECOME SOLID BELIEFS ………………………………………………………………………………… 19 HOW TO PREVENT THE FORMATION OF FALSE BELIEFS ……………………………………………………………………………………… 20
WORK WITH AWARENESS OF OWN LIMITATIONS IN SELF AND SOCIAL AWARENESS ……………………………… 22
WHAT HVE BEEN THE BIGGEST INFLUENCES IN YOUR SOCIALISATION? …………………………………………………………………… 22 IDENTITY …………………………………………………………………………………………………………………………………………. 22
USE REFLECTION TO SUPPORT OWN ABILITY TO WORK INCLUSIVELY AND WITH UNDERSTANDING OF
OTHERS ………………………………………………………………………………………………………………………………………. 24
IDENTIFY AND ACT ON WAYS TO IMPROVE OWN SELF AND SOCIAL AWARENESS ………………………………….. 26
TOPIC 2 – APPRECIATE DIVERSITY AND INCLUSIVENESS, AND THEIR BENEFITS ………………………………………. 28
VALUE AND RESPECT DIVERSITY AND INCLUSIVENESS ACROSS ALL AREAS OF WORK ……………………………… 28
Responding to diversity: culture …………………………………………………………………………………………………… 29 Responding to diversity: age ……………………………………………………………………………………………………….. 29 Responding to diversity: belief and value systems ………………………………………………………………………….. 30
CONTRIBUTE TO THE DEVELOPMENT OF WORK PLACE AND PROFESSIONAL RELATIONSHIPS BASED ON
APPRECIATION OF DIVERSITY AND INCLUSIVENESS …………………………………………………………………………… 31
USE WORK PRACTICES THAT MAKE ENVIRONMENTS SAFE FOR ALL …………………………………………………….. 33
NON-DISCRIMINATORY ATTITUDES……………………………………………………………………………………………………………. 33
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LEGISLATION …………………………………………………………………………………………………………………………………….. 35 HUMAN RIGHTS COMPLAINTS …………………………………………………………………………………………………………………. 35
The Australian Human Rights Commission ……………………………………………………………………………………. 35 STATE AND TERRITORY HUMAN RIGHTS AGENCIES ………………………………………………………………………………………….. 36 INTERNATIONAL BODIES ……………………………………………………………………………………………………………………….. 37
TOPIC 3 – COMMUNICATE WITH PEOPLE FROM DIVERSE BACKGROUNDS AND SITUATIONS……………………. 38
SHOW RESPECT FOR DIVERSITY IN COMMUNICATION WITH ALL PEOPLE AND USE VERBAL AND NON-VERBAL
COMMUNICATION CONSTRUCTIVELY TO ESTABLISH, DEVELOP AND MAINTAIN EFFECTIVE RELATIONSHIPS,
MUTUAL TRUST AND CONFIDENCE …………………………………………………………………………………………………. 38
NON-DISCRIMINATORY LANGUAGE …………………………………………………………………………………………………………… 38 TRIVIALISING LANGUAGE ………………………………………………………………………………………………………………………. 39 STEREOTYPES ……………………………………………………………………………………………………………………………………. 39 OFFENSIVE LANGUAGE …………………………………………………………………………………………………………………………. 40 WHAT IS NONVERBAL COMMUNICATION AND BODY LANGUAGE? ………………………………………………………………………… 40
WHERE A LANGUAGE BARRIER EXISTS, USE EFFECTIVE STRATEGIES TO COMMUNICATE IN THE MOST
EFFICIENT WAY POSSIBLE………………………………………………………………………………………………………………. 42
SEEK ASSISTANCE FROM INTERPRETERS OR OTHER PERSONS ACCORDING TO COMMUNICATION NEEDS….. 44
COMMUNICATING WITH ASSISTANCE FROM A BILINGUAL PERSON ……………………………………………………………………….. 44 WHY DO WE NEED INTERPRETERS? …………………………………………………………………………………………………………… 44
TOPIC 4 – PROMOTE UNDERSTANDING ACROSS DIVERSE GROUPS ……………………………………………………… 46
IDENTIFY ISSUES THAT MAY CAUSE COMMUNICATION MISUNDERSTANDINGS OR OTHER DIFFICULTIES AND
WHERE DIFFICULTIES OR MISUNDERSTANDINGS OCCUR, CONSIDER THE IMPACT OF SOCIAL AND CULTURAL
DIVERSITY …………………………………………………………………………………………………………………………………… 46
MAKE AN EFFORT TO SENSITIVELY RESOLVE DIFFERENCES, TAKING ACCOUNT OF DIVERSITY
CONSIDERATIONS ………………………………………………………………………………………………………………………… 48
NEGOTIATING CROSS-CULTURAL CONFLICT ………………………………………………………………………………………………….. 48 DIFFERENT INTERACTIONS REQUIRE DIFFERENT RESPONSES ……………………………………………………………………………….. 49 RESPONDING TO CROSS-CULTURAL CONFLICT ……………………………………………………………………………………………….. 49
ADDRESS ANY DIFFICULTIES WITH APPROPRIATE PEOPLE AND SEEK ASSISTANCE WHEN REQUIRED ………… 51
PROBLEM AREAS ASSOCIATED WITH COMMUNICATION …………………………………………………………………………………….. 51 HOW TO OVERCOME COMMUNICATION BARRIERS ………………………………………………………………………………………….. 52 THE NEEDS AND EXPECTATIONS OF DIFFERENT CLIENTS …………………………………………………………………………………….. 52 HANDLE COMPLAINTS SENSITIVELY, COURTEOUSLY AND WITH DISCRETION ……………………………………………………………… 53 COMMUNICATING WITH A COMPLAINING CLIENT …………………………………………………………………………………………… 53 USE ACTIVE LISTENING AND QUESTIONING TO ESTABLISH NATURE OF COMPLAINT ……………………………………………………… 55 LISTEN TO YOUR CLIENT ………………………………………………………………………………………………………………………… 56 ESTABLISH NATURE OF COMPLAINT …………………………………………………………………………………………………………… 56 TAKE ACTION TO RESOLVE COMPLAINT TO CLIENT’S SATISFACTION ……………………………………………………………………….. 57 REFER UNRESOLVED COMPLAINTS TO SUPERVISOR …………………………………………………………………………………………. 57
REMEMBER, IT IS THE LITTLE THINGS THAT MAKE THE DIFFERENCE. ……………………………………………………. 59
TOPIC 5 – FURTHER INFORMATION …………………………………………………………………………………………………. 60
WESTERN SYSTEMS AND STRUCTURES THAT IMPACT ABORIGINAL AND/OR TORRES STRAIT ISLANDER
PEOPLE AND THEIR ENGAGEMENT WITH SERVICES …………………………………………………………………………… 60
SENSITIVE ISSUES ……………………………………………………………………………………………………………………………….. 61 IMPACT ON TRADITIONAL AUTHORITY ……………………………………………………………………………………………………….. 63 STOLEN GENERATIONS …………………………………………………………………………………………………………………………. 64 BRINGING THEM HOME ………………………………………………………………………………………………………………………… 65
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THE APOLOGY …………………………………………………………………………………………………………………………………… 66 MARALINGA …………………………………………………………………………………………………………………………………….. 66 NATIVE TITLE …………………………………………………………………………………………………………………………………….. 67 DEATHS IN CUSTODY ……………………………………………………………………………………………………………………………. 68 RIGHTS …………………………………………………………………………………………………………………………………………… 68
STRATEGIES TO EFFECTIVELY ACCOMMODATE CULTURAL DIFFERENCES IN THE WORKPLACE ………………….. 70
SUMMARY ………………………………………………………………………………………………………………………………….. 73
REFERENCES ………………………………………………………………………………………………………………………………… 74
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U N I T I N T R O D U C T I O N
This resource covers the unit CHCDIV001 Work with diverse people
This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.
This unit applies to all workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
ABOUT THIS RESOURCE
This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.
Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.
As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.
Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.
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ABOUT ASSESSMENT
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply
to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.
Your assessment may be conducted through a combination of the following methods:
Written Activity
Case Study
Observation
Questions
Third Party Report
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The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.
To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.
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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A
1. Reflect on own perspectives 1.1 Identify and reflect on own social and cultural perspectives and biases
1.2 Work with awareness of own limitations in self and social awareness
1.3 Use reflection to support own ability to work inclusively and with understanding of others
1.4 Identify and act on ways to improve own self and social awareness
2. Appreciate diversity and inclusiveness, and their benefits
2.1 Value and respect diversity and inclusiveness across all areas of work
2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness
2.3 Use work practices that make environments safe for all
3. Communicate with people from diverse backgrounds and situations
3.1 Show respect for diversity in communication with all people
3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence
3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible
3.4 Seek assistance from interpreters or other persons according to communication needs
4. Promote understanding across diverse groups
4.1 Identify issues that may cause communication misunderstandings or other difficulties
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4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity
4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations
4.4 Address any difficulties with appropriate people and seek assistance when required
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P E R F O R M A N C E E V I D E N C E A N D K N O W L E D G E E V I D E N C E
This describes the essential knowledge and skills and their level required for this unit.
PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:
Undertaken a structured process to reflect on own perspectives on diversity
Recognised and respected the needs of people from diverse social and
cultural backgrounds in at least 3 different situations:
o Selected and used appropriate verbal and nonverbal communication
o Recognised situations where misunderstandings may arise from
diversity and formed appropriate responses
KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
Concepts of cultural awareness, cultural safety and cultural competence and
how these impact different work roles
Concepts and definitions of diversity
Own culture and the community attitudes, language, policies and structures
of that culture and how they impact on different people and groups
Features of diversity in Australia and how this impacts different areas of
work and life:
o Political
o Social
o Economic
o Cultural
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Legal and ethical considerations (international, national, state/territory,
local) for working with diversity, how these impact individual workers, and
the consequences of breaches:
o Discrimination:
Age
Disability
Racial
Sex
o Human rights:
UNIVERSAL DECLARATION OF HUMAN RIGHTS
Relationship between human needs and human rights
Frameworks, approaches and instruments used in the
workplace
Rights and responsibilities of workers, employers and clients, including
appropriate action when rights are being infringed or responsibilities not
being carried out
Key areas of diversity and their characteristics, including:
o Culture, race, ethnicity
o Disability
o Religious or spiritual beliefs
o Gender, including transgender
o Intersex
o Generational
o Sexual orientation/sexual identity – lesbian, gay, bisexual,
heterosexual
Key aspects, and the diversity, of Australia’s aboriginal and/or Torres strait
islander cultures, including:
o Social, political and economic issues affecting aboriginal and/or Torres
strait islander people
o Own culture, western systems and structures and how these impact on
aboriginal and/or Torres strait islander people and their engagement
with services
Potential needs of marginalised groups, including:
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o Protective factors
o Physical, mental and emotional health issues/care needs
o Consideration of impacts of discrimination, trauma, exclusion and
negative attitudes
Resources that support individuals and organisations to embrace and
respond to diversity
o Language and cultural interpreters
o Imagery
Influences and changing practices in Australia and their impact on the diverse
communities that make up Australian society
Impact of diversity practices and experiences on personal behaviour,
interpersonal relationships, perception and social expectations of others
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A S S E S S M E N T C O N D I T I O N S
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
P R E – R E Q U I S I T E S
This unit must be assessed after the following pre-requisite unit:
There are no pre-requisites for this unit.
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T O P I C 1 – R E F L E C T O N O W N P E R S P E C T I V E S
WHAT IS WORKPLACE DIVERSITY?
Workplace diversity is about acknowledging differences and adapting work practices to create an inclusive environment in which diverse skills, perspectives and backgrounds are valued. It is about understanding the individual differences in the people we work with that arise from a broad range of backgrounds and lifestyles, and recognizing the value of using those different perspectives, ideas and ways of working to enhance the quality and outcomes of work.1 -“What Is Diversity?” Web. 06 Aug. 2015
2
Our diversity is shaped and informed by a variety of characteristics including:
Age
Ethnicity
Gender
Disability
Language
Religious beliefs
Life stages
Education
Career responsibilities
Sexual orientation
Personality
Marital status
Workplace diversity builds on the principles of Equal Employment Opportunity (EEO). While EEO focuses on ensuring that all people have access to employment opportunities and conditions, diversity means accepting, welcoming and valuing the differences
1 http://prsastlouis.org/content.php?page=Workplace_Diversity 2 “What Is Diversity?” Web. 06 Aug. 2015
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inherent in every individual and recognising the contribution that a diverse workforce can make to organisational effectiveness and performance.
A key aspect of workplace diversity is the contribution that we all make to a workplace that is free from discrimination and harassment. 3
WHAT IS DISCRIMINATION?
Discrimination is the prejudicial and/or distinguishing treatment of an individual based on their actual or perceived membership in a certain group or category, “in a way that is worse than the way people are usually treated.” It involves the group’s initial reaction or interaction, influencing the individual’s actual behaviour towards the group or the group leader, restricting members of one group from opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision making.45
WHAT IS HARASSMENT?
Harassment covers a wide range of behaviours of an offensive nature. It is commonly understood as behaviour intended to disturb or upset, and it is characteristically repetitive. In the legal sense, it is intentional behaviour which is found threatening or disturbing. Sexual harassment refers to persistent and unwanted sexual advances, typically in the workplace, where the consequences of refusing are potentially very disadvantageous to the victim.67
Equality is about treating people fairly and equally. People with the same needs should be treated equally, regardless of their appearance, beliefs, age, background or lifestyle. Diversity is about recognising that there are differences between people and taking these into account when we relate to them. It is about not treating everyone as if they were the same or expecting everyone to react to situations in the same way. It is about learning to recognise that people are different and working to overcome our own personal preferences and prejudices to make sure that everyone’s views are heard and taken into account, and that everyone is treated appropriately.
3 http://prsastlouis.org/content.php?page=Workplace_Diversity 4 http://goodlawclinic.com/ 5 http://en.wikipedia.org/wiki/Social_prejudice 6 https://abracadabrasite.wordpress.com/2015/01/09/for-anyone-that-needs-to-use-self-defense- against-verbal-or-written-attacks/ 7 http://www.definitions.net/definition/Harassment
http://goodlawclinic.com/
http://en.wikipedia.org/wiki/Social_prejudice
http://www.definitions.net/definition/Harassment
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-” Equality & diversity.” Web. 06 Aug. 2015
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WORKPLACE DIVERSITY OBJECTIVES
An organisation’s commitment to creating a working environment that values the diversity of people will include:
Sustaining awareness of diversity
Demonstrating commitment to diversity
Maintaining a safe and secure work environment
Objective 1 – Sustaining awareness of diversity
Provide information on workplace diversity to all staff and customers who enter the store. This can be done through formal training with staff to posters and flyers for customers to pick up.
Objective 2 – Demonstrating commitment to diversity
Treat others with respect, courtesy and consideration
Demonstrate workplace diversity in leadership
Support flexible working arrangements
Recruitment processes and fair selection decisions based on merit
Objective 3 – Maintaining a safe and secure work environment
Support for employees – A network of trained Workplace Harassment Contact
Officers (WHCOs) is promoted and maintained to provide information and
support to employees who have concerns about harassment.
Roles and Responsibilities – Employees must act in accordance with the Key
Behaviours, Values and Code of Conduct. Each staff member has an important
8 ” Equality & diversity.” Web. 06 Aug. 2015
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role in creating an environment where diversity is valued. In particular, we
can:
Responsiveness – Be open minded – listen and respond to the views of others
Ethics and Integrity – Demonstrate appropriate behaviour in all our activities
Professionalism – Treat others with respect, courtesy and consideration and
not tolerate harassment or discrimination
Enthusiasm – Participate in events to celebrate our diversity and Contribute
ideas and draw on our skills, knowledge and background
Creativity – Identify and cooperatively address barriers to diversity and
participation
Teamwork – Work to build an environment in which everyone can fully
participate
Implementation – Responsibility for ensuring the successful implementation
of this strategy rests with all employees in the department, in particular,
senior managers.9
ACCEPT OTHERS OPENLY
There are many things you can do to become more accepting other people’s opinions and respecting the differences. You should treat others with the same level of respect as you would like to be treated. Take the time to get to know other people in your organisation. Knowing them on a personal level and not just presuming because of the colour of their skin or their accent is far better.
BE PREPARED TO LISTEN TO OTHERS
Take the time to actually listen to other’s opinions and acknowledge them. This doesn’t mean you can’t have opinions of your own. You can, and you should be able to freely express them. You don’t have to be swayed by someone else’s opinion, but listening may just help you see things from a different perspective. 10
9 http://www.staffingdiversity.biz/diversity.php 10 http://www.lifecoachexpert.co.uk/AcceptingOtherPeopleDifferences.html
http://www.staffingdiversity.biz/diversity.php
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MUTUAL UNDERSTANDING
It’s not about ‘winning’ and argument but about reaching a satisfactory solution that is mutually agreed to by both of you and allowing the other person to also suggest a possible compromise solution if you are both unable to reach an agreement. It’s called a compromise. If we were all the same and all thought the same way, then there would be no change. Change comes from bouncing ideas around, debating and challenging new ideas to create a better work environment.
Compromise is not a sign of weakness but a sign of maturity and, whilst you may not feel you can compromise on certain issues, most disagreements tend to be more amicably resolved if there is a little give and take on both sides.
Always remember that disagreements and conflict, whilst not always pleasant, are, however, a fundamental part of life. They are inevitable from time to time and, managed well, are often simply the mechanism which allows us to get over a particular hurdle and to move on positively.
DEFINING CULTURAL AWARENESS
Cultural awareness is developing sensitivity and understanding of another ethnic group. This usually involves internal changes in terms of attitudes and values. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others.
RITUALS, CELEBRATIONS AND SPIRITUALITY
We all have rituals or things that we do on a regular basis that make us who we are. These could include acts such as the way we get ready each day whether we go to church on a Sunday or an exercise program that is consistent.in our life. A ritual is an established or prescribed way of doing certain things that are important to us. They are predictable and have a pattern. Rituals have an essential role to play in the quality of life of many people. In addition to rituals, many people have spiritual needs that may be in the form of:
Religious observances such as Ramadan – Ramadan is the ninth month of the
Islamic lunar calendar. Every day during this month, Muslims around the
world spend the daylight hours in a complete fast
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The need for privacy and an appropriate setting to reflect and/or participate
in spiritual activities
Ceremonial observances
When caring for others it is important to take account of the spiritual needs of each individual. It is vitally important that we respect other people’s rituals, even when we do not understand them; they are no less important or less normal than our own. All rituals are the product of a place, environment, and historical events and circumstances, just as our own are.
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IDENTIFY AND REFLECT ON OWN SOCIAL AND CULTURAL PERSPECTIVES AND BIASES
HOW BELIEFS ARE FORMED
The beliefs you hold about life, yourself and people is what’s responsible for who you are, how you behave and who you will become.
False beliefs limit the human potential by preventing a person from achieving
what he can already achieve
Positive beliefs, on the other hand, can help you trust your abilities, achieve
your dreams and reach the success you ever wanted to achieve
Because of the extreme importance of beliefs and the significant impact they have on our lives it makes a lot of sense to learn how beliefs are formed so that you can prevent false ones from being formed and support the formation of positive ones.
THE SEED
The belief formation process starts when a seed is implemented in the person’s mind. This seed could be a small remark made by an authoritative person, advice given by a close friend or even a phrase you heard from a complete stranger.
“Sam is really arrogant.”
“Black people are lazy.”
“The economy is getting tougher.”11
These are perfect examples of seeds. Once you bump into a seed, it will settle into your mind whether you want it or not. At this point, the belief is not formed yet but as you experience different situations that water the seed it will grow and become a solid belief.
WATERING THE SEEDS UNTIL THEY BECOME SOLID BELIEFS
Contrary to common beliefs seeds don’t grow when real life evidence supports them but instead people keep collecting biased evidence for the sake of watering the seeds they already carry!!
11 http://www.2knowmyself.com/How_beliefs_are_formed
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For example, the next time Sam doesn’t say hi in an appropriate way the only explanation that will be given to his actions is that he is arrogant!! The main reason people feel bad about themselves is that they keep collecting false evidence that supports their false beliefs not knowing that the evidence collection process is biased towards their own beliefs!!
The more clues the person collects, the stronger the belief become until it reaches a point where the person believes that it’s a fact that can’t be changed.
Many people now believe that they are uninteresting, incompetent, worthless or inadequate because of seeds that were implemented into their minds years ago by their parents or friends.
HOW TO PREVENT THE FORMATION OF FALSE BELIEFS
In order to make sure your belief system stays clean you must learn how to recognise seeds early enough then challenge them before they become stronger.
Keep monitoring the words and phrases that are delivered to your mind by the people around you and as soon as you find a seed being implemented start challenging it.
Challenging a seed involves becoming conscious of it, not taking it into account before solid evidence is provided and making sure you are not collecting biased clues.12
You can use the same process to challenge beliefs that were already formed, but it’s much easier to challenge a seed before it turns into a solid belief than to challenge a belief that solidified long ago.
The challenge for all of us is to identify the significant events that have happened in our lives that have helped us form our opinions. Once you have done this, you can begin to challenge some of them. For example Aboriginals are lazy – how did you come to that conclusion? What has happened over the years that have embedded that information in your mind? Once you identify what you have heard you can begin to look at things that counterbalance them.
12 http://www.2knowmyself.com/How_beliefs_are_formed
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When working in a community service environment you will have many different cultures within it. You must learn to challenge all your ideas and beliefs so you can work with the people that use the service effectively.
We are born within a culture, and during the first stages of life we learn our culture. This process is sometimes referred to as our socialisation. Each society transfers to its members the value system underlying its culture. Children learn how to understand and use signs and symbols whose meanings change arbitrary from one culture to another. Without this process the child would be unable to exist within a given culture. To take a banal example, imagine what would happen if your children could not understand the meaning of a red traffic light. There is no objective reason for red to mean ‘stop’, or green to mean ‘go’. Parents and family, school, friends and the mass media, particularly television – all of them contribute to the socialisation of children and, often, we are not even aware that we are part of this process.13
13 http://eycb.coe.int/edupack/08.html
http://eycb.coe.int/edupack/08.html
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WORK WITH AWARENESS OF OWN LIMITATIONS IN SELF AND SOCIAL AWARENESS
WHAT HVE BEEN THE BIGGEST INFLUENCES IN YOUR SOCIALISATION?
Culture is lived in a different way by each of us. Each person is a mixture of their culture, their own individual characteristics and their experience. This process is further enriched if you are living with two or more cultures at the same time. For instance, as a second- generation immigrant, you may be learning your culture of origin within the family and the culture of the country where you live at school and through the media.14
IDENTITY
Who am I? What am I? Identity is like culture; there are many aspects to it, some hidden some visible. One way of looking at this could be to imagine yourself as an onion (even if you don’t like to eat them). Each layer corresponds to a different part of your identity.
Some of these will be related to:
The roles you play in life: a daughter, a friend, a school student, a baker, a
banker;
The parts of your identity you may be able to choose: fan of a certain type of
music, member of a political party, style of clothes;
Where you were born, where you now live;
Belonging to a minority or not;
Your gender and your sexuality;
Your religion
What you are not or don’t want to be: not a woman, not a socialist, not
French, not an alcoholic
14 books.google.com.au/books?isbn=9287156298
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Identity is not only a question of how we perceive ourselves.15 Others identify us, and we may not like the label they give us. Continuing the vegetable analogy, what happens if one onion calls another a tulip bulb? For example the labelling of some people as a “minority group” may be done by others. Who are we? And who are they? Our social identity has to do with values and symbols. We divide people into groups because there seems to be a need to be different from others. We need to give values to our group (class, family, and friends) which give us a positive value of ourselves. The danger lies in putting negative values on those who do not form part of our group. Putting people in boxes denies them the possibility of being anything else.16
15 http://eycb.coe.int/edupack/08.html 16 http://eycb.coe.int/edupack/pdf/09.pdf
http://eycb.coe.int/edupack/08.html
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USE REFLECTION TO SUPPORT OWN ABILITY TO WORK INCLUSIVELY AND WITH UNDERSTANDING OF OTHERS
A learning journey of cultural competence occurs when ongoing reflection and environmental feedback involves and supports people to move along their culturally competent learning journey. The following diagram from the Educators’ Guide to the Early Years Learning Framework (p26) is a useful tool to share with teams, to discuss and to identify how individuals are progressing on their learning journey.
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There are also many reflective questions in the Guide and Learning Frameworks to provoke discussion and reflection. For example:
Who is advantaged when I work in this way? Who is disadvantaged?
What does cultural competence mean in your practice, for children, family,
community and educators?
What do you know about the language/s that the children bring with them?
For more tips on how to become culturally competent take a look at the Educators’ Guide to the Early Years Learning Framework at http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_ye ars_learning_framework_for_australia.pdf
http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf
http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf
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IDENTIFY AND ACT ON WAYS TO IMPROVE OWN SELF AND SOCIAL AWARENESS
Identifying the skills attributes and knowledge that you may need to develop to become culturally competent can be a challenging task. However, here are a few things that you might want to look at.
Auger, S. and Colindres, M. discussed in their article titled Latino Cultural Competency Training Curriculum the following:
It may be of benefit if you can gather knowledge on the following points: Culture, history, traditions, values, and family systems of culturally diverse
customers Impact of culture on the behaviours, attitudes, values, and health status of service
users Help-seeking behaviours of culturally diverse service users Roles of language, speech patterns, and communication styles in culturally
distinct communities Social, environmental, and health plan policies on culturally diverse service users Resources (for example, agencies, persons, and helping networks) which can be
utilised on behalf of culturally diverse customers and communities Ways in which professional values may conflict with or accommodate the needs
of culturally diverse service users Skills you may need to brush up on:
Personal qualities that reflect genuineness, empathy, warmth, and a capacity to respond flexibly to a range of possible situations
Acceptance of cultural differences between people Explicit understanding of the employee’s personal values, stereotypes, and biases
about their own and others’ culture Techniques for learning and adapting to the personal and cultural patterns of
customers and their impact on adherence to prescribed intervention strategies Capacity to work with family members and friends of service users in
communicating the nature of health and environmental conditions and recommended intervention strategies
Abilities that may need to be improved:
Communicate accurate information on behalf of culturally diverse service users and communities
Discuss cultural differences and issues openly, and to respond to culturally-based cues
Assess the meaning culture has for individual cultures Interpret the implications of evidence of problems as they are expressed by
service users from different cultures Work effectively with an interpreter to obtain information from a service users
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Evaluate new techniques, research, and knowledge regarding their application in working with culturally diverse service users
Secure an appropriate level of cooperation with strategies and services Steps for Becoming Culturally Competent
1. Personal recognition and acceptance that all types of cultures have profound influence on our lives
2. Personal awareness that oppression is pervasive in our society. It is part of our history and, as much as we may want to escape that fact, it colours our relationships
3. The acceptance that there are cultural differences, and we need to learn to respect what we may not always understand
4. Have the humility to accept that we do not know everything about other cultures, and ever will. We, therefore, need to ascertain what it is we need to know about the specific groups with whom we are working
5. A willingness to pursue that information in all of the ways available to us. 6. When we are unable to do any of the above, having the courage to identify and
confront our personal resistance, anger, and especially, our fears17
17 http://www.scahec.net/courses/PH%20Modules/Mod4CCRead.pdf
http://www.scahec.net/courses/PH%20Modules/Mod4CCRead.pdf
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T O P I C 2 – A P P R E C I A T E D I V E R S I T Y A N D I N C L U S I V E N E S S , A N D T H E I R
B E N E F I T S
VALUE AND RESPECT DIVERSITY AND INCLUSIVENESS ACROSS ALL AREAS OF WORK
We are all the product of our own upbringing and experiences so it is natural that we will have differences in opinions on a variety of issues.
Prejudices Unfortunately, many people put up barriers to protect themselves instead of opening themselves up to others. This, in turn, leads to a mistrust of others regardless of colour, religion, gender or any other stereotypical excuse given as to why we fear others and, on a global scale, this is often borne out in the wars that we see around the world and in an increase in terrorist activities. We all know that these kinds of responses only really fuel further mistrust yet, even in our own immediate environments such as the workplace or even in our local pub, we all tend to congregate in our little groups without giving much thought to others around us. Benefits of Being Open to Others When we get to learn about others and respect our similarities and our differences, we get to learn so much more about the world and about ourselves and this helps us to grow spiritually, instead of stagnating. It also opens the doors to many other opportunities, be they friendships, work prospects, travel possibilities or a wider understanding of the world in which we live. -“Accepting Other Peoples Differences.” Web. 06 Aug. 2015
18
At work, you will deal with a range of people including work colleagues at all levels of the organisation. You will deal with managers and supervisors, internal customers, stakeholders and people from other organisations. Everyone, you deal with will be different from you in some way. Some of these differences may not concern you at all, while other differences may need you to make adjustments in work practices or to your usual way of thinking. Other people may need to make adjustments to accommodate you.
18 “Accepting Other Peoples Differences.” Web. 06 Aug. 2015
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Everyone needs to cooperate to ensure that your organisation performs successfully. You have learned that there are many different forms of diversity including age, beliefs and value systems, culture and race, expertise, experience and working style, gender, language, physical and mental characteristics and capabilities, politics and religion.
RESPONDING TO DIVERSITY: CULTURE
Cultural issues always depend ultimately on the feelings of the individual. It is not necessary to learn all there is to know about another’s culture before you can interact effectively with them. Acknowledging differences and acting on issues as they arise will show that you respect their culture and their individuality.
RESPONDING TO DIVERSITY: AGE
Workplace structure has changed, and many people now experience workplaces where all employees are involved in decision-making and plans. Conflict can occur when people of any generation stereotype others and refuse to acknowledge different values and opinions.
Australia’s population is ageing. This means that older people are increasingly making up a larger proportion of the whole population of consumer and client markets and the workforce.
Here are some tips for dealing with older people in the workplace:
Acknowledge the experience and skills they bring to the workplace
Be open to being mentored by an older person
Offer to assist with or teach new technologies to an older colleague
Question older people on operations, best practice, and how to deal with
problems
Listen and observe how they approach work tasks and problem-solving
Avoid stereotyping
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RESPONDING TO DIVERSITY: BELIEF AND VALUE SYSTEMS
People have different beliefs and value systems which are attached to many areas of their life including money, family and politics. They have their own unique view and experience of the world.
Politics is one area where conflict can arise. Political bias happens when a person or organisation treats people differently because of the person’s or organisations political views. This is a form of discrimination. It is unlawful in Australia to treat someone unfairly or harass them because of their political beliefs or activities or what you assume are their political beliefs or activities.
Here are some tips for dealing with different belief or value systems:
Try to be understanding
Remember that there are reasons for the way others make decisions
Don’t allow personal differences to be an obstacle to your work
Maintain a professional attitude
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CONTRIBUTE TO THE DEVELOPMENT OF WORK PLACE AND PROFESSIONAL RELATIONSHIPS BASED ON APPRECIATION OF
DIVERSITY AND INCLUSIVENESS
The variety of experiences and perspective arise from differences in race, culture, religion, mental or physical abilities, heritage, age, gender, sexual orientation, gender identity and other characteristics.” So why is it when many people think of diversity, they think first of ethnicity and race, and then gender? Diversity is much broader. Diversity is otherness or those human qualities that are different from our own and outside the groups, to which we belong, yet present in other individuals and groups. -“Managing Diversity in the Workplace.” Web. 06 Aug. 2015
19
Valuing this diversity needs to be evident by everyone who works in or enters your workplace.
Let’s make some assumptions; valuing diversity is worthwhile; it increases the number and quality of ideas; it improves business decisions; it leads to greater client satisfaction; it helps to retain your best people; it helps to attract good caliber people keen to join an enlightened employer.
In short, valuing diversity is good news. End of story – but wait; what is valuing diversity? If we were going to start doing it at 0900 tomorrow morning, what exactly would we do? Is valuing diversity an attitudinal thing or a behavioural thing or both? If you believe that attitudes shape behaviour, then of course you’d do your best to win peoples’ hearts and minds and wait for their behaviour to follow. If, on the other hand, you believe that behaviour shapes attitude, then you’d want to nudge people into using the behaviours that actually value diversity and wait for attitudes to align themselves to the new behaviours.
Let’s start, as one usually does, with a definition. Valuing diversity is reaching beyond how a person looks or appears and putting a value on their behaviour, ideas and perspectives. In other words, ‘valuing’ means going out of your way to gain advantage from different ideas and perspectives. The goal is to create the conditions where
19 “Managing Diversity in the Workplace.” Web. 06 Aug. 2015
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difference does not stop people from participating. This is a far cry from the normal state of affairs where difference tends to inhibit participation.
So, what are the key valuing diversity behaviours? Here are a dozen – just for starters:
Finding out about peoples’ different backgrounds and skills
Listening hard to different viewpoints and perspectives
Treating people as individuals, not as representatives of a group
Creating opportunities to interact with people who are different
Actively supporting people who are treated unfairly because they are
different
Avoiding jokes/comments at the expense of minority groups
Challenging practices and policies that disadvantage minorities
Welcoming everyone as a contributor
Consulting widely
Teasing ideas out of people rather than expecting them to be volunteered.
Finding ways to encourage participation in discussions/meetings
Giving people ample opportunity to prepare their ideas before being called
upon to put them forward
Whilst valuing diversity may be a little time consuming and somewhat confusing at times, there is a great deal of value in it.
The excitement of a diverse workforce is exhilarating and educational if not a little confrontational. It challenges us to face our own discriminatory beliefs and look at things from a different point of view.20
20 http://ucsfhr.ucsf.edu/index.php/pubs/hrguidearticle/chapter-12-managing-diversity-in-the- workplace/
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USE WORK PRACTICES THAT MAKE ENVIRONMENTS SAFE FOR ALL
NON-DISCRIMINATORY ATTITUDES
One of the most exciting aspects of working in any business or industry is the daily contact you have with people from all walks of life.
Australia is a very multicultural country, and we all work with people from many countries and cultures every day. You will also work with many people who have very different behaviours and abilities.
Your responsibility is to behave in a non-discriminatory manner and to demonstrate a non-discriminatory attitude towards your fellow employees and other work associates.
Both federal and state laws say that it is against the law to discriminate against people or treat them unfairly in various areas of public life – and this includes the business industry. Understanding these laws and how they relate to your responsibilities as a business employee or worker will ensure that you conduct yourself appropriately in all situations.
You should also know how these laws affect your rights in the workplace, for example in relation to issues such as your employment and/or promotion prospects.21
There are several laws that exist in Australia to protect an individual’s right to be treated in a fair and equitable manner. These laws mean that you cannot be discriminated against for:
Sex
Race
Pregnancy
Parental Status
Age
Religion
21 http://www.jsw.org.au/elearning/retail/certII/workeffectivelyinaretailenvironmen…
http://www.jsw.org.au/elearning/retail/certII/workeffectivelyinaretailenvironment/units/wrrer1b/act1/pg01.htm
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Sexual Preference
Marital Status
While organisations have an obligation to uphold the law and be non-discriminatory towards its staff and customers/clients, you also have responsibilities as an employee.
When dealing with customers, your workmates and any other person who do business with your organisation, always remember to uphold the Anti-Discrimination Policy at all times.
You will be held responsible for your own actions.
Most of us have an opinion about individuals or groups of people who are different from ourselves – this is quite natural and a part of human nature. These opinions are formed very early in our life – starting from a very young age we start to decide what’s “normal” and what’s “different”. Our parents also contribute to our opinions, until we become adults and start to make our own decisions about what is “normal” and what is “different”. However, if we’re not careful, these feelings can lead us to form prejudices, and to discriminate against these people. The anti-discrimination laws that exist in Australia and around the world are designed to ensure that every individual gets “a fair go”. Penalties for people or companies who are found guilty of discriminatory behaviour are very severe. -“What is discrimination?” Web. 06 Aug. 2015
22
22 “What is discrimination?” Web. 06 Aug. 2015
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LEGISLATION
There are several pieces of legislation which cover discrimination in the workplace. There are Federal laws and state laws.
There are four Commonwealth Acts:
The Racial Discrimination Act 1976 prohibits discrimination on the grounds of race, colour,
national or ethnic origin, immigration (or that of a relative or associate).
The Sex Discrimination Act (1984) prohibits direct and indirect discrimination with regard to sex,
sexual harassment, marital status, pregnancy, dismissal on the grounds of family responsibilities.
The Disability Discrimination Act (1992) prohibits discrimination on the grounds of disability.
The Human Rights and Equal Opportunity Commission Act 1987 prohibits breaches of human
rights by the Commonwealth and discrimination in employment on the basis of race, colour, sex,
religion, political opinion, national extraction or social origin, age, medical record, impairment,
marital status, mental, intellectual or psychiatric disability, nationality, physical disability, sexual
preference, trade union activity.
– “Commonwealth Acts.” Web. 06 Aug. 2015
23
There are several places where you can get either more information or help. Federal and State legislation covering EEO and anti-discrimination as well as some related areas can be found on the Internet at the relevant government websites.
HUMAN RIGHTS COMPLAINTS
There are a range of places that you or your clients can go if you think that your human rights have been breached.
THE AUSTRALIAN HUMAN RIGHTS COMMISSION
The Commission can investigate complaints of discrimination, harassment and bullying based on a person’s:
sex, including pregnancy, marital status, family responsibilities and sexual
harassment
23 “Commonwealth Acts.” Web. 06 Aug. 2015
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disability, including temporary and permanent disabilities; physical,
intellectual, sensory, psychiatric disabilities, diseases or illnesses; medical
conditions; work related injuries; past, present and future disabilities; and
association with a person with a disability
race, including colour, descent, national or ethnic origin, immigrant status
and racial hatred
age, including young people and older people
(in employment only) sexual preference, criminal record, trade union activity,
political opinion, religion or social origin
The Commission can also investigate complaints about alleged breaches of human rights (including the rights protected in the International Covenant on Civil and Political Rights and the Convention on the Rights of the Child) against the Commonwealth and its agencies.
STATE AND TERRITORY HUMAN RIGHTS AGENCIES
Each state and territory has a human rights agency that can also receive complaints about human rights breaches. For more information click on the links below:
Anti-Discrimination Board of New South Wales
Victorian Equal Opportunity and Human Rights Commission
Anti-Discrimination Commission Queensland
Equal Opportunity Commission Western Australia
Equal Opportunity Commission of South Australia
Office of the Anti-Discrimination Commissioner, Tasmania
Northern Territory Anti-Discrimination Commission
Australian Capital Territory Human Rights Commission
http://www.lawlink.nsw.gov.au/ADB
http://www.humanrightscommission.vic.gov.au/Home.asp
http://www.adcq.qld.gov.au/
http://www.equalopportunity.wa.gov.au/
http://www.eoc.sa.gov.au/site/home.jsp
http://www.antidiscrimination.tas.gov.au/
http://www.nt.gov.au/justice/adc/index800.html
http://www.hrc.act.gov.au/
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INTERNATIONAL BODIES
If a person in Australia has exhausted all options for having their complaint heard, and has been unable to obtain a remedy for a human rights breach, he or she can sometimes take their complaint to a United Nations committee.
Human Rights Committee (International Covenant on Civil and Political
Rights)
Committee on the Elimination of Racial Discrimination (International
Convention on the Elimination of all forms of Racial Discrimination)
Committee against Torture (Convention against Torture)
Committee on the Elimination of Discrimination against Women
(International Convention on the Elimination of all forms of Discrimination
against Women)
Committee on the Rights of the Child (Convention on the Rights of the Child)
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T O P I C 3 – C O M M U N I C A T E W I T H P E O P L E F R O M D I V E R S E
B A C K G R O U N D S A N D S I T U A T I O N S
SHOW RESPECT FOR DIVERSITY IN COMMUNICATION WITH ALL PEOPLE AND USE VERBAL AND NON-VERBAL COMMUNICATION
CONSTRUCTIVELY TO ESTABLISH, DEVELOP AND MAINTAIN EFFECTIVE RELATIONSHIPS, MUTUAL TRUST AND CONFIDENCE
NON-DISCRIMINATORY LANGUAGE
The thing to consider about being non-discriminatory in the way you treat your colleagues and customers is the way that you speak. This includes the language you choose to use.
Language, both spoken and written, is the main official method that people use for communicating in business, regardless of whether the communication is between:
Staff of the same organisational responsibility
Staff with different levels of organisational responsibility
Staff and customers
However, even written and spoken language can be used to show discriminatory feelings and attitudes towards particular individuals or groups of people.
Professional communication requires people to consider:
Their own feelings and attitudes
The feelings and attitudes of others
By using language which does not discriminate against anyone unfairly
Discrimination in language means that the language is not respectful or accurate in its references to particular individuals or groups of people.
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Consequently, when communicating at work, everyone is obliged to:
Use inclusive language
Avoid stereotypes
TRIVIALISING LANGUAGE
Language that trivialises or denigrates others and their experiences suggests that the other person is inferior. Trivialising language often reinforces differences in power between the ‘in- group’ and the ‘out-group’. This type of discriminatory language includes terms, comments and jokes that are patronising or demeaning. Trivialising language might also emphasise irrelevant information or make use of non-parallel descriptions. -“Discriminatory Language.” Web. 06 Aug. 2015
24
Practical examples:
‘Girls in the office’, ‘just a housewife’, and ‘checkout chick.’
Dear, love, sweetie, for women
‘She’s done an amazing job for a person in a wheelchair.’
‘Oh, I love your foreign accent. It’s so exotic.’
STEREOTYPES
Whether or not stereotypes are intended to be positive and celebratory (e.g. ‘Australians believe in a fair go’ or ‘Australians believe in mateship’) or negative and derogatory (e.g. ‘Tasmanians are inbred’), all may have potentially harmful real-world consequences.
In reality, none of us fits neatly into stereotypes. Assuming that someone who appears white is not Indigenous, or that a student who wears dresses and lipstick is not a lesbian, can lead to confusion and offence if you think that it gives you licence to use discriminatory language about Indigenous people or lesbians in front of them.25
24 “Discriminatory Language.” Web. 06 Aug. 2015
25 “Discriminatory Language.” Web. 06 Aug. 2015
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OFFENSIVE LANGUAGE
Sometimes workplace discussions and debates over particular topics get heated, and participants may begin to use expletives. Such language may be offensive to others so it should never be used in the workplace.
WHAT IS NONVERBAL COMMUNICATION AND BODY LANGUAGE?
Non-verbal language is simply the body language and facial expressions we use without even thinking.
Non-verbal communication might include:
Facial expressions
Body movements and posture
Gestures
Eye contact
Touch
Personal space
Voice
These messages are sent along with our verbal language for example you might say you agree verbally but all the time you are shaking your head no!
The way you listen, look, move, and react tells the other person:
Whether you care about what is being said
If you’re honest
How well you’re listening
When your nonverbal signals match up with the words you’re saying, they increase trust, clarity, and rapport. When they don’t, they generate tension, mistrust, and confusion. If you want to become a better communicator, it’s important to become more sensitive not only to the body language and nonverbal cues of others, but also to your own.
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-“Nonverbal Communication.” Web. 05 Aug. 2015
26
26 “Nonverbal Communication.” Web. 05 Aug. 2015
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WHERE A LANGUAGE BARRIER EXISTS, USE EFFECTIVE STRATEGIES TO COMMUNICATE IN THE MOST EFFICIENT WAY
POSSIBLE
When working with clients, you may require the services of an interpreter. This may be in the form of a professional person or possibly a family member or friend who can correctly relay the desired information. You may at some stage be working with clients from a diverse range of cultural and linguistic backgrounds.
Overcoming communication difficulties across cultural and linguistic bonds may be achieved by:
Speaking slowly and clearly
Maintaining a normal volume
Maintaining normal volume
Paraphrasing
Prioritising and sequencing your instructions
Using clear and simple language
Responding appropriately to emotions
Providing opportunities for questioning and clarification
Employing the use of communication aids
You might use the following strategies to enhance the communication of your clients in their own language:
Learning some of the keywords in their language
Utilising aids such as communication charts
Involving relatives or friends to assist where appropriate
Using signage
Some strategies used to improve communication may require specialised training, such as:
Professional interpreters
Bilingual health care staff
Telephone interpreter services
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