CHCDIV002 Promote Aboriginal And/or Torres Strait Islander Cultural Safety

CHCDIV002
Promote Aboriginal and/or

Torres Strait Islander cultural
safety
Learner Workbook
CHCDIV002 Learner Workbook Version 1.2 Page 1 of 36

Table of Contents
Table of Contents.............................................................................................................................3
Instructions to Learner.....................................................................................................................4
Assessment instructions................................................................................................................4
Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander cultural safety........7
Activities...........................................................................................................................................8
Activity 1A......................................................................................................................................8
Activity 1B......................................................................................................................................0
Activity 1C......................................................................................................................................1
Activity 1D.....................................................................................................................................2
Activity 2A......................................................................................................................................3
Activity 2B......................................................................................................................................4
Activity 2C......................................................................................................................................5
Activity 2D.....................................................................................................................................6
Activity 1A to 2D checklist – for assessor.......................................................................................7
Activity 3A......................................................................................................................................8
Activity 3B......................................................................................................................................9
Activity 3C....................................................................................................................................10
Activity 3D...................................................................................................................................11
Activity 4A....................................................................................................................................12
Activity 3A to 4A checklist – for assessor.....................................................................................13
Summative Assessments................................................................................................................14
Knowledge Activity (Q & A)............................................................................................................14
Knowledge Activity Assessor Checklist........................................................................................16

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action.
For further details about Academic Misconduct Policies and Procedures, please visit website at
https://aibtglobal.edu.au/support/student-forms/academic-policies/
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has Satisfactorily completed all the tasks for this unit including vocational
placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet
Competent” (NYC) for the relevant unit of competency.
For further details about Assessment Policy and Procedure, please visit at
https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-
v.1.0-may-2020.pdf
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you about the tasks required to be done. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the simulated training

environment.
Your trainer/assessor will ensure you are provided with the correct equipment
and/or materials to complete the task. They will also inform you of how long you
have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Candidate Details
Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander

cultural safety
Please complete the following activities and hand in to your

trainer/assessor for marking.
This forms part of your assessment for CHCCCS023 - Support

independence and wellbeing
Student Full Name: Nilu Thapa
Student Number: 0000004597

__________________________________
Declaration
I declare that no part of this assessment has been copied from another
person’s work with the exception of where I have listed or referenced
documents or work and that no part of this assessment has been written for
me by another person. I also understand the assessment instructions and
requirements and consent to being assessed.

Signed: Nilu Thapa Date: 20/09/2020
Activities
Activity 1A
Estimated Time 60 Minutes
Objective To provide you with an opportunity to identify the potential impact of
cultural factors on service delivery to Aboriginal and/or Torres Strait Islander
clients.
Activity 1. What were the immediate effects of European colonisation on Aboriginal
and Torres Strait Islander culture?
The immediate effects of European colonisation on Aboriginal and Torres

Strait Islander culture were: -
 Suffered sexual and physical abuse,
 Prohibited to use their cultural practices and languages to adopt
European cultures,
 Lost their land and homes,
 Separation of families and children were raised by other families or
organizations,
2. Outline the historical significance of the Maralinga and the Mabo case.
The Maralinga is the home of Maralinga Tjarutja people in the remote

western South Australia where the nuclear tests were conducted by British
which caused the area to be contaminated by radioactive waves and the
government was forced to pay compensation to Maralinga people and
return the land back to them.
The Mabo case was the legal fight of indigenous people of Mer Island for
their land rights in 1982 which was led by Eddie Mabo and resulted in their
favour in 1992 providing the ownership of the land and creating the Native
Title Act.
3. How can cultural shock affect Aboriginal and Torres Strait Islander
people?
The cultural shock can have a big impact on the Aboriginal and Torres Strait
Islander people. The disrespect of their culture can make them feel side-
lined which can directly lead to their mental and physical health with some
being depression, drug problems, loss of identity, violence, etc.
4. What aspects of Aboriginal and Torres Strait Islander culture are diverse?

There are various aspects of Aboriginal and Torres Strait Islander culture
which are unique including their custom, traditions, beliefs, ceremonies,
rituals etc. where the diverse aspects include men and women’s cultural
practice which are unique and only performed by specific gender.
5. What are some of the key beliefs of Aboriginal and Torres Strait Islander
people?
The some of the key beliefs of the Aboriginal and Torres Strait Islander
people
are: -
 The earth is perpetual and the inherited generations live in it.
 The inherited beings are related to Kangaroo-men and Bowerbird-
women.
 They believe their ancestor travelled the Earth and create all life in
the Earth.
 Some groups still believe in Supreme being i.e. The Dreaming and it
controls the world.

Activity 1B
Objective To provide you with an opportunity to identify critical issues that influence
relationships and communication with Aboriginal and/or Torres Strait
Islander people.
1. What is meant by cultural realities and how do these affect the working
Activity relationship with Aboriginal and/or Torres Strait Islander people?
The cultural realities defines how can somebody’s culture express their
reality and they will stand by the customs of their culture based on the
environment they have grown up.
The Aboriginal and Torres Strait Islander people can have different
interpersonal approaches, they may have different expectations and
responsibilities, and they can have different workplace experience and
working styles which can affect the working relationship with them which
needs to be identified and accommodated accordingly for a smooth
working relationship.
2. What critical issues influence your workplace and professional

relationships with Aboriginal and/or Torres Strait Islander co-workers and
clients?
The critical issues that can influence workplace and professional

relationships are: -
 Discrimination: - They need to be treated equally as others because
any discrimination can ruin the integrity of the workplace.
 Confidentiality and privacy: - They have the right of their own
privacy and confidentiality which needs to be respected and
anything that can compromise it should not be performed without
their consent.
 Communication protocols: - There should be a proper
communication protocol that needs to be followed when
communicating with them as they might not know English and a
translator should be appointed for effective communication and
avoid miscommunication.
 Respect: - They should also be respected and treated well about
their culture and interests.
Activity 1C
Objective To provide you with an opportunity to establish key aspects of cultural safety
in consultation with Aboriginal and/or Torres Strait Islander people.
How can you demonstrate the following in the workplace:
Activity
 Mutual respect
The workplace should have mutual respect amongst each other for a
good working environment and there are various aspects that needs to
be considered such as people’s appearance, the way of greeting and
treating people, their approach towards touching and swearing, etc.
 Tolerance of diversity
A workplace can have people from various cultural background with
their own customs and traditions that may be against or new to our
traditions but this should not create a cultural dispute in workplace
rather we need to respect other people’s cultures and should not
discriminate people based on race, cultures, castes, etc. We need to
take the diversity as strength which helps us to have a greater view of
the world and understand other people’s culture.
 Shared understanding of cultural safety?

The term cultural safety means having a step beyond a cultural
sensitiveness and analyse the imbalance of between the people from
diverse culture. The shared understanding of cultural safety means
respecting people regardless of their nationality, sex, age, religious and
political beliefs.

Activity 1D
Objective To provide you with an opportunity to evaluate the extent to which cultural
safety is integrated in own work and workplace.
Assess your own work and workplace. Does it effectively practise culturally
Activity safety? If not, which areas are culturally unsafe?
We assessed about the cultural safety in my healthcare workplace. The

following are the findings from the assessment in the workplace.
The workplace has co-workers from diverse background with different beliefs
and cultures and the healthcare and workers are always ready to help and
improve or provide health aid to others.
The workplace has a friendly and cooperative environment which provides
freedom to express any issues and concerns to the related authority and it is
handled well by the committee.
The workplace does not have any persistent inequalities amongst the workers
in terms of health care, society, education or any other aspects as it has been
identified and the issue has been addressed by the management level to ensure
everyone is treated equally and has no effects on the workers.
The organization reviews and observes the practices on the workplace closely
to avoid any cultural biasness and ensure every culture is treated equally
important and there is no separation between the cultures.
The area I think my workplace is culturally unsafe is the proper knowledge

about custom and tradition of co-workers. Although, we are known about the
culture of co-workers to some extent by interaction with them, there has been
no formal sessions from the organization to provide background, history and
insights of the people from other background which will provide a beforehand
approach to respond to them effectively.

Activity 2A
Estimated 60 Minutes
Time
Objective To provide you with an opportunity to ensure work practices are grounded in
awareness of one’s own cultural bias.
1. Outline your own culture and its beliefs.
Activity As a Hindu, my cultural and its beliefs are: -
The multi-religious and multi-cultural aspect of Nepal adds to the diversity of
culture observed during the year. The Nepalese tradition is a bright mixture of
race and religion each culture has its meaning.
In Nepali Gai means cow. So Gai Tihar literally means the Cow(s) Special Day.
In Hinduism, as she provides us with life-sustaining milk, the cow is a holy animal
and a maternal figure. Thus, her is dedicated the morning of Tihar 's third day,
for she gives us more than she takes. People prepare tika and special meals early
in the morning to feed the cow(s). They are planning a garland of marigold
flowers as well. People who raise cows, take their cows out of the shed, and
some even give them a bath to clean them. They put a tika on her brow and a
garland on her neck after that. They are grateful to her for helping the family,
encouraging them to do what she has done loyally.
2. How does this affect your perception of the cultural realities of others?
Culture includes how a person lives, communicates, connects with others, and what
individuals make, but interpretation considers how the individual views the world, o
r what happens when these two principles are merged in one sentence.
Cultural awareness is how
individuals collect knowledge to educate
themselves about their environment, acquired in
their personal culture. This takes all facets of the life of the person into consideratio
n.

How a person sees art, language, faith, etc. is all influenced by how, within the cont
ext of their society, certain elements of the world are perceived.
In Hindu culture people worship cow in different occasion they have their own
perception and beliefs toward the cow. So, eating beef is prohibited in our culture.
But when we saw other people eating beef our sentiment is hurt. So, we tried to
avoid the food when they are mixed with the beef or cooked in same pan.
3. Outline three considerations you need to take into account for Aboriginal and
Torres Strait Islander people when implementing culturally safe work
practices.
The three considerations that needs to be taken into account for Aboriginal and
Torres Strait Islander people when implementing culturally safe work practices
are: -
 Food customs: - The food customs of those people should be respected.

The way they cook their food, serve them, gather them or eat them should
not be interfered or hampered. Also, their tradition towards food serving or
food quality should not be taken as a problem.
 Lifestyle preferences: - The Aboriginal and Torres Strait Islander people
have a different lifestyle compared to other people other people, so their
lifestyle and preferences should be respected.
 Language preference: - English is not the first language of Aboriginal and
Torres Strait Islander people, so the language barrier should be understood
and a translator or interpreter may be required for effective
communication.

Activity 2B
Objective To provide you with an opportunity to reflect awareness of own and other
cultures in work practices.
Outline three strategies that can be used to effectively accommodate cultural
Activity differences in the workplace.
The three strategies that can be used to effectively accommodate cultural

differences in workplace are: -
 Workplace induction program: - A workplace induction program will
help the workers to understand the workplace and gives people chance
to identify, raise and negotiate needs.
 Develop awareness of key aspects: - An educator can be used to
provide insights of culture and history of Aboriginal and Torres Strait
and Islander people and understand the way they behave and have a
proactive approach for future.
 Code of practice: - A properly defined code of practice will provide a
standard of activities allowed in the workplace and list the
unacceptable behaviour in the workplace and having this in the
organization at all level will help to maintain equality and respectful
behaviour amongst co-workers.

Activity 2C
Objective To provide you with an opportunity to use communication techniques and

work practices that show respect for the cultural differences of Aboriginal
and/or Torres Strait Islander people.
1. How might communication and the work environment be affected by
Activity Aboriginal and Torres Strait Islander cultural factors?
The culture of Aboriginal and Torres Strait Islander people is different to

ours so the words used by us and them may have completely different
meaning which needs to be addressed. Also, on the non-verbal factors we
need to avoid continuous questioning, eye contact for long period, ignoring
their visitors, loud voice, direct questioning, etc.
The work environment can be affected by the cultural factors of Aboriginal

and Torres Strait Islander people because they may have different culture
and traditions which needs to be focused on such as dress and dietary
requirements, privacy on certain cultures and traditions, participation on
festivals and other customs.
2. How can Aboriginal and/or Torres Strait Islander Health workers, liaison
officers and other colleagues be used as a resource to facilitate effective
communication within the workplace?
The use of Aboriginal and Torres Strait Islander health workers, liaison
officers and colleagues can be used as a resource by consulting with them
about their history and cultures, asking for feedback on their behaviour,
asking them to help interpret the information to their first language and
gain local knowledge and expertise on their background.

Activity 2D
Objective To provide you with an opportunity to engage with Aboriginal and/or Torres
Strait Islander interpreters and colleagues as cultural brokers, according to
situation needs.
1. What is meant by the term "cultural broker"?
Activity
A cultural broker is a resource who is a mediator to people or groups from
diverse background, culture and traditions who help to assist in effective
communication and reduce conflict.
2. Where can you find interpreter resources in Australia and what level
should they be?
The Translation and Interpreting Service (TIS) National, a government

agency provides interpreter resources in Australia and the level of
interpreter needs to Professional Interpreter worker accredited by the
National Accreditation Authority for Translators and Interpreters and a
Paraprofessional Interpreter can be used as a backup choice.
3. How can you resolve difficulties, differences or misunderstandings using

the following strategies:
 Negotiation of culturally appropriate guidelines

The use of pre-defined cultural guidelines in an organization which
every worker is bound to follow can be a base to define if there was a
breach in the guidelines. Also, if the guidelines did not cover the aspect,
it can be amended immediately to avoid the breach to occur
repetitively.

 Identification of appropriate mediators
The mediators can be used as a middle man to resolve disputes by
taking appropriate actions. The identification of appropriate mediators
is necessary to have a prejudiced free decision. This can be done by
having a set of rules defined to be a mediator or a person defined as a
mediator. Also, we need to make sure that the mediator is not
influenced towards any of the conflicting parties and the decision is
fair.
 Negotiating a workplace code of practice?

The use of workplace code of practice can be used in resolving the
differences in the workplace. The code of practice contains of set of
rule the workers are expected to behave in the workplace which
consists of industry-wide codes and specific codes of the organization,
which can be used as a base for resolving difficulties, differences or
misunderstandings in the workplace.
Activity 1A to 2D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Nilu Thapa
Learner’s name
Jinisha Mehta
Assessor’s name
CHCDIV002-Promote Aboriginal and/or Torres Strait Islander cultural
Unit of Competence
safety
(Code and Title)
20/09/2020
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Nilu Thapa
Assessor’s signature
Activity 3A
Objective To provide you with an opportunity to support the development of effective

partnerships between staff, Aboriginal and/or Torres Strait Islander people
and their communities.
1. Outline two of the resources you can use to facilitate effective service
Activity delivery in a cross-cultural context.
The resource that can be used to provide effective delivery service in cross-
cultural context are: -
 Workplace designed to fulfil cultural needs: - The workplace needs
to be designed and developed in such a way that it fulfils cultural
needs of the people using it which may include place of worship,
dietary requirement, etc.
 Workplace policy: - The workplace can allow the people to wear
their religious clothing, defining socially appropriate behaviours,
ethical behaviours, etc.

2. Outline three strategies for developing and maintaining effective
relationships with Aboriginal and/or Torres Strait Islander co-workers and
clients?
The strategies for developing and maintaining effective relationships are: -
 Flexibility: - The Aboriginal and Torres Strait Islander people follow
different customs and rituals which may require some additional
space or time. So, we need to be flexible to provide them enough
time and space for their rituals and not offend them.
 Identification of and consultation with key contact people: - The
Aboriginal liaison officer ensures that the Aboriginal and Torres
Strait Islander people have fair access to the services. We need to
identify and consult with the officer regarding the cultural issues
and make the workplace more inclusive to everyone.
 Displaying empathy: - The display of empathy to people can help
them feel motivated and cared of. We need to show sympathy to
Aboriginal and Torres Strait Islander people during any unfortunate
situation which will prevent them from feel and side-lined.
3. What strategies can you employ to support the development of effective

partnerships between staff, Aboriginal and Torres Strait Islander people
and their communities?
The strategies that can be used to employ to support the development of
effective partnership between staff, Aboriginal and Torres and Strait
Islander people and their communities are: -
 Establishing long-term relationship: - There must be a long term
relationship between each other which can be achieved by respect,
trust and honesty.
 Clarity on issues: - The issues that arises must be made cleared out
soon with the help of transparent and clear discussion about it.
 Cultural competency: - This can be achieved by educating staffs
about the culture, history and social norms of Aboriginal and Torres
Islander people which will help to understand the differences
between the cultures and accommodate accordingly.

Activity 3B
Objective To provide you with an opportunity to identify and utilise resources to

promote partnerships.
1. What are reference groups and how are they used?
Activity Reference groups are the group that consists of high-level seniors and
experts that belong to Aboriginal and Torres Strait Islander people. They
can be used to engage with their community on our organization and they
come up with strategic ideas and advice to improve organization’s
procedures and guide us to support the rights of Aboriginal and Torres
Islander people in effective way.
2. How is a memorandum of understanding (MOU) different from a

contract?
Memorandum of Understanding (MOU) is an agreement between two
parties which defines the agreement to work in collaboration to each other
and achieve mutually agreed goal whereas contract is a formal agreement
between two parties that is legally abided with clearly defined strategy.

Activity 3C
Objective To provide you with an opportunity to devise and document ways to support
the delivery of services and programs that are culturally safe and encourage
increased participation.
1. What communication strategies can you (as an individual) employ to
Activity ensure the work environment is culturally safe?
The individual communication strategies to ensure work environment is
culturally safe are: -
 Smiling and nodding our head as a sign to welcome them,
 Not touching anyone without their permission,
 Not entering their personal space,
 Actively listening to their needs and
 Respecting their culture, values and protocols.

2. Give ten communication strategies which might prove
ineffective/inappropriate with Aboriginal and Torres Strait Islander
people in a health care setting.
The ten communication strategies that might be ineffective/inappropriate
with Aboriginal and Torres Strait Islander people in healthcare setting are: -
 Speaking too fast,
 Using jargons, slangs and idioms,
 Using inappropriate titles when addressing them,
 Only using verbal communication,
 Touching them inappropriately,
 Speaking loudly,
 Speaking about private and confidential problems in public,
 Using English to someone who does not understand it or to those
whom it is not their first language,
 Interrupting them and
 Asking closed questions.
3. Give ten ways you can remodel your communication strategies for
Aboriginal and Torres Strait Islander people in a health care setting.
The ten ways we can remodel our communication strategies for Aboriginal
and Torres Strait Islander people in healthcare setting are: -
 Slowing down speech and pronouncing words clearly,
 Avoid using vague communication techniques,
 Learning the meaning of their addressing terms and using them
appropriately where possible,
 Using welcoming verbal and non-verbal communications,
 Seeking permission prior touching,
 Smile, relax and become more approachable,
 Allowing them time and space for discussion of private matters,
 Using plain English and visual techniques to emphasize meaning,
 Waiting for our turn to speak and
 Asking open questions.

Activity 3D
Objective To provide you with an opportunity to integrate strategies that encourage

self-determination and community control in services and programs.
1. How can consultation with community representatives and community
Activity participation in decision making processes increase the participation of
Aboriginal and Torres Strait Islander people in health service delivery?
The consultation with community representatives of Aboriginal and Torres
Strait Islander will help us to identify the essential concerns and prioritize
and plan to improve the healthcare for them. Also, the community
representatives can provide the general overview and opinion of the
people from their community which can help us to identify and address
their important concerns.
The community participation in decision making process involves the
Aboriginal and Torres Strait Islander people to actively participate and
provide their opinion on various subjects via some sort of mediums such as
surveys, polls and emails.
2. What factors may contribute to the poor health of Aboriginal and Torres
Strait Islander people?
The factors that contribute to poor health of Aboriginal and Torres Strait
Islander people are: -
 Loss of family links,
 Food and nutrition,
 Smoking,
 Lack of relevant health knowledge,
 Mental stress,
 Poor maternal health and
 Environmental factors such as housing, sewerage, hygiene, etc.
3. What are some on the common chronic conditions and infectious diseases
in Aboriginal and Torres Strait Islander people?
The common chronic conditions of Aboriginal and Torres Strait Islander are:
-
 Cancer,
 Diabetes,
 Lung disease,
 Cardiovascular disease,
 Kidney disease,
 Dementia
The common infectious disease of Aboriginal and Torres Strait Islander

are: -
 HIV/AIDS
 Hepatitis
 Tuberculosis
 Gastrointestinal conditions,
 Haemophilus influenza type b.

Activity 4A
Objective To provide you with an opportunity to evaluate cultural safety strategies.

Examine your own workplace and its cultural safety strategies. Are they
Activity sufficient?
State which outcomes you are measuring cultural safety against, and suggest
revisions to insufficient strategies.
Our workplace assures that Aboriginal and Torres Strait Islander people have a
culturally, psychologically and mentally secure atmosphere, as well as a
physically healthy space; that there is no risk of abuse or misunderstanding of
their identities, who they are and what they need.
The cultural strategy of our workplace are: -

 Our workplace provides freedom to express their views on any subject
matter regardless of any background or culture.
 Our workplace has its own set of guidelines to be followed which
includes several examples to display respect to co-workers such as

listening and responding to their needs, respecting their cultures and
values, not using their personal space, etc.
 Our workplace has strict rules for being judgemental; where an
employee should not be judging any other employee on the basis of
culture, race and/or religion which includes termination if violated.
 Our workplace identifies the cultural barriers and conducts a cross-
cultural informative session every year and to a new employee
appointed for the job to eradicate the incompetence of cross cultural
communication.
The outcome of the cultural safety is measured against all of the strategies. Our
workplace conducts surveys to understand the effectiveness of the strategies
and understand if any amendment is required to current guidelines. Also, we
can understand the outcome of the strategies via observation of the actions
and approaches of the co-workers towards co-workers.
Activity 3A to 4A checklist – for assessor

performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Nilu Thapa
Learner’s name
Jinisha Mehta
Assessor’s name
CHCDIV002-Promote Aboriginal and/or Torres Strait Islander cultural
Unit of Competence
safety
(Code and Title)
20/09/2020

The learner’s
performance was:
Nilu Thapa

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as instructed by your trainer/assessor.
Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for, but the learner
should be able to answer each question competently.
1. In what ways does a competent cultural awareness of the concept of Aboriginal and/or Torres
Strait Islander people promote cultural safety in the community services and health context?
You should refer to your own understanding of cultural awareness as well as the policies and
procedures of your workplace.
Cultural awareness means that the person should respect as well as explore the differences in the
various cultures while also allowing the understanding of own cultural bias and value. Cultural safety
implies that the environment allows the people to have their own cultural beliefs and practices
without any interference while also respecting and nurturing the uniqueness of the one’s cultural
identity. In our workplace, there are policies and procedure regarding cultural awareness like
knowledge and respect for self, knowledge and respect to aboriginal people, system to reduce
racism and discrimination, practicing cultural safety.
2. List three examples of key legislations which have been passed that affect Aboriginal and
Torres Strait Islander people.
The three examples of key legislation which have been passed that affect aboriginal and Torres Strait
Islander people are:
- Aboriginal and Torres Strait Islander Affairs Act 1965
- Children's Services Act 1965
- Aborigines Act 1971 and Torres Strait Islander Act 1971.
3. Respecting the diversity of culture is essential to the cultural safety of the workplace. List two
culturally appropriate practices that you could provide within your workplace.
The two culturally appropriate practices hat we could provide within our workplace are:
 By practicing the good manner and showing respect, politeness and caring between the
staff, employers, and outsider of the business.
 By celebrating the traditional holidays, festival and food between the staffs and
employer
4. Explain, in your own words, why two of the following issues may have an effect on the
engagement of Aboriginal and/or Torres Strait Islander people with community services and
health systems.
Your answer should be no more than 500 words.
 The European settlement

The European settlement devastated the living of Aboriginal and Torres Strait Islander
people in Australia. Since they were living in an island; Australia, they were not exposed to
any diseases. Then, with the European settlement, they were exposed to a number of
vulnerable diseases specifically smallpox and did not have proper access to community
service and healthcare system back then. As a result a large number of Aboriginal and Torres
Strait Islander people died without proper access to healthcare. The European people
invaded the land of Aboriginal and Torres Strait Islander people and did not like them which
caused conflicts between them and since the number of Aboriginal people was only a
quarter compare to Europeans and the Europeans had access to most of the healthcare and
community services, the Aboriginal and Torres Strait Islander people were ripped off from
their access to such services. Also, even though they tried to access those services, the
European people humiliated them and did not treat them well which decreased their morale
and depressed them due to which they did not try to gain access to healthcare and
community system and instead used their own methods for healing.
 Racism and discrimination

The act of racism and discrimination towards the people based on skin colour, race and
ethnicity can be seen very well in Australia. Although, there are laws in Australia for racial
discrimination, we can see a large number of people being discriminated regularly amongst
which a large number is occupied by Aboriginal and Torres Strait Islander people. According
to a survey carried out with Aboriginal and Torres Strait Islander people, they had shared
their act of racism onto them by the white people. Also, there is discrimination between the
Aboriginal and Torres Strait Islander people based on the skin colour is another
discrimination that forces them into smoking and drugs, lack of sleep to cause mental
problems leading to depression and lead to suicide. Also, since they do not get good jobs,
they struggle for living and have limited access to community and healthcare service. They
also do not tend to seek to take service from community workers or healthcare system
because of the fear of discrimination that they face in every sector in their day to day life
which makes them discard the community services and healthcare supports. So, the racism
and discrimination is causing a serious health problem in the Aboriginal and Torres Strait
Islander people but due to the same reason they are not seeking any help from community
service or healthcare system which can be solved by raising awareness and organizing
campaigns to educate the Aboriginal and Torres Strait Islander people regarding this subject.

5. What impact might your own culture have on Aboriginal and/or Torres Strait Islander people’s
engagement with the services within your workplace? You may refer to specific workplace
procedures and/or codes of practice already implemented. Present your answer in no more
than 500 words.
Since Australia has a diverse culture, we have people from various cultures and background
sharing same space in the workplace. There are people from Aboriginal and Torres Strait Islander
background as well. They have different culture, tradition and history compared to others.
One of my culture that can have a huge impact on Aboriginal and Torres Strait Islander people is
having a direct eye contact. The society and culture I have grown up on has always seen eye
contact as a gesture of respect during communication whereas Aboriginal and Torres Strait
Islander people find it disrespectful to have an eye contact. In my culture not having an eye
contact is seen as disrespect or dishonesty and fear of having done something wrong but this
makes Aboriginal and Torres Strait and Islander people uncomfortable. It was difficult for me in
the beginning to avoid an eye contact with them as it was my culture and a sense of respect to
the other party but since coming across people from such background, I have started to look for
a few circumstances on the people while coming across to see if they are comfortable with
making an eye contact which includes lowering my eyes when taking to them, observing other
people’s perception on eye contact and avoid having eye contact to the opposite gender unless
having a sense of them being comfortable with culture includes how a person lives,
communicates, connects with others, and what individuals make, but interpretation considers
how the individual views the world, or what happens when these two principles are merged in
one sentence. Cultural awareness is how individuals collect knowledge to educate
themselves about their environment, acquired in their personal culture. This takes all facets of
the life of the person into consideration. How a person sees art, language, faith, etc. is all
influenced by how, within the context of their society, certain elements of the world are
perceived. In Hindu culture people worship cow in different occasion they have their own
perception and beliefs toward the cow. So, eating beef is prohibited in our culture. But when we
saw other people eating beef our sentiment is hurt. So, we tried to avoid the food when they are
mixed with the beef or cooked in same pan.
6. Identify the reason why the following factors may contribute to Aboriginal and/or Torres Strait
Islander ill health:
 A lack of relevant and culturally appropriate education

A lack of relevant and culturally appropriate education is one of the factors which may
contribute to aboriginal and or Torres Strait Islander ill health. They experience poor literacy
which then affects their ability to acquire information on the appropriate and proper
nutrition or the right preparation of healthy food. The other effect of low and inadequate
education is that it greatly reduces the skills of human resource therefore making it hard for
one to secure a vacancy in the labour market and if they do, they often get low paying jobs.
As a result of inadequate or low education they suffer from poverty and as a result, different
health related problems may arise.

 Poor living conditions
The poor family have to live in crowded situation where family have to share room, single
bathroom and have to depend on bore water supply which lack hygiene and sanitation. So,
they will be more prone to infectious disease. Not only physical health they are suffering
from mental health. Due to poor health living and overcrowded of the people there is more
family violence and outcome of mental health illness. Also, poor living condition lacks proper
balanced diet and healthy food. There may be the reason to contribute Aboriginal and/or
Torres Strait Islander ill health.
 Feelings of isolation and vulnerability.

The feeling of isolation and loneliness is high risk to different health related problems and
mental disease like high blood pressure, heart disease, obesity, a weakened Immune system,
anxiety, depression, Alzheimer’s disease and sometimes even death. People do not want to
make any contact with any people which lead to mental illness and reduce sleep.
7. List three chronic health conditions which Aboriginal and/or Torres Islander people are likely
to suffer from.
The three chronic condition which aboriginal and Torres Islander people are likely to suffer from
which are given below:
 HIV / AIDS
 Hepatitis
 Haemophilus influenza type B
8. Explore three ways in which you can encourage the involvement of Aboriginal and/or Torres
Strait Islander people in the planning and delivery of the services and programs offered by
your workplace. Your answer should consider the policies and procedures of your workplace
as well as wider legislation. Present your answer in an essay of no more than 800 words.
There are various strategies that can be implemented from a personal level to ensure that the
Aboriginal and Torres Strait Islander people can be encouraged to participate in the planning and
delivering the services in the workplace. It is necessary to provide them a free and trustworthy
environment where they are valued and respected to encourage them for participation in the
programs. The following are three approaches that can be used to encourage them to
participate and contribute in the planning and delivery of service in the workplace.

Continuous personal skill development
I as a co-worker of people from diverse background, it is my responsibility to create them a
comfortable working environment to express them freely. Since, there are people from diverse
culture, it is necessary to understand the background and history of their culture to
communicate with them effective and respectfully. This requires continuous development of
personal skill of communication at work which will help to meet people from different cultures
and understand them. The personal skill of understanding their body language towards various
aspects, understanding what upsets or disrespects them and having a sense of activities or
actions they are ignorant to which requires extra preparation and reflective learning and
evaluation of the tasks. This is a continuous process from a personal level which requires time
and regular practice to comprehend and enhance the skills to encourage the involvement of
Aboriginal and Torres Strait Islander people from participating in planning and delivering the
services in the workplace.

Partnership
Partnering with people from diverse culture and background will help to enhance skills and
understand the skills they possess. The ignorance or neglecting a certain group or culture can be
discouraging and demotivate to them. Forming partnerships with people from diverse
background can help to understand and see a different perception of the same thing. The
partnership can also help us to understand our skill sets and understand the skill set people from
diverse background can bring into a group. An Aboriginal or Torres Strait Islander co-worker can
have a different perception to things which will give us approach to research on. Also, the skill
sets Aboriginal and Torres Strait Islander people possess can be unique and useful to the group
which will also help us to understand how to effectively manipulate them to get the best out of
them. Excluding them from partnering not only demotivates them, it also reduces our chance to
understand them, their skill sets and new perception of a study. So, partnering with them will
help them to get actively involved in planning and delivery of service. Even though they hesitate
to participate in the service, as a partner in the group we can encourage them and/or since we
know their skill sets, we ourselves can manipulate them to extract it from them.

Evaluating and reflecting own actions to others culture
As we are working in a diverse culture, we need to have an insight of other people’s culture and
understand the cultural differences between us. We need to realize that what is culturally
legitimate to one culture may not to accepted in other’s culture. We should not impose our
decisions without thinking about its impact on other people. We should not force people from
different culture to expect and follow the same as we do and enact our culture onto them. The
task maybe simple to our culture but which can be offensive or illegal for the culture of
Aboriginal and Torres Strait Islander people. For instance, having a direct eye contact is normal
and taken as a respect in our culture but the same mechanism is regarded as offensiveness to
the Aboriginal and Torres Strait Islander people. So, we need to continuously evaluate and
reflect our actions and understand its effect and impact on people from a diverse background.

So, these are the three ways using which we can encourage Aboriginal and Torres Strait Islander
people to participate in planning and delivery of services in our workplace. These are continuous
process and may require years of practice to master at, so it needs to be continuously executed,
evaluate and to implement corrective actions to achieve the result.
Bibliography
Aboriginal and Torres Strait Islander cultural safety. (n.d.). Retrieved from health.vic:
https://www2.health.vic.gov.au/about/health-strategies/aboriginal-health/aboriginal-
torres-strait-islander-cultural-safety
effect on population . (n.d.). Retrieved from The Impact of European Settlement on Indigenous
Australians: https://aboriginallife-europeansettlement.weebly.com/effect-on-
population.html
korff, j. (n.d.). Curious about Aboriginal culture but unsure where to start? Retrieved from creative
spirits : https://www.creativespirits.info/aboriginalculture/people/racial-discrimination-in-
australia#discrimination-effects-poor-health-suicide

AIBT Global (2020), CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety,
AIBT Global.
Knowledge Activity Assessor Checklist

performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Nilu Thapa
Learner’s name
Jinisha Mehta
Assessor’s name
CHCDIV002-Promote Aboriginal and/or Torres Strait Islander
Unit of Competence
cultural safety
(Code and Title)
20/09/2020
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The learner’s
performance was:
Nilu Thapa

CHCDIV002 Promote Aboriginal And/or Torres Strait Islander Cultural Safety

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Promote Aboriginal and/or

CHCDIV002 Learner Workbook Version 1.2 Page 1 of 36

CHCDIV002 Learner Workbook Version 1.2 Page 2 of 36

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

CHCDIV002 Learner Workbook Version 1.2 Page 3 of 36

CHCDIV002 Learner Workbook Version 1.2 Page 4 of 36

An explanation of observations and demonstrations:

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

The observation/demonstration will take place either in the simulated training

CHCDIV002 Learner Workbook Version 1.2 Page 6 of 36

Assessment – CHCDIV002-Promote Aboriginal and/or Torres Strait Islander

Please complete the following activities and hand in to your

This forms part of your assessment for CHCCCS023 - Support

Student Full Name: Nilu Thapa

Student Number: 0000004597

CHCDIV002 Learner Workbook Version 1.2 Page 7 of 36

The immediate effects of European colonisation on Aboriginal and Torres

The Maralinga is the home of Maralinga Tjarutja people in the remote

CHCDIV002 Learner Workbook Version 1.2 Page 8 of 36

CHCDIV002 Learner Workbook Version 1.2 Page 9 of 36

Estimated Time 40 Minutes

2. What critical issues influence your workplace and professional

The critical issues that can influence workplace and professional

Estimated Time 30 Minutes

 Shared understanding of cultural safety?

CHCDIV002 Learner Workbook Version 1.2 Page 1 of 36

Estimated Time 30 Minutes

We assessed about the cultural safety in my healthcare workplace. The

The area I think my workplace is culturally unsafe is the proper knowledge

CHCDIV002 Learner Workbook Version 1.2 Page 2 of 36

In Nepali Gai means cow. So Gai Tihar literally means the Cow(s) Special Day.

in the morning to feed the cow(s). They are planning a garland of marigold

flowers as well. People who raise cows, take their cows out of the shed, and

some even give them a bath to clean them. They put a tika on her brow and a

CHCDIV002 Learner Workbook Version 1.2 Page 3 of 36

 Food customs: - The food customs of those people should be respected.

CHCDIV002 Learner Workbook Version 1.2 Page 4 of 36

Estimated Time 30 Minutes

The three strategies that can be used to effectively accommodate cultural

CHCDIV002 Learner Workbook Version 1.2 Page 5 of 36

Estimated Time 30 Minutes

Objective To provide you with an opportunity to use communication techniques and

The culture of Aboriginal and Torres Strait Islander people is different to

The work environment can be affected by the cultural factors of Aboriginal

CHCDIV002 Learner Workbook Version 1.2 Page 6 of 36

Estimated Time 40 Minutes

The Translation and Interpreting Service (TIS) National, a government

3. How can you resolve difficulties, differences or misunderstandings using

 Negotiation of culturally appropriate guidelines

CHCDIV002 Learner Workbook Version 1.2 Page 7 of 36

 Negotiating a workplace code of practice?

Activity 1A to 2D checklist – for assessor

If not yet satisfactory, date for reassessment:

CHCDIV002 Learner Workbook Version 1.2 Page 8 of 36

Estimated Time 90 Minutes