Community and Family Studies

Research
Methodology

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 Community and Family Studies

Past Knowledge
Wellbeing
S Social Wellbeing
P Physical Wellbeing
E Emotional Wellbeing
E Economical Wellbeing
C Cultural Wellbeing
S Spiritual Wellbeing

Needs and Wants

S Safety and Security
H Health
E Education
S Sense of Identity
E Employment
A Adequate Standard of Living

Research Fundamentals
Purpose of Research
I. To advance knowledge
II. To increase understanding
III. To educate others
IV. And to inform practice

Focus of Research
• Question - the focus of research is on evaluating existing information and assessing what is not known or what has been
left out
• Eg. what are the physical impacts of anxiety on an adolescent
• Hypothesis - a problem, question or statement that one proposes to test through research; it is usually a positive
statement of what the researcher expects to find out; this could ultimately be proven or not proven, depending on the
research results.

P Population of Interest - narrow the population by age or another characteristic

I Issue of interest for the IRP
C Comparison between variables to be researched
O Outcome of the comparison
T Time

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Sampling
The term ‘sampling’ means the characteristics of the chosen quantity of people involves the availability of and chosen.
The term ‘methods’ means how the sample group is chosen. A handful of methods exist for selecting a sample group.

METHODS
Random The researcher is not discriminatory in choosing the sample, everyone in the population has an equal
chance of being chosen.
Systematic The researcher chooses a desired sample size, choose names, but the candidates are random - there is
no great connection between them.
EXAMPLE : every fifth name or on the basis of five people from each suburb
Clustered The researcher includes subgroups in the sample
EXAMPLE : one year 11 CAFS class from all NSW schools. They use a cluster of students from each
school, and the students in the cluster have commonalities between them.
Convenience The researcher chooses the members of the sample  group because they find it easy to choose them
EXAMPLE : for a school assignment, a student might have to give 5 people a questionnaire and they
decide to choose their 5 best friends, or 5 members of their immediate family, to complete it
Stratified The researcher categorises the population into groups such as ‘male/female’, ‘married/unmarried’ and
'smoker/non smoker’ and randomly chooses a sample each group.

SAMPLE GROUPS
• Final group of individuals the researcher has chosen to participate
• Includes diverse group of people who differ based on factors such as their age, sex, geographical location, religion,
occupation and interests
• Group should be chosen so results are unbiased and responses will be a true indication of how the greater population
would respond
• Eg. if a researchers topic is about women’s body image in the media he will select all women of different age, location,
religion and occupation

SAMPLE SIZE
• Depends on scale of study
• EXAMPLE : a student who is sampling their peers for their IRP might have access to 20 interested respondents,
whereas TV-network representatives who are sampling the network’s viewers might have access to thousands of people
• The larger or more diverse the sample is, the more accurate the results are likely to be
• EXAMPLE : survey of Australia’s opinion of health involves all of Australia (big sample size) compared to an IRP for
CAFS includes a small sample size of 25 and a 10 week period

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Types of Data
PRIMARY AND SECONDARY DATA
Method Pros Cons
Primary Data is collected first hand by • Questions that the researchers ask are tailored • Expensive to conduct
the researcher; the information is to elicit the data that will helped them with the • Long time process
obtained directly by observing behaviour specific purpose of their research study
or asking people questions. Eg interview, • Original
case study, observation, questionnaire • Collected firsthand from individuals or groups
how have been questions, surveyed,
interviewed, or observed
Secondary Data is based the finding of • Readily available • Must be scrutinised
other people’s research and found in • Usually less expensive to obtain well to find the
reports, records or statistical information • Can be analysed in less time relevant information
that were gathered and recorded by
someone else. Eg. literature review, parts
of a case study

QUALITATIVE AND QUANTITATIVE DATA

Type of Data Advantages Common Research Methods
Qualitative Data is subjective data that comes Subjective data can provide words and • Observations
from research that collects facts and images to help us understand more • Interviews
information regarding people’s beliefs, feelings, about the ‘why’ and ‘how’ of a situation, • Focus Groups
attitudes and opinions to gain insight into the and gives examples to fill in the details • Case Studies
area
Quantitative Data is objective data that comes Objective data can provide a good • Questionnaires
from research that collects facts in the form of outline of ‘what’ is happening in a • Surveys
numerical data, which can then be analysed situation. it is more objective and • Experiments
using counting, measuring, and graphing reliable, and subject to less bias than
qualitative research

Sources of Data
INDIVIDUAL AND GROUPS
• Individuals may include your teacher, family members, friends, neighbours, experts, or specialists in particular areas.
• Groups can include professional organisations, not-for-profit groups, government agencies, specialist groups, and
medical and health authorities.
• Collect and record data from individuals and groups by various means in the form of interviews or questionnaires
• Primary
• Eg. they might be trying to access information about ‘youth crime’ and therefore talk to local police officers, local
council leaders and youth-hostel managers

PRINT AND DIGITAL

• Any information that can be access in hard-copy form or electronically as an aid to the research process
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• Has to be reliable and correct
• Gathering from the internet can be bias and misguiding
• Eg. using Wikipedia is not reliable as all people can edit data
• Case study and literature review
• Print - books, newspaper, magazines
• Digital - social media, blogs, web pages

CRITERIA FOR EVALUATION CREDIBILITY OF PRINT AND DIGITAL SOURCES

Criteria Possible Evaluation Questions to Consider
Authority • What are the author’s credentials?
• Is the information published by a reputable authority? Are the sources properly cited?
• Does the URL look reputable
Accuracy • Is the text well written, without spelling and punctuation errors?
• Is the information accurate? Accuracy can be reinforced if a source seems similar to other sources
Currency • When was the source published? Is it up to date? There should always be dates listed. Check the
date of publication, the date of the last update, and the date the research or statistics were gathered
Purpose • What is the purpose of the information? Is it objective or factual? Does it state an opinion or try to
influence? Who is the intended audience (scholars, researchers, general public?)
Relevance • Is the source related to your topic? Does it provide you with further information?

Reliability and Validity

• Reliable and valid data hits the mark. It is consistent and measures what it intends to
• Reliable but invalid data tends to cluster. It is consistent but does not measure what it intends to
• Unreliable and invalid data misses the mark. It is inconsistent and does not measure what it intends to

Reliability • Reliable method - if used by other researchers under similar conditions, will produce the same or very
similar results
• Systematic and organised
• Consistent results overtime
• By achieving reliability, accurate research is achieved
EXAMPLE: Australian census is reliable as its nation wide

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Validity • How well the research method measures what it is supposed to measure
• Only achieve if results of research obtained correctly
• Selecting most appropriate research method(s) and using them correctly
• Combination of primary and secondary data helps increases validity
• Dependent on the reliability of data + how accurately data is interpreted
• Informed assumptions and generalisations rather than value judgements or biased views
EXAMPLE: references in both bibliography and appendix

Ethical Behaviour
There are certain ethical considerations to bear in mind when conducting research. When people are involved in research, it
is important to consider their feelings and all aspects of privacy. Ethical considerations that must be made by a researcher in
developing and implementing research methods:
• Privacy
• Respect
• Confidentiality
• The right to remain anonymous
• Integrity
• Objectivity

R Respect
I Integrity
P Privacy
B Bias

Respect • As voluntary participants in research, individuals have rights that must be respected. During
research, you should:
• Plan your questions that are worded carefully so that they are not too personal and do not cause
distress or offend
• Make sure that you have voluntary participation and informed consent - an individual must be
made aware of the nature of the study and what is involved, and have given their verbal or written
consent. If you are using children as subjects, it is necessary to obtain permission from the parent
or guardian of each child
• Offer the opportunity for the participant to see the final report and its findings
EXAMPLE: especially in the case of controversial or emotional topics (anxiety/depression) the
researcher should take care to consider the respondents feelings
Integrity • A researcher must be honest and truthful because they are accountable for undertaking and
presenting research without changing, modifying or suppressing any material
• Data should be presented without bias or distortions and, if bias or subjectivity does occur, this
should be mentioned with the interpretation or analysis of data.
• Making certain that the entire research process is thorough, reliable and valid will also contribute to
its integrity.
EXAMPLE: Sarah wasn’t maintaining integrity when she completed her own questionnaires

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Privacy The right to privacy is a paramount consideration in relation to ethics. Privacy can be protected and
confidentiality and anonymity assured by:
• Asking for permission prior to carrying out any primary research or recording any data using
equipment such as digital video camera or smartphone
• Selecting numbers or letters to label research responses so that participants cannot be identified on
the basis of their responses
• Ensuring that data and opinions are not revealed to others
• Processing raw data so that collective information is included in reports
• Carefully storing data during research process and then shredding data prior to disposal
EXAMPLE: need to ensure privacy when studying a topic on illegal drugs; this will be successful if she
refers to them as A/B in interviews
Bias • Bias can occur when the researcher or data are influenced in favour of one point of view or angle.
EXAMPLE: a woman who is researching religion might have a preconceived view about the subject. If
she uses her idea to influence research she will be demonstrating bias

Research Methods
L Literature Reviews
O Observations
Q Questionnaires
I Interviews (structured and unstructured)
C Case Studies

Research Method Description Ethical Behaviour

Questionnaires A set of formally prepared questions that seek information on a person’s Don’t ask personal
(open and closed knowledge, beliefs, feelings, opinions questions
questions)
• More cost efficient to conduct
• Doesn’t always comply with time frame
• Limited answer choices
• Participants all receive the same set of questions without variation
• Can reach a wide variety of people
• Standardisation in responses difficult
Structured A conversations between two or more people in which the interview has
Interviews been planned with a set of predetermined questions developed by the
researcher

• Can sometimes show bias

• Observations can take place throughout the
• Open ended questions can be asked
• process
• Time consuming
• Participants may feel intimidated

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Unstructured A discussion between two or more people in which the interview is more Must ask
Interviews informal, with the researcher planning areas for discussion without permission to
developing the actual questions record interview

• Can be flexible and questions can be reviewed during process

• Open ended questions can be asked
Case Studies A deep analysis of a situation Must ask for
permission, be
• Detailed investigation of an issue respectful (of
• Data collected from various sources. These include interviews, reports, privacy)
questionnaires, investigations, etc
• analyses and generalises about a topic
• Often the results of a case study are subjective
• Greater detail of a point that may have been illustrated in previous
research findings
Observations A process of watching and recording the behaviours of participants; the Ask permission,
researcher may be a participant or non-participant in the research activity don’t get too
involved, respect
• Measure the behaviour and interactions of people in particular situations privacy
• Observers can be participants or non-participants
• Participants interact with the group being observed and non-participants
just watch
• Observations can be recorded descriptively to obtain qualitative data or
in the form of rating scales, or checklists, to obtain quantitative data
• Researcher watches and listens to everything and records what is seen
and heard
• Data collected is analysed and interpreted to draw out the key facts and
seek to answer the research question.
Literature Reviews A logical and methodical way of organising the already existing body of Acknowledge
knowledge about a topic source, use
credible sources
• Conducting a literature search involves locating relevant information
from primary and secondary sources, using key words to focus the search
in the right area
• Search for articles should include a collection of articles from various
sources of other people’s research
• Articles collected should be reviewed, summarised and analysed to be
included in the final report. This information needs to be recorded in a
diary
• Articles must be referenced appropriately
• Seeks to support the hypothesis or question being answered.

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Research Process
Steps What to do
Planning Research 1 Managing resources - being organised
2 Formulating a research proposal
3 Considering ethical behaviour in research
4 Proposing suitable research methods and sampling method and size
5 Developing the IRP project plan - submitting it for marking as required
Conducting Research 6 Accessing sources of data
7 Collecting and recording data
8 Documenting actions and issues - writing in your project diary and
submitting it for marking as required
Interpreting Research 9 Presenting research findings - as graphs
10 Analysing research results
11 Drawing conclusions from research
Presenting Research 12 Completing the organisation and presentation of your research project
13 Assembling your bibliography
14 Finalising your appendix

Planning for Research

FORMULATING A RESEARCH PROPOSAL
The initial summary and outline of the research process

MANAGING RESOURCES, EG. TIME, MATERIALS

Planning all resources before undergoing the project in order to achieve maximum outcome

Conducting Research
ACCESSING SOURCES OF DATA
This involves finding appropriate sources through individuals, groups, print and digital sources. Included in this would be
accessing relevant sources of secondary data and using suitable research methods to collect and record primary and
secondary data

COLLECTING AND RECORDING DATA

This could be through a variety of research methods and using a number of different recording devices

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DOCUMENTING ACTIONS AND ISSUES

While conducting research, researcher would be documenting actions and issues through recording actions and proposing
solutions to any research issues.

• Project diary is a record of the steps you take during the development of your IRP
• It should clearly indicate the kind of work done at school, in the library or outside school hours
• 1-2 entries each week, outlining what you have done or intend to do towards completing your work for that week.

What Should go in a Project Diary?

• Outline of project process
• Sources of data
• Methods used to collect primary and secondary data
• Positive and negative experiences
• Personal opinions and comments
• Problems that occurred + their solutions
• Decisions made

Interpreting Research
PRESENTING RESEARCH FINDINGS
To present the research findings a researcher must use both quantitative data in graphs, tables and statistics as well s
qualitative data through detailed descriptions of the data discovered.

ANALYSING RESEARCH RESULTS

Analysing research results would involve comparing key findings from primary and secondary data to develop a
comprehensive analysis of the results discovered.

DRAWING CONCLUSIONS FROM RESEARCH

Drawing conclusions from research would involve the researcher forming research-based conclusion, discussing the overall
findings of the investigation, linking this to the hypothesis or focus question, what was learnt, how valid and reliable the
findings were, and making recommendations as to what might be done differently next time.

Presenting Research
APPENDIX
• Final step in the reporting process
• Includes information that was used during the research but would have taken up too much space in the report.
• The types of material that may be included in the appendix are transcripts from interviews and other types of personal
communication. A copy of the actual questions used in the interview/survey may be added to the appendix.
• Individual notes can also be included.
• This inclusion of articles, observation or other items not added in the main body of the report can also be recorded in
the appendix.
• Each item in the appendix is added as a separate entry with the title, number and type of material listed in order
• Bulky information can be included without the report becoming too large to read. Greater insight of the research process
can occur
• It gives a clear and concise record of additional material collected throughout the research process
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• The reader can understand the complexity of the research process
• It provides a greater list of resources used, event if they are not in the report

Resource Appendix Report Body

A transcript from a personal email O
A summary of information collected from the internet O
A community newsletter O
Information from a video recording O
A newspaper or magazine article O
(or just in
bibliography)
Photographs O
Information from a journal article O
An edited book O
(summary)
An unpublished conference paper O
Lengthy graphical information O
Questions used in a questionnaire O

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Disability
CATEGORY A

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Exploring People with Disabilities Within the

Community
Generally, a disability is defined as a condition that gets in the way of an individual performing core activities, i.e activities
associated with self care, mobility and communication. There are various levels of disability as some individuals with various
conditions can perform the majority of core activities with little assistance whilst others cannot care for themselves, are
immobile and have difficulty communicating.

Types of Disability
P Physical : eg. cystic fibrosis, quadriplegic
I Intellectual : eg. dyslexia, down syndrome
P Psychological : eg. depression, anxiety
S Sensory : eg. deaf, vision

Prevalence
The proportion of people with disabilities is growing due to the ageing population. According to the Australian Bureau of
Statistics (ABS), in 2009 there were 4 million people with a disability. Overall, the prevalence of disability fell from 20 per
cent in 2003 to 18.5 per cent in 2009 (ABS, 2009). Additionally, according to the laters ABS survey of Disability, Ageing and
Carers, one in 5 people in Australia (20%) had a reported disability in 2003.

As expected, disability increases with age, with 6.6 percent of 15-24 year olds having a disability compared with 18 percent
of 45-54 year olds and 40 percent of 65-69 year olds.

Individual Diversity
People with disabilities can come from any race, gender, educational or socioeconomic group. They may suffer from one or
multiple disabilities. Some may be born with a disability while others may acquire one. Disabilities can be temporary or
permanent, and can range from mild to severe.

Many people with disabilities are able to complete a university education and have productive working lives. Some have
relationships, marry and have children. Some actively involved in disability rights, and others in sport, and other

The concept of diversity means understanding that each person is unique and recognising individual differences. To
acknowledge humanitarian rights, we must move beyond simple tolerance to embrace and celebrate diversity and address
and explore diverse needs. All people, regardless of disability, deserve

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Terminology Used
POSITIVE NEGATIVE
• People living with a disability, advantaged, happy • Retard, disadvantaged, spastic, cripple, deformed,
Positive classification on individuals impacts their retarded, dumb stupid, thick, unstable, mental, crazy
emotional wellbeing, as they don't feel discriminated or Impacts emotional wellbeing as the tense and harmful tone
separated form society of these words corrupt their emotional state

Issues for Concern for People with Disabilities

Satisfaction of Needs
S Safety and Security
H Health
E Education
S Sense of Identity
E Employment
A Adequate Standard of Living

Safety and • Applies to the physical, emotional and financial areas of an individual’s life
Security • Vulnerable because of their disability
• May be abused by insensitive and ignorant members of the community, exploited financially or
harmed physically by relatives or nursing home staff
• May be lonely and have fewer opportunities to interact socially with friends and neighbours

Health • People with disabilities have varying levels of health problems

• Paralympians are, in many cases, fitter, stronger and more active than members of the general
population.
• Some people with disabilities experience further deterioration in their condition as part of the
ageing process.
EXAMPLE : a person newly diagnosed with motor neurone disease (a disease where the nerve cells
or neurons controlling the muscles that allow us to speak, move, breath and swallow, degenerate and
die) may still be able to work and walk but, as the disease progresses, both of these abilities may
diminish
• Regardless of their level of health, every person with a disability needs a regular general
practitioner (GP) and, like everyone, regular dental and optical check-ups - may also require a
variety of specialist physicians
• Problems may arise when the person with a disability cannot communicate (stroke, autism, brain
injury)
• May require a supportive advocate to communicate their needs to a health professional
• If health needs are not met, quality of life and life span are adversely affected

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Education • If not prioritised, economic status and an individual’s overall development may not be optimal
• Many people with disabilities require early intervention through programs designed to enhance
physical, intellectual, and living skills
• School courses - life skills, transitioning to work
• Education about nature of disability for parents and carers - carers need to be aware of both the
prognosis for the person with a disability and the strategies needed to help them be as
independent as possible
• Education also plays an important social role, in that it assists people to meet others and develop
relationships
Sense of Identity • Refers to a person’s view of who they are
• A person who has become disabled as an adult may experience great difficulties establishing a
renewed sense of identity
Employment • Help individuals to meet their needs of an adequate standard of living and a sense of identity
• People with disability find it difficult to secure permanent work due to the nature of their
disability, level of education and the attitudes of employers.
• Specialised training and ongoing support may be needed
• Some people with a disability work for organisations that support people with disabilities
• The government provides subsidies to businesses that employ people with disabilities

Adequate • The socioeconomic status of a person with a disability may be affected due to lower workforce
Standard of participation rates. This may affect food choices. Some types of disabilities affect choices in food
Living selection and preparation.
EXAMPLE : some people may require specially processed food if they cannot digest or swallow
safely. Others may find their choices limited if they cannot shop or prepare food independently.
• People with disabilities may live independently or with family members. In these cases, housing
needs to be affordable and close to services. Sometimes modifications can be made to the home.
EXAMPLE : Installing a ramp or putting rails in the bathroom
• Group housing may be available through Family and Community Services, depending on the
type of disability

Priority Needs
A need is considered a priority if it is the primary basis for an individual being able to satisfy other needs or to achieve a
basic sense of wellbeing. Given the variation in ability, degree and type of disability, it can be difficult to identify priority
needs in the disabled community - but generally, health and education are considered high priority needs.

Ill health inevitably impacts on one’s sense of self, levels of personal motivation and the ability to complete routine activities.
If there is a continued or long-term absence of good health, the likelihood of holding down employment is diminished,
which will impact on economic wellbeing. Relationships, both social and intimate, will also be impacted by an individual’s
level of health.

Diminished opportunities to acquire knowledge may restrict people with disabilities in seeking out support agencies that
serve to enhance or advocate for their needs. A low level of education, even for able individuals, reduces employment
opportunities. Combined with a disability, a lack of education can make it even more difficult to access employment

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Types of Services
T Transport
E Education
C Counselling
H Health Care
F Financial Support Services
A Accommodation
L Legal Aid
E Employment

Transport Equitable access to facilities and the ability to travel around a community underpins all aspects of
life for people with a disability. On public transport, accessibility standards have been enforced.
There are designated seats for persons with a disability, and ramps and boarding devices. For private
vehicles, there are designated disabled parking spaces that allow for wheelchair access. Mobility
allowances, specialised disability taxis and community transport are also available. While people
with disabilities possibly travel less frequently than others in the community, it is essential to their
wellbeing that they can travel in a safe manner
Education Educational services for people with disabilities deserve the same focus as services for any other
consumer. People with disabilities have diverse abilities and learning needs; they may require
specialised help, learning tools, books and technology. Education will look different for each type of
disability.
Counselling A person with a disability will find their sense of belonging and wellbeing is impacted by liaison
with mental health personnel. Counselling may be delivered by carers, staff with nursing
backgrounds or by professional mental health personnel; each works to address aspects of a specific
need, with the ultimate goal being to heighten personal wellbeing.
Health Care The type of health services required is entirely dependent upon the type of and severity of the
disability experienced. The service facility should be accessible both physically and financially (given
that many people with disability are unable to engage in full-time work, and should also be attended
by compassionate employees who are able to assist with the needs of this specific group). The
opening hours may be structured to cater for 24/7 needs. Some health care facilities also offer
transport to enable people with disabilities to access these vital services.
Financial Support Disability support pensions are provided to those who are prevented from working because of a
Services disability. A Sickness Allowance is available for short-term disability. A Mobility Allowance
assistance. Child Disability Assistance Payments and Youth Disability Supplements are available for
young people with disabilities. Access to financial support services is closely aligned with education,
as individuals must be made aware of such schemes before they can access them.
Accomodation The type of disability will determine the accommodation required. A person may require
modifications to their home, including specialist furniture, ramps, security and adapted appliances.
They may require accommodation that comes with full-time or part-time care. The community
accomodation available will be impacted upon by geographic location and local services
Legal Aid Free legal services are offered to people with disabilities through the Disability Discrimination Legal
Service. Apart from directly offering services, this organisation investigates and challenges current
social, economic and legislative issues affecting people with disabilities. The Australian Centre for
Disability Law also works to promote and protect the rights of people with disability through legal
advocacy.
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Employment Disability Employment Services promote and assist the employment of people with a disability. This
may be through assistance to both the person with the disability and to the employer. Ongoing
support is critical, as is close liaison to ascertain that needs are addressed.

Getting to know other people who have the same disability as you can be a good way to get informal advice and support and
to make friends. Contacting an organisation or community group that supports people with your specific disability can be a
good way of meeting people, getting advice and sharing experiences. Many national and state-base disability organisations
run local support groups and self-advocacy groups. You can find out about disability support groups and networks online.

Access to Resources
WHY PEOPLE MAY NOT ACCESS RESOURCES
• Mobility is difficult because of lack of access
• Low self-esteem
• Limited knowledge of resources available
• Isolated geographic location
• Difficulty in communicating verbally

WHY PEOPLE ACCESS SERVICES

• Feeling of dependency
• Financial support available
• Transport is readily available
• Lives close to the city
• Home health care and support available

Factors Affecting Access to Services - Individual

Age • Dependent upon carer or support group for assistance in accessing services eg. health care, financial
support
• May be difficult to assist (immobility, age and size)
EXAMPLE : A carer may need to consider the increased fragility of an elderly person with a disability
Gender • Disabilities are more likely in males than in females to result from motor vehicle or occupational
injury = more compensation and greater rehabilitation opportunities available for men
• Women with Disabilities Australia : women with disabilities experience fewer educational
opportunities than men, earn less money, are more likely to be institutionalised and are more
vulnerable to violence (mostly older women).
Level of • Need education to effectively manage their disabilities
Education • Intellectually disabled can learn through internet and mobile phone : increases access to information
and enhances their communication, especially if they are housebound
• Additional assistance at school and TAFE with specialised teachers and classrooms

Culture • Language barriers may impact access to community health services for a person with a disability
• Some community facilities that cater to people form an ethnic background
EXAMPLE : Ethnic Communities’ Council of Victoria, improve accessibility of services for those from a
culturally and linguistically diverse background living with disability.

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Type of • Most significant effect on access to services
Disability • Short-term or long-term, life threatening or just uncomfortable
• Disability is diverse, and so is the range of support services available
First • (related to culture) may affect familiarity and knowledge of relevant services
Language • Confidence needed to seek support is reduced when there are language barriers
Spoken • Many agencies and support services offer the services of interpreters, along with written fact sheets
in a variety of languages
Socio- • May be dependent on welfare support, which limits access to services such as private hospitals, and
economic allied health professionals such as speech or occupational therapists.
status • Higher socioeconomic status = buy their own specialised equipment eg. motorised wheelchairs
• Lower socioeconomic status = long waiting lists, difficult to participate in specialised activities eg.
Paralympic Games

RESOURCES
• Human or Non-Human : interrelated and assist individuals to achieve goals
• In the absence of a significant resource, the likelihood of achieving goals is severely restricted
• Personal resources available to people with disabilities (time, money, energy, knowledge) will affect their access to these
services

M Money
T Time
E Energy
K Knowledge

Money People with disabilities may need equipment, so money can be a significant factor.
EXAMPLE: A beach wheelchair allows a person to access the surf and sand, however it is more expensive
than a regular wheelchair which cannot be used at the beach.
While allowances are given to people with disabilities and their carers, the income may not be comparable
to that of full-time employment.

Time Individuals and their carers must have the time to be transported to the service. Usually, transporting
someone with a disability is relatively time consuming.
Energy The energy of a person with a disability may vary depending on their age and condition. This may affect a
person’s decision to be involved with employment programs or educational courses.
Knowledge Some disabilities mean individuals are unable to communicate. Sadly, some people mistake this lack of
communication for a lack of knowledge. This is not always the case. In fact, advancements in technology
mean that people with disabilities have even more opportunities to acquire knowledge. Unfortunately, the
specialised computers and learning tools required come at a cost. Difficulty accessing technology may also
make it difficult for people to find out about the services available in their area.

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Factors Affecting Access to Services - Service

C Safety and Security
L Health
O Opening Hours
S Staffing

Confidentiality • Disability Discrimination Act 1992 (Cth) : people with disabilities have the right to be treated
equitably
• Right to access services without having to disclose unnecessary personal information
• If information provided, right to confidentiality
• If this is not adhered to, may have a negative impact on the person if they seek work, or attempt to
access education, training, friendship and support networks
Location • Urban : greater access to resources like health services, education, support groups, government
departments
• Rural/Remote : may have to travel to gain assistance

Opening Hours • Traditional opening hours may not always fit with an individual’s schedule
• Reliance upon assistance (toileting, dressing, feeding, medication) may limit ‘free’ time
• Inability to access suitable transport at appropriate times, or move around in crowded streets

Staffing • Staffing members need to be well trained in offering support, people with disability require
assistance with paperwork and meeting government requirements
• Must be enough staff so that clients do not need to wait for hours for assistance
•

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Youth
CATEGORY A

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Exploring the Youth with the Community

Unesco refers to youth as people aged 15-24.
The Australian Medical Association refers to youth as those aged 10-24.

Prevalence
Youth account for 20 % of the Australian population. 51.3% are males, 48.7% are females.

Individual Diversity
• 92% of females and 64% of male youth are enrolled in tertiary education
• 11% of females and 12% of males are unemployed
• 67% of females and 70% of males are engaged in the labour force
• In 2013 the adolescent fertility was cited as 12 per 100 women
• Indigenous youth account or 3.8% of 15-19 year olds and 2.8 % of all young people
• 1 in 5 Australian young people were born overseas
• 1 in 5 speak a language other than english at home, and 1 in 5 young people are homeless

STATE OF AUSTRALIA’S YOUNG PEOPLE

Australian Government’s office for Youth
• Not all young people are on the same footing. Indigenous young people, those not engaged in education or work, young
people with a disability and those living in low socio economic households are at serious risk of social exclusion.
• 1 in 4 young people are living with a mental disorder and 1 in 3 young people experience moderate to high levels of
psychological distress
• Almost 1 in 3 young people are an unhealthy weight (either over or under weight)
• Male and female teenagers aged 15–19 years had the highest hospitalisation rates for acute intoxication from alcohol
among all age groups
• Young people are more likely to become victims of some violent crimes (including sexual offences and assaults) and are
less likely than older victims to report a violent crime

Terminology
Positive Negative
Adolescents, Young aunts, Young people, Youth, Teenagers, Kid, Immature, Spoilt, Entitled, Lazy, Disrespectful,
Passionate, Innovative, Determined, Driven Rebellious, Irresponsible

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Issues of Concern for the Youth

Satisfaction of Needs
S Safety and Security
H Health
E Education
S Sense of Identity
E Employment
A Adequate Standard of Living

Adequate • Adolescents are active and require nutritious foods

Standard of • Time-poor adolescents will make poor food choices as a result of convenience and marketing
Living strategies
• Dietary guidelines have been written for children and adolescents because education assists youth
to make better choices
• Develop eating disorders, which can affect their ability to meet this need
• Adolescence is a time for developing a sense of identity and a positive self-concept = clothing
choices are affected by the need to fit in with a group and conform by wearing certain styles and
labels
• For most school-age people, housing needs are met by their parents (although the number of
homeless young people is increasing
• Some students live in boarding schools or residential colleges during the school or university term
and return to the family home in the holidays
• Older youth sometimes share a dwelling with their boyfriend or girlfriend, or may choose to
cohabitant as a group - often as a means to reduct the cost of living
• Usually leave home and begin to meet their own housing needs as they get older
• May find it difficult to enter the rental market because of the negative attitudes of real estate agents
and landlords towards this age group
• Increasing tendency for young people to continue living in the family home, even when they are
financially independent
Health • This age group generally has good health in comparison to other groups - failure to address aspects
of one’s health will most certainly impact wellbeing
• Young people are renowned risk-takers
• Injured in sport or motor-vehicle accidents and others may risk their health through the use of drugs
and alcohol or unsafe sex practices
• Eating disorders and mental health issues (which can be exacerbated by drug and alcohol use
• Need to learn about their medical rights and how to access supportive GPs, failing planning clinics
and other parts of the health system
• Can apply for a Medicare card at 15 years of age
• Travel overseas and may require advice on immunisation and travelling hazards, such as how to
recognise and avoid unsanitary food and water.
• Imperative that youth are aware of safety with respect to drugs and alcohol use.

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Education • Usually involved in education at school, TAFE, university or at a private college
• Young people who leave formal education to seek employment may be face with more education in
the form of on-the-job training and learning skills and techniques important to job success
• Important in preparing young people for employment
• Experiences in education greatly contribute to a person’s self-esteem and sense of identity
• Education needs to be meaningful and relevant.
• An increasing number of students are completing VET subjects such as Hospitality, Retail, and
Building and Construction.
• These subjects enhance employment prospects and decrease the time needed to complete post-
school studies.
• Some students undertake a variety of extra-curricular activities such as music and sport, while others
experience health problems
• As a result, Pathways has been designed to allow students to complete HSC over several years and
still allow for recovery, high-level representative commitments or other interests.
Employment • Many young people are not yet working because they are still involved in education and training
• Those who leave school before the HSC often find it difficult to obtain well-paid full-time
employment, and are likely to be involved in entry-level jobs in fields such as retail and hospitality
• Often seasonal, part-time or casual and do not significantly increase economic wellbeing
• Some young people are involved in volunteer work, such as fundraising, sports coaching and church-
run child care
• Such volunteer experiences can helped prepare youth for future employment
Safety and • Security and safety needs may be physical, emotional or financial
Security • Young people who attend parties and venues at which alcohol an drugs are consumed may be more
likely to experience violence or being attacked without provocation
• Drug use and alcohol can contribute to high-risk behaviour such as drink driving, sexual assaults and
aggression
• Families and friends can provide valuable support for young people
• Unrealistic media models may leave young people disappointed if reality fails to match their
expectations regarding relationships and friendships
• Financial security is a concern for today’s youth
• Youth unemployment rates are higher than for other age groups, and the jobs that are available are
often part-time or casual rather than full-time
• Some students experience problems budgeting, especially with the costs associated with a mobile
phone or car
Sense of • Affected by a variety of factors, such as their involvement in school activities, their academic and
Identity sporting ability and whether they have a job.
• Those with particular expertise in an area such as dance, sport, technology, music or drama may find
it easier to develop a positive sense of identity
• Having a supporting family may also help meet this need
• Leaving school : may need to reshape their identity because many of the structures that previously
restricted them, such as school rules and the need for their parents’ permission, are no longer in
operation
• Can be confusing for a young person who feels that they are on the verge of making an entry into
adulthood, but is often treated like a child
• The formation of a relationship with another young person can also result in a changing sense of
identity

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Priority Needs
• Two significant needs for youth are education and sense of identity
• Education
• Increasing employment opportunities and enhancing standard of living
• Important for social and cultural reasons in that the rules and content taught are designed to help people live in our
society
• Increases access to both seeking support and contributes to a positive sense of identity
• If the need not met, employment opportunities decreased and the ability to meet other needs is reduced
• Educational attainment can appeal to prospective employer
• Sense of identity is very important a young person transitions between childhood and adolescence
• Youth need to feel they have purpose and direction, valued by peers and family, otherwise depression and other mental
health issues could emerge
• Ability to initiate and maintain relationships and skills to communicate effectively will help give a young person a
positive self-concept

Types of Services
T Transport
E Education
C Counselling
H Health Care
F Financial Support Services
A Accommodation
L Legal Aid
E Employment

Transport • Youth are eligible for concessions (discounts — concession cards) on public transport
• In areas where there are limited public transport, local governments and business provide
alternatives, e.g. Mt Druitt Hospital provides free transport to and form medical appointments
for clients who have no means of transport — helps geographically isolated youth to support
their health needs
• The RMS allows young drivers who complete a Safe Driver Course and 10 hours of professional
lessons, credit of 50 hours towards their log book
Education • In Australia, education is compulsory until end of year 10
• Public schools are supported financially by the government and it is free to attend, so financially
unstable families can still afford
• Universities offering early admission schemes and early entrance programs

Counselling • Often provided in schools for free

• Free online services targeted at young people to counsel them on mental health issues and school
related issues (eg. Reach Out, Beyond Blue, Headspace, Kid’s Helpline, and Lifeline)
• Salvation Army, Mission Australia, Anglicare — support the spiritual wellbeing of young people

Health Care • Federal Department of Health offers vaccination to all youth

• Health care card allows low income youth to access cheaper prescription medication
• Mental health services are often provided for free at schools (eg. Headspace)
• Youth centres such as Blacktown Youth Services Association help put people in contact with
sexual health clinics, rape crisis centres and Gp’s who bulk bill
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Financial Support • NSW Department of Faire trading — advise young about financial and employment issues
Services • Moneystuff — website designed to be accessible to youth and offer tips and safety checks related
to budgeting, saving, credit cards, debt, investing, and financial
• Centrelink — provide info about allowances and how to fill out paperwork
• Youth allowance — financial help for people who are studying part of full-time, completing an
apprenticeship, training, looking for work or are sick
Accomodation • Many youth reside with parents/guardians
• Sometimes families can’t afford secure housing and may rely on rent assistance schemes
• Forced to cough surf while they look for secure accomodation
Legal Aid • The Children’s Legal Service (CLS) of Legal Aid NSW advises and represents children and young
people under 18 involved in criminal cases and Apprehended Violence Order applications in the
Children’s Courts — free support given to youth in need of advice — available in person, online,
in handouts and in youth centres.
Employment • Students who complete VET courses in school have access to Work Placement in the industry
• Australian Apprenticeships offer opportunities for youth to train, study and earn an income

Factors Affecting Access to Services - Individual

Age • May prevent them from having knowledge of services available to them
• many youth find that their age prevents them from securing a role of greater responsibility, obtaining
adequate accomodation or even having their opinion respected
• May not posses skills require for a job, but also may not be given the opportunities to acquire the
skills because of their age
Gender • Males less likely to seek help when confronted with physical or mental health issues
• Need inclusion of male stall in service agencies so males feel more comfortable
• Young women feel intimidated if they are confronted by behaviour that they perceive to be
aggressive or humiliating
• Reduce likelihood that they will seek help from the services offered

Level of • Low paying jobs : limits youth’s opportunity to better their situation through further education
Education • Low level of education : lowered self-esteem, lack of self worth, leading to them not seeking out
services
Culture • Language barrier to effective communication : prevent youth from obtaining employment
(discrimination or low self-esteem)
• Cultural beliefs : women do not need to be educated - lack of motivation
• Absence of culturally appropriate assistance

Type of • Taunting language and negative body language, coupled with a pace of appropriate disabled access
Disability facilities, may make access even more difficult
Socioeconomic • Services unaffordable
Status • Lower self-esteem - too embarrassed to seek help - depression
• Especially significant for rural youth

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RESOURCES
M Money
T Time
E Energy
K Knowledge

Time • Time is wasted on social media, watching TV or stuff on the internet

• Some sleep excessively on weekend - lost time spent on physical activities or chores
• Some youth may be engrossed in their studies or sporting commitments and don’t take the time to
seek what services are available to them
• Involvement in studies/sporting commitment may take their time away from appointment from
services that concern their health
Finances • Youth with luxurious living at home with a well-paying job broadens their access to services, and
vice versa with youth that do not have such luxuries
• Lack of money may limit their dietary, housing, education and health options, as well as their
opportunity and ability to get to service facilities - some youth, putting food in their mouth is
more important than paying for transport to a service
Energy • Many are sedentary in leisure time and don’t use their energy - increases laziness and decreases
motivation levels - lessens their desire to seek out services
Knowledge • Some youth are unaware of the location and existence of facilities
• Some youth may not fully understand their eligibility for assistance and so fail to apply for it

Factors Affecting Access to Services - Service

C Safety and Security
L Health
O Opening Hours
S Staffing

Opening Hours • Most youth are in full-time study and casual or part tie work - their access to services open during
business hours (Mon-Fri 9-5) may be limited
Confidentiality • It is critical that youth feel safe and secure when they access services in order to share their
problems with youth workers and psychologists
• Kids Helpline offers confidentiality except in mandatory reporting situations
• Website such as BeyondBLue and HeadSpace provide info about health issues and confidentiality

Location • They physical distance or cost of traveling to a service can prevent access - increase in online
services (Kids Helpline and Legal Aid are able to support youth in rural areas)
Staffing • Youth want to feel recognised and valued
• Staff need to be able to socialise and support young people who are using their services
• Many companies are now employing more females and people from a variety of cultural
backgrounds to be able to address the needs of different youth

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Homeless
CATEGORY B

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Exploring The Homeless Within the Community

• Refers to something more than just ‘house-less-ness’. ‘
• Spiritual homelessness’ (Aboriginal/Torres Strait Islander) : separation from traditional land, family and kinship groups,
which can also cause anxiety for these groups

A person is homeless if, and only if he/she has inadequate access to safe and secure housing. A person is taken to have
inadequate access to safe and secure housing if the only housing to which a person has access :
I. damages or is likely to damage a persons health
II. threatens a person’s safety
III. marginalises the person by failing to provide :
• adequate personal amenities
• economic and social support that a home normally afford
• places the person in circumstances which threaten or adversely affect the adequacy, safety, security, and affordability
of that housing

ABS six operational groups of homelessness :

• Persons living in improvised dwellings, tents, or sleeping out
• Persons in supported accommodation for the homeless
• Persons staying temporarily with other households
• Persons living in boarding houses
• Persons in other temporary lodging
• Persons living in ‘severely’ crowded dwellings

People may become homeless due to changes in their income, mental or physical health, or in their inability to maintain
social networks. Homelessness may occur for a single, short period in an individual’s life, or it may be a situation that
reoccurs over the course of an individual’s life.

Prevalence
Data collected on the 220011 Census night indicated that approximately 105 000 people were homeless across Australian
(increase of 8% from 2006)
• Over 60% of homelessness people were aged under 35 years
• Between 60-70% of homeless people had been homeless for six months or longer
• Increases were blamed on the number of people living in ‘severely overcrowded’ housing
• More than half of those seeking accommodation from homelessness services are turned away
• A higher number of males are homeless (56%)
• Females who were homeless reported a higher incidence of domestic family violence

Individual Diversity
Why are they homeless?
• 23% domestic violence and family violence
• 16% financial difficulties
• 15% housing crisis
• 11% inadequate or inappropriate dwellings
• 6% relationship or family breakdowns

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• 5% housing affordability stress
• 20% other reasons

Where do they live?

• 6% improvised dwellings, tents, or sleeping out
• 20% supported accommodation for the homeless
• 17% staying temporarily with other households
• 17% boarding houses
• 1% other temporary lodging 39% ‘severely” overcrowded dwellings

How old are they?

• 17% aged under 12
• 10% aged between 12 - 18
• 15% aged between 9 - 24
• 18% aged between 25 - 34
• 14% aged between 35 - 44
• 12% aged between 45 - 54
• 8% aged between 55 - 64
• 4% aged between 65 - 74
• 2% aged over 75

Terminology
• Stereotypical view of homelessness : single male, sleeps on the street, suffers from mental illness, dependent on drugs and
alcohol, unwashed, and owning only the clothes that he has on his back.
• 3 out of 4 people believe homelessness is ‘primarily caused by poor decisions of homeless people themselves’.
• Our perceptions of homeless may differ according to the reason behind the homelessness.
• There is no ‘typical homeless person

POSITIVE NEGATIVE
Unfortunate, people in need Addict, dirty, poor, violent, a burden on society, filth

Issues of Concern for the Homeless

Satisfaction of Needs
S Safety and Security
H Health
E Education
S Sense of Identity
E Employment
A Adequate Standard of Living

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Safety and • Homeless people amongst the most vulnerable group of people within society, with their socio-
Security emotional and physical security being severely limited
• Isolated rom family support, fear their families if escaping domestic violence
• Because of their environment can become ill or victims of violence, theft or criminal activity
• Susceptible to harm because of limited security
• Feelings of insecurity due to not being familiar of comfortable environment (worse for those alone)
• anxiety and worry

Health • Homeless people generally have health issues that are more severe than others in the community
• Struggle to access health services because of financial hardship
• Lack of hygiene, lack of access to medical services, lack of money to pay for healthcare and
medication can all be factors in poor health
• Mental illness - social isolation, difficulty seeking employment, education, and support services
• Cannot afford ongoing treatment, socialist appointments or other care, especially if serious illness
occurs
• As a result, many illnesses amongst homeless people go undiagnosed and untreated, causing pain and
discomfort, and decreasing life expectancy
Education • Stereotypically homeless people are linked with a lack of education
• Without education, it can be difficult to break the cycle of poverty and homelessness
• do not have the financial means to access educational services
• if a homeless person is to succeed at independent living, they may require basic living skills like
maintaining hygiene and learning how to look after their environment
• assistance with mental health issues, or strategies to deal with drug or alcohol
• volunteer support services to acquire skills - build up self-esteem and socioemotional wellbeing, and
enable them to seek employment and help
Sense of • Sense of identity comes from involvement in work, family life, and other social activities - trouble
Identity meeting this need
• lack a strong sense of identity due to an absence of safety, security, a stable address, and income
• Communities negative reactions to the homeless can also discourage a positive sense of identity

Employment • Most homeless are unemployed, though it remains the key to re-entering society
• Factors that affect likelihood of gaining and maintaining employment : low self-esteem, lack of social
skills, major health issues, difficulties involving presenting appropriately for a work place, deficits in
education or basic work skills
• Discrimination in the workforce, in response to an unkept appearance and poor personal hygiene
• inability to secure employment and income makes it difficult to access the basic necessities of life

Types of Services
T Transport
E Education
C Counselling
H Health
F Financial Support Services
A Accommodation
L Legal Aid
E Employment

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Transport • Often walking is main form of transport for homeless, locate themselves in specific area and
have little reason to move
• Tend to shy away from public transport, as it can be intimidating, and they are often unable
to pay the fare
• Youth Transport Policy - acknowledgement that homeless youth need access to transport to
seek employment and break out of poverty
Education • Homelessness makes it difficult to maintain school or further study and leaves people
vulnerable to long-term development
• Failure to acquire basic education at a young age is detrimental. The ability to read, write,
interpret forms and use technology are essential, and without these abilities they are severely
limited in their opportunities to achieve wellbeing
• For older people experience homelessness, access to education may help break the poverty
cycle
Counselling • Homeless people need access to counselling to deal with their family issues and/or mental
health concerns
• Benefits of help may be outweighed by fear of welfare authorities forcing them to return
home, taking children away or placing them in shelters
• Returning back to a formal welfare agency that they have previously visited may result in the
homeless person feeling a sense of failure and shame at needing recurring help
Health Care • Health services for homeless people are provide through hospital and community, as well as
specialist services
• NSW Health and a number of community agencies employ health workers who provide basic
health care and assessment to homeless people in accommodation centres and on the street
• Mental health services for homeless people are provided by hospitals and mental health
clinics funded by NSW Health
Financial Support • Not having a home address can make it difficult to gain government benefits
Services • In order to be eligible to receive certain financial support services (The Department of Human
Services proves a one-off Crisis Payment, Centerpay, Rent Assistance, and the Rent Deduction
Scheme), a bank account is also often needed
• Unable to accurately fully out paperwork, while some prefer to remain anonymous
• Sometimes financial support is given through material goods from op shops, food, vouchers,
and part payment of bills
Accomodation • Department of Housing provides short-term accommodation for homeless people - helps
establish private tendencies and pay rental arrears to prevent eviction by private landlords
• Crisis Accommodation Program
• Aboriginal Housing office - provide long-term accommodation
• Community agencies - accommodation, advice and information, assessment, referral and
case management, and outreach and mobile services
• Assistance with care and Housing for the Aged is a program designed specifically for aged
homeless people, or aged people at risk of becoming homeless
Legal Aid • Homeless legal aid services offer free and independent advice in many larger towns and cities
across NSW. Other legal firms offer ‘pro-bono’ work when people cannot afford
representation
• They operate on a ‘drop in’ basis (don’t need appointments) to accomodate for the lifestyle
homeless people have eg. Homeless Outreach Legal Service and the Homeless Person’s Legal
Service have Solicitor advocates available to represent them

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Employment • Many support agencies (eg. Mission Australia) provide basic training programs, where
homeless people can acquire skills to help them obtain employment

Factors Affecting Access to Services - Individual

Age • affects individuals of all ages
• 17% of homeless people are 12 years or under
• 2% of homeless people are 74 years and over
• Homeless children may not have the knowledge to access services available
• Homeless adolescents may believe they are too young to seek housing assistance
• Older homeless people may be too ill to seek help, as they may suffer from an age-related health
condition
Gender • Support services for women in the form of womens refuges (imbalance due to increased need to
protect women from domestic violence)
• Increased incidence of homeless women is sometimes relate to their interrupted working life, caring
responsibilities, lower levels of income, and discrimination regarding access to finance
Level of • Poor literacy and numeracy skills
Education • Require education about accommodation programs, welfare groups and social programs that are
available to them
• May not access services because they do not know they are available, or because they lack a sense of
self-worth and entitlement
Culture • cultural barriers may make a person fearful of government agencies and welfare groups
• systematic barriers may prevent culturally diverse homeless people form accessing services
• Some homeless people may find the accommodation or services offered to be culturally
inappropriate, specifically in regard to gender and segregation
• prayer space and food preparation needs may be present additional problems for homeless people
wiht different cultural backgrounds
Type of • Mental health issues are significant a source of disability for the homeless - can compound difficulties
Disability faced in accessing services by creating barriers in communication
• Stigma, and some homeless experiencing discrimination when seeking private rental accommodation
• physical disabilities - ability to travel to certain places in order to obtain the services they need

First • Language may affect familiarity and knowledge of relevant sources

Language • confidence when seeking support reduced because of language barriers
Spoken • the absence of interpreters, a lack of cultural understanding, and even racism and discrimination
may also affect access to services
Socio- • lowered self-esteem, due to feelings of reduced self-worth and a low social status, may lead to
economic homeless people to shy away from social contract or to avoid being noticed at all
status • most homeless do not have an income, which restricts their ability to engage in a consumer-driven
society
• difficulties in providing a standard form of identification can make seeking government support or
employment an ongoing problem - as a result, a homeless person’s prospects of finding independent
housing or accessing medical services are reduced

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RESOURCES
• For the homeless, a self-perception of worthlessness, a lack of motivation and an absence of disposable income are
significant barriers to accessing services

M Money
T Time
E Energy
K Knowledge

Time • owing to irregular speed patterns during the night, the daylight hour’s may be unproductive
• time management may be poor due to a lack of personal motivation
• service opening hours and the need to be at a place at a certain time seems irrelevant to a homeless
person, who does not need to eat with schedules and deadlines
Money • Given limited financial means, people who are homeless have restricted access to venues where a fee is
charge
• An inability to pay for services may cause anxiety and reduce the self-esteem of the individual - push
homeless people towards further self-imposed isolation
Energy • A limited diet means that homeless people are highly likely to lack energy
• Their priority is ti maintain body temperature and stamina, so they will not engage in activity beyond
what is necessary
• Reduced energy levels and physical stamina may also mean that the homeless person is unable to walk
distances to access services - prone to illness
Knowledge • Many homeless have low level education, and schooling has been sporadic
• Opportunity to acquire knowledge is limited - difficult to understand information and decipher forms
• Organisations offer training programs to the homeless - help them access services that may have
previously been inaccessible

Factors Affecting Access to Services - Service

C Safety and Security
L Health
O Opening Hours
S Staffing

Opening Hours • homeless individuals may use daylight hours to forage for food, beg or sleep, as sleeping at night
may make them feel too vulnerable
Confidentiality • Reluctant to share their story or personal details as a result of lowered sense of self, and also feeling
as though their security is threatened
• empathy, patience and professionalism are essential if the homeless are to feel safe to share their
details and access resources in the future - must feel assured that their details will remain
confidential
Location • Location of some services may make it impractical or impossible for homeless people to access,
given their limited transport options
Staffing • Staff may be unsympathetic or poorly trained, particularly if there are cultural barriers to overcome
• A bad experience may deter a homeless person from accessing services in the future
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Creating a Positive Social Environment for the

Homeless
Government Policy and Legislation
National Homeless Strategy • Works towards developing approaches for prevention and reduction of homelessness
in Australia + ways to deliver services to those experience or at risk of experiencing
homelessness
Reconnect • Program which focusses on early intervention services to support 12-18 year olds
who are at risk or currently experiencing homelessness
• Offers counselling, meditation + practical support to individuals and their family in
the attempt to break the cycle of homelessness
The National Affordable • Commenced 1 January 2009
Housing Agreement (NAHA) • Whole go government approach in tacking problem of housing affordability
• In the first 5 years, would provide $6.2 billion to improve access to affordable, safe
and sustainable housing

Organisations Within the Community

Salvation • They have programs such as Oasis that provide accommodation — helps to satisfy adequate
Army standard of living with shelter and food
• Donations of unwanted goods, such as clothes and shoes, are given to them
• Winter appeal, which is annually held to help keep a family warm during the winter period —
adequate standard of living (clothes to keep warm) and health, as protection from elements reduces
risk of getting sick
Mission • Provides transitional housing — short term housing — provides adequate standard of living
Australia (shelter)
• Case workers support and advocate for their client when they search for rental properties
• Provides coupons for food, e.g. for Woollies or Kmart for clothes
• Counsellors are available for those who have experienced with trauma

Equity Issues
Homelessness impact on the enjoyment of these human rights the following ways:

Lack of Adequate • Decline in the availability of low-cost rental housing in both public and private sectors
Housing • Low income households spending ore than 30% of their income on rent or are forced to live in
houses which are in poor condition and have little access to services
• Decline in public housing stock — increasing demand

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Health • Health problems can cause homelessness eg. poor physical or mental health can reduce a person’s
ability to find employment or earn an adequate income
• Health problems can be a consequence of homelessness eg. depression, poor nutrition, poor
dental health, substance abuse and mental health problems
• Higher rates of death, disability, and chronic illness than general population
• Less access to health services — financial hardship, lack of transportation, lack of Identification or
Medicare Card, difficutly maintaining appointments and treatment regimes
Personal Safety • Physical safety under constant threat — lacking a safe living environment, homeless people are
more vulnerable to crime and personal attacks
• Children and women particularly vulnerable to attacks (in women’s case also sexual abuse)

Privacy • Some homeless may be forced to cary out personal activities in public — sleeping, urinating,
washing, eating
• People living in homeless shelters or boarding houses may be required to share facilities with
others, threatening there right to privacy
Education • Financial difficulty and insecure housing conditions make it hard to access education and training
facilities on a sustain basis
• Costs of education, such as books, clothes social activities. etc

Employment • Unemployment levels amongst the homeless population remain high —barriers such as gaining
and maintain employment, basic education and skills training, due to disrupted or incomplete
schooling
Discrimination • People experiencing homelessness face persistent stigmatisation and discrimination in a range of
different contexts — health care, access to education and employment
• Certain laws operate in a manner that disadvantages homeless people, compared to other people
in society
Social Security • In order to establish entitlement to benefits, a person must satisfy strict proof of identity
requirements, which disproportionately burdens homeless people who often not have or cannot
afford or obtain a birth certificate or other documents that prove identity
Voting • Estimated between 30-90% of homeless people are not registered to vote — difficulty meeting
proof of identity requirements for enrolment because they do not have necessary documents
Freedom of • Laws which allow police to direct individuals or groups in and around public areas to move on —
Movement + impacts people who use these areas more than others, such as homeless or youth who hav no
Association other place to relax or to socialise in a group or one
Freedom of • Begging can be the expression of poverty and disadvantage — Anti-begging laws criminalise this
Expression form of expression and undermine the right to freedom of expression
•

Freedom from • Laws which criminalise essential human behaviours connected to being homeless, such as
cruel, inhuman sleeping, bathing, urinating, or storing belongings in public, may violate the right to freedom
or degrading from cruel, inhuman or degrading treatment or punishment
treatment or • Homelessness in an involuntary status when there is insufficient accomodation to support
punishment homeless people — involuntarily forced to break the law a they have no alternative but to perform
these acts in public

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Contribution Within the Community

What is it? Positive Contribution on Homeless and Community
The Big Issue • Independent non-for-profit • Can feel like they are part of society (they have a job)
organisation dedicated to supporting • Can earn an income so are less dependent on the
and creating work opportunities for government for support
homeless, marginalised and • Awareness for homeless — not just stereotypical
disadvantaged people • Brings community together

Homeless • A life changing international football • Awareness for homeless — not just stereotypical
World Cup tournament that aims to end • 77% of players go on to find a home, come off drugs and
homelessness alcohol, get into education, jobs, training, repair
relationships with friends and family — not relying on
government financial support, bringing together community
• They acquire self-esteem, pride, passion and the tools and
strength to better one’s own life

Advocacy
OASIS
Raising awareness within Educating the community Promoting the rights of the Positive influence on
the community group community attitudes

• Fundraising → e.g. the • Workshops • Fundraising → e.g. the • Creates positive perception
Annual Oasis Ball: • Oasis Support Network Annual Oasis Ball: Raises in the wider community
celebrates the provides a dynamic 60- money to support regarding youth who are
contributions Oasis has minute presentation accommodation services. homeless or suffer from
made in the lives of which is available to all mental illness or addictions
secondary schools → promotes the right for as they can see them taking
Sydney’s disadvantaged adequate standard of living
and homeless youth • Aims to empower control of their life.
school communities by • Offers economic WB by • Oasis service works to
• Donations → Relies giving financial advice with
educating students integrate homeless people
on support and about the high risk of Centrelink Support
contributions from payments into society → community
homelessness for youth is able to accept and be
businesses, trusts. and equipping them to • Counselling + medical
Foundations and services for homeless youth sensitive to the experience
respond to social issues. of this marginalised group
individuals, as well as for physical/ emotional WB
fundraising events and for mental health,
social enterprise addiction
activities

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ORANGE SKY
Raising awareness within Educating the community Promoting the rights of the Positive influence on
the community group community attitudes
• Platform for Australians • Orange Sky spend hours Works to promote the rights • Removes the stigma of
to connect through a conversing with people at of the group by homeless people being
regular laundry and many of their locations, demonstrating the ‘lazy’ and ‘dirty’ as they
shower service positively connecting importance of satisfying the are actively seeking out
• Creating a safe, positive with those on the streets specific needs services to improve their
and supportive through genuine and Adequate Standard of quality of life and level of
environment for people non-judgemental Living hygiene
who are too often conversation • Promotes the idea that • Community sees the
ignored or feel • They partner with service homeless people have the need for an adequate
disconnected from their providers such as food right to an adequate standard of living and the
community vans or drop-in centres standard of living — importance of cleanliness
• They provide remote so that more people in Suitable clothes that are and hygiene for homeless
services in Australian homeless situations are clean and hygienic people, prompting them
communities and also aware and have access to Health to take action and
assist as a form of relief these services to benefit • Right to a high level of volunteer
during disasters for their daily life health, including having • Works in many remote
families • They have online a standard of hygiene. areas and successfully
resources which promote Employment drives the communities
their service to • Employment to improve their hygiene
individuals opportunities for standards
• Having expanded to 26 homeless people, which • Provides employment
services across Australia, thus promotes the right opportunities for
they are able to educate to employment for the homeless people —
more people and provide group removes the stigma that
greater access for more Safety and Security homeless people are ‘lazy’
people to be able to wash • Provide genuine human as they continue to seek
their clothes and sustain connection by instigating employment. This can
hygienic habits such as conversations with people also inspire other
showering who use the service. homeless people to go
• Feel belonging in out and look for a job
community, valued

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Aged
CATEGORY B

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Exploring the Aged Within the Community

Prevalence
• In 2016, 1 in 7 people were aged 65 and over
• The proportion of older Australians participating in the labour force doubled between 2000 and 2015 - from 6% to 13%
• There quarters of older people report their health as good, very good, or excellent
• 1/2 of older people have some degree of disability
• The aged population is predicted to increase more rapidly over the next decade
• result of further cohorts of baby boomers turning 65
• By 2056 - 8.7 million (22% of population)
• By 2096 - 12.8 million (25% of population will be 65 or older)

Diversity
• Higher rate of unemployment due to retirement
• Require more health assistance
• 75% of retirees rely on government benefits as their major source of income
• Aged person’s health is poorer than the rest of population

Terminology
Positive Negative
Wise, Knowledgeable, Experienced, Active, Mature, Delicate, Frail, Senile, Conservative/Traditional, a burden,
Veteran Senile

Issues of Concern for the Aged

Satisfaction of Needs
S Safety and Security
H Health
E Education
S Sense of Identity
E Employment
A Adequate Standard of Living

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Adequate • Their home may need modification to ensure they can walk around (hand rails, ramps, non-slip mats,
Standard of etc)
Living • Need appropriate shelter and suitable clothing to protect them from the elements - weak immune
system and thinner skin
• May need to live in a nursing home - access to medical services, people that can help manage their
health, help with medicine, help with walking around
Priority Need: PHYSICAL + ECONOMIC + SOCIAL WELLBEING
Health • Increased medical conditions/illnesses (dementia, heart conditions, sensory impairments) - need
greater access and health services
• More susceptible to diseases such as dementia and Alzheimer’s - require greater access to health
services and treatment
• Reduced mobility and slower reflexes - age decreases reflexes and muscle mass reduced
Priority Need: PHYSICAL + EMOTIONAL WELLBEING
Education • Need education in using technology and new devices to maintain communication and seek info -
improve access to resources and services
• Getting medical info from specialists on how to treat and manage their conditions
• Learning new skills and hobbies

Employment • Retirement may lead to financial struggles - part time jobs

• Deteriorating physical state prevents them from seeking jobs if they-re financially unstable
• They have time to experience and participate in volunteer work
Safety and • Increased vulnerability due to deteriorating strength and mobility
Security • More at risk at being exploited financially or physically harmed by relatives or nursing home staff
• Targets of robberies
• Need safe and function home to ensure they don’t fall or injure themselves
Sense of • Has time to travel and experience new cultures - enrich their values and gain new experiences
Identity • Retirement from their job may lead to losing their sense of identity - no longer has a sense of
purpose and a routine for their lifestyle
• Losing their significant other from old age may lead to sadness and depression

Types of Services
T Transport
E Education
C Counselling
H Health
F Financial Support Services
A Accommodation
L Legal Aid
E Employment

Transport • NSW Govt. provide concessions on trains, buses and ferries

• Taxi Transport Subsidy - to cater for aged individuals who cannot access public transport due
to a disability

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Education • Computer classes are held at local libraries for no or little cost — they are taught the basics of
web searching, emails, word processing and the basics of Facebook (for communication)
• The NSW Department of Health — provides various pamphlets regarding education on how
to maintain an aged persons health
• Accessible online and hard copies in libraries
• Provide info regarding drugs, illness and disease, hygiene injury prevention, etc

Counselling • UnitingCare — provides private and confidential counselling sessions

• Aims to help the aged with a range of issues such as developing an identity after a change
in lifestyle, coping with grief, retiring, death of a loved one, etc
Health Care • The govt. provides them with a health care card - access to discounted medication and health
services such as surgeries at a reduced rate and subsidises ambulance services, hearing
services and provides free dental treatment and free eye examinations
Financial Support • The Department of Human Services — provide income support payment called the Aged
Services pension — assist in achieving adequate standard of living in retirement
• Supports aged financially with household expenses, living costs and health care

Accomodation • Aus govt. — runs subsidised aged care facilities that provide an adequate standard of living
for those who may not be able to provide it for themselves
• Nursing homes — provides the appropriate care and support for the aged to maintain health
and ensure an adequate standard of living
Legal Aid • Community legal services — provide info, advocacy, legal advice and community outreach
• They protect the rights of aged individuals and their families
• Run seminars for the aged so that they can learn how to protect themselves from fraud and
from being taken advantage of financially
• Educate individuals on their rights and what to do if these rights have been breached. eg.
in accommodations, pensions, violence
Employment • BeNext and OlderWorker — online mature-aged job and career centres
• Allow older individuals to search for employment and meet with employers
• Allows aged individuals to sustain their lifestyle financially if they are not eligible for the
aged pension or are losing funds rapidly

Factors Affecting Access to Services - Individual

Age • With age, people get weaker - impacts on an individual’s mobility to get to a particular service
• Age based discrimination is prevalent when seeking employment - deemed unfit for the workplace
and can prevent aged from accessing resources such as income
• Their inexperience in using technology or their immobility can limit their access to financial benefits
or info on how to maintain their wellbeing
Gender • Females are generally better at maintaining relationships
After the death of a spouse, men may feel lonelier than women
• There are more aged women as they have a longer life expectancy

Level of • Education about health issues and support groups are important for the aged
Education • Learning how to use ATMs and computer applications - knowing how to use these increases their
access to resources and services

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Culture an • Some nursing homes support particular ethnic groups
First • Language barriers may affect an aged person’s access to friendships or health resources in the
Language community
Spoken • Language barriers can prevent some aged people accessing informal support from their neighbours
• Nursing home residents who do not speak English may feel isolated and frustrated if they cannot be
understood by the staff or other residents
Type of • Disabilities may impact their mobility to travel to a service or even their ability to read how much
Disability medication they need to take
• May be eligible for the Disability Support Pension or a Mobility Parking Scheme sticker
• May require access to community transport to attend appointments and activities in the community
• If the aged person is in a wheelchair, they may be restricted in how they access services - can’t
physically get here
Socioeconomic • An aged person with a high socioeconomic status may have private health insurance and money for
Status travel
• An aged person with a lower socioeconomic status may not be able to afford a car or the rent in a
particular area
• They may be forced to wait on a public hospital waiting list for non-elective surgery

RESOURCES
Time • Most aged people need to access services during the daytime. Fortunately this is when the majority of
services operate
Money • The cost of some services needs to be affordable for aged people - due to them being on a limited
income
• Many also experience a number of heath conditions and require access to many services to improve
their physical wellbeing
Energy • As age increases, energy tends to decrease
• Aged people must have enough energy to be able to safely access belongings (elevators instead of
stairs, more comfortable waiting areas, etc)
Knowledge • Internet assists aged people in obtaining information about events and services
• Advertising - local paper, on radio and on television to inform aged people

Factors Affecting Access to Services - Service

Opening Hours • The majority of services for the age operate between 9am-5pm
• This suits most aged people who are retired from the workforce
• Public transport runs frequently before, during and after these hours to assist the aged in getting to
particular services
Confidentiality • They can find it hard to trust (eg preferring to go into a bank branch rather than use an ATM, not
wishing to use technology to access services in case their details are stolen
• Many prefer to go to their own GP, with whom they have built up a trusting relationship over the
years
• A number of aged people worry that if they disclose difficulties they are experiencing, this will be
shared with their family and they will be moved into a nursing home and lose their independence

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Location • Many aged people are losing their mobility, whether it be because they can’t drive, have a physical
disability or cannot access public transport - they must live close to resources such as grocery stores,
doctors, specialists, pharmacies and hospitals
• Rural or remote area - limits access to resources
• Important to live near family and friends for easy contact in case of emergencies or for help

Staffing • Staff needs to be patient and listen carefully to understand what they’re asking
• Staff also need to explain things in simple terminology so that the aged individual isn’t confused

Creating a Positive Social Environment for the Aged

Government Policy and Legislation
Pension • Women born in 1949 and beyond now qualify at age 65, the same as men
• The pension age for men and women born from 1 July 1952 will be gradually
increased from 65 to 67 years
• Designed to meet the basic needs of food, clothing and shelter
How Equity is ensured:
• Supports them financially (stability)
• Can obtain adequate standard of living
• May need extra financial support after retirement (consequence of age) - provides
extra financial security
Concession cards • Discounts on telephone, health, transport, electricity and entertainment
• Most cards are means tests - except Seniors cards, which are available to all
retired people over 60 years
How Equity is ensured:
• Provides them with more ease and convenience to such services since their age
can be hinderance to purchasing or accessing services
Compulsory Suuperannuation • Introduced in 1992
• Employers are required a minimum of 9% to superannuation
Aged Care Act 1997 • Sets out funding and standards that must be met by owners of aged care facilities
Carer Payment and Allowance • Many of the aged have aged carers
National Falls Prevention Project • Available to educate/assist older people
Free annual GP visit and free influenza vaccine is available
Pharmaceutical Benefits Scheme • Safety net allows purchase of approved medications at a reduced cost
Anti Discrimination Act • Covers aged- related discrimination
Home and Community Care • Government funding for at home care

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Organisations Within the Community

Blacktown Workers Club
Organisation Activités How achieves wellbeing
Provide funding for Meals on Wheels • Physical - nutritious wheels
• Financial - free meals
• Social - times spend with volunteers
Complimentary Gym Membership • Physical - support bone strength, flexibility + mobility
Funding to Blacktown Hospital • Economic - saving money that would have been spent
on treatment
• Emotional - feel that hospital is catering to their needs

Welfare Officers to assist members in homes, hospitals and • Social - time spent with volunteers
nursing homes

Australian Red Cross

Organisation Activités How achieves wellbeing
Home visits • Since service is free and most aged people rely on a limited pension -
maintains economic wellbeing
• Regular social visits in their home, aged people might not be mobile enough to
leave - social wellbeing
• Frequent and positives visits helps aged who are sensitive/lonely and feel like a
burden - emotional wellbeing
Telephone Contact • Physical safety is ensured as a daily phone call is used to make sure they are
safe - physical wellbeing
• Telephone call gives the elderly a sense of independence - emotional wellbeing
• Most aged rely on pension and this service is free - economic wellbeing

TeleCHAT - calls to people who • Targets those aged with little to no social connections to feel valued and build
have little or no social connection emotional bonds - emotional wellbeing
with others • Friendly volunteers chosen based on similar interests and hobbies - social
wellbeing
• Most aged rely on pension and this service is free - economic wellbeing

Equity Issues
• Suitable Housing: where to live, remaining in their own house, needing to move in with family or to a nursing home
• Health: different standards of care, health issues, disability, mental health issues (eg. depression, dementia)
• Mobility: affects independence and opportunities to participate in the community
• Emotionally: loneliness when partner, siblings or friends die, feeling like a burden on their family

A CURRENT INEQUITY ISSUE

Unequal distribution and varying levels of healthcare, socioeconomic status affects their standard of healthcare, and some
aged people can’t afford to receive healthcare
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Strategies to address issue:

• Local council can promote/advertise health initiatives/services specific for the needs of the aged (eg. Meals on Wheels)
• Local council can also provide the aged with a pass to enter local pools or gyms for light exercise
• Free classes educating the aged about health practices and the importance of exercise and be provided with disease-
prevention info and info on healthy diets

Contribution Within the Community

• Able to educate the younger generation with their knowledge and wisdom
• Experience to pass on to others
• Volunteering - volunteer with St Vincent De Pauls, Salvation Army, Red Cross, Meals on Wheels
• Over half the volunteers with the Commonwealth support program are people over the age of 65 years
• Part time jobs (economic growth)
• Able to care for their grandchildren
• Positive role models to the younger people

INVOLVEMENT IN VOLUNTEER WORK AND CHARITY GROUPS

Improves Community Attitudes
• Erases stereotypes that aged people are useless and dependent
• Inspires younger generation to participate in volunteer activities for the community
• Encourage other aged people in the community to also be active in community

Social • Able to create social ties with other volunteer workers who were encouraged to join
• Can socialise with the recipients of their charity work who appreciate their assistance/charity — can
feel connected
Emotional • Experience a sense of purpose during aged period
• Feel useful as they contribute to disadvantaged members of the community — can feel valued and
productive
• Breaking stereotypes can improve self-confidence and self-esteem of aged people
• Inspire younger generation contributes to fulfilling their sense of purpose within the community

Spiritual • Aged volunteer workers in religious organisations may be able to fulfil their religious duties through
charity — spread Gospel message and loving neighbour as self

Advocacy
Description
The Aged Care Standards and • An independent watchdog whose members visit aged care facilities to ensure that
Accreditation Agency they meet standards
Aged Care Rights Service • Community base origination
• Receives common wealth funding
• Promotes and protects legal rights by providing education and case workers
The Council on the Ageig • Non Government and the mains service in NSW that represents people over 50
years
• Run free seminars and calendar of events on their website

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Legal Aid Commission • Represents older people dealing with the law
• Assistance is means tested
Human Rights Commission • Responsibility of administering laws that affect the aged
Church and Charity Groups
Other Community Service • Carers NSW, Centrelink, Department of Veteran Affairs, Alzheimer’s Association,
Grousp Elder Abuse Prevention Association

RAISING AWARENESS
• Some aged members in the community need the assistance of a carer. May require them to do certain strenuous tasks -
cleaning, cooking, hygiene
• Raising awareness of a carer’s rights as an employee and for the community to appreciate their role
• Raises awareness on what tasks a carer is able to do for an aged person for family/individual research
• Improves community attitudes on the importance of the role of aged carers and the extensive needs of aged people. Also raises
awareness on the vulnerability of aged people and the services available

EDUCATING THE COMMUNITY

• Education the aged community on their rights and resources
• Access to carers to aid with cooking, cleaning etc
• Financial aid such as National Disability Insurance Scheme
• Positive influence: feel more secure and looked after: emotional wellbeing benefited
• Educating caring community
• How to manage finances
• Support such as counselling, advice on stress etc
• How to find time and care for themselves
• Positive Influence: supported in their roles and their feelings are considered

PROMOTING RIGHTS OF GROUP

• Right to be cared for in relation to their needs - through access to an aged carer
• Right to access affordable housing - full time carers in nursing homes are affordable
• Right to nutritional diet - carers ensure healthy and balanced diet is maintained for aged carer
• Right to feel loved, valued and supported - carers have responsibility to maintain the dignity of their dependent and build
a positive relationship

• Through promoting these rights in the community, aged people’s rights can be more fully realised and appreciated in regards
to community attitudes

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Parents
and Carers

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Types of Parents and Carers

Biological Parents
• Related to their children ‘by blood’

Planned • A woman might have intended to become pregnant and might prepare for pregnancy to happen by
ensuring she is physically, emotional and economically ready to have a child
• Unless born prematurely a foetus develops over 40 weeks (three trimesters) in the womb

Unplanned • Happens unintentionally

• Can lead to both adoption and abortion
• This can be emotionally difficult and intense and parents are enforced to weigh up the options
• Fertility is an option for couples who are experiencing difficulties falling pregnant naturally by having
sexual intercourse
IVF • In vitro fertilisation (IVF)
• The process of collecting the egg and the sperm and fertilising them in a lab and inserting back into
the woman’s ovaries

GIFT • Gamete intra-fallopian transer (GIFT)

• Eggs and sperm are places in the woman’s fallopian tubes, where fertilisation can occur naturally

Social Parents
Adoption • The process of transferring all rights and responsibilities from the biological parents to the adoptive
parents
• Open adoption - all parties agree to contact and information exchange
• The earliest time a child can be put up for adoption is 6 days after birth up until the age of 18
• FACS main programs
• Local Adoption and Permanent Care
• Out-of-Home Adoption
• Inter-country Adoption

Fostering • When the parents are unable to care for their child, the child is placed in a foster home, where they
are nurtured and cared for until they are able to live with their parents again
• Communication is encouraged between the foster parents and the biological parents and between the
child and the biological parents

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Step- • A step parent is when one of the parents are biological to the child and the other is a stepfather/
Parenting mother by marriage
• These families are classified as being a blended family

Surrogacy • When a woman conceives, carries the foetus and gives birth to the baby in behalf of another person
or couple, there is an agreement that the newborn will become the couple’s child
• Partial Surrogacy - using a man’s sperm to fertilise the surrogate mother’s egg by either intercourse or
artificial insemination
• Gestational Surrogacy - using a man’s sperm to fertilise a woman’s egg and implanting the embryo in
the surrogate mother’s uterus

ADOPTION
Local • Children from infancy to two years of age
Adoption • Birth parents voluntarily make a decision to have their child adopted
Permanent • Children are under the responsibility of Family and Community Services
Care • Children are unable to remain in the care of their parents or family members
Out-Of-Home • It is assessed that children are not able to live with their parents or extended family
Care Adoption • Children are placed with authorised carers
Inter-country • Adoptions between Australia and a Country that is a member of the Hague Convention on the
Adoption Protection of Children and Co-operation in Respect of Inter-country Adoption
Intrafamily • Adoption of a child who lives in New South Whales by a step-parent or relative
Adoption • Can be one of two types: step-parent adoption or relative adoption

In NSW, adoption is the responsibility of Family and Community services (FACS) and other registered agencies, such as
Anglicare, Barnardos and CatholicCare.
An ATSI child can only be placed with a non-indigenous carer if an appropriate placement cannot be found in :
• The child’s extended family (kin)
• The child’s Indigenous community (kith)
• Other Indigenous people (Lamont, Nair and Scott, 20143

RIGHTS AND RESPONSIBILITIES

• Law provides guidelines about who has legal rights and responsibilities for the care and protection of a child and when
the right takes affect
• The law recognises concept of a :
• Birth/biological parent
• Legal parent
• Social/functional parents
• with increase in science, a birth parent may not necessarily be legal parents, therefore parentage may be fragmented
across different biological/social lines
• Family Court ad Children’s Court can get involved if there is a dispute

Carers
• A carer is someone who looks after another person, whether for payment or on a voluntary basis, by setting
responsibilities in relation to family and/or relationship

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• According to the ABS almost 2.7 million Australians (12%) were carers in 2012 and 77000 (3.4%) identified as being a
primary carer

Primary • A person, or more than one person, who is mostly responsible for every aspect of the dependent’s life
(eg. mother and/or father)
Informal • A person who provides care for a dependent on a regular basis without being paid (eg grandmother)
• any person giving ongoing assistance to another without payment
• A number of informal carers are also primary carers
• 63% do it as a family responsibility
• 50% think they are better carers
• 41% feel it as an emotional obligation
• 32% feel that no one else is available
• Traditionally female take the caring nurturing role - seen as “woman’s work”

Formal • A person or more than one person, a parent or carer pays to care for the dependent (eg nanny)
• Trained professionals who provide care through formal agencies or institutions
• Payed by the receiver

Reasons for carers taking on the role

• Sense of family responsibility (66.9%)
• Feeling they could provide better care than anybody else (50.3%)
• Feeling of emotional obligation to undertake the role (44.2%)
• Alternative care to costly
• No other family or friends available

The Role of Parents and Carers

SATISFYING NEEDS OF DEPENDENT
• Parents or carers are responsible for ensuring they do everything in their power to meet his or her needs
• EXAMPLE: infants and children have specific needs such as feeding, changing nappy and education
• EXAMPLE Older individuals who need extra attention may have specific needs such as heath and physical activity
• If the carers fail to meet the person’s needs their health and wellbeing might deteriorate and they may face complications
• SHESEA

BUILDING A POSITIVE RELATIONSHIP WITH DEPENDENT

• They need to commit to the responsibility for promoting positive and supportive relationships
• Early childhood is a time of rapid development and the children observe what happens around them and learn from
them
• EXAMPLE if a child witnesses abuse they will try to make sense of it, if the abuse is regular they might think it is
‘normal’
• To build positive relationships parents and carers can show love, honesty, communication, trust, patience, affection and
hugs/kisses

PROMOTING WELLBEING OF DEPENDENT

• Parents and carers should help the dependant make decisions about matters such as diet, physical activity, religion, etc
• They should be promoting wellbeing by role modelling correct lifestyle behaviours
• EXAMPLE: eating right, doing physical activity
• By having good role models, children will be more likely to engage in health behaviours that result in a sense of wellbeing

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Preparations for Becoming a Parent or Carer

It is important for parent or carers to be well prepared so hey can manage their role effectively and satisfy the changing
needs of the dependant. It also involves using a variety of personal management skills; that is, planning, organisation,
communication, decision-making and problem solving

C Changing health behaviours

O Organising Finances
M Modifying the physical environment
E Enhancing knowledge and skills

Changing Health • Health behaviours include nutrition, physical activity, and social and spiritual connections. parents
Behaviours need to make positive lifestyle choices before they start trying to conceive a baby and during
pregnancy
• There are specific health behaviours that can be changed to optimise the development of the baby
and reduce risks
• Parents and carers should ensure they are physically health, fit and energetic enough to cope with
the new responsibilities they will face: going to the doctor; taking folic acid; choosing between
birthing options; maintaining a healthy lifestyle; avoiding drugs; regular exercise; getting 7-8 hours
of sleep per night; drinking two or more litres of water per day
Organising • Budgeting, saving, and setting up support payments
Finances • Parents and carers usually lose income when the mother leaves work before the baby is born and
after the baby is born to look after herself and the baby
• Need to meet costs associated with the baby
• EXAMPLE: food, comfort, appointments and shelter
• They need to plan how they will meet the concerns by making a budget
• They can consider: health insurance, government allowances (centrelink) and essential baby costs

Modifying the • Using childproof around the house is important for preparing for a child
Physical • This can be in many ways; making bedroom for child, removing breakable and dangerous
Environment appliances out of reach, gates up around stairs
• Need to buy equipment that will ensure safety
• EXAMPLE: baby fences, handrails, sharp edge guards
• For other dependents, carers will need to find places to safely store wheelchairs, walking frames or
other specialised equipment
Enhancing • Important for parents and carers when preparing for a child
Knowledge Skills • Parents can enhance their knowledge and their skills through education and training offered by
both formal and informal group resources
• Pregnant women should attend classes in pregnancy and birthing (eg. pre natal and post natal
classes)
• Online courses, health services, workshops with doulas or in private settings
• Accessing resources like magazines, books, websites and blogs
• If they are being a parent or carer should understand the dependent and gather background info
• Parents need to be very wary of the many social media and online forums that sometimes provide
inaccurate, negative and/or unprofessional advice about parenting
• Support services, counselling, self-help and condition specific groups that operate through
neighbourhood centres, local councils, community health and aged care facilities

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Factors Affecting the Roles of Parents and Carers

Characteristics of the Dependent
The roles of parent and carers are to:
• Satisfy the specific needs of the dependant
• Build a positive relationship with the dependant
• Promote the wellbeing of the dependant

A Age
S Skills/Capabilities
S Special Needs

AGE
• The dependents age will have a big impact on the relationship between the carer
• EXAMPLE: the relationship between a mother and her three children will be affected by the children’s ages and age
gaps
• If her children are young and lose in age, they might experience intense jealousy or rivalry

SKILLS/CAPABILITIES
• Depending on the age/disability of the dependent they might not be able to acquire skills in order to assist their carer
•EXAMPLE: an older child might develop the capacity to complete a variety of tasks in order to assist, like doing the
washing, cleaning the car/house, or making dinner

SPECIAL NEEDS
• Some dependents can have medical, intellectual or psychological disability and require additional assistance from their
parents
• Some children might need help with walking, going to the toilet, and the need can greatly affect the dependent-carer
relationship, especially when the carer has their other children to look after
• They have to be completely supportive of the dependent, which can lead to less time with other children and result in
jealously

Influences on Parents and Carers

PERSONAL
C Culture, Customs and Traditions
R Religion/Spirituality
O Own Upbringing
P Previous Experience

M Multiple Commitments
E Education
S Socioeconomic Status
S Special Needs

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Culture, • Culture often entail specific customs and traditions that can be very influential in the raising of a
Customs, and child
Tradition • Parents most commonly would want their children to uphold the culture they were born into
• In various cultures, they have different living conditions, specific gestures when greeting people,
having family lunches and Christmas dinners
• In a multicultural society, conflict may occur in relationships when the cultural norms of parents are
different from those of the society in which they live (eg. parents may restrict freedom and
independence of daughters
Religion/ • Carers will introduce their child or children to their religion because it will have been embedded int
Spirituality their upbringing
• It is not till the child starts to be independent that they will start to explore their chosen religion or
form of spirituality in order to develop their own understanding of the world
• EXAMPLE: Amish parents will raise their children up to use no technology
• Carers need to respect religion and values of their dependents
• If a young person chooses to follower an alternative path to the one modelled by his or her parents, it
can be difficult for both
• Trust can be violated and parents may feel that their example has not been valued
• May influence choice of educational institution, social activities family involved in, and willingness to
help others outside the many and way financial resources are allocated
Own • This will influence various aspects of how they raise their child or children
Upbringing • Parents actions often mimic their own parents
• Carer with positive family life = trying to repeat the experience for their children which leads to the
children feeling secure, valued and developing a strong bond with carer(s)
• Carer with bad personal experience = parents try to adopt other goals and values to create a different
experience, so children have better opportunity than parents did and a more harmonious life
Previous • An educated parent or carer is more likely to be aware of the support services available and have the
Experience confidence to use them
• If a carer is formally qualified or has significant experience in caring, the dependant will usually
receive a higher quality of care
• Individuals will look at their own experiences in areas such as education and employment and reflect
on what they think is best for their child
• Often compare their own childhood experiences or experiences of people they know
• EXAMPLE: if they already have a child they will know what to do

Multiple • It is necessary that parents develop balance and plan how much time they will dedicate to each
Commitments commitment they have made (sport, friends, and family)
• If they over commit to too many things in a short time they can become rundown
• On the other hand, if they cut out their commitments for the family they can feel purposeless and
feel left out
• Parents and carers need to develop management strategies so that they can meet the responsibilities
and expectations of multiple roles
Education • Educated people might have more knowledge and understanding of parenting and caring roles and
responsibilities having researched them
• Educated individuals are often more aware of services and groups they could access to help develop
their skills
• Can access through books and websites

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Socioeconomic • An individual’s socioeconomic status is influenced by the income they receive, their occupation ,their
Status level of education and the area in which they live
• Parents with low socio-economic status might not be able to access various support services
• This effects the type of relationship they have with their child and can vary greatly
• EXAMPLE: parents who have to work long hours due to SES to meet the child’s needs pard to
parents who have high SES don't have as much time to spend with their children losing some
connection
Special Needs • Children with special needs may have needs that are greater than most children
• While the parenting or caring role may be enhanced due to the close bond that develop when carers
ad their dependants spend quality time together, the relationship may at times be made more difficult
because of the special needs required
• Need to learn to cope with the disability and changed their life according in order to give the child
the best quality of life
• Support networks can supplement the role of parents or carers so that optimum relationships are
maintained (eg. in the provision of special schools and community support, such as respite care or
home care)

SOCIAL
C Community
G Gender Expectations
M Media Stereotypes

Community • Community attitudes can potentially have an impact on parents and carers, although attitudes are
Attitudes often not positive
• EXAMPLE: If a couple in a lesbian or gay relationship are living in a suburb that has a very
religious constituency, some community members might feel they have the right to make religious
views known to the couple and question their suitability to parent a child
• They reflect the prevailing norms of people within a certain area, and may include prescribed
behaviours, standards of dress, methods of education or acceptable activities.
• Families who are unaware or choose not to conform may face opposition ad question by others

Gender • Gender expectations have for a long time influenced the traditional roles of people who are part of a
Expectations family unit
• EXAMPLE: in early to mid 20th century, a wife was expected to stay at home with the children
while her husband went out and earned money for the family
• Children are heavily influenced by gender roles that are evident during the child’s developmental
stages, or formative years
• By demonstrating flexibility in the responsibilities linked to gender roles, less conflict and greater
cooperation are likely to be seen in parenting and caring
• While some families and cultures still conform to traditional roles, the high level of technological and
social changes that have occurred in society have blurred the distinct lines between mother and
father roles
• Males may stay home as house husbands, and responsible for the daily care of the children,
preparing meals, medical appointments, preparing children for school and transporting them to
activities while the mother is engaged in paid employment
• Mothers have greater flexibility — maternity leave or work part time or full time, etc
• Promoting wellbeing of dependents may include encouraging children to participate in the activities
that they are interested in (eg. Parents supporting their daughter to play football, son participating in
dance lessons). These activities are becoming less defined by gender expectations

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Media • In the media, the subject of parenting and caring is deal with by every media
Stereotypes • EXAMPLE: Books, magazines, and newspaper articles are focused on parenting and caring, and
reality and fictional programs, blogs, videos and segments are broadcast on TV and via radio
• The media is not only a tool for conveying information; it can influence individuals, groups and
communities in both positive and negative ways
• Sometimes the behaviours depicted are compatible with individual values and are therefore positive,
and on other occasions they may challenge acceptable individual values and may be seen as having a
negative impact
• This media has also enabled carers and dependants to find out about financial support, advocacy, and
respite, which can lead to the carers performing their roles more effectively, thereby enhancing their
relationship with their dependents

Styles of Parenting and Caring

P Permissive
A Authoritative
N Negligent/Indulgent
D Democratic

Authoritarian • This style is based on control

• Based on rules and regulations
• Communication in this type of family is often closed, where the parents or carers speak and the
children listen
• Are responsible for decision-making and communication within the family
• May not promote the wellbeing of the dependant, who is unable to become independent
• Good in emergency situation (eg. in a house fire)
• Parent: hostile towards child, verbose abuse or smacking
• Child: fearful of home environment, mistrustful of others, mental health issues

Democratic • Parents and carers who use this style of parenting are neither intrusive nor restrictive in their
conduct and actions; rather, they discipline their children in a supportive way
• All members have a say in decisions
• The individuals involved may increase their trust in one another as they share opinions and values
• Research shows that parents and carers that use the democratic style have children with a higher self-
esteem and self confidence
• The wellbeing of both parent/carer and dependant is enhanced when there is effective
communication
Permissive/ • This style of parenting is a ‘hands off’ method
Indulgent • Parents and carers have a relaxed and laid-back approach to parent
• The children are forced to develop independence and sense of identity so they can function
• Rules and regulations are uncommon, but if they do exist, they are rarely enforced
• This parenting/caring style may lead to poor wellbeing, as the dependant may engage in higher-risk
activities and, as a result, may not meet needs of safety and security
• Carer: harsh one day, uninvolved the next, inconsistent with behaviour
• Child: uncontrollable, impulsive, more immature, hard to pacify and manage

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Negligent • This style is used by parents and carers who are detached from their children and unconcerned about
them
• They fail to meet their children’s physiological needs, including needs of food etc, and may neglect
their responsibility for meeting the children’s needs in relation to belonging and esteem
• They are likely to be unaware of social values and standards and to have less opportunity to be
effective members of groups and communities
• The dependant’s wellbeing is not promoted and they may be malnourished, unhealthy and have
learning disabilities because of a lack of appropriate stimulation
• Elder abuse: in such cases, health, security and safety, and sense of identity needs are not met and the
relationship reflects a power imbalance where the wellbeing of the dependant is significantly reduced
• Child: Find it hard to form and sustain relationships with others, higher rates of problem behaviour
and poorer school results

Rights and Responsibilities in Parenting and Caring

LEGAL RIGHTS OF PARENTS, CARERS, AND DEPENDENTS
• In Australia, there is no single act of Parliament that defines all the rights that parents have
• There are a large number of acts that define or explain the legal authority that parents have in certain areas including :
Education Act 2004, Commonwealth Family Law Act 1975, NSW Children and Young People Act 1998
• Family Law Act 1975 - to protect children from physical and psychological harm and to ensure they receive adequate and
proper parenting and caring
• Parents and carers have the right to make decisions about their children
• They make their decisions in relation to the dependents’ religion, schooling, discipline, medical treatment and living
situation

Love and Belonging

• Children also have rights, which are the rights to be safe, nurtured, educated and protected
• Parents and carers are responsible for making decisions according to their children’s needs and for protecting their
children’s rights

Right to Foster Care

• Parents and carers have the right to raise their children, but if they do not meet their responsibilities, in some cases they
can lose the right and their children can be taken out of they custody
• This situation can often result in foster care

Medical Care
• Children have the right to access Medicare in times of need
• At the age of 15, children are allowed to apply for their own Medicare card

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RESPONSIBILITIES OF PARENTS AND CARERS
S Setting Limits
D Discipline
D Duty of Care

Setting Limits • Factors such as their religion, culture, and own experience will have an impact on the limits they set
for their children
• As the children get older, they might challenge these limits because the limits are different from their
friends’
• It is important that parents and carers explain the limits to the child and work with him or her to
build trust so that as he or she gets older, he or she can re-evaluate the limits
Discipline • The aim is to help children learn the difference between right and wrong
• The disciplinary process can involve enforcement of rules and systems and giving consequences
• Discipline actions can include; grounding or taking phone off child
• Why parents and carers are disciplining a child, it is important they be consistent in following the
rules they have set for him or her
• EXAMPLE: setting limits and not being too strict, and that they learn their lesson
• It is important that the parent or carer address the child when the child has calmed down, talks to
him or her, and reassure him or her that he or she is still loved and cared for
Duty of Care • Parents and carers are responsible for showing reasonable care while looking after dependents
• They need to ensure they meet their dependents’ primary and secondary needs and that they nurture
their intellectual and social development
• EXAMPLE: providing food, water, safe home and an education for dependent

Support for Parents and Carers

Types of Support
Informal • Informal support includes support given by friends, relatives, neighbours
• Support can vary from hands on, to asking how the parent/carer is
• This support is informal and is often what a parent or carer needs for a ‘pick-me-up’
• They are given an outlet for discussing their problems
• Relatives, friends and neighbours are most often the people parents and carers feel comfortable with
and trust
• This type of support is usually free of charge

Formal • Formal support involves accessing various government agencies and community organisations
Parents and carers can access it in a number of ways because it is available by way of a variety of
media
• EXAMPLE: they can access a website, call a hotline, join a support group, or physically visit, a
government agency or community organisation

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Types of Services Provided Through Formal Support

F Financial Support
R Respite
E Education
C Counselling
C Childcare
H Healthcare

Financial • Having a family is an expensive endeavour, because all children need food, clothing and shelter
Support • Parents and carerscan access financial support services to help themselves meet the costs involved in
having a family
• Some parents and carers will be eligible for government payments or benefits
• Centrelink financial support initiatives - The Childcare Rebate, Child Support Basics, Parental Leave
Pay, Rent Assistance
Respite Care • Respite care involves giving a person’s primary carer relief from his or her duties and having a trained
person provide temporary care for the dependent
• Although some people refer to respite care as baby sitting, it is actually for people who have a
disability or are ill or elderly
• Being the primary carer of a dependent who has a disability or is ill can be extremely stressful and
exhausting, so respite care is designed so that each party can have a break
• In relation to the parent-dependent and carer-dependent situation, parents and carers need to treat
their dependents appropriately in order to ensure that the relationship remains positive
• Examples of support come from - Carers NSW, Alzheimers Australia, Kinder Caring, MS Australia
Education • Primary
• Children undertake between the ages of approx. 5 and 12
• The learning is compulsory, and involves attending school on weekday along with other students
and with teachers
• Home schooling can be an option for some families
• Secondary
• Children attend between the ages of approx. 12 and 18
• The school day is often longer, and students study a range of subjects they might not have heard of
in primary school
• They can then decide whether to attend TAFE or University or obtain full-time work

Counselling • Counselling is the act of providing relief, support and guidance to a person who is struggling to cope
or deal with one or more aspects of his or her life
• Parents and carers may need counselling for struggling from grief, post-pregnancy, or stress
• Today however, people can access counselling services and advice via the internet
• EXAMPLES: Parent line, Youth Beyond Blue, Headspace

Childcare • Depending on the parents’ or primary carers’ circumstances, the parents or primary carers can use
childcare services to ensure their children are cared for and supervised
• This type of service includes baby sitters, nannies, child care centres, ‘family day care’ centres and
preschools
• Community Organisations - childcare services, preschools, community based organisations including
churn run childcare services
• Government Based Services - private sector services include privately run childcare centres

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Health Care • A number of public and private health services exist for preventing, treating and managing health
problems in relation to physical health concerns and illness as well as mental health issues
• Government
• A variety of public and private health services are available throughout Australia’s states and
territories
• NSW has numerous general health practitioners (GPs), specialists, hospitals, specialist children’s
hospitals, ‘early childhood health services’, family care centres, and ‘child and adolescent mental
health’ services

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Social Impact
of Technology

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Defining Technology
Technology: the study, development and application of devices, machines and techniques to manufacturing and productive
processes

UNESCO: ‘… the know-how and creative processes that may assist people to utilise tools resources and systems to solve
problems and to enhance control over the natural and made environment in an endeavour to improve the human
condition’ (1985, p. 3)

Technology is the application of knowledge, experience, tools and resources in response to human problems. It’s determined
by values, standards, and beliefs. It is measured by how well it satisfies needs + wants, and its impact on wellbeing (SPEECS).

Primitive - tools associated with survival (eg. hammer, shovel, bag)

Complex - complicated or have many parts (eg. phones, tablet)

Technology as… Description

Hardware • Physical devices we use to accomplish tasks
• Can physical interact with the technology
• Support ourselves and making it easier or more efficient
• Eg. computers dishwashers when doing tasks (appliances, gadgets, toys)
Software • Not physical or tangible devices
• Embedded into and used in the hardware
• Eg. Microsoft word and apps (applications, databases, websites)
Organisation of Knowledge • Modern-day structuring/representation of knowledge and information
• Technological aspect of obtaining, storing, retrieving and using knowledge
• Eg. Google and internet (communications, media, internet, home entertainment)

Historical Perspectives
The Digital Revolution
• The movement towards digital technology and away from analogue, mechanical and electronic technology
• Electronic - devices that have a cord and electrical circuit
• Eg. toaster and fridges
• Digital - involves mobile phone devices and the internet
• Positive - amazing ability to communicate and connect with our family members, friends, and colleagues who live
throughout the world
• Negative - some industries have become redundant, individuals have lost jobs

The Information Age

• This resulted in the rise in digital technology
• Processes such as shopping and learning have changed because we can now use digital technology to complete both tasks
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• Access to the internet = access to information on almost every topic
• Positive - lots of information
• Negative - may not be accurate information

Reasons for the Development of Technology

•
Reason… Description and Outcomes
Improve Upon •Improving technologies in order to enhance their efficiency and effectiveness
•Technology will always continue to further improve and develop as there is also a demand
Existing Technology
• Eg. continued improvement of the iPhone
• POSITIVE - products such as the mobile phone can suit our lifestyles
• NEGATIVE - continued improvement means that new technology will be experienced for
some
Economic Benefit • Technologies that have lead to improvements in efficiency often entail some type of economic
benefit
• POSITIVE - banks benefit because they don’t need to pay employees
• NEGATIVE - redundancy of jobs (economic wellbeing)
• Eg. banks have started to go online making some jobs redundant, making an economic benefit
for the bank
Consumer Demand • As technology advances the ‘consumer demand’ includes people’s desire to upgrade the
technology and what they need
and Human Needs
• POSITIVE - helps benefit an individuals lifestyle
• NEGATIVE - economic loss
• Eg. the constant upgrade of the iPhone meets the needs of people as they develop; faster, longer
battery, fingerprint, apple pay
Social Betterment • Being able to communicate with your friends and family more frequently
• POSITIVE - easy communication
• NEGATIVE - distraction from face to face communication, people can be fake
• Eg. Skype as you can connect with friends from other countries and Facebook as you can
connect and share with friends but this site can persuade people to put it up a front
Global Community • Having access to technology that lets you communicate with people around the world
• POSITIVE - online shopping, access market around the world, don’t have to travel
• NEGATIVE - people can be lazy and not go to physical stores
• Eg. Skype can be used around the world to connect for business as you can have consults from
other countries in meetings over video chat and speaking to family friends instead of sending
letters
Response to Social • Providing aiding management and prevention of various social problems
• POSITIVE - prevent illness (physical wellbeing)
Problem
• NEGATIVE - expensive (MRI)
• Eg. Prosthetics have been created to assist those who have lost/born without a limb to make the
individual not feel singled out, enhancing their social and emotional wellbeing

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Factors Affecting Access to and Acceptance of

Technology
Age • Can influence an individual’s ability to access certain technologies and their willingness to
accept new technologies
• ACCESS TO - A 7 y/o boy may have limited access to technology, as they will not be able
to independently afford it
• ACCEPTANCE OF - A 90 y/o woman would have limited acceptance of technology

Culture • Highly developed countries have greater access to technologies (eg. Japan). Cultures also
influence acceptance of technologies
• ACCESS TO- Japan have advanced access to technology
• ACCEPTANCE OF - The Amish have limited acceptance of technology

Education • Allows individuals to develop knowledge and skills to use and access technology
• ACCESS TO- Private schools have good access to technology in school
• ACCEPTANCE OF - Schools promoting technology from the younger years develop their
acceptance of technology when they grow up
Economic Status • Socioeconomic status will influence an individual’s access to and acceptance of technology
• ACCESS TO- People in rural and remote areas have limited access to technology
• ACCEPTANCE OF - People with higher economic status eg. northern beaches have
advanced acceptance of technology
Disability • A person that has a disability might use a special type of technology to help themselves
complete daily tasks
• ACCESS TO- People in isolated areas with a disability have limited access to technology
• ACCEPTANCE OF - Some individuals that need a specific piece of equipment to help
them have more acceptance of that technology
Geographical Location • Where you live can effect your acceptance of and access to technology eg. developing
countries
• ACCESS TO - People in rural and remote areas have limited access to technology
• ACCEPTANCE OF - People living ion the northern beaches have more access to
technology making them more accepting of it
Gender • Gender-related peer pressure, societal expectations, stereotypes and perceptions influence
access to and acceptance of technology
• ACCESS TO - Both genders have limited advanced access to technology eg. women in
developing countries have limited access to birth centres
• ACCEPTANCE OF - Men have limited to no acceptance of hair straighteners because
they are more widely known and advertised as a women’s product
Religion • Different religions believe in different things and most have different views on technology
• ACCESS TO - A monk living in an isolated area has limited access to technology
• ACCEPTANCE OF - Jehovah’s witnesses have limited acceptance of technology

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Impact of Technology on Lifestyle

Technologies and the Family
• Affects employment, income, education and training
• Interpersonal relationships are affected

Household Technology • Technologies help ourselves complete domestic chores, and undertake work-related tasks
• Eg. dishwasher, fridge, washing machine
Information and • Have a significant impact on interpersonal relationships and businesses
• Global community created
Communication
• These are the technologies that let us communicate with others and also provide us with
Technology information
• Eg. mobile phones, iPads, computers, Webcams, internet, social networking
• Expect immediate responses
• Speed at which we are taking up and using communication technology affects families in
the future
• Interactive sites — communication between family members + other individuals and
groups, purchase of goods, seeking out information
• Inequities exist with distribution eg. remote communities and other marginalised groups
may find their situation severely limits the range of technological tools available to them
Entertainment • There is a range of visual and sound entertainment that is used to entertain
• Can improve quality of the home and are continuing to expand
Technology
• Can be in the form of: networked or free-standing computer games, multi-player online
games, digital entertainment, specialised venues and theme parks, motion-based rides,
console and PC interactive game stations, immersive display environments, surround
sound; three-dimensional sound, entertainment robotics, wearable computing for
entertainment purposes
• ABS 2011: average of 82 hours a month online
• Eg. Wii, computer, PlayStation

Technologies and the Community

Education and Training • Technology is heavily invested in the employment sector, so it makes sense that schools and
other educational institutions invest instruction in the way of tutorials and videos to help
peoples understanding of how to use new technologies
• Eg. iPads, YouTube, smart boards, edmodo, social media

Transport and Travel • The technological development based technologies has lead to an improvement in efficiency,
safety, speed, distance, comfort and environmental impact
• People planning on travelling can access a range of applications to check in, see if its on
time, choose seats
• Eg. Uber, E-tags, GPS, monorail, Opal cards, trip view, trip advisor

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Health and Medicine • People rely on technology in order to provide medical treatment to the people who require
it eg. doctors using MRI’s & X-rays
• Technology is also used to treat people with various health concerns eg. carbon-fibre limbs
are used as replacement for missing limbs
• Technology helps with ongoing creation and development of medication eg. person with
asthma requiring Ventolin
Food • Technology has enabled scientists to research nutritional make up, and assess food benefits.
Because of this we are able to modify our eating patterns to best suit ourselves
• Technology is also aimed at food process and packaging. Techniques such as chopping,
mincing, cooking, and baking can be applied to food in bulk eg. nutrition label
• Eg. fridge, Diets, food processors, chemicals

Leisure and • Money is needed to take part in this area as communities engage in activities that are fun
and exhilarating
Entertainment
• Leisure activities such as going for a walk, watching a movie are made only possible by
technology
• Eg. TV, Wii, Laser Tag, movies, theme parks, social network

Technologies and the Workplace

Safety • Refers to all types of technology that provides safety to employees eg. helmets, shoes, goggles
• Work places now have more secure lock/alarm systems, + evacuation procedures in case of
Technology
emergency
• Occupational Health and Safety is an area concerned with the safety, health and welfare of people
engaged in work or employment
• Eg. emergency shutdown button
RIGHTS + RESPONSIBILITIES
• Attending workshops/seminars so employees have a high level of knowledge and understanding of
the technology
• Employers responsibility to provide opportunities for their staff to be upskilled or retrained
• Employees MUST maintain safety standards eg. leather shoes

Information and • Huge advancements because of the availability of the internet enabling gaining information and
communicating so much easier
Communication
• Eg. In today’s society projects can be completed by a team of people who have never met because
Technology they are able to communicate and share ideas by using technology
• Eg. Skype, FaceTime
RIGHTS + RESPONSIBILITIES
• Attending workshops/seminars so employees have a high level of knowledge and understanding of
the technology
• Employers must ensure that ICT technology is regularly updated so that skills and experiences do
not become out-dated

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Structure of the Health and Safety
• It is a legal requirement that employers structure their workplace and work practices in a way that
Workplace
provides for a safe and health environment eg. signs when mopping the floor
Equipment
• Employer’s can find they are able to run their business more efficiently because they do not have to
employ as many staff members and therefore do not have to pay as many wages eg. E-tag instead of
paying coins
Efficiency
• Companies are now often developing technologies where the companies’ main objective is
improvement of efficiency eg. E-tag
Flexibility
• Because workers can complete tasks more easily as a result of technological advances, it is feasible
for them and their employers to be more flexible at the workplace eg. working at home
Education and Training
• At many workplaces throughout the work, employees are encouraged - if not compelled - to
undertake a variety of technological training and education eg. Microsoft Word
RIGHTS + RESPONSIBILITIES
• Attending workshops/seminars so employees have a high level of knowledge and understanding of
the technology
• Employers responsibility to provide opportunities for their staff to be upskilled or retrained
• Occupational Health and Safety regulations and practices must be followed by all employees to
ensure safety
Introduction of When introducing a new piece of technology into the workplace, employees need to ensure they
•
know how he or she uses it as well as suiting/adapting it to their responsibilities
Technology into
• If an individual finds it hard to accept a new piece of technology, to avoid employer/employee
the workplace conflict, all parties should maintain a positive attitude towards change and be open and willing to
consider and adopt new and improve technologies
RIGHTS + RESPONSIBILITIES
• Attending workshops/seminars so employees have a high level of knowledge and understanding of
the technology
• Employers responsibility to provide opportunities for their staff to be upskilled or retrained
• Occupational Health and Safety regulations and practices must be followed by all employees to
ensure safety

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Technological Development
Issues Related Information and Communication Technology
As new technology emerges, issues associated with it are being assessed and measures are taken in order to reduce them,
which is why updated versions are always being released eg. iPhones, iPads, computers

Privacy and Safety • Laws exist for protecting people’s privacy in relation to collection, storage, use and security
of personal information
• Censorship which looks at the suppression of information hat is considered to be
objectionable, sensitive or potentially harmful
• Censoring of online content on behalf of various users is becoming increasingly important
• Eg. certain social networks blocked

Security of Information • Various measures have been put in place in order to protect our security when we are
using technology, especially when we are online
• Actions such as pins, passwords, security questions are all preventative measures
• There are still ways people can steal other people’s identity online and access their details
in the form of things such as email, social media programs and banking details
• Eg. passwords

Accuracy of Information • We are able to access information at any time

• Sometimes the information is not always accurate, and a lot of the time, we have difficulty
discerning what information is based on the facts and what information is based on bias
or opinion
• It is important we ensure that the sources of information we access especially in relation to
school assignments - are credible
Information Overload • The term ‘information overload’ means having too many sources of information that
involves conflicting views about one issue
• Being subjected to over-reporting about an issue, or having too many news stories can
make it difficult to remain sensitive about various issues
• Eg. bomb threats an Sydney Lindt Café siege

Copyright • Copyright infringement is increasing with people taking other people’s work and
representing it as their own
• Many people are taking the information without adhering to the correct standards, the
right people dare not given credit for the work they have done
• Eg. downloading movies from internet sites, handing in an essay someone else has written

Impact of Emerging Technologies

Ethics • The term ‘ethics’ is associated with questioning whether something is morally right or
wrong and its positive and negative effects on individuals, communities and environments
• In relation to technology, the term is related to acceptance and recognition of developed
technologies and their purpose and use in society
• Eg. people often have ethical concerns about use of reproductive technology and genetic
engineering and because of social and cultural values and beliefs

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Equity and Access • In relation to technology, not all developments are equally accessed by individuals or
distributed evenly throughout communities
• Individuals and groups have various levels of access to technologies, according to factors
such as age, disability, education, culture, etc
• Eg. distribution of computers throughout schools could be considered to be an equity issue

Health and Safety • Emerging technologies in relation to Health and Safety can be beneficial or detrimental
• POSITIVE - Easy for us to go online and use various search engines in order to promote
our wellbeing eg. reading blogs about workout regimens
• NEGATIVE - If we spend too much time using technology, we might suffer in all areas of
our life eg. too much time using ICT such as online gaming sites, we might lose interest in
our social and physical wellbeing
Economic • The selling and distribution of the technologies are a very lucrative business. eg. The Apple
corporation is now worth billions of dollars due to its production of various types of
technology, including mac computers, iPads, iPhones and iPods
• POSITIVE - Can result in generation of jobs because emerging technology development is
an ever growing industry
• NEGATIVE - Result in redundancy of traditional job roles in areas such as factory work
and farming
Environmental • We use various technologies to enable ourselves to control our environment eg. electronic
security systems to enhance our personal safety
• Eg. climate control systems, people today are somewhat dependent on cooling and heating
• POSITIVE - Technology has improved the fuel efficiency of cars and polluting emissions
have been minimised
Education and Learning • All people should be educated about how to use technology properly eg. being taught
correct etiquette for when they are using social media sites, could result in issues such as
cyber bullying occurring less
• POSITIVE - Education technologies include iPads, smart boards
• NEGATIVE - These technologies are costly, including hardware, software, infrastructure,
maintenance and training,

Case Study on Mobile Phones

A mobile phone is an electronic device that is used for voice or data communication over a network.

Reasons for the Development of the Technology

1G — First Generation • Development and use of wireless telephone technology — extensively used in 1980s
• Analogue radio signals used to facilitate voice calls
• Advanced Mobile Phone System (AMPS) in Australia — introduced 1987 — main
analogue mobile phone system until second generation of devices available

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2G — Second Generation • Change over from analogue based system to digital systems — calls more effective and
efficient
• Companies developing second generation services introduced data services — SMS
capability
• New standards introduced —- Code Division Multiple Access (CDMA)

3G — Third Generation • Rather than use 3G phones as portable means of voice communication like first
generation phones — could be used to take photos, browse internet, read email
4G — Fourth Generation • Ultra-broadband Internet access develops to facilitate greater connection between several
digital media
• Fourth-generation devices peak speed of 100 megabits per second
• Connecting, sharing, and communicating is a much faster process

Factors Affecting Access to and Acceptance of the Technology

Age • ACCESS: A lot of older Australians do not know how to use the newer phones that are on
the market
• ACCEPTANCE: Because of technological advancement ,some people are being left
behind, either accepting the technology nor knowing how to accept it
• Children as young as 8 own or feel pressured to own phones
• People of all generations accepting technology, with adolescents and young adults tending
to use their phons more prominently
Culture/Religion • Smartphones used by individuals of all cultures and religions
• ACCEPTANCE: Some cultural practices and religious beliefs might restrict the time and
type of phone use with other cultures using functions of phones more prominently
• ACCESS: Cultural and religious beliefs can be strengthened by connection with associated
members via social media — language or religious applications might make phones more
accessible
Education • Adolescents and young adults may need to access phones for educational purposes while
at school, University, TAFE or college
Economic Status • ACCESS: Expensive
• To use a phone that has just come on the market, you need to pay for the handset an for
insurance and also either buy credit or pay your regular phone bill
• Children and adolescents attending more affluent schools may be encouraged to use
phones during lessons for classwork, and individuals from low socioeconomic families
may feel pressure to own a smartphone
• ACCEPTANCE: accepted by people of all socioeconomic statuses

Disability • ACCEPTANCE: People with disabilities are very accepting of phones as they allow them
to feel and be more connected
Geographical Location • ACCESS: Rural/remote areas of Australia do not have very good reception, making it
difficult to rely on the technology for business or private use
• ACCEPTANCE: accepting as it allows them to be more connected
• People living in cities may feel more pressure to have the latest smartphone

Gender • Males tend to use phones more for gaming and females for photography and social media

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Impact on Lifestyle and Wellbeing of the Technology

Economic • Large market share of all technology available on the market
• Big businesses and have created millions for developers and owners alike
• Advertisers have to fight for brand association
• Venue is gained in accessories
• Constant updates have meant individuals want the latest version
• New jobs have arisen in research, development, production, selling, advertising and
maintenance
Political • Enabled countries to trade and world leaders to stay connected with each other and
individuals in the countries they are serving
• Enabled instantaneous sharing of important messages and information and interactive
media for political messages
• Increased people’s awareness of global issues through news and social media

Social • Use mobile phones to communicate with family, friends, and acquaintances
• allowed individuals to capture precious moments with family and friends
• provide greater connection via numerous social media platforms
• Features such as video an FaceTime have allowed individuals to interact closely, while
contact lists store important persona business information
• Use of smartphones while driving has required a variety of new laws to be legislated to
keep us safe
• They have streamlined the issuing of fines and demerit points for misuse

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