Assessment Cover Sheet:

Student details
Student name:Rukshana Maharjan
Student ID:GT07698
Assessment details
Unit of competency: CHCDIV002 -Promote Aboriginal and/or Torres Strait Islander cultural safety
Assessment task: Case study
Date of submission: 05/07/2022
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is
original and has not been copied or taken from another source except where this work has been correctly
acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can
produce if the original is lost.
Assessment outcome: Satisfactory Not Satisfactory Not Assessed

Feedback:

Assessor: I declare that I have conducted a fair, valid, reliable and Student: I have received, discussed and
flexible assessment of this student, and I have provided appropriate accepted my result as above for this
feedback. I also declare that I have undertaken the indicated assessment and I am aware of my appeal
assessment integrity checks rights.
Plagiarism check Yes No NA
Check for copying/collusion Yes No
Check for authenticity (own work) Yes No

Cheating or use of model answers Yes No

Signature:...........................................
Signature:.....Rukshana
Maharjan............................
Date:........................................

Date:......05/07/2022...................................

Assessment task 2: Case Study

Required documents and equipment:

 Computer with internet connection to refer to various resources (available at RGIT computer
lab during COVID-19)
 Student assessment booklet and pen (organised by the student).
 Aspire Learners’ Guide for CHCDIV002 - Promote Aboriginal and/or Torres Strait
Islander cultural safety.

Instructions for students:

This assessment will be conducted in the RGIT classroom with access to the resources listed above.
This task requires you to complete a written response case study assessment involving 49 short
response questions based on several case study scenarios. The questions within this assessment
relate directly to the integrated knowledge contained within the unit of competency and are
fundamental to your ability to perform workplace tasks correctly. You must answer all questions
correctly to satisfactorily complete this assessment.

Planning the assessment

 Access all resources mentioned in required resources either printed copies or access via the
internet.
 Time required for assessment: 2.5 – 3 hours.
 You must:
○ Answer all questions in the case study assessment.
○ Complete them and submit in due timelines.
○ Submit with a completed assessment cover sheet.
 Your assessor will set a time to provide feedback.

Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence before the due
date specified by the assessor:
 Completed Student Assessment Booklet with all case study questions answered.
 Cover sheet for assessment.

Evidence submission:
 Documentation will be submitted electronically or paper-based.
 Your assessor will record the assessment outcome on the assessment cover sheet.
Assessment procedure
You will be provided with a briefing on the assessment task and can seek clarification on the
conduct of the assessment. You may seek clarification at any point in time during the assessment
task. If you feel you need more time to complete the assessment, you must negotiate the time
needed with the assessor. Following the assessment, your work will be assessed and marked as
appropriate. If you have provided insufficient responses or work that is not satisfactory, your
assessor will engage with you in a one on one discussion to identify the areas for improvement. In
these situations, you will be provided with written feedback and specific guidance on how to
achieve a satisfactory outcome. You will be provided with additional time to address any
deficiencies and must resubmit the work for reassessment. Following receipt of your satisfactory work
submission, the assessor will record their observations about your work within the assessment
record. All students’ work will be retained as evidence. If you require a copy of your work, then you
must retain a copy for yourself prior to submission.
Case Study
Read the case study scenarios, then answer the questions that follow.

Scenario 1
Jacquie is a four-year-old Aboriginal girl who lives in a rural town with her mother, father and
three siblings. She has just started attending a day care service at a community centre with her older
sister Tasha. Tasha is playing on the climbing frame when she slips and falls to the ground. Her
ankle breaks.
When the paramedics come to assist with the injury, Jacquie witnesses Tasha crying when they
move her into the ambulance. The only other time Jacquie has had contact with paramedics
was when her grandfather died. She has negative associations with paramedics and is afraid that
Tasha will be taken away and will not come back.
Anna, your colleague, contacts the girls’ mother to notify her of the incident and asks her to collect
Jacquie. Jacquie is very distressed and is hiding in the book closet, as she is afraid that the
paramedics will come and take her away too.
Jacquie’s mother arrives with Jacquie’s grandmother, three aunties and four cousins to pick her up
on their way to the hospital. Anna, however, feels overwhelmed by the number of visitors in the
service and asks that only Jacquie’s mother comes inside to collect Tasha. Jacquie’s grandmother
feels hurt and disrespected that she isn’t allowed in to help console Jacquie.
Jacquie’s mother coaxes Jacquie out of the cupboard and assures her that it’s okay and that
she

1. What important cultural aspect did Anna overlook when she asked Tasha’s grandmother
to
wait outside the service?

Answer Anna didn't take the "kinship system" into account. This
framework outlines the relationships, codes of conduct, and
responsibilities of each group in indigenous culture. In their
family system, which involves more people than simply the
mother and father in the child's care, we as educators must
comprehend and function. For Aboriginal people, the child is the
responsibility of the community to which the child belongs.
Outcome 
Satisfactory 
Not Satisfactory

2. How could Anna have helped Jacquie overcome her fear and distrust of the
paramedics?
Answer Anna would have used a range of strategies to help Jacquie’s fear
of hospitals including:
 Anna might have explained how the physicians could have
helped.
 Anna might have shown a photograph of the hospital in
her display.
 Anna might have asked about the cause and motivation for
her anxiety.
Outcome 
Satisfactory 
Not Satisfactory
3. What cultural aspect of Indigenous Australian people applies to Jacquie’s extended
family that
would have helped Anna respond more sensitively had she understood this?

Answer Aboriginal people are reluctant to consult with medical

professionals or use health services. Jacquie hasn't had much
exposure to medical care because she lives in a remote area with
an Aboriginal population, and her cultural and community beliefs
that illness is brought on by evil spirits or as retribution for
wrongdoing have made her even more afraid.

Outcome 
Satisfactory 
Not Satisfactory
Scenario 2
Sandra, an Indigenous Australian woman, comes into your service with her toddler son for the
first time to inquire about the service routines and management of common health care issues
at the service. Sandra lived in a rural town and recently moved in to your area. Her writing skills
are not good. As you hand her some forms to fill out, she appears uncomfortable and unsure of
what to do.

4. Briefly discuss two (2) ways you could make Sandra feel welcome and more
relaxed in your service.
Answer  Respect her by treating her well and with kindness so that
she would always think of me as a good, sincere, and
wonderful person. I'll try to make her feel at home and at
ease as a service provider by giving her a seat.
 I will attempt to present a confident personality as a
service provider, even if I am privately apprehensive, in
order to get her attention. I'll make direct eye contact, a
sincere smile, a solid handshake, and a formal introduction
to help her feel more at ease.
Outcome 
Satisfactory 
Not Satisfactory
Scenario 3
Assume that you recently started working as a community service worker in a community centre.
Many Aboriginal and Torres Strait Islander clients attend your service and you must liaise with them
and other stakeholders including community representatives. Your workplace had established an
active and trustful relationship with community elders. In addition, a range of team members such
as cultural and language interpreters, social welfare workers and Aboriginal and Torres Strait
Islander liaison officers work closely with the centre to ensure cultural safety. Staff at the centre
often address complex communication situations when addressing health care and other needs of
clients, as required, or when communicating with the extended families.

5. What would be the advantage of asking an Aboriginal worker in the community to

accompany an Aboriginal client and family when they visit your community centre
for the first time?
Answer A trip to the community centre might provide crucial new
perspectives and understanding about Torres Strait Islander and
indigenous people. A visit to a community centre also
demonstrates the emotional and social needs of Torres Islanders
and Aboriginal people. If people visit the community centre, we
can talk to them and learn about their emotional needs, health
status, and medical system.
Outcome 
Satisfactory 
Not Satisfactory

6. Why is it important for a worker to must tell the prospective interpreter who their
client is or who they will be interpreting for?
Answer A worker's ability to differentiate is crucial since it avoids
inappropriate or problematic situations from occurring. Asking
about the client's skin name is another smart move.
In order to ensure cultural safety and provide a safe environment
in which to address their medical needs, it is crucial for a worker
to supply a prospective interpreter with information about the
client for whom they will be providing interpretation.
Outcome 
Satisfactory 
Not Satisfactory

7. Specify the roles of a cultural broker in ensuring Aboriginal cultural safety.

Answer A cultural broker is crucial because they transmit a thorough
understanding of the culture and values as well as their ideas,
interests, and behaviours.
It facilitates effective engagement, prevents problems from
arising, ensures a smooth introduction, and bridges cultural gaps.

Outcome 
Satisfactory 
Not Satisfactory
Scenario 4
Assume that you are organising NAIDOC week celebrations in your community centre. You are
coordinating this for the first time as part of your in-service training. You are asked to collaborate
with an Aboriginal community organisation in your region to plan and implement NAIDOC week
celebrations at your centre in a culturally safe way.

8. How would you establish effective partnerships in relation to planning and

implementing NAIDOC week celebrations at your centre with;

Answer a. Staff:
The staff can be engaged and included in the planning and
execution of NAIDOC week events, just like any other
matter that has to be handled within the organisation. A
briefing, as well as suggestions and feedback that were
properly recorded, were delivered during a team meeting.
b. Aboriginal and/or Torres Strait Islander people :
Prudence should be used in this situation because of the special
nature of their consultation requirements. Flexibility is needed
while meeting with them for planning purposes because their
approach does not provide a formal, well-organized framework.
In order to build meaningful ties with them, they must also be
consulted with their Elders and leaders in addition to their kind.
Outcome 
Satisfactory 
Not Satisfactory

9. Identify two (2) resources you could access and use to promote partnerships
between staff, Aboriginal and/or Torres Strait Islander people and their
communities. Provide an example for each resource and indicate how you would
utilise these resources in the context of the NAIDOC week celebrations to be
conducted at your centre.
Answer  Forming reference groups: These groups gather data,
concepts, and acknowledge significant cultural issues like
customs, taboos, conventional conduct, and kinship
connections. They will be equipped with all the
information and expertise required to help with the
organising of the festivities. You may ensure that this
 doesn't happen by learning that it is strictly illegal in their
culture to use the recordings or photos, for example, of the
deceased.
 Making a Memorandum of understanding: This is a formal
arrangement that enables the two parties—their people and
the community centre where the celebrations are planned
—to work together for the benefit of everybody. This
could serve as a formal agreement or contract between the
parties, laying out the protocol.
Outcome 
Satisfactory 
Not Satisfactory

10. Document strategies that would encourage self-determination and community

control among the Aboriginal and Torres Strait Islander people in the implementation
of the program developed for clients.
Answer The social difficulties of Aboriginal islanders and Torres Strait
Islanders should also be addressed in light of social, verifiable,
local, individual, and human considerations. In terms of
geological region, metropolitan, provincial, and remote networks,
their people group differs greatly from one another. Ensure that
service providers are dealt with respectfully and adaptably in a
way that is sensitive to their culture. Include the native
population in the development of the assistance. Projects should
be executed calmly, without taking unnecessary risks, and with
the least amount of administrative overhead possible.

They are known for simple pits where senior citizens take part in
the execution to let them reconsider their complex requirements
and societal challenges. As a group member, a solid relationship
with participants in the aboriginal program makes use of the local
population through a thorough comprehension of cultural issues
and a respect for each person's unique talents for cross-cultural
cooperation.
Outcome 
Satisfactory 
Not Satisfactory
11. Provide three (3) outcomes which can be achieved when implementing the
cultural safety strategies in your service?
Answer  Building a long-term relationship requires both sides to do
so on the basis of respect, honesty, and trust.
 Issues must be well understood and resolved as soon as
they arise through open and honest communication.
 Cultural competency can be achieved by educating staff
members about Aboriginal and Torres Strait Islander
culture, history, and social customs. This will help them
recognise the differences between the cultures and make
accommodations as needed.
Outcom 
Satisfactory 
Not Satisfactory
e

12. Whenwill you review and measure outcomes of the cultural safety strategies you
implemented for the service provision?
Answer The service provider will analyse and evaluate the results of the
cultural safety strategies. Measuring outcomes is a goal-setting
process that involves identifying strategies and creating a
programme that is reviewed to see if the strategies have been
successfully implemented and are accomplishing their intended
goals. The strategies must be based on a partnership with the
community and should be specifically created with their
approval. If we want, we can pick from a number of groupings.
We can only do a review and identify after that, even from the
community.
It measures predetermined outcomes and assists in deciding
whether adjustments are necessary or whether service
programmes need to be enhanced.
Outcome 
Satisfactory 
Not Satisfactory

13. What method would you use to review and measure outcomes of the cultural safety
strategies you implemented for the service provision?
Answer  Enable kids to take part in age- and developmentally-
appropriate planning and decision-making processes in
 their homes and communities.
 Develop a strong sense of community and belonging
among children and their parents. To involve families,
arrange meetings, have conversations, and bring in cultural
or occupational items to their homes.
 Raise family awareness of different cultures and values by
educating them through a variety of techniques.
Outcome 
Satisfactory 
Not Satisfactory

14. Outlinetwo (2) strategies involving the Aboriginal and/or Torres Strait Islander
people in your evaluations. Whom would you involve in these evaluations?
Answer  There is also a collaborative process in which all pertinent
parties can take part, suggesting that a variety of responses
will be obtained. Experiences and viewpoints are gathered.
Additionally, Indigenous people will be included from the
beginning in the measurement process.
 We should decide how the choice will be made, how the
review process will be conducted, and who will be
involved throughout the first planning step services for the
clients in order to achieve better results and deliver the
best service. For instance, we can enlist the assistance of
mediators and support The community can benefit from
the workers' understanding of the system's operation.
Outcome 
Satisfactory 
Not Satisfactory
15. Assume that the Aboriginal Liaison Officer reviewed your plan for
NAIDOC week celebrations, customised program for clients and the
proposed outcomes. The Aboriginal Liaison Officer asked you to
include more information about the types of Aboriginal art forms you
could use in facilitating the activities thus reducing the amount of text in
the resources and conveying messages through pictures and videos
Revise your planned strategies based on this evaluation and describe
changes you have made in your plan and proposed outcomes.
Answer  Reduce workers' compensation costs while also lowering
the likelihood of employee illness or accident by creating a
workplace safety strategy.
 Examine all phases of job performance and integrate safety
concepts into every responsibility: Establish the basic
actions that the project requires. Identify any potential
dangers.
 Give families the chance to interact with Aboriginal
culture while they are in a residential setting. As you walk
through your education and care facility, pay attention to
the entrance, the inside, and the exterior. What do you
perceive? Do your education and care programmes place a
high importance on Aboriginal culture? Discover the tribe
names of the local traditional custodians and present them.
Be sure to use Aboriginal languages on welcome signs.
Use local language, music, games, and storytelling in
learning activities to enhance retention.
Outcome 
Satisfactory 
Not Satisfactory
Marking criteria for Case Study Answers. Student’s
The student’s answers meet the following response (to be
requirements: completed by the
assessor)
1. Described what important cultural aspect Anna □S □NS
overlooked when she asked Tasha’s grandmother to
wait outside the service.
2. Described how Anna could have helped Jacquie □S □NS
overcome her fear and distrust of the paramedics
3. Explained what cultural aspect of Indigenous □S □NS
Australian people applies to Jacquie’s extended family
that would have helped Anna respond more sensitively
had she understood this
4. Briefly discuss two (2) ways you could make Sandra □S □NS
feel welcome and more relaxed in your service.
5. Described advantages of asking an Aboriginal □S □NS
worker in the community to accompany an Aboriginal
client and family when they visit your community
centre for the first time?
6. Explained why it is important for a worker to must □S □NS
tell the prospective interpreter who their client is or
who they will be interpreting for?
7. Specified the roles of a cultural broker in ensuring □S □NS
Aboriginal cultural safety.
8. Explained how you establish effective partnerships in □S □NS
relation to planning and implementing NAIDOC week
celebrations at your centre with staff and Aboriginal
and/or Torres Strait Islander people.
9. Identified two (2) resources you could access and use □S □NS
to promote partnerships between staff, Aboriginal
and/or Torres Strait Islander people and their
communities.
10. Documented strategies that would encourage self- □S □NS
determination and community control among the
Aboriginal and Torres Strait Islander people in the
implementation of the program developed for clients.
11. Provided three (3) outcomes which can be achieved □S □NS
when implementing the cultural safety strategies in
your service.
12. Explain when you will review and measure □S □NS
outcomes of the cultural safety strategies you
implemented for the service provision?
13. Described what method you would use to review □S □NS
and measure outcomes of the cultural safety strategies
you implemented for the service provision?
14. Outlined two (2) strategies involving the Aboriginal □S □NS
and/or Torres Strait Islander people in the evaluations.
Whom would you involve in these evaluations?
15. Revised the planned strategies based on this □S □NS
evaluation and describe changes you have made in your
plan and proposed outcomes.