Work With Diverse

CHCDIV001 Work with diverse people
Student Assessment
ASSESSMENT TASK 1 QUESTIONING

Student Details
✔ I have read and understand unit information and assessment instruction
Student ID 15385 Date
Student Name Rachana karki
Assessment Information
Conditions of The student will have access to the relevant learning resources, listed under
Assessment the learning resource of this document, for this assessment.
Questions wi
Responses to the questions must be typed.
Student Instructions for This task requires you to complete a written response knowledge
completion assessment.
You are required to answer all questions correctly in Assessment Task 1
Questioning.
The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are fundamental to
and spelling is required to demonstrate foundation skills, so please ensure to

proofread your answers prior to submission.
You may have up to three (3) attempts to receive a Satisfactory outcome for
this assessment.
Failure to receive the Satisfactory outcome after the three (3) attempts, the
result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll
and repeat the unit to be eligible to be assessed again.
APA referencing must be used where original sources have been used. Do
not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised.
The written assessment standards (8.2) outlined in the PP77 Assessment
policy and procedure apply to this assessment task.
Explanation of the List / identify / state / give = present in brief form

common command Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
Assessment Task Describe = Provide full details of characteristics and/or features, more
needed than an outline or than a list
Explain / Discuss = Provide a reasonable argument to discuss cause and
effect and/or make links between things clear in your own words
Analyse = Identify parts, the relationship between them, and their
relationships with the whole. Draw out and relate implications
Demonstrate = Present, show or illustrate through example or action

CRICOS Provider Code 02934D
HLT37215 Certificate III in Pathology Collection Page 8 of 52 RTO Number 121952
Student Assessment - Version 4.0 July 2021
Student Assessment
Assessment You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
You may seek clarification at any point in time during the assessment task. If
you feel you need more time to complete the assessment, you must negotiate
the time needed with the assessor prior to the assessment due date.
Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more
questions as unsatisfactory, students will be required to resubmit these
questions. For more information, detailed information can be found in PP77
Assessment Policy and Procedure
Due Date 14 days after the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.
1. Provide a brief description of the following terms:
Cultural
Awareness
Cultural Safety
behaviour attitude and policies

Cultural
Competence
2. Provide a brief definition of the concept of diversity.
3. The following question requires you to read the information provided below, then complete the following
self-reflection table regarding your own social/cultural perspectives and biases.
There can be many reasons why you might feel awkward around people in a healthcare setting. You may
not be accustomed to being around various groups of people; or you may even have grown up in a
family/school/community that encouraged conflict with people who were different in some way. Spend
some time thinking about how human differences have made you feel uncomfortable in the past.
Sometimes it is difficult to identify these assumptions, because we think of them as true; or we do not
recognise our inherited attitudes. Being objective about your personal biases may not be an easy task, but

Student Assessment
it can be valuable to identify any preconceptions you may have about people from other cultural
backgrounds. This will improve your compassion whilst carrying out your role as a Pathologist. Remember
that there are many instances in life where differences can be amicably expressed
a. After reflecting on your personal biases, describe two (2) types of people / situations that may make
you feel awkward / uncomfortable (due to cultural differences):
Characteristics Example
Type of person / situation
you feel uncomfortable
around.
How are they different from

you?
Why do you think you feel

uncomfortable around them?
Do you think you feel this

way
a. due to personal
experiences or
b. as a result of
diversity?
List some similarities
between yourself and this
group of people.
4. Match the features of diversity in Australia listed below to the correct type of diversity each one relates to.
There is more than one feature for each type of diversity
Features of diversity:
Parliamentary African cultures Compulsory voting

democracy Work groups Sports groups
Ethnic groups Peer groups Upper Class
Lower Class
Multiple political leaders
Types of diversity:
Political diverse
Social diverse

Student Assessment
Cultural diverse
Economical diverse
Type of Diversity Features of Diversity
Political diverse compulsory voting
Social diverse peer groups social
Cultural diverse
5. Take into consideration the legal and ethical context of discrimination and answer the following questions.
a. Describe two (2) cultural biases or social expectations which may exist when working with each of
the following individuals. Identify two (2) impacts on the individuals and two (2) relevant
Legislations, Acts or Laws that are proclaimed by governments to help protect them.
Individual Biases and Impact Relevant

expectations laws/Act/Legislation
Someone of a
young age
Someone of an
older generation

Student Assessment
A person with a
disability
A Muslim woman
wearing a hijab
Someone who is
transgender or
intersex

Student Assessment
b. Identify two (2) consequences to you as a staff member if you discriminate (intentionally or
unintentionally) against a patient.
6. Answer the following questions regarding Human Rights.
a. Look up the Universal Declaration of Human Rights document and briefly describe what it is,
according to the preamble. Identify four (4) main defining points from the preamble.

Student Assessment
b. What is the relationship between Human Needs and Human Rights? Provide a brief explanation.
c. List five (5) treaties in the Australian Human Rights Frameworks

Student Assessment
d.
human rights and needs are being accounted for.
7. Answer the following questions regarding the rights and responsibilities of the following parties. List two (2)
rights and two (2) responsibilities for the following stakeholders.
a. The pathologist worker
b. The employer
c. The patient

Student Assessment
d. Identify two (2) appropriate actions when rights are being infringed or responsibilities not being
carried out by any of the parties listed above.
8. Match the following areas of Diversity with their Characteristics:
Areas of Diversity:
Culture, race, ethnicity
Disability
Religious or spiritual beliefs
Gender, including transgender
Intersex
Generational
Sexual orientation / sexual identity lesbian, gay, bisexual, heterosexual
Characteristics:
Differing Cultures are extremely diverse in their religions and spiritual beliefs. Also people with
differing Races and Ethnicity may be part of the same Culture but follow differing religious beliefs.
People may view Disability differently even though it refers to someone who has a physical or
mental impairment. The impairment has a substantial and long-term adverse effect on the person's
ability to carry out normal day-to-day activities.
Differing religions and spiritual beliefs can be diverse as they may come from different cultures,
races and ethnic backgrounds but have the same religious or spiritual beliefs.
Depending on the context, these characteristics may include biological sex, that is the state of being
male, female, or an intersex variation, sex-based social structures that is gender roles, gender
identity or transgender identity.
People may view the term 'intersex' as referring to people who are born with genetic, hormonal or
physical sex characteristics that are not typically 'male' or 'female'.
Generatio - Born since 1981 they are achievement-oriented and confident. Gen Y assumes a
24*7 world and expects flexibility and informality at work.
- Born somewhere between the mid to late 60s and the end of the 70s they are
independent and self-reliant. They tend to be willing to challenge the status quo and are usually
engaged by their work but less committed to their organisation than their parents' generation.
The baby boomers - Born between the end of the Second World War (mid 1940s) and the early 60s
baby boomers may identify strongly with their work sacrificing family and outside interests in favour
of career advancement.
The veterans or traditionalists - Oldest of all veterans were born during the Second World War or

Student Assessment
earlier. All of them are beyond traditional retirement age yet some continue to have a major
influence on organisational life and society in general.
Sexual identity is how one thinks of oneself in terms of to whom one is romantically or sexually
attracted to. Sexual identity may also refer to sexual orientation identity, which is when people
identify or dis-identify with a sexual orientation or choose not to identify with a sexual orientation.
Sexual identity and sexual behavior are closely related to sexual orientation, but they are
distinguished, with identity referring to an individual's conception of themselves, behavior referring
to actual sexual acts performed by the individual, and sexual orientation referring to romantic or
sexual attractions toward persons of the opposite sex or gender, the same sex or gender, to both
sexes or more than one gender, or to no one.
Diversity Characteristics
Differing Cultures are extremely diverse in their religions
and spiritual beliefs. Also people with differing Races and
Ethnicity may be part of the same Culture but follow
differing religious beliefs.
People may view Disability differently even though it refers
to someone who has a physical or mental impairment. The
impairment has a substantial and long-term adverse effect
on the person's ability to carry out normal day-to-day
activities.
Differing religions and spiritual beliefs can be diverse as
they may come from different cultures, races and ethnic
backgrounds but have the same religious or spiritual
beliefs.
Depending on the context, these characteristics may
include biological sex, that is the state of being male,
female, or an intersex variation, sex-based social
structures that is gender roles, gender identity or
transgender identity.
People may view the term 'intersex' as referring to people
who are born with genetic, hormonal or physical sex
characteristics that are not typically 'male' or 'female'.
- Born since 1981 they are achievement-
oriented and confident. Gen Y assumes a 24*7 world and
expects flexibility and informality at work.
- Born somewhere between the mid to late
60s and the end of the 70s they are independent and self-
reliant. They tend to be willing to challenge the status quo
and are usually engaged by their work but less committed
to their organisation than their parents' generation.
The baby boomers - Born between the end of the Second
World War (mid 1940s) and the early 60s baby boomers
may identify strongly with their work sacrificing family and
outside interests in favour of career advancement.
The veterans or traditionalists - Oldest of all veterans were
born during the Second World War or earlier. All of them
are beyond traditional retirement age yet some continue to
have a major influence on organisational life and society in
general.

Student Assessment
Sexual identity is how one thinks of oneself in terms of to

whom one is romantically or sexually attracted to. Sexual
identity may also refer to sexual orientation identity, which
is when people identify or dis-identify with a sexual
orientation or choose not to identify with a sexual
orientation. Sexual identity and sexual behavior are closely
related to sexual orientation, but they are distinguished,
with identity referring to an individual's conception of
themselves, behavior referring to actual sexual acts
performed by the individual, and sexual orientation
referring to romantic or sexual attractions toward persons
of the opposite sex or gender, the same sex or gender, to
both sexes or more than one gender, or to no one.
9.
Islander cultures including:
Social, political and economic issues affecting Aboriginal and / or Torres Strait Islander people
Own culture, western systems and structures and how these impact on Aboriginal and / or Torres Strait
Islander people and their engagement with services
a. Identify four (4) social issues affecting Aboriginal and / or Torres Strait Islander people.
b. Identify two (2) political issues affecting Aboriginal and / or Torres Strait Islander people.
c. Identify two (3) economic issues affecting Aboriginal and / or Torres Strait Islander people.
d. Identify four (4) ways Western Systems and Structures impact on the engagement of Aboriginal
and Torres Strait Islander people

Student Assessment
10. Match the topics listed below to the potential needs of marginalised groups. There is more than one topic
matched to each potential need.
Potential needs:
Protective factors
Physical, mental and emotional health issues / care needs
Consideration of impacts of discrimination, trauma, exclusion and negative attitudes
Topics
Human rights laws Equal Opportunity Laws,

Medical care Retaliative behaviour
Suicide Psychological/Psychiatric Care
Discrimination Act Laws, Depression
Negative behaviour, Counselling
Potential needs Topics:
11. Identify three (3) suitable resources that help support the topics listed below.
Topics three (3) suitable resources
Language and Cultural

Diversity
Imagery / pictures
12. Identify three (3) influences and changing practices that have an impact on the diverse communities that
make up Australian society

Student Assessment
13. Provide a brief response to the following topics about what impact the increase in population diversity can
ons
of others in the workplace.
Topics three (3) suitable resources
a. Personal behaviour;
b. Interpersonal
relationships;
c. Perception and social

expectations of others in
the workplace;
14. Research Aboriginal and Torres Strait Islander culture and people to answer the following questions.
a. two (2) social, two (2) political, and two (2) economic issues affecting Aboriginal and Torres Strait
Islander people. Provide one (1) example (for each Issue) of a program and/or project that the
Australian Government or other initiative group has implemented to address these issues.
Program and Projects (at
Aspect Issues
least one for each issue)
Social
Political

Student Assessment
Economic
b. Read the key aspects of Aboriginal and Torres Strait Islander culture (listed below). Populate facts
and key aspects of your own culture, then identify the potential impacts on Aboriginal and Torres
Strait Islanders due to these cultural differences

Student Assessment
Key aspects of Aboriginal and Key aspects of my own Potential impacts due to
Torres Strait Islander culture culture cultural differences
Language
145 Aboriginal and Torres Strait

Islander languages are spoken in
Australia, however only 18 remain
strong (strong meaning they are
spoken by people of all ages)
Social (Marriage)
Aboriginal people have complex

social and marriage laws, based on
the grouping of people with their
society. Under Aboriginal law, a
person cannot marry someone else
from within their group. This
custom (where a person has to
marry outside their group) is called
exogamy.
Religion
Aboriginal religion, like other
religions, is characterised by having
a god or gods who created people
and the surrounding environment
during a particular creation period at
the beginning of time.
Aboriginal people are very religious
and spiritual, but rather than praying
to a single god, each group
generally believes in a number of
different deities. There is no afterlife
in Indigenous Australian religions,
and no heaven or hell.

Student Assessment
History
Aboriginal people are the oldest
surviving culture in the world, having
established ways of managing their
land and society that were
sustainable and ensured good
health. They have occupied Australia
for at least 60,000 years. Indigenous
Australians were drastically impacted
by British colonisation, as disease,
implementation of land ownership
and violence against these people
resulted in reduction of their overall
population and traditional culture.
c.Read the key aspects of Aboriginal and Torres Strait Islander culture (listed below). Populate facts
about the key aspects of Western Systems and Culture, then identify the potential impacts on
Aboriginal and Torres Strait Islanders due to these cultural differences.
Key aspects of Aboriginal and Key aspects of Western Potential impacts due to
Torres Strait Systems and culture cultural differences
Language
145 Aboriginal and Torres Strait

Islander languages are spoken in
Australia, however only 18 remain
strong (strong meaning they are
spoken by people of all ages)
Social (Marriage)
Aboriginal people have complex social

and marriage laws based on the
grouping of people within their society.
Under Aboriginal law, a person cannot
marry someone else from within their
group. This custom, where a person
has to marry outside their group, is
called exogamy.

Student Assessment
Religion
Aboriginal religion, like other religions,
is characterised by having a god or
gods who created people and the
surrounding environment during a
particular creation period at the
beginning of time.
Aboriginal people are very religious
and spiritual, but rather than praying to
a single god, each group generally
believes in a number of different
deities. There is no afterlife in
Indigenous Australian religions and no
heaven or hell.
History
Aboriginal people are the oldest
surviving culture in the world, having
established ways of managing their
land and society that were sustainable
while ensuring good health. They have
occupied Australia for at least 60,000
years. Indigenous Australians were
drastically impacted by British
colonisation, as disease,
implementation of land ownership and
violence against these people resulted
in reduction of their overall population
and traditional culture.
Lifestyle
Aboriginal or Torres Strait Islanders were
happier and healthier because they led a
simple life with few disruptions. If they
went out for a walk, it meant they were
walking.
The used to eat real ‘bush’ food; food free
from preservatives, artificial sweeteners
and genetically modified ingredients.
Food was seasonal and grown properly;
with fewer pesticides making it more
nutritious.
Better Environment.
Aboriginal or Torres Strait Islanders use to
live in a healthier environment with less
pollution.
They led a more disciplined life.
They ate on time and slept on time.
Their immunity was better as they inhaled
fresh air.
They had fewer distractions and mainly
focused on work and family.

Student Assessment
d. Identify four (4) issues that Aboriginal and Torres Strait Islander people face when engaging with
health services.


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CHCDIV001 Work with diverse people

ASSESSMENT TASK 1 QUESTIONING

✔ I have read and understand unit information and assessment instruction

Student ID 15385 Date

Student Name Rachana karki

and spelling is required to demonstrate foundation skills, so please ensure to

Explanation of the List / identify / state / give = present in brief form

CHCDIV001 Work with diverse people

1. Provide a brief description of the following terms:

behaviour attitude and policies

2. Provide a brief definition of the concept of diversity.

CHCDIV001 Work with diverse people

How are they different from

Why do you think you feel

Do you think you feel this

Parliamentary African cultures Compulsory voting

CHCDIV001 Work with diverse people

Type of Diversity Features of Diversity

Political diverse compulsory voting

Social diverse peer groups social

Individual Biases and Impact Relevant

CHCDIV001 Work with diverse people

CHCDIV001 Work with diverse people

6. Answer the following questions regarding Human Rights.

CHCDIV001 Work with diverse people

c. List five (5) treaties in the Australian Human Rights Frameworks

CHCDIV001 Work with diverse people

a. The pathologist worker

CHCDIV001 Work with diverse people

8. Match the following areas of Diversity with their Characteristics:

CHCDIV001 Work with diverse people

CHCDIV001 Work with diverse people

Sexual identity is how one thinks of oneself in terms of to

CHCDIV001 Work with diverse people

Human rights laws Equal Opportunity Laws,

Potential needs Topics:

Topics three (3) suitable resources

Language and Cultural

CHCDIV001 Work with diverse people

Topics three (3) suitable resources

c. Perception and social

CHCDIV001 Work with diverse people

CHCDIV001 Work with diverse people

145 Aboriginal and Torres Strait

Aboriginal people have complex

CHCDIV001 Work with diverse people

145 Aboriginal and Torres Strait

Aboriginal people have complex social

CHCDIV001 Work with diverse people

CHCDIV001 Work with diverse people

CHCDIV001 Work with diverse people

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