Knowledge assessment

Criteria
Unit code and name
CHCDIV002 | Promote Aboriginal and/or Torres Strait Islander cultural safety

Qualification/Course code and name

Choose an item

Student details
Student number
881293530

Student name
Jacquelyn aulia

Assessment declaration
Note: If you are an online student, you will be required to complete this declaration on the
TAFE NSW online learning platform when you upload your assessment.

This assessment is my original work and has not been:

● plagiarised or copied from any source without providing due acknowledgement.

● written for me by any other person except where such collaboration has been
authorised by the Teacher/Assessor concerned.

Student signature and date

Jacquelyn aulia 07/11/2024

Document title: CHCDIV002_AE_Kn1of3 Page 1 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Version: 20220706
Date created: 6 July 2018

© 2023 TAFE NSW

RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
The contents in this document is copyright © TAFE NSW 2023 and should not be reproduced without the
permission of TAFE NSW. Information contained in this document is correct at the time of printing: 7 November
2024. For current information please refer to our website or your Teacher/Assessor as appropriate.

Document title: CHCDIV002_AE_Kn1of3 Page 2 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Assessment instructions
Table 1 Assessment instructions
Assessment details Instructions

Assessment overview The aim of this assessment is to assess your knowledge and
performance in promoting Aboriginal and Torres Strait Islander
cultural safety.

Assessment event 1 of 3
number

Instructions for this This is a written assessment that assesses your knowledge of the
assessment unit.
This assessment is in one part:
1. Research and Knowledge Questions

And is supported by:

● Assessment feedback
Note: This assessment may contain links to external
resources. If a link does not work, copy and paste the
URL directly into your browser.
Submission On completion of this assessment, you are required to submit it
instructions to your Teacher/Assessor for marking. If you are completing this
as an online quiz, ensure you click the submit button when
complete. You can save as you progress to avoid losing your work.

It is important that you keep a copy of all electronic and hardcopy

assessments submitted to TAFE and complete the assessment
declaration when submitting the assessment.

What do I need to do To achieve a satisfactory result for this assessment all questions
to achieve a must be answered correctly.
satisfactory result? If a resit is required to achieve a satisfactory result it will be
conducted at an agreed time after a suitable revision period.

Document title: CHCDIV002_AE_Kn1of3 Page 3 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Assessment details Instructions

What do I need to • TAFE NSW student account username and password. If you
provide? do not know your username and password, contact your
campus or service centre on 131601.

• Computer or other device with word processing software

and internet access

• Writing materials, if required

What the Access to this assessment and learning resources,

Teacher/Assessor will including the student workbook and any supporting
documents or links.
provide
Computers, reference text, organisational policy etc that
is referenced in the assessment. These may be hard
copy or made available online.
Due date Enter due date

Time allowed 4 hours (indicative only)

Location Assessment is to be completed out of class.

Assessment In accordance with the TAFE NSW policy Manage

feedback, review or Assessment Appeals, all students have the right to
appeal an assessment decision in relation to how the
appeals assessment was conducted and the outcome of the
assessment. Appeals must be lodged within 14
working days of the formal notification of the result of
the assessment.
If you would like to request a review of your results or if
you have any concerns about your results, contact
your Teacher/Assessor or Head Teacher. If they are
unavailable, contact the Student Administration
Officer.
Contact your Head Teacher for the assessment appeals
procedures at your college/campus.

Document title: CHCDIV002_AE_Kn1of3 Page 4 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Important self-awareness warning
For students completing this assessment, there are specific questions that relate to the
historical experiences of Aboriginal and Torres Strait Islander People and the current impact
of those experiences.

It is important that students access their local Aboriginal Student Support Services or email
[email protected] if they find the content of this assessment
upsetting or distressing.

Document title: CHCDIV002_AE_Kn1of3 Page 5 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Part 1: Research and knowledge questions
Read each question carefully. Your answer should be a minimum of 10 words but no longer
than 100 words.

1. Define the principles of cultural awareness.

Having a basic understanding of cultural differences in other people. It doesn't involve

having an awareness of one's own cultural identity, cultural group or cultural beliefs and
values. It is important that we have Respect for Diversity, Open-Mindedness,
Communication, Empathy and flexibility as these principles allow us to understand
different cultures. It allows us to constantly gain knowledge, comprehending, and valuing
the diverse richness of cultures across the world.

(TAFE NSW, 2024)

2. Define the principles of cultural competence.

Increasing your knowledge of your own culture (including values, beliefs, and practices) to:
comprehend the cultures of different individuals and communities, adjust your approach to
your routine and comprehend the concept of cultural competence in service provision.

Cultural Competence is a method utilized in interpersonal interactions and providing

services.
(TAFE NSW, 2024)

3. Explain how the Racial Discrimination Act 1975 (Cth) supports cultural safety?

The Act ensures fairness by mandating equal treatment in various public areas like
employment, education, and premises access. This condition guarantees that every
person, no matter their cultural heritage, is given the same chances, leading to cultural
safety.

(TAFE NSW, 2024)

Document title: CHCDIV002_AE_Kn1of3 Page 6 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 4. Describe your understanding of the diversity of Aboriginal and/or Torres Strait
Islander cultures.

Aboriginal Peoples were always a diverse group of individuals. There were multiple
groups residing in various places. For more than 140,000 years, they demonstrated their
diversity through the various ways in which they lived, ultimately leading to changes that
continue to affect the present day. The variety of identities among Aboriginal and Torres
Strait Islander Peoples is also reflected in the languages spoken by certain Aboriginal
and/or Torres Strait Islander groups. Traditional languages are connected to their
countries, and there has consistently been a variety of Aboriginal and Torres Strait
Islander languages. It is estimated that during the period of British invasion and
colonization, around 260 to 280 Aboriginal and Torres Strait Islander languages were
present. This can be categorized into approximately 600 to 800 dialects.

(TAFE NSW, 2024)

5. Research and provide a brief description of three major historical or ongoing impacts
of colonisation affecting Aboriginal and/or Torres Strait Islander Peoples (including a
bibliography).

Psychological Violence: The devastation of Indigenous peoples' connection to their land

resulted in significant psychological damage that persists today. This form of violence
took place when the initial colonizers displaced Aboriginal People from their land and
prohibited them from being on their land and using Aboriginal languages. This emotional
damage intensified as familial and kinship connections were shattered. Certain Aboriginal
People endured, yet the effect on their spiritual, psychological, and mental health was
significant, continuing to affect Aboriginal People today via intergenerational trauma.
Segregation–The government of New South Wales employed its legal and political
authority to displace Aboriginal People from specific regions and regulate all aspects of
their existence. The views of non-Aboriginal Australians acted as a social force that
prevented Aboriginal People from residing in their preferred region. An economic power
imbalance emerged when the New South Wales government regulated the wages and
property of Aboriginal People, while non-Aboriginal individuals compensated them with
rations.

Segregation: The government of New South Wales employed its legal and political
authority to displace Aboriginal People from specific regions and regulate all aspects of
their existence. The views of non-Aboriginal Australians acted as a social force that
prevented Aboriginal People from residing in their preferred region. An economic power
imbalance emerged when the New South Wales government regulated the wages and

Document title: CHCDIV002_AE_Kn1of3 Page 7 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 property of Aboriginal People, while non-Aboriginal individuals compensated them with
rations.

Dispossession–The early colonists used both British laws and physical power to take
Country from Aboriginal People. Which has now affect their sense of identity and has
resulted in the loss of languages, cultures and different beliefs.

(TAFE NSW, 2024)

It is important to understand the historical, social, political and economic issues

affecting Aboriginal and/or Torres Strait Islander peoples and how this impacts on
engagement with community services and health systems. Consider this when
answering questions 6-10.

6. Explain the term Country in relation to Aboriginal and/or Torres Strait Islander
culture.

When an Aboriginal individual uses the term Country, they are alluding to the location where
their custodians:
created life, specifically the animals and plants, moulded the geographical features, namely,
the hills and flatlands, introduced the waterways, namely, freshwater and saltwater, shaped
the heavens, namely, the star patterns, sun, and moon, finally, they formed humans. The
initial beings that were created are known as Ancestors

For Aboriginal Peoples, the concept of Country holds significance as it offers:

Identity, a feeling of connection, roles for inclusion, relationships: from the past, present, and
future along with cultural health and wellness.

(TAFE NSW, 2024)

7. Describe one way how the loss of land/Country has impacted Aboriginal and/or
Torres Strait Islander social structure and relationships.

The loss of land has had a profound impact on the social structure and relationships of
Aboriginal and Torres Strait Islander peoples. It has disrupted traditional kinship systems,
leading to a loss of cultural knowledge, traditions, and social roles. This has had lasting
impacts on these communities, many of which continue to be felt today.

(TAFE NSW, 2024)

8. Describe how Aboriginal people’s relationship with the land ensured economic
survival.

Document title: CHCDIV002_AE_Kn1of3 Page 8 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Indigenous peoples maintain a profound and intricate connection to the land, integral to
their identity, culture, and economic livelihood. This bond relies on a significant spiritual
link, an in-depth comprehension of the surroundings, and sustainable methods that
guaranteed their existence for millennia. The connection of the Aboriginal people to the
land was not solely for survival, but also for coexisting peacefully with nature. Their
methods guaranteed the sustainability of resources, thereby ensuring their economic
survival.

(Koutoukidis, G. 2021)

9. Describe one way past and present experiences of racism and discrimination affects
Aboriginal and/or Torres Strait Islander engagement with community and health
services.

Racism and discrimination significantly impact the involvement of Aboriginal and/or

Torres Strait Islander individuals with community and health services. One major method
is by fostering mistrust and fear. Historical experiences of racism and discrimination have
fostered a profound mistrust and apprehension among Aboriginal and Torres Strait
Islander communities towards institutions, such as healthcare services. This lack of trust
is not without reason. Traditionally, these populations have faced discriminatory actions
in healthcare environments, including being denied service access, receiving inadequate
care, or being exposed to unethical medical experiments. Due to the mistrust and fear of
being a victim to racism and discrimination, it has greatly influenced the participation of
Aboriginal and Torres Strait Islander individuals in community and health services.

(Koutoukidis, G. 2021)

Past and present power relationships have impacted Aboriginal and Torres Strait
Islander engagement with services.

10. Describe how improved Aboriginal and/or Torres Strait Islander empowerment can
lead to greater engagement with services.

Empowering Aboriginal and Torres Strait Islander communities can result in increased participation
with services. This encompasses cultural proficiency, community engagement, skill development, and
accessibility. This would enable us to comprehend and honour cultural traditions, beliefs, and values,
engage the community in decision-making, offer educational and training opportunities, and
guarantee services are accessible both physically and culturally. (TAFE NSW, 2024)

Document title: CHCDIV002_AE_Kn1of3 Page 9 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 11. Identify how a person’s cultural bias can impact Aboriginal and/or Torres Strait
Islander peoples engagement with a service.

Cultural bias denotes the inclination to understand and evaluate individuals and
circumstances through the lens of one's personal cultural heritage and experiences. This
can greatly affect the involvement of Aboriginal and/or Torres Strait Islander individuals
with a service in various ways.

Misinterpretation and Poor Communication

Cultural prejudice can result in misunderstandings and poor communication. For
example, a service provider may misunderstand the needs, expectations, or behaviours
of Aboriginal and/or Torres Strait Islander individuals due to their own cultural norms and
values.

Stereotyping and Prejudice

Cultural bias may lead to stereotyping and prejudice. Service providers may form
assumptions about Aboriginal and/or Torres Strait Islander individuals based on
stereotypes, resulting in unjust treatment and discrimination.

Absence of Trust and Assurance

Cultural bias may lead to a deficit in trust and ease. If Aboriginal and/or Torres Strait
Islander individuals believe a service provider fails to comprehend or honour their
culture, they may be less inclined to interact with the service.

(Koutoukidis, G. 2021)

12. Provide two examples of how western systems and structures impact Aboriginal
and/or Torres Strait Islander peoples engagement with services.

The healthcare system in the West frequently does not align well with the cultural practices
of Aboriginal and Torres Strait Islander Peoples. This may result in a lack of trust for
Aboriginal people in trusting our healthcare system.

Cultural Insensitivity: Western healthcare frequently overlooks the cultural practices and
beliefs of Aboriginal and Torres Strait Islander Communities. This can result in
misunderstandings and miscommunication, leading to reduced engagement with these
services.

Document title: CHCDIV002_AE_Kn1of3 Page 10 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Lack of Representation: Frequently, there is a shortage of Aboriginal and Torres Strait
Islander Peoples within healthcare careers. The absence of representation may result in
feelings of isolation and distrust, which diminishes participation in these services.
(Koutoukidis, G. 2021)

13. Identify the social determinants that impact Aboriginal and/or Torres Strait Islander
health and provide an example of a health issue for each determinant.

Social determinants of health refer to the circumstances under which individuals are
born, develop, reside, work, and age. These situations are influenced by the allocation of
wealth, authority, and resources on global, national, and local scales. For Aboriginal and
Torres Strait Islander individuals, these factors frequently lead to health inequities. Here
are several important social determinants:

Socioeconomic Status: Individuals with lower socioeconomic status frequently

experience worse health results. This results from elements like restricted access to
quality healthcare, inadequate nutrition, and heightened stress levels.

Example: Chronic health issues occur more frequently in Aboriginal and Torres Strait
Islander communities, partly because of reduced socioeconomic status.

Education: Reduced educational attainment is associated with worse health results.

Education offers information and abilities that can result in improved health.

Example: Increased smoking rates are observed in individuals with less education.

Employment: Being unemployed or underemployed can result in stress, decreased

self-esteem, and monetary challenges, all of which may adversely affect health.

Example: Unemployment is linked to a higher prevalence of mental health problems,

including depression and anxiety.

(Australian Institute of Health and Welfare. 2024)

14. Identify the difference between trauma (neurological perspective) and

intergenerational trauma.

Trauma and intergenerational trauma encompass painful experiences that may result in
enduring effects, yet they vary in their origins and consequences. Trauma frequently
stems from incidents that generate intense stress for a person, whereas intergenerational
trauma refers to the passing of trauma from one generation to another.

Document title: CHCDIV002_AE_Kn1of3 Page 11 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 (TAFE NSW, 2024)

15. Provide one example of how transgenerational trauma may impact?

Transgenerational trauma Impact

Transgenerational trauma can greatly influence a

person's decision-making process. This occurs
because trauma may result in increased stress
and anxiety levels, which can impair judgment
and result in rash choices.
Decision-making Example: an individual with a background of
transgenerational trauma might find it difficult
to make choices regarding their future because
of a worry about repeating previous errors or a
fear of uncertainty. (Koutoukidis, G. 2021)

Communication may also be influenced by

transgenerational trauma. People who have gone
through this kind of trauma might struggle to share
their feelings and emotions due to a fear of being
rejected or judged.
Communicating

For example, they might steer clear of talking about

specific subjects that trigger memories of their
traumatic events, resulting in a deficit of open and
honest dialogue. (Koutoukidis, G. 2021)

Transgenerational trauma may influence an

individual's perception and comprehension of service
delivery. They might possess an increased sense of
scepticism towards institutions and authority figures,
which can influence their readiness to seek and
A person’s interpretation
and understanding of accept assistance.
service delivery
For Example: they might be reluctant to interact with
social services or healthcare providers because of
previous negative encounters or perceived unfair
treatment. (Koutoukidis, G. 2021)

Document title: CHCDIV002_AE_Kn1of3 Page 12 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Transgenerational trauma Impact

An individual undergoing significant trauma might be

more vulnerable to transgenerational trauma's
impacts. This is because their capacity to handle
stress and challenges could be diminished, leaving
them more susceptible to the detrimental impacts of
A person who is previous traumas.
experiencing high-level
trauma
For example, they might show signs of post-traumatic
stress disorder (PTSD), including flashbacks,
nightmares, and intense anxiety, which can
considerably affect their everyday life. (Koutoukidis,
G. 2021)

16. Describe three ways services involve Aboriginal and/or Torres Strait Islander peoples
in the planning and delivering programs?

There are numerous methods by which services can engage Aboriginal and/or Torres
Strait Islander peoples in the planning and execution of programs. Below are three
essential techniques:

Community Engagement
This entails interacting with the community to comprehend their requirements, hopes,
and cultural nuances. It can be achieved via meetings, focus groups, or surveys. The goal
is to make certain that the program is suitable for the culture and addresses the needs of
the community.

Collaborations with Aboriginal and/or Torres Strait Islander Organizations

Services can collaborate with local Aboriginal and/or Torres Strait Islander groups. These
organizations possess a profound comprehension of the community and can offer
significant insights into planning and implementing programs.

Hiring of Aboriginal and/or Torres Strait Islander Personnel

Hiring individuals from the Aboriginal and/or Torres Strait Islander community can
guarantee that the program is culturally aware and aligns with the community's
requirements. These employees can also serve as a link between the service and the

Document title: CHCDIV002_AE_Kn1of3 Page 13 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 community, enhancing communication and understanding.

In each of these approaches, it is crucial to honour the knowledge, culture, and

experiences of Aboriginal and/or Torres Strait Islander peoples, ensuring they play a
significant role in the planning and implementation of programs.

(TAFE NSW, 2024)

Refrences:

Australian Insititute of Health and Welfare. (2024). Determinants of health for First Nations

people. Australian Government.

https://www.aihw.gov.au/reports/australias-health/social-determinants-and-indigenous-h

ealth

Koutoukidis, G. (2021). Tabbner's Nursing Care, Eighth Edition. Elsevier Australia.

https://www.clinicalkey.com/student/nursing/content/toc/3-s2.0-C20180047842

TAFE NSW. (2024). CHCDIV002, Promote Aboriginal and/or Torres Strait Islander Cultural

Safety. TAFE NSW Digital. https://www.studytafensw.edu.au/unit?id=2263#lessons

Document title: CHCDIV002_AE_Kn1of3 Page 14 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3
 Assessment feedback
NOTE: This section must have the Teacher/Assessor and student signature to complete the
feedback. If you are submitting through the TAFE NSW online learning platform, your
Teacher/Assessor will give you feedback via the platform.

Assessment outcome
☐ Satisfactory

☐ Unsatisfactory

Assessor feedback
☐ Has the assessment declaration for this assessment event been signed and dated by the
student?

☐ Are you assured that the evidence presented for assessment is the student’s own work?

☐ Was reasonable adjustment in place for this assessment event?

If yes, ensure it is detailed on the assessment document.

Comments:

Assessor name, signature and date

Student acknowledgement of assessment outcome

Would you like to make any comments about this assessment?

Student name, signature and date

Jacquelyn aulia 07/11/2024

Document title: CHCDIV002_AE_Kn1of3 Page 15 of 15

Resource ID: PRJ0011582_CHCDIV002_AE_Kn1of3