Brazilian Trade Policy: Role of CAMEX
CAMEX, established by Presidential Decree, plays a crucial role in formulating and implementing foreign trade policies in Brazil. It is responsible for defining major orientations and making final decisions on trade defense measures.
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Working with First Nations Peoples 24th October 2019 Disclaimer An Australian Government Initiative
CONTENTS Cultural Appreciation Supporting Clients Cultural Competence Basic Human Needs Transgenerational Trauma Reflective Practice Trauma Informed Practice Measuring and Evaluating Competency Indigenous Learning Principles What Does This Mean Abstract Concepts / Communication Key Question Work with Cultural Requirements Cultural Safety
Cultural Awareness Cultural Appreciation Cultural Competency Cultural Awareness -> an understanding of the differences between themselves and people for other countries and other backgrounds, especially differences in attitudes and values. Cultural Appreciation -> Is taking time out to learn about different cultures and their traditions. To become more open in understanding the truths about a culture and embracing them in a respectful manner. Cultural Competence -> developed individual skills and knowledge so that behaviours and interactions are more acceptable and appropriate in a cross cultural sense -> culturally safe.
Developing Cultural Competence CONTEXT (Organisation) INDIVIDUAL PRACTICES (Culturally inclusive) ORGANISATION RELATIONSHIPS (Collaborative partnerships) SYSTEMIC SERVICE DELIVERY (Outcomes) HANDOUT 1
Transgenerational Trauma Between and across generations -> handed down trauma. Vicarious experience even, where the whole community identifies with an individual s, a family s or community s traumatic experience. Link -> dysfunctional community syndrome and an individual s reduced capacity to healthy lifestyle choices. Unresolved childhood trauma, dislocation from community / primary source of nurturing, loss or identity, no exposure to positive socialisation behaviours, male on male violence, female on female violence, substance use related violence etc, self harm / mutilation, child abuse / child sexual assault / sexual assault, spousal assault and homicide. Link -> unresolved childhood trauma and participation in violence and crime, sexual inappropriateness and incarceration as adolescents and adults. Exposure to community violence -> high levels of emotional distress and antisocial behaviours - > risk factor for depression, anxiety and aggression. READING 2 + 3
Trauma Informed Practice Trauma Informed Practice Somatic (of the body and not of the mind) / sensory issues in brainstem Attachment- limbic brain Emotional regulation - limbic brain Behavior regulation - limbic brain Self - esteem issues cortical brain Dissociation (declare oneself disconnected) cortical brain Cognitive problems cortical brain Need to consider all of these elements to adequately support the Aboriginal and Torres Strait Islander person. Traditional vs Trauma Informed HANDOUT 2
Traditional vs Trauma Informed Service Provision Handout 2 Traditional Trauma Informed What is a service relationship The consumer is a passive recipient of services. The core of the service relationship is a genuine collaboration. The provider is accorded more status and power within the relationship. Trust must be earned. Consumers often find themselves frightened and cautious. Provider and consumer both bring strength to the relationship. Trust is assumed. What services are available The only viable goal is stability in the most efficient manner possible, once the symptoms have been managed treatment / services ends. The goal is to return a sense of control and autonomy to the consumer / survivor. Emphasis in on skill building and only secondary on symptom management. Services are crisis driven. Service time limits are set in collaboration with the consumer-survivor. The system strives to minimise risk to itself. Services are strengths based. Services are content specific, time limited, and outcome focused. There is a focus on the prevention of further trauma within the client\s system. Weigh risks to consumers along with risks to the organisation.
Indigenous Leaning Principles The calibre of the messenger, rather than the message. Modelling the behaviours. Repetition. Use of 2 D and 3 D. Use of the environment cultural placement principles.
Abstract Concepts / Communication Abstract Concepts / Communication Conveying abstract concepts. Legal Practitioners vocabulary -> abstract nouns. No conceptual equivalent. Assessing English proficiency is complex. Interpreters still have to interpret meaning. Effective communication -> plain English. Distinctive ways that Aboriginal people use English. Gratuitous Concurrence. Dianna Eades. Aboriginal Ways of Using English
Abstract Nouns Examples Police = bullyman / coppers Guilty = you did it; it s true. Not Guilty = you didn t do it; it s not true. Need to then ask the next follow up question: what parts are not true and why? (especially when reading through the contents of a police QP9 and charge) . Lawyer = Rep/ person who speaks for you. Court = Court. No other word that I have come across up in FNQ to describe it. Sometimes clients have referred to it as going up to see that Judge . Charge = Charge. No other word that I have come across up in FNQ to describe it. Sometimes I have described a charge/charges as follows: this is what the coppers/bullyman are saying you did . Adjournment = Adjournment. No other word that I have come across up in FNQ to describe it. Sometimes I have described an adjournment as follows: this is a break so coppers can get evidence like witness statements to the defendant, especially when they are disputing facts. HANDOUT 3
Work with Cultural Requirements Information - linguistically, visually and culturally acceptable. Different community views, in planning any support activities. A fully informed community, that generates its own solutions Adapt work processes. Use community s values, issues and structures. Work with the whole family. Work consistently. Be realistic in what you can do. Ensure that Indigenous Learning Principles are adopted in interventions. Where possible use gendered specific interventions. Be aware of your words and communication style. Become aware of what being trauma informed really means, Step 1 Identifying that there is trauma. Being aware of your limitations. Be culturally safe. HANDOUT 4
Cultural Safety Cultural Safety reflecting on one s own culture, attitudes and beliefs about others clear, value free, open and respectful communication developing trust recognising and avoiding stereotypical barriers being prepared to engage with others in a two-way dialogue where knowledge is shared understanding the influence of culture shock HANDOUT 5
Supporting Clients Prioritise safety. Use interpersonal skills. Provide the individual feedback to ensure accuracy and appropriate interpretation of their story. Identify, assess and respond to any indications of risk. Explain and promote client and worker rights and responsibilities. Keeping records. Professional approach to supporting clients by self-reflection of your practice and being aware of your organisation s rules, records, regulations, relationships and roles. Indigenous learning principles. Being trauma informed.
Basic Human Needs Basic Human Needs Holistic wellness Satisfy a system of interrelated universal needs Approximate a normative state of well being If there are to be Strong ATSI families and communities than the focus must shift to the human condition Profound impacts of the human condition and social and emotional needs and well being THINK OF YOUR OWN BASIC HUMAN NEEDS.
Reflective Practice Reflective Practice Reflective practice is the self-monitoring of thoughts and feelings and self- regulation of actions, leading to more effective practice, increased insight, new knowledge and improved skills. It involves the returning to, recalling and re-evaluating the experience. (CMSA 2009) Reflection is a form of mental processing like a form of thinking that we may use to fulfil a purpose or to achieve some anticipated outcome or we may simply be reflective and then an outcome can be unexpected. Significant personal and social transformations may result from this kind of reflection . At its highest level, reflective practice involves students or practitioners engaging in this type of critical self-reflection so that they can unpack and question the assumptions and values which underlie their judgements and actions. Reflective practice is a formal process, the outputs of which are evidence of reflection. Reflective practice may include a range of activities such as staff meetings, learning journals, portfolios, diaries, logs, reflective reports and notebooks. The notions of thinking and developing understanding are central to the concept of reflection. In the context of legal education, the aim of reflective practice should be to encourage students to engage in autonomous learning with a view to developing their understanding in the context of their previous experience, knowledge, values and beliefs.
Measuringand Evaluating Competency Self assessment Interviews Observations How critical incidents are dealt with Peer appraisals Community feedback
WHAT DOES ALL THIS MEAN WHEN WORKING WITH ABORIGINAL AND TORRES STRAIT ISLANDER CLIENTS
KEY QUESTIONS KEY QUESTIONS Thinking of what you have just heard with cultural appreciation and being more culturally competent, and the world of Indigenous Australians. How new information is learnt, the impact of transgenerational trauma, the impact of trauma, how all of us have basic human needs. How can this information inform your practice when WORKING with Aboriginal and Torres Strait Islander peoples and how can you embed these individual learnings into your organisation. Is there anything in these learnings where you see a commonality with other client cohort groups ie CALD and how can you adapt these learnings.
References Allan, A & Dawson, D. 2002 CRC6/00-01. Developing a Unique Risk of Violence Tool for Australian Indigenous Offenders: p 79. Atkinson, J, Nelson, J & Atkinson, C 2010, 'Trauma, transgenerational transfer and effects on community wellbeing', in N Purdie, P Dudgeon, & R Walker (eds), Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice, Australian Institute of Health and Welfare, Canberra, ACT, pp. 135-144. ISBN: 9781742410906. Bellach, P. Working with Aboriginal Clients: What makes a good Lawyer? Indigenous Law Bulletin. March/April. Vol 8. issue 11. pp 22-23. Cavanagh, V. Marchetti, E. Judicial Indigenous Cross-cultural training: what is available, how good is it and can it be improved? Vol 19 No 2, 2015/2016. Australian Indigenous Law Review. Clark, Geoff --- "Not Just Payback: Indigenous Customary Law" [2002] ALRCRefJl 2; (2002) 80 Australian Law Reform Commission Reform Journal 5 JBS International, Inc and Georgetown University National Technical Assistance Center for Children s Mental Health. Trauma Informed Care: Perspectives and Resources. Understanding the Impact of Trauma. P 3. Maxwell, Jack --- "'Two Systems Of Law Side By Side': The Role Of Indigenous Customary Law In Sentencing" [2016] AUIndigLawRw 16; (2015/2016) 19(2) Australian Indigenous Law Review P 97. Memmott, P. 2002. Community Based Strategies for Combating Indigenous Violence. UNSW Law Journal, Vol 25(1), pp 220-227. Mooney, C. Knox, D. Schacht, C. 2007. Understanding Social Problems. Belmont CA. Thomson Wadsworth. 5th Ed. Newman, L. Trauma Focused Care, in Underwood, LA. Dailey, F. Counselling Adolescents Competently. Sage. London 2017. pp 51 74. Whitbourn, M. Newspaper article: Magistrate David Heilpern speaks of vicarious trauma in Triston Jepson lecture. The Sydney Morning Herald Oct 25 2017. Taken from https://wwwcommunitydoor.org Developing a Culturally Competent Organisation. Taken from https://www.urbandictionary.com/define.php?term=Cultural%20Appreciation Taken from http://www.intstudentsup.org/diversity/cultural_safety/
