This publication has been reviewed by and has the endorsement of Derbal Yerrigan Health Service Inc. SAMPLE

Transcription

1 F O R E W O R D This publication is one of a number of Learning Guides produced by The Australian Medical Association (WA) Inc as a resource for the health sector. It is utilised within AMA Training Services and Health Training Australia as a training resource and within the workplace as a support guide. This publication has been reviewed by and has the endorsement of Derbal Yerrigan Health Service Inc. Although every effort has been made to present reliable and accurate information, the AMA will assume no responsibility for outcomes and actions resulting from the application of the information presented in this workbook. Users are encouraged to confirm application in conjunction with protocols within their specific work environment. This book is copyright. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission. Please forward all enquiries to: The Manager Health Training Australia PO Box 133 NEDLANDS WA 6909 Telephone: (08) Facsimile: (08) Aboriginal and Torres Strait Islander people should be aware that this Learning Guide may contain images or names of people who have since passed away.

2 CONTENTS INFORMATION FOR LEARNERS... 5 Training... 5 On and Off-the-Job Training... 6 Assessment... 6 Learning Guide Aid... 7 Tips for Learners... 8 LEARNING OUTCOMES... 9 INTRODUCTION OVERVIEW Aboriginal Flag Torres Strait Islander Flag THE FIRST AUSTRALIANS The Dreaming Kinship Skin Name System Indigenous Families Elders Family ties Storytelling: The Passing on of Culture EUROPEAN SETTLEMENT Invasion and Colonisation White Australia Policy Effects of a White Australia Policy on Indigenous People FORCED ASSIMILATION Excerpt from the Past STOLEN GENERATION Bring them Home The Effects of Removal Today LEGISLATION AND POLICIES Duty of Care Equal Opportunity Act Federal Legislation WA Charter of Multiculturalism CULTURALLY SAFE ENVIRONMENT Work Practices HEALTH AND INDIGENOUS AUSTRALIANS Health Overview Health Statistics Diet and Nutrition Traditional diet Today s diet Providing Health Care The Importance of Indigenous Health Workers Death, Mourning and Burial Implications for Health Support Workers DEVELOPING EFFECTIVE PARTNERSHIPS Communication... 40

3 CONTENTS Are we speaking the same language? Communication Tips Aboriginal and Torres Strait Islander Interpreters RECONCILIATION Australian Declaration Towards Reconciliation HISTORICAL TIMELINE GLOSSARY BIBLIOGRAPHY GUIDE TO ASSESSMENT Assessment Plan for Participant Summary of Evidence Sources Assessment Plan WRITTEN ACTIVITIES PRE-ASSESSMENT CHECKLIST... 67

4 INFORMATION FOR LEARNERS This Learning Guide will assist you in developing skills and knowledge to work effectively in the health industry and to apply these skills to your workplace and daily tasks. Training Competence means that you have the required knowledge and skills to do your job. These are described in competency standards. Your training will be based on these to make sure it is relevant to the needs of your job and yourself. Your Participant Assessment Record and the Pre-Assessment Checklist in the Guide to Assessment (included at the back of this Learning Guide) state the standards of competence. The purpose of the training is to develop your workplace competence, so you will be expected to practise your skills whenever you can. This can be done through work experience, practical sessions in a training organisation or through your full time or parttime job. It is important that you have both theoretical and practical knowledge and skills. 5

5 INFORMATION FOR LEARNERS On and Off-the-Job Training Your training may consist of on-the-job coaching with your workplace supervisor and/or trainer on a one-to-one or small group basis. It may also involve formal training sessions conducted off-the-job in addition to working through your learning guide. Make sure you ask lots of questions, complete the activities, and do additional research to ensure you know everything listed in the Pre-Assessment Checklist. If you do not understand any part of the unit please contact your Trainer. Assessment Once you have completed your training and practised your skills, you will be ready to have your skills and knowledge assessed. The purpose of this is not to see if you can pass a test, but to determine if you can perform work tasks competently. Refer to the Guide to Assessment for detailed information on this unit s Assessment Plan. Complete the Pre-Assessment Checklist in the Guide to Assessment. This sets out the skills and knowledge you will need to demonstrate during your assessment to be deemed competent in this unit. 6

6 INFORMATION FOR LEARNERS Learning Guide Aid You will see the following icon throughout your Learning Guide. It will help you with your learning by telling you what type of information is being presented in the Learning Guide. The icon is shown below with explanations on its use. The message stick is a form of communication traditionally used by Indigenous Australians. It is usually a solid piece of wood, around 20 30cm in length, etched with angular lines and dots. The message stick has been used in this Learning Guide for: Specific points to note or helpful tips to remember. When asking you to think about your response to a statement or situation. What would you do in your workplace? When providing additional information or giving links to further information e.g. website, reference book, workplace policies and procedures. For any information that is considered important and critical to demonstrating competence in the unit, or in relation to an occupational health and safety issue. NOTE: The written questions and assignment are designed to make the theory practical to your individual situations and you must complete them. Image of the Message Stick seen throughout this Learning Guide is used with permission from Mr Michael McLeod CEO of the Message Stick Group. 7

7 INFORMATION FOR LEARNERS Tips for Learners Read through the information in the Learning Guide carefully. Make sure you understand the material. If you come across anything you do not understand: Discuss your training with your trainer and make sure you understand what is required and how the training will be organised. Ask for feedback on your progress as you work through the activities. Ask for help when you need it. Talk to more experienced colleagues or your trainer and ask for their guidance. Listen, take notes, ask questions and practise your new skills as often as possible. This way you will improve your speed, memory, and also your confidence. During your training, you should seek other sources of information as well, e.g. reference books, the Internet. Some of these are suggested in the guide. Try to relate the information presented in this Learning Guide to your own experiences and to what you already know. Work through the activities. They are there for a reason and even if you already have the knowledge or skills relating to a particular activity, doing them will help to reinforce what you already know. If you do not understand an activity, think carefully about the way the question or instructions are phrased. 8

8 LEARNING OUTCOMES This Learning Guide will provide you with information that will assist in your learning and development of the cultural awareness required for effective communication and work practice skills and knowledge required to work with Aboriginal and Torres Strait Islander people in the health care environment. Specifically an awareness of cross-cultural issues when working with Aboriginal and Torres Strait Islander individuals, organisations and communities. In order to be competent in this unit you will be able to: Demonstrate understanding of how past and present history has affected Indigenous people, including understanding of: - Aboriginal kinship and family. - Indigenous culture. - The Stolen Generation. - Factors that contribute to ill health. - Legislation and policies affecting Aboriginal and Torres Strait Islander people. - Diversity among Indigenous people. Aboriginal people moving towards health care centres; 1997 Anne Lambadgee 9

9 INTRODUCTION This unit is provided as a collective unit for Health Support Workers who have a multifunctional role within a health care facility but can also be adapted for workers who have a more specific support role in relation to providing quality health care services. In this unit examples are given from Western Australian legislation. Each State and Territory has adapted legislation according to their needs and requirements. To look at legislation that governs your State or Territory go to: Australian Government website This Learning Guide will explain how the Health Support Worker can: Reflect an awareness of Aboriginal and Torres Strait Islander history, cultures and society in their work practices. Reflect an awareness of their own and other cultural realities in work practices. Communicate effectively with Aboriginal and Torres Strait Islander people. Reflect cultural awareness and safety in the workplace and in professional relationships. Work in partnership with Aboriginal and Torres Strait Islander people and their communities. Didgeridoo In reading through the Learning Guide you may well come across information and tasks that are not your everyday responsibility. However, by completing this unit you will gain a better understanding of your role and responsibilities in a health care setting and thereby improve your existing skills and knowledge in your current work role. This Learning Guide was completed in consultation with Australian Medical Association WA - Indigenous Initiatives. 10

10 OVERVIEW The history of colonisation has had a significant impact on the health and social issues affecting Aboriginal and Torres Strait Islander people today. Aboriginal people were removed from their traditional homelands. Many died defending their physical and spiritual connection to their lands. Introduction of diseases had a devastating effect on the Indigenous population. Mass settlements and reserves led to overcrowding, inadequate housing, poor sanitation, spreading communicable diseases and food supplies lacking in adequate nutrients. The loss of traditional diet and activity aggravated the problem. Governments introduced policies such as segregation, assimilation and protection which had further negative effects. Assimilation policies resulted in thousands of Indigenous children being separated from their families and communities and being placed in foster care, children s homes and missions. Since the 1960s there has been a move towards self-determination and selfmanagement. With the establishment of community controlled health services during the 1970s, mainstream medical services are taking a more active role in addressing the health needs of Aboriginal and Torres Strait Islander people. 11

11 OVERVIEW Aboriginal Flag The Aboriginal Flag was designed by Luritja/Wombai artist Harold Thomas in The flag was designed to be a symbol for the Aboriginal people, their race and identity. Of the three colours in the flag, black symbolises the Aboriginal people; yellow represents the sun, the constant renewal of life; and the red depicts the land/earth and ochre, which was used for ceremonies. It was first raised in Victoria Square in Adelaide on National Aboriginal Day in Adopted nationally by the Aboriginal people in [1] Torres Strait Islander Flag The Torres Strait Islander flag is attributed to the late Bernard Namok of Thursday Island. The flag is emblazoned with a white dhari (headdress) which is a symbol of Torres Strait Islanders. The white five pointed star beneath it symbolises the five major island groups and the navigational importance of stars to these seafaring people. The green stripes represent the land; the black stripes represent the people, and the blue the sea. The flag as a whole symbolises the unity of all Torres Strait Islanders. [2] 12

12 THE FIRST AUSTRALIANS There are two distinct groups of Indigenous people in Australia, Aboriginal people and Torres Strait Islanders. Aboriginal people traditionally live on mainland Australia, and Torres Strait Islanders traditionally live on a group of islands off the northern cape of Australia known as the Torres Strait. Together Aboriginal people and Torres Strait Islanders are often referred to as Indigenous peoples. Indigenous Australians were the first people to live on the continent and the surrounding islands that is now known as Australia. There is evidence that Indigenous peoples have lived in Australia for over 70,000 years and even up to 120,000 years, [3] making them some of the oldest, if not the oldest, surviving civilisations in the world today. Between 500 to 700 [3] Aboriginal nations existed; they each had their own system of government, languages, cultural practices, religions and traditions. Torres Strait Islander people are linked and associated with the South Sea Islands situated in the southern waters of the Pacific Ocean. Artwork featuring a Kangaroo, Dingos, Emus, Humans and an Echidna or Turtle. There are numerous Aboriginal sites in Namadgi National Park including this painting at Yankee Hat dating from at least 800 years ago. 13

13 THE FIRST AUSTRALIANS The Dreaming Indigenous Australians have diverse nations with spiritual beliefs, linked directly to the Dreamtime/Dreaming. Many Indigenous cultures refer to the The Dreaming. The Dreaming tells of the journey and the actions of Spirits sometimes referred to as Ancestral Beings, who created the natural world. The expression Dreamtime is most often used to refer to the time before time or the time of the creation of all things. The Dreaming is the dimension of sacred, eternal time in Australia when the Spirits created all the people, animals, plants and land formations. Ancestral Beings established laws, customs and codes of conduct, that their lives were to follow. The term Dreaming is also often used to refer to an individual s or group s set of beliefs or spirituality. Traditional Aboriginal Law is passed on through stories and ceremonies and are sometimes referred to as Dreaming Stories. These have been handed down through the ages. Kinship The Aboriginal and Torres Strait Islander kinship system is a complex system; each person know their kin and their land which reinforces the connection/link within and between generations. Family relationships are extensive and are the core of the Indigenous kinship systems, which are also central to the way culture is passed on and how the society is organised. Kinship systems define where and how a person fits into the community. It binds people together in relationships based on sharing and obligation. There are many Indigenous nations in Australia and their kinship systems may vary, but they all have a similar function. 14

14 HLTHIR404D WORK EFFECTIVELY WITH ABORIGINAL AND/OR TORRES STRAIT ISLANDER PEOPLE GUIDE TO ASSESSMENT

15 GUIDE TO ASSESSMENT Assessment Plan for Participant Unit of Competency: HLTHIR404D people Work effectively with Aboriginal and/or Torres Strait Islander Unit Description: This unit of competency describes the communication and work practice skills and knowledge required to work with Aboriginal and Torres Strait Islander people in the health industry context and deals specifically with cross-cultural awareness and issues involving working with Aboriginal and Torres Strait Islander individuals, organisations and communities The workplace context may be: Specific community. Community or regional service. Department of a large institution or organisation. Specialised service or organisation. Plan: Assessment Training, mentoring and support in relation to each unit of competency will be provided to participants on a regular basis in person, on the phone or via . More intensive training will be provided to participants if required, as identified by the trainer/assessor (this may include off-the-job training). Participants on the job performance is discussed with the coach/supervisor (through the use of the Participant Assessment Record) forming the Third Party Report. Verbal and written instructions will be given to all participants prior to assessment. Ask your trainer/assessor for additional support if there are particular cultural and language needs. Alternative assessment methods are available these are outlined in the Participant Assessment Record 56

16 GUIDE TO ASSESSMENT The assessment report is discussed with participant providing feedback on the outcomes of assessment and guidance on future options. Participant receives a copy of the final assessment report.

17 GUIDE TO ASSESSMENT Elements / Performance Criteria ON-THE-JOB Demonstration / Simulation Oral Questions Summary of Evidence Sources Direct Observation ASSESSMENT OFF-THE-JOB Third Party Report Written Activites Assessment Plan Case Studies /Projects Workplace documents Verbal and written instructions will be given to all Participants prior to assessment. Ask your trainer for additional support if there are particular cultural, language, literacy or numeracy needs. Assessment Type 1 Written Assessment Assessment Task Knowledge-based assessment. Brief description of Task Directed activities/written questions in the Learning Guide and Guide to Assessment. Direct observation of cross-cultural skills/performance in workplace. 2 Observation Working and communicating with effectively with Aboriginal and/or Torres Strait Islander people. Work reflects the respect or individual s culture and beliefs. 3 Questioning Oral questions. These questions will accompany observation of workplace tasks and participating in the work environment. 4 Third Party Report Workplace performance. Resources required Learning Guide. Assessor determines work performance of participant through consultation with supervisor. Diary / Journal Workplace. Organisation policies/procedures. Assessment Tool. Organisation policies/procedures. Assessment Tool. Participants Book. Record Other Date of Assessment 58

18 6. Explain the importance of the Elders in the community. 7. In Indigenous culture what is storytelling used for? 8. List five rights the Aboriginal people where denied when laws where introduced at the end of the 19 th century. 9. Explain the origins of the White Australia policy. 60