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US 26970 Level 3 Credits 6 Name

Workbook Provide support to people of different ethnicity in an aged care, health, or disability context

Issue 1.1 – Nov 2012 26970 Provide support to people of different ethnicity... 2

US 26970 Level 3 Credits 6 Creative Commons

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Contents

Before you start 4 What is ethnicity? 7 Ethnic groups in New Zealand 9 Ethnic preferences 12 Providing support to people of different ethnicities 22 Viewpoints on disability and ageing 28 Communicating with people of different ethnicities 35


Before you start

Welcome to this workbook for: Provide support to people of different ethnicity in an aged care, health, or disability context. Unit Standard 26970 V1. For this unit standard you will have: • This workbook. • A trainee assessment.

In this workbook you will learn more about: • Preferences related to ethnicity. • Supporting people of different ethnicity. • Viewpoints on disability and ageing. • Communicating with people of different ethnicity.

How to use this workbook • This is your workbook to keep – make it

your own by writing in it. • Use highlighters to identify important

ideas. • Do the learning activities included

throughout this workbook. Write your answers in the spaces provided.

• You might find it helpful to discuss your answers with colleagues or your supervisor.

• Finish this workbook before you start on the assessment.

When you see a sticky note like this, it gives a tip or hint.


Workbook activities

Stop – check what you know about this topic

You will see this stop symbol in places where you are asked to stop and think about what you know and: • Record your current knowledge

or impressions. • Check your knowledge.

This stop provides a reference point to return to later. Stop activities have blue shading like this.

Learning activities

You will come across learning activities as you work through this workbook. These activities help you understand and apply the information that you are learning about. Learning activities have yellow shading like this.

Rewind

When you see this rewind symbol, go back to: • Think about what you know. • Check your knowledge.

This rewind gives you an opportunity to add to, change or confirm some of your initial thoughts and ideas. Rewind activities have green shading like this.

The glossary and study hints book has study hints for all trainees. It also explains key words and phrases from the compulsory unit standards for Foundation Skills and Core Competencies. You can download it from www.careerforce.org.nz or order it from http://shop.careerforce.org.nz

http://www.shop.careerforce.org.nz/


Before you go any further in this workbook, think about...

Different ethnicities

What are some of the ethnicities of the people you support?

What are some of the ethnicities of your colleagues in the workplace?


What is ethnicity?

The term ethnicity means belonging to – or identifying with – a group that has cultural and social characteristics in common. Some of the most common cultural and social characteristics are set out on the following page. People choose their own ethnicity and can belong to more than one group. Most people are aware of having to identify their ethnicity on forms and other types of paperwork. Their ethnicity shows the ethnic group that they identify with. An ethnic group is a group of people who identify with the same ethnicity. Examples of ethnic groups are “Māori”, “Tongan”, “European” or “Japanese”. “Identification” or “affiliation” means “connection”. So a group you identify with is the group you belong to or feel close to.

This workbook contains generalisations about ethnicities. You will need to adapt the information to the specific people you support.


Importance of ethnicity A person’s ethnicity is based on belonging to a group or population within a cultural and social system (such as a country) that has shared characteristics. These cultural and social characteristics can include: • Country of origin. • Racial, tribal or national affiliations (connections). • Language. • Religious beliefs. • Kinship, heritage or ancestry. • Culture.

A person’s ethnicity is very important. It contributes to what the person feels is important and how the person wishes to be treated. People are usually proud of their culture and customs. Ask them about their culture and they will generally be pleased to tell you about it. You can ask “Where were you born?” You might also like to ask “How do I say your name?” As a support worker, being aware of someone’s ethnicity allows you to: • Understand the person’s needs and preferences. • Support the person in a way that shows respect and makes the person feel

comfortable and at ease.


Ethnic groups in New Zealand

In New Zealand, there are four main ethnic groups. The dominant ethnic group is New Zealand European and there are smaller ethnic groups of Māori, Pacific and Asian.

New Zealand’s ethnic makeup at the 2006 Census was: • 67.6% of the population identified as European. • 14.6% of the population identified as Māori. • 9.2% of the population identified as Asian. • 6.5% of the population identified as Pacific. • 2.1% of the population identified with other ethnic groups.

New Zealand has over 150 different ethnic groups, and over 60 languages are spoken.

In most countries the population is broken down into different ethnicities. Different organisations gather ethnicity information so that they know: • Which groups of people are using their services or resources. • How many services or resources each ethnicity is using.

This information is used to get a better understanding of how our society is made up, and to ensure that resources are fairly distributed to the different groups that need them.


Ethnicity, race and nationality The term ethnicity is often confused with the terms “race” and “nationality”. Race is the term used to classify people into different groups based on biological and physical characteristics such as skin colour, eye shape, facial features, hair and body structure. A person’s race is determined by biology and cannot be changed, but it may be different from that person’s nationality, ethnicity and culture. A person’s nationality is the country that person is a citizen of, whether by origin, birth or the formal process of naturalisation. Nationality is confirmed by a person’s passport and can be quite separate from race, ethnicity and culture. As noted, a person’s ethnicity is the group or groups within a cultural and social system that a person chooses to belong to, based on shared affiliations. For example, if there are two people – a New Zealand European and a New Zealand Māori: • The nationality of both people will be “New Zealander” if they are eligible for a New

Zealand passport. • Race will be determined by their different physical and biological features, in this

case, “Māori” or “European”. • Ethnicity will depend on the group each person identifies with. Ethnicity is a person’s

choice. Cultural linkages and connections that a person most strongly identifies with, how a person has been brought up, and what the person identifies as being important, determine that person’s ethnicity. People who have parents from two different countries and/or cultures may identify with two ethnicities, as there are connections to the culture of each parent.


LEARNING ACTIVITY

Throughout this workbook you will build your own understanding of your ethnicity (or ethnicities), and how your beliefs and behaviour are different from those of people from other ethnicities. Answer these questions about yourself.

Question Identifying your own ethnicity profile

What race are you?

What nationality or nationalities are you?

What ethnicity or ethnicities do you identify with?


Ethnic preferences

Ethnicity is a matter of personal choice or preference. These preferences are described in more detail in the following pages, using case studies. As you read each preference factor, think about your own ethnic background. You can make notes about your own preferences in the space provided to give you stronger understanding of your ethnic background.

Preference: Food

Some preferences to consider

• Foods eaten at certain times of the day. • Foods eaten at celebrations, festivals, holidays and special occasions. • How food is served, for example, individual plates or in communal dishes for

everyone to share. • Utensils used to eat food with. • Foods which are appropriate and not appropriate to eat. • Foods identified with that ethnicity.

Notes on your own preferences


Preference: Food

Case study 1: New Zealand European

• Has three meals a day with snacks in between. • Prefers cereals and toast at breakfast. • Traditional foods eaten at Christmas include turkey, ham and pavlova. • Prefers an individual plate of food rather than sharing of communal dishes. • Prefers to eat with a knife and fork. • May be vegetarian or vegan. • Identifies pineapple lumps, kiwifruit, vegemite and pikelets as belonging to this

ethnicity. • Has BBQs in the summer.

Case study 2: Asian (Thailand)

• Has three meals a day with snacks in between. • Breakfast may be rice porridge, an omelet or meat and rice. • Christmas food may include glazed cashew nuts, fried chicken and rice layer cake. • Families eat communally, with dishes being placed on a table for everyone to share. • Food is eaten with a fork and spoon. Chopsticks are used for noodle dishes. • There are variations in food between the four main regions of Thailand. • Rice is served with almost every meal. • Identifies fish sauce, chili peppers, sticky rice and seafood as belonging to this

ethnicity.


Preference: Clothing


• Clothes that are worn every day. • Clothes that are worn for special occasions such as holidays, weddings or

celebrations. • Beliefs about what is an appropriate amount of body to be covered by clothing, both

at home and in public. • Clothing differences between men and women. • Clothing identified with that ethnicity.



• Prefers trousers, skirts, shirts, dresses and jerseys. Shorts and t-shirts in the summer. Typical dress is tidy casual.

• Is comfortable in clothing that reveals a lot of the body, such as shorts and a t-shirt. • Believes it is important to wear “good” clothes when going to places such as church. • Identifies jandals, gumboots, swanndris, and black singlets as belonging to that

ethnicity.


• Traditional clothing is made from cotton or silk with colours and patterns showing what region the fabric comes from.

• Women may prefer to wear long skirts or trousers with blouses. • Men wear trousers and shirts. • It is appropriate to have your body covered when at a temple. Sandals cannot be

worn.


Preference: Communication


• The appropriate way to speak to different people, such as parents, grandparents, children, elders or leaders in the community.

• Non-verbal gestures which members of that ethnicity understand. • The position that the eyes, head or body should be in during communication. • Appropriate greetings and use of titles. • Words, phrases or sayings identified with that ethnicity.



• A handshake is a greeting used by men and women. • It is important to speak in a respectful tone and not to use swear words when

communicating with parents, older family members and community leaders. • Eye contact is appropriate when speaking to other people. • It is appropriate to address people by their first name. • Identifies expressions such as “sweet”, “she’ll be right”, or “ladies a plate” as

belonging to that ethnicity.


• Uses the wai (putting your palms together in a prayer-like gesture and bowing slightly) as the traditional greeting or way of saying sorry, thank you or of paying respect. Younger people wai before older people.

• Anything but the briefest eye contact is to be avoided. • Shouting, raising your voice or showing anger in public is not appropriate. • It is not appropriate to criticise a Thai person, especially if others can hear, which

can end communication immediately. • “Losing face” is devastating. Any criticism must be done very gently and quietly.


Preference: Behaviour


Behaviour that is appropriate in different places and situations, such as: • Home • Social settings • Formal occasions • Place of work



• It is common to socialise with friends over coffee or drinks. • It is appropriate to cheer or shout at sports games. • It is important to be respectful to one’s work colleagues and managers. • It is not appropriate to do personal tasks during work time. • At work, it is important to arrive on time and leave when your work day is over.


• It is important never to behave in a way that shows disrespect for the royal family or Buddha.

• It is not appropriate to show affection in public. • It is not appropriate to touch someone on the head. • It is not appropriate to point at people with the index finger. • Feet are considered a dirty part of the body and are not raised or pointed directly at

people. It is not appropriate to put your feet on chairs or ledges when relaxing. • It is not appropriate to sit on the floor with your legs stretched out as your feet could

then point at other people.


Preference: Celebrations


• Celebrations that are held. • How the celebrations are held.



• Major family celebrations include weddings, wedding anniversaries, birth of children, major birthdays such as 21st, 30th, 40th, 50th etc.

• Other major celebrations include Easter and Christmas. • ANZAC day is an important day of remembrance, with many people attending

services. • It is common for alcohol to be drunk during celebration festivities. • Birthdays are usually celebrated with a cake, gifts and a party.


• Songkran, the Thai New Year, is a three-day festival celebrated in April. • Thais may also celebrate Chinese New Year and Western New Year’s Eve. • Visakha Puja in May marks the birth, death and enlightenment of Buddha. • Loy Kratong is held on the night of the 12th full moon, which usually occurs in

November. The festival is held to pay homage to the goddess of rivers and waterways and is celebrated with floating flowers and candles.

• Birthdays are increasingly being celebrated Western style. Traditionally, birthdays are celebrated at the temple. If a birthday party is held, it is traditional for the host to pay for everything and to give the guests presents.


Preference: Customs


The customs that are appropriate and followed in these situations: • The home • Social situations • Formal situations • Your place of work



• It is appropriate for both men and women to shake a person’s hand when they are first introduced.

• It is appropriate to take a gift, food, or bottle of wine when eating at another person’s home.

• Shoes may be left on in the home. • A group of people will donate a small amount of money to celebrate special

occasions for their colleagues. • People will gather in someone’s home or the pub to watch an All Blacks game. • It is acceptable to start a meal without having first said a prayer or blessing.


• If invited to a Thai home, a gift is not expected, but will be appreciated. • Shoes should always be taken off when entering a person’s home or a temple. • Homes may have a small altar or a spirit house that can contain a statue of Buddha

and/or pictures of the royal family. It is not appropriate to touch these items. • Thais place a lot of importance on outward forms of courtesy such as politeness,

respect, friendly behaviour and self-control.


Preference: Death and dying


• The beliefs that exist around death and dying. • The customs or rituals that should be carried out for a dying person. • How the dead body is cared for. • Funeral arrangements that are made.



• The family gathers around the death bed of a family member. • Hospital staff or funeral directors will often wash and prepare the body. • A choice is made about whether the deceased person will be buried or cremated. • A funeral service is held either at a church or at a funeral director’s venue. • People gather after the service for refreshments, and to catch up with loved ones. • Flowers are often sent to the family as a mark of sympathy and respect.


• A funeral may last for a week. • Crying is discouraged during the funeral, so as not to upset the spirit of the

deceased person. • A picture of the deceased person from his/her best days will often be displayed next

to the coffin. • Cremation is preferred. • As Buddhists, Thais believe that every person has several lives based on karma

(the sum total of a person’s actions during each life).


LEARNING ACTIVITY

Choose two people you are supporting who have different ethnicities from your own. Ask them about their preferences.

Preferences Person 1: Ethnicity:

Food

Clothing

Behaviour

Communication

Customs

Celebrations

Death and dying


Preferences Person 2: Ethnicity:

Food

Clothing

Behaviour

Communication

Customs

Celebrations

Death and dying


Providing support to people of different ethnicities

To provide effective support to people, support workers need to be aware of the preferences and needs of other ethnic groups as well as their own.

To provide appropriate support and overcome any misunderstandings, you need to be aware of, and understand, the beliefs and behaviour of people you support. Your attitude is the key in determining how successful you are. Being knowledgeable, open and non-judgemental about the preferences of other ethnicities will help you to provide support that meets people’s needs, is respectful, and promotes cultural safety. We all respond to people and provide support based on what feels normal and familiar to us. There may be times when the actions or beliefs of others seem strange or confusing. People who you support may have different beliefs and perceptions about: • Illness and disease. • How to seek health care. • How to behave towards health care providers. • Appropriate behaviour of health care providers. • Disability and ageing.


Working with people from other ethnicities can be very rewarding. Once you build a positive relationship with people, you may be able to share in the best parts of their culture and gain new levels of understanding. Be prepared to adapt your approach where necessary and always assume the best of other people. As a support worker you may need to bridge the gap that exists between you and your ethnicity and the ethnicity of the person you work with. The key thing is always to have an open frame of mind and a willingness to learn. Knowledge and understanding of the beliefs and behaviour of people from another ethnicity can come from: • Talking to the person you are supporting and the person’s family/whānau. Explain

that you want to learn and ask them to tell you what is important to them. • Listening to the person and the person’s family/whānau. • Learning about the beliefs and behaviour of that ethnic group. • Showing respect for the preferences and needs of others.

Your organisation will also have policies and procedures that guide the provision of appropriate care which will help you to: • Understand your responsibilities. • Take appropriate actions to meet these responsibilities. • Provide support when you are unsure.


LEARNING ACTIVITY

Being aware of the customs of other ethnicities can help to prevent misunderstandings and allow you to provide better care. Read the following scenarios. It may be helpful to discuss them with a colleague. Write what you would do.

Scenario 1 You are supporting a woman who is from a Muslim family. You know that a Muslim belief is that women should wear non-revealing clothes, and that shorts and t-shirts are not modest.

How could this belief impact on your responsibilities and how you carry out your role?

Scenario 2 People from Arabic and Indian cultures consider that the left hand should be used for bodily hygiene and is considered “unclean”. The right hand is mainly used for eating or receiving food. Shaking hands or handing over an item with one's left hand can be considered as an insult.

How could this belief impact on your responsibilities and how you carry out your role?


LEARNING ACTIVITY

Scenario 3 People of Middle Eastern ethnicity value showing hospitality to guests. They may wish to serve you tea. To refuse this hospitality could cause offence.

How could this value impact on your responsibilities and how you carry out your role?

Scenario 4 An example of the Māori concept of tapu (forbidden or sacred) is that items connected with the body should be kept separate from those used for food. Putting combs or brushes on a surface where food is placed, sitting on a table, and not washing tea towels separately from other soiled linen may be considered offensive.

How could this practice impact on your responsibilities and how you carry out your role?


LEARNING ACTIVITY

Think about the two people you interviewed about preferences on pages 20 and 21. For each person, write one example of how you support (or might support) this person beside each type of preference.

Supporting ethnic preferences: Person 1 Customs

Food

Clothing

Communication

Celebrations

Behaviour

Death and dying


Supporting ethnic preferences: Person 2 Customs

Food

Clothing

Communication

Celebrations

Behaviour

Death and dying


Viewpoints on disability and ageing

Societies can hold strong opinions or views on disabled and/or ageing people. In the past, the perception may have been that disability or old age is a weakness or burden, or that something or someone is at fault.

More recently, views on disability and ageing have changed. People with disabilities or who are ageing are seen in a more positive light. Societies have moved to a more caring model, where disabled people are integrated into society and cared for. Adaptations are made to buildings, facilities, policies and procedures to enable disabled people to participate fully in society. Practices now recognise and respect the disabled and/or aged person as a person first, and as a disabled and/or aged person second. Generalised examples of ethnic views on disability and ageing are set out on the following pages.


Disability European Europeans believe that the reason a person has a disability is due to scientific causes such as genetics, environmental agents or prenatal trauma. Many Europeans believe that it is important to provide support for the person to live as normal a life as possible. Māori Māori views on disability have changed over time. In the past, disability was believed to be caused by an act that was disrespectful of anything tapu (sacred). The person with the disability was often isolated or banished from the settlement. In more recent times, Māori have generally avoided labelling a family member as having a disability as it is associated with negative attitudes and exclusion. Today, disability is becoming more readily accepted, and more Māori with disabilities are accessing services and resources that enable them to be more independent. Pacific Pacific peoples see disability and its origins differently from non-Pacific peoples, viewing the cause from either a religious and/or cultural beliefs point of view. From a religious perspective, Pacific peoples believe that disability is a divine punishment for sinful acts by the person with the disability and/or the person’s family. Cultural beliefs may be that a disability is a curse on the individual and his or her family due to wrongdoing. These viewpoints can isolate Pacific island people with a disability from both support and the community. Asian Many Asian people believe that disability is caused by divine punishment for sins committed by the disabled person’s ancestors. Disability traditionally creates family embarrassment and shame. Asian people with disabilities are often hidden away from the public and cared for within the family.


Ageing Ageing happens to everyone, regardless of their ethnicity. However, ethnic groups may differ on how they view the ageing process, the elderly within their group, and their relationship with elderly people.

European Among Europeans, the elderly have an important place. They are recognised as having: • Experience and wisdom. • An important part in the lives of grandchildren and their adult children. • An important role in making financial provision for their children after their death.

For Europeans, it is believed that ageing people should remain in the workforce until at least 65 years of age and make some provision for their retirement income. Many Europeans value independence and believe that elderly people should be supported to remain in their own homes for as long as possible. They believe that appropriate support services should be provided such as meals, household support (cleaning, shopping) and personal care to enable the elderly person to live as active and independent a life as possible. Europeans also believe that it is appropriate for the elderly to live in separate facilities such as rest homes or retirement villages. This view is often a result of the structure of European lives and society. For example: • Adult sons and daughters may be scattered in different locations and living in

diverse areas and not be available to provide care for the ageing person. • Women, as well as men, are often in full or part-time work and may not be available

to provide the care needed for an elderly family member.


Māori For Māori, their elderly people are highly valued, contributing to whānau, communities and future generations. Older Māori are the carriers of the culture, and the standing and mana of a tribe relates to the presence and authority of its elders. Māori elders provide leadership. There are particular roles that are enhanced if older people fill them, including speaking on behalf of the tribe or family, and resolving disputes and conflicts between families and between tribes. Contact with families is close, and older people act as anchors for families. These elders have positions of responsibility and contribute towards family identity. Elders have a role in protecting and nurturing younger adults and children, and recognising and encouraging the potential of younger members. Older people are role models for the Māori lifestyle. Pacific Many Pacific communities view their older people as valued members of the ethnic group. They are valued for maintaining the old traditions, customs and kinship that are essential for the survival of the ethnic group. They are honoured for their knowledge of the land. Older people often take on a leadership role where they govern their families, and provide advice and guidance to the young in the ethnic group. Elders are responsible for passing down oral traditions and teaching and instructing younger members, often through telling stories. For Pacific people, it is viewed as appropriate: • For younger family members to look after their elders. • For younger people who have left the islands and are working in other countries to

send money home to provide for their elders.


Asian Respect for elders is the basis for the way Asian society is organised. Older people are respected for their wisdom, and most important decisions have traditionally not been made without consulting them. Traditionally parents have put all their money, attention and hope on their children, and parents expect the children to support them when they get old. Children, even as adults, are expected to obey their parents and support them financially. Changing times and demands on the younger generation may mean that children cannot meet the expectation of elderly parents for their care to be provided by the family. Rest homes for the elderly are still an alien idea in much of Asia.


LEARNING ACTIVITY

Find out and compare the viewpoints of people from two ethnicities on disability and ageing. Complete the tables by describing and then comparing the two different viewpoints.

Viewpoints on disability

Ethnicity 1: Ethnicity 2:

What is the same? What is different?


Viewpoints on ageing

Ethnicity 1: Ethnicity 2:

What is the same? What is different?


Communicating with people of different ethnicities

Effective communication allows us to build strong relationships with people of different ethnicities. This factor is particularly important in a support role, where effective communication can be crucial to a person’s care, health and quality of life.

Effective communication involves: • Conveying a clear message from one person to another. • Understanding the preferences and behaviour of that ethnic group.

Effectively communicating with a person from another ethnicity depends on our personal knowledge and attitude. If we are open and friendly, there is a greater likelihood of positive and effective communication occurring. When communicating with a person from another ethnicity, it is important to be aware of the preferences the person may have. These preferences may include: • How you introduce yourself to the person. • How you address that person. • Your body language and position. • How you ask the person questions. • How you respond to the person’s questions. • Using plain language.


Introducing yourself When introducing yourself to a person of another ethnicity, the following guidelines may be helpful: • Greet the person, for example, “good morning” or “good evening”. • Use the appropriate ethnic greeting, if you know it. • Say your name. • Say what your role is and why you are there. • Use the person’s title. • Ask the person (or family) what name the person would like to be called by. • Ask how to best say the person’s name. • Speak clearly but not too slowly. • Smile and have a friendly but respectful manner. • Offer to shake hands only if it is appropriate for the person’s ethnicity and will not

cause discomfort. • Use eye contact appropriately. You may need to find out about the person’s

preferences so that you do not cause offence with too much eye contact. • Be aware of your body language and position.

Addressing the person Address the person by his or her preferred name and the correct title (for example, Mr, Mrs, Frau, San). A person’s service plan should supply this information. Some ethnic groups also have specific ways of making introductions, for example, shaking hands, joining the palms of hands, smiling and bowing. If you are unsure, check the person’s service plan before meeting the person, or ask the person or a family member. People from other cultures are more likely to respond when they feel they are being respected and valued as individuals. Body language It is important to be aware of your own body language when communicating with people from other ethnicities. Body language includes eye contact, facial expression, gestures, personal space and body positioning, posture and touch.


Eye contact Europeans value eye contact and use it to indicate attentiveness and honesty. Over 70% of the world prefers not to have direct eye contact. Asian, Māori and Pacific ethnic groups treat the lowering of the eyes as a sign of respect. Facial expressions Facial expressions may not mean what you think they mean. For example, Japanese people can be straight-faced when happy. Some ethnicities may smile even when feeling angry or sad. Gestures Gestures can have different meanings in different ethnic groups. For example, a “thumbs-up” gesture is a signal of approval in many countries but an obscene gesture in others, such as Iran. Japanese people will nod to indicate that they are listening. The gesture does not necessarily indicate understanding or agreement. People from some parts of India may shake their heads to show agreement. Personal space and body positioning The acceptable physical distance between people differs between ethnicities. For example, in the Middle East people of the same sex stand closer to each other than Europeans do, but people of the opposite sex stand much further apart. In some cultures people show respect to others by keeping their head lower than the person who is being spoken to. Try to be on about the same level as the person you are communicating with. Squat or sit down by a person who is sitting in a chair or wheelchair, or who is lying on a bed. Posture Our posture sends a message to people. For example, for Muslim ethnicities it is offensive to sit with your feet pointing towards someone. Touch Different cultures will have different levels of comfort in terms of appropriate physical touch. A touch on the upper arm is generally acceptable.


Using plain language Using plain language is very important when communicating with people from other ethnicities. Every ethnic group has its own set of phrases and expressions that has meaning to that group. When communicating, it is important to: • Be aware of any cultural phrases or automatic responses that you may be using, for

example, “she’ll be right”. • Avoid using technical or specialised terms that may be confusing or not understood. • Avoid sayings that may be confusing, for example, “pull your socks up”. • Allow time for translation.

The 60-second rule For people who do not speak English as their first language, it can take 60 seconds for people to go through a translation process. People have to: • Hear the English words. • Translate the English into their language. • Think through the answer in their language. • Translate the answer into English. • Speak the answer in English.

If a person does not answer you immediately, it may be that the translation process is still occurring. Be patient and wait.

If it seems that the person is struggling with understanding your words, you may need to re-phrase the sentence.


Asking questions When asking questions of the person, it is important to be aware of your emphasis, tone, volume, and the time needed for an answer. “Emphasis” is the stress or weight placed on a word in a sentence to give it more importance. Your tone can communicate your feelings (such as surprise, approval or frustration). People from other ethnicities may not understand the tone of your questions. Some languages, such as Chinese, place great importance on the tone that is used, and have more tones than English. Your volume can indicate your feelings, for example, speaking loudly can imply frustration or anger. Listen to the person. Gestures used by Europeans to indicate that they are listening may not always be understood in the same way by other ethnicities. Other ethnicities may use silence, stillness or looking away to show that they are listening. Give the person enough time to answer. If people are from another ethnic group, they may be trying to find the right English words for the answer. After you have allowed some time, if the person still appears to be struggling with the question try another way of asking for the information. Responding to questions When responding to questions it is important to be aware of the boundaries of your role. You may be asked questions about a person’s treatment or life expectancy that it may not be appropriate for you to answer. If this happens, refer to your organisation’s policies and procedures. For those questions that are within your role to answer, it is important to answer clearly and with plain language that the person can understand.


LEARNING ACTIVITY

Choose a person from a different ethnicity to your own. Write down how you communicate with this person to meet his/her ethnic preferences.

How do you...

Introduce yourself to the person?

Show respect to the person?

Position yourself if the person is in bed or in a wheelchair?

Ask questions?

Answer questions?

Make sure you use language that is understood?


Rewind to pages 26 and 27...

What are other ways in which you can support people of different ethnicities?


Completion and assessment Congratulations! You have come to the end of the workbook for Unit Standard 26970 V1: Provide support to people of different ethnicity in an aged care, health, or disability context. Please check over all the activities in this workbook to make sure you have completed them.

Your assessment is next You need to complete the trainee’s assessment successfully to be credited with this unit standard. Your assessor will sign you off once you have completed the assessment tasks satisfactorily.

Your assessor is able to give you a “Certificate of completion” for achieving this unit standard.


Acknowledgements Careerforce would like to thank the people who have contributed their time and effort into creating this workbook by: • Research and content validation. • Advice and expertise. • Testing the activities. • Sharing personal experiences. • Appearing in photographs.

Disclaimer: The images contained in these workbooks are visual illustrations only and are not representative of actual events or personal circumstances.

Issue 1.1 – Nov 2012

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