CHCDIV001 - Work with Diverse People

CHCDIV001 - Work with diverse people

Overview Welcome to the unit 'Work with diverse people'. The resources you will find here are designed to support the knowledge and skills required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people. You will find the learning material divided into four key topics: Topic 1: Reflect cultural awareness in work practice Topic 2: Accept cultural diversity as a basis for effective work place and professional relationships Topic 3: Communicate effectively with culturally diverse persons Topic 4: Resolve cross-cultural misunderstandings

About your assessments This unit is competency based. Your assignments have been designed for you to demonstrate you have the skills and knowledge required for the unit.

What to do To develop your skills and knowledge:

1. Download and familiarise yourself with what you need to complete for your assignments. You will find your assignments on the Online Learning Support (OLS) site under the 'Assessments' tab. 2. Work through this learning resource and then complete the assignments. 3. There are activities throughout this learning resource which you can complete to enhance your learning - you do not need to submit these activities to OTEN.

Topic 1 - Reflecting on our own perspectives

Reflecting... People who identify with a particular culture have a lot of things in common, e.g. food, traditional costumes, music and so on. However, there are also lots of ways in which people within one culture differ. Their differences may occur due to when they (or their ancestors) arrived in Australia, how long they have been living in Australia, their socio-economic background, their level of education, whether they live in a rural or urban area, the religion they identify with, and their different life experiences, which includes the experience of migration. If we are to develop our cultural awareness, where do we begin? An understanding of the migration process itself is a good beginning. This is because migration is a key influence on a person’s life. Some migrants undergo a relatively easy transition. However, there are many who experience at least some (if not many) challenges in adjusting to life in a new country.

Migration People migrate (move from one country to another) for many reasons and these reasons affect individuals in unique ways. In this resource, we will look at two broad categories of migrants:  Those who migrate voluntarily.  Those who are forced to leave their country of origin and seek refuge elsewhere.

Some reasons for choosing to migrate voluntarily are:

 Better access to education and health care.  Greater freedom of choice.  Social equality.  Democratic participation.  Better quality of life and longer life expectancy.  Climate.  Work opportunities.  Adventure and/or new experiences.  Family reunion.

Those who are forced to leave their country and seek refuge elsewhere are generally fleeing persecution, war and conflict.

Activity - Reflecting on our own perspectives

Question 1 Read the following scenario and answer the questions that follow. You are visiting a friend or relative in a foreign country, a country where you do not speak the local language. During the visit, you fall seriously ill and find yourself restricted to a health care facility where the culture and language are foreign. The food provided to you is unfamiliar and unappealing to your tastes. There are strange smells everywhere, and all around you people are speaking a foreign language. You do not understand the treatment you are being given, or what your diagnosis is. There is no information available to you in your first language. The only time you can communicate is when your friend or a relative comes to visit you. How do you think you would feel in this situation? What would you wish would happen? How would you cope with what is happening to you?

Question 2 The verb 'to migrate' means to ______from one ______to another. In this section we looked at two broad categories of migrants: those who migrate ______and those who are ______to leave their country of ______and seek ______elsewhere. Choices: origin , voluntarily , refuge , forced , country , move

Voluntary and forced migration

Voluntary migration: Effects on the individual It is important to recognise and understand some of the common effects of migration on the individual who has migrated because such experiences can have a lasting impact on the person. Migrating to another country, while often exciting and offering the promise of a new and different life, can be an enormously stressful and difficult process. Difficulties associated with the migration experience include:  Communication and language difficulties.  Difficulties adjusting to different foods.  Difficulties adjusting to the new culture and society: socialising, work practices, housing arrangements.  Feelings of isolation and loss of family and friends who did not migrate.  Fear of the unknown.  Nostalgia for home and feelings of homesickness.  Facing stereotyping and prejudice in the new country.

Forced migration: Effects on the individual (refugee) While it is common to talk about ‘migrants and refugees’ as one entity, it is important to recognise that the two terms refer to very different groups of people. While both groups have effectively moved from one country to another, the circumstances leading up to that move are markedly different for each group. Under existing Australian and international law, a refugee is defined as a person who has been forced to leave their country of origin due to the experience, or valid fear of, persecution on the grounds of:

 Race  Religion  Nationality  Political opinion  Membership of a particular social group

The person must also feel unable to return to their country of origin due to experienced or anticipated persecution.

Reflection

What do you think are the major differences between migrants and refugees in terms of their migration experiences? Reflect on the following statements about refugees. Consider which statements apply to migrants as well. A refugee:

 Escapes from their homeland.  Is rarely able to choose the country they will go to.  Is rarely able to prepare for the move.  Usually has little understanding of the culture, language, job and study opportunities available in the country they will go to.  May have to keep their plans to leave secret.  May not be able to say goodbye to family or friends.  May have to leave members of their immediate family behind.  May have to flee with no notice and only the clothes on their back.  Has little opportunity to prepare themselves for their new life.  Cannot go home to visit or stay without risking their lives or wellbeing.  Often cannot keep in contact with family and friends in the country of origin.  May have experienced severe trauma such as imprisonment in prisoner of war camps, detention centres, and/or refugee camps, torture and rape.

In addition to the difficulties commonly faced by any person after moving to a new country, refugees may also experience a number of other concerns as a result of the circumstances leading to their flight. Some of the specific difficulties faced by adult refugees include:  Lack of knowledge about the new culture and society.  Lack of knowledge about support services.  Housing and employment difficulties.  Financial hardship.  Difficulties overcoming the impact of trauma which can lead to depression and other mental health problems.  Social isolation and loneliness.  Concern for family and friends left behind.

Having to seek refuge places great demands on a person’s coping skills, especially when that person has experienced trauma. Most refugees arriving in Australia have not had the opportunity to become familiar with Australian society and may have no social support network here. Personal healing after highly traumatic experiences generally increases over time. However, the ability to recover may depend on the number of traumatic events a person has experienced. The greater number of traumatic events experienced, the harder it is for a person to recover. Note that the specific difficulties facing adult refugees reflect the difficulties still faced by many Aboriginal Australians as a result of dispossession and loss of cultural identity. For recently arrived refugees, traumatic experiences are likely to still be a vivid part of daily life. However, it is important to note also that for elderly people, increased reminiscence with age can lead to distressing recall of traumatic events and that this group of people may experience depression and other mental health difficulties related to imprisonment and torture.

Case study - Juana

Question 3 Before Juana sought refuge in Australia, her parents and two of her brothers had been imprisoned for years by the state militia. They died in prison. Maria believes that their political associations and activism had brought the attention of the state militia on them. Juana’s father had been a newspaper journalist. One of Juana’s brothers was a university lecturer and another was a doctor in a rural community when they were arrested. Juana’s only sister simply disappeared. She was in her early 20s and had been a student leader and working as a volunteer in a women’s refuge. One day, she did not return home from work. Juana says she was arrested by the secret police and there had been witnesses. A number of relatives and friends had also been detained without trial or had simply ‘disappeared’. Juana was 19 and was about to begin a nursing degree when she was imprisoned for three months and tortured to extract information about the whereabouts of various family members. After her imprisonment, she and her husband Santos decided to flee the country. They arrived in Australia in the mid-80s, leaving family behind. In Australia, Santos and Juana worked as cleaners in hospitals. Later, the couple had a child and Juana had to stay home to look after him. She resumed working when their son was in primary school. Juana still does not have the time to study English. Santos died a few years ago. Juana has continued to work as a cleaner in hospitals. Her son is in high school. At home, Juana prefers speaking in Spanish to her son and sometimes she takes him to cultural events organised by the Spanish and South American communities. (a) What experiences had Juana had before fleeing to Australia? (b) What happened to Juana's sister? (c) What is Juana's level of English? (d) What level of family support does Juana have available to her? Rituals, celebrations and spirituality We all have routines and rituals in our life. A routine is a specific way or order of performing a task/action; a regular course for performing certain acts. A ritual is a routine with significant meaning attached to it; a solemn observance or act. Familiar rituals can give great comfort. Social and religious rituals are particularly important because they are shared by a group of people and provide a sense of belonging and continuity. Religious rituals can be very powerful because they involve the person at different levels: sensually, intellectually, emotionally and spiritually. In addition to the need to observe certain rituals, many people have other spiritual needs such as the need for:

 Formal and informal religious observances.  Privacy and an appropriate environment to reflect and/or participate in spiritual activities.  Ceremonial observances.

All rituals are the product of a place, environment, and historical events and circumstances. It is essential that we respect other people’s rituals, even when we do not understand them; they are no less important or less normal than our own.

Rituals

Question 4 In this activity you will check your understanding of the meaning and impact of rituals, celebrations and spirituality for individuals. Enter the letter a,b,c indicating the response which best matches each item on the left.

Possible

responses: Is an established or prescribed way of doing certain things that are important to us, is performed on a regular basis according to a pattern of behaviour, can involve the person on many levels; the ______a. Spirituality senses, the intellect, the emotions and the spirit, can impact on all the senses and will still be enjoyed by people with cognitive or sensory impairments Give great comfort and are particularly important because they are ______b. A ritual shared by a group of people and provide a sense of belonging. Formal and informal religious observances / ceremonial c. Social ______observances religious rituals

Review and modify work practices in consultation with people from diverse back grounds

Ensuring inclusive workplaces Many of our work practices can be modified so that they are inclusive of everyone, regardless of their linguistic or cultural background. Scenario A group of co-workers are sitting around during their morning tea break. Two of them are talking at length about something that no one else in the group has any idea about. The others sit quietly and politely listen. It is quite natural to talk about what we know and love. There is nothing wrong with doing this. However, when we are with co-workers who do not have the same cultural experiences, it is important to draw the others into the conversation by explaining what we are talking about—you will probably find that they will be very interested. We can also ask them to tell us their experiences and include topics that everyone is familiar with. Further, it is quite natural for people sharing the same linguistic background to speak to each other in their native language—however, in a situation where we are surrounded by friends and co- workers that do not share our language, we need to try and be as inclusive as we can. We can tell the others what we are talking about or make sure everyone understands what we are saying. In these examples, we can see that we can easily modify communication so that everyone feels included. When we make the effort to modify how we communicate and do things, we demonstrate respect for cultural diversity, and mutual trust and confidence is developed among co-workers.

Strategies for modifying work practices Here are some ways in which you can modify work practices:

 Form multicultural teams with peer learning within and between multicultural teams.  Promote cultural awareness raising activities, for example: o learning from each other's mistakes o celebrating multicultural festivals/celebrations.  Make sure there is culturally diverse employee representation in committees.  Ensure the workplace is free from any culturally insensitive material.  Ensure that team decision-making actively incorporates cultural considerations.  Promote a culturally-inclusive environment in posters, slogans, policies and decorations, etc.

In summary, work practices needs to involve:

 Appreciating and valuing differences between people.  Acknowledging every member of the workplace with equal respect.  Recognising the cultural dividend—that every member of a team adds value to the group through their unique perspective of the world and work environment.  Promoting a workplace that does not accept insensitive, racist, sexist, negative, or stereotyping remarks or labels.  Demonstrating support for diversity initiatives through actions, words, mission statements and goals.

Topic 2 - Appreciate diversity and inclusiveness

Show respect for cultural diversity in all communications and interactions with co-workers and clients Culture strongly influences our thoughts, beliefs, attitudes and behaviours. It impacts on the way we relate to others, the way we care for ourselves and our loved ones, the way we dress, eat, speak, write, and live our lives. For this reason, a little cultural understanding can go a long way when dealing with people from a background different to ours. Culture provides people with a blueprint for living, that is, it determines ideas about appropriate values and behaviours. Cultures are constantly changing and developing over time. They are strongly influenced by:

 Local environment, for example: o weather: hot or cold, dry or wet o geography: mountainous, near the sea, in the desert o location: urban or rural  Local history and politics  Major events, both natural and made by humans  Interactions with other cultures Our culture may determine when we sleep, how we bathe, what we wear and what we eat. It may tell us what is right and what is wrong, how to bring up our children, how to greet friends and address a stranger, what is polite and what is impolite. It may prescribe ways of grieving, ways to show affection and ways to cure illness. Some aspects of culture are readily visible to the observer, such as clothing and language. These aspects help to make up the way of life section of our definition. Other aspects of culture are not visible from the outside, such as beliefs and values. These aspects help to make up the world view section of our definition.

The culture iceberg

The idea of culture being like an iceberg is useful to further explore and understand the concept of culture.

The culture iceberg shows a small number of things visible above the surface—language, food and clothing. These aspects of culture represent our way of life and are clearly visible. They can represent a client’s:

 Activities of daily living.  Recurrent care needs; that is, the needs we have many times a day, every day, such as the need to communicate, the need for sustenance, and the need for personal care.

While it is these visible aspects of culture that we notice first, it is important to remember that the visible aspects:

 Make up only a small part of culture.  Do not necessarily represent the most important information to help us understand a person’s needs or actions.  Can be misleading: for example, a person’s physical appearance, what they eat or what language they speak may not reflect that person’s cultural identity.

Universal human needs, cultural needs and personal needs In order to make sure that we do not place too much importance on the visible aspects of culture, it is necessary to distinguish between cultural needs, universal human needs, and individual, personal needs and preferences. While universal human needs are shared by all people, cultural aspects are shared by a group of people, and personal needs and preferences are unique to the individual. We all share such universal needs as a safe place to live, adequate food and clean water. We all have a need for knowledge, work to support ourselves and our family and certain spiritual aspirations. However, the way these needs are met is determined to some extent by the culture in which we live. Cultural aspects shared by one group of people, such as the way of performing activities of daily living, systems of belief and social codes of conduct, may differ greatly from the cultural aspects of another group. No one way of getting ready in the morning, eating dinner at night or bathing oneself is better or worse than any other way of doing the same task. We all have (or belong to) one or more cultures. For example, a person could identify as being Australian, Australian and Italian, Australian and Christian, Australian and young, Australian and hearing impaired, Australian and gay. Depending on circumstances, such as where we are and who we are with, we may present ourselves as belonging more to one culture than another. However, wherever we are and whatever culture or cultures we identify with, we never stop being individuals. Cultural groups are made up of individuals, with each person being unique in his or her own way.

The concept of culture Most simply, culture refers to the ______of ______and world view of a particular ______of people at a particular point in ______. Some ______of culture are readily ______to the observer, such as ______and language. These aspects help to make up the way of life section of our definition. Other aspects of culture are ______from the outside, such as ______and values. These aspects help to make up the ______section of our definition. Choices: way , aspects , life , time , world view , clothing , group , not visible , beliefs , visible

Universal needs The ______needs we all have, such as basic ______needs, must be met. The ______they are met is determined to some extent by the ______in which we live. Choices: culture , survival , way , universal

Visible aspects of culture We have defined culture, identified the many components of culture not readily visible from the outside, raised awareness of the impact of culture on all people, and identified the differences between cultural, individual and universal needs. Now we look more closely at the visible aspects of culture – the way of life shared by a group of people and the impact of culture on daily routines, such as eating and personal care. As mentioned in the last section, the culture iceberg shows a small number of things visible above the surface such as:

 Language  Food  Clothing

Language Different ways of writing (scripts) and different verbal sounds (speech) are obvious signs of different cultures. When we hear people speaking a language different to our own, we are immediately aware that those people may not be from the same background as us. Language is an important part of communication. We speak to each other all the time to convey even simple messages. A person who is literate in their mother tongue may not be able to read information presented in different languages or scripts.

Food Food and drink are not only vital to survival, they hold strong meaning in many cultures and are capable of providing both great comfort and great distress. Beyond the essential sustenance function, food and drink contribute to our sense of wellbeing and are a source of sensory pleasure and comfort. Familiar, culturally appropriate food is very important to clients’ quality of life. What people eat and drink and the way they eat and drink it, vary a lot between cultures. The many different cuisines found around the world were originally developed in response to the environment of the place of origin, for example, using ingredients found locally that grow well in that particular soil and climate. The strong influence of the environment explains why there are often strong regional differences in ingredients and food preparation within the same country. In most cultures, food and drink are important parts of religious and social rituals and celebrations. Certain religions forbid certain types of food and may have strict rules about how food is to be prepared. If you are organising a function, be aware of the cultural catering needs of the people you work with. Cultural differences surrounding food may include various cultures’ practices or preferences in the following areas:  Ingredients  Preparation and handling  Cooking methods  Utensils and cutlery  Presentation  Customs and taboos

Providing all clients with the same food is likely to produce different outcomes and responses. For example, a person may:  Be happy and comfortable with the food because it is home-like and familiar food.  Have difficulty accessing the food due to unfamiliar cutlery/utensils.  Accept the food but not like it because it is unfamiliar.  Become distressed because the food is forbidden in his or her culture.

Visible aspects of culture

Clothing Clothing is another very visible sign that can distinguish people belonging to different cultures or performing specific jobs, for example, traditional religious dress and uniforms. The parts of the body that should be covered, and the manner in which they are covered vary from culture to culture and even within cultures. What should be worn may depend on gender, age, role, situation and other circumstances. Many cultures have traditional ceremonial costumes that are worn during cultural celebrations. Others have traditional clothes that may be worn all the time to indicate the wearer’s status in the community, their belief system, or as a display of respect. What is acceptable clothing in one culture may be inappropriate in another. Once again, the environment of the country/place of origin can help explain certain clothing traditions. For example, clothing traditions in very cold regions differ greatly from those of tropical regions.

Less visible aspects of culture Now that we have looked at the visible aspects of culture, it is time to look at those aspects of culture found below the surface of the water in our diagram. The majority of the culture iceberg is found below the surface of the water where a vast mass of very important aspects of culture lie. These aspects of culture, relating to the world view of a particular group of people, will provide us with the most important information to help us understand a person’s cultural needs or actions, their attitudes and behaviours. These aspects of culture:

 Give meaning to life  Greatly affect personal wellbeing  Are the driving force behind behaviour and reactions.

It is the less or invisible aspects of culture that are most likely to give us insight into our client’s wants and needs. A greater understanding of these influences will provide us with a greater understanding of the individual, making our time at work easier, more enjoyable and more rewarding. The key aspects of culture found below the surface are:

 Social interaction  Beliefs  Attitudes  Values  Perceptions

These aspects are very closely intertwined and overlap. However, we will explore each aspect in more detail by addressing them in turn.

Social interaction Within each culture there is a whole code of conduct that determines how people are expected to relate to each other. We learn the expected ways of behaving with other people as we grow up. As adults, the code has become so much a part of who we are and how we behave that we forget that our way of interacting is not a natural way of behaving, but the prescribed way of our particular culture. The code of conduct of a particular culture may prescribe appropriate interactions between:

 Men and women  Young people and older people  Relatives  Colleagues  Strangers  Subordinates and superiors

The code of conduct affects not only what people can say to each other, but also the way they:

 Address each other  Touch each other  Use gestures  Outwardly express their emotions and feelings

All cultures have their own code of conduct. In some cultures the rules can be strict and complex. Breaking these rules of social interaction can trigger irritation, distrust, and even real distress in others. It can lead to strong reactions and misunderstandings. In different cultures, the same action may carry a different message or meaning. The same behaviour can affect different people in different ways. In social interactions, the message we convey can be interpreted in different ways by those unfamiliar with our culture. Mistakes will be made unintentionally, especially when we are first getting to know a new person. Mistakes cannot always be avoided. The important thing is to learn from the mistakes and to ask if unsure. The first step when interacting with new people from different cultures is to carefully observe reactions to our behaviour to see whether the message has been received the way it was intended. In any workplace, effective interaction among the people you work with is very important because:

 It will impact on teamwork and job satisfaction.  It is a recurrent need.  It is a precondition to providing quality care.

Of particular relevance is the special status given to older people in most cultures.

Beliefs, attitudes, values and perceptions Beliefs, attitudes, values and perceptions are very closely intertwined. Each one impacts on the others and is very closely related to social interaction and the social code of conduct prescribed by a culture. As previous examples have illustrated, even with basic needs such as food and clothing, hidden aspects of culture can determine what is acceptable and what is not. Due to the vastness and complexity of cultural differences regarding belief systems, values and attitudes, it is not possible for us to explore all the dimensions here. Instead, we will focus on gaining the awareness and skills needed to integrate and respond to cultural variations in the workplace. A word of caution first: It is very important to remember that individual differences exist within cultures about attitudes, beliefs, values and perceptions. It is not possible to learn about a person by simply learning about their culture. Making judgments about a person based on superficial information about their cultural background is dangerous, as will be seen later in this resource when we discuss the risk of prejudice and stereotyping. We must always be extremely cautious when trying to understand a person on the basis of their culture. However, there are some broad cultural attitudes and values that are relevant to the community services industry. These relate to how individualistic or collective a culture is. The table below outlines the differences between the two kinds of cultures as they relate to reliance on others. Individualistic cultures place an emphasis on individual rights and needs, whereas collective cultures emphasise the needs of the family and community as a whole. This broad cultural attitude/value may have a significant impact on individual clients in the community services industry.

Broad differences between groups of cultures

Collective Individualistic In some societies the focus is on inter- In other societies the emphasis is on dependence - people rely on each other. independence or self-reliance. Reliance on others Examples of these societies: Middle Examples of these societies: Western Eastern and Eastern societies. societies.

Reflection Can you think of the positive as well as negative impact of being reliant and of being self-reliant? Different world views will influence the reactions of individuals to particular events/circumstances. An understanding of different cultural perspectives helps us understand behaviours that may otherwise appear unreasonable or inconsistent.

Beliefs A system of belief or religious faith can give meaning and direction to whole communities and individuals. This aspect of culture is probably the most complex and the one that may cause some of the strongest reactions and misunderstandings. Our lives are strongly influenced by cultural and individual codes, beliefs, attitudes and perceptions. Their beliefs help determine the way people from a particular culture think, act and react to life events and circumstances. They may also help determine attitudes and reactions to health, illness, disability, healing, treatment, death and the dying process and, for many, an after-life. It is impossible for us to learn about all these different belief systems, but we all should be aware that a belief system or a person’s faith is a fundamental part of their life that has to be respected, though not necessarily shared or understood. What is important and possible is to understand that these differences exist and that these beliefs strongly impact the life of people. People’s systems of belief and ways of understanding the meaning of life are ancient and complex. Within each culture there is a whole code of social conduct that determines how people are expected to relate to each other. It is important to remember that our own ways of behaving are not the natural or only ways of behaving; they are simply the ways our culture taught us to behave. Different cultures have different rules. The first step when interacting with people from different cultures is to carefully observe reactions to our behaviour to see whether the message has been received the way it was intended.

Identifying our own cultures Being aware of our own culture is the first step to becoming a culturally competent worker. This section highlights how difficult it is to describe specific cultures and how simple descriptions can lead to inaccurate stereotypes and prejudices. Most of the content of this section is covered in the exercises and resources. While there may be some characteristics of a culture that could be useful in describing the majority of people from a particular background, they will usually be very general and not particularly useful to understanding individuals. For example, people could say that Australians tend to be quite informal, that English is the official language of the country and that Australia is a vast island with a small but diverse population. Whilst these observations do represent broad features of Australia, they do not explain the nature of individuals living here.

Communicating culture

Question 7 Imagine yourself in the situation presented and then provide an answer to the question posed. You are holidaying in another country and meet some people from that country who have never visited Australia. They know a bit about Australia but it is based mainly on popular clichés and icons (e.g. kangaroos, koalas, boomerangs, Opera House, Great Barrier Reef, Crocodile Dundee, Kylie Minogue etc). They ask you to tell them about life in Australia.

Use specific strategies to eliminate bias and discrimination in the workplace

Risk of prejudice and stereotyping This section identifies the risks associated with making judgments about individuals on the basis of their appearance or background, and the need to recognise that prejudgments may lead to incorrect assessments. Of utmost importance is the need to treat people as individuals. No matter what a person’s cultural background is, they are first and foremost an individual, with unique likes, dislikes, needs and preferences. This attitude certainly encourages us to read and learn more about other cultures, but at the same time to always consider the needs of the individual, without pre-judging or applying a stereotypical picture of what a person from a particular background should be like.

Contribute to the development of workplace and professional relationships based on acceptance of cultural diversity Work relationships can be with your:

 Friends at work  Your supervisor or manager  Co-workers, some of whom may be members of your work team  Workers from other sections of the organisation.

In the workplace, we have to build successful work relationships and interact with people in a positive way to achieve our organisational goals.

Reflection Can you think of any more types of work relationships?

Guidelines Below are guidelines for contributing to the development of workplace and professional relationships based on acceptance of cultural diversity. Note that many of these guidelines are the same for all work relationships. There are many advantages to a work relationship. What advantages have you encountered? There may also be some disadvantages. Based on your own experiences with work relationships, list some of these on a note pad. You may have thought of: Advantages Disadvantages It's enjoyable to work with others. Strong personalities or those with 'power' can dominate It generates new ideas. It's hard to get people together. It lets everyone share in decisions. It takes time. It allows input of a variety of ideas. It is difficult to organise and manage. Members feel part of the organisation. Arguments can occur. Members feel more committed to Quiet and less confident people may have difficulty decisions they make. contributing. You can support each other. Some members may not be as supportive as others. You can work towards achieving a common Some members may not be interested. goal.

A positive attitude This means avoiding negative thought and criticisms. Be aware of any prejudices you have about any aspect of your co-workers’ lives, for example their culture, religion, customs, lifestyle choices and so on. Once you have this self-awareness, you can work towards eliminating your prejudices. Often, prejudices arise out of fear or uncertainty; that is, fear or the unknown. Try as best you can to be non-judgmental and more accepting of others. Give the other person the benefit of the doubt and always try to learn more about other cultures.

Work at improving your communication skills Always listen carefully to the other person. Focus on their message, not on, for example, their pronunciation, accent or some other attribute. Listen carefully and you will be able to respond appropriately—and, thus, avoid misunderstandings. If you are unsure of what the other person said, check with them—you can do this by reflecting back what you think they had said; for example: ‘So, are you saying we should…?’

Resolve conflicts early on Sometimes it is difficult to avoid misunderstandings. These may be misunderstandings to do with ineffective communication or it may have to do with differences in cross-cultural communication. If you sense a conflict brewing, do not allow it to fester—resolve it early. Be direct and courteous. Develop a plan of action to address the problem with your co-worker and then work together toward resolving it.

Treat all co-workers with respect It is important to be fair towards all your co-workers, regardless of who they are and how different they may be from you, whether in cultural and linguistic background or some other area such as age, gender, lifestyle, disability or position in the organisation. Treating all workers equally means being inclusive, e.g. including them in the conversation. It means being respectful by paying attention, listening carefully, and responding appropriately. It means being courteous and professional and being open and honest about your feelings and giving others the opportunity to do the same.

Share information about cultural practices You and your co-workers might share aspects of your culture and religion and, if relevant, experiences (e.g. growing up in Australia or migrant/refugee experiences). Look for common interests—you might find that you have as many similarities as differences.

Understand and accept cultural differences If we are going to work harmoniously with people from diverse backgrounds, we need to be tolerant and respectful about values, beliefs and religious practices which may be very different from our own. The more we learn about other cultures, the more we can put ourselves in other people’s shoes and respect their position. When you and a co-worker do not agree, try looking at things from their perspective.

Use work practices that create a culturally and psychologically safe environment for all person s

Cultural safety Cultural safety acknowledges and embraces the unique cultural and linguistic background of individuals. It means providing opportunities for people to express their culture, have their cultural needs met and share their cultural heritage. Cultural safety means that a person is confident that their culture is accepted and respected and that service provision will embrace cultural considerations. When people feel culturally safe, they are free from fear, anxiety and feelings of discomfort. They feel comfortable, accepted and included.

Activity

Question 8 Cultural safety acknowledges and embraces the unique cultural and linguistic background of individuals. It means providing ______for people to express their ______, have their cultural needs met, and share their cultural ______. Cultural safety means that a person from a ______background is confident that their culture is ______and ______and that service provision will embrace cultural ______. Clients' ______of cultural safety are part of what ______is all about. When our clients feel culturally ______, their ______of life improves and our work becomes more ______and enjoyable. Choices: culture , quality , opportunities , considerations , respected , safe , rewarding , accepted , CALD , heritage , cultural competence , feelings

Cultural competence at work What is cultural competence? Cultural competence relates to the way we interact with people, at work or outside of work. Put simply, cultural competence refers to the ability to function effectively in cross-cultural situations. This will most commonly involve the ability to effectively interact, or communicate with people from a different cultural background to our own. An important thing to remember here is that cultural competence does not just refer to Anglo- Australians working and interacting with people from non-English speaking backgrounds. The concept refers to all people working and interacting with anyone from a cultural or linguistic background different to their own. It also includes people who are different from you in any other way, for example economic class, gender, sexuality, age, religion, ability and so on. Whatever the background of our clients, we need to interact in a respectful, sensitive and appropriate way. The underlying principle of cultural competence is recognition and acceptance of differences between people and seeing such differences from a positive perspective. Culturally competent practices and principles demonstrate an acknowledgement of and respect for people of all racial, ethnic, linguistic, religious and cultural backgrounds. Cultural competence is a developmental process—no matter how culturally adept we may be, there will always be room for improvement. Cultural competency consists of:

 Awareness and acceptance of cultural differences.  Awareness of one's own cultural values.  Recognition that people from different cultures may have different ways of communicating, behaving, interpreting and problem solving.  An ability and willingness to adapt the way we work so it is sensitive to the needs of co-workers’ cultural background.

To be culturally competent at work, we must have the ability and the will to respond to the unique needs arising from each individual’s culture.

Our role as staff No matter what our position in an organisation, each of us has a role to play in achieving cultural competence. As a team we can achieve a lot more than as individuals.

Reflection Think about your own workplace. How do staff demonstrate cultural competence? Consider not just how they deal with people with cultural and linguistic differences but also other kinds of differences, e.g. people with a disability, people from a different socio-economic group, gay people.

Topic 3 - Communicate effectively with people from diverse backgrounds and situations

Show respect for cultural diversity in all communication with clients, families, staff and others

The communication process - Introduction We will look at the communication process to introduce ways we can improve communication with the people you work with. Being able to effectively communicate with clients and colleagues will make your work easier and more enjoyable. First, let’s look more closely at the elements of the communication process. An understanding of the factors involved in communicating provides a good basis for improving communication between people who do not speak the same language. While language is important to communication, especially for complex messages, it is possible to communicate without the use of speech.

As this image indicates, actual words make up only a small proportion of the process. The communication process is made up of over 90% non-verbal information. That is, language specific words account for less than 10% of communication. The rest of the communication process is made up of tone of voice and non-verbal communication (i.e. body language - facial expression, gestures, posture, distance).

Tone refers to how we speak, while body language refers to what we do with our body. Tone - the way we speak

 Fast or slow  Gentle or aggressive  Pauses

Body language - our mannerisms and demeanour

 Facial expressions  Gaze - looking at the other person or away from them; paying attention or not  Gestures - arm and hand movements  Posture - leaning forward or back; relaxed or stiff  Distance from the other person - too close or too far

The essential nature of communication Communication is essential in any workplace. Without communication it is not possible to know a client’s wants or needs or how best to offer care. However, communicating effectively with people with whom you do not share a language can be very challenging. Language is a very important component of the communication process, but not speaking the same language as another person does not mean that we cannot communicate with them. There are many other factors that play a part in how we communicate. In fact, these other factors can be even more powerful than words. The way we go about communicating with another person even when we do not speak the same language can have an enormous impact on the way we make that person feel and the way they will respond to us.

Methods of communication

Question 9 Enter the letter a,b,c indicating the response which best matches each item on the left. Possible responses: Verbal ______a. Language, specific words Tone ______b. Facial expression, gaze, gestures, posture Body language ______c. Pauses, speed, intonation, emphasis

Why don't they speak English? A question on many English-speakers' minds is: ‘Why don’t they speak English?’ The following section answers this common question and aims to promote an appreciation and respect for cultural and linguistic diversity. Learning a new language as an adult is not an easy task. Many factors can make it particularly difficult and, in some cases, almost impossible. English proficiency does not reflect on a particular group or individual’s will to learn, but rather on the complexity of the task. Some languages are more similar to English than others. The more similar the first language, the easier it is to learn English. Languages such as Italian and German share an alphabet and script with English. There are strong similarities between certain words. Other languages, such as Japanese and Arabic have nothing in common with English. These language use a different script—alphabet and characters—and utilise totally differing sounds and words. It is much harder to learn English if your first language is Japanese than it is if your first language is German or Italian. A person’s level of literacy in their first language may also have a strong impact on their ability to learn another language as an adult. This is particularly relevant to learning to read and write a new language. Ability to learn English can also be affected by the age, sex and marital status of the migrant. Some migrants, especially younger ones are already proficient in English when they arrive. With couples, sometimes one will speak more English than the other. For many older migrants, the struggle to learn English or to maintain it can be too difficult.

Communication

Older migrants For migrants who came to Australia in the 1950s and 1960s, there were not many opportunities for them to attend English classes. Where English classes were available, they were often inadequate and grouped people from many different language backgrounds and varying levels of formal education altogether. English classes were often unable to meet learners’ needs. For many migrants the workplace did not offer the opportunity to learn or practise English skills. Consider that:

 English is not essential for many semi-skilled jobs.  Many migrants worked in jobs that did not involve much talking.  The English used at work often related only to the job and the workers did not have much practice with conversational English.

Outside working hours, most people spend their time with family and friends and these were usually people of the same background and speaking the same native language. Many migrants left behind close family and friends and a familiar cultural environment. Therefore, as a group they often recreated a cultural environment where they could feel more at home and where they spoke the same language. Some migrants have said that they shielded themselves from the wider English-speaking community due to feelings of rejection, especially as prejudice against them was not uncommon. Once retired, many migrants mix mostly with family and friends with whom they can share memories and cultural experiences in their own language. Much of the English learnt at work can be lost after retirement when retirees stop spending as much time around English-speaking people. By the time they are in their 70s and 80s, most of the post-World War II migrants would have been retired for at least 10–15 years. Once retired, they are likely to speak almost exclusively in their native language. English proficiency among older women migrants is often even lower than that of migrant men. Many women stay (or stayed) at home to raise children and look after the house, which meant that they had very little opportunity to learn English. Older people generally tend to go back to speaking their native language—even when they are quite proficient in English—because they find the native language easier to use. Some older people develop memory difficulties (such as Alzheimer’s disease) and the first language that they lose is the one that they acquired last; that is, English. Moreover, a number of older migrants come to Australia late in life to join their children and grandchildren. These older people often have very limited exposure to the wider community and probably will not learn any English at all. Communication Activity - True or False?

Question 10 Learning a new language as an adult is easy.

1. True 2. False

Answer______

Question 11 Some languages are more similar to English than other languages. The more similar the first language, the easier it is to learn English.

1. True 2. False

Answer______

Question 12 A person's level of literacy in their first language may have a strong impact on their ability to learn to read and write in another language.

1. True 2. False

Answer______

Question 13 For migrants who came to Australia in the 1950s and 1960s, there were lots of opportunities to attend English classes.

1. True 2. False

Answer______

Question 14 For many migrants, the workplace did not offer the opportunity to learn or practice English skills.

1. True 2. False

Answer______

Use communication constructively to develop and maintain effective relationships, mutual trus t and confidence If you are an English speaker, here are a few strategies to adopt when working with people who are from culturally and linguistically diverse backgrounds.

 Consider your choice of language. Some idioms or slang may not be understood by people from another linguistic background (or people within the same linguistic group but from a different generation).  The 'rules' relating to non-verbal communication are generally understood within a certain culture but vary from culture to culture and from generation to generation. These rules are particularly relevant in the areas of touching and the use of personal space. Take the time to understand these for the different cultures you are working with.  If colleagues do not share English as their first language, make sure you give adequate time in communication and obtain feedback to clarify understanding.  Avoid inappropriate or gratuitous references to a person’s culture, etc. For example, ‘The new person who will be starting work next week is a woman by the name of Mary Connolly. She’s Anglo-Indian.’ If it is not necessary to identify a person’s cultural identity, simply use the term ‘Australian’. By mentioning people’s ethnic group, race, culture or religion, we are communicating that they are ‘different’ from the ‘norm’. If it is necessary to identify a person’s cultural identity, use terms such as ‘New Zealand-born’ or ‘Arabic-speaking’.

Where language barriers exist, make efforts to communicate in the most effective way possible Why do cultural misunderstandings happen? Cultural misunderstandings can occur when people don’t share or understand the ‘rules’ of a particular culture. The ‘rules’ of how you behave are to do with what people expect you to do in certain situations. People can learn the rules of a new culture by watching people and through asking questions. It is cultural values that lead to expectations and ‘rules’ about how people behave. There may be many cultural differences between people that can cause misunderstandings.

Areas of misunderstanding Whether we are from an English-speaking background or from CALD background, you will find this next section relevant—as it is important for all of us to be aware of how misunderstanding can occur across cultures. Some common areas of misunderstanding are:

 Polite forms of language  Idioms  Questions  Compliments  Dress  Social customs  Responding to good and bad news  Space  Time

Polite forms of language In English when we ask people to do something, we don’t usually use the direct imperative form (an order). For example: Close the window! If we ask someone to close a window, we might say: Would you mind closing the window? Could you please close the window? Can we close the window? Do you mind if I close the window? Close the window please. Sorry to interrupt you, but can you please close the window? We usually soften the language or use idioms. This makes the request more indirect. How would you ask someone to close a window in your language? Do you use a more direct form of language? Sometimes people with limited English language skills may translate a request or an expression literally from their native language. This might appear as a direct or imperative form.

Making requests

Question 15 Consider the situation presented below and answer the questions. Lily and Freda work together. Although they are friends, Freda thinks Lily is quite abrupt, especially when she wants her to do something. Freda knows that Lily does not mean to sound rude. Here are examples of what Lily might say: 'Give me the tray.' 'Don't give this to me. Give it to Grace. It's her job to check it.' How would you rephrase the instructions?

Question 16 If you were Freda, how would you make efforts to communicate in the most effective way possible with Lily?

Polite forms of language

Idioms Slang and colloquial language is very hard to learn and may cause misunderstandings across cultures. Colloquial language is everyday language that people speak at home or with their friends. It is informal and often includes slang.

Questions People ask different sorts of questions in different cultures. What may seem polite in one culture may be impolite in another culture. Some Australians may think it’s impolite to discuss money, age, religion, politics, their weight etc. Sometimes new immigrants may ask questions about things that local people take for granted. This might cause discomfort and may lead to misunderstanding.

Asking appropriate questions

Question 17 Consider the situation and answer the questions. Erica, new to Australia, has been working for you for about a week. Which of the following questions would be appropriate for her to ask if she was talking to her supervisor? Explain your answer. How long have you been working here?

Question 18 Do you enjoy your job?

Question 19 What do you earn?

Question 20 Do you have any children?

Question 21 Do you own your own home? Or are you renting?

Question 22 How old are you?

Compliments We give and receive compliments differently in different cultures. In some cultures a student would deny a teacher’s compliment by looking down to show modesty. The teacher, however, expects the student to be pleased and show this by smiling and saying ‘thank you’.

Dress People have different expectations of what is appropriate (right) dress in various situations, based on their cultural experience.

Social customs Social customs (the way people behave in social situations) may seem unusual in a new country. In Australia, if someone invites you to a party and asks you to bring a plate, this means bring some food to share. If an invitation says BYO, this usually means bring your own alcohol — beer or wine. If you are at a pub (hotel) with friends and someone says, ‘It’s your shout’, this means it’s your turn to buy the drinks for everyone.

Responding to good and bad news Misunderstandings sometimes happen when people respond to good or bad news by using inappropriate responses or body language.

Space Personal space is the distance that feels comfortable between people when they meet and talk. The distance varies depending on the relationship between people, how well they know each other. It also varies from culture to culture. Concept of time How people think about and use time might depend to some extent on how their culture values time. These differences may cause some misunderstanding. In some countries (e.g. Italy and in many Arab countries), it is normal for people to be half an hour late for a meeting. In some other countries (e.g. USA or Britain), you can only be late by about five to 10 minutes. In Japan, being late may be perceived as insulting. In English, there are sayings such as, ‘He who hesitates is lost’; ‘Time is money’; ‘saving time’, ‘losing time’ etc. On the other hand, in Chinese and Middle Eastern cultures, there are sayings such as, ‘Think three times before you act’. If we are aware of how people perceive time differently, we can avoid misunderstanding them. There are two main ways that people think about time:

1. Monochronic: People who think about time in a monochronic way work out an order for doing things, deal with one thing at a time, make a sort of mental list and think that it’s important to be punctual (on time). 2. Polychronic: People from some cultures think about time in a polychronic way. They do many things at once, change their plans often and think that people are more important than punctuality.

Remember though that while most people in a culture might be polychronic or monochronic, individuals within a culture can have different notions about time.

Monochronic Polychronic Time as a fixed entity Time is flexible Time is linear Time is cyclical Necessary to complete one task so you can May begin on other tasks before completing the first. move on (fowards) to the next step. Focus on planning. Planning is not emphasised. Appointments and schedules are very Appointments and schedules tend to be flexible. People important. Lateness is accepted only if it's for a might be late to meetings. short time. Tends to live more in the present - views the present Future oriented. and past as more important than the future (not so future-oriented).

Reflect Reflect on how your culture thinks of time? Would you say that it's more monochronic or polychronic? Or is it different to these two concepts of time? How about you, as an individual? How do you think about time?

Cultural behaviours All the things we have been talking about so far — attitudes to time, social customs, forms of politeness, etc — are cultural behaviours.

Stereotyping and prejudice Cultural behaviours may lead to stereotyping and prejudice which can lead to further breakdowns in communication.

Seek assistance from interpreters or other persons as required You may be working with clients and may need to seek assistance from interpreters or other people. This section will be quite relevant to you. If you do not work with clients, this section may not be directly relevant to your work. However, it would still be useful for you to work through it. You may, in the future, be in a role that requires interaction with clients and some of them would be from culturally and linguistically diverse backgrounds. We will identify the circumstances and ways in which we can overcome communication difficulties across cultural and linguistic bounds. The following are some simple strategies for effective cross-cultural communication:

1. Speak slowly and clearly. 2. Use short and simple sentences. 3. Maintain normal volume. 4. Use different words to express the same idea. 5. Prioritise and sequence your instructions. 6. Avoid jargon. 7. Respond to expressed emotions. 8. Be aware that residents from some cultural backgrounds may avoid disagreement at the expense of being honest. 9. Allow time for questions and clarification. 10. Use communication aids when necessary.

Communication aids and other strategies to assist communication between people who do not speak the same language are invaluable in any setting. Use the following strategies to ensure that clients can communicate in their own language as much as possible:

 Learn a few words in the languages of the clients with whom you are working.  Use communication charts and other aids.  Ask relatives and friends for help when necessary and appropriate.  Use signage.

Other strategies to improve communication may require specific training and authorisation. Your manager (or their delegate) is responsible for co-ordinating communication aids such as:

 Requesting professional interpreters.  Organising bilingual doctors and care staff.  Using telephone interpreter services.

It is important that all staff be aware of the appropriate uses and restrictions regarding communication aid strategies so that the highest standard of care is maintained at all times. Inappropriate use of certain communication aids could cause more harm than good.

Communicating with assistance from a bilingual person Being bilingual or multi-lingual does not mean that one is able to interpret. Professional interpreting is a specialised skill requiring extensive training. Interpreters are not only highly trained professionals, they also specialise in specific fields, such as law or medicine. A professional interpreter must be used in the following ways:

 Medical consultations o treatment needs/options o test results o care plans  Legal advice / decision-making o financial arrangements o power of attorney o wills  Confidential information o any private/confidential information

When you must use an interpreter Why do we need interpreters?

 There is a legal obligation that interpreters are used in situations relating to medical, legal and confidential matters (as shown above). Professional interpreters can be bound by client confidentiality to protect the client’s rights and interests. There can be serious consequences for the client if professional interpreters are not used in these situations.  A bilingual person may not be able to adequately explain the information being presented, or represent/advocate for the client’s needs or wishes.  If the bilingual person is a relative or friend of the client, then the client’s right to privacy and confidentiality regarding sensitive information will not be protected.

This does not mean that bilingual staff should never be used to assist communication. They can be a great resource to your work, but it is vital to remember that bilingual relatives, friends and colleagues should only be asked to assist with communicating simple, practical messages. Bilingual staff can also be a great help with recreational activities such as bilingual bingo. Remember that bilingual staff have their own busy workload and that assisting communication between others is additional work for them. If ever you feel a client requires an interpreter, refer the matter on to a supervisor. How to communicate effectively with the assistance of a bilingual person or interpreter

1. Make sure the person you ask to help speaks the same language/dialect as the client! 2. Check that the bilingual person can spare the time to help you or book a professional interpreter. 3. Explain the questions you wish to ask the client and what assistance you’d like from the interpreter. 4. Approach the client together. 5. Always address the client directly. 6. Let the bilingual person ask the client if they mind the bilingual person helping you to communicate. 7. Speak to the client - NOT the bilingual person. Use short, simple sentences; speak slightly more slowly than usual; use a normal volume. 8. Pause after each sentence to allow the bilingual person to repeat what you have said. 9. Allow time for questions and clarification. 10. Don't use jargon, slang or jokes—they will not translate effectively. 11. Check regularly to ensure the client understands. 12. Ask the client if they have any questions for you. 13. Thank the bilingual person in front of the client. 14. When you have moved away from the client ask the bilingual person if they would like to debrief or if they have any comments/suggestions. This will allow you to discuss any concerns.

Please note: It is important that the final step (step 14) never takes place in front of the client because this will allow the bilingual person to express things they may not wish to say in front of the client. The client will feel excluded and embarrassed if the conversation continues without including them.

Topic 4 - Promote understanding across diverse groups Identify issues that might cause conflict If difficulties or misunderstandings occur, consider the impact of cultural differences The most obvious way we communicate is with words. However, as we have seen in the previous readings, we also use non-verbal communication—our tone of voice, body language, gestures, posture and facial expressions all impact on communication. Often, people think that the use of gestures and facial expressions will be sufficient to convey an accurate message. However, just as verbal communication rules differ across cultures, so too do the rules of non-verbal communication. These rules are specific to each culture and are largely taken for granted by those belonging to that culture. We respond to these rules without being aware of them. It is therefore important to be aware that our own non-verbal communication might be insulting to others. For example, in some cultures, maintaining constant eye contact while talking is interpreted as disrespectful. This is true for example, for some Aboriginal cultures. The first step in developing skills to communicate with people from other cultures is to develop an appreciation of the rules of communication in our own culture. Similarly, an awareness of the most common barriers to effective cross-cultural communication is the first step to overcoming them. With an awareness and appreciation of these differences we are less likely to judge a person from another culture by our own cultural values.

Behaviours and barriers that can prevent effective cross-cultural communication

It's good to be aware of cultural differences in both non-verbal communication and the social codes of conduct.

Examples of behaviour that can present barriers to effective cross-culture communication

How this can cause conflict / Example misunderstanding In some cultures it is rude to call Some people might think they are someone by gesturing with your index Gestures being disrespected if you call them finger. You need to gesture with the using your index finger. whole hand, palm facing downwards. In some cultures it is considered polite to Some people might feel awkward Form of address call people who are teachers etc. using being informal with a teacher. their first name. Concept of time Some people might feel that you are In some cultures it is quite acceptable to (e.g. different inconsiderate and rude if you are late be late for appointments. attitudes to for an appointment. punctuality) In some cultures it is considered Some people might think you are Eye contact disrespectful to look someone straight in being shifty if you do not look them in the eye and maintain a steady gaze. the eye. Examples of language that can present barriers to effective cross-culture communication

Example How this can cause conflict People from CALD backgrounds might not Idioms understand English idioms, Australian slang, Confusion can occur. etc. In some cultures, it is acceptable to ask Some people might feel that the other Questions someone their age. person is being nosey and rude. Some people might think you don't In some cultures the norm is to express Compliments like the compliment and will feel modesty when someone compliments you. awkward.

Make an effort to sensitively resolve differences, taking cultural considerations i nto account

Negotiating cross-cultural conflict Now we will look at how you recognise, define and respond to challenging cross-cultural situations in the workplace. While a challenging situation may be similar to a cross-cultural misunderstanding, there are a number of key differences to be aware of. While we hope that neither you nor any of your clients ever experience cross-cultural conflict, it is very important that if the situation did arise, you would know how best to respond. Cross-cultural conflict and challenging interactions may involve a person behaving in any of the following ways towards another person on the basis of their cultural or linguistic background.

 Name calling.  Use of offensive language.  Degrading comments in reference to a person's ethnicity, culture, religion or background.  Ridicule based on a person's physical appearance.  Teasing or put downs.  Shouting/abuse/aggressive language.  Excluding, isolating, ignoring.

Being subjected to any of the above behaviours can make a person feel:

 Angry  Upset/sad  Ashamed  Frightened  Isolated  Intimidated

No one has the right to make another person feel that way. It is your right NOT to accept offensive behaviour. Justifying, ignoring, or doing nothing about such behaviour gives permission for it to continue.

Cross-cultural conflict can occur in any relationship Cross-cultural conflict can occur when a person directs inappropriate verbal/non-verbal behaviour towards another. Conflicts can occur not only between a client and staff but also between staff members. If you work with clients; for example in a community services setting, you will find this next section quite relevant. If your job does not involve working with clients, you will probably still find this section relevant—as you would be a client in other situations, such as when you visit the dentist or when you buy a train ticket from someone at the ticket booth.

Different interactions require different responses The relationship/s between the people involved in a situation help determine the way we should respond to it. For example:

 The relationship may involve different levels of power held by different staff members and between staff and clients, especially if the client is frail. If a person in power is instigating the challenging situation it will be harder for the other person to stand up for themselves.  Different cultures accord different levels of power to different people because of gender, occupation, age, etc which can affect the perceived power balance.

The consequences of offensive actions will also differ depending on who the instigator is. For example, there are specific laws concerning appropriate behaviour in the workplace.

Responding to cross-cultural conflict Now, let's look at the basic steps involved in addressing cross-cultural conflict. The steps outlined below are based on the principle that while we can’t change people’s attitudes, we can often change their actions.

Step 1 Keep your cool—try not to respond emotionally.

Step 2 Tell the instigator promptly, clearly and calmly that you find their actions upsetting. The important thing to remember here is that the person understands you find their actions, not them, offensive. A good response would be: ‘Please do not say that to me, I find it offensive and upsetting’. This response is clear, direct, and does not attack the person. It addresses the action. If your response is directed to the person, they are likely to get defensive, a situation not likely to work in your favour.

Step 3 If the person apologises, accept their apology.

Step 4 If they don't apologise, let it go once.

Step 5 If the offensive behaviour happens again, action needs to be taken.

Step 6 The action taken will depend on the parties involved. Step 6 will change depending on who is involved in the conflict situation. We will now look at responses for the range of possible parties in the community services setting.

Suggested response to cross-cultural tension/conflict

Response to tension/conflict involving a client's action towards a staff member If a client is behaving offensively towards you, it is important to remember not to take the client’s behaviour personally. However, it is equally important that you know you have the right not to accept offensive behaviour based on your background. Response to tension/conflict involving a staff member's action towards a client This is not a pleasant topic, yet one that nonetheless needs to be covered. Conflict/offensive behaviour instigated by a staff member towards a client is a serious and somewhat delicate matter. While it is hoped that no such interaction ever occurs, it is very important that were the situation to arise, we would all know how to react. If you feel unable to confront the situation directly, or if you are unsure about whether or not to act upon something you have seen, promptly discuss the issue with someone you trust such as a colleague, supervisor, human resources/employee advisor, counsellor or union representative. Most workplaces have procedures allowing for the anonymous reporting of incidents/concerns/complaints; use them if you feel unable to respond in any other way.

Response to tension/conflict involving a staff member's action towards other staff Again this is not a nice topic, but one that nonetheless needs to be discussed. The law states that all people have the right to be treated with dignity and respect and to refuse to accept offensive behaviour in the workplace. If you are subjected to upsetting or offensive behaviour by a colleague at work, or if you witness such a thing happening to someone else, clearly, firmly and simply state that the behaviour is upsetting. If the behaviour is offensive, but not threatening or aggressive, whether the person apologises or says nothing, let it go the first time. If the behaviour is threatening or aggressive, or if the offensive behaviour recurs, tell someone you trust and follow the guidelines of your workplace. If you feel unable to confront the situation directly, or if you are unsure about whether or not to act upon something promptly, discuss the issue with someone you trust, such as a colleague, supervisor, human resources/employee advisor, counsellor, union representative, complaints hotline or the Anti-Discrimination Board. Most workplaces have procedures allowing for the anonymous reporting of incidents/concerns/complaints; use them if you feel unable to respond in any other way. No matter who is involved in the negative interaction, whether the offensive behaviour is directed at you or you witness it happening to someone else, it is important that some action is taken promptly. If you do not feel you can confront the situation directly yourself, speak to someone you trust or make an anonymous report.

Conflict

Question 23 Name calling is a ....

1. Cross-cultural misunderstanding 2. Cross-cultural conflict or challenging interaction

Answer______

Question 24 Teasing is a ....

Answer______Question 25 Degrading comments are a ....

Answer______

Question 26 Abuse or aggression is a ....

Answer______

Question 27 Accidentally causing offense is a ....

Answer______