Language and communication

Traditional language is important for maintaining strong cultural connections. Where traditional languages have been taken away from communities, a sense of loss, grief and inadequacy develops. To keep communities and generations strong, traditional language being passed from one generation to another is vital (Marmion et al.).

Although English is Australia’s accepted language, for many Aboriginal and Torres Strait Islander peoples (especially for those from the remote regions), English is a second or third language.

When working with Aboriginal and Torres Strait Islander families and children, use clear communication, approach with curiosity and cultural humility. 

A culturally appropriate interpreter may be required to ensure effective engagement and understanding for all parties are achieved. 

The words used to describe Aboriginal and Torres Strait Islander children, young people and families’ matter. Use the resources below to guide the approach. 

Check biases and assumptions

As departmental representatives, roles hold power and for many staff our own backgrounds have given us relative privilege. 

When interacting and communicating with children and families, we will exhibit behaviours that display (sometimes subtly) this privilege and power. No matter how well-intentioned, these behaviours can continue the historical power imbalance for Aboriginal and Torres Strait Islander Peoples and deny them equal access to opportunity and to self-determination. 

Being culturally capable and responsive

Cultural safety for Aboriginal and Torres Strait Islander people is defined as an environment that is spiritually, socially and emotionally safe, as well as physically safe for people; where there is no assault, challenge or denial of their identity, of who they are and what they need  (Williams.) 

In practice, cultural safety promotes effective and meaningful pathways to achieving cultural understanding and promoting self-determination for Aboriginal and Torres Strait Islander people.

Safe and culturally responsive practice acknowledges, respects and accommodates differences and includes cultural capability training strategies and other transforming workplace tools.

Being an expert in culture is not required. However, it is essential to demonstrate cultural respect and actively work towards building cultural capability.

Building cultural capability is important for all those working in child protection, and practitioners are encouraged to foster relationships with their local communities to develop and build cultural knowledge.

Establish meaningful and respectful connections by engaging with key community members and organisations. Meet with: 

• elders 
• indigenous family support agencies 
• the local Family Wellbeing Services 
• Family Participation Program providers
• ATSICCO practitioners (for any child where delegated authority is established).

Take the time to read and research about the local communities involved.

Developing cultural competence is a continuous learning journey, rather than a destination. It requires a change in attitudes and practices through which individuals and organisations demonstrate genuine respect and value for a culture that is not their own.

Building cultural capability

Applying cultural knowledge can be done in many ways, for example:

• build cultural capability by applying the five elements of the Aboriginal and Torres Strait Islander Child Placement Principle in all work with Aboriginal and Torres Strait Islander children and families
• incorporate Aboriginal and Torres Strait Islander cultural perspectives into practice provides valuable prompts for effectively applying a cultural lens
• engage the expertise of cultural practice advisors, Aboriginal and Torres Strait Islander practice leaders, and staff to bring a cultural perspective to various Child Safety meetings and processes.

Building cultural capability is essential to ensure methods are respectful, culturally appropriate, and value the knowledge of Aboriginal and Torres Strait Islander peoples.

The child or young person, along with their parents and family, should be recognised as the primary source of cultural knowledge about the child or young person. They are the most appropriate starting point when gathering information about a child’s culture.

Cultural practice advisors, Aboriginal and Torres Strait Islander practice leaders, and colleagues are valuable internal resources for consultation and advice. They possess knowledge of the local community and the appropriate protocols to follow. Their guidance can support the development of effective and culturally appropriate approaches to working with Aboriginal and Torres Strait Islander families and communities. 

Across Queensland, many Aboriginal and Torres Strait Islander organisations are available to provide general cultural advice and guidance. Developing genuine connections and nurturing these working relationships can help support work with Aboriginal and Torres Strait Islander families, children, and young people.