SAMPLE. HLTHIR404C Work effectively with Aboriginal and/or Torres Strait Islander people. Learner resource. HLT07 Health Training Package.

Transcription

1 HLT07 Health Training Package HLTHIR404C Work effectively with Aboriginal and/or Torres Strait Islander people Learner resource Version 2 Training and Education Support Industry Skills Unit Meadowbank

2 Acknowledgments The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank would like to acknowledge the support and assistance of the following people in the production of this learner resource guide: Writers: Irene Hancock Karen O Reilly TAFE NSW Reviewers/Editor: Rhonda Albani Liz Bougaardt Amanda Culver Sherryl Dismorr TAFE NSW Project Manager: Di Dawbin A/Program Manager Health and Aged Services Acknowledgements are also given to all teachers of the Enrolled Nurse Education Program. Enquiries Enquiries about this and other publications can be made to: Training and Education Support Industry Skills Unit, Meadowbank Meadowbank TAFE Level 3, Building J, See Street, MEADOWBANK NSW 2114 Tel: Fax: The State of New South Wales, Department of Education and Training, TAFE NSW, Training and Education Support Industry Skills Unit, Meadowbank, Copyright of this material is reserved to TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in whole or in part, other than for the purposes of private study or research, and subject to the provisions of the Copyright Act, is prohibited without the written authority of, TAFE NSW. Training and Education Support Industry Skills Unit, Meadowbank. ISBN Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 2010

3 Table of contents Introduction General introduction Using this learner guide Prior knowledge and experience Unit of competence overview Assessment...13 Section 1 Aboriginal and/or Torres Strait Islander Peoples history/diversity of Culture Section 2 Knowledge of own and other cultures Section 3 Cross-cultural awareness and sensitivity Section 4 Issues affecting communication Section 5 Cultural safety and respect Section 6 Legislation and policies Section 7 Collaboration with Aboriginal and/or Torres Strait Islander communities Section 8 Aboriginal concept of health and wellbeing Section 9 Factors contributing to Aboriginal and/or Torres Strait Islander Peoples ill health Section 10 Work practices and services Section 11 Develop workplace relationships Mentoring/CATSIN Reference list Resource Evaluation Form Developed by Training & Education Support Industry Skills Unit, Meadowbank TAFE NSW 2010

4 Section 1 Aboriginal and/or Torres Strait Islander Peoples history/diversity of Culture Historical events Aboriginal history dates somewhere between 50,000 and 100,000 years ago. When the first settlement was established in Australia in 1788, the first people of Australia namely the Aborigines, were estimated to have numbered 300,000 to 1,000,000 people. There were around 250 languages spoken with up to 600 different dialects. The population was densest in NSW and Victoria particularly on the coast. Activity 1 Look up the following website click on growing in understanding then click on history click on years, scroll down the page and open the following readings 1A, 2A, and 12D which will provide insights into early Aboriginal culture and then answer the questions that follow. (i) When did the first fleet arrive? (ii) The area that was to become New South Wales hosted seventy or more Aboriginal languages and dialects. Match the dialects with the areas of NSW as outlined in the reading. Dialects Muruwari, Ngiyampaa, Paakantji and Yandruwandha Mathi-mathi, Paakantji and Wiradjuri Gamilaraay, Muruwari, Ngiyampaa, Wangkumara, Wiradjuri and Yuwaalaraay Anewan (Nganyaywana), Birpai, Bundjalung, Dhangadi, Gadhang, Gamilaraay, Gidabul, Gumbaynggirr, Ngarrabul, Wonarua, Yaygirr in Awabakal, Bidawal, Dharawal, Dharuk, Dhurga, Gundangara, Monero, Ngarigu, Ngunawal, Walbanga, Wandandian and Yorta Yorta Region of NSW Page 15 of 116

5 Activity 1 (continued) (iii) How was knowledge passed on from one generation to another? (vi) Describe two initiation rites mentioned in the reading. (v) Reading 2A discusses Aboriginal society prior to the arrival of the British. In the section describing the social and economic organisation of Aboriginal groups, outline the values that were taught to traditional Aboriginal society. (vi) From time to time clans gathered. What was the purpose of these gatherings? (vii) Who or what was Tiddalik. Write the story below. Page 16 of 116

6 Activity 1 (continued) Now look at the colonisation section and read how colonisation occurred. (i) What marked the beginning of white settlement? (ii) How could a colony be established? (iii) Why was the land defined as Terra Nullius? Over the decades many issues have arisen which have widened the gap between indigenous and non- indigenous Australians. Examples of these include setting up of reserves, the assimilation policy of the 1940s-1960s, children being removed from their families for education and work opportunities (the Stolen Generation), granting of citizenship as late as 1967,self determination policy of the Whitlam government (1972), establishment of the TENT embassy on the lawn of the original Parliament house, Federal Racial Discrimination Act (1975), land rights, Royal commission into Black Deaths in Custody (1987) and reconciliation between Indigenous and other Australians. Page 17 of 116

7 Activity 2 Using website again read the sections on protection, assimilation, integration and reconciliation. Be sure to look at the links, particularly the extra readings. Now answer the questions below. (i) What was the purpose of the Aborigines Protection Board? In 1909 the New South Wales Aborigines Protection Act was passed. This was to be the main legislation governing the lives of Aboriginal people for the next 60 or so years, although it was amended many times according to changing government policies. (ii) What did the Act provide for? (iii) What was the aim of assimilation? (iv) Outline some of the policies that impacted harshly on Indigenous people. Page 18 of 116