CHCDIV001 Work with diverse people

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vawdon
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CHCDIV001 Work with diverse people

Post by vawdon » Mon Jul 08, 2019 9:37 pm

Ethiopian Family
Mother: Yeshi (36yrs)
Father: Missing, presumed dead.
Brother of Yeshi: Berta (38yrs) Berta was employed as a farmhand in his native country. He was also attending evening classes to prepare himself for a future career in hotel management.
The Children
Hudad (8mths) is small for her age, she is not yet sitting independently and shows no interest in reaching for objects. Her only food source is baby formula.
Gete (22mths) is also small for her age. She is able to understand and follow directions in Amharic. She makes very few utterances. Gete walks with an unusual gait. She appears interested in her surroundings but stays close to mother.
Abenet (3.2yrs) is also small for his age. He speaks Amharic but only speaks when asked a question. He appears to be very wary of his surroundings and looks to his mother for approval to explore his environment.
Dejen (7.8yrs) is very quiet, he smiles shyly and is very interested in other children.
The children have been placed on a vaccination catch-up schedule program.
Background
Yeshi and her children have been resettled in Australia having spent the last 5yrs in various refugee camps. Yeshi’s husband went missing from the camp one year ago. It is thought that he was killed by a rebel group. Yeshi is accompanied by her brother Berta who is the only surviving member of Yeshi’s extended family. Berta’s own family were killed 6 years ago. Berta has assumed the role of head of the household.
Language and Literacy
The family speak Amharic. Yeshi is illiterate in this language. Berta can speak Amharic and English. He has good literacy skills in Amharic and basic literacy skills in English. The children have never attended any form of early childhood education. Dejen has not attended school and is also illiterate. Yeshi has limited English.
Traditions and Child Rearing
Male and female roles are very traditional – women are responsible for domestic duties and child care; men are the bread winners and disciplinarians.
Education for boys is considered more important than education for girls
Discipline includes smacking and verbal reprimands.
Children are expected to be obedient and respect their elders.
Older children are expected to care for younger children.
Mothers and fathers do not play with their children.
The children have not had toys – they typically play outdoors with natural materials.
The family are used to sleeping all together in a tent.
The family are Orthodox Christians.
The family have been resettled into a house and both Yeshi and Berta are enrolled in English classes. Dejen is enrolled in the local school and Hudad, Gete and Abenet will attend child care three days per week.
The family are being supported by a local charity run by the church. The church provides services such as social gatherings, assistance with housing, employment, government agencies, shopping and using public transport. They also provide an interpreter service.
Yeshi, Berta and their support worker (who speaks Amharic and English) have visited the early education service and are feeling a little overwhelmed. They are unfamiliar with the concept of early childhood services and asked their support worker why the children aren’t having lessons.
Yeshi and the support worker have an appointment next week with the service Director, Kate, to enrol the children and commence the orientation process. English classes commence in 3 weeks.


Question 20c
As the enrolment process progresses it is evident that Yeshi is becoming anxious about providing information about the children’s care and routines. What could you do to help Yeshi feel more comfortable and less intimidated?


Question 21a
Suggest an alternative way you could encourage Yeshi to share information about the children’s care routines (meals, sleep, settling, toileting, nappy change etc).




Question 21b
Yeshi is illiterate but can sign her name, how will meet the requirements for signing in/out and medications consent?


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Lorina
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Re: CHCDIV001 Work with diverse people

Post by Lorina » Thu Jul 11, 2019 3:59 pm

Please add your responses so I can check them...

:geek:,
Lorina

vawdon
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Re: CHCDIV001 Work with diverse people

Post by vawdon » Thu Jul 11, 2019 6:25 pm

19 a assign a key worker to form a respectful relationship with yeshi
utilize interpreters and bilingual staff, aids and translated resources to help yeshi understand and feel comfortable within the service.Google translate could be used when explaining the centres routine (if interpreter or bilingual staff isn't available) then asking if her routine at home is similar as a way of getting her to share her childs routine. Also if there is no Google translate or app, showing physical areas of routines, for example education interest areas, meal areas, sleep areas, toileting and play areas. Putting focus on what what the children do during they day and connecting it to both home and school could help her share with you more. 

19. B Provide a medication form in her language then translate, or uterlize translation apps or if you have a interpreter or bi_cultural staff available to explain the form.

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Lorina
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Re: CHCDIV001 Work with diverse people

Post by Lorina » Mon Jul 15, 2019 2:47 pm

Yes, you're on the right track with your response!

:geek:,
Lorina

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