Aboriginal Cultural Competence Matrix This resource matrix is designed to be used by Community Service Agencies (CSOs) in conjunction with the Registration Standards and the Evidence Guide 2008. The matrix provides detailed examples of evidence for the key components of the conceptual framework for Aboriginal cultural competence in accordance with the 8 Agency Standards. The matrix is a useful tool for meeting the cultural component in each of the agency registration standards. While the Aboriginal Cultural competence Framework articulates a best practice approach, agencies should find both the matrix and the practical examples suggested useful as they seek to deepen their level of Aboriginal cultural competence.
Published by the Victorian Government Department of Human Services, Melbourne, Victoria November 2008 Copyright State of Victoria 2008, Victorian Aboriginal Child Care Agency 2008. The Victorian Aboriginal Child Care Agency owns copyright, and this statement does not take away the Department of Human Services right to use, reproduce and publish the document in accordance with the (non-exclusive, irrevocable, world-wide, royalty free) licence granted to it by VACCA. This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. This document may also be downloaded from the Department of Human Services website: www.dhs.vic.gov.au/ Authorised by the Victorian Government, 50 Lonsdale St, Melbourne Printed by
Commitment to Aboriginal Self-determination and Respectful Partnerships Standards 1 and 8) Do your organisation s vision, values and strategic plan highlight the importance of partnerships with ACCOs and culturally competent practice within the agency? Do processes, procedures and/or guidelines/instructions highlight the need for partnerships with ACCOs to establish strategic directions for the organisation and the importance of the organisation s commitment to Aboriginal communities and clients? Does the organisation apply business planning processes to measure the organisation s progress to becoming a more culturally competent organisation including; - engagement with Aboriginal services and the community and - use of client feedback to provide more culturally responsive services to Aboriginal clients? Have respectful and collaborative partnerships been established with ACCOs that; - Recognise and value different cultural approaches to partnership - Effectively resource the development of partnerships - Recognise mutual learning and mutual need for capacity building? Are organisation staff members encouraged to undertake staff secondments with Aboriginal agencies to increase their cultural knowledge and competence? Do the board/management/staff/ carers understand; - the importance of cultural competence - the importance of the principle of Aboriginal self-determination - local cultural protocols such as welcome to country - the benefits of forming partnerships with local ACCOs - the service strengths of ACCOs - the benefits of mutual learning s including, if appropriate staff secondments with ACCOs - the multiple demands on ACCOs in partnership formation - the multiple community and professional demands on Aboriginal workers - the distinction between Aboriginal peoples as the First Peoples of Australia and CALD communities? Has the board/ceo a documented process in place for developing an effective and culturally respectful partnership with a relevant ACCO? Has the board/ceo developed an MOU with relevant ACCOs? Does the MOU cover; - joint training - mutual capacity building - work practices and protocols? Does the organisation have a statement of commitment to Aboriginal communities which includes guiding principles concerning; - respect for Aboriginal selfdetermination and - ensuring the organisation is not competing for Aboriginal specific services with ACCOs? - Do minutes of the Board indicate that current Board members have undergone cultural competence training provided by an ACCO? Do strategic plans and/or business plans describe how the organisation works collaboratively with Aboriginal services to meet client needs? How many staff members have undertaken staff secondments with Aboriginal agencies in the past 12 months? Does the organisation have in place a process for feedback from ACCOs, the local Aboriginal community and its Aboriginal clients? Does the process in place ensure that ACCOs have a role in evaluating the progress of the MOU and ensure that organisations respond to this evaluation? Are there processes in place (or being developed) to gather feedback from Aboriginal services, children, youth and families as relevant or to evaluate the approach/actions taken to meet this performance criterion? Feedback to consider; - Aboriginal services and mainstream organisations working in collaboration with each other to understand the needs of Aboriginal and children, youth and families CSOs reflect a commitment to; - being a culturally competent organisation - services provided to children, youth and families are culturally competent Specific to FS 8.3a-b - accessible and responsive services are provided to Aboriginal children, youth and families. (This is regarding the whole service system)
Commitment to Aboriginal Self-determination and Respectful Partnerships Standards 1 and 8) Have these partnerships created effective protocols for providing culturally appropriate services to Aboriginal clients? Has the Board been clear that the organisation will support and not take opportunities from local Aboriginal agencies to deliver services to their community? Are protocols agreed between Aboriginal and mainstream agencies (Regionally, local or catchment etc) defining how joint training arrangements/work should operate in practice? (refer to 2.1) Do selection policies, procedures and/or guidelines/instructions support Board members in having cultural competence (refer to 2.1) and knowledge required (as appropriate) to fulfil their role? Can the organisation demonstrate participating as part of a Child and Family Service Alliance in: supporting the establishment of mechanisms for Aboriginal services and communities to advise on and enable measurement of responsiveness of organisations to Aboriginal needs and more targeted contact and earlier intervention with Aboriginal families - collecting, analysing and using data at the Regional/catchment level to monitor service demand access patterns and characteristics of clients accessing family services. This should include local information about Aboriginal children, youth and families access to family services. Are mutually agreed and mutually respectful protocols for secondary consultation with Aboriginal and culturally specific services in place? Are there processes in place for information sharing with relevant ACCOs that ensure service development and responses meet the needs of Aboriginal children and families? (Standard 8)
Cultural Respect Concerned with ATTITUDE and VALUES Standards 2) Are policies, processes and/or guidelines/ instructions/ public statements in place to; - promote the importance of cultural respect of Aboriginal peoples, recognising the strengths of Aboriginal culture and people, and promote the cultural competence of management, staff and carers, throughout the organisation? Including; - the promotion of management, staff and carer attendance at Aboriginal community events? How does the organization ensure that it recruits staff, carers and volunteers who demonstrate a positive and respectful attitude to Aboriginal people and culture? How are the above requirements reflected in staff selection and carer/ volunteer approval processes? Code of Conduct Does the organisation have a code of conduct that highlights the organisation s commitment to cultural safety and the responsibility of all staff, carers and volunteers to treat Aboriginal people respectfully and to respond quickly and appropriately to racism, discrimination or cultural abuse? Areas of understanding to consider, include; - cultural competence policy and the needs of Aboriginal clients who the organisation supports - a commitment to learning about Aboriginal culture, through listening to the stories and perceptions of Aboriginal services and communities, acknowledging the specifics of local Aboriginal cultures - information regarding the organization s Code of Conduct and the responsibility of all staff, carers and volunteers to respond quickly and appropriately to racism and cultural abuse? - impact on Aboriginal staff of community events and the need for support and debriefing around these events? Do supervision records demonstrate that above understandings are evident and demonstrated in work practice? Do records show that the board/ staff/carers/volunteers have undergone cultural competence training approved and supported by the relevant ACCO and/or the local Aboriginal community? Does the organisation have; - statements/ plaques recognizing country and the Traditional Owners, - regular acknowledgement of country at meetings, which are been minuted - charter of rights - statement of commitment to the local Aboriginal community and Aboriginal clients - statement of commitment of working together with local Aboriginal communities/accos How has the organisation documented the implementation or developed the Code of Conduct so that it clearly articulates the organisation s commitment to cultural safety and intolerance of racism, discrimination and cultural abuse towards Aboriginal people? Does pre-service training/induction for staff, carers and volunteers promote the responsibility of staff, carers and volunteers to respond/ behave respectfully to all Aboriginal people? Are there processes in place (or being developed) to gather feedback from Aboriginal services, children, youth and families or to evaluate the approach/actions taken to meet these performance criteria? - How will this feedback be used to improve services? Feedback to consider: Aboriginal services, children, youth and families feel able to comment on the attitude of staff/volunteers/ carers in terms of demonstrating cultural respect
Culturally responsive Concerned with ABILITY and SKILLS Standard 3) Do policies and procedures for preservice, induction ongoing training and professional development of management, staff, volunteers, carers and other household members (as identified in the assessment process) specify; - the importance of and need for appropriate mandatory Aboriginal cultural competency training across the organization to support the needs of Aboriginal clients? - Is this training provided/agreed to by an ACCO/local Aboriginal community? How is Aboriginal Cultural Competence incorporated into other training delivered within/by the organisation? Is there a staff and carer recruitment strategy which is evaluated and considers: - the individual and cultural needs of the client group including the required Cultural Competence and includes the need for cultural competence in position descriptions Areas of understanding to consider, include; - Cultural Competency policy and the needs of Aboriginal children, youth and families who the organisation supports - the importance of consulting with the local Aboriginal community because of their cultural expertise and knowledge of Aboriginal children and families - knowledge on history, culture, the strengths of and disadvantages suffered by Aboriginal people and communities - the particular demands on Aboriginal workers in mainstream CSOs and the need for appropriate support and supervision? Do training program evaluations and/ or management staff, volunteers and carer records indicate that; - all staff/carers/volunteers have undergone effective cultural competence - training programs are accessible and adequate to support performance of roles and meeting of Aboriginal child, youth and family needs? Do client record reviews or other documentation indicate that; - service delivery practices and protocols are adapted to meet the cultural and Aboriginal needs of children, youth and families within their catchment - information is collected on the cultural diversity of clients, including traditional country, and other forms of Aboriginal cultural identity Does service utilisation reflect the Aboriginal population and service profile of the organisation s local population/catchment? Do records demonstrate that information about client Aboriginal identity is collected to monitor changes in access patterns and that service data is used to inform planning, ongoing service review and quality improvement? Feedback to consider: - Aboriginal services and mainstream CSOs working in collaboration with each other to understand the needs of Aboriginal and/or CALD children, youth and families services provided to children, youth and families are culturally competent. Are there documented procedures for complaints and allegations management by staff, carers, children, youth and families, which meet legislative and departmental guidelines and consider: - Cultural Competence and the inclusion of an Aboriginal community member if a complaint involves an Aboriginal child, youth or family - ensuring information is provided in age, gender, cultural and developmentally appropriate ways that facilitate understanding - encouraging staff/carers/ volunteers/aboriginal children, youth and families to make disclosures regarding racism, discrimination or cultural abuse? Are Aboriginal people who make disclosures regarding racism, discrimination or cultural abuse provided with culturally appropriate support throughout the report/ investigation process?
Culturally responsive Concerned with ABILITY and SKILLS Standard 3) Does the organisation actively recruit staff, carers and volunteers who; - has had experience with Aboriginal people? - have an understanding of the historical and contemporary issues that effect Aboriginal people? - will be able to communicate effectively with Abor iginal people and form effective links with Aboriginal staff from the organization and from Aboriginal agencies? Are there policies and procedures to: - inform staff, carers, volunteers and children, youth and families of their right to complain and make allegations and the internal and external avenues for making a complaint or an allegation in culturally appropriate ways How is the role of Aboriginal staff acknowledged in individual work contracts, secondments, references, training? When debriefing is provided to Aboriginal staff, carers or volunteers, how does the organization ensure that it is provided in a culturally appropriate way with consideration of the close ties that Aboriginal people have with their community? Leaving the Organisation - Does the organization conduct exit interviews with staff, carers and volunteers who decide to leave the organisation? - Do exit interviews collect information regarding cultural issues the level and nature of support for Aboriginal people, the level and nature of racism experienced? - If staff, carers or volunteers who leave the organisation are Aboriginal people are they given the opportunity to discuss their experiences in the organisation with an Aboriginal person? Are there policies and procedures in place to ensure that Cultural Competence is included in supervision and performance reviews for all staff, carers and volunteers? What other professional development opportunities does the organisation provide to staff to assist them to become cross Culturally Competent?
Culturally safe Concerned with ENVIRONMENT and CLIENT EXPERIENCE Standard 4) Are policies, processes and/or guidelines/instructions/ public statements in place to promote a culturally safe organizational environment for Aboriginal children, families and community members across the organisations? This includes staff/carers/volunteers understanding; - the impact of the organisation s history on Aboriginal people - cross-cultural dynamics and differences Are there processes in place to respond and review incidents of racism in the service environment to enhance cultural safety in the organisation? Do the staff, including receptionists, welcome Aboriginal people to the organization in a respectful way? When meetings with Aboriginal people are held is there consideration of cultural safety and consideration given to Aboriginal cultural norms and specific needs of Aboriginal people? i.e. providing food at meetings, transport Areas of understanding to consider, include: The importance of cultural safety, particularly in terms of; - the importance of the service environment to provide positive images of Aboriginal cultures - the protective role of Aboriginal culture - standards of behaviour expected by the organisation in promoting a culturally safe environment - what constitutes racism, discrimination or cultural abuse? - information regarding the organisation s history and part in the Stolen Generation and the organisation s current role with Aboriginal children and families? Does the organisation provide training to receptionists to facilitate their understanding of appropriate ways of communicating with Aboriginal people and ensuring they feel comfortable? Do the organisation s caseworkers provide receptionists with information to ensure that they are respectful to particular Aboriginal children and families that visit the organisation? Is stakeholder feedback analysed to help the service environment be more responsive to children and youth s particular Aboriginal background, age and developmental stage? Are culturally, age and developmentally appropriate resources and symbols being used? Is there a charter of client rights which acknowledges the role of culture and is accessible for Aboriginal clients? Does the service environment display; - respect for Aboriginal cultural and identity? For example, having Aboriginal books and toys, displaying local Aboriginal artwork, displaying posters which show positive images of Aboriginal people in a range of settings - information regarding service options and information for Aboriginal children and families? For example, providing information and pamphlets from local Aboriginal services. - information regarding upcoming Aboriginal community events? - the Aboriginal and Torres Strait Islander Flags? Are staff aware of and able to talk about the story behind the flags? Feedback to consider: - Aboriginal children, youth and families feel culturally safe Have Aboriginal people been consulted regarding how to ensure that the service environment is welcoming, comfortable and accessible for Aboriginal people? Have Aboriginal children been consulted regarding how to ensure that the service environment is welcoming, comfortable and accessible for them? How does the organization know that the environment is welcoming, comfortable and accessible? Does the organization ask Aboriginal children, families, caseworkers and carers how comfortable, welcoming and culturally appropriate the environment is? Does the organization ask children how culturally safe they feel in the organization? Does the organisation value the feedback from Aboriginal children, families, caseworkers and carers and change the service environment if that is identified as necessary through feedback?
Culturally safe Concerned with ENVIRONMENT and CLIENT EXPERIENCE Standard 4) Has the organisation developed a comprehensive Aboriginal children s plan that outlines the agency s broad approach and specific objectives and strategies to promote Aboriginal child and family well being and safety? How does the organisation ensure that Aboriginal children who are placed with the organisation in out of home care are in an environment which is welcoming and culturally safe? Is the service environment physically equipped to be welcoming and accessible for example having enough chairs if a large group attends? Are Aboriginal children and their carers encouraged and provided with resources and ideas to assist them to create a culturally safe environment? Does the organisation clearly display information regarding what people can do if they believe they have been treated in a culturally abusive way by someone within the organisation? Is this process one that Aboriginal people would use? Does the organization have a documented procedure regarding investigations of reports of racism, discrimination or cultural abuse? Are Aboriginal people involved in the organisation s responses to racism, discrimination or cultural abuse involving Aboriginal people? Does the organization collect information regarding the frequency of incidents of reported racism, discrimination or cultural abuse and the timeliness and nature of the organisational response?
Cross-cultural practice and care (Is the Lens of Culture being used effectively?) Standards 5-7) Do policies/procedures and protocols support the Aboriginal Child Placement Principles? Do guidelines highlight strategies to involve Aboriginal children, youth and families and significant others in assessment, planning and action in order to understand their needs in the context of their family, community and culture? Does the organisation ensure the active involvement of appropriate Aboriginal community members in decision making? What is the process to resolve conflict regarding these decisions? Do practice guidelines recognise that assessment, processes, interventions and planning adopted need to; - reflect Aboriginal cultural competence and the use of the lens of culture, - indicate strategies to engage children, youth and families in age, culturally and developmentally appropriate ways to understand their views, needs and wishes? - emphasises engagement which is based on respect for Aboriginal and cultural identity - reflect an understanding of Aboriginal child rearing practices and Aboriginal definitions of family? Specific to home-based care services Do policies/procedures/practice guidelines; - emphasise that carers should treat a child or youth in care consistently with their biological children and consistent with the child in care s culture? Areas to consider understanding of include; - strategies and interventions to gain support and help from appropriate Aboriginal and services where relevant, - how to work with Aboriginal services, to support the best interests of children and youth within their catchment - cultural needs of the children, youth and families in assessment, planning and action processes - engagement with Aboriginal controlled organisations or communities to support more effective communication OoHC specific Areas to consider understanding of include; - the Aboriginal Child Placement principles - the importance of education and learning on life outcomes, including promoting the successful learning of Aboriginal children and youth, through valuing Aboriginal culture and learning styles and providing access of children with disabilities to kindergartens and school settings Leaving Care Understanding of the importance of cultural connection for Aboriginal children/youth leaving care? Do client record reviews or other documentation indicate that; - assessment processes identify strengths and needs of children/ youth, in the context of their safety, stability and development, gender, culture age and stage of development? - that staff and carers engage with the Aboriginal children, youth and families and their Aboriginal community in assessment, planning and action that assessment, planning and service delivery practice are adapted to meet the cultural and Aboriginal needs of children, youth and families (This may include a focus on whole of community or whole of family approaches interventions that address the cultural needs of Aboriginal children and youth) Specific to OoHC Do staff/carer records indicate that they are informed of specific aspects of a child or youth s Aboriginal culture, such as dietary laws, religious customs and beliefs and cultural requirements? Feedback to consider children and youth s: - sensitivity to their cultural needs - assistance to develop and maintain their personal, gender, cultural and religious identity and sexual orientation and/or parents/carers being supported to be considerate of their children/youth s identity - collaboration with kindergartens, schools, Aboriginal and CALD services and other organisations - assessment, planning and action processes are culturally informed and safe Does the organisation ask Aboriginal children and families how culturally safe they feel in the organisation? How is the question asked of the child?
Cross-cultural practice and care (Is the Lens of Culture being used effectively?) Standards 5-7) - encourage the use of culturally relevant resources and symbols to promote Aboriginal culture? - Are polices/guidelines in place to support parents/carers to be considerate of cultural identity and in relating to children and youth? - Are policies/guidelines in place to support cultural identity and the maintenance and strengthening of family and community connections of children and youth from Aboriginal backgrounds? Do assessment, planning and action procedures and/or practice guidelines/ instructions ensure that culturally appropriate consideration given to: - the lens of culture - family dynamics and the quality of family/parent-child relationships - availability of support from extended family - the family s understanding of the child/youth s safety, stability, cultural and development needs? Do policies, procedures, and/or practice guidelines/instructions encourage mutual partnerships with staff from ACCOs to support culturally competent responses to Aboriginal children, youth and families? Specific to OoHC Do policies, procedures and/or practice guidelines/instructions require services for Aboriginal children and youth that are culturally informed and competent and consistent with their Cultural Support Plans? Do leaving care policies, processes and practice instructions enable a process of connection or reconnection to Aboriginal culture and community? Is there evidence of culturally relevant resources being used? Do client file reviews and other documentation indicate that staff and carers provide support to Aboriginal children and youth in accordance with their cultural support plans and that the organisation ensures children and youth from Aboriginal backgrounds maintain contact with their family and community and that the child or youth is supported to participate in cultural and community events? Are brochures, posters and other awareness raising tools available to inform children, youth and families about service options? Do these reflect the Aboriginal and cultural identity of the client group, as appropriate? Are there documents which demonstrate support for Aboriginal children if they are subject to bullying? Do client record reviews or other documentation indicate that organisations provide services to Aboriginal children and youth consistent with their cultural support plan? Leaving care Do records indicate an Aboriginal culture/community connection plan?