Cultural Safety Module 2: People’s Experiences of Oppression

Jaimie Tilo

February 22, 2023

Lori Hildebrandt
 PNSG 215 Professional Communication – Indigenous Self-Assessment – Cultural
Safety - Learning about Diversity (25%)

Cultural Safety is a key component of your ongoing development in therapeutic relationships and
effective communication with patients and their families. In this assignment you will be required
to complete the UVIC Cultural Safety Module 2 – People’s Experiences of Oppression located at
http://web2.uvcs.uvic.ca/courses/csafety/mod2/ and respond to the 4 questions you have not
already answered under “What Does this Mean to Practice”:

1. How did you feel after working through Module 2?

I felt emotional, and it was heartbreaking reading all their stories and experiences. When

I was reading Emily’s experiences, it was sad and heartbreaking to be told to just stay at

home because you are not suited for the program because she’s aboriginal. Not a lot of

people realized how much one word, or their actions could affect a person and how it

could just easily destroy a dream. However, I love how Emily brave through it and didn’t

quit on her program despite being told that.

2. Has your definition of culture changed since you worked through Module 2? If so,

why and in what way(s)? If not, why not?

Yes, it has changed. When I think of culture, I always think about a certain group or an

individual’s ethnic background and how they’re traits, attributes, and is greatly affected

by it which is not really the case because culture can also be identified and experienced

through age, gender, sexuality, physical size, and education. I should not assume that just

because I see or know one person does certain things doesn’t mean people from the same

ethnic background do as well.

3. Reflect on your social location from the Flower of Power exercise. What surprised

you about your power and privilege? What insights did you gain about the power

and privilege of others?

I am privileged with my education, my current geographic region, family, and age group.

I’m in the middle with my language, religion, socioeconomic class, body size,

ability/disability, immigration status, sexual orientation, & gender. Non-privileged with

my race, ethnic group, and my origin geographic region.

It surprised me that majority of my power and privilege is in the middle because

sometimes I still think I am not privileged enough to do the things I can do right now or

afford the things I have when in fact there’s more non-privileged people who can’t have

what they need to survive for everyday life. Moving and migrating to Canada has given

me a lot of opportunities to gain education, finish school, and pursue my dream. In

comparison to where I came from (Philippines), it is hard to get education and has little

opportunities because it is hard to earn money. Some people must work from day until

night outside to earn money and provide support to their family. Because of this, a lot of

kids don’t pursue education anymore and must start working early to help their parents.

4. Have you, or has someone you overheard, ever said, "I don't notice race, I treat

everyone the same." Is treating everyone the same appropriate in all circumstances?

Is it possible not to notice skin colour? If you think about cultural safety, when

might treating everyone equitably, but differently be appropriate?

I have heard the phrase a few times. I believe everyone should be treated equally despite

of different beliefs, values, cultures, and regardless of the circumstances. However,

treating everyone the same does not apply in all circumstances sometimes because this is
 the very reason why Aboriginal people has been oppressed and marginalized. They were

treated differently than everyone else due to their race and ethnic background; they were

not given a voice to speak up for themselves and their rights as a human. For instance,

when we were watching the video about the End-of-Life Care with Aboriginal families,

they were talking about how they were not given a private space to do their own things

such as prayers or burning sweetgrass for their loved ones that are dying or how they

limit people who is wanting to visit. In addition, their past experiences and trauma has

caused them to be afraid to seek help and access health care. All of these past experiences

of oppression and marginalization did not only affect those who had experienced it but

also was passed on to the next generation. For me personally, it is not possible to not

notice skin colour because to be honest when I look at people that’s one of the very first

thing I noticed in an individual. We must acknowledge that people have been oppressed

or marginalized because of this. To ignore color is like turning a blind eye for the people

who has been oppressed because of their ethnic background and race. Lastly, I think

treating everyone equitably but different be appropriate is when someone is being

disrespectful about you, your beliefs, values, and your cultures.

Upon completion of the module you will complete a self-assessment of your previous personal
and professional experience, material learned from Module 2 and other course work. Provide
additional ways you have now met some of the competencies from the Indigenous Safety
Competencies and add to your table from semester 1. Submit the updated document with the
above responses to the 4 questions in “What Does it Mean to Practice” to the assignment drop
box.
This is an independent, self-directed assignment.
References
University of Victoria. (n.d.). Introduction. Cultural Safety: Module Two | Peoples Experiences

of Oppression. Retrieved January 9, 2023, from

https://web2.uvcs.uvic.ca/courses/csafety/mod2/index.htm

EndofLifeCareProject. (2012, November 29). Completing the circle: End of life care with

aboriginal families. YouTube. Retrieved January 20, 2023, from

https://www.youtube.com/watch?v=XbUGMIKId0c&t=1001s
Marking Rubric
Module 1 Questions
Question #1 - How did you feel after working through Module 2?
 Rational provided in response
 Clear link to module 2 /2
Question #2 - Has your definition of culture changed since you worked
through Module 2? If so, why and in what way(s)? If not, why not?

 Response links concepts of culture

 Clear link to discussion of culture from module 2
/4
 Rationale provide in response

Question #3 - Reflect on your social location from the Flower of Power

exercise. What surprised you about your power and privilege? What insights
did you gain about the power and privilege of others?

 Result of exercise provided

 Response includes what surprised you and what insights you gained
 Thorough rational/examples given /4
Question #4 - Have you, or has someone you overheard, ever said, "I don't
notice race, I treat everyone the same." Is treating everyone the same
appropriate in all circumstances? Is it possible not to notice skin colour? If
you think about cultural safety, when might treating everyone equitably, but
differently be appropriate?

 Example provided
 Each part of the question is answered /6
 Rational provided in response to treating people equitably

Follows APA Formatting

/2
 Indigenous Competencies - Self-Assessment
 ADD 4-5 entries to your existing document
/3
 Dates provided with each new entry
/1
 Clearly identifies how previous personal, professional experience or
learned materials apply to the competency
/3
Total/Summary
/25
 Not Yet Culturally Safe Evidence (how you A
(areas that have met the b
need work) competencies)

Respect
a) Understand that unique histories, cultures, languages, and social S
circumstances are manifested in the diversity of First Nations, s
Y
Inuit and Métis peoples.
w
c
k
I

b) Understand that First Nations, Inuit and Métis peoples will not Sept 24th, 2020 as
access a health care system when they do not feel safe doing so learned in Mod 1-
indian hospitals
and where encountering the health care system places them at
have hurt and
risk for cultural harm. created mistrust
towards healthcare,
I may need to
develop a
therapeutic
relationship first
before jumping to
medical/nursing
questions when
interacting with
ind.ppls

EXAMPLE SELF-ASSESSMENT
*INDICATES NEED TO WORK ON
 Aboriginal Self-Assessment - Cultural Safety – Learning about Diversity
Rubric
Not Yet Culturally Safe Evidence (how A
(areas that you have met the g
need work) competencies)
Inclusivity
a) Identify, acknowledge and analyze one’s considered emotional
response to the many histories and contemporary environment of
First Nations, Inuit and Métis peoples and offer opinions
respectfully.

b) Acknowledge and analyze the limitations of one’s knowledge

and perspectives, and incorporate new ways of seeing, valuing,
and understanding the health and health practices of First
Nations, Inuit and Métis peoples.

c) Describe examples of ways to respectfully engage with, and

contribute to First Nations, Inuit and Métis communities as a
prospective care provider. December 14,
2022, I’ve learned
d) Demonstrate authentic, supportive and inclusive behavior in all
strategies when
exchanges with First Nations, Inuit and Métis individuals, health
working with
care workers, and communities.
different ethnic
e) Additional entries (as needed) groups or culture.
For example,
being sensitive
and non-
judgmental, not
making
assumptions that
everyone has the
same story, using
a variety of
approaches when
working within an
ethnic
community,
asking questions
about culture,
religion, &
 rituals.
Post colonial understanding
a) Describe the connection between historical and current
government practices towards First Nations, Inuit and Métis
peoples.
September 14,
b) Describe the resultant intergenerational health outcomes, and 2022 – on health
determinants of health that impact First Nations, Inuit and Métis promotion class, I
clients, families, and communities. learned about the
3 different types
c) Outline the concept of inequity of access to health care/health of determinants of
information for First Nations, Inuit and Métis peoples and the health of
factors that contribute to it. aboriginal people.
Proximal have
d) Identify ways of readdressing inequity of access to health
direct influence
care/health information with First Nations, Inuit and Métis
on health,
clients, families, and communities. physical, and
e) Articulate how the emotional, physical, social and spiritual social
environment.
determinants of health and well being for First Nations, Inuit and
Intermediate
Métis peoples impact their health.
includes the
f) Additional entries (as needed) community,
infrastructure,
resources, and
systems. Distal
determinants have
the most impact
on population it
includes history,
politics, social,
and economic
contexts.
Respect
c) Understand that unique histories, cultures, languages, and social
circumstances are manifested in the diversity of First Nations,
Inuit and Métis peoples.
September 30,
d) Understand that First Nations, Inuit and Métis peoples will not 2022 - In Module
access a health care system when they do not feel safe doing so 1, I learned how
and where encountering the health care system places them at Indian hospital
risk for cultural harm. have impacted the
 e) Identify key principles in developing collaborative and ethical First Nations,
relationships. Inuit, and Metis
and how they
view the
healthcare
system.
f) Describe types of Aboriginal healers/traditional medicine people September 16,
and health professionals working in local First Nations, Inuit 2022 – on
and/or Métis communities. variations in
health, I’ve
g) Demonstrate how to appropriately enquire whether First Nations, learned about
Inuit or Métis clients are taking traditional herbs or medicines to smudging and
treat their ailment and how to integrate that knowledge into their why they do it.
care. Smudging is used
in different ways
h) Additional entries (as needed)
– prayer, healing,
and cleansing.

Indigenous Knowledge
a) Demonstrate ways to acknowledge and value Indigenous December 14,
knowledge with respect to the health and wellness of First 2022 – during
Nations, Inuit and Métis clients, families and communities. communication
class, I’ve learned
b) Recognize the diversity, as a care provider, of Indigenous health what Indigenous
knowledge and practices among First Nations, Inuit and/or Métis client want when
clients, families or communities. providing care for
them and their
c) Identify and describe the range of healing and wellness practices, loves such as
traditional and non-traditional, present in local First Nations, respect, trust, and
Inuit and Métis communities. spirituality.
Respect can be
d) Additional entries (as needed)
shown by being
sincere and
explaining things
in a way that they
understand, trust
needs to be gain
in order to build a
relationship with
the family and the
pt and lastly,
ensuring pt that
they can practice
their spirituality
and finding a
room for them
where they can
hold their
ceremonies.

On December 14,
2022, we watched
the video about
the End-of-Life
Care with
Aboriginal
Families and how
health care
provider can
provide a better
care for
Aboriginal and
Indian people
while in the
hospital such as
respecting their
practices and
rituals when their
family member is
sick by allowing
them to pray in
their own way
and letting them
burn sweetgrass
or do smut for
their loved ones
during their last
moments.
Communication
a) Identify the centrality of communication in the provision of
culturally safe care, and engage in culturally safe communication
with First Nations, Inuit and Métis clients, families and
communities.

b) Demonstrate the ability to establish a positive therapeutic In 215

relationship with First Nations, Inuit and Métis clients and their Communication
class, December
families, characterized by understanding, trust, respect, honesty
14, 2022. I’ve
and empathy.
learned about the
different ways on
how to establish a
trusting positive
therapeutic
relationship with
First Nations,
Inuit, & Metis
clients and their
families such as
listening to the pt
and finding out
who they are and
their needs,
adapting to the
pt’s, family’s
community ways
of being, learning
about their past
history and how it
might affect their
behaviours and
attitudes,
understanding the
concept of
holism, and etc.
c) Identify specific populations that will likely require the support
of trained interpreters; and demonstrate the ability to utilize these September 26,
services when providing care to individuals, families and 2022 – on
communities. professional
communication
d) Additional entries (as needed) class, I’ve learned
how different
cultural groups
may need access
and support of
interpreters to
better
communicate
their needs,
questions, and
symptoms.