CHC52015 Diploma of Community Services

CHCDIV001
WORK WITH DIVERSE PEOPLE

Student Guide

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V1.0: May 2021, Approv ed: QAC
International College of Tasmania Pty Ltd trading as: TasCollege
RTO Code: 45352 | CRICOS Code: 03683K
CHC52015 Diploma of Community Services

Contents
Overview 3
Learning outcomes 4
What does diversity mean to you? 5
Legal and ethical considerations 13
Appreciate diversity and inclusiveness 17
Communicate with diverse peopl e 25
Promote understanding across diverse groups 35
Review and assessment 40

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V1.0: May 2021, Approv ed: QAC
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CHC52015 Diploma of Community Services

Overview
The Student Guide should be used in conjunction with the recommended reading and
any further course notes or activities given by the trainer/assessor.

Topics Content

Topic 1: What does diversity  Concepts and definitions of diversity

mean to you?
 What is bias?

 What about you?

 Developing your cultural awareness

Topic 2: Legal and ethical  Legislation

considerations
 Human rights

Topic 3: Appreciate diversity  Developing workplace and professional

and inclusiveness relationships

 Safe work practices

 Aboriginal and Torres Strait Islander people

Topic 4: Communicate with  Respectful communication

diverse people situations
 Using effective verbal and non-verbal
communication

 Interpreters, translators and other communication

support

Topic 5: Promote  Communication misunderstandings and difficulties

understanding across diverse
 Sensitively resolving differences
groups
 Addressing difficulties and seeking assistance

Unit review and assessment tasks

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CHC52015 Diploma of Community Services

Learning outcomes
By the end of this unit, you will have 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.

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.

This unit applies to all workers. Outcomes include:

 reflecting on own perspectives

 appreciating diversity and inclusiveness, and their benefits

 communicating with people from diverse backgrounds and situations

 promoting understanding across diverse groups.

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1 CHC52015 Diploma of Community Services

What does diversity mean to you?

Di s cu s s

Before we begin this topic, think about the following terms and what you think
they might mean, or what they mean to you.

 Diversity

 Cultural awareness

 Cultural safety

 Cultural competence.

Your trainer will facilitate a discussion in which you will share with the group your
own definitions or thoughts on these terms.

You will more than likely be aware that Australia is an incredibly diverse country. The
Australian Bureau of Statistic’s 2016 Census QuickStats provides some interesting data
about our society. For example, in 2016:

Our population:

 23,401,892

Country of birth:

 66.7% of people were born in Australia

 3.9% of people were born in England

 2.2% of people were born in New Zealand

 2.2% of people were born in China (excludes SARs and Taiwan)

 1.9% of people were born in India

 1.0% of people were born in the Philippines

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CHC52015 Diploma of Community Services

Parents’ country of birth:

 34% of people stated both their parents were born overseas

 6.4% of people stated only their father was born overseas

 4.7% of people stated only their mother was born overseas

 47.3% of people stated both parents were born in Australia

Religious affiliation

 29.6% of people stated they were of no religion

 22.6% of people stated they were Catholic

 13.3% of people stated they were Anglican

 9.6% of people did not provide a response

 3.7% of people stated they were Anglican

(sourced from Australian Bureau of Statistics 2016, ‘2016 Census QuickStats’, viewed 16 July 2020,
https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/036#:~:text=The
%20most%20common%20ancestries%20in,variable%20used%20in%20this%20table.)

R ef l ect

The next Census will occur in 2021. How much change do you think we will see in
the above figures?

Con cep ts a n d d efin ition s of d iv er sity

We have already talked about the definition of diversity, but let’s now look at it in a bit
more detail.

Diversity is more than just ‘culture’, it is about how each person identifies in relation to their:

 age

 race

 ethnicity

 cultural background

 sexual orientation

 gender

 gender identity

 intersex status

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CHC52015 Diploma of Community Services
 socio-economic background

 disability status

 religious affiliation

 spiritual beliefs.

R ea d

Research each of the above key areas of diversity.

Take notes about what you learn.

Di s cu s s

As a group, share what you learned and discuss how you would consider these
key areas of diversity when providing person-centred, strength-based care.

Your trainer will facilitate the discussion.

Not everyone will identify as part of each of the above categories. For example, as you will
have seen in Census data, not everyone practices a religion. Some people feel very
strongly about their identity, their beliefs and the way in which they live their lives. As a
worker in the community services sector, part of your job is to provide care that is non-
judgmental, respectful and sensitive. Those you care for must feel welcome, appreciated
and understood.

You aren’t expected to know every little thing about the differences in our society, but you
will be expected to learn so that you can provide person-centred care to those you work
with.

Don’t forget that this also applies to your colleagues!

Wh a t is b ia s?
This topic requires you to consider your own perspectives about diversity. Being aware of
your own biases and perspectives on diversity will assist you in identifying areas in which
you can learn and grow.

Bias can be defined as being prejudiced for or against a person or a group of people.
Generally this is in an unfair way because you have allowed your own opinions t o affect
your judgment. ‘Prejudiced’ means to have an opinion or feeling about a person or group,
often before you know anything about them.
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CHC52015 Diploma of Community Services
There is also such a thing as ‘unconscious bias’, which means that you have these feelings
and opinions and you aren’t even aware of it. An example of unconscious might be that
you don’t want your car serviced by a female mechanic because ‘these types of jobs’
are best done by a man.

R ea d

Read this article that provides more information and examples about
unconscious bias.

https://www.virgin.com/entrepreneur/what -unconscious-bias-and-why-it-
important-understand-it

In your spare time, you may like to try the Implicit Association Test that is linked in
the article.

R ef l ect

Now that you have read about unconscious bias, try to think about times that
you may have projected this and not even realised!

If you have done the Implicit Association Test, this might help you with your
reflections.

Di s cu s s

As a class, make a list of some examples of unconscious bias. You do not need to
share the ones you thought of during your reflection if you do not feel
comfortable.

Your trainer will facilitate the discussion.

S te re o ty p e s
Part of the definition of unconscious bias refers to stereotypes. A stereotype is where you
make an assumption or have a belief about a person or group of people that is based on
how they look or present. In many cases the stereotype you have will be not b e true – you
are making a generalisation that you are applying to large numbers of people.

Have you ever heard someone say that pigs are dirty animals? This is a stereotype based
on what they look like, as many photos you see of pigs show them covered in mud. They
are in fact very clean animals and use mud to keep cool!

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CHC52015 Diploma of Community Services

R ea d

Read the following article about how stereotypes and prejudice can be
expressed via casual racism.

https://itstopswithme.humanrights.gov.au/what -can-you-do/speak/casual-racism

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CHC52015 Diploma of Community Services

Wh a t a b ou t you ?
Before we go any further, let’s turn inward for a moment. It’s time to think about you. Think
about these things, and try to think as broadly as you can.

 Your family (this may be the family you live with, such as your own family or your
parents, guardians, siblings, close relatives, kin, etc):

o How different are you to each other?

o How often do you disagree with them? What about?

o Are there things you feel passionately about that they don’t, and vice versa?

o What do you know about your parents or guardians (where were they born, what
jobs have they had/currently have)?

o What language is spoken at home?

 The community in which you live (this may be your cultural community or simply the
local area in which you have grown up):

o How does your culture and identity impact the way you interact with others?

o How often do you engage with those in your own community (where relevant)?

o Do you interact with people who come from different backgrounds or have
different abilities to you?

o What have you learned from your community?

 Religion/spirituality:

o What are your beliefs (if any)?

o How do you interact with those who believe different to you?

o How have others treated you because of your beliefs?

 You:

o How do your values and opinions differ from others?

o What types of assumptions do you find yourself making of others when you first
meet them?

o What do you do when you encounter people who are different to yourself and
who express their differences freely?

What other questions could you ask yourself and your culture, beliefs and identity?

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CHC52015 Diploma of Community Services

D ev elop in g you r cu ltu r a l a w a r en ess

The steps you have taken so far in this topic have already helped you start the journey
towards building better cultural awareness. For example, you may not have been aware
of the connection between stereotypes and casual racism. You may have discovered,
through discussion with your classmates, some unconscious bias (or biases) that you hold.

This is only a negative thing if you do not do anything about it. So, what can you do to
improve?

 Talk to people! Getting to know a person and learning about them is just one way of
becoming more culturally aware.

 When you want to ask questions think about the best way you can ask them – don’t
be rude, don’t diminish the person or their beliefs or customs. Make it a positive
experience, and make it about the person. You want to know about t hem, why they
practice or do what they do, and how it makes them feel. Ask about the stories of
their culture and where they have come from.

 Check yourself! Reflect on your interactions with others – what did you do well, what
could you have done better, what did you learn?

 Observe others. Watch how people communicate, both verbally and non -verbally.
We don’t all do the same things, and some t hings you do may in fact be quite
offensive to others.

 Do not take offence if someone asks you to talk about yourself and your own beliefs,
customs and culture. The more we share the more tolerant and understanding we
are!

 Seek support from your colleagues or supervisor. They can provide you with advice
and strategies to communicate with interact with others.

 Carefully read the care plans of the people you are caring for. They will include
information about their preference and needs. This can provide you with a gateway
to conversation.

 Learn by doing research.

 Pass it on – if you see someone acting in a disrespectful manner, call it out or talk to
your supervisor. They may not even be aware they are doing it.

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CHC52015 Diploma of Community Services

W a tch

Watch the videos on the Uniting website.

https://www.uniting.org/uniting-careers/diversity-and-inclusion

You should also read the information on this page.

Write down what you learned watching these videos.

The trainer will facilitate a class discussion about the outcomes of the videos.

Di s cu s s

As a group, talk about the different roles in the community services sector and
the importance of why people in these roles need to be culturally aware.

Di s cu s s

Share with the group some times when you have seen people demonstrate
cultural awareness and respectful practice towards others. If you have your own
positive experiences of someone engaging respectfully and thoughtfully towards
you, please think about sharing these.

R ef l ect

As part of your course will be going on placement and will be working with a
diverse range of people. Think about what you have learned so far. How can you
make sure you work in a culturally aware manner with not only your colleagues,
but also those you will care for? What do you think you might do to improve this
once you are in the workplace?

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Legal and ethical considerations

It is vital to provide a quality service to every person you care for. Everyone has the right to
be treated equally and receive services that meets their varied and individual needs.
Actions contrary to this are considered ‘discriminatory’. Discriminatory behaviour is when
prejudices and biases are openly demonstrated. The person or people being
discriminated against are treated unfairly, poorly or are not given access to the same
types of services and support as others.

Leg isla tion

We have laws in place to protect people from discrimination. There are four key Federal
anti-discrimination laws:

 Age Discrimination Act 2004

 Disability Discrimination Act 1992

 Racial Discrimination Act 1975

 Sex Discrimination Act 1984.

States and territories have their own anti-discrimination laws.

R ea d

In a small group, use the Internet to:

 learn more about each of the Federal Acts

 identify and learn about anti-discrimination laws specific to your state or

territory

 look for cases in your industry where discriminatory practice has been
reported on.

Take notes about what you learn.

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Di s cu s s

As a class, share the case/s you identified and talk about how the actions in the
case were discriminatory. Share your thoughts about other ways in which
discriminatory practice may occur (where consciously or unconsciously) in your
industry.

Your trainer will facilitate the discussion.

Hu m a n r ig h ts
Human rights inform our anti-discrimination laws. There are, in fact, a set of basic rights and
freedoms that apply to all people. This document is called the Universal Declaration of
Human Rights and was proclaimed in December 1948. It was developed in consultation
with people across the world from different legal and cultural backgrounds.

R ea d

Comprehensive information about human rights can be found here:

 https://humanrights.gov.au/about/what -are-human-rights

 https://www.un.org/en/universal-declaration-human-rights/index.html

 https://humanrights.gov.au/our-work/rights-and-freedoms/rights-and-
freedoms-right-right

 https://humanrights.gov.au/education/human-rights-explained-fact-sheets

 https://www.humanrights.gov.au/sites/default/files/content/letstalkaboutright
s/downloads/HRA_older.pdf

Do some research about which human rights are commonly violated.

Di s cu s s

Discuss some of the human rights problems faced by people who are accessing
community services in Australia.

H u m a n ri g h ts v e rs u s h u m a n n e e d s ?
It’s important to realise that these two factors are different, but are connected. Human
needs are those things that we require in order to survive and life a healthy life – some
examples are food, water and shelter. If these things are taken from us, we will not be able
to survive. Human rights allow us to obtain those things that we need.

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Di s cu s s

Your trainer will give you some human needs. See if you can identify the human
right that allows you to have that need satisfied.

Your trainer will put you into groups for this task.

H o w d o w o rk p l a c e a d d re s s h u m a n ri g h ts a n d th e i r l e g a l
o b l i g a ti o n s ?
Workplaces must adhere to those laws that you have researched. They are also required
to uphold the rights of their employees and clients. When you start a new job you will have
to go through an induction, in which you will learn about the policies, proced ures and
process of your organisation.

Workplaces will have policies, procedures and codes of conduct in place so that all
employees are aware of their legal obligations in this area. You will generally find the
following documents available:

 Code of ethics/code of conduct

 Inclusion/diversity policy and procedure.

Furthermore, the workplace will have requirements in place about maintaining

competence, which will include guidelines around the types of training that needs to be
undertaken (for example, you may be required to undertake cultural awareness training or
similar).

R ea d

Research the internet and find examples of relevant policies and procedures and
codes of ethics/conduct that are implemented by community services
organisations.

Take notes about what you learn.

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Appreciate diversity and

inclusiveness

Feeling welcomed and included has a huge positive effect on everyone – whether you
are an employee or a person who is receiving support.

Discrimination, bullying, and harassment in the workplace are ongoing issues.

Employees experiencing discrimination, prejudice, and exclusion at work can feel hurt,
disengaged and dissatisfied at work. Discrimination contributes to an increased risk of
anxiety, depression and self-harm for many Australians.

The Diversity Council Australia suggests workers from culturally diverse backgrounds are up
to three times less likely to see their workplaces as being inclusive.

Diversity and inclusion are often mentioned together when descri bing a workplace. They
can be defined as:

A diverse workplace An inclusive workplace

• Includes people from different types of • Is where a diverse range of people are
ethnicity, cultural background, gender encouraged to contribute their individual
identity, age, language, sexual skills, knowledge and background to the
orientation, religion/belief system, family organisation.
responsibilities, education, socio-
economic background, and marital
status.

Workplace diversity is defined as understanding, accepting, and valuing differences

between people of different races, ethnicities, genders, ages, religions, disabilities, and
sexual orientations, as well as differences in personalities, skill sets, experiences, and
knowledge bases.

The idea behind workplace diversity is that a workplace reflects the makeup of society in
general.

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As an employee you can value and respect diversity and inclusiveness across all areas of
your work:

Understand your organisation’s vision, goals and values

Be actively engaged in diversity inclusion practices

Participate in consultations, surveys or feedback mechanisms on diversity in the

workplace

Include and be inclusive in your work practices by not excluding people because of
their differences.

Adhere to diversity policies and procedures

Actively show that you are inclusive

Develop your own cultural awareness

Resist imposing your own values

Avoid stereotyping

Learn to appreciate other people’s values and diversities

Do not discriminate

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CHC52015 Diploma of Community Services

W a tch

This great video from Accenture shows the many dimensions to inclusivity in the
workplace.

Inclusion Starts With I (03:27)

https://www.youtube.com/watch?time_continue=99&v=2g88Ju6nkcg

Write down your key takeaways from the video.

Discuss the following in class:

How can you value and respect diversity and inclusiveness when you are looking
after and supporting a person:

 With a disability

 From a different culture

 With a different gender identity.

Your trainer will facilitate a class discussion about the outcomes of the video.

D ev elop in g w or kp la ce a n d p r ofession a l
r ela tion sh ip s
How can you contribute to diversity and inclusiveness in the workplace?

Promoting and participating in inclusivity, creating a workplace culture that values

differences and being aware of your own biases and perspectives can all help to develop
professional relationships that are based on the appreciation of diversity and inclusiveness.

An organisation or support service agency may have strategies in place to support

inclusiveness and diversity in the workplace. Such as:

 Flexible work options are available to all staff, including comprehensive parental
leave policies for both men and women.

 Being aware of different cultural practices and special needs of employees and
making adjustments where appropriate.

 Taking steps to prevent discrimination and harassment in the workplace.

 Implementation of diversity policies and procedures.

As an employee it would be your role and responsibility to meet your obligations such as:

 Implementing diversity policies and procedures

 Following recruitment and selection processes

 Duty of care to clients.

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CHC52015 Diploma of Community Services
Furthermore, there may be opportunities when you are working, to contribute t o the
development of professional relationships by:

 Discussing diversity issues with colleagues or supervisors

 Promoting the benefits of having a diverse and inclusive workplace.

 Identifying and addressing any unconscious bias in recruitment, retention and

promotion that may be preventing particular groups of people from joining or staying
at your workplace.

 Valuing individual skills colleagues bring, including language skills and international
experience

 Structuring work teams so they are ethnically, racially and gender-balanced

 Encouraging collaboration and respect between work colleagues.

Sa fe w or k p r a ctices
It is an organisations responsibility to provide a safe and healthy environment for
employees as well as clients.

This can include hazards and risks are minimised, education and training in safe work
practices and also ensuring that employees understand their responsibility for their own
health and safety in the workplace.

Creating safe work environment will include implementing safe work practi ces such as:

 Workplace health and safety

 Implementation equality in the workplace.

 Discrimination policies and procedures

 Selection and recruitment policies

 Equal opportunity policies and procedures

 Conflict resolution policies

 Bullying and harassment policies

For example, an equal employment opportunity policy can support an organisation to

ensure that the workplace is:

 Free from all forms of unlawful discrimination and harassment

 People are treated fairly and not disadvantaged because of their age, sex, disability,
race, colour, ethnic or religious background, descent, nationality, marital status, carer
responsibility or sexual preference.

 Employees have equal access to benefits and conditions

 There is a fair process to deal with any work-related grievances or complaints.

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CHC52015 Diploma of Community Services
There may be strategies in place to promote and achieve workforce diversity such as
through a disability inclusion strategy or Aboriginal employment strategy which actively
seeks to include people with disabilities or of indigenous and cultural backgrounds.

Furthermore, you may need to identify the potential needs of marginalised groups. This
could include:

 Protective factors such as financial or accommodation support

 Physical, mental and emotional health issues/care needs differ fro m those from
different cultural groups. For example, high mental health issues or high levels of
alcohol and drug abuse.

 Consideration of impacts of discrimination, exclusion and negative attitudes which

can be due to social or public comment, inability to access venues and the need for
counselling and support due to trauma.

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R es ea r ch

Do some research and learn more about marginalised groups in Australia and
protective factors.

Take notes about what you learn.

Your trainer will facilitate a class discussion.

A b or ig in a l a n d T or r es Str a it Isla n d er p eop le

You will care for many different people in the community services sector from many
different cultures. Some of these will be Aboriginal and Torres Strait Islander people. It is
important to understand their history and their stories.

W a tch

Watch the following videos:

 https://www.youtube.com/watch?v=9y1T3JfzRGE

 https://www.youtube.com/watch?v=p7FU8zuHaHg

 https://aiatsis.gov.au/explore/articles/indigenous-australians-aboriginal-and-
torres-strait-islander-people

You should also read the information on this website:

https://aiatsis.gov.au/explore/articles/indigenous-australians-aboriginal-and-
torres-strait-islander-people

R ea d

To learn more about Aboriginal and Torres Strait Islander culture, read through
the following information:

 Intergenerational trauma:

https://australianstogether.org.au/discover/the-wound/intergenerational-
trauma/

 Cultural relationships:

http://shareourpride.reconciliation.org.au/sections/respectful -relationships/

 Cultural awareness:

http://shareourpride.reconciliation.org.au/sections/our-culture/

 Birth and death:

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http://www.environment.nsw.gov.au/nswcultureheritage/SpiritualPlaces.htm

 Aboriginal Protocols (published by Oxfam):

https://www.reconciliation.org.au/raphub/wp-
content/uploads/2013/03/respect-aboriginal-and-torres-strait-islander-
protocols-oxfam-australia.pdf

 Mourning ceremonies:

http://www.indigenousaustralia.info/culture/mourning-ceremonies.html

 Cultural protocols in relation to deaths in Indigenous communities:

https://apps.indigenous.gov.au/cultural_protocol.htm

Take any notes to summarise what you have read and keep for future reference.

R ea d

Work in small groups and research the following:

Why are the following warnings given:

 Aboriginal and Torres Strait Islander people should be aware that this
document/website may contain images or names of people who have
since passed away.” (OXFAM)

 “Aboriginal and Torres Strait Islander viewers are advised that this website
may contain images and voices of people who have died.” (ABC)

 “WARNING: Aboriginal and Torres Strait Islander viewers are warned that the
following program may contain images and voices of deceased persons.”
(ABC)

 “Please note that images of deceased Indigenous people are contained

within this exhibit [or within this collection]” (via South Australia Community
History regarding museum exhibitions/displays)

Your trainer will facilitate a class discussion, where you can share your responses
and findings.

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Communicate with diverse people

Resp ectfu l com m u n ica tion

People can and do communicate in a variety of ways and it is important for you to
understand how to communicate with each person you will be working with, as well as the
people that you will be supporting.

When you are communicating with people, you should be aware of their communication
needs and ensure that you treat them with respect and consideration.

Diversity in communication may include people who:

 have English as their second language

 are hearing impaired

 are sight impaired

 have a learning disability

 have a physical disability

 are unable to verbally speak

 have a condition that affects their speech

 have been diagnosed with mental illness

 are from a different culture, nationality or background.

Effective communication techniques can help you to develop trust and goodwill, for
example:

 using active listening techniques to confirm understanding.

 using non-verbal communication to assist with understanding

 speaking clearly and concisely

 asking questions to identify the required information

 responding to questions as required.

Being respectful of a person’s communication’s needs can help you to build rapport, trust
and confidence; show sensitivity, demonstrate inclusivity and maintain an effective
relationship.

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W a tch

Watch the following videos and write down your key takeaw ays from each:

Understanding communication skills (02:54)

https://www.mindtools.com/CommSkll/CommunicationIntro.htm

Communication skills (35:00)

https://www.youtube.com/watch?v=3FfaPhCKZew

https://www.youtube.com/watch?v=Gaj3Xl9vasc

Avoid Stereotypes while communicating (01:51)

https://www.youtube.com/watch?v=XUO59Emi3eo

Communicating with Older Adults (02:54)

https://www.youtube.com/watch?v=g_0bKBXOvGU

Discuss the following in class:

 How can the ageing process in older adults impact communication

between you and the older person you would care for?

 How can you build and manage relationships with older persons?

The trainer/assessor will facilitate a class discussion about the outcomes of the
video.

Di s cu s s

Brainstorm and discussion. Work in pairs and discuss your responses before
providing some clear points for presenting in a group discussion to the class.

For each of the following provide an example for effective communication and
building trust (you can make some assumptions if required to support your
response):

 Speaking with a client about their personal preferences for support services.
The client has suffered a stroke and has a number of learning and
communication difficulties.

 Communicating with a colleague who speaks English as a second

language.

Your trainer will facilitate a class discussion.

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R ea d

Read the following article on how to build relationships between caregivers and
patients:

https://www.accessiblehomehealthcare.com/blog/how -to-build-relationships-
between-caregivers-and-patients/

Discuss the following in class:

 Explain how developing trust and goodwill with an older person can benefit
communication?

 Describe how you could build trust and goodwill with people from diverse
backgrounds that you care for, through:

o Compassion

o Understanding their likes and dislikes

o Respect.

Take any notes to summarise what you have read and keep for future reference.

U sin g effectiv e v er b a l a n d n on - v er b a l
com m u n ica tion
Verbal and non-verbal communication can support you to establish an effective working
relationship with people.

Verbal communication could be one on one with a person, using a third party, within a
meeting, public speaking, creating a video or general informal conversation.

When verbally communicating with som eone you should be aware of their needs and
consider the way in which you are speaking, such as:

The tone of your voice

How quickly or slowly you are speaking

The volume of your voice

The language that you use

The vocabulary used including acronyms, jargon or terms that are specific to an
industry

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Effective verbal communication must consider the needs of others, some strategies for
supporting this include:

Finding out the best form of communication with the person, if support is required and if so
how that will affect your approach.

 Using additional time for exchanges in information.

 Choose the most appropriate level of language to use.

 Using active listening skills.

 Finding out a person’s level of understanding when communicating.

 What type of communication strategies are the best to implement.

 Be patient and have empathy for the person with whom you are communicating
with.

 Some people with severe disabilities may have difficulty with communication because
of their feelings and symptoms, limitations in interpreting internal cues or because of
physical boundaries.

 Ensure that the environment or area you are communicating suits the situation.

Non-verbal communication includes body language, facial expressions and the way in
which you show active listening. For example:

 Facial expressions

o Eye contact

o Smiling

 Body movements

o Posture

o Gestures

o Touch

o Positive body language

o Nodding

 Personal space

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

 If you are empathetic

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Both the spoken and written language can often demonstrate discriminatory feelings and
attitudes towards particular individuals or groups of people. This can be the way someone
is spoken to or how information is provided for example. Using non-discriminatory
language, requires people to consider:

 The feelings and attitudes of others

 Their own feelings and attitudes

 Using language which does not discriminate against anyone unfairly

 Avoiding stereotyping, using jargon or acronyms

 Adapting information so that it can be understood

Language, both spoken and written, within a professional context could be:

 Between staff of the same organisational responsibility

 Between staff with different levels of organisational responsibility

 Clients

 Carers and their families and friends

 Health care professionals

 Supervisors

 External organisations

 The general public.

Always consider your non-verbal communication as well as your verbal communication!

W a tch

Communicating with older people (02:54)

https://www.youtube.com/watch?v=g_0bKBXOvGU

Discuss the following in class:

 How can you build and manage relationships with older people?

 How can positive body language help you communicate effectively?

 What are active listening skills and how can you implement these when
communicating with a client and with health professionals over the
telephone?

Your trainer will facilitate a class discussion.

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G r ou p wor k

Work in small groups. Complete the following table by providing communication

tips for working with each person below:

 An older client with hearing difficulties

 A person with learning difficulties

 Someone who is of a different culture and English as not their first language

 A person who communicates through an assistive device.

Suggested communication tips

Establishing rapport

Choosing appropriate
language

Listening

Explaining clearly

Non-verbal
communication

Your trainer will facilitate a class discussion, where you can share your responses
and findings.

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Effectiv e com m u n ica tion str a teg ies for la n g u a g e

b a r r ier s
There can be a number of language barriers that can exist when communicating with
people.

For example, people with intellectual or development disabilities, people whose disabilities
directly affect their speech, hearing, sight, people who are older with dementia, people
with English as their second language, people from a different culture, skill level of peoples
learning and development.

Overcoming communication difficulties across cultural and linguistic barriers may be

achieved by:

 using clear and simple language

 prioritising and sequencing your instructions

 maintaining a normal volume

 paraphrasing

 responding appropriately to emotions

 providing opportunities for questioning and clarification

 using an interpreter

 employing the use of communication aids

 using imagery such as pictures and diagrams.

You might use the following strategies to communicate with people in their own language:

 learning some of the keywords

 utilising communication aids or apps

 involving relatives or friends to assist where appropriate

 understanding the importance of body language

 using an interpreter.

Some strategies used to improve communication may require people with specialised
training, such as:

 professional interpreters

 professional translators

bilingual health care staff

 interpreter services.

Language barriers can also include the use of jargon or inappropriate language for a
particular culture, using language that offends a person because of their race, gender
identity or sexual orientation.

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R ea d

Review the following tips for communicating with people from other cultures:

http://www.goldcoast.qld.gov.au/documents/bf/CrossculturalFactSheet.pdf

Take any notes to summarise what you have read and keep for future reference.

G r ou p wor k

Work in small groups. Research the following:

1. A local interpreter who could be provided for a person who is hearing

impaired.

2. Some communication strategies that could be used to support a person who

has Mandarin as their first language.

3. Identify four language barriers that you may come across working in an
aged care facility. For each provide communication strategies that will
support effective communication.

Your trainer will facilitate a class discussion, where you can share your responses
and findings.

W a tch

Cultural safety and communication (08:10)

https://youtu.be/PfrIW9EUi4g

Intercultural communication (01:55)

https://www.youtube.com/watch?v=PSt_op3fQck&list=PLYMqGFx6wu16iS7heak7
V3p1827x9ZwVg

Write down your key takeaways from the video.

Your trainer will facilitate a class discussion about the outcomes of the video.

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In ter p r eter s, tr a n sla tor s a n d oth er

com m u n ica tion su p p or t
It may be that you will be required to use an interpreter, translator, technical aid or
software that can support a person’s communication needs.

Working in the support service industry, it is likely that you may be working with clients from
a diverse range of cultural and linguistic backgrounds. This could include people speaking
a different language or requiring some type of support.

It is important that you seek assistance from people who can provide this support, ensuring
that what you are communicating can be clearly understood and to also ensure there are
no language barriers.

You may require the services of an interpreter or translator. This could be a trained
professional or possibly a family member or friend.

Professional interpreting and translating is a specialised skill requiring comprehensive

training. This is quite different to being able to speak many languages or understand
signing. Not only are interpreters and translators trained in the field of linguistics, but they
may also have extensive training in other specialised fields such as medicine or counselling
for example.

Furthermore, the communication support needs could include the ability to use a piece of
equipment, software or a technical assistive device. If you are unable to use these then
you would need to seed the assistance of someone trained in the specialist area of
technology being required.

A professional interpreter may be used for:

 Developing an individualised care plan

 Explaining a procedure or service option

 Medical consultations

 Treatments

 Discussing test results

 Care planning with a family member

 Providing legal, financial or confidential advice.

A cti vi ty

Research how you should communicate with clients who are using an
interpreter.

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A cti vi ty

Communicating with older people who have diverse needs:

https://www2.health.vic.gov.au/hospitals-and-health-services/patient-
care/older-people/comm-topics/communication/communication-needs

 Reflection question: What are some culturally appropriate approaches to

use when communicating with elderly people of indigenous background?

Diversity and inclusion: A beginner’s guide for HR professionals:

https://ideal.com/diversity-and-inclusion/

Diversity is nothing without an inclusive workplace culture:

https://www.servicefutures.com/diversity-nothing-without-inclusive-workplace-
culture

Workplace diversity and inclusion (Working for Services Australia):

https://www.servicesaustralia.gov.au/organisations/about -
us/careers/workplace-diversity-and-inclusion

 What work practices can you use to support diversity and safe environment
for both colleague and clients?

Ways to better communicate in today’s diverse workplace:

https://hbswk.hbs.edu/archive/seven-ways-to-better-communicate-in-today-s-
diverse-workplace-seven-tips-for-communicating-in-today-s-diverse-workplace

Strategies for inclusive communication:

https://www.plu.edu/dss/wp-content/uploads/sites/159/2014/10/strategies-for-
inclusive-communication.pdf

When culture doesn’t translate:

https://hbr.org/2015/10/when-culture-doesnt-translate

Cultural misunderstandings:

https://hbr.org/2015/10/when-culture-doesnt-translate

 Consider your own culture and first language spoken. How can you use
verbal and non-verbal communication to support, develop and maintain
effective relationships within a diverse workplace, including colleagues and
clients?

Your trainer will facilitate a class discussion.

Take any notes to summarise what you have read and keep for future reference.

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Promote understanding across

diverse groups

Com m u n ica tion m isu n d er sta n d in gs a n d

d ifficu lties
When you are working in a socially and culturally diverse environment, you may encounter
conflict, misunderstandings and other difficulties that could lead to a breakdown in
support and care.

If an issue arises that causes difficulty or misunderstandings, you will need to consider the
impact that this may cause. Some issues could arise from:

 Cultural ignorance and insensitivity

 Lack of awareness of different societal lifestyle practices

 Differences in cultural practice

 Differences in perception of illness and treatment

M i s c o m m u n i c a ti o n a n d m i s i n te rp re ta ti o n
One the most common causes of cross-cultural or social misunderstanding and conflict is
miscommunication and misinterpretation of meanings.

This may arise when an individual reacts negatively toward another, based upon
differences in their cultural, social or linguistic background or ability. This may be
manifested by:

 A language barrier

 A misunderstanding of cultural appropriateness

 Misinterpretation of information or communication because of cultural differences

 Inappropriate comments

 Touching a person or violating their space

 Offensive language

 Commenting on a person's physical appearance

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 Ignoring or isolating behaviour

 The way a person is addressed

 Inappropriate or derogatory comments towards a person’s culture or background.

The impacts of social and cultural diversity because of a misunderstanding or

misinterpretation can cause a person to feel:

 Discriminated

 Intimidated

 Upset

 Belittled

 Angry

 Isolated.

Conflicts, misunderstandings and misinterpretation may occur between clients, staff, family
members, carers, health professionals or supervisors.

This can lead to people not providing necessary information needed to provide them with
the best care, or conflicts arising in the workplace.

When working within the support service industry, it is important to have a knowledge of
what is considered to be appropriate behaviour, good manners and how to effectively
communicate with people who have diverse needs.

Promoting these effectively will help to develop a harmonious working environment with
other staff and clients as well as helping to ensure that what you want communicated is
done so in a culturally and socially acceptable manner.

R ea d

Read the following article which discusses Culture and Conflict:

http://www.beyondintractability.org/essay/culture-conflict

Take any notes to summarise what you have read and keep for future reference.

W a tch

How effective healthcare communication contributes to health equity (US)

(07:14)

https://www.youtube.com/watch?v=dOZLf-RYvHk

Write down your key takeaways from the video.

Your trainer will facilitate a class discussion about the outcomes of the video.

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R ea d

Byalawa resources are research-based multimedia learning and teaching

resources for working with indigenous patients and clients. There are a number of
resources, learning materials and videos:

http://www.byalawa.com

As an example of promoting understanding in communication, Queensland

Government Health Care have created a handbook for caring for Muslim
patients:

https://www.health.qld.gov.au/__data/assets/pdf_file/0034/155887/islamgde2ed.
pdf

Take any notes to summarise what you have read and keep for future reference.

Sen sitiv ely r esolv in g d iffer en ces

Community services can deal with a diverse range of people with a broad range of needs
and expectations. Their expectations are largely determined by:

 cultural background

 socio-economic factors

 health and lifestyle factors

 age

 personality

 area of interest

 religious beliefs and spiritual values

 disability/mental health

 gender.

You will need to make an effort to sensitively resolve differences, taking account of
diversity considerations.

All people should be treated as individuals. However, there are some common
expectations when clients are accessing a service. Clients all need:

 to feel welcome and respected

 to be dealt with in a friendly, efficient and courteous manner

 to receive help and assistance when needed

 to be in clean, comfortable to and understood.

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To resolve a difference, you will need to take account of a person’s diverse needs and the
situation.

If you need to communicate with a person because they are making a complaint ensure
to use active listening and questioning, positive body language, ap propriate verbal
communication and show empathy. The following are steps which can be broadly
followed to support resolving a difference that has arisen from a miscommunication or
interpretation:

 Establish the nature of the complaint

 Try to calm the person down by apologising or summarising their complaint

 Try to resolve the complaint

 Ensure to follow up the complaint and provide feedback on the outcome

 Refer any unresolved issues.

Always be friendly, polite, and helpful; and try your best to resolve the pr oblem if you can.

You may need to show sensitivity because of a person’s diversity when you are resolving
differences. This may require you to empathise with the person and use communication
that takes account of diversity considerations.

A d d r essin g d ifficu lties a n d seekin g a ssista n ce

If difficulties emerge from miscommunication or misinterpretation, if a client complains, or
you are trying to resolve a problem, you should always try to offer a solution.

However, if you cannot directly fix the problem, you could offer a temporary resolution to
try and keep them satisfied. Lastly, you may need to seek some further assistance.

You may not be able to resolve a complaint because:

 The client is not prepared to negotiate

 The client is angry, aggressive, threatening or intimidating

 The solution is beyond your authority to act upon

 There is a lack of understanding in relation to the complaint

 There is a language misunderstanding

Sometimes, an issue may need to be referred to someone with a different authority level. If
this is the case it should be done so to the appropriate person, as soon as possible. This
ensures that the complaint is not ignored and so that the person can see that action is
being taken.

Further assistance might be from a:

 supervisor or senior manager

 colleague

 specialist expert such as a counsellor

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 family member or carer

 member of the healthcare team.

In some cases, people can feel frustrated and may even become hostile if the matter is
not dealt with effectively. Here are some ideas you can apply to help reduce client
frustration:

 Record the facts or observe the situation

 Ensure the client does not have to repeat the story to further people, for example, if a
phone call, ensure you take down all the information so that this doesn’t need to be
repeated.

 Escalate the situation as soon as you think it may become hostile, keeping in mind
that hostile clients may be best calmed down by referring to a supervisor. (People
tend to behave less aggressively when they speak to a supervisor).

 Ensure that whoever is assisting you with the situation, understands the facts, and the
emotional state of the client.

 Before referring, make sure you understand what the client has requested or made
clear that they want.

You may find the situation needs recording and going through a formal process using
organisational policies and procedures.

A cti vi ty

Research the following:

 A complaints procedure used in a community services organisation.

 An appropriate response procedure that could be used where a client is

angry with a carer due to a culturally sensitive situation.

 Effective communication skills that could be used to handle a client who is

frustrated when you do not understand what they are trying to say.

Your trainer will facilitate a class discussion, where you can share your responses
and findings.

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Review and assessment

The content of this unit has now been covered.

R e v i e w a n d c o m p l e ti o n
Allocate time for students to complete any outstanding activities, reading, role plays,
meetings, presentations or further tasks that require observation or submission to the
trainer/assessor.

The trainer/assessor should allow time to review any topics or activities undertaken by
students to consolidate their learning.

D i s c u s s th e a s s e s s m e n t ta s k s
Take time to discuss each task in detail if required and ensure that the students understand
the assessment procedures, submission instructions and deadlines.

Students should use these sessions to work on their assessment tasks, with support from the
trainer/assessor where relevant. Reasonable adjustment should be made where
appropriate.

S u p p o rt
The trainer/assessor should provide as much support as is appropriate for students whil e
they undertake their assessment tasks. The trainer/assessor may have to timetable
meetings or role plays that require observation for assessment, therefore it is important to
ensure this has been considered into the lesson planning.

H ous ekeeping
Provide some time at the end of the last session for housekeeping such as administrational
duties, student feedback and farewells.

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