Social work / Indigenous Australians and the Human Services

Order Description This is my assessment. I need more than 16 references. I am a Aborigin" rel="nofollow">inal Youth And Families worker in" rel="nofollow">in Government sector. I have additional attachments for some of the materials, which you need. All the researches should be based in" rel="nofollow">in Australia. Assessment #2 - Expression of Interest The Expression of Interest (EOI) assessment of 2000 wds is designed to give you a practical opportunity to address your understandin" rel="nofollow">ing of concepts and content from the course, by respondin" rel="nofollow">ing to contemporary employment criteria. It will give you an opportunity to put in" rel="nofollow">into practice some of your learnin" rel="nofollow">ings and own experience related to engagin" rel="nofollow">ing and workin" rel="nofollow">ing effectively with Indigenous Australian people and communities. You are required to write an Expression of Interest (EOI) proposal in" rel="nofollow">in response to criteria which feature in" rel="nofollow">in current employment job and person specifications. Your EOI will relate to a project that will be implemented in" rel="nofollow">in an Indigenous context (organisation or community). You will then need to provide details of your knowledge developed throughout the course, as it would apply to generic employment criteria. NOTE : there is no expectation that you will have experience or prior knowledge of the employment role - so answer from an academic perspective. The aim of the assessment is to demonstrate you have understood the course and are makin" rel="nofollow">ing the lin" rel="nofollow">inks between theory and application to practice. This assessment will explore some of the central characteristics of Indigenous Australian cultures, the history of colonisation, and in" rel="nofollow">influences of domin" rel="nofollow">inant culture, the social, economic and psychological effects of colonisation on Indigenous Australians, racism, power and whiteness, contemporary Indigenous societies, and the role of human service professionals in" rel="nofollow">in contemporary contexts. There are three components to this assessment and all need to be satisfactorily completed. This in" rel="nofollow">includes a formal 'job' application letter, as well as your reflections and demonstrations of comprehension. This assessment is designed for you to consider the course content, and to reflect upon feelin" rel="nofollow">ings and understandin" rel="nofollow">ing of the materials and concepts. You will be required to draw upon workshop content and discussions, other course materials and broader research in" rel="nofollow">in your responses. We will be expectin" rel="nofollow">ing you to demonstrate that you have analysed and understood the material presented and that your writin" rel="nofollow">ing and responses in" rel="nofollow">indicate reflective thin" rel="nofollow">inkin" rel="nofollow">ing with regard to the course content and consideration of your learnin" rel="nofollow">ing. That is, we want you to demonstrate that you have engaged in" rel="nofollow">in the material in" rel="nofollow">in a scholarly and critical manner. Instructions and Tips for Assessment 2: Expression of Interest The Task: The Expression of Interest (EOI) assessment is designed to give you both a practical opportunity to address your understandin" rel="nofollow">ing of concepts and content from the course, by respondin" rel="nofollow">ing to contemporary employment criteria and also to critically analyse theories and concepts through comprehension and reflective questions. It will give you an opportunity to put in" rel="nofollow">into practice some of your learnin" rel="nofollow">ing�s and own experience related to engagin" rel="nofollow">ing and workin" rel="nofollow">ing effectively with Indigenous Australian people and communities, and to demonstrate you have understood the course overall. You are required to write a 2,000 word Expression of Interest (EOI) proposal that in" rel="nofollow">includes an application letter, your responses to the dot poin" rel="nofollow">int criteria (Part 1) which feature in" rel="nofollow">in current employment job and person specifications, and the sections on Comprehension and reflection (Part 2). The format of the EOI is outlin" rel="nofollow">ined in" rel="nofollow">in the followin" rel="nofollow">ing pages. Your EOI will relate to a project of your choice that will be implemented in" rel="nofollow">in an Indigenous Australian context (organisation or community). It can be helpful when approachin" rel="nofollow">ing this assignment, to identify a context in" rel="nofollow">in which you would like to work in" rel="nofollow">in future, to be able to ascertain" rel="nofollow">in how the knowledge, skills, values and learned competencies will relate to your employment role. This assessment will explore some of the central characteristics of Indigenous Australian cultures such as Kin" rel="nofollow">inship and Identity, the history of colonisation, and in" rel="nofollow">influences of domin" rel="nofollow">inant culture, the social, economic and psychological effects of colonisation for Indigenous Australians, racism, power and whiteness, contemporary Indigenous societies, and the role of human service professionals in" rel="nofollow">in contemporary contexts. You will be required to draw upon workshop content, discussions and other course materials in" rel="nofollow">in your responses. Referencin" rel="nofollow">ing is a graded component of this assessment. Please ensure that in" rel="nofollow">in in" rel="nofollow">instances where it is appropriate to reference, that you use the Harvard referencin" rel="nofollow">ing style consistently throughout the journal. STUDENT NAME : ID: OUTLINE OF YOUR ASSIGNMENT 1) Fin" rel="nofollow">ind a �job� in" rel="nofollow">in the Human Services - preferably one with Indigenous Australian Contexts (or you can make up your ideal �wished for� job.) 2) Write a Cover Letter (approximately 200 words) addressed to the Selection Panel/employer of the organization. NOTE: This should also summarize the content of your EOI dot poin" rel="nofollow">int criteria. This application can be used for a �real� job application, so make it perfect and relevant. (Would this application �get you the job?� ) Example of an official �BRIEF JOB DESCRIPTION �that may be used. As a member of the Project team your task will be to contribute to the development and implementation of a culturally accountable service with Indigenous Australian people which focuses on the well bein" rel="nofollow">ing, and healin" rel="nofollow">ing of the community. The project must be implemented in" rel="nofollow">in ways that respect the values of Indigenous Australian people, the community and nation groups. The primary vision is to work in" rel="nofollow">in ways that will be respectful, honest and effective in" rel="nofollow">in workin" rel="nofollow">ing to overcome Indigenous disadvantage and over-representation of Indigenous Australian people in" rel="nofollow">in social, health and welfare statistics. ______________________________________________________COVER LETTER for example: �Dear�.., I wish to apply���) YOUTH and FAMILY Support worker ___________________________________________ 3) Then respond to the 7 dot poin" rel="nofollow">int criteria in" rel="nofollow">in Part 1, and then the Comprehension questions outlin" rel="nofollow">ined in" rel="nofollow">in Part 2 below (approximately 1,200 words). PART 1 Respond to the followin" rel="nofollow">ing dot poin" rel="nofollow">int criteria: (Ensure your responses are supported with the relevant and appropriate evidence). These must thoroughly showcase your knowledge of the course content. � Ability to communicate with Indigenous Australian families and communities � Ability to engage respectfully with the Indigenous Australian community � Ability to understand and have knowledge of Indigenous Australian communities� family and kin" rel="nofollow">inship systems � Ability to provide effective and sensitive advice to Indigenous Australian community members � Ability to work within" rel="nofollow">in a team in" rel="nofollow">in a culturally accountable way � General awareness of issues confrontin" rel="nofollow">ing Indigenous Australian families and communities � Knowledge of the history of Indigenous Australians and the impact of past welfare practices. PART 2 Respond to the followin" rel="nofollow">ing Comprehension Questions: (Ensure your responses are supported with the relevant and appropriate evidence) Comprehension - Applyin" rel="nofollow">ing Terms & Concepts: In your own words, please summarise/defin" rel="nofollow">ine the followin" rel="nofollow">ing terms/concepts: a) Ethnocentricity b) Racial Prejudice c) Racial Discrimin" rel="nofollow">ination d) Institutional Racism (This section approx 200 words) Explorin" rel="nofollow">ing Power, Whiteness and White Privilege The concept of Whiteness has been in" rel="nofollow">introduced to you in" rel="nofollow">in order to identify and establish a position from which domin" rel="nofollow">inant cultures view the Racisms and can contribute more specifically to Institutional Racism. For your responses in" rel="nofollow">in this section, it will be helpful to make reference to the Required Readin" rel="nofollow">ings in" rel="nofollow">includin" rel="nofollow">ing: Readin" rel="nofollow">ing 19 McIntosh, P. White Privilege: Unpackin" rel="nofollow">ing the Invisible Knapsack, Independent School, 1990, 49(2): pp. 31 � 37 Readin" rel="nofollow">ing 20 Radermacher, H. �I�m White! Oh I see! An International student perspective on national curriculum guidelin" rel="nofollow">ines for Indigenous issues in" rel="nofollow">in psychology�, Australian Community Psychologist, 2006, 18(1): pp. 33 � 39 Readin" rel="nofollow">ing 21 Tannoch-Bland, J. �Identifyin" rel="nofollow">ing White Race Privilege�, In �Brin" rel="nofollow">ingin" rel="nofollow">ing Australia Together: the structure and experience of racism in" rel="nofollow">in Australia�, Foundation for Aborigin" rel="nofollow">inal and Islander Research Action, Qld, 1998: pp. 33 � 38. Also draw upon your reflections of Workshop content and activities 1) In your own words, please write up a Defin" rel="nofollow">inition Statement of Whiteness and White Privilege, as you have come to understand it: (This section approx 100 words) 2) Provide examples of how White Privilege is applied, and can become evident, in" rel="nofollow">in some everyday contexts and environments in" rel="nofollow">in Australia? Use critical analysis here: For example, in" rel="nofollow">in: a) Your Workplace or Personal Relationships b) Policies & Practices c) Community Attitudes (This section approx 100 words) 3) Write a Reflective Statement surroundin" rel="nofollow">ing your exploration of Racism, Whiteness, Power and related concepts. (Try usin" rel="nofollow">ing the followin" rel="nofollow">ing dot poin" rel="nofollow">ints to help frame your response): � Was Whiteness and White Privilege easy to defin" rel="nofollow">ine in" rel="nofollow">in your own context and in" rel="nofollow">in the context of the profession? If not, why? � How did these concepts and the discussion challenge your thin" rel="nofollow">inkin" rel="nofollow">ing? Examin" rel="nofollow">ine and discuss any clarity, and/or discomfort you may have experienced with the concepts and literature � What conclusions you have drawn at this poin" rel="nofollow">int in" rel="nofollow">in your learnin" rel="nofollow">ing? _____________________________________________________________________________________ (200 wd Min" rel="nofollow">inimum) Assessment Feedback WELF 2015: INDIGENOUS AUSTRALIANS & THE HUMAN SERVICES ASSIGNMENT 2 � EXPRESSION OF INTEREST Student Name: Key components of this assignment Marks Comment CONTENT (GQ1) (40%) Expression of Interest demonstrates a strong understandin" rel="nofollow">ing of course concepts outlin" rel="nofollow">ined in" rel="nofollow">in weeks 1 � 9. Comprehensive coverage and responses reflects engagement with set readin" rel="nofollow">ings and other relevant materials and demonstrates growth in" rel="nofollow">in understandin" rel="nofollow">ing and comprehension. Apply knowledge (demonstrate application of theory to practice in" rel="nofollow">in real situations and appreciate limitations of theory). /40 ANALYSIS (GQ�s 2, 4 & 5) (30%) Sustain" rel="nofollow">in in" rel="nofollow">intellectual in" rel="nofollow">interest and critical thin" rel="nofollow">inkin" rel="nofollow">ing as a mature professional. Depth of analyses evident. Evidence of reflection and critical analysis and the ability to in" rel="nofollow">integrate knowledge and viewpoin" rel="nofollow">int. Considers and addresses the relationships between the construction of power and privilege and the ability to perpetuate or dismantle social in" rel="nofollow">inequality with respect to Indigenous Australians. Reputable sources utilised effectively. /30 PRESENTATION (GQ�s 6 & 7) (30%) Communicate appropriately: overall presentation in" rel="nofollow">includin" rel="nofollow">ing correct grammar, spellin" rel="nofollow">ing and punctuation. Proper acknowledgement of documentation and correct citation of references. Use of in" rel="nofollow">inclusive language and appropriate termin" rel="nofollow">inology. /30 Assignment Mark /100 Grade Summary Comments: References https://everydayfemin" rel="nofollow">inism.com/2015/08/white-america-responsibility/ https://www.alternet.org/news-amp-politics/11-ways-white-america-avoids-takin" rel="nofollow">ing-responsibility-its-racism https://www.carersaustralia.com.au/storage/2011Workin" rel="nofollow">ing%20with%20Aborigin" rel="nofollow">inal%20People%20and%20Communities.pdf https://www.community.nsw.gov.au/__data/assets/pdf_file/0017/321308/workin" rel="nofollow">ing_with_aborigin" rel="nofollow">inal.pdf https://aifs.gov.au/cfca/publications/workin" rel="nofollow">ing-in" rel="nofollow">indigenous-children-families-and-communities https://www.workin" rel="nofollow">ingwithatsi.in" rel="nofollow">info/content/pi_family.htm https://www.aihw.gov.au/uploadedFiles/Closin" rel="nofollow">ingTheGap/Content/Publications/2013/ctgc-ip5.pdf https://www.australiacouncil.gov.au/about/protocols-for-workin" rel="nofollow">ing-with-in" rel="nofollow">indigenous-artists/ https://www.atsihealthpracticeboard.gov.au/Codes-Guidelin" rel="nofollow">ines/Code-of-conduct.aspx https://www.humanrights.gov.au/publications/brin" rel="nofollow">ingin" rel="nofollow">ing-them-home-chapter-11 18. - Reflections on critical white(ness) studies - Johnson, Parker C (Johnson, Parker C, 1999) 19. McIntosh, P., (1990), �White Privilege: Unpackin" rel="nofollow">ing the Invisible Knapsack�, 20. Radermacher, H., (2006), �I�m White! Oh I See! An International student perspective on national curriculum guidelin" rel="nofollow">ines for Indigenous issues in" rel="nofollow">in psychology�, 21. Tannoch-Bland, J., (1998), �Identifyin" rel="nofollow">ing White Race Privilege�, In Brin" rel="nofollow">ingin" rel="nofollow">ing Australia Together: the structure and experience of racism in" rel="nofollow">in Australia, Week 7 Tutorials � Unpackin" rel="nofollow">ing Whiteness� Witnessin" rel="nofollow">ing Whiteness Lecture notes Contemporary Contexts 3 Part 1: � Cross-Cultural Communication & Cultural Protocols & � Engagement David Unaipon College of Indigenous Education and Research Indigenous Australians: Culture and Colonisation Areas of Cultural Competency Development: � Knowledge � � Consolidatin" rel="nofollow">ing knowledge in" rel="nofollow">in relation to contemporary contexts: Cross-Cultural Communication / Cultural Protocols; Ethics & Guidelin" rel="nofollow">ines for practice �Skills � � Explorin" rel="nofollow">ing the application of knowledge to practice issues andideas � Analysis of own communication style Observations Indigenous styles of in" rel="nofollow">interpersonal in" rel="nofollow">interaction differ noticeably from those in" rel="nofollow">interaction styles found among non-Indigenous people. Such differences may adversely affect the outcome of service provision and in" rel="nofollow">interventions and in" rel="nofollow">in particular, in" rel="nofollow">interviews and assessments Cross-Cultural Environments The vast communication gap that exists between Aborigin" rel="nofollow">inal people and the domin" rel="nofollow">inant Australian culture affects all aspects of Aborigin" rel="nofollow">inal life. �In the end, even policies like self-determin" rel="nofollow">ination fail because of it�I believe this communication gap is the main" rel="nofollow">in reason underlyin" rel="nofollow">ing [Aborigin" rel="nofollow">inal] people�s contin" rel="nofollow">inual loss of control over their lives. And it is this loss of control, this powerlessness, that manifests itself in" rel="nofollow">in the current crisis in" rel="nofollow">in health. Someone might ask: �if it�s just a communication problem, why hasn�t it been understood before?�. The reason is simple. It hasn�t been understood because it is a communication problem. The communication gap is cemented in" rel="nofollow">into the system so deeply that it is not even noticed by the domin" rel="nofollow">inant culture. (Trudgen 2000, p.70) � What are some of the key systemic/structural factors that affect communication between Aborigin" rel="nofollow">inal people and the domin" rel="nofollow">inant culture and systems? � How would you account for the �cultural blin" rel="nofollow">indness� that, in" rel="nofollow">in Trudgen�s analysis, allows the communication gap to go unnoticed by those in" rel="nofollow">in these systems? � In any cross-cultural environment, we need to be able to obtain" rel="nofollow">in and give cues and provide and receive feedback that enables us to modify our behaviour if it is not appropriate to the situation. � The key, is to be aware that this can occur, and to have strategies should miscommunication happen. Cross-Cultural Communication � What does this mean? � Interpersonal skills � Flexibility � AWARENESS OF & SENSITIVITY TO�� Basis of ANY Effective Communication � Strong Interpersonal & Social Skills � Flexibility in" rel="nofollow">in communication styles � Choice of where to communicate � Courtesy, manners, respect � Non-judgmental / Suspend judgement � Understandin" rel="nofollow">ing people in" rel="nofollow">in THEIR context Cross-Cultural Communication in" rel="nofollow">involves consideration of: � Norms regardin" rel="nofollow">ing Exchange of Information � Past issues of miscommunication: misdiagnosis, misunderstandin" rel="nofollow">ings, offence � Consider �power� and �privilege� in" rel="nofollow">in practitioner/client relationship � Termin" rel="nofollow">inology & Reference Communicatin" rel="nofollow">ing Respectfully Awareness & Sensitivity to: � Indigenous issues generally (historic & contemporary contexts) � Impact of history on contemporary issues & challenges � impact of Racism � Past in" rel="nofollow">interactions between human services & Indigenous Australians & Indigenous and nonin" rel="nofollow">indigenous people generally Askin" rel="nofollow">ing a Question OR Questionin" rel="nofollow">ing? David Unaipon College of Indigenous Education and Research Indigenous Australians: Culture and Colonisation Awareness & Sensitivity to: � Kin" rel="nofollow">inship structures: certain" rel="nofollow">in relationships & communication norms to observe � Defin" rel="nofollow">inition & importance of Family � SEWB & Indigenous defin" rel="nofollow">inition of �health� David Unaipon College of Indigenous Education and Research Indigenous Australians: Culture and Colonisation Awareness & Sensitivity to: � Health literacy � Gender difference & considerations � Cultural Protocols: identifyin" rel="nofollow">ing what they are in" rel="nofollow">in your local settin" rel="nofollow">ing; status considerations � Choice of settin" rel="nofollow">ing � Different communication styles Some Considerations � Paralanguage � Non-Verbals: silence � Proxemics � Acceptable Behavior � etiquette � Reputation � Written & Visual communication Awareness & Sensitivity to: � Diversity of Languages / Lin" rel="nofollow">inguistics - Indigenous Languages: Translations - Aborigin" rel="nofollow">inal English: know local Termin" rel="nofollow">inology � Contemporary Termin" rel="nofollow">inology � Inclusive Language: written & verbal EXAMPLES: �THEM� � X in" rel="nofollow">involvin" rel="nofollow">ing them in" rel="nofollow">in policy makin" rel="nofollow">ing decisions � ? in" rel="nofollow">involvin" rel="nofollow">ing members of the Aborigin" rel="nofollow">inal communityin" rel="nofollow">in policy makin" rel="nofollow">ing decisions �YOU PEOPLE� � X if you people need�. � ? if the Aborigin" rel="nofollow">inal community needs�.. �THOSE PEOPLE� � X an in" rel="nofollow">invitation in" rel="nofollow">invitin" rel="nofollow">ing those people to attend the meetin" rel="nofollow">ing will be sent out on�. � ? an in" rel="nofollow">invitation in" rel="nofollow">invitin" rel="nofollow">ing members of the Aborigin" rel="nofollow">inal community will be sent out on�. � � Cultural Disparity / Culture Shock � Level of Formality: min" rel="nofollow">indful of own presence � Consultation & listenin" rel="nofollow">ing to and hearin" rel="nofollow">ing families & communities � It�s okay to ASK: Respectfully � Humility � Demonstrate respect and willin" rel="nofollow">ingness to learn � Perception of time Effective Engagement � To enable effective service design and provision � Research local culture, customs, taboos, language � Learn about local people � urban, rural, remote � Take time to develop relationships - Networkin" rel="nofollow">ing � Learn by doin" rel="nofollow">ing � seek advice & consultation with Indigenous people and workers in" rel="nofollow">in developin" rel="nofollow">ing relationships & practice approaches � Avoid stereotypes about clients � Each in" rel="nofollow">individual is unique Partnership & Collaboration Underlyin" rel="nofollow">ing message of all themes Developin" rel="nofollow">ing Relationships Respectful Engagement Networkin" rel="nofollow">ing David Unaipon College of Indigenous Education and Research Engagement � Community � Family � Individual Practice Contexts � Ethics � Professional Association, Conduct & Guidelin" rel="nofollow">ines for Practice, eg. AASW Code of Ethics � Cultural Awareness � Cultural Competency Development � Human Rights � achievin" rel="nofollow">ing Social and Natural Justice Professional Responsibilities: David Unaipon College of Indigenous Education and Research Indigenous Australians: Culture and Colonisation Cultural Respect Framework Include such recommendations as: � Provision of Cultural Awareness train" rel="nofollow">inin" rel="nofollow">ing � Consultin" rel="nofollow">ing, Plannin" rel="nofollow">ing in" rel="nofollow">in conjunction, and Partnerin" rel="nofollow">ing with Indigenous people and organisations � Indigenous people in" rel="nofollow">involved in" rel="nofollow">in governance structures � Workforce plannin" rel="nofollow">ing to engage Aborigin" rel="nofollow">inal staff � Use of Cultural Consultants/Liaison � Inclusion of Indigenous specific considerations in" rel="nofollow">in policy and procedural/practice developments � Development of Indigenous specific guidelin" rel="nofollow">ines and protocols Readin" rel="nofollow">ing: Week 8 Part 1 Readin" rel="nofollow">ing: Council of Australian Post-Graduate Associations, Diversity Awareness: Guide to respectin" rel="nofollow">ing Indigenous Australian Cultural protocols. Readin" rel="nofollow">ing : Ismail, N. �Communicatin" rel="nofollow">ing Across Cultures�, Extract Contemporary Contexts 3 / Part 2: Statistical Overview �Population & Health Statistics David Unaipon College of Indigenous Education and Research Areas of Cultural Competency Development: � Knowledge � � Attain" rel="nofollow">inin" rel="nofollow">ing knowledge in" rel="nofollow">in relation to contemporary contexts via statistical overview of population and health statistics � Consolidatin" rel="nofollow">ing knowledge regardin" rel="nofollow">ing history and the application of this knowledge to contemporary realities: matchin" rel="nofollow">ing contemporary statistics with consequences of colonisation �Skills � � Applyin" rel="nofollow">ing knowledge to practice: understand importance of acknowledgin" rel="nofollow">ing diversity amongst the Indigenous Australian population and relevance to practice in" rel="nofollow">in the profession David Unaipon College of Indigenous Education and Research Context of Indigenous Health & Wellbein" rel="nofollow">ing � Data Collection: Indigenous Population & Socioeconomic Context �The National Census The Census provides a snapshot of the nation, which helps defin" rel="nofollow">ine who we are. It underpin" rel="nofollow">ins Australia's democracy and is crucial to communities, private in" rel="nofollow">institutions and all levels of government in" rel="nofollow">in the plannin" rel="nofollow">ing of services and facilities. Federal fundin" rel="nofollow">ing arrangements and revenue allocations to the states and territories are also based on Census figures. Context of Indigenous Health & Wellbein" rel="nofollow">ing � Data Collection: Identifyin" rel="nofollow">ing � risks and reasons Factors encouragin" rel="nofollow">ing identification *Across all methods of collection the reasons for disclosin" rel="nofollow">ing ones Indigenous status in" rel="nofollow">information were commonly attributed to: *A sense of pride and confidence in" rel="nofollow">in their identity *The perception that disclosin" rel="nofollow">ing this in" rel="nofollow">information can lead to benefits for Aborigin" rel="nofollow">inal and Torres Strait Islander peoples and the in" rel="nofollow">individual personally *The perception that disclosin" rel="nofollow">ing this in" rel="nofollow">information can promote recognition for issues related to Aborigin" rel="nofollow">inal and Torres Strait Islander peoples *Havin" rel="nofollow">ing a �Confirmation of Aborigin" rel="nofollow">inality� to support their identification *The perception that answerin" rel="nofollow">ing the question was compulsory in" rel="nofollow">in certain" rel="nofollow">in contexts. � Data Collection: I Identifyin" rel="nofollow">ing � risks and reasons Factors discouragin" rel="nofollow">ing identification Across all methods of collection, the reasons for not disclosin" rel="nofollow">ing ones Indigenous status in" rel="nofollow">information were commonly attributed to: *The belief and experience that identifyin" rel="nofollow">ing can have negative repercussions for the in" rel="nofollow">individual and the wider community *The belief and experience that identifyin" rel="nofollow">ing may lead to racism, discrimin" rel="nofollow">ination or differential treatment *Learned behaviour as a result of past experiences *Bein" rel="nofollow">ing offended at bein" rel="nofollow">ing asked the identity question in" rel="nofollow">in certain" rel="nofollow">in contexts *Needin" rel="nofollow">ing more in" rel="nofollow">information about the reasons the in" rel="nofollow">information is bein" rel="nofollow">ing collected. � Data Collection: � Indigenous Population & Socioeconomic Context 4727.0.55.001 - Australian Aborigin" rel="nofollow">inal and Torres Strait Islander Health � Survey: First Results, Australia, 2012-13 (ABS 2014) � National Aborigin" rel="nofollow">inal & Torres Strait Islander Social Survey 1994, 2002 & 2008 The Health and Welfare of Australia�s Aborigin" rel="nofollow">inal and Torres Strait Islander Peoples 2005 (ABS & AIHW 2005) Creative Spirits https://www.creativespirits.in" rel="nofollow">info/aborigin" rel="nofollow">inalculture/health/aborigin" rel="nofollow">inal-lifeexpectancy David Unaipon College of Indigenous Education and Research Week 5 David Unaipon College of Indigenous Education and Research � Total Population Australia = 23.24 million (June 2014) � Indigenous population = 520,350 2.5% of the Australian population (2008) � The 2011 figures state the Indigenous Population as 670,000 and now at 3% (2011 ) � 2001-2006 � Indigenous population in" rel="nofollow">increased by 58,700 or 13% Compared to 6% growth in" rel="nofollow">in the overall Total Population � 1991 = 265,371 Indigenous Australians (1.6% of the Australian Population) � 1996 = 352,970 (2.0% of the Australian Population) � 2006 = 517,200 (2.5% of the Australian Population) � 2008 = 520,350 (2.5% of the Australian Population) � 2011 = 670,000 (3% of the Australian Population) Population Growth Growth can be attributed to: � Natural Increase � People identified as bein" rel="nofollow">ing of Indigenous Australian descent for the first time in" rel="nofollow">in the Census � 90% identify as bein" rel="nofollow">ing of Aborigin" rel="nofollow">inal descent only � 5% identify as bein" rel="nofollow">ing of Torres Strait Islander origin" rel="nofollow">in only � 5% identify as bein" rel="nofollow">ing of both Aborigin" rel="nofollow">inal and Torres Strait Islander origin" rel="nofollow">in Distribution has remain" rel="nofollow">ined virtually the same sin" rel="nofollow">ince 2001 State/Territory Indigenous 2006 �000 Non-Indigenous 2006 �000 Total 2006 �000 Indigenous as proportion of total Australian population % Indigenous as proportion of State / Territory population % NSW 148.2 6,669.0 6,817.2 28.7 2.2 VIC 30.8 5,097.5 5,128.3 6.0 0.6 QLD 146.4 3,945.1 4,091.5 28.3 3.6 SA 26.0 1,542.2 1,568.2 5.0 1.7 WA 77.9 1,981.1 2,059.0 15.1 3.8 TAS 16.9 473.0 489.9 3.3 3.4 NT 66.6 144.1 210.7 12.9 31.6 ACT 4.0 330.2 334.2 0.8 1.2 Australia 517.2 20,184.3 20,751.5 100.0 2.5 Prelimin" rel="nofollow">inary estimate resident population by Indigenous status 2006 (a) Jurisdictions with highest growth rate (2006) � WA (18%) � NT (17%) � QLD (16%) Other States / Territories less than 4% of Indigenous people Victoria has lowest proportion of Indigenous people (0.6% of the population) Section of State Defin" rel="nofollow">ined: 5 Categories Collection Districts: Urban or Rural 1) Major Urban = 100,000 + population 2) Other Urban = 1,000 � 99,999 population 3) Bounded Locality = Rural Areas 200 � 999 pop�n 4) Rural Balance = remain" rel="nofollow">inder of State/Territory 5) Migratory = off-shore, shippin" rel="nofollow">ing, migration Remoteness 5 Major Categories of Remoteness: 1) Major Cities of Australia 2) Inner Regional Australia 3) Outer Regional Australia 4) Remote Australia 5) Very Remote Australia Remoteness 2006 Census Indigenous population lived in" rel="nofollow">in: 1) Major Cities of Australia � 31% 2) Inner Regional Australia � 22% 3) Outer Regional Australia � 23% 4) Remote Australia � 8% 5) Very Remote Australia � 16% The 2011 statistics remain" rel="nofollow">in virtually the same � 66% of Indigenous Australians live in" rel="nofollow">in NSW, QLD and VICTORIA � 24% live in" rel="nofollow">in WESTERN AUSTRALIA and NORTHERN TERRITORY � BUT the NT has the highest proportion (30%) of Indigenous Australians per population Based on former ATSIC Boundaries � 100% Indigenous Populations Mostly NT and Central Australia � Torres Strait Islander People 15% of people still livin" rel="nofollow">ing on the Islands OTHER POINTS OF INTEREST Torres Strait Islands Over 60% of the total Torres Strait Islander population live in" rel="nofollow">in Queensland SUMMARY POPULATION STATISTICS High Indigenous population growth occurred in" rel="nofollow">in more urbanised locations A declin" rel="nofollow">ine in" rel="nofollow">in Census counts identified as Indigenous was observed in" rel="nofollow">in some Indigenous Regions 2006 � 2008 AGE Indigenous Australian population considerably younger that the rest of Australian population (2008) � Almost half (49%) of the Indigenous Australian population (median age) aged 20 years or less � In contrast, half of the non-Indigenous population are aged 36 years or less � 65 years or over (3.4% Indigenous)/(14.1% non-Indigenous) � Comparative Age Data: Indigenous / Non-Indigenous (2006) � Comparative Age Data: Indigenous / Non-Indigenous (2014) EDUCATION Education and other qualification levels in" rel="nofollow">increased between 1994 - 2008: � 1 in" rel="nofollow">in 5 Indigenous Australians complete Year 12 or equivalent This proportion in" rel="nofollow">increased from 17% in" rel="nofollow">in 2002 to 20% in" rel="nofollow">in 2008 and then 38% in" rel="nofollow">in 2014 Compared to Non-Indigenous statistics = 54% in" rel="nofollow">in 2008 (76% in" rel="nofollow">in 2014) � Some statistics could in" rel="nofollow">indicate a higher proportion of young people are contin" rel="nofollow">inuin" rel="nofollow">ing with their studies (42% in" rel="nofollow">in 2002 decreased to 35% in" rel="nofollow">in 2008 who had completed Year 9 or below � all people 15 years and over) � Certificate or Diploma 11% in" rel="nofollow">in 1994 � 22% in" rel="nofollow">in 2002 � Bachelor Degree 1 % in" rel="nofollow">in 1994 � 3% in" rel="nofollow">in 2002 EMPLOYMENT - 2008 2008 Labour Force Participation (employed or unemployed) Within" rel="nofollow">in Indigenous Population � 205,500 people = 62% participation rate ages 15 years and over (60% in" rel="nofollow">in 2002) 169,100 employed Indigenous persons 33,400 unemployed Indigenous persons (Unemployment rate 16.5%) 2014 rate sits at 27% (20-24 age group) Comparative - Indigenous and non-Indigenous Populations � Indigenous people aged 15 � 64 years were less likely to participate in" rel="nofollow">in the labour force (65% and 77%) � Indigenous Australians are less likely to be employed (54% compared to 73%) � Unemployment rate more than 3 times the rate of non-Indigenous (16.6% and 5%) HOUSING & HOUSEHOLDS 2002 � 2008 No significant change � 17% of Indigenous people either owned or were purchasin" rel="nofollow">ing their home in" rel="nofollow">in 2002. This has in" rel="nofollow">increased to 20% in" rel="nofollow">in 2008 and 33% in" rel="nofollow">in 2014 (compared to 75%) � 69% Indigenous people in" rel="nofollow">in rented accommodation 2008 (85% in" rel="nofollow">in remote areas) (compared to 26% non-Indigenous) � 1 in" rel="nofollow">in 4 Indigenous people livin" rel="nofollow">ing in" rel="nofollow">in overcrowded homes � All States / Territories households had higher average number of persons per household (Overcrowdin" rel="nofollow">ing) � Indigenous households had an average 3.7 persons per household compared to 2.7 for other households LAW AND JUSTICE: � 2002 � 2004 - 16% of Indigenous people had been arrested in" rel="nofollow">in the 5 years before the survey � 2002 � 2004 Men more likely to be arrested than women (24% and 9% respectively) � As at March 2004, Indigenous women were imprisoned nationally at a rate 20.8 times that of non-Indigenous women. � The Australian Institute of Crimin" rel="nofollow">inology reports that as at 30 June 2004, the Indigenous juvenile detention rate is 312.9 young people per 100,000 compared to a rate of 12.2 young people per 100,000 for the non-Indigenous population (that is 26 times higher). No decrease has been recorded in" rel="nofollow">in 2013. � 2013 � 83% of the prison pop in" rel="nofollow">in NT are Indigenous with 26% Australia wide. 33% of Indigenous men will have been in" rel="nofollow">in prison at some stage in" rel="nofollow">in their lives. � 75% of Juvenile Indigenous detain" rel="nofollow">inees are placed in" rel="nofollow">in custody before any fin" rel="nofollow">indin" rel="nofollow">ings of guilt. This is despite the fact that many of these charges do NOT carry custodial penalties. Why are so many kids in" rel="nofollow">in juvenile detention? The high youth detention rates have several causes : � not complyin" rel="nofollow">ing with a curfew, � not bein" rel="nofollow">ing in" rel="nofollow">in the company of a parent, � lack of access to a magistrate, � no-one can provide bail because they are out of country, and � limited regional justice services available, � heavy-handed courts which hand out the �harshest sentences for stealin" rel="nofollow">ing ever recorded by juveniles� � heavy-handed police who arrest juveniles because they are Aborigin" rel="nofollow">inal (�over-policin" rel="nofollow">ing�). CULTURE � Indicators of attachment to Aborigin" rel="nofollow">inal and Torres Strait Islander culture do not show any declin" rel="nofollow">ine � 1994 � 2002 just over half Indigenous population aged 15 years and over identified with a clan or language group. (62% in" rel="nofollow">in 2008 = 6 in" rel="nofollow">in 10 people) � Homelands, Traditional Country, Discrete Indigenous Communities 1994 � 1 in" rel="nofollow">in 3 Indigenous person (29%) lived in" rel="nofollow">in homelands or traditional country 2002 � 1 in" rel="nofollow">in 5 (22%) lived in" rel="nofollow">in homelands or traditional country 2008 - 25% !! Discrete Indigenous Communities A geographic location bounded by physical or cadastral (legal) boundaries and in" rel="nofollow">inhabited, or in" rel="nofollow">intended to be in" rel="nofollow">inhabited, predomin" rel="nofollow">inantly by Indigenous people, and with housin" rel="nofollow">ing or in" rel="nofollow">infrastructure that is either owned or managed on a community basis. LANGUAGE 2002 � 2008 � 2 in" rel="nofollow">in 5 (40%) Indigenous people spoke an Indigenous language (Torres Strait Islander people 3 in" rel="nofollow">in 5) 73% live in" rel="nofollow">in remote areas � 32% in" rel="nofollow">in major cities � Indigenous language main" rel="nofollow">in language spoken at home for 2 out of 5 Indigenous adults in" rel="nofollow">in remote areas compared to 1 in" rel="nofollow">in 50 in" rel="nofollow">in nonremote areas � English was spoken at home by 83.9% of the Indigenous population � 3.5% spoke a language which was neither English nor Indigenous RELIGION 2006 � Around three quarters of both the Indigenous population and the total population reported havin" rel="nofollow">ing a religion � Highest areas NT (82.4%) QLD (78.4%) & NSW (78%) � Lowest rates Vic (59.8%) & SA (54.7%) � Christianity largest religious groupin" rel="nofollow">ing in" rel="nofollow">in Indigenous population (71.5%) Removal from Natural Family 2008 � 4 in" rel="nofollow">in 10 Indigenous people aged 15 years or over, reported that they or one of their relatives had been removed � 8% reported that they themselves had been removed � 2 in" rel="nofollow">in 5 people (38%) reported relatives removed from natural family commonly grandparents, aunts, uncles or parents � 13% did not know or were unwillin" rel="nofollow">ing to say Family 2006 � Average number of persons in" rel="nofollow">in Indigenous families (3.7) was slightly higher than for other families (3.1) � Proportion of couples with no children lower for Indigenous families (18.4%) than for other families (34.5%) � Proportion of lone-parent families was higher in" rel="nofollow">in Indigenous population (29.6%) compared to other families (14.2%) � Indigenous families tended to be larger than other families overall, with 12.9% havin" rel="nofollow">ing 4 or more children, compared to 4.7% of other families � Among families with dependent children, 68.6% of Indigenous families had one or two children, compared to 80% of other families Income 2006 � Indigenous families had lower median weekly family in" rel="nofollow">income ($502) than other families ($736) approx. 14% difference � Median in" rel="nofollow">income lower across every Section of the State � This correlates to personal, in" rel="nofollow">individual in" rel="nofollow">income bein" rel="nofollow">ing lower than non-Indigenous population such as in" rel="nofollow">in 2013 Individual average in" rel="nofollow">income was $364 ( $267 if in" rel="nofollow">in remote locations) compared to $585 for nonin" rel="nofollow">indigenous in" rel="nofollow">individuals. STATISTICAL ATTRIBUTORS ACCESS � Education � Employment � Housin" rel="nofollow">ing � Health AVERAGE LIFE EXPECTANCY 2006 � Age 59 years Indigenous Males � Age 65 years Indigenous Females 17 years below all other Australians � Age 77 years Australian Males � Age 82 years Australian Females Higher rates of Chronic Diseases such as: with preventable deaths in" rel="nofollow">in high proportions. � Cardiovascular diseases (heart diseases, strokes) - 12% of the population � Neoplasms (in" rel="nofollow">includin" rel="nofollow">ing Cancers) � Respiratory system diseases -17.5% asthma � Endocrin" rel="nofollow">ine, nutritional and metabolic diseases (in" rel="nofollow">includin" rel="nofollow">ing Diabetes)- 8.2% � Digestive system diseases � Ear/hearin" rel="nofollow">ing problems� 12.3% Hospitalisation rates for Communicable Diseases also higher in" rel="nofollow">includin" rel="nofollow">ing: � Infectious in" rel="nofollow">intestin" rel="nofollow">inal diseases � Tuberculosis � Pneumonia � Viral Infections � Infections, sexual transmission Other rates of communicable diseases in" rel="nofollow">includin" rel="nofollow">ing: � Hepatitis A & B � Menin" rel="nofollow">ingococcal in" rel="nofollow">infection � Salmonellosis INDIGENOUS AUSTRALIAN MENTAL HEALTH � Depression � Post-Traumatic Stress Disorder � Self-harm � Suicide � Substance Abuse � Domestic Violence � Disadvantage � Trauma & Grief Indigenous Australians compared with non-Indigenous Australians: � The rate for in" rel="nofollow">involuntary admission to psychiatric care is 3-5 times higher � The rate for hospitalisation with mental disorders due to psychoactive substance use is 4-5 times higher � The death rate associated with mental disorders for males is 3 times higher, but about the same for females � Rates for schizophrenia, schizotypal and delusional disorders are more than double Substance Use Rates for Illicit Substance use higher: � 57% have used illicit substance at some time in" rel="nofollow">in their lives compared with 37% in" rel="nofollow">in total population � 32% were usin" rel="nofollow">ing illicit substance at time of consult compared to 17% in" rel="nofollow">in the general population Alcohol Indigenous Australians less likely to use alcohol than non-Indigenous Australians (Australian Bureau of Statistics & Australian Institute of Health & Welfare, 2008) BUT Those who do drin" rel="nofollow">ink alcohol are more likely to consume at hazardous levels (8% Indigenous and 6% non-Indigenous) Suicide Rates: � Indigenous males more than double rate of nonin" rel="nofollow">indigenous males � Females, Indigenous rate almost double non-Indigenous rate � Highest rate for males age group 15-34 years � Females age group 14-24 years � 70% of males who died by suicide had history of mental illness � 108 in" rel="nofollow">in 100,000 commit suicide by 30 yrs of age � 40% higher than in" rel="nofollow">in the non-Indigenous population Prevalence of Depression & Related Disorders Factors precipitatin" rel="nofollow">ing Depression in" rel="nofollow">include: � Disadvantage in" rel="nofollow">in areas of employment, housin" rel="nofollow">ing and education � Racism � High rates of premature death � Disproportionate representation in" rel="nofollow">in custodial in" rel="nofollow">institutions SUMMARY In comparison to the total Australian population Indigenous Australians: � Are sicker � Have lower life expectancies � Have lower educational qualifications � Are more likely to be unemployed � Earn less if they are employed � Have lower household in" rel="nofollow">incomes � Have lower rates of home ownership � Have much greater in" rel="nofollow">involvement with the crimin" rel="nofollow">inal justice system � Experience much higher levels of social in" rel="nofollow">intervention Slide 2 � Topic: Partnerships of Accountability 1 A lot of our content to date has discussed the importance of leadership � within" rel="nofollow">in the community generally and certain" rel="nofollow">inly in" rel="nofollow">in terms of government. We have seen the importance of leadership in" rel="nofollow">in formulatin" rel="nofollow">ing negative approaches to governin" rel="nofollow">ing and/or workin" rel="nofollow">ing with Indigenous Australian people (as in" rel="nofollow">individuals and as a population). We have also seen the importance of leadership to any of the new and positive approaches we have witnessed towards governin" rel="nofollow">ing and/or workin" rel="nofollow">ing with Indigenous Australian people and issues. Within" rel="nofollow">in the Human Service professions, it�s no different. Leadin" rel="nofollow">ing out of our historical contexts weeks, the term �Self-Determin" rel="nofollow">ination� became prevalent. You might recall, durin" rel="nofollow">ing the Whitlam era of government, Indigenous Australian policy shifted for the first time in" rel="nofollow">in about 100 years, towards notions of Self-Determin" rel="nofollow">ination for Aborigin" rel="nofollow">inal and Torres Strait Islander peoples. Keep this notion in" rel="nofollow">in min" rel="nofollow">ind as we cover some Models of Best Practice. For this week and next, we will be lookin" rel="nofollow">ing at some Models of Best Practice. So, some examples of real life policies and practices within" rel="nofollow">in current organisations and government that have lead to the creation and delivery of culturally appropriate and culturally safe human services for Indigenous Australian people. Some of you might recall when I said in" rel="nofollow">in Week 6, that if you are to remember only one thin" rel="nofollow">ing from this course, please remember that Partnership and Collaboration with Indigenous Australian people, is the key to Reconciliation and workin" rel="nofollow">ing positively towards the future. It is crucial to develop relationships, network, and engage respectfully with Indigenous Australian people and communities, throughout all aspects of your practice whether it be policy or community development, direct service provision and therapies, or research. Any work undertaken which effects Indigenous Australian people, should always in" rel="nofollow">involve meanin" rel="nofollow">ingful participation through leadership of Indigenous Australian people in" rel="nofollow">in partnership with nonin" rel="nofollow">indigenous people. Some of our examples for these next 2 weeks show us how some organisations are ensurin" rel="nofollow">ing this partnership and collaborative approach, whilst makin" rel="nofollow">ing some key acknowledgements about the past and present which impact on service design and delivery in" rel="nofollow">in an Indigenous Australian context. I hope these next 3 weeks assist you in" rel="nofollow">in further developin" rel="nofollow">ing your Assessment 3 Group Project responses. For our onlin" rel="nofollow">ine workshop this week, I will outlin" rel="nofollow">ine a couple of defin" rel="nofollow">initions of Governance that will help establish our thin" rel="nofollow">inkin" rel="nofollow">ing for these next 2 weeks of content. There are 2 readin" rel="nofollow">ings to undertake with questions for each in" rel="nofollow">in the powerpoin" rel="nofollow">int slides. Please brin" rel="nofollow">ing your responses to our face-to-face workshop in" rel="nofollow">in Week 10 to ensure you�ve understood this weeks� content. 2 Slide 3 � Areas of Cultural Competency Development Areas of Cultural Competency Development for this week in" rel="nofollow">include all areas; Knowledge, Values & Skills: Knowledge � � Acquirin" rel="nofollow">ing new knowledge in" rel="nofollow">in relation to contemporary contexts: Governance & Self-Determin" rel="nofollow">ination; Partnerships of Accountability; Holistic Concepts of Health; Social and Emotional Wellbein" rel="nofollow">ing � Consolidatin" rel="nofollow">ing knowledge from the course weeks 1 - 8 Values � � Analysis of own values in" rel="nofollow">in practice contexts, and in" rel="nofollow">influence of the domin" rel="nofollow">inant cultures� perspectives in" rel="nofollow">in relation to ill-health and treatment Skills � � Explorin" rel="nofollow">ing the application of knowledge to practice issues and ideas Slide 4 � Contemporary Human Services & Indigenous Australians The work in" rel="nofollow">involvin" rel="nofollow">ing contemporary human services encompasses much rhetoric that is well established in" rel="nofollow">in the literature of government and organisational policy in" rel="nofollow">in terms of what�s needed in" rel="nofollow">in order to respond effectively to the poor overrepresentation of Indigenous Australian people in" rel="nofollow">in all social and welfare statistics. What has been difficult has been articulatin" rel="nofollow">ing the concepts in" rel="nofollow">in ways that translate in" rel="nofollow">into practice, in" rel="nofollow">includin" rel="nofollow">ing the design and delivery of culturally appropriate human services. We have looked as some of the concepts: ? Self-Determin" rel="nofollow">ination ? Cultural Sensitivity ? Cultural Safety ? Cultural Awareness ? Cultural Competence ? Culturally Appropriate What we�re focusin" rel="nofollow">ing on over the next 2 weeks is this notion of �Culturally Appropriate�. What is Culturally Appropriate? How do we know when we and our services are Culturally Appropriate? How do we take our practice beyond the rhetoric and in" rel="nofollow">into reality? Slide 5 � Culturally Appropriate Human Service Provision Is a concept that extends from the rules of demeanour to the construction of culturally appropriate programs. So, movin" rel="nofollow">ing beyond our knowledge and values components of the Cultural Competency Development framework, towards the application of our knowledge and values to practice ideas and implementation. 3 Slide 6 � Culturally Appropriate Human Services What helps to ensure culturally appropriate human services? As a startin" rel="nofollow">ing poin" rel="nofollow">int, creation of human service policy and programs should in" rel="nofollow">include: ? Recognition of Indigenous Cultures, and have the ? Involvement of Indigenous people When I say in" rel="nofollow">involvement of Indigenous people, I�m referrin" rel="nofollow">ing to meanin" rel="nofollow">ingful participation of Aborigin" rel="nofollow">inal and Torres Strait Islander people at all levels of a policy or project; from design/development, through to implementation and evaluation. Meanin" rel="nofollow">ingful participation means that Indigenous Australian people are part of leadin" rel="nofollow">ing and guidin" rel="nofollow">ing the processes of development in" rel="nofollow">in relation to policies and programs that impact on Indigenous Australian people. Meanin" rel="nofollow">ingful participation means that Indigenous Australian people are in" rel="nofollow">involved in" rel="nofollow">in the Governance structures in" rel="nofollow">in the development of policies and programs that impact on Indigenous Australian people. Slide 7 � Governance defin" rel="nofollow">ined� I�ve in" rel="nofollow">included a couple of defin" rel="nofollow">initions of Governance here, in" rel="nofollow">in order to help us establish our thin" rel="nofollow">inkin" rel="nofollow">ing over these next couple of weeks. Rememberin" rel="nofollow">ing that our content is in" rel="nofollow">in relation to the idea of Partnerships of Accountability and the ways in" rel="nofollow">in which we can develop partnerships that are collaborative and accountable workin" rel="nofollow">ing in" rel="nofollow">in Indigenous contexts. � �Governance is about power, relationships and processes of representation, decision makin" rel="nofollow">ing and accountability. It is about who decides, who has in" rel="nofollow">influence, how that in" rel="nofollow">influence is exercised and how decision makers are held accountable. �Good governance� is about creatin" rel="nofollow">ing the conditions for legitimate and capable decision makin" rel="nofollow">ing and for collective action about a community�s affairs� Professor Mick Dodson AM, in" rel="nofollow">in his speech, Buildin" rel="nofollow">ing Effective Indigenous Governance, Jabiru, NT, November 2003 � ��Governance generally refers to the processes by which organisations are directed, controlled and held to account. It encompasses authority, accountability, stewardship, leadership, direction and control exercised in" rel="nofollow">in the organisation� Australian National Audit Office, Department of Human Services 1999 Traditionally, Indigenous Australian people haven�t been in" rel="nofollow">involved in" rel="nofollow">in the governance structures of programs and organisations whose work impacts directly on the lived experience for many Aborigin" rel="nofollow">inal and Torres Strait Islander people. One way in" rel="nofollow">in which Self-Determin" rel="nofollow">ination is bein" rel="nofollow">ing realised today, is through ensurin" rel="nofollow">ing Indigenous Australian people are determin" rel="nofollow">inin" rel="nofollow">ing the ways in" rel="nofollow">in which Indigenous �affairs� are responded to, across a range of disciplin" rel="nofollow">ines and levels of government, by leadin" rel="nofollow">ing and guidin" rel="nofollow">ing new approaches to workin" rel="nofollow">ing in" rel="nofollow">in Indigenous contexts. 4 Slide 8 � Workshop Activity: Readin" rel="nofollow">ing 22 2 of the course readin" rel="nofollow">ings form part of our workshop for this week and next. Partnerships of Accountability Readin" rel="nofollow">ing 22 by Tamasese, et.al (1998) Furtherin" rel="nofollow">ing conversation about partnerships of accountability; talkin" rel="nofollow">ing about issues of leadership, ethics and care is the first article to read for this workshop. Once you�ve read the article respond to the followin" rel="nofollow">ing questions to assist comprehension of the ideas explored throughout: 1) What is the model of governance (or partnership of accountability), as explored in" rel="nofollow">in the article at The Family Centre in" rel="nofollow">in New Zealand? 2) Outlin" rel="nofollow">ine the features of the partnership model bein" rel="nofollow">ing developed at The Family Centre (so, how is busin" rel="nofollow">iness bein" rel="nofollow">ing done?) 3) What does the term �accountability� mean in" rel="nofollow">in the context of workin" rel="nofollow">ing at The Family Centre? 4) What are the issues for the leadership of caucuses of margin" rel="nofollow">inalised groups? 5) What are the issues for the leadership of domin" rel="nofollow">inant group caucuses? Please brin" rel="nofollow">ing your responses to our face-to-face workshop in" rel="nofollow">in Week 10 to further explore this partnership model and how the concepts relate to Australia. Particularly, brin" rel="nofollow">ing any questions you have. This article is one example from New Zealand, which reflects acknowledgement of the past and ways forward for workin" rel="nofollow">ing together as Indigenous and non-Indigenous people. Slide 9 � Aborigin" rel="nofollow">inal and Torres Strait Islander Defin" rel="nofollow">inition of Health Readin" rel="nofollow">ing 23 by the Health Min" rel="nofollow">inisters� Advisory Council (2004) National Strategic Framework for Aborigin" rel="nofollow">inal and Torres Strait Islander Mental Health and Social and Emotional Well Bein" rel="nofollow">ing (2004-2009) is the second readin" rel="nofollow">ing I want you to undertake and there are specific excerpts of the document that I draw your attention to. This document outlin" rel="nofollow">ines an Aborigin" rel="nofollow">inal Defin" rel="nofollow">inition of Health, as determin" rel="nofollow">ined in" rel="nofollow">in 1989 in" rel="nofollow">in the development of the National Aborigin" rel="nofollow">inal Health Strategy. This defin" rel="nofollow">inition is still widely used and in" rel="nofollow">influential in" rel="nofollow">in practice across a range of disciplin" rel="nofollow">ines today. Slide 10 � Health/Mental Health/Social & Emotional Wellbein" rel="nofollow">ing? Throughout the course we have explored the complexities of termin" rel="nofollow">inology (language and meanin" rel="nofollow">ing/discourse analysis) and have discussed some of the attempts to translate Indigenous Australian languages in" rel="nofollow">into English and vice versa. One of those complexities can be found in" rel="nofollow">in the in" rel="nofollow">interpretation of western ideas and notions of what constitutes �health� (or ill-health). There is further complexity in" rel="nofollow">in translatin" rel="nofollow">ing notions of �health� from the English language in" rel="nofollow">into Indigenous Australian languages. The purpose of the content for this week (found in" rel="nofollow">in Readin" rel="nofollow">ing 23), is an awareness of an Aborigin" rel="nofollow">inal Defin" rel="nofollow">inition of Health and how these ideas can be different from main" rel="nofollow">instream concepts and defin" rel="nofollow">initions of �health�. Furthermore, how that meanin" rel="nofollow">ing translates to ideas of �Mental Health� (or ill-health); in" rel="nofollow">in an Indigenous context. What has developed in" rel="nofollow">in recent years in" rel="nofollow">in Indigenous contexts is the concept of Social and Emotional Wellbein" rel="nofollow">ing. The purpose of the content for this week is also to articulate this concept as in" rel="nofollow">initially explored in" rel="nofollow">in Readin" rel="nofollow">ing 23. 5 Slide 11 � Workshop Activity: Readin" rel="nofollow">ing 23 So, Readin" rel="nofollow">ing 23 is the National Strategic Framework for Aborigin" rel="nofollow">inal and Torres Strait Islander Mental Health and Social and Emotional Well Bein" rel="nofollow">ing (2004 � 2009). For people who are accessin" rel="nofollow">ing the Course e-Reader, the lin" rel="nofollow">ink leads you to the complete document. You are not required to read the complete document (unless you want to of course!). The followin" rel="nofollow">ing excerpts are the Required Readin" rel="nofollow">ing and will assist in" rel="nofollow">in respondin" rel="nofollow">ing to the Workshop Activity questions: ? Foreword: pp. 1 � 2 ? Executive Summary: pp. 3 � 5 ? Part One Guidin" rel="nofollow">ing Prin" rel="nofollow">inciples: p. 6 ? Understandin" rel="nofollow">ing Social and Emotional Well Bein" rel="nofollow">ing: pp. 7 � 11 Note: If you have purchased the prin" rel="nofollow">int copy of the course readin" rel="nofollow">ings, only the excerpts have been provided. Once you�ve read these excerpts, please respond to the followin" rel="nofollow">ing questions and brin" rel="nofollow">ing your answers to our faceto-face workshop in" rel="nofollow">in Week 10: 1) What is Social and Emotional Well Bein" rel="nofollow">ing? 2) What is an Aborigin" rel="nofollow">inal defin" rel="nofollow">inition of �health�? 3) How many Guidin" rel="nofollow">ing Prin" rel="nofollow">inciples are there in" rel="nofollow">in this document and what are they about? Indigenous Australians & The Human Services ~ TOPICS ~ LINKING�. � Dimensions of Racism � Institutional Racism TO�. � Power & Privilege � Whiteness Areas of Cultural Competency Development: � Knowledge � (new) Concepts and Theories related to Psychology & Indigenous Australians: �Whiteness � engage with theory and concept �Power & Privilege � how societies are constructed based on the world views, values & beliefs of the domin" rel="nofollow">inant cultures �Values � Analysis of these concepts in" rel="nofollow">in own context and in" rel="nofollow">in the context of the profession; participation in" rel="nofollow">in tutorial discussions �Skills � Start to consider the application of knowledge to practice particularly, strategies to challenge Institutional Racism. Why are these discussions so important? � To understand the Dimensions of Racism � psychology and thin" rel="nofollow">inkin" rel="nofollow">ing behin" rel="nofollow">ind the Racisms. � To help you recognise forms of Racisms and challenge the Racisms � Further contributions by you in" rel="nofollow">in your profession can in" rel="nofollow">inform education and therapies. � Racism as a Social Determin" rel="nofollow">inant of Health. � A lot of people can confidently position themselves within" rel="nofollow">in these ideas. At the very min" rel="nofollow">inimum, we want you to examin" rel="nofollow">ine these concepts professionally and consider the role as a practitioner in" rel="nofollow">in supportin" rel="nofollow">ing victims and workin" rel="nofollow">ing with perpetrators of the Racisms � Power of practitioner � Power of a White practitioner: an added �layer� to the issue of power and what whiteness represents based on both historical and contemporary experiences and contexts. � Recognise Whiteness as a racial group in" rel="nofollow">in aidin" rel="nofollow">ing discussions surroundin" rel="nofollow">ing the Dimensions of Racism and specifically, Institutional Racism. and to other content throughout the course. Power and Privilege � Power � Practitioner / Client � Privilege � White Privilege, Whiteness For Australia, namin" rel="nofollow">ing Whiteness assists when examin" rel="nofollow">inin" rel="nofollow">ing the Racisms and ways to challenge this discourse People will experience and engage with Whiteness in" rel="nofollow">in different ways dependin" rel="nofollow">ing on your in" rel="nofollow">individual circumstances, eg. Gender, Sexuality, Disability, etc Whiteness as a Racial Identity Non-Indigenous Australians are also affected by Racism every day, but in" rel="nofollow">in a different way to that experienced by Indigenous Australians Understandin" rel="nofollow">ing Racism through the lens of Whiteness (Radermacher, 2006, p. 34) The conjoin" rel="nofollow">ined twin" rel="nofollow">in of Aborigin" rel="nofollow">inal disadvantage is White advantage (Tannoch-Bland, 1998) David Unaipon College of Indigenous Education and Research Critical Whiteness Studies � Grown over past 20 years � Complexities of gender, race, class, religion and sexual orientation are bein" rel="nofollow">ing explored across range of disciplin" rel="nofollow">ines � Context for Australia Analysis of the Social Construction of Whiteness and its lin" rel="nofollow">inks to Power and Privilege. Some Common Themes, Assumptions & Misconceptions: [ Discussions in" rel="nofollow">in relation to Racisms & Whiteness ] � Different to discussion about White Supremacists � Can refer to honest and well meanin" rel="nofollow">ing people � No sin" rel="nofollow">ingle White culture so cannot generalize � White people may feel threatened by the actual or presumed presence of racial consciousness in" rel="nofollow">in min" rel="nofollow">inority racial groups � Contact with disadvantaged groups: Caution and defensiveness, eg. �I have a lot of Indigenous friends� Discussions in" rel="nofollow">in relation to Racisms & Whiteness: � Belief that racial and cultural differences are unimportant / perhaps Denial (often referred to as Colourblin" rel="nofollow">ind Cognitive Distortion) People can deny that race is important in" rel="nofollow">in society and pretend not to notice another person�s race; eg. �I see Indigenous people as equal and treat them just as I treat everyone else. They just have different skin" rel="nofollow">in colour� � No recognition of Racism � although sometimes makes racist comments, eg. �You don�t look Indigenous� � Can recognize issues of race as long as it does not impact oneself � min" rel="nofollow">inimizes or denies personal role in" rel="nofollow">in Racism � eg. �Yes racial in" rel="nofollow">inequality exists but what do you want me to do about it?� �I can�t help bein" rel="nofollow">ing White� �We all suffer in" rel="nofollow">in some way� Much of the scholarship has as its focus the goals of uncoverin" rel="nofollow">ing and disruptin" rel="nofollow">ing the ways that Whiteness has functioned as the norm or background again" rel="nofollow">inst which others are viewed and judged, along with unveilin" rel="nofollow">ing the political and social mechanisms through which Whiteness is in" rel="nofollow">invented and used to mask power and privilege (Johnson, 1999, p. 4) The profound impacts that the construction of Whiteness and White Privilege have on those defin" rel="nofollow">ined as �others� by the domin" rel="nofollow">inant culture, along with the often hidden impacts on in" rel="nofollow">institutional and societal structures have also been examin" rel="nofollow">ined Witnessin" rel="nofollow">ing Whiteness First steps towards Anti-Racist practice and professional culture: � Honest re-evaluation of what it means to be White in" rel="nofollow">in this society. Non-defensive and realistic appraisal of racial problems in" rel="nofollow">in Australia � Appreciate flexibility and complexity of the issues and engage in" rel="nofollow">in ongoin" rel="nofollow">ing process of analysis and development � Move beyond Cognitive understandin" rel="nofollow">ing of these ideas and what it means to be White � Acknowledgin" rel="nofollow">ing that change in" rel="nofollow">in people of non-domin" rel="nofollow">inant cultures is no longer the focus � Driven more by hope and motivation for change: work with feelin" rel="nofollow">ings of guilt, anger, etc and become motivated in" rel="nofollow">in contin" rel="nofollow">inual efforts to challenge racisms � Increase awareness of how other forms of oppression are related, Eg. Sexism: extrapolate underlyin" rel="nofollow">ing concept of oppression For the purposes of this course: White Privilege has been in" rel="nofollow">introduced to you in" rel="nofollow">in order to identify and establish a position from which the domin" rel="nofollow">inant cultures view the Dimensions of Racism and contribute more specifically to Institutional Racism Week 7 ~ Required Readin" rel="nofollow">ing ~ 18. - Reflections on critical white(ness) studies - Johnson, Parker C (Johnson, Parker C, 1999) 19. McIntosh, P., (1990), �White Privilege: Unpackin" rel="nofollow">ing the Invisible Knapsack�, 20. Radermacher, H., (2006), �I�m White! Oh I See! An International student perspective on national curriculum guidelin" rel="nofollow">ines for Indigenous issues in" rel="nofollow">in psychology�, 21. Tannoch-Bland, J., (1998), �Identifyin" rel="nofollow">ing White Race Privilege�, In Brin" rel="nofollow">ingin" rel="nofollow">ing Australia Together: the structure and experience of racism in" rel="nofollow">in Australia, Week 7 Tutorials � Unpackin" rel="nofollow">ing Whiteness� Witnessin" rel="nofollow">ing Whiteness