Culturally and linguistically diverse families

Research indicates CALD clients may prefer to be seen by a practitioner who is also from a culturally diverse background, as they feel it is easier for them to understand their experiences. CALD clients may feel more comfortable to open-up to a practitioner from a different cultural background to their own, however, due to a lack of trust and/or fear of judgement by those from a similar background.

Because preferences vary significantly, where possible it’s best to present families with a choice as to whether they prefer a practitioner from the same or different cultural background.

As a practitioner, it is important to listen to the concerns of your client with curiosity. This will help you to support the CALD family and establish a more trusting relationship via telepractice.

Each CALD family will have their own experiences and needs, which may be different for families even from the same country or region. Key characteristics to consider, in order to plan your response at a family level, include ethnicity, language, faith and the family’s settlement journey. In addition, it may be helpful to understand sources of information that the family relies on, such as overseas news sources or community leaders.

Check in to make sure the approach you take suits the family and their circumstances, including any nuanced differences based on the above characteristics.

A key factor in being culturally responsive is thinking about the messages that are being communicated when working with a family and how these may create additional barriers or facilitators when delivering services via telepractice.

CALD families may require or prefer to have an interpreter present in the session. A recent Delphi study conducted by the Parenting Research Centre indicated that allowing pauses in a session to enable time for communication to be relayed by a translator is important, as well as the ability for the practitioner, interpreter and client to be able to see and hear each other clearly on video where feasible (Hamilton, Petrovic, Gill, May & Wade, unpublished).

Further information on using interpreters:

• Telehealth consultations with patients requiring an interpreter
• Using teach back via an interpreter
• Improving health for Victorians from culturally and linguistically diverse background

Donaghy, E., Atherton, H., Hammersley, V., McNeilly, H., Bikker, A., Robbins, L., Campbell, J. & McKinstry, B. (2019). Acceptability, benefits and challenges of video consulting: a qualitative study in primary care. British Journal of General Practice, 69 (686). https://doi.org/10.3399/bjgp19X704141

Felton, E. (2014). A/Effective connections: Mobility, technology and well-being. Emotion, Space and Society, 13, 9-15.

Felton, E. (2015). Migrants, refugees, and mobility: how useful are information communication technologies in the first phase of resettlement? Journal of Technologies in Society, 11(1), 1-13.

Freckmann, A., Hines, M., & Lincoln, M. (2017). Clinicians’ perspectives of therapeutic alliance in face-to-face and telepractice speech-language pathology sessions. International journal of speech-language pathology, 19(3), 287–296. https://doi.org/10.1080/17549507.2017.1292547

Hamilton, V., Petrovic, Z., May, F., & Wade, C. (2021). Delphi Study: Expert Consensus on Best Practice in Telepractice in the Family Services Sector. Report to the Victorian Department of Families, Fairness and Housing. Parenting Research Centre, Melbourne: https://www.tandfonline.com/doi/epdf/10.1080/18387357.2023.2267148

Joshi, A., Paterson, N., Hinkley, T., & Joss, N. (2021). The use of telepractice in the family and relationship services sector. CFCA Paper No. 57. Australian Institute of Family Studies.

Powell, R., Ratnam, C., Wickes, R. & Keel, C. (2020). Filling the digital knowledge gap for organisations dealing with diverse communities. Monash University. https://lens.monash.edu/@politics-society/2020/10/01/1381414/pursuing-digital-engagement-between-diverse-communities-and-organisations

Sawrikar, P. & Katz, I. (2008). Enhancing family and relationship service accessibility and delivery to culturally and linguistically diverse families in Australia. Family Relationships Clearinghouse, 3. https://aifs.gov.au/cfca/publications/enhancing-family-and-relationship-service-accessibility-and-delivery-cultural

University of Sydney. (2020, April). Conversation starters for families. https://www.sydney.edu.au/content/dam/corporate/documents/faculty-of-arts-and-social-sciences/research/research-centres-institutes-groups/coversation-starters-for-children-and-families.pdf

University of Sydney. (2020, March). Family Time- tips for using video chats. https://www.sydney.edu.au/content/dam/corporate/documents/faculty-of-arts-and-social-sciences/research/research-centres-institutes-groups/rccf-tips-for-using-video-chats-for-family-time-march-2020.pdf