FINAL DRAFT LIVING SKILLS PROGRAM APY

Living Skills Program APY Lands 2010/11– Emmanuelle Barone

LIVING SKILLS PROGRAM APY LANDS

2010/2011

PLANNING, DESIGN & MODULES

Emmanuelle Barone

July 2010

Housing SA


CONTENTS

PLANNING & DESIGN DOCUMENT Page

Glossary 4

Acronyms 5

Program Hypothesis - Assumptions 6

Location of program 6

Map of APY Lands 8

Important cultural, social and resilience patterns 9

Project factors 12

To introduce the project 12

Needs assessment 13

Project evaluation 13

Mission statement 14

Aims 14

Goals 16

Time line, tasks and objectives 17

The 9 Healthy Living Standards 17

Activities and Modules 17


Program design 18

Specified and anticipated outcomes 19

Management information systems - Interview Schedule 19

Biases 20

Stakeholders map 21

Budget 21

Conclusion 21

APPENDICES Page

No 1 Project factors 22

No 2 Time Line, Tasks an Objectives 25

No 3 The 9 Healthy Living Standards 26

No 4 Interview schedule synopsis 32

No 5 Stakeholders map 36

No 6 Budget 38

REFERENCES 40


Glossary

Some of the following definitions are mostly drawn from Bulbeck‟s (1998) and O‟Connor, Wilson &

Setterlund‟s (2003) glossaries.

Appreciative Inquiry:

Community assessment, research and development exercises involving community

participation and ownership. This is a change strategy and approach highlighting people‟s

strengths and resources (Tesoriero, Barone & Umbers 2006:48-53).

Culture

Set of values, norms, customs and habits related to a given group, Culture can be associated

with countries, states, regions, groups, organisations, companies and corporations.

Ethnocentrism

Judging another culture in terms of what is valued and „normal‟ in one‟s own culture. An

ethnocentric approach imposes one‟s own culture as superior in comparison to other cultures.

Participatory Rural Appraisal:

Community assessment, research and development techniques including drawings and

diagrams used in rural areas, illiterate and cross-cultural contexts (Tesoriero et al 2006:54).

Resilience

When used in psychology, resilience is an ability to cope and recover from stress, misfortune

and catastrophe. It is also used to indicate a characteristic of resistance to future negative

events.

Successful Tenancy:

For the purpose of this document, successful tenancy means a family being aware of its rights

and responsibilities as tenants and making use of them, keeping the premises in good and

clean condition, using the strategies addressing the 9 Healthy Living Standards (appendix 3).


Acronyms

AHW: Aboriginal Health Worker

AI: Appreciative Inquiry

APY: Anangu Pitjantjatjara Yankunytjatjara

DASSA: Drug and Alcohol Services South Australia

DFC: Department for Families and Communities

FSA: Families SA

FSW: Families Support Worker

MSO: Municipal Service Officer

NGO: Non-governmental organisation

NHC: Nganampa Health Council

NPYWC: Ngaanyatjarra Pitjantjatjara Yankunytjatjara Women‟s Council

PC: Program Coordinator

PRA: Participatory Rural Appraisal

SAPOL: South Australian Police

TAFE: Tertiary and Further Education

TO: Traditional Owner

UCWPP: UnitingCare Wesley Port Pirie

YT: Yaitja Tirramangkotti


Program Hypotheses – Assumptions

It is assumed that the success of this program will strongly depend on whether the families

and community members approve it and welcome it in their community.

It is assumed that people‟s participation will be an essential factor towards achieving goals

and objectives. This implies principles of reciprocity from the program team, the latter having

to be flexible, adapting and listening to people‟s needs and schedule, and sometimes

improvise, for the program to be delivered in the appropriate way.

It is assumed that participants will feel safe, respected and listen to during all activities

involved in the program.

It is assumed that the PRA and AI methods used in the modules delivery will support sense of

respect and sharing of narrative.

If we were able to identify what people need to achieve successful tenancy;

If we were able to develop strategies to support people towards daily health and well being;

If we were to recruit effectively within each community;

If we were able to get community members to participate to the program and share their skills

and knowledge;

If we could achieve supportive partnership work between several service providers;

If we were able to implement the program with community members within each community;

If we were able to achieve change for families to sustain health, well being and successful

tenancy;

Geographical location of the program

The program takes place in the 6 major remote communities on the APY Lands in the far

north-west of South Australia, which are part of the Western Desert in central Australia. The

APY Lands cover about 102 square kilometres.


The word „remote‟ is specifically chosen in term of defining communities which do not have

access to facilities and services that are available to rural and metropolitan areas.

The Lands are owned by Anangu People under the Anangu Pitjantjatjara Yankunytjatjara

Land rights Act 1981. They administer the Lands through a governing body consisting of ten

members of the Executive Board.

The APY Lands are dry area. It is prohibited to consume, possess or supply alcohol on the

Lands.

The six major communities involved in the program are Amata, Mimili, Iwantja/Indulkana,

Kaltjiti/Fregon, Pukatja/Ernabella, Pipalyatjara.

The communities are significantly apart with no sealed roads or public transport. Many of the

roads are in bad condition and challenging to drive even for 4WD vehicles.

Although communities have permanent residents, population fluctuates in each main

community according to cultural events, sporting events and seasonal activities. This can vary

between 150 and 500 people. Many people are transients and spend time in various

communities, living with family members.

Approximate number of permanent residents in communities is between 200 and 400.


Map of the APY Lands


Important cultural. social and resilience patterns in APY communities

To uphold a successful program which develops intervention that work best for these specific

communities within a specific context and according to their culture, it is critical to fully

understand the contexts, problems, causes, and factors, as well as assessing and evaluating

external cultural influences which impact on people, and then on the whole project (Guerin

2005: 137-142; Green & Kreuter 2005:282).

Cultural and social patterns have to be considered because of their strong influence on how

the project/program is understood, received, negotiated, delivered and accepted by the

communities.

Western systems usually involve people‟s interactions with strangers on a daily basis,

network with close or loose family ties and circle of friends with no strong kinship

obligations (Guerin & Guerin 2008). Kinship based communities such as on the APY Lands

involve daily interactions with many family members with strong kinship obligations.

It is often difficult for people immersed in one interaction system to understand a radically

different system. Western workers can have specific expectations that are not part of the

social system in APY communities. Expectations on how people in communities should

react, be interested or motivated, be „grateful‟ or „happy‟.

For the purpose of this program, workers‟ use of reflecting practice is essential to avoid

ethnocentrism.

People and families living in kin-based communities rely on one another and have long-

lasting obligations to each other, or long lasting conflicts with each other. Family obligations

and conflicts are directing people‟s life in a very large sense (Guerin & Guerin 2008).

Families in long-term conflicts will have to live well apart from each other when living in one

same community.

Due to the remoteness, people often have to travel long hours on difficult roads to access

education, employment or medical treatment.

People living in APY communities are not familiar with negotiating and interacting with

strangers at a high level like people living in towns. They will be less open before listening to


strangers and allowing them to influence their lives and habits (Guerin & Guerin 2008).

Relationships will be more difficult to create and sustain.

It is therefore essential to have local people working in the program as Families Support

Workers to support families towards sustainable solutions in a culturally appropriate way.

APY Lands communities face various levels of issues impacting on everyone‟s life:

- High rate of unemployment;

- Reduced work opportunities in the communities;

- Transgenerational traumas (Atkinson 2002);

- Alcohol and drug misuse;

- Domestic violence;

- House overcrowding;

- Early motherhood;

- High rate of health problems, poor health;

- Various family situations listed in the definition of child abuse;

- High rate of mental distress;

- Early death;

- Lack of personal safety due to unsafe housing and interpersonal violence;

Patterns of resilience are also important (Barone 2006:8) considering that, according to the

theories of resilience, people can build strengths through difficult experiences and challenges.

Resilience and vulnerability are compatible characteristics. People are able to develop

strengths while being in an oppressed position (Edwards & Ribbens 1998:10; Freire 1972:25-

27). Resilience is associated with adaptation, evolution, and survival (Konner 2007:307) as

„the art of life lies in a constant readjustment to our surroundings‟ (Okakura Kakuzo cited in

Stokes 2002:81).


Some resilience patterns and factors have been identified (Barone 2006:13-16):

- Survival in challenging environment;

- Necessity to survive to protect dependents;

- Ability to confront hardship - ability to cope with hardship;

- Ability to thrive, not just survive, after great difficulties;

- Enduring and overcoming trauma / difficulties;

- Adaptation – Evolution;

- Transforming adversity and hardship into wisdom and compassion;

- Making meaning of suffering;

- Clear sense of reality - Acceptance of reality;

- Developing meaning in life - Strong values that life is meaningful;

- Strong problem solving skills - ability to grab opportunities and to improvise;

- Internal locus of control – self-reliance – determination;

- Risk taking – taking control of own life and destiny;

- Strong sense and meaning of self – Sense of self-worth;

- Building bridges from present day hardship to a better constructed future;

- Loving environment during childhood - Ability to develop attachment to others;

- Significant supportive person as role model or helping during hardship;

- Strong spirituality;

To support this approach, the Appreciative Inquiry method (AI) is a strength perspective tool

that supports people to discover and identify their own strengths and therefore „power‟ in

their own life. The program modules will use the AI approach in the program delivery,

highlighting participant‟s resilience.


Project factors – Appendix 1 (Dwyer, Stanton & Thiessen 2004:20-21)

Predisposing, reinforcing, and enabling factors (Green & Kreuter 2005:12-17,147-149)

impact on people and project from the very beginning. It is important to identify the factors

that need to be addressed in health promotion programs terms. This working strategy can help

to recognize and use the right tools and methods with the right people at the right time and

the right place. Knowing what kind of intervention work best for specific communities within

specific contexts and according to the culture (Green & Kreuter 2005:256) will support the

project towards greater success.

Kin-based communities are strong in existing supportive relationships. It would be very

beneficial to use the power of these relationships to support the program delivery in each

community. People do things for each other in a sense of cooperation, exchange and

obligation.

The program aims to address issues also in terms of community rather than in terms of

individuals only.

To introduce the project

The project focuses on improving people‟s well being and successful tenancy through the 9

Healthy Living Standards (see appendix 3).

Considering that

“most individuals who face adversity have more positive outcomes than one

might predict based on the risk factors in their lives” (Waller 2001:291),

the program takes a strength-based approach, moving beyond a deficit-based approach. This

to foster participant‟s resilience and identity, empowering participants to share stories and

reinforce a sense of self, involving the discovery of one‟s strengths towards improving

families‟ well being, safety and feeling content in their house.

Each participant involved in the program acts as teacher and student, and the one most able to

share her/his knowledge with another community member.


The program is a journey of both self-discovery and developing successful tenancy while

learning how to use the 9 Healthy Living Standards on a daily basis.

The delivery process will attempt to offer the program as an exchange of culture and

knowledge, acknowledging that people are the expert in their own life while passing their

stories on to their peers.

Needs Assessment

The project team works in collaboration with local agencies, valuing local knowledge,

culture, resources, skills and processes (Ife 2002:211-215).

In addition, a baseline survey will be used as data collection for needs assessment as well as

tool for the evaluation.

This base line survey will also be an „ice breaker‟ for community members to develop a

contact with the Program Coordinator and the Family Support Worker.

Project evaluation

The evaluation is included in the planning phase (Dwyer et al 2004:171-173). Data collected

through the baseline survey administered at the beginning of the project will be compared to

data collected through a similar baseline survey at the „end‟ of the project.

An ongoing program/project evaluation is seen as essential (Dwyer et al 2004:173-174). This

will reinforce the project team‟s capacity to adapt to changes and needs which will develop

all along the project. This is important in terms of reciprocity and accountability.

The ongoing evaluation is made with traditional scientific methods of measurements such as

measuring achievements of tasks and objectives, numeric counts and standardized measures

(Kettner, Moroney & Martin 1999:129), as well as critical reflection and assessments of

issues and situations through community meetings and developing relationships with

community members.


Mission Statement

The project‟s mission is to develop a daily use and understanding with community members

(and tenants) of the 9 Healthy Living Standards towards people‟s „successful tenancy‟ and

overall well being at various levels such as health, safety and responsibilities.

The program aims to give people the right to participate individually and collectively, and to

increase their health status, promoting collaborative intervention with communities rather

than imposing dogmatic methods (Guerin 2005:137,142).

Overall, the mission involves special commitment to the disadvantaged, marginalized and

vulnerable groups in communities. Considering the feminisation of poverty, remote living

women and children are particularly at risk in this context (Jackson & Pearson 1998:23).

Aims

Lifted by the principles of social justice (Ife 2002:205-207), the primary aim of the program

is to ascertain what intervention contributes towards improving population housing status,

healthy living standards, involving women, men and children, on the APY Lands.

The project aims to create changes within the communities towards capacity building,

community ownership to their problems and their solutions (Green & Kreuter 2005:310)

while supporting comprehensive primary health care, human rights, access, participation,

acceptability, affordability, inter-sectoral agencies collaboration, and strengthening

community self-reliance (Ife 2002:213).

“education means empowerment, enlightenment, and raising consciousness…it

can lead to self-awareness and critical thinking about oppressive social

situations” (Freire 1972:13);

- Developing one‟s identity through the process of sharing and disseminating

information and knowledge to other community members and program team; i.e. “I

have to define who I am to be able to tell about me and my story to others”;


- Identifying one‟s own strengths through learning about themselves and what they

achieve in their lives;

- Learning about the 9 Healthy Living Standards, including different cultural habits,

other way of living, different food and way of eating;

- Increasing self-esteem through talking about themselves, personal experiences and

achievements;

- Increasing awareness and supporting commitment towards learning;

- Focus on supported participation;

- Enhancing communication between participants, and between community members

and service providers;

Various concepts, notions and strategies will be discussed throughout the modules such as:

- Concepts of safe and unsafe;

- Concepts of happiness and unhappiness;

- Notions of personal identity;

- Relationships;

- Wellbeing and health;

- Nutrition for the body and for the soul;

- Trust and Networks;

- Privacy and parts of the body;

- Body Health and Hygiene;

- What is abuse;

- Identifying abuse acted on oneself;

- Strategies for being and keeping safe;

- Use and abuse of power in relationships;

- Persistence;

- Resilience strategies;

- Problem solving strategies;

- Service providers;

- Rights and responsibilities;

- Empowerment through self discovery;

- The positive aspects of clean and safe house on well being;


Goals

The project goals are:

- To develop and evaluate community based interventions for application in remote

communities, involving development of partnership between communities and

agencies‟ workers, use of public health and development interventions, and the

outcomes of these strategies measured and evaluated in terms of extent of

achievement of relevant goals (Tesoriero et al 2006:16);

- To achieve sustainability and communities‟ ownership in changing communities‟

tenancy status, encouraging awareness and commitments of families towards daily

use of the 9 Healthy Living Standards;

- To identify the tenancy living conditions and needs of men, women and children on

the APY Lands in order to inform strategies improving services and support;

- To address identified strategies to ensuring continued sustainability within the remote

communities;


- To develop and deliver the Living Skills Program to respond and meet the needs of

women, men and children towards sustainable tenancy;

Time Line, Tasks an Objectives – Appendix 2

The time line, task and objectives list starts July 2010. Each tasks and objectives are monthly,

or weekly, evaluated depending on their achievement and results. If necessary, changes will

be planned depending on, and adapted to, the ongoing evaluation.

The 9 Healthy Living Standards – Appendix 3

Activities and Modules (Modules as additional document)

With the communities:

- Baseline Survey (appendix 4);

- Participatory Rural Appraisal activities with families;

- Appreciative Inquiry activities and workshops with families;

- One on one activities with families;

- Regular visits to families;

- Community meetings;

- Consultation meetings with community Leaders and community Elders;

With partnership team UCWPP and Housing SA:

- Monthly evaluation meetings;

- Monthly meetings to review and amend time line, tasks and objectives;

- Assessment and evaluation to be made by PC after each PRA and AI activities;

- Consultation meetings with partner agencies members;


Program Design

The inputs elements of the program are:

- The members of Communities Councils of the APY Lands;

- The key community elders and members;

- The families in the communities;

- The families being tenants of Housing SA;

- The partner agencies such as NPYWC, NHC, DFC, DASSA, Families SA, Red Cross;

- The funding organisation Housing SA;

- The amount of funding available;

- The staff from partner agencies participating to the project and the program such as

community workers, community officers, nurses and other experts;

- The travel needs on the Lands;

- The locations for meetings, activities and workshops in each community;

- Accommodations and work facilities for workers;

The throughputs elements of the project and program are:

- All activities such as community meetings, PRA and AI exercises, visits in the

communities;

- Baseline survey;

- Analysing of data;

- Establishing of Family Support Workers in each community;

- Delivery of the different modules;

- Ongoing evaluation;

The outputs elements of the project and program are:

- The attendance of people to community meetings;

- The participation of people to PRA and AI activities;

- The participation of people to baseline survey;

- The participation of families to workshops and one on one activities;


- The creation of relationships between community members and team members;

- The data gathered through the two baseline surveys;

- The data gathered through PRA an AI activities;

Specified and Anticipated Outcomes

The tasks given in the Time Line, appendix 3, are specified outcomes.

In addition to them, and compared to status at the beginning of the project, anticipated long

term (at least 2/3 years after program start) outcomes are:

- To have more families demonstrating successful tenancy;

- To help prevent ongoing diseases such as scabies, skin infections, boils, head lice with

the support of daily hygiene and vermin/germs management;

- To improve women, men and children health status and well being in the APY

communities;

- To improve people‟s awareness about their health and what services they can receive

from agencies;

- To improve people‟s awareness and commitments towards rights and responsibilities;

- To improve quality of life in the communities on the APY Lands;

Management Information Systems – Interview Schedule Synopsis Appendix 4

For this project, various data such as health status, social economic status and others are

needed.

General existing data, demographic, socio-economic, health and service providers about the

communities on the APY Lands are gathered through the Housing SA data, ABS and cross-

agencies information.

In addition, specific data about families‟ needs is collected through a baseline survey

(quantitative and qualitative) to ascertain the status of women, children and men in relation to

health, nutrition, education, as well as socioeconomic data at the time the project commences.

All families moving into a new house or a renovated house will participate in the survey.


The data and information gathered will be stored by the PC in a locked cabinet. The UCWPP

PC will be the only person to have access to this confidential information. A report including

information and statistics will be written and given when required.

An interview schedule in Pytjantjatjara language and in English language is created by the PC

and the FSW employed in the community. The interview schedule includes quantitative and

qualitative questions (Appendix 4). A pilot interview is administered. A consent form is read

to the interview participants in their language by the FSW and signed, at the beginning of

each interview.

Minutes or notes are taken for each community meeting, as well as for each team meeting.

Notes are taken, with authorisation and support of local participants, during each PRA and AI

activities, each workshop and program delivery session.

Notes and Minutes are taken in English language and will be translated into Pitjantjatjara if

needed.

Evaluation report of the process, tasks and objectives, is discussed monthly.

Baseline survey data is firstly entered into Microsoft Excel spreadsheets to allow a first

examination of the number of responses per category, and then into SPSS program.

Report about baseline survey results is written at the end of data analysis. Report about each

half year of the project is written by UCWPP Program Coordinator and Housing SA

Operations Manager.

Biases

Considering the cultural environment, UCWPP and Housing SA are aware of several biases

such as:

- Family setting, people present during interview;

- Expectation of the interviewee;

- Fears of the interviewee;

- Language barriers;

- Difference of interpretations from different stakeholders.


Stakeholders Map – Appendix 5

It is essential to be able to work with key stakeholders and executive people in a way that

considers everyone‟s agenda. Stakeholders involved in the project can change the direction of

the project through even small discussion, action or wishes (Dwyer et al 2004:31-33).

It is crucial to gain the support from people having significant position at political and

community level. Government‟s representatives and Community Councils are key

stakeholders as well as the consumers who bring contribution to the program. That is why it

is important to manage expectations in the right direction and at the right level, keeping them

transparent, realistic and achievable, as people can get disillusioned and then loose

motivation and commitment to the project.

Budget – Appendix 6

Conclusion

While it is unreasonable to expect radical overall changes in tenancy within such a short time

period of 12 months, changes in tenancy habits and overall use of the 9 Healthy Living

Standards should be measurable after the period of three years with the families taking part in

the program.

Changes and restructuring of the very project may occur, as well as addition of new concepts

and programs, as this belongs to the very core of this project and research, to evolve and

develop according to the families and for the good of the communities.


Appendix 1

Projects factors

Following Green & Kreuter (2005:12-17) strategies, important factors to consider and

involve in the frame of the Living Skills APY Lands program are:

Predisposing factors:

- People‟s knowledge

- Attitudes

- Motivation

- Beliefs

- Values

- Perceptions

- Culture

- Confidence

- Capacity

- Education

- Resilience

Reinforcing factors:

- Attitudes and behaviours about health

- Attitudes and behaviours of peers, parents

- Cultural environment

- Structure of relationship

- Hierarchy system

- Kinship system

- Social system and norms

- Clients demand

- Community leaders

- Decision makers


Enabling factors:

- Availability of financial resources, local and external funding

- Availability of social capital

- Commitment

- Accessibility

- Referrals

- Rules and laws

- Skills, local and team‟s skills

- Political context and policies

- Local expertise

- Workers‟ expertise

- Collaborative work structures

- Social capital

Internal project factors:

- Organisation commitment

- Managing stakeholders

- Decision-making structures

- Plan and design

- Realistic goals

- Defining appropriate strategies

- Sustainable outcomes

- Managing resources, human resources and funding

- Leadership skills

- Managing changes

- Adaptability

- Cross-cultural intervention

- Ethno sensitive intervention


External project factors (which are interrelated to cultural patterns):

- Poverty as economical factor

- Inaccessibility to resources (geographical and economical factor)

- Social factors within the communities

- Traumas and mental distress, mental illness

- Violence and abuse

- Alcohol and drug misuse

- Families hierarchy distribution within the communities

- Political factors within and outside the communities

- Decision making structures within the communities

- Decision making structures within households

- Individual factors

- Biological factors

- Peers‟ pressure

- People‟s conditions of living

- People‟s fear of unknown

- People‟s values

- People‟s health beliefs

- People‟s expectations

- People‟s wishes and dreams

- People‟s attitude toward change


Appendix 2

Timeline July 2010 to August 2010

Timeline and schedule are re-evaluated monthly in meetings with UCWPP and Housing

SA. Timeline for September and October 2010 will be prepared mid-August 2010.

Tasks

July

5-9

July

12-16

July

19-23

July

26-30

August

2-6

August

9-13

August

16-20

August

23-27

Final program

planning & modules

1st Visit community

and agencies Amata

1st Visit community

and agencies Mimili

FSW recruitment

Amata and Mimili

Negotiate locations

Amata and Mimili

Baseline Survey

Mimili

Baseline Survey

Amata

Data analysis and

needs assessments

Modules preparation

& setting

Modules delivery

Mimili

Modules delivery

Amata

Meetings with

partner agencies


Appendix 3

The 9 Healthy Livings Standards

From Housing SA guidelines

1 Body Hygiene

Look after the body, why?

Because it is the centre of health and also health for the soul and the spirit

Why body hygiene is important, for babies, children, women and men;

Washing to reduce disease and infections;

Clean toilets, why?

Clean bathroom, why?

Body wash, hair wash, teeth wash;

Scabies; impact on body, infections;

Head lice; impact on body, infections;

Boils, where are they from? How to reduce them?

Nganampa Health sessions about STI and STD?

Session about scabies

What are these lice? Microscope use to see the vermin

Painting posters for the house

Hairdresser session in community

Beauty day in community

Storage of beauty and hygiene products to keep them safe for people to use.


2 Beddings Cleanliness – clothes washing

Scabies; impact on body, infections;

Head lice; impact on body, infections;

Boils

Proper use of washing machine

Washing beddings

Washing clothes

Proper storage for bed sheets, blankets and clothes

Bedding off the ground

Drying and airing in the sun

3 Look after the house - Removal of Waste

Looking after the house because this is where the family can and want to be safe and

comfortable

Food scraps in the bin and not in the sink, why?

Bagging, tying and binning rubbish, why?

Recycling rubbish (if available service)

Keeping rubbish safe from animals (dogs) and insects (flies, ants..)

Use of wheelie bins

Keep the habit to put all rubbish in the bin and not on the floor, ground, backyard and front

yard

Proper removal of heavy waste such as heavy metal or dangerous objects


4 Nutrition and Kitchen Hygiene

Keeping Kitchen clean and safe

The use of cooking utensils

Cleaning cooking surfaces, cooking utensils and crockery and cutlery

Safe storage of cooking utensils, crockery and cutlery

Separate dog-only plates and bowls

Keep animals (dogs) and insects (flies, ants..) away from food, food preparation areas and

cooking utensils, crockery and cutlery

Why using cupboards and shelves for storage

Washing hands with soap after toilets, touching dogs and cats

Washing hands always before cooking food

Fridge versus cupboard storage

Fridge cleaning

Looking after fridge

Looking after kitchen equipment

5 Reduction of Overcrowding

Impact on house cleanliness, 10 people making more dirt than 2

It is everyone‟s responsibility to keep the house clean, not just one person

Impact on toilet, shower and other facilities

Impact on property damages

Impact on charges to tenants: water, electricity, gas, and finally food costs

Impact on child learning and schooling


Impact on potential child abuse or neglect

Impact on rubbish and cleaning for the tenants

How can visitors be kept accountable and responsible regarding inappropriate behaviours and

their impacts on the family they are visiting?

How can visitors be responsible and participate to house duties and work?

How to act in the family house with respect and sharing behaviours

Budgeting for living costs, food, clothes and general bills

6 Dogs Health and Hygiene

Information workshops about how poor hygiene with dogs and cats impact on people‟s health

and life

Dog and cat‟s diseases and parasites can make children and adults sick

No dogs and cats to be kept in houses or only with control of excrements and when dogs and

cats healthy

Dogs and cats to be regularly checked and medically treated against mange and other

transferable diseases

Use of Vet services through NHC programs

7 Controlling Dust and Vermin/Parasites/Snakes/Insects

Health problems caused by dust mites, asthma, emphysema

Keeping dust outside – closing door and windows, cleaning floors regularly

Dusting house, shaking rugs outside

Foot mats at the doors, outside and inside the house – shaking foot mats regularly


Health problems caused by mice, flies, mosquitoes, cockroaches, ants

Keeping vermin and insects from entering the house and property with control action such as

rodent poison (kept away safe from children), ants (talc baby powder very effective against

ants and non dangerous)

Looking after flies screen and screen doors

Minimise water for mosquitoes

Control rubbish in the rubbish trolley bin outside the house

No food on the floor

No holes in the floor or in the walls (snakes and mice), call maintenance Housing SA

No animals defecating in the house

8 Controlling living area temperatures – housing costs

Keep doors and windows closed when either heating or cooling the house

Look after heating and cooling systems

Make sure air-conditioning is working properly – call maintenance

Make sure heater is working properly – call maintenance

Switch heater or cooler off when leaving the house

Do not leave heater or cooler on all the time

Electricity costs and impacting negatively on health

Conserving water and power

Budgeting for rent and bills


9 Reducing Risk Situations/Sustaining Safe Environment

Reporting maintenance if something can hurt children and adults such as broken window,

broken door or walls, faulty or broken light globes, faulty or damaged power points, faulty

gas, broken stove or cookers, broken/defect heating or cooling, to prevent accidents

happening to family members

Fire safety – careful in the use of fires and heating

Leave smoke alarms in the house on the ceilings, do not remove them

Children safety, watch children around fire place, watch children around heating, cooling,

cooking washing areas

People‟s health - Keep dogs and cats healthy


Appendix 4

Interview Schedule

Synopsis

The questions have to be appropriately formulated according to the culture, habits, and

conventions within communities.

The interview schedule includes quantitative and qualitative questions regarding people‟s

needs, nutrition habits, resources utilization, and social capital (Tesoriero et al 2006:61),

targeting:

- Household constitution;

- How many girls, boys, and age;

- Daily activities;

- Housing needs/wishes;

- Coping strategies with house work and issues;

- Nutrition habits;

- Family members health status;

- Who in the family access and use health services;

- Economic information;

- Social information;

- Educational information;

- Mental health information;

- Decision maker in the family;

Questions such as:

- What activities do you do during the day?


- Who do you talk to during the day and how often? (table)

Name of rarely sometimes often very often

Children

Partner

Sister

Mother

Other people and who

- Did you have breakfast yesterday? What did you eat/drink for your breakfast?

- Did you have lunch yesterday? What did you eat/drink for lunch?

- Did you have dinner yesterday? What did you eat/drink for dinner?

- What else did you eat/drink during the day yesterday?

- How is the family organised to do all the house tasks such as cleaning, cooking,

shopping..?

- What are the furniture do you think are important to have in your house to make it

comfortable for you and your family?

- What utensils do you like to use for cooking? Stove, open fire, slow cooker..

- Who do you think has to look after the house and the furniture in the family?

- What do you need towards feeling safe in your house?

- What makes you feel happy in your house?

- To what school level do you like to send your children to?

- If child does not go to school, explain why and what do they do during the day if

they do not go to school?

- Who in your family makes decisions about your children‟s education?

- Who in your family makes decisions about how to spend the money?

- Do you want to learn about how to organize your budget and money, how you can

make it easier to make the money last?


- The community gives facilities. How are you utilizing these facilities? (table)

Daily weekly monthly

PY KU building computers

Centrelink community officers

Community Office

Homemaker Centre

Tafe

Clinic

Store

School

Youth Shed

Church

Football and Netball court

Bush Bee (Bush bus)

- Which facilities do you not use? And for what reason?

- Who do you consult when you are sick?

- And for your children?

- Is there anything that prevents you from going to the clinic when you are sick? If

yes, what?

- Do you use traditional medicines or herbal medicine? If yes, for what reason?

- Who in your family decides about what medical treatments are received?

- When do you feel sad? And why?

- What do you do to feel happy again?

- Do you sometimes help other people? With food, shelter, money..

- Do you sometimes receive help from other people? Food, shelter, money.


- What are your family expenditure for one week/month, food, clothing..?

- Do you have enough money to pay these expenses?

- Do you have Foxtel/Austar at home?

- Do you have a working phone line at home?

- What things do you do for personal enjoyment/recreation? (table)

How often with whom where

Visiting family/friends

Watching television

Listening to music

Cooking

Dancing

Singing

Painting

Making baskets

Playing cards

Chatting with friends/family in the community

Going to church

Participating to Inma

Going out bush

Going on camp out bush

Travelling to various communities on the APY Lands

Travelling to Alice Springs

Travelling to other places

- What are the celebrations/special events you are doing with your family?

- What are the celebrations/special events you are doing with your community?

- What is the next important happening in your life that will make you very happy?


Appendix 5

Stakeholders Map

Stakeholders Important

To be aware of / to consider

Community

Leaders

Are the key people within

communities – possess

power within communities

– decision makers.

Relationships are very important to build on.

Appropriate behaviours from the work team is

crucial, according to conventions and culture.

Listen to people‟s voices.

APY Executive

Council

Is the Aboriginal Executive

political decision maker at

the APY Lands level.

Will decide what is good for the community and its

members. Is respected by people. Has a position of

power and influence.

Community

Council

members

Are the political influences

on decision making at

community and APY Lands

level.

Have to be worked with from the current political

perspective, appropriate discussions according to

culture and conventions. Strong decision making in

the community.

Families and

tenants in each

community

Are the key beneficiaries of

the program, the core of the

project‟s mission.

Have to be involved in the project from the start, to

be listen to and to be respected as their own experts

and decision makers.

Families Support

Workers

Are the key officers who are

members of the

communities – experts

within their area – they

deliver the program with the

PC and ensure ongoing

support to families at the

community level.

Team work; PC has to support FSW on ongoing

basis. FSW are key workers representing the

Program from within the communities. They have

expertise and local knowledge, as well as power

and influence.

FSW are recruited and employed by UCWPP.

Housing SA

Department contracting

UCWPP for the delivery of

the program.

Collaborative team work between UCWPP and

Housing SA Umuwa. UCWPP is accountable to

Housing SA.

UCWPP

Contractors funded by

Housing SA for delivery of

the Living Skills Program

on the APY Lands.

Program Coordinator (PC) refers to the Executive

Manager located in Port Pirie.

DFC

Department to work in

partnership with Housing

SA and UCWPP PC.

Subject to negotiations and schedule.


NPYWC NGO based in Alice

Springs, delivering various

services on the APY Lands.

To work in partnership with

the UCWPP PC to deliver

support in specific activities

and workshops.


NHC NGO based in Alice

Springs and delivering

ongoing health care,

programs and support to

community members

through their clinics based

in each community. To

work in partnership with the

UCWPP PC to deliver

support in specific

workshops and activities.


Tafe SA Tertiary Education. There is

one Tafe delivering

different certificates studies

in each community.


FAMILIES SA

Anti-Poverty

Team

Department for child

protection and crisis care.

Anti-poverty team to work

in partnership with Housing

SA and UCWPP PC for

specific workshops.


FAHCSIA

Two Government Business

Managers are currently

respectively working in

Mimili and Amata (only).

Work relationships at various levels according to

the programs and activities FAHCSIA has in

Mimili and Amata.

It is for those two communities only.

DPC Two Government Business

Managers are responsible

for the East and for the

West Communities.



Appendix 6

Budget


Budget – cont.


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