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It is neither feasible nor appropriate to provide a prescriptive approach for working with people from specific ethnic, cultural or linguistic backgrounds. However based on the information and issues previously outlined in this paper, a number of effective approaches to practice are available for implementation by departmental officers, when intervening with children and families from culturally and linguistically diverse backgrounds.

Use Appropriate Terminology and Avoid Stereotyping

It is critical for staff working with children and families from a culture or ethnic group different from their own to recognise the uniqueness of all people and avoid stereotyping or making assumptions based on a person’s ethnicity, religion, culture or language. It is also important to be aware of the potential sensitivities around the use of some terminology.

Using terms such as “culturally and linguistically diverse”, “non-English speaking”, or “migrant” when referring to someone could be offensive as it may be taken to imply that the person is being categorised or is not part of the broader Australian community. For example, while it may be accurate to describe someone who has recently settled in Australia as a “migrant”, this would not be appropriate after a certain period of time unless the person chooses to self-identify in that way.

Develop Cross-Cultural Competence

The term “cultural competence” is increasingly being used in relation to working effectively with people from culturally and linguistically diverse backgrounds. There are a number of different definitions provided for the term which typically include reference to organisational systems, policy and practice, as well as to individual workers.

The Standards for Cultural Competence in Social Work Practice published by the National Association of Social Workers (USA) state that:

While acknowledging both the individual and systemic/organisational context, this section focuses on the development of cultural competence at the individual level. Cultural competence at a personal level encompasses the worker’s attitudes, knowledge and skills, and requires an acceptance that long-term, ongoing and persistent development is required.

There are three key elements that are commonly identified in the development of cultural competence. These are:

• Developing cultural awareness, including self-awareness about one’s own culture
• Acquiring knowledge about other cultures
• Developing cross-cultural skills.

Developing cultural awareness, including self-awareness about one’s own culture, and associated values and assumptions on behaviour and interactions, is the first step towards developing cultural competence (Lynch and Hanson, 2004). This can often be difficult for people who belong to the dominant Anglo-Australian culture, as “culture” and “cultural diversity” are typically seen as pertaining to “others”. This process includes acknowledging any personal biases and stereotypes, recognising the influence of cultural norms and attitudes, and valuing cultural diversity and the validity of differing beliefs and values.

Acquiring knowledge about other cultures is another key element to developing cultural competence, and may be achieved by interacting with people from other cultural backgrounds in both professional and personal life, talking with service providers and community organisations who work with culturally diverse people, researching, watching films or documentaries or reading about other cultures and cultural diversity, and participating in workshops and seminars.

It is unrealistic to expect departmental officers to gain a thorough understanding about every cultural and ethnic group within Queensland. However, identifying the various cultural and ethnic communities that live in the area where you work and developing some understanding about their cultures is a useful starting point.

Developing cross-cultural skills, the third key element of cultural competency, includes:

• effective cross-cultural communication
• Working with interpreters and translators
• Developing collaborative models with ethno-specific agencies and those working with people from culturally and linguistically diverse backgrounds
• Establishing effective relationships with people from culturally and linguistically diverse backgrounds
• Reflecting on and learning from each interaction with people from different cultures to inform future practice
• Monitoring access to services by people from culturally and linguistically diverse backgrounds through data collection
• Identifying practices and systems that hinder cultural competency
• Identifying and implementing approaches that remove any barriers to working effectively with people from culturally and linguistically diverse backgrounds.

As with the development of cultural knowledge, there are many ways in which these skills can be acquired. The development of cultural competence needs to be seen as an ongoing process, and every interaction with people from different cultures should be viewed as a learning experience.

Collect and Record Accurate Information About Cultural, Linguistic and Religious Identity

The identification and collection of accurate and complete information about the cultural, linguistic and religious backgrounds of children and families is critical to ensuring that the needs of the child can be appropriately met, as well as providing an important resource for service planning and for identifying any possible gaps in terms of access to child protection and family support services by parts of the community.

There are a number of provisions in the Child Protection Act 1999 about the need to take account of the ethnic, religious and cultural identity or values of the child. The timely collection of information is a prerequisite to ensuring that these provisions are met.

It is important not to make assumptions about a person’s cultural, linguistic or religious background and not to assume that a person’s country of birth is a reliable indicator of cultural identity. Give each individual the opportunity to self-identify this information by asking them to do so. If the person is unable to provide this information, for example due to a child’s young age, obtain the information from another reliable source, such as a parent.

At the same time, officers should be aware of potential difficulties that they may encounter when trying to collect this information. For example, some people may for various reasons be sensitive or suspicious about the purpose for collecting this information.

These cultural, linguistic and religious sensitivities may be able to be allayed by explaining that the information is being sought to ensure that the needs of the child and the child’s family can be appropriately responded to. Giving assurances about the department’s privacy and confidentiality policies may also assist.

The nature of information to be collected and recorded by departmental officers, when intervening with people from CALD backgrounds, is outlined in the Department of Communities, Child Safety Policy No. 458-2, Cultural Diversity Data Collection and Reporting.

Develop Effective Cross-Cultural Communication Skills

An understanding of some general principles and guidelines for effective cross-cultural communication can assist staff to be more effective when communicating with children and families from a cultural background different from their own. Lynch and Hanson (2004: 34) identify the importance of understanding that there are cultural differences in non-verbal communication, and of acknowledging cultural differences rather than minimising them in relation to cross-cultural communication.

Non-verbal communication can vary significantly across different cultures, and may sometimes even have an opposite meaning. For example, maintaining eye contact is valued during interpersonal interactions in most Anglo-based cultures, and is seen as conveying trustworthiness and sincerity. However, in a number of cultures, making eye contact with someone in authority is seen as a sign of disrespect, and in some cultures eye contact between strangers may be considered shameful. Similarly, smiling or laughing in some cultures may be used when describing an event that is confusing, embarrassing or even sad.

There are also cultural differences relating to physical proximity and social distance; touching and other physical contact; physical postures and gestures. Nodding a head is generally taken as a sign of understanding or agreement in mainstream Anglo-based cultures, however in some other cultures it may only signal an acknowledgment that you are speaking without implying either understanding or agreement. While it is not reasonable to expect anyone to know the range of non-verbal communication patterns across cultures, it is important to be aware of the potential for misunderstanding in these areas.

In some cultures there is a strong imperative to avoiding a display of disagreement and conflict. Individuals may appear to agree to a plan of action to avoid what they experience as an embarrassing or challenging situation, with no real capacity or intention to comply with the plan.

Acknowledging and respecting cultural differences rather than minimising them is important for effective cross-cultural communication, with the following characteristics being identified as common to effective cross-cultural communicators (Lynch and Hanson 2004):

• Having respect for people from other cultures
• Making continued and sincere attempts to understand the world from others’ points of view
• Being open to new learning
• Being flexible
• Having a sense of humour
• Tolerating ambiguity well
• Approaching others with a desire to learn.

Some other practical guidelines include:

• Use an accredited professional interpreter when a person is unable to communicate effectively in English (see below)
• Check and use correct pronunciation of names and the correct or preferred way of addressing a person (for example, formally or informally)
• Use plain English and clear enunciation
• Use concrete instead of abstract language and avoid the use of idioms, irony, sarcasm, slang and jargon
• Be patient, receptive and listen carefully to everything that is said
• Avoid any tendency to equate the person’s level of language skill or accent with level of intelligence or credibility
• Ask open-ended questions and be aware that the repeated “yes” answers may mean different things in different cultural contexts
• Make sure that the other person understands what you have said and that you understand what they have said. This can be done by asking the person to tell you what they have understood you have said and by paraphrasing back to them what you understand they have said.

Finally, it is useful to reflect on each cross-cultural interaction to identify those things that went well and areas that could be improved.

Utilise Interpreters

Interpreters should be engaged in any situation where a child or family member has difficulty communicating in English. Wherever possible, a professional, qualified interpreter who has been accredited by the National Accreditation Authority for Translators and Interpreters (NAATI) should be used. They operate under a code of ethics and have been trained in areas such as maintaining confidentiality and accuracy.

As noted previously, children sometimes become proficient in English more quickly than their parents. However, as noted in the Queensland Government Language Services Policy, “Children and young relatives are not appropriate interpreters in any context.” (from Queensland Government Language Services Policy, 2004: 10). Similarly, the use of other family members or friends of the family as interpreters is also problematic and needs to be avoided. Some of the problems with using family members or friends as interpreters include the potential for embarrassment for all parties, and the increased risk of miscommunication and lack of privacy.

The need for an interpreter may not always be obvious, as some people may be able to converse at a basic level in English but not necessarily fully understand the language used by professionals. If there is any doubt about the person’s ability to fully comprehend what is being communicated, an interpreter should be used.

When engaging an interpreter it is important to confirm the language and dialect needs of the client, any gender preferences that they might have in relation to the interpreter and the preferred interpreting mode. Interpreting services may be available both on-site and through telephone interpreting.

Telephone interpreting has the benefits of being more readily available in regional areas and offering access to interpreters in a greater range of languages through a national network. On the other hand, on-site interpreting has the benefit of allowing for visual and non-verbal cues which can facilitate the communication, as well as the possibility of continuity as the same interpreter can be requested and used.

Another critical consideration when engaging an interpreter is to check that the interpreter is acceptable to the child and parents. In some circumstances, especially in smaller or emerging communities in which there are a limited number of accredited interpreters, the interpreter may be known to the child or family which could significantly inhibit or otherwise compromise the interaction.

Some suggested guidelines for staff when working with interpreters that are referred to in the literature include:

• Brief the interpreter beforehand wherever possible, explaining the purpose of the interview or meeting
• Allow for the extra time that is likely to be needed when using an interpreter
• Introduce yourself and the interpreter to the client and explain clearly who you are and what your role is
• Speak directly to the client rather than addressing the client through the interpreter and look at the client when speaking and listening to them
• Maintain control of the interview
• Pause often to allow the interpreter to speak
• Speak clearly and somewhat more slowly but not loudly
• Avoid using slang or technical jargon
• Make sure that the interpreter understands any difficult concepts that you are trying to convey
• Periodically check on the client’s understanding of what has been said by asking them, through the interpreter, to repeat in their own words what has been communicated
• Summarise what has been agreed during the meeting and check if the client has any questions
• Debrief the interpreter if necessary after the interview once the client has left.

Information about translating and interpreting services is available through the Multicultural Affairs Queensland website.

Establish Links With Service Providers and Ethnic Community Organisations

There are a number of ethnic community organisations and service providers with strong links to people from culturally and linguistically diverse backgrounds throughout Queensland. Establishing links with these services can assist departmental staff to develop their knowledge about working with diversity, as well as the particular needs of children and families. Establishing such links could lead to useful opportunities for working collaboratively to support children at risk and families, and facilitate appropriate referrals to relevant services. Bicultural support workers who can assist both families and departmental staff in their interactions may also be available.

When responding to specific child protection cases, ensure that the child and family’s privacy are protected and that informed consent is given for the involvement of an ethnic community organisation or service provider in each case.

For information about ethnic community organisations and service providers, refer to the Queensland Multicultural Resource Directory, available through the Multicultural Affairs Queensland website.