Training Division

CHC30212 Certificate IV in Disability

HLTHIR403C

WORK EFFECTIVELY WITH CULTURALLY DIVERSE CLIENTS AND CO-WORKERS

Learning Materials

TABLE OF CONTENTS
Essential knowledge:...................................................................................................................................................... 4 Essential skills:................................................................................................................................................................ 5 RANGE STATEMENT ....................................................................................................................................................... 5 EVIDENCE GUIDE ............................................................................................................................................................ 6

INTRODUCTION .................................................................................................................7
Defining Diversity ........................................................................................................................................................... 7 Australia is a party to the following major international human rights instruments, some with reservations -........... 8

CULTURAL ETIQUETTE ....................................................................................................9

Greetings ........................................................................................................................................................................ 9 Etiquette ........................................................................................................................................................................ 9 Language ........................................................................................................................................................................ 9 Dress and appearance.................................................................................................................................................... 9

MULTICULTURAL PERSPECTIVE ..................................................................................15

The principles ............................................................................................................................................................... 15 Similarities and Differences ......................................................................................................................................... 15 Sensitive Treatment of Diversity .................................................................................................................................. 16 Interpreters .................................................................................................................................................................. 16 Tips for working with an interpreter ............................................................................................................................ 17 Environment Checklist ................................................................................................................................................. 18

WORKING WITH CO WORKERS .....................................................................................18

How can I establish a productive and secure workplace for staff? .............................................................................. 18 all people are equal...................................................................................................................................................... 19 Everyone needs to feel safe. ........................................................................................................................................ 19 ways to involve people. ............................................................................................................................................... 20

RESOLVING CONFLICT...................................................................................................20
Dealing with Cultural Conflicts ..................................................................................................................................... 20 When dealing with conflict: ......................................................................................................................................... 20 By resolving conflicts skilfully you can: ........................................................................................................................ 21 Methods for solving problems effectively - Developing equity and diversity policies ................................................ 21 Approaching conflict .................................................................................................................................................... 21 Meeting to resolve conflict .......................................................................................................................................... 21 Defining expectations .................................................................................................................................................. 21 Spelling-out disagreements ......................................................................................................................................... 21 Understanding cultural values ..................................................................................................................................... 21 Identifying methods for resolving conflict ................................................................................................................... 22 Achieving an outcome ................................................................................................................................................. 22 Cultural Difference ....................................................................................................................................................... 22

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WELCOME
Welcome to this unit of study. As you work through the learning guide and assessment, you will be developing knowledge about this unit of study. If you do not understand an activity, ask questions and discuss any queries with your trainer, mentor or supervisor. It is important that you develop skills in a work situation, or, in a simulated situation which approximates the workplace as closely as possible. We encourage you to contact us for assistance at any time. Simply call or email and CHARLTON BROWN will be able to assist you.

COMPETENCY
In order to be assessed as Competent (C), you will need to provide evidence which demonstrates that you have the essential knowledge and skills to successfully complete the unit to the required standard. Competency is simply being able to demonstrate that you can do the task, not just once, but with confidence, repeatedly. Please read the beginning of this unit, it will tell you about the elements and the performance criteria you will be assessed against. It will also inform you of the knowledge and skills you require to successfully complete the unit. If you can already demonstrate that you can undertake these skills you should talk to your trainer. Marking guide at the end of each unit you will find a marking guide. This is designed to assist you.

ASSESSMENT
1.

2.

3.

Complete all the assessment tasks in the unit. You will find these at the end of the unit. Have your supervisor sign the statement of validation that you can undertake these skills in the workplace. Complete the Assessment Cover Sheet and sign all sections. Check the marking guide to ensure you have covered all elements of the assessment. The marking guide is used by the assessor to mark off your competency.

The evidence you need to provide for an assessment of competence in this unit will be based on, but not limited to: Successful completion of assessment Verbal discussion and questioning by assessor Mentor / supervisor / workplace coach verification of skills Any other evidence you or your assessor have gathered Any other activities your assessor considers necessary You are required to submit your work in a neat, orderly, detailed and organized manner. Use source references in all your work.

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This unit deals with the cultural and linguistic awareness required for effective communication and cooperation with persons of diverse cultures and linguistic needs Element Elements define the essential outcomes of a unit of competency. 1. Reflect cultural awareness in work practice Performance Criteria The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. 1.1 Demonstrate awareness of culture as a factor in all human behaviour by using informed culturally appropriate work practices Use work practices that create a culturally and psychologically safe environment for all persons Review and modify work practices in consultation with persons from diverse cultural backgrounds Show respect for cultural diversity in all communication and interactions with co-workers, colleagues and clients Use specific strategies to eliminate bias and discrimination in the workplace Contribute to the development of work place and professional relationships based on acceptance of cultural diversity Show respect for cultural diversity in all communication with clients, families, staff and others Use communication constructively to develop and maintain effective relationships, mutual trust and confidence Where language barriers exist, make efforts to communicate in the most effective way possible Seek assistance from interpreters or other persons as required Identify issues that may cause conflict If difficulties or misunderstandings occur, consider the impact of cultural differences Make an effort to sensitively resolve differences, taking account of cultural considerations Address any difficulties with appropriate people and seek assistance when required

1.2 1.3 2. Accept cultural diversity as a basis for effective work place and professional relationships 2.1

2.2 2.3

3.

Communicate effectively with culturally diverse persons

3.1 3.2

3.3 3.4 4. Resolve cross-cultural misunderstandings 4.1 4.2 4.3 4.4

ESSENTIAL KNOWLEDGE:
Recognition of cultural diversity in Australian society with many individuals living in many cultures Recognition of cultural influences and changing cultural practices in Australia and its impact on diverse communities that make up Australian society Knowledge of own cultural conceptions and pre-conceptions and perspective of diverse cultures Recognition of impact of cultural practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others Recognition of culture as a dynamic social phenomenon Recognition of culture as a range of social practices and beliefs evolving over time Recognition that the word normal is a value-laden, excluding concept that often precludes acknowledgment of the diversity of people, their life experiences and situations Recognition of the unique way individuals may experience a culture and respond to past experiences Knowledge of the principles of equal employment opportunity, sex, race, disability, anti-discrimination and similar legislation and the implications for work and social practices

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Knowledge of availability of resources and assistance within and external to the organisation in relation to cultural diversity issues

Knowledge of the role and use of language and cultural interpreters Special needs related to people seeking political asylum (experiencing trauma etc.)

ESSENTIAL SKILLS:
Ability to: Apply culturally respectful practices in the workplace and to demonstrate respect and inclusiveness of culturally diverse people in all work practices Sensitively and respectfully communicate with persons of diverse backgrounds and cultures Respond respectfully and sensitively to cultural beliefs and practices that may cause harm Form effective workplace relationships with co-workers and colleagues of diverse backgrounds and cultures Participate in identifying and implementing culturally safe work practices Use effective strategies to address and eliminate discrimination and bias in the workplace Use basic negotiation and conflict resolution skills if and when conflict arises

RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. Work practices may relate to: Dealing with persons of different gender, sexuality and age Compliance with duty of care policies of the organisation Collection and provision of information Communication Provision of assistance Contact with families and carers Physical contact Care of deceased persons Handling personal belongings

Provision of food services Work practices that are culturally appropriate would be non-discriminatory and free of bias, stereotyping, racism and prejudice. Cultural diversity may include: Ethnicity Language Cultural norms and values Religion Beliefs and customs Kinship and family structure and relationships Personal history and experience, which may have been traumatic Gender and gender relationships Age Disability Sexuality

Special needs Communication may be:

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Verbal Appropriate gestures and facial and physical expressions Posture Written Signage

Through an interpreter or other person Strategies to eliminate bias and discrimination may include: Cross cultural work teams Cross cultural employee representation on committees Workplace free of culturally insensitive literature, posters, signage Inclusion in decision-making

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. Critical aspects for assessment and evidence required to demonstrate this competency unit: This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency

Holistic assessment of this competency unit is encouraged, to ensure application of these skills in conjunction with specific work functions. However, the unit may be delivered and assessed independently Access and equity considerations: All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people. Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

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INTRODUCTION .........................................................................................
The information presented in this booklet describes various aspects of different cultures. It differentiates between cultures using both geographical and regional differences as well as religious categories. This is because some cultural values, beliefs, or patterns are not specific to a particular area but rather come from a religious affiliation. Sometimes there are aspects of a culture that are held by groups of people that live in many different places because they share the same religion. On the other hand, there may be many groups of people in one particular place who are culturally very different. Cultures are not always based on a particular country of origin, nor are they always associated with a particular religion. However, both place of origin and religion can be useful indications of what sort of cultural values a person might have. What type of clothes people wear and what they eat, when and what they celebrate can often be based on religious beliefs. Regardless of whether an individual actually practices a religion, the dominant religion of that persons culture will often influence his or her beliefs and practices. An informal approach in a wide range of circumstances is usually considered normal in Australia. How informal this approach is depends on a number of factors (whether you are in a classroom or a pub, for example). However, it is often noted that Australians don't like standing on ceremony. This can be very refreshing to some people from more reserved cultures, but it can also be very daunting or overwhelming if you are used to following more clearly defined social rules or customs. Here are some examples: In Australia we will often call people by their first name as soon as we meet them. However, to people from other cultures this social pattern can be regarded as not sufficiently respectful. In many European and Asian cultures, for example, a higher level of formality is normal and can be considered necessary. Therefore, it is sometimes best to call people by their title and surname if you are unsure. When written, Chinese surnames commonly appear at the front of a person's name: e.g. "Smith, Bill", not "Bill Smith". In Thailand it is common to call someone by his or her first name but with his or her title, i.e. Doctor (or Mr) Bill. In the Philippines it is common for teachers to be called Miss Joan or Mr John as opposed to Joan and John here in Australia. In many cultures (including Australia) significant bodily contact, like backslapping, or hair ruffling can be offensive (unless you know someone quite well). Be especially careful of touching a person's head as this is an infringement of their dignity in many societies. For example, in Thailand and Laos a person's head is regarded as sacred and shouldn't be touched, even the head of a child. In traditional Muslim cultures women do not mix socially with men who are not relatives. Therefore, it can be a breach of etiquette for a man to ask after another man's wife or female relatives. In Southeast Asia and China shouting at anyone, being abrupt, or showing anger can be regarded as especially bad behaviour. Behaviour of this kind causes the abused person to lose face. Always remember that one person's full and frank discussion is another person's humiliation.

DEFINING DIVERSITY
'We can see the diversity of human cultures behind us, around us, and before us. The only demand that we can justly make ... is that all the forms this diversity may take ... contributes to the fullness of all the others'. Claude Levi-Strauss1. The concept of diversity is based on individual acceptance and respect. It is an understanding that individuals are unique and different. Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, culture, age, physical ability and religious, political and other beliefs.

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Cultural diversity
Diversity includes cultural diversity. Cultural diversity acknowledges the existence of broad cultural groups within Australian culture. Cultural diversity has been part of Australia's history, and through it, Australian culture is constantly developing. Cultural diversity includes (but is not limited to): Language Race Ethnicity Dress Values Religion and religious practices Social and community responsibilities Family and family responsibilities Political views.

MULTICULTURALISM
Multiculturalism is based on the acceptance, respect, understanding and appreciation of different cultures in the community. The inclusion of difference in State and Federal law has resulted in social cohesion and economic benefit. Multiculturalism has successfully placed the needs of people from diverse backgrounds onto the political and social agenda. Government has recognised and responded to the changing nature of the Nation's social environment by moving from an approach based on assimilation, integration and ethnic affairs to one of multiculturalism, community relations and civic responsibility. Australia is a party to the following major international human rights instruments, some with reservations International Covenant on Civil and Political Rights (ICCPR), 1966 International Covenant on Economic, Social and Cultural Rights (ICESCR), 1966 Convention on the Elimination of All Forms of Racial Discrimination (CERD), 1965 Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), 1979 Convention Against Torture and Other Cruel, Inhuman and Degrading Treatment or Punishment (CAT), 1984 and to the following International Labour Organization (ILO) conventions Rights of Association (Agriculture) Forced Labour Convention 1930 Freedom of Association and Protection of the Right to Organise Right to Organise & Collective Bargaining Equal Remuneration Abolition of Forced Labour Discrimination (Employment & Occupation) Worker's Representatives Convention

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CULTURAL ETIQUETTE .........................................................................................

GREETINGS
Shaking hands is considered more and more normal in social circumstances in many countries, especially when meeting people from other cultures. Many people from Latin and Central European backgrounds will embrace their friends, and display more body contact. Same-sex greetings in the Middle East are also often more expressive than the stiff handshake. In some cultures, it is not appropriate for a man to shake a ladys hand. All of this must be considered when working with people from other cultures. Do not make assumptions, if in doubt, ask respectfully. On the other hand, in many Asian cultures, for instance in India and Thailand, it is common for a person to greet another by briefly bowing the head whilst pressing the palms of the hands together at chest level. In Thailand this is called a Wai; in Hindi it is called Namaste.

ETIQUETTE
Feet It is common in many cultures, including in the Middle East and Asia, to take off ones shoes when entering a person's house, or a place of worship. Follow the lead of your host if uncertain if this is the custom in a particular household (this applies to most social customs). In the Middle East it is regarded as ill mannered to show the soles of ones feet when sitting down. In Buddhist countries, especially Thailand and Laos, the soles of the feet, being the lowest part of the body, are regarded as dirty. Putting your feet up on furniture or pointing with the foot is regarded as very bad manners. Fingers Pointing or beckoning with a finger is regarded as rude in many Asian and Middle-Eastern countries. Throughout the world, in all cultures, hand and finger gestures are used for derogatory purposes, for cursing or as a sign of dominance. Avoidance of all finger gestures is the best policy.

LANGUAGE
Be aware that although an overseas-trained doctor will speak good English, he or she may not have learnt Australian slang terms and idioms. Terms such as "sick as a dog", "more than you can poke a stick at", or "Ive got the runs" and thousands of others are what make the language rich but might also cause someone to get hold of the wrong end of the stick! (To get hold of the wrong end of the stick means to misinterpret what you have said.) These are very general guidelines only. You must always be careful not to stereotype people. But keep some of these examples in mind and be prepared to be sensitive to cultural differences. If you are aware that different behaviours and social customs have different meanings in different cultures then you should always be open to learning what the specifics are when you need to adapt and exercise your cultural awareness. None of us like to be regarded as cultural or national stereotypes.

DRESS AND APPEARANCE

Islam For many Muslims, it is customary for women to cover their heads, as well as to dress modestly. How this custom is practiced and how strict or important it is considered to be varies. In some cases it is interpreted as a rule to cover the body completely, including the face and hands, in other cultures only a headscarf is worn. Some Muslim women do not wear head coverings. The Qur'an or Koran (Islamic Holy Book) also instructs Muslim men to dress modestly. Islam is a global religion. Muslims live across the Middle East, Africa, Southeast Asia and South Asia, China, and in Eastern and Central Europe. Migration to Australia, the USA and Western Europe has led to sizeable Islamic communities in these regions.

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Judaism The Kippah is a slightly-rounded brimless skullcap worn by many Jewish men while praying, eating, reciting blessings, or studying Jewish religious texts. In non-Orthodox Jewish communities, some women have also begun to wear kippot. Kippot range in size from a small round beanie that covers only the back of the head, to a large, snug cap that covers the whole crown. Tzitzit are special knotted "fringes" or "tassels" found on the four corners of the tallit or prayer shawl. The tallit is worn by Jewish men and some Jewish women during the prayer service. Customs vary in regards to when a Jew begins wearing a tallit. In the Sephardi community, boys wear a tallit from bar mitzvah age. In some Ashkenazi communities it is customary to wear one only after marriage. A tallit katan (small tallit) is a fringed garment worn under the clothing throughout the day. In some Orthodox circles, the fringes are allowed to hang freely outside the clothing. Tefillin known in English as phylacteries, are two square leather boxes containing biblical verses, attached to the forehead and wound around the left arm by leather straps. They are worn during weekday morning prayer by observant Jewish men and some Jewish women. A kittel a white knee-length over-garment, is worn by prayer leaders and some observant traditional Jews on the High Holidays. It is traditional for the head of the household to wear a kittel at the Passover seder, and some grooms wear one under the wedding canopy. Jewish males are buried in a tallit and sometimes also a kittel which are part of the tachrichim (burial garments).

India The coloured dot worn by some Hindu women (and occasionally men) in the middle of the forehead between the eyes is variously called a tilaka, bottu, bindi, bindya, or kumkum. It is a sign of religious faithfulness and reverence. Many women from India and Sri Lanka (especially Hindus and Sikhs) wear the sari. This long cloth (six or seven metres long) is wound and draped round the body, and is worn with a choli or blouse. Salwar kameez (shalwar qameez) is the national dress of Pakistan. Salwars are loose trousers designed in various styles. Originally, the Salwars were flared towards the bottom with embellishments or fancy cutwork. Today, there are many variations of the same. At times, the bottom of the Salwar is narrow and fitting. The Salwar kameez is important especially during the festivals celebrated in Pakistan, for men as well as women. Salwar kameez is also popular due to the comfort factor. The Salwar is tied at the waist with the help of a drawstring and more recently; elastic is also used for the same purpose. The fit is generally baggy or tapering. Narrow tight fitting Salwars are known as Churidars. These have become a rage in the recent years even in India. The Kameez is a large and loose fitting tunic worn with the baggy salwar. Men as well as women wear the same attire, with a difference in the colors used, fits, silhouettes and the kind of embellishments used. Interesting patterns woven with lace are used to add femininity to the Kameez. Women also use a Dupatta with the Salwar Kameez. Dupattas are long yards of cloth available along with the salwar kameez because their color and pattern is coordinated as per the entire ensemble. Women also wear scarves or shawls with the salwar kameez that is used to wrap around the head and neck area. A variety of synthetic or cotton fabrics are used in the creation of the salwar kameez. Sikhs The Sikh religion, originating in India but with adherents throughout the world, dictates that neither men nor women cut their hair, and that men wear it in a turban. This is linked to the Five Ks, or panj kakaar/kakke, are five articles of faith that all baptized Sikhs are required to wear at all times, as commanded by the tenth Sikh Guru, who so ordered on the day of Baisakhi Amrit Sanskar in 1699. The symbols are worn for identification and representation of the ideals of Sikhism, such as honesty, equality; fidelity, meditating on God, and never bowing to tyranny. The five symbols are: Kesh (uncut hair) Kanga (wooden comb) Kaccha (specially designed underwear)

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Kara (iron bracelet) Kirpan (strapped sword).

This is a general guide to some basic habits and rules. These are rules that guide general behaviour. That does not mean all people follow all the rules. Always ask some basic questions before a meal or social gathering such as "is there anything you don't eat?" "Do you eat meat?" "Are you a vegetarian?" Always serve non-alcoholic drinks, as many people from all backgrounds abstain from alcohol. In some cultures, men and women socialise separately. The custom is more prevalent in the Middle East but there is no hard and fast rule, and, again, it is important to ask, "will your wife/husband be able to join us?" Some Muslim women will not go out in public unless accompanied by their husband or a male relative, and unrelated men should not call at the house when only women are at home. Again, this is something that can be ascertained tactfully and with sensitivity to cultural difference. Islam The eating of pork and pork by-products is forbidden in the Islam faith, these include foods such as pat and sausages. Alcohol is also forbidden. Food is always eaten using the right hand only. Using the left hand for eating is regarded as unclean. Food should be prepared according to Halal rules, including the slaughter of animals for meat. The production of many commercially prepared foods and ingredients adhere to such rules and are considered acceptable by Muslims. Judaism According to Jewish law and tradition, food (including the slaughtering of meat) should be prepared according to Kosher rules. Food that is non-Kosher includes pork and pig by-products, hare, shellfish and fish, which do not have both, fins and scales. In addition, meat and dairy products should not be eaten at the same time. Once again many commercially prepared food items and ingredients adhere to Jewish Kosher rules therefore is acceptable for Jewish consumption. Always check first if in doubt. Christianity Religiously-observant Catholics will often not eat meat on Fridays and fast during lent, which lasts from Ash Wednesday until the eve of Easter Sunday. Hinduism and Sikhism Hindus in general do not eat beef, the cow being regarded as a sacred animal. Other meats are fine, although many Hindus are vegetarian. Similarly, many Sikhs are also vegetarian. Avoidance of alcohol is common. Buddhism A strict Buddhist will not eat meat or drink alcohol. However, not all Buddhists will be vegetarian or teetotal (abstain from alcohol). Islam Within Islam there are two groups, (Shi'a and Sunni), based on succession from the Prophet Mohammed. Both share the major festivals. All annual holidays are based on the Islamic calendar and are determined using lunar calculations; they therefore vary from year to year. There are five daily prayer times; upon rising, at noon, in mid-afternoon, after sunset and before going to sleep. Prayer is performed facing towards Mecca (in Australia this is northwest). Friday is a day of special prayer. This is the day that many Muslims go to the Mosque for worship. Ramadan is the ninth month of the Islamic calendar. Islam uses a lunar calendar-that is, each month begins with the sighting of the new moon. Because the lunar calendar is about 11 days shorter than the solar calendar used elsewhere, Islamic holidays "move" each year. As an example in 2011 Ramadan is from sundown on August 1 to August 30 whereas in 2014 Ramadan is June 29 to July 27. It commemorates the Holy Qur'an (Koran) being sent down from heaven.

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Fasting between sunrise and sunset is obligatory for all Muslims except children, women who are pregnant, the sick or those who are travelling. The evening meal is a festive occasion and the month ends with a threeday festival called Eid-al Fitr. Eid-al-Fitr Literally the "Festival of Breaking the Fast" is celebrated at the end of Ramadan and is a time of major feasting, gift giving, family visits and celebration. Eid-el-Adha, celebrated 70 days after Eid-al-Fitr. It is a festival commemorating Abraham's willingness to sacrifice his son to demonstrate loyalty. Al Hijra is the Islamic New Year and runs for 29 days. In 2009 it runs from Friday 18 December until Friday th 15 January 2010. It is calculated from the date of the prophet Mohammed's flight from Mecca to Medina. Ashura commemorated by Shi'a Muslims on the ninth and tenth day of Muharram on the Islamic Calendar. This is also the day on which Muhammad's grandson, Husayn ibn Ali, was martyred according to tradition in the Battle of Karbala for Shi'a Muslims this is a day of mourning. Milad al-Nabi is the birthday of Muhammad, celebrated by some Muslims on the 12th of the month of Rabi al-Awwal. Muslims observing it often recite poetry and the biography of Muhammad to commemorate this day. Its celebration is considered controversial as Muslims are divided over the authenticity of Mawlid as a holiday. All holidays are based on the Hebrew calendar and are determined using lunar calculations; they therefore vary from year to year. All Jewish holidays are celebrated from sunset of the day before until sunset of the day of celebration. The Sabbath, lasting from Friday sunset until Saturday sunset, is the most important part of the week. As well as being a time of prayer, it is also a time to celebrate family values, and the evening meal on Friday is especially important. Purim This religious holiday, celebrating victory over oppression, falls on the 14th night of the Jewish month of Adar, and is usually in March. It is a festive occasion. Passover/Pessach (March 29 to April 6th 2010) is an eight-day celebration commemorating the exodus of the Jews from captivity in Egypt. It commences with the Seder, a symbolic meal using special foods and utensils. It usually falls in April. Shavuot falls seven weeks after Passover. Tisha B'Av the ninth day of the month of Av, is the culmination of three weeks of mourning for the destruction of the Temple at Jerusalem, and other events. Rosh Hashanah, the Jewish New Year Yom Kippur The Day of Atonement, falls ten days after Rosh Hashanah. These are the two most important days of the Jewish calendar. Christianity Sunday is the main day of prayer and a time when practising Christians most commonly attend church. Christmas celebrates the birth of Jesus Christ. The main celebration lasts three days beginning on December 24th, Christmas Eve, and lasting until Boxing Day on the 26th. Many countries in Europe celebrate this event mainly on Christmas Eve with a church mass around midnight and the exchange of presents on that evening. Catholics and Protestants from English-speaking backgrounds tend to exchange gifts and feast on the 25th. In Australia, Boxing Day is also an important day for sport, with the start of the England-Australia cricket Test series, and of the Sydney to Hobart sailing race. Epiphany on January 6th commemorates the visitation by the three Magi (Wiseman) and also the baptism of Jesus. Easter commemorates Christ's crucifixion and resurrection. It lasts over several days, preceded by Lent, traditionally observed as 40 days of fasting. Palm Sunday is celebrated the week before Easter, which ends with a celebration of resurrection on Easter Sunday morning. It is a lunar feast, and its date falls at a different th th time each year, in 2010 Easter Day falls on Sunday 4 April whereas in 2014 it falls on April 20 . As it falls at the time of Northern hemisphere spring, and has pagan echoes, it is also a time to exchange eggs and other animals (Easter bunny) made from chocolate, marzipan etc.
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Pentecost the descent of the Holy Spirit on to the early disciples of Christ falls seven weeks after Easter. Eastern Orthodox Churches, (including the Greek and Russian Orthodox churches) which formally split with the Roman Catholic Church in the 11th century, have followers mainly in southern and Eastern Europe, including Greece, Cyprus, Bulgaria, Romania, Russia, Belarus, Ukraine, Georgia and Serbia. Oriental Orthodox Churches separated from the Roman Catholic Church as early as the 5th Century A.D. They consist of four churches in the Middle East and South India including: The Armenian Apostolic Church in Soviet Armenia and Lebanon; The Coptic Orthodox Church of Egypt; The Ethiopian Orthodox Church; and The Syrian Orthodox Churches which include the See of Antioch and the Syrian Thomas Christians of South India. Because the Eastern Orthodox churches follow the older Julian Calendar rather than the Gregorian Calendar (as do the Western churches), all the festivals fall on different days from their Catholic or Protestant counterparts. Christmas in the Greek Orthodox Church falls on December 25th but other Orthodox churches celebrate on January 7th. Those who partake in Eastern Orthodox and Pentecostal celebrations begin th proceedings January 7 also. . Buddhism There are two main types of Buddhism, Theravada (found mainly in Southeast Asia and Sri Lanka) and Mahayana (mainly China, Tibet, Japan, Korea and Vietnam). Originating in India and based on the teachings of Siddharta Gautama, the first Buddha, the religions spread throughout Asia. There is no single Buddhist calendar and festivals are linked to the countries in which Buddhism is practiced. The main festivals that commemorate the Buddha are: Wesak/ Visakha Puja. Buddha's Birthday or Buddha Day which falls on Friday 21 May 2010 depends on when a full-moon day falls in the lunar month of Visakha. This is the holiest day of the Buddhist year and is a time for temple visits and pilgrimage. Dhamma Day commemorates the Buddha's first teaching and is held on a full moon day in the eighth lunar month (approximately July). Parinirvana Day (February 15th) commemorates the death of the Buddha. Magha Puja Day or Sangha Day commemorates an important event in the Buddha's life and is celebrated on the full moon in the third lunar month (March). New Year: In Theravada countries (Thailand, Laos, Myanmar, Sri Lanka and Cambodia) it is celebrated for three days from the first full moon in April. The Mahayana (Buddhists) New Year usually starts on the first full moon day in January but this varies from country to country. Hinduism Originating in India, Hinduism is the world's third largest religion after Christianity and Islam. It is the dominant religion in India, Nepal, among the Tamils of Sri Lanka and the majority of Balinese. Hinduism is often defined as a polytheistic religion in which many Gods are worshipped. The main ones are Brahma the creator, Vishnu (Krishna) the preserver and Shiva the destroyer. Festival dates are based on a lunar cycle and vary from year to year. Maha Shiva Ratri celebrated in February or March, a time of fasting and worship. Night of Shiva or "Great Night of Shiva" is a festival celebrated every year on the 13th night/14th day in the waning moon) of the month of Maagha or Phalguna in the Hindu Calendar (that is, the night before and day of the new moon). The festival is principally celebrated by offerings of Bael leaves to the Lord Shiva, all day fasting and a night long vigil. Holi A festival of spring, it falls on the full moon and celebrated at the end of the winter season on the last full moon of the lunar month. It also celebrates the victory of good over evil. Holi is also known as Dhulheti, Dhulandi or Dhulendi, is celebrated by people throwing colored powder and colored water at each other. Rama Navami (Wednesday 24 March 2010). For devotees of the Lord Rama.
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Janmashtami (Thursday 2

nd

September 2010). A festival for the Lord Krishna.

Navaratri Literally meaning "nine nights" it is celebrated twice yearly (April/May and September/October) in honour of the Divine Mother Durga, a consort of Lord Shiva. Dussehra The tenth day of Navaratri, is a day of enlightenment. Diwali is the Festival of Light or Lights. They light Diyascotton-like string wicks inserted in small clay pots filled with coconut oilto signify victory of good over the evil within an individual. The most important festival, celebrating good over evil and Lord Rama's return from exile, a time for public celebration, lighting of lanterns and exchange of sweets. The five day festival of Diwali occurs on the new moon between October th 13 and November 14 (Friday 5 November 2010). New Year Owing to the vast cultural and ethnic diversity of India, New Year's Day is celebrated at different times of the year in different places. Sikhism Sikhism originated in the Punjab area of India over 500 years ago. Sikhs believe in a single God, and follow the teachings of ten Gurus. Many holy days revolve around the anniversaries of the ten Sikh Gurus. The Sikh Calendar, formerly lunar, was modified in 1998 and is now based on the solar year. However, some dates may vary.

Guru-based observances (birthdays, Guruships and deaths) are numerous and spread throughout the year. The most important of these, and other festivals, are:

Birthday of Guru Gobind Singh Sahib Maghi Hola Mohalla New Year's Day Vaisakh Martyrdom of Guru Arjan Dev Sahib First Parkash (birthday) of Guru Granth Sahib Installation of Holy Scriptures as Guru Granth Sahib Diwali Martyrdom of Guru Tegh Bahadur Sahib Birthday of Guru Nanak Dev Sahib

January 5th. January 13th. The martyrdom of the 40 Immortals. March 7th. Traditionally a day of pageantry and cultural display. March 14th. The anniversary of the creation of the Khalsa movement, originally a devout, military movement; April 14th. June 16th September 1st. October 20th (Indian Festival of Lights, but also Sikh observances on this day) see Hindu November 24th. November 26th

Taoism / Daoism Originating in China, the word "Tao" or "Dao" means path or way and refers to the power that flows through all things and embodies the harmony of opposites. Alongside Confucianism and Buddhism it was one of the three great religions of China. Nowadays Taiwan has the largest number of followers. Its influence on the West is found in Chinese and herbal medicine, acupuncture, meditation, Tai Chi and the Martial Arts. The Taoist Yin Yang symbol represents the balance of opposites.

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Confucianism is more of an ethical system than a religion, and teaches respect for family, honour, loyalty and humaneness towards others. Chinese New Year is a lunar feast that usually falls in February. Each year is represented by a different th animal, as found in Chinese astrology. Chinese New Year falls on 14 February 2010 which is the year of the Tiger. There are 12 signs in all; rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog and pig.

MULTICULTURAL PERSPECTIVE .........................................................................................

There is no single set response to providing a multicultural perspective in the caring sector. The approach and philosophy should be designed for the clientele who use the service in which you are employed. This should be a partnership approach and include the family of the person in care. The approach should be one that is natural and not forced or has been called tourist. Multiculturalism should be part of every area of the curriculum and daily life. This will depend on the service in which you are employed. Later, we will look at activities and ideas for implementation. The aim of a multicultural perspective is to relate to the clients past, present and future. By valuing the persons culture and language and appreciating other culture s and languages, people can be assisted in looking at similarities between themselves and others. Acknowledgement of the persons fam ily history and background combined with a rich nurturing experience of care, positive values and attitudes are carried on into the future.

THE PRINCIPLES

Respect is a starting point for the provision of quality care. Including: o o o o For individuals and others: For families For staff Helping people learn to respect themselves and others and to understand differences between people.

Positive self-concept including feelings about gender, physical self, race, culture and language. (Develops from messages given by others) Each person is unique; this is attributed to by family, community, race, culture, language and past experience. Caring and respect for others involves valuing both differences and similarities Feelings of security and trust Active involvement with materials first-hand experiences Language important to retain first / national language Partnership between family and person Client and staff must work effectively. Staff must model the relationships, attitudes and behaviours.

SIMILARITIES AND DIFFERENCES

A multicultural perspective does not focus on differences solely but looks equally at similarities. What do people have in common? We all have the same need for feelings and develop at the same rate. Use hands on experiences same feelings, need for food etc.

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SENSITIVE TREATMENT OF DIVERSITY

The inappropriate tourist approach relies on window dressing or occasionally putting artefacts for display whilst ignoring language differences and seeing these as problems. Hopson, 1989 states that a multicultural perspective in care is a lot more than chopsticks and sombreros. The approach should enrich the program and not be an extra burden. It should occur naturally throughout the day and in many ways. Language is a critical aspect of this. Not just for clients with English as a second language but all people. How you as a carer speak to those in your care, your responses and phrases are vital. Below is a table of what does and what does not display a Multicultural Perspective.

Is
A positive attitude toward diversity

Is not
Getting clients to fit in Trying to get rid of differences A view of other cultures as deprived Viewing difference as deficit A view that our way is the right way Colour-blindness Looking superficially at differences with asking why Denial of prejudice Assuming that clients dont see racism and discrimination A tourist look at culture Present only at specific times from minority cultures A problem to be solved Being tokenistic to a culture or country Making a fuss over experiences and materials from other cultures Focusing on the obvious, exotica window dressing Treating language or culture in isolation Just as matter of having people from other cultures in the centre Sacrificing or compromising developmental appropriateness for the sake of being multicultural Just a set of activities for clients Attention to times long ago and places far away

Acceptance that there is no one right way Focus on similarities or commonalities as well as differences Moving beyond differences to look at attitudes towards differences Acknowledgement of bias and prejudice in self and other Helping clients to recognise racism and discrimination and work effectively against them Pervasive throughout the life of the centre Present all the time Enriching fun Incorporation of a variety of aspects of diverse cultures Natural incorporation of other cultures Sensitive and meaningful treatment of diversity and aspects of other cultures Attention to language as part of culture Acknowledging and incorporating the cultural and linguistic backgrounds of staff and families Putting a priority on developmental appropriateness Encompassing families and community Drawing on experiences from the daily lives of the people in the community INTERPRETERS

You may have clients who have recently arrived in Australia. The clients may or may not speak English. Sometimes you will find that the clients have little to no English. This causes problems in communication. Not only are there language barriers but there are also cultural barriers. You may find that there are cultural misunderstandings due to the family not understanding the Australian culture and way of doing things and their own culture. It is important for communication to occur between the service and the family. It is possible that services can access an interpreter for the client whilst in care for a short period of time. It is also important for staff to develop strategies to assist the clients to integrate into the environment.

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These could be simple such as finding out the correct words for: Drink Sleep Toilet Eat Play Mum will be back later Friend

If you have any clients whose first language is not English, you will probably need to work with an interpreter. Some clients may bring in a family member who can help interpret. At all other times, it is best to use a fully trained and appropriately qualified interpreter.

TIPS FOR WORKING WITH AN INTERPRETER

Before the discussion
Brief the interpreter beforehand. Clarify technical or complex terms with the interpreter before the interview and during the interview if needed. Before you start, introduce yourself and the interpreter, and explain how the discussion will work with the interpreter present. You might want to tell the clients that: They can talk to you, rather than the interpreter The interpreter will translate everything that is said If they have any questions, or dont understand something, or want something repeated, just say so and the interpreter will assist

That you are bound by confidentiality rules, and so is the interpreter, what you discuss will remain private and confidential. You might want to ask: Have you worked with an interpreter before? Do you have any questions before we start? Do you understand?

During the discussion

Sit somewhere you have eye contact with the client. Maintain eye contact with the client not the interpreter. Speak directly to the client (dont say Ask him/her) Speak in short segments to allow the interpreter to translate. Clarify issues with the client, not the interpreter. Check accuracy of the interpretation by asking the interpreter to back translate from time to time. You are the interviewer. It is your job not the interpreters to control the interview, clarify and respond to the questions.

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ENVIRONMENT CHECKLIST
(Below are some areas to consider. This is a guide through some of the main areas.) Entrance

Posters, notices, information, and welcome notices in relevant community languages Notices about relevant cultural activities Information about ageing and care in relevant languages Multilingual information leaflets Pictures are various cultures shown? Posters, pictures various family situations from different cultures Artefacts, decorations reflecting cultures. Books written in different languages Pictures depicting different cultures Stories from various cultures. Non stereotypical (does not depict aboriginal with groin cloths or American Indians with feathers etc.) Illustrations depict various cultures. Variety of sounds from different cultures Instruments from various places Finger plays from various cultures Songs in different languages.

Communal areas

Library

Puzzles, games and manipulatives

Music

WORKING WITH CO WORKERS .........................................................................................

Staff should be encouraged to learn about a variety of cultures. Staff should be aware of their own biases or prejudices. By acknowledging these, then they can be dealt with. Staff must work together in a team; therefore each team member must be aware of the culture differences within the group. Any problems or concerns should be discussed tactfully and honestly. If you are working with staff from differing cultures to your own then you should spend the time and find out about their culture. Through understanding and tolerance staff should be able to work with each other. The Director or DON should be able to assist you if you are having difficulty. Staff from various backgrounds enhance a multicultural perspective. Australia has a large number of cultures in residence therefore we, as a culture are in the fortuitous position of being able to employ multicultural staff to work in care positions.

HOW CAN I ESTABLISH A PRODUCTIVE AND SECURE WORKPLACE FOR STAFF?

A team that works collaboratively and harmoniously, using its diversity as strength, can have a positive effect on productivity. New staff should not be expected to simply assimilate into an agency's culture or to reflect the status quo or the agency's image.

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Rather, managers should aim to: Ensure that staff understand the culture of their new workplace and are aware of the agency's core values and business objectives Recognise and value the knowledge and new perspectives of staff and consider how this can contribute to the agency's goals.

ALL PEOPLE ARE EQUAL

Being aware of your biases is an important element of working with culturally-diverse colleagues, co-workers and clients. Conflict can be caused by many things but it is usually based on the following: Negativity and Arguing Incessant Gossiping & Backbiting Cross-cultural Clashes Personality Conflicts Silly Time-wasting Workplace Disputes. Frustrating time spent in Dispute Mediation, Misunderstandings and Mis-communications Inability to communicate with diverse clients A lack of Professionalism and Accountability. Excessive Absenteeism. Racism and Prejudice Rankism.

EVERYONE NEEDS TO FEEL SAFE.

Whatever the work environment, it is essential that it is totally non-threatening, inclusive and motivational. One of the biggest challenges with traditional team-building exercises is that the focus is often on the needs, talents and abilities, of a core group, within a team. When working to appreciate differences you need to look at the person and not their cultural differences with yourself. When working with a very diverse group of people, it is critical that the director involves EVERYONE, in a way that is individually important to them, and their existence on the earth. This ensures that each person can, and does contribute. Each person adds value to their team in some way. The process and methodology must show the value of individuals in the group. Processes need to show at least some of the knowledge, skills and abilities of each individual. Shared knowledge on cultures within the team enhances the function and understanding between team members. Find out what each person is good at and celebrate this, use these attributes when delivering care services. Remember everyone brings value, and it is vital that we all need to respect and value each other. Teams that understand, that we complement each other, will be far more secure. The more diverse the team members, the more chances to win - through greater knowledge, skills, wisdom and understanding a happy work environment can be achieved.

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WAYS TO INVOLVE PEOPLE.

Some of the ways to involve the team are through: 1. Workplace Knowledge. a. Find out who has an area of expertise, get them to share some of their knowledge b. Workshops about sharing 2. Background. a. Have a sharing session b. Acknowledge that all people have different backgrounds 3. Artistic ability. a. Staff or clients with special talents can be encouraged to share their talent across the centre b. Have special nights to share knowledge 4. Language and greetings. a. Ask staff from different backgrounds to share language and cultural greetings, songs, counting etc b. Staff can move to different rooms to share language and culture 5. Proverbs. a. These stories are fascinating and each culture will have different stories b. Listen and appreciate 6. Body language. a. Be aware of cultural differences b. Consider hand shaking should you or shouldnt you c. Think about how you stand or sit. 7. Cultural knowledge. a. Each culture is different share b. Have sessions to listen and share 8. Beliefs. a. Find out about the beliefs of your colleagues b. Ask them about their beliefs listen and never denigrate these beliefs 9. Religion. a. Find out about the religion b. Ask your co-workers about how you can support them 10. Music. a. Ask colleagues to share their music 11. Traditions. a. Each culture has different traditions even around a similar holiday b. Find out the difference 12. Other relevant Skills and Talents a. Find out about co-workers, you never know until you give them the opportunity.

RESOLVING CONFLICT ................................................................................................

DEALING WITH CULTURAL CONFLICTS
Conflict situations are inevitable and it is up to the manager to resolve problems that arise in an efficient and professional manner. Be careful not to miss or misread important signals in the behaviour of staff from different cultural backgrounds by interpreting their actions without any awareness of their cultural norms. At the same time, try not to over emphasise the cultural background of staff as this can lead to broader tensions.

WHEN DEALING WITH CONFLICT:

Respond positively - conflict promotes debate which can improve outcomes and productivity Be open and fair and use an accepted process that is respectful - the resolution of conflict can strengthen a workplace by removing the problem and creating new understandings in the process Seek professional advice from the appropriate body early in the process if you are unsure about how to deal with a situation.

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BY RESOLVING CONFLICTS SKILFULLY YOU CAN:

Gain cooperation from team members Improve team performance and enhance creativity Reduce stress and preserve fairness Improve relationships within the workplace Increase staff morale Defining the strategy that can help you resolve the conflict Identify the problem from both points of view Identify the points of view of each party. How does each party view the conflict? What does each party think is wrong? Uncover the cultural interpretations What assumptions is each party making about the other, based on their own cultural values? Identify a solution that works for both parties.

The most important point in this process is that each party recognises and accepts each other's values and is able to work out a mutually acceptable alternative.

METHODS FOR SOLVING PROBLEMS EFFECTIVELY - DEVELOPING EQUITY AND DIVERSITY POLICIES
Effective equity and diversity policies can greatly assist in dealing with workplace issues before they become problems. Ensure written policies are accessible to staff and that staff are trained in, and are accountable to, these policies.

APPROACHING CONFLICT
When conflict arises in the workplace, only intervene when you think it is necessary or you are asked Once you become involved, ensure you maintain confidentiality with the parties involved At all times, treat staff with dignity and respect. If a staff member is treated well they will be more likely to work with you to resolve conflict. If this law of human relations is broken, you may create a long-term issue.

MEETING TO RESOLVE CONFLICT

It is worth taking the time to prepare for arbitration to resolve the conflict. It saves time and usually achieves better outcomes.

DEFINING EXPECTATIONS
When meeting to resolve conflict, ask each party to clearly define their expectations of the session and outline the agency's expectations of the situation.

SPELLING-OUT DISAGREEMENTS
Have each party spell out their disagreements with one another and state their needs in terms of specific behaviours and situations.

UNDERSTANDING CULTURAL VALUES

Help each party understand the cultural values of the other. For example, discuss differences in communication styles. This could help each to see the other's behaviour as less threatening and less of a personal affront.

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Recognise your own reactions and preferences. You may have a preference for one person's style or one group's position over another. Dealing with your own reaction, feelings, and cultural responses before you get involved in attempting a resolution will help you remain more objective and useful in the negotiation.

IDENTIFYING METHODS FOR RESOLVING CONFLICT

Find out how conflicts are resolved in the cultures of the parties involved. For example, knowing that a mediator is customary can help you choose an appropriate strategy. If necessary, seek help from someone familiar with practices and norms of other cultures.

ACHIEVING AN OUTCOME
Leave room for all parties to achieve something positive from the process. In conflict situations there should be no winners or losers but rather greater clarity.

CULTURAL DIFFERENCE
Our ethnic or cultural background shapes our views and determines our perceptions and beliefs. For example, western culture is often perceived as stressing the importance of independence and individuality, personal control, competence, responsibility and ownership, and being quite casual about family status and obligations. Words are typically used for direct, utilitarian purposes such as accomplishing a goal. Humour can be mocking and personally derogatory. Chinese culture, on the other hand, tends to prize harmony and order, favours extended family and interdependence rather than self-interest, fosters respect and submission to the will of elders, and avoids personally embarrassing oneself or others. Words are chosen carefully and subjects of importance are not referred to directly. Aboriginal culture prioritises understanding of one's place in a formal kinship network, sharing and serving communal interests rather than those of the individual and an understanding of the spiritual relationship of the community to the land. Words are used with an awareness of their spiritual value and within the kinship system some relationships are developed without the use of words, which are taboo.

Some Useful Sources

General political, geographical, cultural and religious information from: Roberto Bissio (ed) The World Guide (Oxford: New Internationalist Publications Ltd, 1997). Michele Sabto (ed) SBS World Guide (South Yarra: Hardie Grant Books, 2002). Roger. E. Axtell, Do's and Taboos Around the World (New York: The Benjamin Company Inc. 1993). Jonathan Smith (ed) The Harper Collins Dictionary of Religion (San Francisco: Harper San Francisco, 1996). www.geocities.com for multi-cultural and religious information. Department of Foreign Affairs and Trade at www.dfat.gov.au Multicultural and Religious Sites: "Religions of the World" at www.mnsu.edu/emuseum/cultural/religion/ wrc.lingnet.org www.religioustolerance.org A Pakistani-based website containing many academic articles on all facets of Islamic religion and culture: www.themodernreligion.com An Israeli-based website with information about the background to everyday Jewish customs www.ahavat-israel.com Information on Buddhism from www.buddhanet.net www.kalavinka.org www.urbandharma.org Sri Lankan cultural information at

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www.lankalibrary.com/rit.html Indian cultures and religions (including Hindu and Sikh) http://indians.australians.com www.hinduism.co.za www.sikhs.org www.sikhnet.com Extensive information on the Eastern Orthodox Church at www.goarch.org/en/ourfaith Stonehouse, A. 1991. Opening the doors, Child care in a multicultural society. Watson, ACT: AECA. Claude Levi-Strauss, Race and History, The Race Question In Modern Science, UNESCO, R. Mourral, Paris, 1959, p 46. NSW Department of Premier and Cabinet Equal Employment Opportunity

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