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CHCDEV002
Analyse impacts of
sociological factors on clients
in community work and
services
Learner Guide
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Table of Contents
Unit of Competency ………………………………………………………………………………………………………….. 4
Application …………………………………………………………………………………………………………………………. 4
Performance Criteria……………………………………………………………………………………………………………. 5
Foundation Skills …………………………………………………………………………………………………………………. 6
Assessment Requirements……………………………………………………………………………………………………. 7
1. Identify social and cultural issues impacting on clients in Australian society……………………………… 9
1.1 – Identify major social and cultural institutions in Australian society and their societal functions 10
Social and cultural institutions…………………………………………………………………………………………….. 10
1.2 – Identify ways in which major institutions in Australian society can impact clients as individuals
and as part of community and family groups……………………………………………………………………………. 15
Impact of institutions on clients ………………………………………………………………………………………….. 15
1.3 – Examine and identify possible effects and consequences of conditions and experiences of
inequality on clients as individuals and as part of community and family groups ………………………….. 18
Impact of inequality …………………………………………………………………………………………………………… 18
1.4 – Identify impacts of long-term unemployment and associated issues on clients as individuals and
as family members………………………………………………………………………………………………………………… 21
Impact of long-term unemployment ……………………………………………………………………………………. 21
1.5 – Where relevant, identify factors associated with age in Australian society and their impact on
clients as individuals and in family and community settings……………………………………………………….. 23
Impact of age ……………………………………………………………………………………………………………………. 23
Stereotypes ………………………………………………………………………………………………………………………. 24
2. Analyse impacts of social and cultural factors on clients ……………………………………………………… 25
2.1 – Use available information to identify and analyse social and cultural factors impacting on
individual clients, groups or communities………………………………………………………………………………… 26
Identify impacting factors …………………………………………………………………………………………………… 26
Discrimination …………………………………………………………………………………………………………………… 27
Housing ……………………………………………………………………………………………………………………………. 28
Aboriginal Australians ………………………………………………………………………………………………………… 29
Lifestyle ……………………………………………………………………………………………………………………………. 31
Culture……………………………………………………………………………………………………………………………… 32
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2.2 – Clarify current health and wellbeing and associated needs for individual clients, groups or
communities ………………………………………………………………………………………………………………………… 34
Clarify health and wellbeing needs………………………………………………………………………………………. 34
Health problems………………………………………………………………………………………………………………… 34
Disabilities………………………………………………………………………………………………………………………… 34
Emotional needs ……………………………………………………………………………………………………………….. 35
Environmental factors………………………………………………………………………………………………………… 35
2.3 – Make informed decisions in relation to specific work to be undertaken and/or services to be
provided to client/s……………………………………………………………………………………………………………….. 37
Make decisions about services to be provided………………………………………………………………………. 37
Urgency and eligibility………………………………………………………………………………………………………… 37
3. Monitor impact of social and cultural factors on community work and services provided to clients39
3.1 – Monitor impact of work undertaken and/or services provided to clients, in line with scope of
own work role and organisational policies and procedures………………………………………………………… 40
Monitor impact of work and services …………………………………………………………………………………… 40
3.2 – Review effectiveness of work undertaken and/or services provided to clients, in relation to
identified social and cultural factors impacting on clients, groups or communities……………………….. 42
Review effectiveness of work and services……………………………………………………………………………. 42
3.3 – If required, revise aspects of work undertaken and/or services provided to better address social
and cultural issues and enhance outcomes for clients, groups or communities ……………………………. 44
Revise aspects of work and services …………………………………………………………………………………….. 44
Summative Assessments………………………………………………………………………………………………………… 46
References …………………………………………………………………………………………………………………………… 47
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Unit of Competency
Application
This unit of competency describes the skills and knowledge required to function independently and to
plan and undertake community work and associated services.
The unit describes the application of knowledge of the broad social and cultural context in which work is
planned and implemented in the community services industry.
This unit applies to workers who seek to better understand their client groups and issues that impact on
the lives of their clients and hence on their delivery of services.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice.
Unit Mapping Information
No equivalent unit
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Performance Criteria

Element Elements describe the essential outcomes.	Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify social and cultural issues impacting on clients in Australian society	1.1 Identify major social and cultural institutions in Australian society and their societal functions 1.2 Identify ways in which major institutions in Australian society can impact clients as individuals and as part of community and family groups 1.3 Examine and identify possible effects and consequences of conditions and experiences of inequality on clients as individuals and as part of community and family groups 1.4 Identify impacts of long-term unemployment and associated issues on clients as individuals and as family members 1.5 Where relevant, identify factors associated with age in Australian society and their impact on clients as individuals and in family and community settings
2. Analyse impacts of social and cultural factors on clients	2.1 Use available information to identify and analyse social and cultural factors impacting on individual clients, groups or communities 2.2 Clarify current health and wellbeing and associated needs for individual clients, groups or communities 2.3 Make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s
3. Monitor impact of social and cultural factors on community work and services provided to clients	3.1 Monitor impact of work undertaken and/or services provided to clients, in line with scope of own work role and organisational policies and procedures 3.2 Review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities 3.3 If required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities

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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
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Assessment Requirements
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.
There must be demonstrated evidence that the candidate has completed the following tasks:
➢ Advised, referred or provided at least three clients with access to services based on sociocultural information gathered
➢ Monitored and reviewed effectiveness of work and/or services provided to clients
➢ Revised work and/or services provided to clients to enhance client outcomes and better address
their social and cultural issues
➢ Performed the activities outlined in the performance criteria of this unit during a period of at
least 100 hours of work within a community services workplace.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task
outlined in elements and performance criteria of this unit, manage the task and manage contingencies
in the context of the work role. These include knowledge of:
➢ Functions of social and cultural institutions within Australian society
➢ Factors contributing to client experiences of inequality and the possible effects and
consequences on their role in society
➢ Effects and consequences of unemployment on clients and in our society
➢ Contemporary frameworks and influences underpinning social policy
➢ Political and economic theory and systems
➢ Concepts of inequality and how they impact on individuals and society
➢ Different beliefs about various stratifications in our society and the ways in which stereotypes
develop, and their impact
➢ Specific policy decisions and their impact on community work
➢ Organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in the workplace.
In addition, simulations and scenarios must be used where the full range of contexts and situations
cannot be provided in the workplace or may occur only rarely. These are situations relating to
emergency or unplanned procedures where assessment in these circumstances would be unsafe or is
impractical.
Simulated assessment environments must simulate the real-life working environment where these skills
and knowledge would be performed, with all the relevant equipment and resources of that working
environment.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF
mandatory competency requirements for assessors.
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Links
Companion Volume implementation guides are found in VETNet –
https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
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1. Identify social and cultural issues impacting on clients in
Australian society
1.1. Identify major social and cultural institutions in Australian society and their societal functions

1.2.	Identify ways in which major institutions in Australian society can impact clients as individuals and as part of community and family groups

 

1.3.	Examine and identify possible effects and consequences of conditions and experiences of inequality on clients as individuals and as part of community and family groups

 

1.4.	Identify impacts of long-term unemployment and associated issues on clients as individuals and as family members

 

1.5.	Where relevant, identify factors associated with age in Australian society and their impact on clients as individuals and in family and community settings

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1.1 – Identify major social and cultural institutions in Australian society and
their societal functions
By the end of this chapter, the learner should be able to:
➢ Identify Australia’s major social and cultural institutions
➢ Outline the societal functions of major social and cultural institutions.
Social and cultural institutions
People’s everyday lives in Australia are influenced by a variety of sociological factors, stemming from
social and cultural institutions. You will need to consider how these factors affect clients when
undertaking community work or similar services. It is also important to have an understanding of the
social and cultural context in which you work.
Social and cultural institutions in Australia may include:
➢ Aged care system
➢ Education system (e.g. schools, colleges,
universities)
➢ Family
➢ Health system
➢ Legal system
➢ Media (e.g. TV, newspapers, magazines)
➢ Political systems
➢ Religious systems (e.g. Church, Mosque,
synagogue)
➢ Work.
Aged care system
Aged care means providing help with everyday activities for elderly people. This care is supervised in
Australia by My Aged Care (www.myagedcare.gov.au). The government subsidises most aged care
services, but will expect people to contribute towards it if they can afford to. This can add up to a
significant cost.
There are a variety of aged care services available:
➢ Homecare and support with housework, bathing, dressing and eating
➢ 24-hour care in an aged care home
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➢ Post-hospital care to supervise the transition back to a house
➢ Respite care to allow carers such as friends and family to have a break.
People may also care for aged relatives without the support of institutions. They may see it as their duty
to do so and do not wish for or require support. These people are known as carers and are not usually
paid to their help. It could range from a few hours a week to all the time.
Education system
Australia has a three-tier education system which varies slightly between States and Territories. During
this time, education is compulsory.
These tiers are:
➢ Primary school, which runs from Kindergarten to Year 6 or 7
➢ Secondary school, which runs from Year 7 or 8 to 10
➢ Senior secondary school, which runs from Year 11 to 12.
Following this, people can embark on optional tertiary education through university, college or
vocational education training (VET). At this level, the choice of what subject or course to study is theirs.
Qualifications are measured through the Australian Qualifications Framework. There are ten levels
covering all areas of education across all states.
Family
Family are an important source of support in society. Although the stereotypical example is a nuclear
family (two parents and children), families may take many forms. They may include multiple
generations, including children, parents, couples, siblings, cousins and extended relatives all living
together. It is important to remember how diverse families can be.
According to the latest census in 2011, families in Australia are:
➢ 37.8% couples without children
➢ 36.7% couples with dependent children
➢ 10.6% one parent families with dependent
children
➢ 7.9% couples with non-dependent children
➢ 5.3% one parent families with non-dependent
children.
The divorce rate is now 2.1 per 1000 married couples in 2014. As a consequence, 6.5% of families are
step or blended families, where at least one of the couple has children from a previous relationship.
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One social trend is an increase in one-parent families (10.6% in 2011, up from 6.4% in 1976).
Additionally, families now have fewer children than in the past: an average of 2.6. Government studies
also predict that the percentage of couples with children will decrease over the next few decades.
Health system
Australia has a universal health care system called Medicare which is publically funded by the
government. It provides free or subsidised medical treatment from many practitioners, including
doctors, specialists and opticians. It also ensures free treatment in hospitals. A Medicare Safety Net is
available for people who use these services regularly to prevent the costs from becoming
overwhelming.
There is also a private healthcare option available, which offers higher quality care at a price. If you have
this, you may be eligible for a government Private Health Insurance Rebate on premiums.
Legal system
Laws can be passed by all levels of government (the Commonwealth government, the State/Territory
government and the local government), each affecting the people who elected them. The
Commonwealth and State governments can pass Acts known as statute law which affects various parts
of society. Judges can also make decisions about how laws should be enforced or interpreted; this is
known as common or judge-made law. This allows courts to be guided by previous precedents, although
statue law always prevails if there is a conflict. Australia is also subject to international law such the
International Covenant on Civil and Political Rights.
In courts, Australia uses an adversarial system. Two
parties (which can include the state) put competing claims
forward, which are then judged by an independent,
unbiased court. The system is based on principles of
fairness, transparency, equality before the law and the
right to be heard.
The area of government that rules on breaches of law is known as the Judiciary. It is comprised of the
court system, with the High Court of Australia the most senior.
Media
Media in Australia includes television, radio, newspapers and websites, which may be owned by people
inside or outside Australia. This contributes significantly to its culture and politics. The media also has a
responsibility to hold companies and politicians accountable, provide a voice for communities and
enhance the democratic process.
Media ownership in Australia is extremely concentrated. News Corp Australia and Fairfax Media
account for 86% of all newspaper sales in the country, far more than any other Western country.
Australia is currently ranked 25th out of 180 countries for freedom of the press.
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Political systems
The highest tier of government is the national Australian government, also known as the
Commonwealth or Federal government. It represents all six states and ten territories of Australia and is
split into three branches: the Legislature (the Commonwealth Parliament), the Executive (the Head of
State, Governor-General, Prime Minister, Ministers and Departments) and the Judiciary (the High Court
of Australia and all Federal courts).
Australia is a parliamentary and constitutional democracy. This means the Head of State is the Monarch
of the United Kingdom, although the Governor-General is more commonly seen as the representative.
Legislation is created and voted on by the Commonwealth Parliament. This consists of three
components, the Monarch (in a ceremonial role), the Senate (the upper house) and the House of
Representatives (the lower house). The Senate and the House of Representatives are both chosen by
popular elections.
The head of the government is the Prime Minister, who is the leader of the largest party in the
Parliament. They oversee the Cabinet of ministers and set the agenda for Parliament. As Australia is
largely a two-party system, the Prime Minister is nearly always either from the Liberal Party (a centreright party) or Labor (a centre-left party).
Religious systems
Religious institutions are a strong influence in many people’s lives.
In the 2011 census, people responded as being:
➢ 61.1% Christian, which was further broken down into:
o 25.3% Roman Catholic
o 17.1% Anglican
o 18.7% another Christian faith
➢ 2.5% Buddhist
➢ 2.2% Muslim
➢ 1.3% Hindu
➢ 0.5% Jewish.
22.3% said they had no religion, with a further 9% not answering the question or being unclear in their
answer. This is particularly common in young people.
Religion may be seen through people’s customs, clothing or visits to places of worships. These include
These include (but aren’t limited to) Churches, Synagogues, Mosques, Mandirs, Gurdwaras or Viharas.
Aboriginal beliefs are also still practised, making them one of the world’s oldest religions. Their spiritual
stories are collectively known as the Dreaming.
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Australia observes freedom of religion, meaning no faith is legislated against or forced upon people.
However, people may still experience religious discrimination.
Work
The workforce is split almost exactly between men and women. The proportion of women in the
workplace has dramatically increased over the past few decades. However, men still earn more on
average due to longer hours they work.
Unions provide an option for collective bargaining with employers, allowing people to achieve common
goals such as raising working conditions and safety, increasing pay and gaining benefits. Only 18% of all
workers are part of a union, down from 61% in 1961. The main union is the Australian Council of Trade
Unions (ACTU), which represents many affiliated unions.
Education significantly affects a person’s work prospects. 83% of Australians with a higher or a tertiary
education have a job, compared to 59% of those with a secondary education.
Industries change over time. Manufacturing used to be the largest industry in Australia; now just 8% of
workers are employed by it. By contrast, digital technology and IT is becoming an increasingly large part
of work.
There may be threats to health and welfare in the workplace. These are minimised by WHS (workplace
health and safety) legislation, which varies slightly by States. However, the principles regarding keeping
employees safe as reasonably possible are consistent.
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1.2 – Identify ways in which major institutions in Australian society can impact
clients as individuals and as part of community and family groups
By the end of this chapter, the learner should be able to:
➢ Recognise ways in which major institutions can impact on clients as individuals and as
part community and family groups.
Impact of institutions on clients
Institutions in society, such as schools, health systems, churches and the media, can have a significant
impact on people’s lives, both individually and as communities. It is important to acknowledge this
context before implementing working which is affected by it.
Education
Education has a significant impact on a person’s life. It plays a large role in determining a person’s
employment prospects and can enable them to pursue their goals. Well-educated people tend to earn
more, be more satisfied with their jobs and have higher self-esteem.
It also has an effect on their wellbeing. People who are well-educated have an understanding of how to
keep themselves healthy, even if they don’t choose to use it, and will often have the means to live in
safer areas and afford better healthcare.
Young people will spend a lot of their time in
education, socialising, developing ambitions and
being influenced by their peers. They will learn
many of their values from people that they see
around them, perhaps even more than their
families.
There may be inequality in educational facilities. People from poorer socio-economic backgrounds
without the same resources and opportunities that others have can receive substandard education or
be unable to participate fully in it. They may lack the resources to regularly travel to school or
participate properly in learning. Studies have shown that children’s success in school is largely
determined by their social class, specifically their parents’ wealth, jobs and education. Therefore,
inequality can persist over generations.
Religious institutions
Religion may have varying influences on people’s lives. They can even influence the lives of people who
don’t follow that faith through widespread cultural beliefs and practices.
People’s religions may affect their:
➢ Beliefs, ethics and values
➢ Customs and practices
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➢ Clothing and headwear, such as:
o turbans for Sikh men
o a wedding necklace (Mangala Sutra) for Hindu women
o dressing modestly
➢ Eating and drinking habits, such as:
o Halal food and drink in Islam
o Kosher food in Judaism
o alcohol restrictions
o fasting
➢ Interactions with others.
People may experience support as a result of their religion, but also discrimination and isolation. Where
they are the majority or part of a network or community, religion can support them. However, when
they are a minority, they could be victimised for their beliefs, including violence, intimidation and social
exclusion.
Media
Media can influence people’s beliefs, even if they are not aware of it. It
can positively or negatively portray groups, which can affect the way
they are treated in society. Different ethnic, religious and socioeconomic groups may be represented in a variety of ways. This can
cause favourable treatment, bias or prejudice.
It is worth noting that these groups which are vulnerable to being
targeted by the media are also less likely to be employed by the media
itself, giving them less representation/voice.
The media can also have positive effects such as informing and
educating people, making them more aware of their environment and
able to take part in the political process. When it fails in this
responsibility, it can create misinformation and a more ignorant society.
Employment
Work has a strong influence on people’s lives, even if they don’t work themselves. Employment
provides an income for people, the opportunity to socialise and a sense of self-value. It enables them to
become active members of the community, able to support themselves and others, and may also
influence their culture. For example, the social conventions of a bank are different to a manufacturing
plant, which are different to an IT company.
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Long-term unemployment has many detrimental side effects, including:
➢ Poverty
➢ Low self-esteem
➢ Lack of workplace skills
➢ Mental illness such as depression
➢ Social isolation, resulting in less contact with friends and family
➢ Strained family relationships
➢ Long-term damage to employment prospects.
High unemployment rates in entire communities are even more damaging, leading to a rise in poverty
and crime.
Health systems
Health systems represent the possibility for people to raise their life expectancy and lead happier,
healthier lives with less illness. This has resulted in successive generations living longer than their
parents. People have a greater chance of surviving to adulthood. Sexual health services also provide the
opportunity for people to plan their families, giving them greater control over their lives.
People’s access or lack of access to health systems will significantly affect their standard of living. Poorer
people or those in isolated, rural communities may have difficulty getting medical attention when they
need it. Being able to access healthcare will provide long-term physical and mental health benefit. Being
able to access adequate healthcare in an emergency can also mean the difference between life and
death.
Health care systems can provide a wide range of services. These include operations, medical
appointments, therapy and at-home treatment.
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1.3 – Examine and identify possible effects and consequences of conditions and
experiences of inequality on clients as individuals and as part of community and
family groups
By the end of this chapter, the learner should be able to:
➢ Clarify general approaches to explaining inequality
➢ Identify possible effects of inequality on clients.
Impact of inequality
Inequality is the difference of resources in society. Money, opportunities and respect are not shared out
equally; it is possible for one person to be a millionaire and another to be homeless; for one person to
have many jobs open to them while another has few. People feel the varying effects of inequality every
day.
Inequality may stem from their race, gender, religion, socioeconomic class, education or other factors,
many of which will be beyond their control. It is fair to award a job to somebody based on their superior
skills; it is not fair (or legal) to do so based on their skin colour. There is legislation that attempts to
police this, but not all inequality can be prevented.
There are two general approaches to explaining inequality:
➢ Putting responsibility on the affected – this blames the people who are affected by
inequality for what happens to them. (E.g. if people are homeless, it is their fault for
not being able to find a job)
➢ Putting responsibility on society – this explanation points to pressures from society as
the cause of many problems caused by inequality. For example, a person who is
homeless may have had poor education and few employment opportunities in their
local community.
When working with people who are affected by inequality, you should not judge them and assume it is
their fault. Empower them to overcome inequality if possible.
Effects of inequality are:
➢ Diminished quality of life
➢ Family breakdowns
➢ Homelessness
➢ Loss of social contact
➢ Racism
➢ Social isolation
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➢ Social, personal and health outcomes of unemployment
➢ Unemployment.
Homelessness
When a person doesn’t have a fixed abode or is forced to
live in an improvised dwelling, they are considered
homeless. This will lead to increased risk to their health and
wellbeing. The lack of stability can also prevent them from
taking steps to improve their situation, such as securing an
income. Homelessness services such as boarding houses and
supported accommodation are available to help people out
in this situation.
Homelessness can be caused by many varied reasons, including debt, drug or alcohol addiction,
disability, poverty and family breakdown. These problems then limit the person’s ability to care for
themselves and find accommodation, creating a cycle of poverty.
Groups that are overrepresented in the homeless population are young people, Aboriginal Australians
and Torres Strait Islanders.
Effects of homelessness:
➢ Limited access to healthcare
➢ Increased sexually transmitted diseases, including HIV and AIDS
➢ Shortened lifespan
➢ Loss of self-esteem
➢ Increased likelihood to abuse alcohol or drugs
➢ Increased likelihood of crime and incarceration
➢ Development of mental health problems.
Racism
People may be victimised by others due to their race, which can cause lack of confidence, lack of
employment opportunities and psychological harm. A long-term effect of this is poorer mental health
and less ability to deal with the pressures of everyday life. People can also be subjected to physical and
verbal abuse as a result of their perceived skin colour or ethnicity. Even if they haven’t experienced it
personally, they may know or have heard of other people who have.
Causes of racism include:
➢ Misconceptions and ignorance
➢ Fear of being displaced (e.g. losing jobs or power)
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➢ Desire to feel superior
➢ Fear of the unknown
➢ Lack of self-worth
➢ Societal pressure.
Communities can be severely damaged by racism, whether it is imposed externally or by members of
the same community. Creating tension and divisions within society can lead to crime, violence and
inequality, all of which cause economic loss.
Unemployment
Inequality can lead to unemployment in a variety of ways. It may be a result of racism, discrimination
against the disabled or inadequate education. Unemployment can have many detrimental effects on a
person, group or community, as will be explained in Chapter 1.4.
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1.4 – Identify impacts of long-term unemployment and associated issues on
clients as individuals and as family members
By the end of this chapter, the learner should be able to:
➢ Highlight a range of impacts of long-term unemployment on clients as individuals and
as family members.
Impact of long-term unemployment
A person is defined as long-term unemployed if they haven’t had a job for a continuous period of time,
(usually over a year.) It has numerous detrimental effects, including lack of income, lower self-esteem
and psychological problems.
Since there is stigma associated with being long-term unemployed, people affected may encounter
additional problems with finding work. Employers may assume this is because the candidate is
unsuitable for any job, they don’t have relevant skills or they don’t have motivation.
The impact of long-term unemployment includes:
➢ Poverty
➢ Psychological problems
➢ Lack of workplace skills
➢ Social isolation (less contact with friends and family)
➢ Strained family relationships
➢ Long-term damage to employment prospects.
As a result of the lack of steady income, the client may have to rely on government benefits and lower
their standard of living. In extreme cases, this can cause poverty, where the person is unable to support
themselves and their family properly. This can lead to many physical problems such as malnutrition,
hunger and regular illness.
Long-term unemployment can lead to various psychological problems such as depression, low selfesteem and stress. Depression is a mental disorder in which people feel sad, guilty or worthless and lose
interest in things that they enjoyed before, therefore significantly lowering their quality of life.
People may also find that their skills are no longer suitable for the workplace. In today’s labour market,
the required skills and knowledge of technology changes quickly, and even a short break in work can
leave people disadvantaged when they apply for future jobs.
These negative effects can also apply to those close to a long-term unemployed person too, such as
their friends and family. This may cause the breakdown of relationships and tension. Unemployment
can also mean significant upheaval or uncertainty about the future. Dependents such as children are
less likely to have stable lives, causing them anxiety. As a result of this strain, the unemployed person
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can become socially isolated or maladjusted. They may avoid socialising in order to avoid people who
they fear view them as a failure.
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1.5 – Where relevant, identify factors associated with age in Australian society
and their impact on clients as individuals and in family and community settings
By the end of this chapter, the learner should be able to:
➢ Identify factors associated with age in Australian society and their impacts on clients
➢ Recognise how to avoid using negative stereotypes.
Impact of age
A client’s age can influence how they are viewed by society and factors that will affect them. They will
perceive the world differently, face different problems and have different values as a result of it. You
should take it into account when interacting with clients, but be careful not to make generalisations.
Find out specifics about the person’s life and thoughts.
People are often divided into generations for convenience. Popular culture and the media often attach
stereotypes to these which may or may not be correct.
People in Australian society are often divided by age into general categories including:
➢ Teenagers
➢ Young married couples
➢ Older people
➢ Vietnam Veterans
➢ Generation X
➢ Retirees
➢ Baby Boomers.
Teenagers
There are often negative stereotypes related to teenagers such as they are workshy, don’t contribute to
society and expect everything to be paid for them. Issues that typically concern teenagers are finishing
their education and looking for a suitable job. They will be strongly influenced by their home and school
life, with parents or carers and teachers being their role models.
Young married couples
Young married couples may be concerned with establishing a home, starting a family and other financial
issues. They may include members of Generation Y, which are considered to have been born between
1981 and 1999. They are stereotypically seen as self-centred, alienated, demanding and often change
jobs.
Vietnam Veterans
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Vietnam Veterans are a significant portion of the population. The Vietnam War took place 1955-1975.
Australia was involved 1962-75 and deployed 13,600 Navy members, 41,720 soldiers and 4,900 RAAF
members. They are likely to be in their 60’s or older today and may require aged care. There are various
negative stereotypes regarding Vietnam veterans, such as that they are bitter, drug using and often
homeless.
Generation X
The generation born in the 1960s to 1980s, often known as Generation X, will now be forty to sixty.
Their concerns are likely to include raising children or grandchildren, saving for retirement, and looking
after elderly parents. The retirement age is 65 for both men and women; however, people may retire
early if they have the funds. This generation is stereotypically viewed as being pessimistic, individualistic
and independent.
Baby Boomers
Baby boomers (born after the end of World War 2, 1945, and before the end of the 1950s) are a
generation that caused a population boom in many parts of the world, with most of them now retiring
or nearing that age. They are stereotypically seen as socially conservative and loyal to organisations.
Work is seen as being very important to them.
Stereotypes
Stereotypes can cause inequality. For example, if a 20-year-old and a 50-year-old who had the same
amount of experience applied for the same job, an employer may assume that the older candidate is
more fitting, believing that the younger one wouldn’t be mature or competent enough. This can also
work in reverse. If the job involved technology, the employer may jump to the conclusion that the older
candidate wouldn’t know enough about it.
Avoid the damaging impact of stereotypes by learning more about the people involved and making
assumptions.
CHCDEV002 Learner Guide V2.0 Page 25 of 47
2. Analyse impacts of social and cultural factors on clients

2.1.	Use available information to identify and analyse social and cultural factors impacting on individual clients, groups or communities

 

2.2.	Clarify current health and wellbeing and associated needs for individual clients, groups or communities

 

2.3.	Make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s

CHCDEV002 Learner Guide V2.0 Page 26 of 47
2.1 – Use available information to identify and analyse social and cultural
factors impacting on individual clients, groups or communities
By the end of this chapter, the learner should be able to:
➢ Use information to identify social and cultural factors impacting on individual clients,
groups and communities
➢ Analyse the potential impacts of social and cultural factors on the lives of clients.
Identify impacting factors
You should gather information from clients to understand what social and cultural factors are impacting
on their lives and communities. Social factors are anything that affects a person’s lifestyle, such as their
family, community, income and religion. A person’s demographics, such as their age and gender, may
also determine which factors impact their lives. Social trends are changes in society and what is
considered the norm. For example, trends in families were discussed in Chapter 1.1.
You may have to pay additional attention to groups that disproportionately affected by social issues,
such as Aboriginal Australians.
Social and cultural factors that impact on clients may include:
➢ Discrimination, such as:
o racism
o sexism
o homophobia
➢ Housing
➢ Lifestyle
➢ Religion.
CHCDEV002 Learner Guide V2.0 Page 27 of 47
Discrimination
Treating a person negatively because on a category they fit into (such as race,
gender or sexual orientation) is discrimination and is outlawed by legislation.
Discrimination in the workplace is strictly forbidden under the Work Health and
Safety Act of 2011.
All clients are protected from unfair treatment based on their:
➢ Race or colour
➢ Sex
➢ Sexual orientation
➢ Age
➢ Religion
➢ Socio-economic class
➢ Alcohol or drug dependency
➢ Physical or mental disabilities
➢ Pregnancy.
Clients may experience discrimination from their family, work colleagues, businesses they interact with
or strangers. It may be either explicit or implicit. It may even be unintentional due to unforeseen
consequences.
It may include:
➢ Violence and physical abuse
➢ Verbal abuse, which could include threats and
racial epithets
➢ Social isolation
➢ Bullying or harassment
➢ Demotion, job loss, pay cuts or less
favourable treatment at work
➢ Being denied employment
➢ Denial of service or less favourable treatment at a business
➢ Policies or rules that disadvantage you.
CHCDEV002 Learner Guide V2.0 Page 28 of 47
Where necessary, you may need to support clients to deal with discrimination and overcome it. They
may also be unaware that they have been the victim of discrimination, thinking, “That’s just the way it
is.” You can encourage them to challenge it, either through legal action, workplace complaints or
confronting the person.
Examples of discrimination
A woman is offered a job, and she enquires what their maternity policy is as she has recently found out
she is pregnant. Shortly after, the offer is rescinded with the company claiming she is “unsuitable for the
role.” No other explanation is given.
A man with back problems who sometimes uses crutches is asked to help move equipment. There is
nothing about this in his job description and he explains to his supervisor that he is unable. The week
after, he is moved to a different, lower-paid position.
A family who have recently emigrated from Indonesia arrives at a restaurant and ask for are a table, but
are told there aren’t any available. As they leave, a white family arrive and ask for a table. They are
instantly seated.
Housing
State governments all provide public housing. Inner-city public housing generally consists of high-rise
apartments and flats. Public housing is usually provided for low socio-economic groups, those who rely
on government welfare, people with disabilities and the elderly.
Factors that may affect clients with regards to housing include:
➢ Not being able to afford housing
➢ Not being eligible for public housing
➢ Housing not being available.
Housing may be more difficult for clients that come from large families or have a lot of children. There
may be a shortage in suitable accommodation or the owners of housing may not want young children in
their property.
An appropriate house should also meet the occupants’ needs, such as staying warm, providing light in
the daytime, darkness at night and privacy from neighbours.
Overcrowding
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A house is considered overcrowded when there isn’t enough room for everyone to sleep, relax and have
privacy. This is obviously a greater problem for larger and poorer families.
Inadequate or crowded housing has detrimental effects on health. For
example, people will have difficulty washing and keeping proper levels of
hygiene. Infectious diseases are spread far more easily in houses with too
many people. Common examples include eye infections, ear diseases, TB
and MRSA. Overcrowding also harms relationships between family
members and can cause mental problems (e.g. depression, stress, anxiety.)
People also need privacy to properly develop, particularly during puberty.
Children that grow up in overcrowded houses may develop behavioural
problems.
It is estimated that 27% of Aboriginal Australians (20,000 people) are living in overcrowding houses. In
large communities such as Palm Island, the average number of people living in one house is 17.
Causes of overcrowding are:
➢ Uninhabitable houses: In remote areas with poor infrastructure, problems with houses
like damp or cracks mean that families have to live together until proper
accommodation is available.
➢ Cultural reasons: In some cultures, such as Aboriginal Australians, it is the norm for
large families including multiple generations to live together. They may not recognise
their house as crowded as it is traditional.
➢ Caregiving: Families may have to care for elderly relatives in houses that weren’t
bought with that in mind. This caregiving can require additional space.
➢ Poverty: Families may not be able to afford separate places to live, and are forced to
live communally, either temporarily or permanently.
Aboriginal Australians
Aboriginal Australians face many social issues today. As a consequence of the colonisation of Australia,
their historical ways of life were disrupted and many experienced poverty and other connected
problems. On average, they have a lower level of education than the typical Australian (39% complete
Year 12 in school, compared to 75% of the country, although this is increasing.) As a consequence of
lower education, there is a significant wage gap: $460 per week compared to $740. At the 2006 census,
46% were employed, compared to 62% of non-Indigenous Australians.
Aboriginal Australians are also likely to suffer various health problems, leading to a lower life
expectancy, although there is debate about how much. One study found that Aboriginal people were 7
to 13 times more likely to have heart problems and three times more likely to have diabetes. They also
have poorer mental health; they are three times more likely to feel the effects of stress or psychological
distress.
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Studies have found that Aboriginal Australians were more likely to both abstain from and abuse harmful
substances, including tobacco, alcohol and drugs. Of those that do abuse them, there are many harmful
side effects on their physical and mental health. Addiction can contribute to homelessness and
incarceration. Finally, they are also more likely to suffer sexual abuse and domestic violence.
The broad reasons for many of these social problems are:
➢ Lack of education about consequences
➢ Poverty
➢ Poor diet and nutrition
➢ Remote communities
➢ Overcrowded or inadequate housing
➢ Unhealthy lifestyles and obesity
➢ Lack of contact with authorities (e.g. government, police, support services).
Stolen Generations
Between the 1890s and 1970s, thousands of Aboriginal children were removed from their families to be
raised in households that were considered more suitable. It is believed that this was a deliberate effort
by the government to ‘breed out’ their colour and destroy their culture, which was passed on orally.
Reasons that were given for removing the children were:
➢ Unsuitable conditions in their home (often caused by the low wages Aborigines were
paid)
➢ Education or apprenticeship
➢ Religious reasons (e.g. to ‘protect their morality’)
➢ They were of mixed descent it was believed they could more easily assimilate into
white society
➢ No reason at all was given, and the parents were unable to challenge the decision.
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The children that were taken away were often abused and neglected. Most never saw their families
again or reconnected with the Aboriginal heritage. Estimates about how many were stolen vary, but
studies suggest it was at least 10% of all children, meaning tens of thousands. As a result of this, many
Aboriginal people mistrust the government or welfare services, avoiding interaction with them at any
cost. The trauma that stolen children suffered could also be passed down through intergenerational
abuse, as they had never experienced a healthy, happy caring family environment. Many of the people
who were stolen received minimal education, despite promises otherwise, and were given menial, lowpaying jobs. The government was also allowed to withhold the majority of people’s wages. There was
also a high incidence of suicide and Post-Traumatic Stress Disorder in survivors.
Lifestyle
A person’s lifestyle is the way they live their life. There are physical aspects and
moral aspects of this. A person’s lifestyle can affect them in many ways. They
will have control over some parts of it, whereas others will be externally
imposed on them. It will affect their life expectancy, quality of life and emotional
and mental wellbeing.
A person’s lifestyle may be influenced by:
➢ Substances they consume, such as alcohol, tobacco and drugs
➢ Diet, nutrition and level of exercise
➢ Level of socialisation
➢ Current and past medical history
➢ Suitability of accommodation
➢ Peers and social groups
➢ Criminal activity.
A healthy lifestyle is considered one in which the person has a healthy diet and exercise, meets their
socialisation needs, doesn’t abuse substances and doesn’t engage in criminal activity. An unhealthy
lifestyle is one in which any of these aren’t met.
CHCDEV002 Learner Guide V2.0 Page 32 of 47

Healthy lifestyle	Unhealthy lifestyle
Healthy, varied and moderated diet	Diet without suitable nutrition or an excessive amount
Regular exercise (usually recommended to be 150 minutes per week)	Infrequent exercise
Network of supportive friends and/or family	Lack of supportive networks
Regular socialisation	Infrequent or unhealthy socialisation (e.g. abuse, manipulation)
Suitable accommodation for family	Unsuitable accommodation (e.g. overcrowded, cold, no power or water)
Doesn’t engage in criminal activity	Engages in criminal activity or harmful behaviour

Be aware that different people have varying lifestyle needs. Some people may need to socialise
regularly in order to achieve emotional well-being, while others require a smaller amount.
A person’s lifestyle may be influenced to varying extents by the people around them. They will likely
copy what they see as acceptable or normal in society. Therefore, their upbringing can play a large part
in determining this.
Culture
A person’s culture is their attitudes, customs and beliefs. It can be influenced (although not necessarily
determined) by their religion, socio-economic class and ethnicity.
Culture is determined to a large extent by the people who the client surrounds themselves with,
including family, friends and work colleagues. For example, someone who grows up in a strict, strongly
religious house is likely to take on their family’s beliefs. A person may have multiple, contrasting sources
of culture.
There may also exist language barriers between cultures which will make communication difficult; you
may need to request an interpreter in order to facilitate it.
A person’s culture may affect their views and actions regarding:
➢ Relationships, marriage and sexuality
➢ The roles of different genders
➢ The roles of different age groups (e.g. children, young people)
CHCDEV002 Learner Guide V2.0 Page 33 of 47
➢ Family relationships
➢ Morality and spirituality
➢ Obligations and responsibilities to society
➢ God or Gods and the afterlife.
Cultural insensitivity is usually caused by lack of knowledge or fear of the unknown rather than a desire
to offend. This can cause miscommunication, which will worsen the divide. It is important to recognise
that your method isn’t the only way of doing things and others are equally as valid. You should
communicate with people to understand what they are thinking or doing and how that will affect your
behaviour.
Case Study
John comes from a small, close-knit family living in Melbourne. His family are all practising Christians,
which influences his views on morality and marriage. Although he only speaks English, he lives in a
diverse, multicultural area and some of his friends have emigrated from other countries. They share
their favourite music and films with him, which exposes him to a wider range of cultural influences. He
also adopts the values and principles of teachers he admires.
Aboriginal Australians
Aboriginal or Indigenous Australians (which includes Torres Strait Islanders) have a distinct culture
dating back thousands of years which is still central to many of their concepts of identity.
This may include (but is not limited to):
➢ Languages, of which there are nearly 150
➢ Belief and spiritual systems
➢ Music and art
➢ Their community, land and ancestors
➢ Practices and ceremonies, such as a Bora (an
initiation ceremony), a corroboree (a meeting) and a
walkabout (a rite of passage journey).
You may need to gain additional education or training to adequately assess issues facing Aboriginal
Australians. There is a great deal of variety between regions; cultural aspects may be prominent in some
areas, and hardly present in orders.
CHCDEV002 Learner Guide V2.0 Page 34 of 47
2.2 – Clarify current health and wellbeing and associated needs for individual
clients, groups or communities
By the end of this chapter, the learner should be able to:
➢ Clarify the current health and wellbeing needs of individual clients, groups and
communities
➢ Identify the impact of environmental factors on the health and wellbeing of clients,
groups and communities.
Clarify health and wellbeing needs
Clients and other groups will have varying health needs, which you will need to take into account when
assessing what services to provide.
Health and wellbeing needs may include:
➢ Health problems
➢ Disabilities
➢ Emotional needs.
Health problems
The client may have existing conditions which will need to
be taken into consideration. They may affect the way the
client lives their life and require them to use medication
or adjust their practices.
You may have to consider their physical limitations. For
example, people may have difficulty walking or carrying
items long distances. Therefore they shouldn’t be
accommodated on the top floor of a high-rise apartment,
or undertake employment involving physical labour.
Different health issues may affect men and women. For example, men tend to experience more heart
disease, certain types of cancer and depression. By contrast, women have more issues relating to
pregnancy, strokes and mental health problems. Health problems also tend to vary by age, with
people’s immune systems and bodies becoming weaker as they age. Common examples are obesity,
high blood pressure, arthritis and dementia.
Disabilities
A disability is an impairment to a person’s physical, mental or emotional capabilities. It may exist since
birth or be acquired during life, and the person with it may be any age or gender. People with
disabilities often face additional challenges in their lives that able bodied-peopled don’t and therefore
require additional skills.
CHCDEV002 Learner Guide V2.0 Page 35 of 47
Disabilities may be:
➢ Physical, such as cerebral palsy, arthritis, amputation or loss of limb or Multiple
Sclerosis
➢ Sensory, such as blindness or deafness
➢ Mental, such as learning difficulties, Autism, Down’s Syndrome or ADHD.
Physical disabilities may include the loss of a body part and will often limit a person’s dexterity, stamina,
strength or control over their own body. The disability often exists for the rest of the person’s life.
(Temporary impairments like a broken arm aren’t considered disabilities.) The person may have to use
equipment such as a wheelchair or crutches to overcome their disability.
Long-term mental illnesses such as dementia, depression and bipolar disorders may be considered
disabilities if they have a significant effect on day to day activities. Intellectual disabilities can affect a
person’s cognitive and reasoning abilities.
Note that people may have one or more disabilities. Some may be obvious while others are not which
will lead people to treat them as though they don’t have a disability and stigmatise them.
Emotional needs
People have individual emotional needs. However, there are likely to be
some common threads. They need love, friendship and respect, which they
get through communication with their friends and family. Some people
prefer daily contact with their family, while others rely more on friendship
networks and spouses to satisfy these. Isolation or lack of these networks
can significantly damage people’s happiness.
People may also crave emotional fulfilment through their work, doing a job
that they find interesting, worthwhile and satisfying. Doing so may increase
their overall happiness.
Emotional needs of children
As they are still developing, children and adolescents are likely to have more complex emotional needs.
They will have a greater need for praise, appreciation and love. These should be met through contact
with their parents and teaching at school. If they don’t receive adequate care or are abused in any way,
they are likely to carry mental health problems into adulthood.
Environmental factors
A person’s health and wellbeing needs may be affected by their environments, including the places they
live, relax and work in.
Environmental factors may include:
CHCDEV002 Learner Guide V2.0 Page 36 of 47
➢ Population density: Population density (the number of people living within a certain
area) has a significant effect on a person’s lifestyle and therefore can impact on their
health, mental well-being and emotions
➢ Geographical location: Health levels and facilities will vary by area. Poorer, more
remote areas are likely to have worse facilities, longer waiting lists and less access
➢ Social isolation: If people don’t have a supportive network of either friends or family
over a long-term period, they are described as socially isolated. This produces feelings
of loneliness, difficulty socialising in a meaningful way, and low self-esteem, which
could lead to depression
➢ Access to health and community services: Health and community services like doctors,
hospitals, contraception, mental health clinics, foster care and welfare can enrich
people’s lives and enable them to improve their own wellbeing. This depends on them
having regular access to it within a reasonable time
➢ Workplaces: High-stress workplaces or ones which require demanding physical labour
are likely to take a greater toll on a person’s mental and physical health. Try to ensure
your needs are met and talk to your supervisor about changes you require. Also ensure
that adequate WHS protections are in place, such as safety equipment and training.
CHCDEV002 Learner Guide V2.0 Page 37 of 47
2.3 – Make informed decisions in relation to specific work to be undertaken
and/or services to be provided to client/s
By the end of this chapter, the learner should be able to:
➢ Make decisions about the services to be work to be undertaken and services to be
provided to clients.
Make decisions about services to be provided
Using the information you have gathered, you now need to make a full assessment of the person’s
needs. Remember when assessing them that needs could by physical, mental, medical, social, cultural
or psychological.
After the initial assessment, you may need to go back and adapt it as circumstances change. Issues can
be inter-related and the outcomes of one may affect another issue which will require you to reassess it.
You should also take the needs of others connected to the person into consideration. For example, an
elderly man may be healthy enough to look after himself, but if he has dependents such as a wife or
grandchildren, this would put additional strain on him. Community service providers will pay particular
attention to how children are affected by the needs of others around them, especially if they could lead
to violent or unpredictable behaviour.
Urgency and eligibility
When assessing someone’s needs, you may have to evaluate other factors like urgency and eligibility.
Needs like housing and income support can be urgent, meaning people are at risk of imminent harm or
damage to their welfare. For example, if a person has recently become homeless, this would require
immediate action to protect their health. The urgency of a need can also be affected by whether it is a
new problem or it is an ongoing issue. You would also consider whether they have any interrelated
needs such as health problems that would make the issue more or less urgent.
You may need to consider various arguments by the person and your colleagues regarding the urgency
before coming to a conclusion. This will affect how quickly the problem is dealt with and may affect the
services required.
Some services aren’t available to everyone; people who
do qualify for them are said to be eligible. A service
may be restricted to focus on those with the most
pressing needs. For example, only people who receive
Sickness Allowance, Carer Payment, Youth Allowance
or other allowances are eligible for a Health Care Card.
A person often has to undergo a test which looks at
their living situation and income in order to be eligible
CHCDEV002 Learner Guide V2.0 Page 38 of 47
for some services. Eligibility can change or time, so the person may need to reapply on a regular basis.
When making a decision, you should make sure to consult the person and take all of their thoughts and
needs into account. People often have a clearer idea of their own needs than is assumed.
CHCDEV002 Learner Guide V2.0 Page 39 of 47
3. Monitor impact of social and cultural factors on community
work and services provided to clients

3.1.	Monitor impact of work undertaken and/or services provided to clients, in line with scope of own work role and organisational policies and procedures

 

3.2.	Review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities

 

3.3.	If required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities

CHCDEV002 Learner Guide V2.0 Page 40 of 47
3.1 – Monitor impact of work undertaken and/or services provided to clients, in
line with scope of own work role and organisational policies and procedures
By the end of this chapter, the learner should be able to:
➢ Monitor the impact of work undertaken and services provided to clients
➢ Complete documentation in line with organisational policies and procedures.
Monitor impact of work and services
When you have made your assessment and completed the referrals or services provided, you should
monitor the impact of it and document everything that has happened. This will provide the next person
in your organisation who interacts with the person with a thorough background of their case, saving
time in dealing with their needs.
Monitoring impacts may include following up with the clients or communities. You should remain in
touch with them and assess the consequences. You may have to liaise with other services to accurately
measure this. Feedback will likely not be limited to whether it worked or didn’t. You may hear things
such as: “The service you provided solved our original problem, but has now created a new, smaller
problem.”
You should involve everybody who was affected by the process in
monitoring the impact; this is known as participatory evaluation.
This allows you to get a full array of facts and opinions. You should
try to recognise all views, even if you disagree with them. Try to
empower people to speak up about their experiences by creating
regular channels of communication with your organisation.
You should also collect empirical evidence gathered through
observation or testing. This may require gathering data from
services and analysing it for meaning.
Completing documentation related to monitoring impacts can be time-consuming and requires a
significant amount of effort. Nevertheless, you should put effort into making sure they are completed
up to standard.
You should document:
➢ What your assessment of the person’s needs was
➢ What services were provided or work was done
➢ What choices the person made
➢ What the consequences were
➢ How satisfied the person or community was
➢ Any necessary follow-up actions necessary
CHCDEV002 Learner Guide V2.0 Page 41 of 47
➢ Any other relevant information.
Organisational policies may specify details of this monitoring, such as when it should be done, what
steps should be taken and how it should be recorded. If you are unsure on this, check your
organisation’s policy handbook or ask your supervisor.
CHCDEV002 Learner Guide V2.0 Page 42 of 47
3.2 – Review effectiveness of work undertaken and/or services provided to
clients, in relation to identified social and cultural factors impacting on clients,
groups or communities
By the end of this chapter, the learner should be able to:
➢ Assess the effectiveness of work undertaken and/or services provided to clients.
Review effectiveness of work and services
Once you have implemented strategies, keep monitoring them to track whether they are effective. One
measure of this could be talking to the clients regularly to see whether they are satisfied. You may also
have a list of goals and targets that you wish to accomplish.
You may need to discuss with your colleagues how effective the work was. Engage in constructive
criticism, whereby feedback is intended to help improve in the future. (For example, “Would that work
on our current budget?” or “We did something similar before and it wasn’t successful; how would this
be different?”) The purpose isn’t to shoot ideas down but to make people think critically about them
and either come up with solutions or move on.
You should aim to continuously improve on the effectiveness of previous work. If you come across work
that is similar to a previous project that has been undertaken, analyse to see how you can improve the
results. Reflect back on the project even if it goes well; there is always room for improvement.
Reviewing the effectiveness can be done by collecting:
➢ Qualitative data: This is based on descriptions and opinions, which can be subjective.
This could include client reviews, opinions and concerns.
➢ Quantitative data: This is based on facts, numbers and data which can be confirmed by
measurements. This may include satisfaction ratings, return on investment (ROI) and
service use, depending on the work undertaken.
You may have to take existing social and cultural factors into account when reviewing data, as no
information exists in a vacuum. For example, results from high and low socio-economic communities
will be viewed differently according to their context, which may lead you to assess the effectiveness
differently. Cultural factors like race, religion, customs, traditions and lifestyles may also play a part.
CHCDEV002 Learner Guide V2.0 Page 43 of 47
CHCDEV002 Learner Guide V2.0 Page 44 of 47
3.3 – If required, revise aspects of work undertaken and/or services provided to
better address social and cultural issues and enhance outcomes for clients,
groups or communities
By the end of this chapter, the learner should be able to:
➢ Make revisions to work undertaken and/or services provided to enhance outcomes for
clients, groups and communities.
Revise aspects of work and services
After a reasonable amount of time, when you have reviewed the effectiveness of the work you have
undertaken, you should adjust the aspects that aren’t working. Plan how you will change them, for
example, trying to engage more people in a community with your initiative. This will give you a clear
goal to work towards. Sometimes techniques may be helping marginally but could be improved.
Experiment with the techniques to find the best results for your clients as every person is different.
You should also recognise when you need other resources or support. Don’t be embarrassed to seek
help; deciding to access the relevant services is a sign of professionalism. You may decide to seek other
resources if you feel like you have exhausted all other options or have heard about one you feel would
benefit you.
Additional resources and support options can include:
➢ Training about cultural and religious sensitivity
➢ Information on health and emotional needs
➢ Community leaders who can explain relevant issues.
If necessary, revise aspects of the work you have implemented. Remember to always consider
applicable social and cultural factors, and how work will vary according to the context it is carried out in.
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CHCDEV002 Learner Guide V2.0 Page 46 of 47
Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
➢ Knowledge Activity
This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!
CHCDEV002 Learner Guide V2.0 Page 47 of 47
References
These suggested references are for further reading and do not necessarily represent the contents of
this unit.
Websites
Aboriginal Australian culture: http://www.aboriginalculture.com.au/introduction.shtml
Aboriginal Australian education: http://www.healthinfonet.ecu.edu.au/determinants/socialissues/reviews/selected-social-indicators
Aged based stereotypes: http://www.aqg-quebec.org/docs/Nouvelles/Age-Based_Stereotypes.pdf
Aged care help: http://www.myagedcare.gov.au/what-help-can-i-get
Education: https://www.studyinaustralia.gov.au/global/australian-education/education-system
Employment: http://www.abc.net.au/news/2015-03-19/fact-file3b-facts-about-the-workforce/6322238
Families: https://aifs.gov.au/facts-and-figures/types-families-australia
Health care: http://www.humanservices.gov.au/customer/subjects/medicare-services
Homelessness: http://depts.washington.edu/triolive/quest/2007/TTQ07033/effects.html
Legal system: http://www.utas.edu.au/__data/assets/pdf_file/0017/334232/aust_leg_syst_601.pdf
Religion: http://www.abs.gov.au/websitedbs/censushome.nsf/home/CO-61
Stolen Generations: http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australiasstolen-generations#toc0
All references accessed on and correct as of 10/02/2017, unless other otherwise stated.