CHCDIV002 - Scenarios Relating To ATSI Communities
Posted: Sun Oct 09, 2016 2:32 am
hi lorina i need help
1 Refer to case study 1 to answer the following question: What are two events that Casey will learn about in her research that might have a potential impact on Indigenous Australian people she may meet, and why are they important for her to understand?
Case study 1
Casey has just graduated as an educator and is very enthusiastic to provide a responsive program for all children and families. Casey has a background of mixed culture, and arrived in Australia only five years earlier. Casey feels it is important to learn as much as she can about Indigenous Australian people and their importance to this country that she now calls home. She decides to do some research to find out more so that she can add value to her program and share her learning with the children also.
Casey would like to visit an Indigenous Australian community centre; however, she has heard that the people there drink a lot of alcohol and are violent and unwelcoming. Others have told her that it is difficult to communicate with local Indigenous Australian people.
Through her research, Casey finds that Indigenous Australian people have historically endured terrible hardship and still suffer physical and mental health disadvantages as a result. She learns that to provide cultural safety she must show empathy and understanding of the issues of these people.
Stolen generations- it is very important for casey to understand Why were Aboriginal children stolen?What happened to the stolen children? and The impact of the stolen generations on Aboriginal and/or Torres Strait Islander people and their culture.As a Worker it is important to have an understanding of the effects of this policy in order to challenge the misconceptions of the wider community and the on-going disadvantage that affects many Aboriginal families today.
Land rights- it is very important for casey to understand who they are , how they live, what they believe in and what makes one group of people different from others.
2. Refer to case study 1 to answer the following question: The information Casey has heard about the community centre contains negative stereotyping. What could be the effect of this on Casey and what would you tell someone if they passed this information onto you?
I will ask them “Why do you think so?”
3 Refer to case study 1 to answer the following question: What are some aspects that Casey should learn about so that she can provide cultural safety?
communication style
•spiritual beliefs including dreamtime, sacred sites, and ancestors
•arts and religion
•family structure and kinship
4 Refer to case study 1 to answer the following question: What actions can Casey perform to ensure that cultural safety is provided in her workplace?
1-reflecting on one’s own culture, attitudes and beliefs about ‘others’
2-clear, value free, open and respectful communication
3-developing trust
4-recognising and avoiding stereotypical barriers
5-being prepared to engage with others in a two-way dialogue where knowledge is shared
6-understanding the influence of culture shock
5 Refer to case study 2 to answer the following question: Why might Gelda have been able to talk with Helen easily, but not with Maureen?
Case study 2
Gelda, a new educator, knows that Maureen is an Indigenous Australian woman. Gelda is intrigued to find out more about her background, but Maureen seems shy and every time Gelda approaches her, Maureen seems to turn away and hurry off with her child, Janita.
Gelda is using open body language, looking directly at Maureen and holding a hand out to shake hers. She feels she is welcoming her by saying, ‘Oh Maureen, I really need to talk with you.’ She has left a note for Maureen in Janita’s bag asking if they can meet to talk.
Gelda wonders how she can start a relationship with Maureen. An Indigenous Australian woman, Helen, at her last workplace, was quite happy to talk with her about anything.
Styles
Gelda should approach her individually and see if she is comfortable for this to share about her background. Give her the opportunity to provide input on how they would like this to happen. If she is too ‘shame’ , encourage her to allow it, but ultimately respect their wishes
6 Refer to case study 2 to answer the following question: Who might support Gelda to learn more about the Indigenous Australian people in her local area so that she can understand any cultural differences more clearly?
The people who understand Indigenous Australian culture and their sense of family and community will help Gelda to learn more about the Indigenous Australian people so that she can understand any cultural differences more clearly.
7. Refer to case study 2 to answer the following question: How might Gelda improve her communication to help Maureen feel comfortable talking to her?
Gelda should observe body language and facial expression of Maureen when maureen talk with janita and other family mamber then Gelda can try this gesturest to communication with Maureen.Galda should use picture which relates to maureen culture, land and people for better communication with Maureen.
8. Refer to case study 3 to answer the following question: What advice would you give Betty about involving Aboriginal and/or Torres Strait Islander people to be involved in the planning process for the child care centre?
Case study 3
Betty is an Elder with the responsibility of establishing a child care centre in her community. Betty has the assistance, support and funding from several government and community organisations. Betty is preparing for the first meeting by summarising the Federal Acts and standards that the child care centre will be required to comply with. She also needs to come up with some suggestions on ways to involve other Aboriginal and/or Torres Strait Islander people in the planning for the childcare centre and the delivery of services when it is ready to open.
please
9 Refer to case study 3 to answer the following question: What advice would you give Betty on encouraging employment of Aboriginal and/or Torres Strait Islander people to work in the childcare centre?
please
1 Refer to case study 1 to answer the following question: What are two events that Casey will learn about in her research that might have a potential impact on Indigenous Australian people she may meet, and why are they important for her to understand?
Case study 1
Casey has just graduated as an educator and is very enthusiastic to provide a responsive program for all children and families. Casey has a background of mixed culture, and arrived in Australia only five years earlier. Casey feels it is important to learn as much as she can about Indigenous Australian people and their importance to this country that she now calls home. She decides to do some research to find out more so that she can add value to her program and share her learning with the children also.
Casey would like to visit an Indigenous Australian community centre; however, she has heard that the people there drink a lot of alcohol and are violent and unwelcoming. Others have told her that it is difficult to communicate with local Indigenous Australian people.
Through her research, Casey finds that Indigenous Australian people have historically endured terrible hardship and still suffer physical and mental health disadvantages as a result. She learns that to provide cultural safety she must show empathy and understanding of the issues of these people.
Stolen generations- it is very important for casey to understand Why were Aboriginal children stolen?What happened to the stolen children? and The impact of the stolen generations on Aboriginal and/or Torres Strait Islander people and their culture.As a Worker it is important to have an understanding of the effects of this policy in order to challenge the misconceptions of the wider community and the on-going disadvantage that affects many Aboriginal families today.
Land rights- it is very important for casey to understand who they are , how they live, what they believe in and what makes one group of people different from others.
2. Refer to case study 1 to answer the following question: The information Casey has heard about the community centre contains negative stereotyping. What could be the effect of this on Casey and what would you tell someone if they passed this information onto you?
I will ask them “Why do you think so?”
3 Refer to case study 1 to answer the following question: What are some aspects that Casey should learn about so that she can provide cultural safety?
communication style
•spiritual beliefs including dreamtime, sacred sites, and ancestors
•arts and religion
•family structure and kinship
4 Refer to case study 1 to answer the following question: What actions can Casey perform to ensure that cultural safety is provided in her workplace?
1-reflecting on one’s own culture, attitudes and beliefs about ‘others’
2-clear, value free, open and respectful communication
3-developing trust
4-recognising and avoiding stereotypical barriers
5-being prepared to engage with others in a two-way dialogue where knowledge is shared
6-understanding the influence of culture shock
5 Refer to case study 2 to answer the following question: Why might Gelda have been able to talk with Helen easily, but not with Maureen?
Case study 2
Gelda, a new educator, knows that Maureen is an Indigenous Australian woman. Gelda is intrigued to find out more about her background, but Maureen seems shy and every time Gelda approaches her, Maureen seems to turn away and hurry off with her child, Janita.
Gelda is using open body language, looking directly at Maureen and holding a hand out to shake hers. She feels she is welcoming her by saying, ‘Oh Maureen, I really need to talk with you.’ She has left a note for Maureen in Janita’s bag asking if they can meet to talk.
Gelda wonders how she can start a relationship with Maureen. An Indigenous Australian woman, Helen, at her last workplace, was quite happy to talk with her about anything.
Styles
Gelda should approach her individually and see if she is comfortable for this to share about her background. Give her the opportunity to provide input on how they would like this to happen. If she is too ‘shame’ , encourage her to allow it, but ultimately respect their wishes
6 Refer to case study 2 to answer the following question: Who might support Gelda to learn more about the Indigenous Australian people in her local area so that she can understand any cultural differences more clearly?
The people who understand Indigenous Australian culture and their sense of family and community will help Gelda to learn more about the Indigenous Australian people so that she can understand any cultural differences more clearly.
7. Refer to case study 2 to answer the following question: How might Gelda improve her communication to help Maureen feel comfortable talking to her?
Gelda should observe body language and facial expression of Maureen when maureen talk with janita and other family mamber then Gelda can try this gesturest to communication with Maureen.Galda should use picture which relates to maureen culture, land and people for better communication with Maureen.
8. Refer to case study 3 to answer the following question: What advice would you give Betty about involving Aboriginal and/or Torres Strait Islander people to be involved in the planning process for the child care centre?
Case study 3
Betty is an Elder with the responsibility of establishing a child care centre in her community. Betty has the assistance, support and funding from several government and community organisations. Betty is preparing for the first meeting by summarising the Federal Acts and standards that the child care centre will be required to comply with. She also needs to come up with some suggestions on ways to involve other Aboriginal and/or Torres Strait Islander people in the planning for the childcare centre and the delivery of services when it is ready to open.
please
9 Refer to case study 3 to answer the following question: What advice would you give Betty on encouraging employment of Aboriginal and/or Torres Strait Islander people to work in the childcare centre?
please
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