Developing relationships with culturally and linguistically diverse families .

1. Developing relationships with culturally and linguistically diversefamilies. by Fay Hadley Project Manager Lady Gowrie Child Centre, Sydney

2. Aim of the project Improve the capacity of Children’s Services in Northern Sydney to provide appropriate cross cultural communication and support to parents and children from culturally and linguistically diverse families. Objectives - develop an evidence-based practical framework - engage providers to participate in the development of the framework

3. Background of project • Formed reference group • Developed project plan • Completed draft literature review • Mapped services and agencies • Developed methodology tools (interviews and questionnaires) • Engaged 16 children’s services & 8 agencies • Collected and analysed data

4. Data included • Questionnaires = 208 (20.33%) • Family = 154 (18.2%) • Staff = 40 (30.07%) • Agency = 14 (31.81%) • Interviews = 123 • Parents’ accessing services = 39 • Staff = 29 • Children = 40 • Agency = 4 • Parents not accessing services = 11

5. Outstanding tasks • Develop framework/resource • Validate framework with interested services and agencies • Trial and evaluate framework in 16 services and 8 agencies • Adapt framework and submit to FF March 2007

6. Building relationships - issues • Families often want different things • Some wishes of families contradicts early childhood philosophy (anti bias, language) • Language barriers (both families and staff) • Child rearing differences • Lack of knowledge of services and there roles for families • Services lack of knowledge/links with agencies who support families • Time and resources • Communication channels may need to be addressed

7. Communication methods

8. Better to teach them Australian culture better than my culture because we can teach them my culture at home (non user intv 1). • Childcare need to focus on kids – teach them about different people are different colours. Kids are curious and teachers need to tell the kids in a kids way about nature and kids are different but this is OK/normal (non user intv 5). • Sometimes they don’t want their children to get messy/dirty – they want their child to look like they’re well cared for and we are saying wear old clothes. But they want you to feel that they are a good parent and that they are providing and doing the best for their child (LDC A S Intv 1). • Some look like centres from 20 years ago and don’t see it as there responsibility to have contact and develop a relationship with the families. They just want them to drop the child off and leave (Agency 7 S Intv 1).

9. Practical strategies • #1 Build connections with families • Orientation • Settling in • Existing families • Policies • Communication strategies • #2 Assess staff training and service’s needs • #3 Provide opportunities for families to link • # 4Build relationships with agencies

11. Build connections - get to know families • Organise time on enrolment • Listen to families - ask questions about their values/beliefs • Adapt settling in procedure as needed • Be specific about what you want/need • Seek information about their culture/country of origin • Follow up with regular discussions • Provide translations and interpreters (access community people) • Be prepared for compromises

12. The biggest factor in settling is reassuring the parents. She was great at reassuring me and she helped me to let go of my anxiety. She made us feel a part of the family (FDC A P1 intv). • In this day and age of technology, it would be better if emails were sent to parents that would like to receive information on the internet rather than reading notices (LDC A PQ3). • First of all to be a very good listener and not to be judgemental. Parents have their likes and dislikes and we are here to serve them (LDC A S intv 2).

13. Assess staff training and service’s needs • Assess service • staff attitudes/roles • resources • program • families accessing (cultural make ups) • Staff development goals • Provide inservices/readings to develop knowledge/skills • Visit other services

14. Provide opportunities for families to link • Introduce them to other families • Provide orientation sessions • Have informal get togethers - afternoon tea, dinner • Utilise more established families • Provide a list of families and their contacts (confidentiality issue to address) • Parent helper – extend role

15. Introduction by teachers would help. Organizing activities that would offer more interaction among parents and families (LDC A PQ5). • Interested in relaxed gathering such as a BBQ atmosphere. Not into formal dinners/gathering (LDC A PQ19).

16. Build relationships with key agencies • Connect with your community - who’s supporting families? • Make contact - develop a reciprocal relationship • Attend inter-agency meetings • Utilise technology - emails/websites

17. The staff are part of the community – so we feel connected(LDC A S intv 1) • It is rare for staff in services to attend our at risk forums. It is too expensive as they have to pay for relief staff. But we want them to come and make links with them (agency 2, S intv 1).

18. Summing up • Attitudes are powerful - it is in your hands to help families feel welcome. • Actions speak louder than words. • With all these kinds of issues I guess it is an acceptance and us not judging them. There is no right or wrong way of doing things (LDC A S Intv 1)

19. My contacts Fay Hadley Email: fhadley@gowrie-sydney.com.au Phone: 9938 4640 (Tues - Thurs) Mobile: 0407 266 600