Working Respectfully with Aboriginal and Torres Strait Islander Peoples

Aboriginal and Torres Strait Islander peoples are not one group. There are hundreds of distinct nations, each with its own country, language, law and customs, and Torres Strait Islander peoples have their own distinct cultures and island homelands. This lesson explains that culture is living and continuing, in cities as much as in remote communities. Key points: use respectful terms such as Aboriginal and Torres Strait Islander peoples or First Nations peoples, ask people how they describe themselves, avoid abbreviations and assumptions about identity, and start from strength rather than deficit.

Cultural safety means a person can receive support without feeling their identity, culture or values are challenged, ignored or disrespected. The most important point in this lesson is that cultural safety is defined by the person receiving the support, not by the worker or the provider. You will learn what culturally safe support looks like in daily practice, and how to reflect on your own assumptions and adjust your approach. Key points: listen, respect choices about culture and family, check in with the person, and keep learning with your team.

Colonisation and past government policies disrupted land, language, law and family life for Aboriginal and Torres Strait Islander peoples. The forced removal of children from their families created the Stolen Generations, and the effects continue across generations. On 13 February 2008, Prime Minister Kevin Rudd delivered the National Apology to the Stolen Generations in Federal Parliament. This lesson explains why this history matters in everyday support work: it affects trust in services, family connections and how people feel about forms and questions, while communities have kept culture strong throughout.

Many Aboriginal and Torres Strait Islander people carry experiences of trauma, including trauma passed down through generations. Trauma aware support means offering choice and control, explaining what you are doing, being consistent and letting the person set the pace. This lesson covers what to do and what to avoid. Key points: never ask people to explain their trauma or educate you about it, learn from trusted sources in your own time, respond calmly if someone becomes distressed, follow their support plan and tell your team leader.

For many Aboriginal and Torres Strait Islander people, family extends well beyond parents and children. Kinship systems give people roles and responsibilities, and aunties, uncles, cousins and others may play key caring roles. Elders are respected knowledge holders, and the person decides how Elders and family are involved in their support. This lesson also explains sorry business, the period of mourning after a death, which can involve travel, gatherings and time away from routine. Key points: ask rather than assume, be flexible, and follow the person's and family's lead.

Good communication builds trust. This lesson covers taking time to build rapport, using plain language and checking understanding, respecting silence and different norms around eye contact, and offering an interpreter if the person prefers another language. You will also learn how to offer connections with culturally safe services, such as Aboriginal Community Controlled Organisations, Aboriginal liaison officers in hospitals and interpreters. Key points: offer rather than insist, the person chooses who is involved, get consent before sharing information, and work with your team leader on referrals.

This case study follows Uncle Frank, an Aboriginal man living in residential aged care in the city, far from his Country. His family is holding an important gathering back home and he wants to be there. Some staff worry that the trip is too risky for his health. The lesson shows how connection to Country supports wellbeing, how the team plans the trip with Uncle Frank, his family and his health team, and why his wishes guide the plan. Key points: connection to Country matters, plan together rather than say no, and respect the person's choices.

This case study follows Tahnee, a young Torres Strait Islander woman with a psychosocial disability, as she prepares for a meeting about her NDIS supports. Tahnee wants her aunty and cousin there, and wants cultural goals such as dance and community events included in her plan. When someone suggests only immediate family should attend, her support worker helps make sure Tahnee's wishes are heard. Key points: the person decides who is involved, kinship roles matter, cultural goals belong in the plan, and ask rather than assume.