Enhancing service delivery for culturally and linguistically diverse children and families

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1 Enhancing service delivery for culturally and linguistically diverse children and families Professor Charlotte Williams Deputy Dean Social Work School of Global, Urban and Social Studies RMIT University

2 Australia as a Bicultural and Multicultural Society The Victoria population is among the fastest-growing and most diverse in Australia. resident population of Aboriginal and Torres Strait Islander peoples in Victoria is 37,991, up from 30,143 in 2006 an increase of 26 per cent. This represents 6.9 per cent of the total Aboriginal and Torres Strait Islander population of 548,370. At the 2011 Census, 26.2% of Victorians were born overseas in more than 200. Of the total overseas-born, 74.5% (1,048,068) came from non-main Englishspeaking countries, increasing from 72.8% in % of Victorians were either born overseas or have at least one parent born overseas (an increase from 43.6% in 2006). 23.1% of Victorians spoke a language other than English at home (an increase from 20.4% in 2006). 67.7% of Victorians followed 135 faiths - compared to 68.7% following 130 faiths in 2006 rapid demographic change how relevant is the acronym CALD?

3 What brings children and families from minority ethnic backgrounds to our attention? Common risk factors Unique challenges and stresses Migration and acculturation stress Displaced sense of belonging and cultural identity Perceived or actual racism and discrimination Intergenerational conflict Low English proficiency Insufficient awareness of institutional systems and local services available Lack of extended family/community support Poor settlement experience in the period after arrival Socio-economic disadvantage Prevention and support/ risk management?

4 A portrait of disadvantage: what does the evidence say? the number of children and young people from CALD and refugee backgrounds coming to the attention of child protection authorities and the number of children and young people from CALD backgrounds placed in OOHC is currently unknown (Kaur 2012) Why is the evidence base so poor?

5 What are we concerned to achieve? Engagement, Inclusion, Equity Improved service delivery Development of workforce expertise Sharing of expertise Evaluating what works Is this an issue of continuous service and professional development?

6 Barriers ethnic minority families perceive or experience Structural barriers Cultural barriers Service related barriers what contributions and resource do migrants bring with them?

7 Challenges for CALD and refugee families and children with CPS lack of awareness of what constitutes child abuse and neglect in Australian laws the role and legal power of statutory authorities, and tensions between Australian laws and cultural norms the changing roles and expectations of refugee children and limited supports in the parenting role and wider community fear of authority because of shame for the family and fear of a breach of confidentiality despite having ethnically-matched interpreters or multicultural caseworkers identified the critical significance of culturally competent child protection practice when working with both CALD and refugee children and families Cross Cultural Child Protection Survey (CCCPS), an assessment tool for child protection agencies with evidence-based information on the training and the professional development needs of frontline child protection workers when working with culturally diverse families (Kaur 2012).

8 Issues that contribute to under-reporting of child abuse and neglect specifically in Indigenous communities. fear, mistrust and loss of confidence in the police, justice system, government agencies and the media (Aboriginal Child Sexual Assault Taskforce, 2006; Anderson & Wild, 2007; Gordon, Hallahan, & Henry, 2002; Lievore, 2003); fear that the child may be removed from the community (Anderson & Wild, 2007); community silence and denial (Gordon, et al., 2002); social and cultural pressure from other members of the family or community not to report abuse or violence, and the belief that reporting is a betrayal of the culture and community (Aboriginal Child Sexual Assault Taskforce, 2006); a belief in the need to protect the perpetrator because of the high number of Indigenous deaths in custody (Stanley, Tomison, & Pocock, 2003); fear of repercussions or retaliation from the perpetrator or their family (Stanley et al., 2003); personal and cultural factors of shame, guilt and fear (Aboriginal Child Sexual Assault Taskforce, 2006; Anderson & Wild, 2007); lack of understanding about what child abuse and neglect is generally, and lack of understanding about what constitutes child sexual abuse specifically (Aboriginal Child Sexual Assault Taskforce, 2006; Anderson & Wild, 2007); language and communication barriers, lack of knowledge about legal rights and the services available, and lack of services for Aboriginal victims (Anderson & Wild, 2007); and geographical isolation (i.e., nobody to report to, no means of reporting and minimal contact with child welfare professionals) (Gordon et al., 2002; Stanley et al., 2003). (Source AIFS 2013) What does this comparison tell us?

9 CP workers responses to families with CALD or refugees background International literature indicates that child protection caseworkers use contradictory approaches when intervening with families from CALD or refugee background, either heavy-handed approach or reluctance to intervene (hands on, hands off) false positive where caseworkers incorrectly assume an act is abusive (Fontes, 2005, p64) or false negative where caseworkers fail to recognise a given practice as maltreatment, using cultural practice as justication (Fontes, 2005 p77).

10 Some lessons from the UK

11 Gaps in policy and service delivery for working with CALD and refugee communities in Australia (Kaur 2012). There is a need to: collect data on CALD and refugee communities develop culturally responsive service delivery specific to CALD and refugee communities develop community education and awareness campaigns targeting CALD and refugee communities (as they maybe not be familiar with formal CPS) develop cultural competence training for frontline caseworkers and develop culturally responsive placement options for CALD and refugee (unaccompanied humanitarian minors (UHM) children and young people who require OOHC

12 What counts in engagement? personal relationships between staff and service users; practical issues; service culture; consultation, information and targeting, service delivery issues; and community development approaches (Katz et. al 2007) What would you like to add from your experience?

13 What do culturally-sensitive, respective, child friendly approaches look like? high capacity for critical self-reflection to challenge workers inherent ethnocentrism and privilege. awareness of the structural, emotional and practical barriers that refugees and migrants face as they settle, including displacement, economic hardship, racism, unemployment, uncertain and unsuitable housing and mental illnesses. Culturally sensitive engagement and supportive, collaborative relationships with community members Listen for migrants likely fears and confusion about the new country s laws and rights, such as children s and women s rights Good Working relationships with the specialist services

14 What do culturally-sensitive, respective, child friendly approaches look like? When CALD or refugee child/young person is placed in OOHC: Explore placement with kinship carer/carer from the same community group as child/young person. Develop a Cultural Support Plan (include maintenance of language culture, and religious observance) for child/young person. Link carer with relevant training, information and community supports (if they are not from the same cultural background as child and young person) (Kaur 2012).

15 Key challenges, issues and debates The data dearth Lack of consistent leadership Rights and entitlements/ not charity The Culture conundrum Mainstream or segregated services/workforce The wider political climate

16 References Sawrikar P and Katz I (2008) Enhancing family and relationship service accessibility and delivery to culturally and linguistically diverse families in Australia. Australian Family Relationships Clearinghouse AFRC Issues no.3 Fontes, L.A. (2005) Child Abuse and Culture: Working with Diverse Families. New York: Guilford Press. Kaur, J (2012). Cultural Diversity and Child Protection: Australian research review on the needs of culturally and linguistically diverse (CALD) and refugee children and families. Queensland, Australia rotection_kaur2012_a4.pdf