Achieving Outcomes for Children and Families from Culturally and Linguistically Diverse Backgrounds
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Achieving Outcomes for
Children and Families from
Culturally and Linguistically
Diverse Backgrounds
This topical paper has been developed for the
Communities for Children Facilitating Partners.
Prepared by Margaret Sims, Andrew Guilfoyle, Judy Kulisa, Anna
Targowska & Susan Teather
Centre for Social Research, Edith Cowan University, Western Australia
iiiiiiii
For the Australian Research Alliance for Children and Youth 2008
CONTENTS
Summary___________________ 1
Introduction 3
Methodolgy_________________ 8
Connecting to community:
culturally specific services 9 ABOUT ARACY
Connecting to community:
multicultural services 12
ABOU The Australian Research Alliance for
Children and Youth (ARACY) was
Connecting to community:
mainstream services 15 founded by a group of eminent experts
T and organisations in reaction to
Lessons about successful increasingly worrying trends in the
inclusion ARAC 21 wellbeing of Australia’s young people.
Y
Summary, Conclusions and ARACY is a national organisation with
Recommendations 28 members based across Australia.
Reference List 31 ARACY asserts that by working
together, rather than working in
Appendices__________________34 isolation, we are more likely to uncover
solutions to the problems affecting
Funded by the Australian Government children and young people.
Department of Housing, Families, Community
Services and Indigenous Affairs
ARACY is a broker of collaborations, a
DISCLAIMER: disseminator of ideas and an advocate
for Australia’s future generation.
ARACY prepared this publication. It draws on
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research and agenda setting
Commonwealth accepts no responsibility for the
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Commonwealth disclaims all liability to any person research to policy and practice
for children and young people.
in respect of anything, and or the consequences
of anything, done or omitted to be done by any This paper is one of a series
such person in reliance, whether wholly or partially, commissioned by ARACY to translate
upon any information presented in this knowledge into action. This series of
publication. papers aims to convert research
findings into practical key messages for
people working in policy and service
ISBN: 978-1-921352-23-2
delivery areas.
The ARACY topical papers may also be
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www.aracy.org.auSUMMARY
This paper reports on research (both primary research and a literature review),
undertaken with the aim of demonstrating strategies for successful inclusion
into Australian society of children and families from culturally and linguistically
different (CaLD) backgrounds. We recognise that CaLD children and families
are commonly disadvantaged through being part of a minority group in
Australia, their experiences prior to migration (for example refugee trauma),
the different values and practices they may encounter here, the difficulty of
learning a new language, the problems they face having qualifications and
experience ratified, and the varying forms of racism the may experience. A
number of innovative and highly successful programmes operate in different
areas of Australia that are very successful in supporting CaLD families.
Some of these programmes operate culturally specific services, that is services
for one specific cultural group. These programmes tend to be most successful
when their staff are of the same cultural background as the clients of the
programme, and are able to develop extensive networks with the community
targeted by the programme. Such programmes operate to empower the
targeted group and facilitate their involvement in other community activities
and services. These services are particularly useful for cultural groups where
there is a high probability members have experienced high levels of trauma,
as they provide a familiar setting (familiar language, customs and
procedures) which helps establish feelings of safety.
A number of successful programmes operate with a multicultural focus. These
programmes target the range of different cultures within a particular
community. Staff are often members of some of the cultural groups found in
the community, but not all of them and they have additional training to
support them in demonstrating cultural sensitivity. The service may call upon
specific language support where necessary. Services need to be flexible to
meet differing needs of different groups of people. Staff work with community
members and attempt to identify and support rising community leaders with
the aim of empowering the whole community.
1
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008Mainstream services may also offer highly successful inclusive programmes.
This is best achieved through working in close partnership with other
organisations, particularly culturally specific and multicultural agencies so that
resources can be accessed as required. The advantages of co-locating such
services are becoming increasingly recognised and there is a range of
possible ways in which co-location, co-management and co-delivery of
services might occur. Successful mainstream agencies focus on delivering
appropriate cultural sensitivity training to all their personnel. The role of
community leaders is valued and mainstream staff can play a significant role
in identifying and supporting the development of such leaders.
All the successful programmes identified in this research identify a particular
style of work as particularly important in shaping their outcomes. This is a form
of community work that recognises the need to operate at different levels
(ecological approach), to work from strengths and to focus on
empowerment. Combined with this is the need for cultural competence.
2
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008INTRODUCTION
The impact of migration and trauma on individuals,
families and parenting
Migration, even within a country, means leaving behind family, friends,
community and culture and moving to another place. Research on sojourners
and long term migrants shows a typical U-curve of adjustment (1) and
corresponding theories of culture shock, culture learning, stress and coping,
social identification and cultural synergy (2-4). All migrants demonstrate a
transition process, with a downturn in coping for some period, which rebuilds
into adjustment. Migrants will initially struggle to create new identities in a new
culture whilst simultaneously trying to maintain who they are, and
fundamental beliefs and values in relation to their home culture (5).
At the same time, migrants often experience various levels of both overt and
covert racism (21) which makes the adjustment process more difficult. For
many, the downwards component of the adjustment spiral becomes
elongated and manifests into a poor level of confidence which does not
restore itself. Ongoing prejudice and systemic racism, if present, can
exacerbate this lack of confidence and creates a level of discomfort in the
new culture which becomes very difficult to overcome. Our position is that
the ability to move out of this bottom point in the curve depends on the
unique context in which each individual finds him/herself, interactions
between different aspects of that unique context and the support made
available.
Another factor which contributes to adjustment difficulties is a frequent lack
of recognition of qualifications and a consequent lack of professional
employment opportunities which result in increased levels of stress within
CaLD families. Clearly, migrants carry a high load of stress (originally
demonstrated by 6). We know that chronic stress has significant negative long
term outcomes on individuals (including impaired physical and mental health
and wellbeing, and shorter life expectancy, see 7 for example). Individuals
under stress have less emotional resources to reach out and provide support
3
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008to others, thus family functioning is impaired. Parenting is a complex and
demanding task and stress has a major effect on the ability of parents to
provide a positive rearing environment for their children, thus impacting
negatively on child outcomes (8, 9).
Migrants who are parents not only have to manage their own process of re-
establishing who they are, including situations that challenge their
confidence, knowledge and skills, they have also to be available to support
their partners and children who are going through the same process.
Children, through their attendance in the education system and their
participation in the youth media culture (music, TV, movies etc) often have
significant community exposure (though not necessarily participation) and
this influences the degree to which they adopt new values and standards of
behaviour. This can cause inter-generational conflict within the family as
parents struggle to maintain their families’ cultural identity (10, 11).
Parenting as a migrant provides its own challenges. Different expectations for
children and different dreams for the future between migrant parents and
their children, and between migrant parents and parents from the
hegemonic culture can often place an additional burden on migrant families
as they struggle to accept different outcomes for their children than those
they might have held in the past, while holding on to high expectations for
their children’s success. Different parenting strategies may be expected in the
new country and parents struggle to adapt at a time when they are
experiencing less support from extended family and local community. Roles
for parents may be very different in Australia compared to migrants’ home
culture. For example, expectations about the role of men in child rearing vary
significantly between different cultures and this can cause major disruption
within the family as outside, societal expectations may clash with migrant
family values and practices. We don’t have space to explore how values
interact with adjustment into a new culture here but, for example, Rees &
Pease (12) correlate the presence of domestic violence with chances of
successful settlement of immigrant families.
4
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008Where migrant families have experienced significant trauma before coming
to Australia the problems of adjustment are twofold. Children exposed to
trauma are at risk of developmental delay and skills developed to manage
trauma are often perceived as signs of behavioural problems in the new
context (13). These place an additional burden on the parents trying to
maintain their own adjustment and that of their family. Given that parents
themselves are dealing with their own trauma, their ability to support their
children is lessened and long term outcomes for both parents and children
include higher incidence of Post Traumatic Stress disorder, long term mental
and physical health problems, social isolation, limited achievement and
increased behavioural problems (7, 14, 15). Adult responses to these coping
skills often serve to re-create the trauma rather than addressing it (16).
Existing barriers to social inclusion for CaLD children
and families
Many migrants lack confidence to reach out into the community because
their self esteem is affected by their minority status. Minority status is strongly
associated with prejudice and under-valuing of skills and expertise, with the
result that many migrants are found in the most disadvantaged groups in any
community (7), further lowering their perceived status in both their own eyes
and in the eyes of the community around them. Being subject to active
prejudice and discriminatory behaviours is not an uncommon experience,
and many migrants report daily incidences of racism (17, 18). Negative
community experiences contribute to the increased sense of social isolation,
and it is not uncommon for some migrants to stop attempting to become
socially included because of these experiences.
Migrant clustering is a common response. Migrants living in clusters of
enclaves are more able to support each other in maintaining cultural identity,
routines and roles (20). Such enclaves tend to be reinforced when policies of
public housing group people on low incomes together. In some Australian
jurisdictions a gradual shift in public housing policy which aims to spread
housing for migrant families more evenly across general population can be
observed. Clusters of migrants may also develop around specific services, for
5
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008example culturally specific support groups. Whilst undoubtedly beneficial,
such clusters may also serve to further compound social isolation from other
community members (21).
Language acts as a major barrier. Typically migrants with limited language
skills are less likely to reach out into the community or to access services (19).
When values and beliefs are considered as inferior, and behaviours are
ignored or ridiculed, some migrants find it extremely difficult to find the
confidence to become involved in the community. Lack of recognition of
qualifications and employment opportunities compound risks to confidence
and self esteem. Many migrant groups place a particularly high value on
employment as an indicator of status and worthiness, so lack of recognition of
qualifications and employment history is especially significant. Being under-
employed, a common outcome for many migrants is often perceived as
humiliating and thus has a major negative impact on social inclusion.
Ultimately, a major barrier operating against social inclusion of CaLD families is
that of systemic bias and/or racism. Attitudes towards those who are different
are communicated through, and continue to be reinforced by, media
reports, by the way characters are portrayed on TV and in the movies, and by
the way schools, clubs, other community groups and government institutions
respond to those who are perceived as being different to ‘us’ (17). Attitudes
towards difference are clearly identifiable as the most significant barrier
towards inclusion across a wide range of types of difference (22). Successful
social inclusion must be conditional, not on supporting migrants to ‘fit in’ to
Australian society, but on working with all Australians to learn about valuing
difference.
Desired outcomes for CaLD children and families
Migrants and refugees have both immediate and broad settlement needs
such as transport, food on the table, safety for children, adequate housing,
good parenting, early learning and child development, schooling, English
literacy, and employment. All of these needs are important and migrants and
refugees need to know where to turn for help with any of these. The ability to
6
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008turn to others for help will depend on a sense of social inclusion. Exploring
differences in values and respecting different life choices is essential for social
inclusion practices (22) that assist migrants and refugees to achieve these
desired outcomes. This is the first step to strengthening communities from
CaLD backgrounds.
A recent Australian study demonstrates that people’s perceptions of social
inclusion are strongly linked to “family, friendship and community
participation” (18). Social inclusion is about belonging. Participants in the
study above identified they felt included when they (18, p.8):
• Had regular contact with friends living nearby
• Were members of local organisations, cultural, sporting or civic
groups
• Undertook volunteer work in their community
• Either exchanged goods and services with friends and other
community members or participated in bartering within their
community
• Believed there were lots of things to do in their community
However, people from CaLD backgrounds aim to belong not only to their
communities of residence, but also to their home culture. Thus there is a need
to create multiple identities, and the skills to transition from one identity
smoothly into another, depending on the context. These multiple identities
require multiple languages. In Australia, English is the official language and it is
required for success in the school system and in the wider community.
However, home languages play a significant role in shaping each individual’s
cultural identity(ies). Therefore, a true recognition and respect for languages
other than English is of prime importance in the process of social inclusion.
Social inclusion occurs when opportunities are created (by communities,
agencies, and programmes) to reach out to migrants, and when migrants are
able to respond to the invitation by engaging. Long term consequences of
7
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008such engagement are improved outcomes in CaLD families’ employment,
education, housing and health. However, connection to the new community
and engagement in that new community only occurs when appropriate
supports are made available to migrants. There are some examples of
initiatives, such as the Commonwealth Government Communites for Children
which target inclusion of minority groups; some of them focusing specifically
on CaLD communities. Case studies presented in the Appendix 1 illustrate
some of the important strategies discussed by us in this paper, which are
needed in various types of services to successfully include CaLD communities.
METHODOLOGY
In developing this paper, the research team in phase 1 of the methodology
undertook an extensive review of the international literature. In Phase 2, the
research team contacted different agencies around the country. These
agencies had been identified by key contacts (our Community Reference
Group) as those working with CaLD children and families. When contact was
made with agencies they were asked to identify others. Through this process
of working through key contacts and snowballing, the research team
contacted 55 different agencies. Basic information was collected, and
where permission was granted by the agency (and there was a relevant
agency staff member willing to participate), telephone interviews were
undertaken. A particular emphasis was given to Communities for Children
programmes and these groups were given an additional chance to
participate in the research when they participated in the webinar where the
preliminary results of the study were presented.
International literature, and our Australian Case Studies showed that
successful inclusion operated in many different programmes and in different
contexts. We have chosen to present these examples, and the common
themes underlying their successful practice, by focusing on different types of
agencies and programmes: those operating specifically with one particular
CaLD group, those supporting a range of families from many different CaLD
backgrounds, and mainstream agencies. We have chosen to illustrate the
themes with quotes from the interviews undertaken.
8
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008CONNECTING TO AND ENGAGING WITH
COMMUNITY: CULTURALLY SPECIFIC SERVICES
A culturally specific service/agency (sometimes called an ethno-specific
service or agency) is designed for one particular cultural or ethnic group.
Culturally specific services act as a safe harbour for migrant families and offer
an alternative approach to engaging with individuals and families. The
approach adopted means working from within the community to build
knowledge and understanding of the ways in which existing social and
community strengths and institutional infrastructures can be utilised to meet
individual and collective needs. Culturally specific services are especially
important (and often the first port of call) for newly emerging refugee and
migrant communities who lack confidence and who carry exceptionally high
levels of stress due to trauma experienced prior to their arrival to Australia.
Appendix 1 provides examples of some successful culture specific services
currently operating in Australia as part of the Communities for Children
initiative (see for example Case Study 5, 10 and 14).
The role of Culturally Specific Services/Agencies
Working with a particular ethnic or minority group enables service providers to
develop culturally appropriate intervention strategies designed to build on
existing community strengths, identify existing community leaders and support
them to work within the community to develop community strength and meet
community identified needs.
The service provider will already have an understanding of the social
conditioning and experiences that have rendered the individuals ‘different’
and should have the skills to work within the community to support its
development in an environment ‘where difference is acknowledged and
valued, and where children and families feel free to disclose those aspects of
self and culture which have previously rendered them ‘different’ and called
their citizenship rights into question’ (23, p. 34). Inclusion and identity
development within a known community (based on ethnicity or country of
9
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008origin) can facilitate inclusion and identity clarification within mainstream
society.
Strengths based, culturally specific approaches to service provision provide
the opportunity for concerned community members to strengthen already
existing community networks and to make them available to those individuals
or families requiring support. Service providers within this framework often
already have links to leaders within the target communities; and it is through
these community representatives that needs are often first identified and
social capital built.
The Playgroup Co-ordination and Development Project facilitated by Mission
Australia in Dandenong in Victoria illustrates the importance of such strategies
in empowering CaLD communities. This project targets specific ethnic
population (see Case Study 14). Another culture specific project which
embraces the important strategies for successful inclusion is the ACT Mon
Community in Cultural Transition, which targets Mon-speaking families from
Burma and their children (aged 5 and under) in the inner North of Canberra.
The project provides community links for the families and supports their
children in the development of the social and early learning skills. This is
achieved through playgroup sessions, intercultural parenting skills program,
sessions on skills to improve and enable access to community services and to
communicate effectively with government (see Case Study 5).
Strategies used by culturally specific services/
agencies
Culturally specific services/agencies should be accessible, non-threatening
and welcoming; meeting group needs in a culturally appropriate manner. In
order to be successful, culturally specific services/agencies need to include
the following in their approach to service provision:
• Members of the staff and service management reflect the cultural
group the agency is intended to serve. Case Studies 5 and 10 both
reflect the importance of bicultural, bilingual staff.
10
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008• Free access to suitable interpreters (see Case Study 5)
• Availability of resources in the relevant language
• Availability of facilities to meet the needs of the specific culture
Activities are organised in gathering places such as “Companion
House” which is like a drop-in centre so families do not need to
access transport (Case Study 5).
• A management structure that involves cultural leaders from the
specific culture
Personal relationships need to be maintained. They are not easily
transferable. Extensive work with the Samoan community …
building relationships with key community participants was the
pattern of initial development. This included the local chief, a
highly respected Samoan community leader. I had to earn his
respect and continued to meet with him regularly, updating my
progress. These links were based on personal connection,
relationship building, integrity and honesty. (Case Study 10)
The “success of being able to engage vulnerable CALD families in
playgroups has been due to a […[ Playgroup Co-ordinator and
the community capacity building strategy of recruitment and
training of parents who are community leaders within their cultural
groups as playgroup leaders”. (see Case Study 14)
• Staff ability, and availability of funding/resources, to reach out to link
with other agencies and communities as well as mainstream services
Strategies as simple as providing food that is culturally appropriate (24) and
opportunities to speak one’s home language can encourage the
participation of those who might otherwise be suspicious or fearful of
programmes offered. Workers are encouraged to use their personal
connections in the culture and community to support community members.
11
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008Examples
Case Studies 5, 10 and 14 in Appendix 1 are examples of culturally specific
services.
CONNECTING TO AND ENGAGING WITH
COMMUNITY: MULTICULTURAL
SERVICES/AGENCIES
Multicultural services target a range of different cultural groups living within a
community. The importance of a multicultural approach is that both service
providers and individuals within the community can develop an
understanding that acknowledges differing values, beliefs and language and
work within them. Appendix 1 demonstrates through a number of case
studies the importance of strategies of cultural competency training,
employment of bicultural -bilingual staff, and development of links within and
between communities and resources results in successful inclusion. Other
important strategies are also recommended in this section.
The role of multicultural services/agencies
Multicultural services offer a range of programmes to people from a range of
diverse groups living within the community. Within some multicultural agencies
there may be both programmes targeted at specific cultural groups, and
programmes targeted more generally at a range of different cultural groups
within the community. Multicultural services should be accessible, non-
threatening and welcoming; meeting diverse group needs in a culturally
appropriate manner. Multicultural agencies support both newly arrived and
more established groups of CaLD migrants.
Strategies used by multicultural services/agencies
In order to be successful, multicultural services need to include the following in
their approach to service provision:
• Staff trained in dealing with multicultural groups (this is most important
as it covers various important issues such as avoiding stereotyping and
12
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008bias, understanding the social perspectives of the specific group etc.).
In other words staff must be culturally competent with attitudes that
reflect empathy and respect for all cultural groups.
The project staff are qualified and experienced in early childhood
development, community development and working with families
from CaLD backgrounds and two of the staff are bilingual. There is
a strong sense of purpose, commitment to access and equity issues
and both pleasure in, and respect for, families and their cultural
backgrounds. Consequently an environment is created in which
the women and children feel valued, welcome and safe (Case
Study3)
• The service must have facilities to meet the language needs of the
cultures represented in their constituent community. This includes
access to interpreters both for staff and for community members.
By employing people who are from the same culture or community
it appears to lessen the anxiety and language gap to ensure the
information is being passed on to those who need it the most
(Case Study 6).
• Resources must be available in a variety of common languages
• The service must have the ability to employ culturally specific staff
(such as bilingual workers) for various programmes
Relationships have been developed with key community
outreach workers who have been employed to connect families
with the project – these bilingual/bicultural workers have been
employed to assist the families to make the transition to the
project and to participate in the project activities – they also
have assisted project staff to identify the issues / concerns /
interests of the women and to develop appropriate resources as
required (Case Study 3)
13
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
Australian Research Alliance for Children & Youth –2008The CRIO project has developed community links through the use
of interpreters working as bicultural workers. They develop
relationships with their local communities (Case Study 4)
• Availability of facilities to meet the needs of specific cultural groups
using the service
• Flexibility in programme delivery to suit the needs of various cultural
groups
• The programme links families with other community agencies /
programmes / resources
The project has actively sought out those organisations which
provide a service which is culturally safe and appropriate and can
meet the needs of CaLD women with young children (these are:
transport or home visits, the use of interpreters and bicultural
workers, a range of multicultural and multilingual resources and
crèche (Case Study 4).
The Community Development Facilitator assesses the individual
needs of the family and provides the pathway to introduce and
integrate the families into the resource of a childcare environment.
Whilst their child/ren is/are in childcare the facilitator is then able to
link, facilitate and guide each family into a greater support
network tailored to what is required. This can be in the form of job
skills, further training, government meetings, medical needs etc …
(Case Study 7).
• Staff ability and resources to identify and support community leaders
(see discussion under “Mainstream services”). These leaders become
the conduit between the service provider and the individuals or
families to whom the service is offered (see for example 25).
• The service has the ability to be flexible and responsive to local need
14
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008The project has endeavoured to provide culturally appropriate
support through the use of interpreters and bicultural workers, and
address the issue of transport by picking up families or carrying out
home visits (Case Study 4).
The playgroup has developed community links through its co-
location with other services such as childcare centres and a
housing support programme (Case Study 9).
The project supports access and participation by being cost free
for the families and most importantly, by providing a bus pick up
system for those women who are unable to walk, drive or utilise
public transport (Case Study 3).
Participation in services offered is more likely to occur where cultural
competence and acceptance of cultural diversity is thematic across the
organisation providing services to different cultural groups. That is cultural
competence, including a cultural mix of membership at management and
service provision levels, adopted throughout the organisation is more likely to
make the organisation itself and the services it offers acceptable to the range
of culturally diverse client groups (26).
Examples
Case Studies 2, 3, 4, 6, 7 ,9, 11 and 12 are examples of successful multicultural
agencies and/or programmes.
CONNECTING TO AND ENGAGING WITH
COMMUNITY: MAINSTREAM SERVICES/AGENCIES
The role of mainstream services/agencies
No single service possesses the necessary resources to facilitate development
of very broad networks within and between communities. Mainstream
services can play an important role in engaging families from CaLD
backgrounds, but to do that successfully they need to co-operate and work
15
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008with culturally specific and multicultural services in order to develop
sustainable partnerships. In these partnerships, mainstream services not only
call upon the skills and expertise of culturally specific and multicultural services
to enhance their own programme delivery, they can also offer support in
enhancing the service delivery of the culturally specific and multicultural
agencies. For example many small culturally specific agencies tend to offer
programmes in areas where funding is available (aged care, home and
community care, family reunion support are some current common areas of
service delivery). Mainstream services can offer a broader, holistic approach
to service delivery, and, in partnership with culturally specific and multicultural
agencies, ensure that seamless service delivery is available for community
members.
Mainstream services have the potential to play an important role in reducing
migrant social disadvantage by creating socially inclusive environments
aimed at community capacity building. Mainstream services, along with
culturally specific and multicultural services, can all play an important role in
facilitating and strengthening the development of social support networks
within local communities as well as developing bridges and links (18) between
these communities and the existing outside human and physical resources.
Capacity building needs to start with recognising and acknowledging the
strengths of CALD families ‘as they are now’ and facilitating their further
growth. In such a ‘bottom up’ approach the role of formal and informal
leaders and the need to facilitate such leadership skills in individuals have to
be acknowledged.
Strategies used by mainstream services/agencies
Mainstream services can collaborate with culturally specific and multicultural
services to reduce migrant disadvantage and social isolation in the following
ways. Appendix 1 provides some interesting examples of mainstream services
which play a successful role in social inclusion of CaLD communities. Their
success results from the true embracement of the principles of respect for
diversity, developing cultural competency as well as and from partnership,
16
Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008collaboration and co-location of services (see for example Case Studies 8, 11
and 13.
Addressing Attitudes and values in the mainstream
It is important to ensure any negative community attitudes towards migrants
are not replicated within agencies. This requires instituting a policy of
openness and a positive attitude to people from diverse backgrounds.
CMYI is guided by principles of human rights, diversity and participation.
We listen closely, and seek continuously to learn from young people and
their families as to how we can effectively include them in services and
community life generally (Case Study 11).
One of the critical factors that impacts organisational change in relation to
effective work with diverse groups is reflection on the organisation’s values
and policies (Cox 2001, cited in 26). Attitudes towards difference are
identified as a major barrier to successful inclusive service delivery and it is
essential that these are addressed. Agencies where staff value difference,
and are supported to work in ways that are inclusive, are positioned as
culturally competent.
Developing Cultural competency in the mainstream
Policies of openness ought to include strategies to develop the cultural
competency of a service. A key strategy here involves hiring staff who reflect
the community in which the service operates. This however, can be a
challenge in itself, and harder to achieve for a mainstream than culturally
defined services, as migrants and refugees even from the same country are
not a uniform group (11). In mainstream services it is not possible to have staff
available who will provide an exact match with all the variation evident in the
community. Agencies therefore need also to develop partnerships with
culturally specific and multicultural agencies in order to call upon their skill
and expertise. It is important to note that it is possible for staff to be shared
amongst several different agencies, so that a skilled, culturally competent
staff member from a particular cultural group may work for several agencies
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008in the community, thus maximising the benefit to all. Such sharing of human
resources must be undertaken with caution and accompanied by
appropriate remuneration to avoid possible exploitation of those workers who
might be already quite vulnerable.
This is about understanding the importance of cultural context and
family, community and cultural identity. This involves meeting the family,
if it suits the young person, joining a family picnic, doing a home visit or
attending an event – it’s about working within a family context.
Sometimes this involves using translators or taking an ‘opportunistic
approach’ - for example when transporting youth to activities (Case
Study 11).
It is also essential to address cultural competency among staff through
training. One such training focuses on a dialogue method to facilitate
understanding of cultural values and conflicts (11). This refers to
communication and reflection around cultural expectations rather than
information about specific cultures, as the latter can often lead to
unintentional stereotyping (27). Exploring differences in values and respecting
different life choices is essential for social inclusion practices (22). This is the first
step to strengthening communities from CaLD backgrounds.
NCS is also an equal opportunity employer and as such has diverse
cultures within staff at the centre. Staff undertakes training and many
have gained qualifications. We recruit staffs that are both bicultural and
bilingual, many from the local university (Case Study 8).
Linking mainstream with community leaders
Individuals can take a crucial leadership role in developing and strengthening
community capacity and social inclusion. Some of them, and frequently this
role is taken by women, are identified as the ‘quiet contributors’ to
community building, through their facilitation of informal community networks.
These networks are usually related to general neighbourhood support, care of
children and emotional support, which contribute to the creation of strong,
self reliant neighbourhoods (18). Culturally specific, multicultural and
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008mainstream services who work with CaLD families and their children need to
capitalise on these strengths. To do that, however, there is a need to
recognise the important role women can play in community building and
provide them with opportunities to strengthen and further develop their skills in
“relational leadership” (28). Such leadership style is based on networks and
the process of influence between leaders and the members of the
community. Such ‘influence relationships’ derive from a culture of trust and
common purpose. The role of women as community leaders can be utilised
by mainstream services, especially those related to education and care.
Community leaders do not always represent the whole of a particular
community and staff must be aware of the limits of the influence of the
leaders with whom they work. In some cases clan relationships and historical
enmities can be strong and impair the ability to develop representative
relationships. In addition, it is important to recognise that in many cultures
men and women play different roles and agencies need to ensure they do
not create a conflict of interest for their community leaders by requiring of
them influence that is beyond their power. It is possible to undermine the
status in which community leaders are held within their community by
encouraging them to act in ways that support agency goals but actually
conflict with their position in the community. Staffs working with community
leaders have to be prepared to listen to their community leaders and respect
their judgement.
Community leaders are often engaged with mainstream services/agencies in
a voluntary role. They act as consultants, members of consultative or
Management Committees and as unpaid community workers. A number of
services are able to pay workers to carry out prescribed roles such as that of
bilingual-bicultural workers. Culturally-specific workers come from the same
cultural background as the community members with whom they work and
receive training in order to carry out their responsibilities. It is important for
such workers to be appropriately managed and adequately paid, as this
casual employment is often the only one that is available to them. Where
agencies are able to co-operate, they are sometimes able to share such
workers, enabling workers to develop sustainable employment and the
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008community to benefit by the sharing of the workers’ skills and expertise across
several agencies. Such roles are becoming increasingly valued around the
world. Italy, for example, has recently developed a unique profession entitled
“Cultural Facilitator” with it’s own training and a growing professional
recognition (29) to work with identified cultural groups.
Developing appropriate mainstream funding and contracts
Although there are some examples of mainstream services developing strong
community networks on restricted resources, this happens at the cost of
dedicated individuals, who contribute their private time and utilize personal
networks and means. In the long term, staff of such services continually
operating on limited resources get burned out and leave (30). Services’ ability
to facilitate positive networks with and within communities is shaped to a
great degree by adequate funding and government support. Such funding is
needed for training to develop cultural competency, physical resources, as
well as employment of well qualified and experienced staff who are able to
reach out to the communities and work with their leaders.
Funding agreements with mainstream organisations could possibly identify an
allocation towards serving children and families from CaLD backgrounds, in
proportion to their representation in the community. Mainstream organisations
can thus call upon culturally specific or multicultural services to work with
them in developing and running relevant programmes, not only enhancing
the support available to migrants but developing capacity in mainstream
staff.
Focusing on partnerships and co-location
The agency needs to have a model of service delivery that will allow for easy
partnership. As CaLD community members’ mobility is often restricted due to
their disadvantage, and sometimes their cultural norms, developing a model
which will allow for sharing physical and social places allowing for informal
interaction, networking and easy access to services seems of prime
importance.
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008Our services (child care centre) are co-located with a playgroup and a
supported accommodation programme. We use the Bicultural Support
programme and utilise diverse cultural resources and support. (Case
Study 8).
The MCH Nurse has been embedded within the AMES team - visible and
accessible onsite as a constant reminder to IHSS Case Workers and
English language staff… The nurse has been able to access parents in
AMES English Classes when she is onsite and provide education
regarding MCH issues as part of their English Language classes (Case
Study 13).
Examples
Case Studies 1, 8 and 13 are examples of mainstream services.
LESSONS ABOUT SUCCESSFUL INCLUSION
We believe that achieving successful inclusion for CaLD children and families
requires a different way of thinking and working.
A different type of collaboration – culturally specific,
multicultural and mainstream agencies working
together
Our discussion so far, based on a review of the literature and the lessons
learned from the Case Studies, demonstrates that agencies aiming at
successful inclusion cannot work in isolation. Instead they need to work in true
partnerships that involve sharing information, trusting each other and
breaking down traditional boundaries about service responsibilities.
The project is working collaboratively with the Gosnells Women’s Heath
Service CRIO project that has the resources to work with individual CaLD
families and to link them to services in the area – the combination of
both project’s staff resources and expertise has enabled the two
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Australian Research Alliance for Children & Youth –2008projects to achieve together what each on its own could not have
(Case Study 3).
Culturally specific, multicultural and mainstream agencies all have a vital role
to play in delivering services. A decade ago Karp (31) coined the term ‘wrap-
around’ services to reflect the need for consumers of services to feel service
delivery is seamless; that consumers do not experience gaps or duplications in
services. In more recent years other terms such as ‘joined up services’ or
‘whole of government’ services have become more popular.
Joined up services arise out of a government approach to working that
acknowledges the need to work in collaborative partnerships. In Australia this
is called ‘connected government’ (see http://www.connected.gov.au/) and
it is focused on ways of integrating policy and programmes across different
government departments and jurisdictions so that programmes can offer
holistic services (32). Connected up government requires government to work
in partnership with the community; sharing power, work, information and
resources and working towards a common goal.
Sure Start in the United Kingdom reflects the joined up service approach (see
www.surestart.gov.uk). Sure Start is driven by a government position which
requires local agencies to work in partnership in offering integrated services to
families and children in order to receive funding. Services may include
outreach and home visiting, family and parent support, quality opportunities
for play, learning and child care, child health and development advice and
care, and support for those with additional needs. Other programmes
relevant for their community’s needs such as budgeting, literacy training,
English language and employment courses may also operate under the Sure
Start banner. None of these services receive support alone until they
demonstrate they are working in partnership with each other.
The idea of ‘joined up’ services was the foundation of Communities for
Children (C4C) which arose out of the federal government’s Stronger Families
Stronger Communities initiative
(http://www.facs.gov.au/internet/facsinternet.nsf/aboutfacs/programmes/sfs_communities_for
_children.htm). C4C emphasises a collaborative approach in meeting the needs
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008of young children (0-5 years in this case) and their families by offering
programmes based on an assessment of local strengths and needs. At the
various C4C sites around the country co-ordinating bodies (called facilitating
partners) work with local organisations and local people to develop different
programmes. Some of these include home visiting, early learning and literacy
programmes, early development of social and communication skills,
parenting and family support programmes, child nutrition, and community
events to celebrate the importance of children, families and the early years.
Successful ‘joined up’ services rely on the existence of a range of services
(culturally specific, multicultural and mainstream) and the development of
good connections between them, and between services and community
members. Connections between services can be facilitated by co-location –
by sharing physical facilities. Sometimes this can be as simple as different
agencies renting rooms in the same building. Alternatively, agencies may
share infrastructure (eg receptionist, meeting rooms, and staff rooms) but
continue to operate separately. Another option involves operating in cross-
agency teams. The most relevant key worker is chosen to be the multi-
agency interface with the consumer and is supported by staff from all the
other agencies represented in the team. Such partnerships require each
agency to have the relevant funding model, policies and procedures to
support collaborative work.
Connections between agencies and community members rely on an
extensive knowledge of the community and the development of trust
between agency staff and community members. Extensive worker
involvement in the community builds trust. Some programmes achieve this
through employing local community members. The belief is that cultural
sensitivity, flexibility and language skills are essential pre-requisites for staff, and
that professional skills can be learned through additional training (11). Other
programmes encourage workers to become involved in a range of
community events and activities. Many agencies focus instead (or in
addition) on identifying community leaders (people recognised as having
status and respect in their particular community) and liaise with them, hoping
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008that the trust in which the community leader is held will transfer to the agency
itself. Thus knowledge of the community can be obtained through:
• Employing community members as workers
• Supporting workers to become involved in the community in a variety
of ways
• Identifying key community leaders and involving them in the agency
Shaping agency policies and procedures to create the space for partnerships
between agencies, for worker involvement in the community and community
involvement in the agency requires organisational commitment and
leadership (33). Managers need to provide flexibility in job descriptions and
resourcing to support workers. Funding bodies need to allow for sufficient
flexibility in requirements to support agency activities. Managers, policy-
makers, workers and funders alike need to understand that success is based
on an approach to working that requires new ways of thinking and operating.
A different theoretical framework
Agencies and staff need to think clearly about what they want to achieve
and their own assumptions and beliefs about community work. The reality is
that inclusion will not be achieved through token or surface gestures but
through a WAY OF WORKING that reflects the theoretical framework outlined
below (22, 33). That way of working requires heart, knowledge and skills. The
principles of high quality community work apply as does the ability to work in
a manner that demonstrates cultural competence.
Core community work principles
We argue that three fundamental principles apply in high quality community
work (see 34 for a full discussion).
1. An ecological perspective – workers see that children and families are
disadvantaged and excluded and the temptation is to attempt to
address this by focusing on the individual, offering skills and knowledge
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
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Australian Research Alliance for Children & Youth –2008so each individual can learn to function more effectively in the
community and society. However, disadvantage/exclusion must also
be addressed at the community and societal level. No matter how
skilled, in our society there are many people who remain
disadvantaged and excluded because our community groups,
organisations and institutions operate in ways such that not all can
access them and benefit from their services. We have to think about
not only how we can offer skills and knowledge to children and
families, but how we can support our communities and organisations
to reflect on what they do and work towards becoming inclusive.
2. Empowerment – this requires workers to operate in ways that support
children, families, organisations and communities to learn to make their
own decisions and to take responsibility for their own lives. Children,
families, organisations and communities set their own goals, though the
worker may have a role in ensuring they have information about all the
possibilities that are available to them. Workers have a role in guiding
and scaffolding learning but the ultimate aim is for the worker to
become redundant.
3. Strengths – this requires workers to work from an assumption that all
children, families, organisations and communities have strengths, and
that learning best occurs when new learning grows from existing
knowledge and skills. In the same way that nuclear physics can not be
learned without underpinning physics and chemistry, learning a new
culture requires an ability to reflect upon ones’ home culture.
An approach using these three theoretical principles will be one that
enhances individual and community capacity to achieve social inclusion.
Specific CaLD requirements - Cultural Competency
Attached to these generic high quality community work skills and knowledge
is cultural competency. Such competency should be developed through
training and professional development which focuses on a dialogue method
to facilitate understanding of cultural values and conflicts and respect for
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Evidence into Action Topical Paper – Achieving Outcomes for Children and Families from Culturally and
Linguistically Diverse Backgrounds
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