- Aug 8, 2023
- 3 min read

Risk Management of People with Disabilities from Ethnically Diverse Backgrounds in Australia

Author: Brian Cooper 6/8/2023

Abstract

Risk management for those from ethnically diverse backgrounds born in Australia, as well as permanent residents or citizens of Australia born overseas with disabilities, necessitates a comprehensive understanding. It is essential to address the social determinants of disability; it is crucial to incorporate the bio-socio-psychological model, which emphasises the intertwined nature of social, biological, and psychological factors in understanding and managing risks. Recognise the unique risks that may arise from cultural beliefs about disability, stigmas, or potential misunderstandings. Risk management for individuals from ethnically diverse backgrounds with disabilities in Australia should be multi-faceted, deeply rooted in cultural understanding, and informed by the bio-socio-psychological model.

Introduction.

Risk management for individuals from ethnically diverse backgrounds, especially those with disabilities in Australia, requires a holistic approach that caters to their unique needs and experiences. Drawing on the bio-social-psychological model, it's imperative to understand that biological, social, and psychological dimensions work collectively to shape these individuals' lived experiences and vulnerabilities.

Risk Management Theory:

Bio-Social-Psychological Model: This interdisciplinary model proposes that health and disability are outcomes of a dynamic interaction between biological (genetic, biochemical, etc.), social (socioeconomic status, culture, etc.), and psychological (emotional, cognitive, etc.) factors (Engel, 1980).
Intersectionality: Understand how multiple social categories (e.g., ethnicity, disability, gender) intersect at an individual level, leading to unique experiences of disadvantage or privilege (Crenshaw, 1991).
Cultural Competency: Recognizing and addressing the different cultural beliefs, values, and practices among diverse ethnic groups is paramount in risk management (Betancourt, Green, Carrillo, & Ananeh-Firempong, 2003).

Risk Management Practice:

Cultural Sensitivity in Assessments: use assessment tools that are culturally sensitive and consider the bio-social-psychological dimensions, ensuring they are adapted appropriately for diverse backgrounds (Guilamo-Ramos et al., 2007).
Inclusive Communication: Offer communication in multiple languages and formats considering the specific needs, such as using interpreters, translated materials, and accessible formats for those with disabilities (Australian Human Rights Commission, 2016).
Community Engagement: Engage with ethnically diverse communities and their leaders. This can foster trust and help develop risk management strategies rooted in cultural understanding (Bhopal, 2014).
Support Networks: Foster strong community and peer support networks, emphasizing their importance in managing both the psychological and social dimensions of risk (Nario-Redmond, Noel, & Fern, 2013).
Tailored Interventions: Develop culturally tailored interventions that recognize the distinct beliefs, norms, and values of various ethnic groups, addressing both social and psychological components of their lived experiences (Hunt, 2007).
Continuous Training: Ensure that professionals involved in risk management are continually trained on the complexities of the bio-social-psychological model and the nuances of diverse cultures (Paez, Allen, Carson, & Cooper, 2008).

Addressing Social Determinants of Disability:

Policy Advocacy: Advocate for policies that challenge systemic barriers faced by people with disabilities, especially those from ethnically diverse backgrounds (Priestley, 2001).
Awareness Programs: Raise awareness about the social determinants that influence disability and the importance of understanding these through the lens of the bio-social-psychological model (Marmot & Wilkinson, 2006).
Accessible Services: Ensure all essential services, from healthcare to employment, are accessible, culturally sensitive, and encompass the bio-social-psychological framework in their approach (Drainoni et al., 2006).

For a successful risk management strategy for individuals from ethnically diverse backgrounds with disabilities in Australia, a deep-seated cultural understanding integrated with the bio-social-psychological model is necessary.

References:

Australian Human Rights Commission. (2016). Multicultural access and equity: Policy and practice. Canberra: AHRC.
Betancourt, J. R., Green, A. R., Carrillo, J. E., & Ananeh-Firempong, O. (2003). Defining cultural competence: A practical framework for addressing racial/ethnic disparities in health and health care. Public health reports, 118(4), 293-302.
Bhopal, R. (2014). Migration, ethnicity, race, and health in multicultural societies. Oxford: Oxford University Press.
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stan. L. Rev., 43, 1241.
Drainoni, M. L., Lee-Hood, E., Tobias, C., Bachman, S. S., Andrew, J., & Maisels, L. (2006). Cross-disability experiences of barriers to health-care access. Journal of disability policy studies, 17(2), 101-115.
Engel, G. L. (1980). The clinical application of the biopsychosocial model. American Journal of Psychiatry, 137(5), 535-544.
Guilamo-Ramos, V., Jaccard, J., Johansson, M., & Turrisi, R. (2004). Parental and school correlates of binge drinking among middle school students. American journal of public health, 94(5), 894-899.
Hunt, L. M. (2007). Anthropology and biomedical research: Complexities of cultural interpretation and the use of a cultural consultant. American Anthropologist, 109(1), 52-62.
Marmot, M., & Wilkinson, R. G. (Eds.). (2006). Social determinants of health. Oxford: Oxford University Press.
Nario-Redmond, M. R., Noel, J. G., & Fern, E. (2013). Reducing disability prejudice through intergroup contact experiences and media exposure. Rehabilitation Psychology, 58(3), 240.
Paez, K. A., Allen, J. K., Carson, K. A., & Cooper, L. A. (2008). Provider and clinic cultural competence in a primary care setting. Social science & medicine, 66(5), 1204-1216.
Priestley, M. (2001). Disability and the life course: Global perspectives. Cambridge: Cambridge University Press.culturally sensitive assessment tools