Order Description
This is my assessment. I need more than 16 references. I am a Aboriginal Youth And Families worker in Government sector. I have additional attachments for some of the materials, which you need.
All the researches should be based 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 understanding of concepts and content from the course, by responding to contemporary employment criteria. It will give you an opportunity to put into practice some of your learnings and own experience related to engaging and working effectively with Indigenous Australian people and communities.
You are required to write an Expression of Interest (EOI) proposal in response to criteria which feature in current employment job and person specifications. Your EOI will relate to a project that will be implemented 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 making the links between theory and application to practice.
This assessment will explore some of the central characteristics of Indigenous Australian cultures, the history of colonisation, and influences of dominant 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 contemporary contexts.
There are three components to this assessment and all need to be satisfactorily completed. This 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 feelings and understanding of the materials and concepts. You will be required to draw upon workshop content and discussions, other course materials and broader research in your responses.
We will be expecting you to demonstrate that you have analysed and understood the material presented and that your writing and responses indicate reflective thinking with regard to the course content and consideration of your learning. That is, we want you to demonstrate that you have engaged in the material 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 understanding of concepts and content from the course, by responding 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 into practice some of your learning�s and own experience related to engaging and working 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 includes an application letter, your responses to the dot point criteria (Part 1) which feature in current employment job and person specifications, and the sections on Comprehension and reflection (Part 2).
The format of the EOI is outlined in the following pages.
Your EOI will relate to a project of your choice that will be implemented in an Indigenous Australian context (organisation or community).
It can be helpful when approaching this assignment, to identify a context in which you would like to work in future, to be able to ascertain 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 Kinship and Identity, the history of colonisation, and influences of dominant 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 contemporary contexts.
You will be required to draw upon workshop content, discussions and other course materials in your responses.
Referencing is a graded component of this assessment. Please ensure that in instances where it is appropriate to reference, that you use the Harvard referencing style consistently throughout the journal.
STUDENT NAME : ID:
OUTLINE OF YOUR ASSIGNMENT
1) Find a �job� 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 point 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 being, and healing of the community.
The project must be implemented in ways that respect the values of Indigenous Australian people, the community and nation groups.
The primary vision is to work in ways that will be respectful, honest and effective in working to overcome Indigenous disadvantage and over-representation of Indigenous Australian people 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 point criteria in Part 1, and then the Comprehension questions outlined in Part 2 below (approximately 1,200 words).
PART 1
Respond to the following dot point 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 kinship systems
� Ability to provide effective and sensitive advice to Indigenous Australian community members
� Ability to work within a team in a culturally accountable way
� General awareness of issues confronting Indigenous Australian families and communities
� Knowledge of the history of Indigenous Australians and the impact of past welfare practices.
PART 2
Respond to the following Comprehension Questions: (Ensure your responses are supported with the relevant and appropriate evidence)
Comprehension – Applying Terms & Concepts:
In your own words, please summarise/define the following terms/concepts:
a) Ethnocentricity
b) Racial Prejudice
c) Racial Discrimination
d) Institutional Racism
(This section approx 200 words)
Exploring Power, Whiteness and White Privilege
The concept of Whiteness has been introduced to you in order to identify and establish a position from which dominant cultures view the Racisms and can contribute more specifically to Institutional Racism.
For your responses in this section, it will be helpful to make reference to the Required Readings including:
Reading 19 McIntosh, P. White Privilege: Unpacking the Invisible Knapsack, Independent School, 1990, 49(2): pp. 31 � 37
Reading 20 Radermacher, H. �I�m White! Oh I see! An International student perspective on national curriculum guidelines for Indigenous issues in psychology�, Australian Community Psychologist, 2006, 18(1): pp. 33 � 39
Reading 21 Tannoch-Bland, J. �Identifying White Race Privilege�, In �Bringing Australia Together: the structure and experience of racism in Australia�, Foundation for Aboriginal 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 Definition 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 some everyday contexts and environments in Australia? Use critical analysis here:
For example, in:
a) Your Workplace or Personal Relationships
b) Policies & Practices
c) Community Attitudes
(This section approx 100 words)
3) Write a Reflective Statement surrounding your exploration of Racism, Whiteness, Power and related concepts. (Try using the following dot points to help frame your response):
� Was Whiteness and White Privilege easy to define in your own context and in the context of the profession?
If not, why?
� How did these concepts and the discussion challenge your thinking?
Examine and discuss any clarity, and/or discomfort you may have experienced with the concepts and literature
� What conclusions you have drawn at this point in your learning?
_____________________________________________________________________________________
(200 wd Minimum)
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 understanding of course concepts outlined in weeks 1 � 9.
Comprehensive coverage and responses reflects engagement with set readings and other relevant materials and demonstrates growth in understanding and comprehension.
Apply knowledge (demonstrate application of theory to practice in real situations and appreciate limitations of theory).
/40
ANALYSIS (GQ�s 2, 4 & 5) (30%)
Sustain intellectual interest and critical thinking as a mature professional. Depth of analyses evident.
Evidence of reflection and critical analysis and the ability to integrate knowledge and viewpoint.
Considers and addresses the relationships between the construction of power and privilege and the ability to perpetuate or dismantle social inequality with respect to Indigenous Australians.
Reputable sources utilised effectively.
/30
PRESENTATION (GQ�s 6 & 7) (30%)
Communicate appropriately: overall presentation including correct grammar, spelling and punctuation.
Proper acknowledgement of documentation and correct citation of references.
Use of inclusive language and appropriate terminology.
/30
Assignment Mark
/100
Grade
Summary Comments:
References
11 Common Ways White Folks Avoid Taking Responsibility for Racism in the US
https://www.alternet.org/news-amp-politics/11-ways-white-america-avoids-taking-responsibility-its-racism
https://www.carersaustralia.com.au/storage/2011Working%20with%20Aboriginal%20People%20and%20Communities.pdf
https://www.community.nsw.gov.au/__data/assets/pdf_file/0017/321308/working_with_aboriginal.pdf
https://aifs.gov.au/cfca/publications/working-indigenous-children-families-and-communities
https://www.workingwithatsi.info/content/pi_family.htm
https://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2013/ctgc-ip5.pdf
https://www.australiacouncil.gov.au/about/protocols-for-working-with-indigenous-artists/
https://www.atsihealthpracticeboard.gov.au/Codes-Guidelines/Code-of-conduct.aspx
https://www.humanrights.gov.au/publications/bringing-them-home-chapter-11
18. – Reflections on critical white(ness) studies – Johnson, Parker C
(Johnson, Parker C, 1999)
19. McIntosh, P., (1990), �White Privilege: Unpacking the Invisible Knapsack�,
20. Radermacher, H., (2006), �I�m White! Oh I See! An International student
perspective on national curriculum guidelines for Indigenous issues in
psychology�,
21. Tannoch-Bland, J., (1998), �Identifying White Race Privilege�, In Bringing
Australia Together: the structure and experience of racism in Australia,
Week 7 Tutorials
� Unpacking Whiteness�
Witnessing 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 �
� Consolidating knowledge in relation to contemporary contexts:
Cross-Cultural Communication / Cultural Protocols; Ethics &
Guidelines for practice
�Skills �
� Exploring the application of knowledge to practice issues andideas
� Analysis of own communication style
Observations
Indigenous styles of interpersonal interaction differ noticeably from those interaction styles found among non-Indigenous people.
Such differences may adversely affect the outcome of service provision and interventions and in particular, interviews and assessments
Cross-Cultural Environments
The vast communication gap that exists between Aboriginal people and the dominant Australian culture affects all aspects of Aboriginal life.
�In the end, even policies like self-determination fail because of it�I believe this communication gap is the main reason underlying [Aboriginal] people�s continual loss of control over their lives. And it is this loss of control, this powerlessness, that manifests itself in the current crisis 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 into the system so deeply that it is not even noticed by the dominant culture.
(Trudgen 2000, p.70)
� What are some of the key systemic/structural factors that affect communication between Aboriginal people and the dominant culture and systems?
� How would you account for the �cultural blindness� that, in Trudgen�s analysis, allows the communication gap to go unnoticed by those in these systems?
� In any cross-cultural environment, we need to be able to obtain 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 communication styles
� Choice of where to communicate
� Courtesy, manners, respect
� Non-judgmental / Suspend judgement
� Understanding people in THEIR context
Cross-Cultural Communication involves consideration of:
� Norms regarding Exchange of Information
� Past issues of miscommunication: misdiagnosis, misunderstandings, offence
� Consider �power� and �privilege� in practitioner/client relationship
� Terminology & Reference
Communicating Respectfully
Awareness & Sensitivity to:
� Indigenous issues generally (historic & contemporary contexts)
� Impact of history on contemporary issues & challenges � impact of Racism
� Past interactions between human services & Indigenous Australians & Indigenous and nonindigenous people generally
Asking a Question OR Questioning?
David Unaipon College of Indigenous Education and Research
Indigenous Australians:
Culture and Colonisation
Awareness & Sensitivity to:
� Kinship structures: certain relationships &
communication norms to observe
� Definition & importance of Family
� SEWB & Indigenous definition 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: identifying what they are in your local setting; status considerations
� Choice of setting
� Different communication styles
Some Considerations
� Paralanguage
� Non-Verbals: silence
� Proxemics
� Acceptable Behavior � etiquette
� Reputation
� Written & Visual communication
Awareness & Sensitivity to:
� Diversity of Languages / Linguistics
– Indigenous Languages: Translations
– Aboriginal English: know local Terminology
� Contemporary Terminology
� Inclusive Language: written & verbal
EXAMPLES:
�THEM�
� X involving them in policy making decisions
� ? involving members of the Aboriginal communityin policy making decisions
�YOU PEOPLE�
� X if you people need�.
� ? if the Aboriginal community needs�..
�THOSE PEOPLE�
� X an invitation inviting those people to attend the meeting will be sent out on�.
� ? an invitation inviting members of the Aboriginal community will be sent out on�.
�
� Cultural Disparity / Culture Shock
� Level of Formality: mindful of own presence
� Consultation & listening to and hearing families & communities
� It�s okay to ASK: Respectfully
� Humility
� Demonstrate respect and willingness 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 – Networking
� Learn by doing � seek advice & consultation with Indigenous people and workers in developing relationships & practice approaches
� Avoid stereotypes about clients
� Each individual is unique
Partnership & Collaboration
Underlying message of all themes
Developing
Relationships
Respectful
Engagement
Networking
David Unaipon College of Indigenous Education and Research
Engagement
� Community
� Family
� Individual
Practice Contexts
� Ethics � Professional Association, Conduct & Guidelines for Practice, eg. AASW Code of Ethics
� Cultural Awareness
� Cultural Competency Development
� Human Rights � achieving 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 training
� Consulting, Planning in conjunction, and Partnering with Indigenous people and organisations
� Indigenous people involved in governance structures
� Workforce planning to engage Aboriginal staff
� Use of Cultural Consultants/Liaison
� Inclusion of Indigenous specific considerations in policy and procedural/practice developments
� Development of Indigenous specific guidelines and protocols
Reading: Week 8 Part 1
Reading: Council of Australian Post-Graduate Associations,
Diversity Awareness: Guide to respecting Indigenous
Australian Cultural protocols.
Reading : Ismail, N. �Communicating 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 �
� Attaining knowledge in relation to contemporary contexts via statistical overview of population and health statistics
� Consolidating knowledge regarding history and the application of this knowledge to contemporary realities: matching contemporary statistics with consequences of colonisation
�Skills �
� Applying knowledge to practice: understand importance of acknowledging diversity amongst the Indigenous Australian population and relevance to practice in the profession
David Unaipon College of Indigenous Education and Research
Context of Indigenous Health & Wellbeing
� Data Collection:
Indigenous Population & Socioeconomic Context
�The National Census
The Census provides a snapshot of the nation, which helps define who we are. It underpins Australia’s democracy and is crucial to communities, private institutions and all levels of government in the planning of services and facilities.
Federal funding arrangements and revenue allocations to the states and territories are also based on Census figures.
Context of Indigenous Health & Wellbeing
� Data Collection: Identifying � risks and reasons
Factors encouraging identification
*Across all methods of collection the reasons for disclosing ones Indigenous status information were commonly attributed to:
*A sense of pride and confidence in their identity
*The perception that disclosing this information can lead to benefits for Aboriginal and Torres Strait Islander peoples and the individual personally
*The perception that disclosing this information can promote recognition for issues related to Aboriginal and Torres Strait Islander peoples
*Having a �Confirmation of Aboriginality� to support their identification
*The perception that answering the question was compulsory in certain contexts.
� Data Collection:
I
Identifying � risks and reasons
Factors discouraging identification
Across all methods of collection, the reasons for not disclosing ones Indigenous status information were commonly attributed to:
*The belief and experience that identifying can have negative repercussions for the individual and the wider community
*The belief and experience that identifying may lead to racism, discrimination or differential treatment
*Learned behaviour as a result of past experiences
*Being offended at being asked the identity question in certain contexts
*Needing more information about the reasons the information is being collected.
� Data Collection:
� Indigenous Population & Socioeconomic Context 4727.0.55.001 – Australian Aboriginal and Torres Strait Islander Health
� Survey: First Results, Australia, 2012-13 (ABS 2014)
� National Aboriginal & Torres Strait Islander Social Survey 1994, 2002 & 2008 The Health and Welfare of Australia�s Aboriginal and Torres Strait Islander Peoples 2005 (ABS & AIHW 2005)
Creative Spirits
https://www.creativespirits.info/aboriginalculture/health/aboriginal-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 increased by 58,700 or 13% Compared to 6% growth 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 being of Indigenous Australian descent for the first time in the Census
� 90% identify as being of Aboriginal descent only
� 5% identify as being of Torres Strait Islander origin only
� 5% identify as being of both Aboriginal and Torres Strait Islander origin
Distribution has remained virtually the same since 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
Preliminary 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 Defined: 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 = remainder of State/Territory
5) Migratory = off-shore, shipping, 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:
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 virtually the same
� 66% of Indigenous Australians live in
NSW, QLD and VICTORIA
� 24% live 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 living on the Islands
OTHER POINTS OF INTEREST
Torres Strait Islands
Over 60% of the total Torres Strait Islander population live in
Queensland
SUMMARY POPULATION STATISTICS
High Indigenous population growth occurred in more urbanised locations
A decline in Census counts identified as Indigenous was observed 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 increased between 1994 – 2008:
� 1 in 5 Indigenous Australians complete Year 12 or equivalent This proportion increased from 17% in 2002 to 20% in 2008 and then 38% in 2014 Compared to Non-Indigenous statistics = 54% in 2008 (76% in 2014)
� Some statistics could indicate a higher proportion of young people are continuing with their studies (42% in 2002 decreased to 35% in 2008 who had completed Year
9 or below � all people 15 years and over)
� Certificate or Diploma 11% in 1994 � 22% in 2002
� Bachelor Degree 1 % in 1994 � 3% in 2002
EMPLOYMENT – 2008
2008 Labour Force Participation (employed or unemployed) Within Indigenous Population
� 205,500 people = 62% participation rate ages 15 years and over (60% 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 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 purchasing their home in 2002. This has increased to 20% in 2008 and 33% in 2014 (compared to 75%)
� 69% Indigenous people in rented accommodation 2008 (85% in remote areas) (compared to 26% non-Indigenous)
� 1 in 4 Indigenous people living in overcrowded homes
� All States / Territories households had higher average number of persons per household (Overcrowding)
� 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 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 Criminology 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 2013.
� 2013 � 83% of the prison pop in NT are Indigenous with 26% Australia wide. 33% of Indigenous men will have been in prison at some stage in their lives.
� 75% of Juvenile Indigenous detainees are placed in custody before any findings of guilt. This is despite the fact that many of these charges do NOT carry custodial penalties.
Why are so many kids in juvenile detention?
The high youth detention rates have several causes :
� not complying with a curfew,
� not being 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 stealing ever recorded by juveniles�
� heavy-handed police who arrest juveniles because they are Aboriginal (�over-policing�).
CULTURE
� Indicators of attachment to Aboriginal and Torres Strait Islander culture do not show any decline
� 1994 � 2002 just over half Indigenous population aged 15 years and over identified with a clan or language group. (62% in 2008 = 6 in 10 people)
� Homelands, Traditional Country, Discrete Indigenous Communities 1994 � 1 in 3 Indigenous person (29%) lived in homelands or traditional country 2002 � 1 in 5 (22%) lived in homelands or
traditional country 2008 – 25% !!
Discrete Indigenous Communities
A geographic location bounded by physical or cadastral (legal) boundaries and inhabited, or intended to be inhabited, predominantly by Indigenous people, and with housing or infrastructure that is either owned or managed on a community basis.
LANGUAGE 2002 � 2008
� 2 in 5 (40%) Indigenous people spoke an Indigenous language (Torres Strait Islander people 3 in 5) 73% live in remote areas � 32% in major cities
� Indigenous language main language spoken at home for 2 out of 5 Indigenous adults in remote areas compared to 1 in 50 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 having a religion
� Highest areas NT (82.4%) QLD (78.4%) &
NSW (78%)
� Lowest rates Vic (59.8%) & SA (54.7%)
� Christianity largest religious grouping in Indigenous population (71.5%) Removal from Natural Family 2008
� 4 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 5 people (38%) reported relatives removed from natural family commonly grandparents,
aunts, uncles or parents
� 13% did not know or were unwilling to say
Family 2006
� Average number of persons 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 Indigenous population (29.6%) compared to other families (14.2%)
� Indigenous families tended to be larger than other families overall, with 12.9% having 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 income ($502) than other families ($736) approx. 14% difference
� Median income lower across every Section of the State
� This correlates to personal, individual income being lower than non-Indigenous population such as in 2013 Individual average income was $364 ( $267 if in remote locations) compared to $585 for nonindigenous individuals.
STATISTICAL ATTRIBUTORS
ACCESS
� Education
� Employment
� Housing
� 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 high proportions.
� Cardiovascular diseases (heart diseases, strokes) – 12% of the population
� Neoplasms (including Cancers)
� Respiratory system diseases -17.5% asthma
� Endocrine, nutritional and metabolic diseases (including Diabetes)- 8.2%
� Digestive system diseases
� Ear/hearing problems� 12.3%
Hospitalisation rates for Communicable Diseases also higher including:
� Infectious intestinal diseases
� Tuberculosis
� Pneumonia
� Viral Infections
� Infections, sexual transmission Other rates of communicable diseases including:
� Hepatitis A & B
� Meningococcal 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 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 their lives compared with 37% in total population
� 32% were using illicit substance at time of consult compared to 17% 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 drink alcohol are more likely to consume at hazardous levels (8% Indigenous and 6% non-Indigenous)
Suicide Rates:
� Indigenous males more than double rate of nonindigenous 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 100,000 commit suicide by 30 yrs of age � 40% higher than in the non-Indigenous population
Prevalence of Depression & Related Disorders Factors precipitating Depression include:
� Disadvantage in areas of employment, housing and education
� Racism
� High rates of premature death
� Disproportionate representation in custodial 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 incomes
� Have lower rates of home ownership
� Have much greater involvement with the criminal justice system
� Experience much higher levels of social intervention
Slide 2
� Topic: Partnerships of Accountability 1
A lot of our content to date has discussed the importance of leadership � within the community generally and certainly in terms of government.
We have seen the importance of leadership in formulating negative approaches to governing and/or working with Indigenous Australian people (as 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 governing and/or working with Indigenous Australian people and issues.
Within the Human Service professions, it�s no different.
Leading out of our historical contexts weeks, the term �Self-Determination� became prevalent. You might recall, during the Whitlam era of government, Indigenous Australian policy shifted for the first time in about 100 years, towards notions of Self-Determination for Aboriginal and Torres Strait Islander peoples. Keep this notion in mind as we cover some Models of Best Practice.
For this week and next, we will be looking at some Models of Best Practice. So, some examples of real life policies and practices within 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 Week 6, that if you are to remember only one thing from this course, please remember that Partnership and Collaboration with Indigenous Australian people, is the key to Reconciliation and working 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 involve meaningful participation through leadership of Indigenous Australian people in partnership with nonindigenous people.
Some of our examples for these next 2 weeks show us how some organisations are ensuring this partnership and collaborative approach, whilst making some key acknowledgements about the past and present which impact on service design and delivery in an Indigenous Australian context.
I hope these next 3 weeks assist you in further
developing your Assessment 3 Group Project responses.
For our online workshop this week, I will outline a couple of definitions of Governance that will help
establish our thinking for these next 2 weeks of content.
There are 2 readings to undertake with questions for each in the powerpoint slides.
Please bring your responses to our face-to-face workshop 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 include all areas; Knowledge, Values & Skills:
Knowledge �
� Acquiring new knowledge in relation to contemporary contexts: Governance & Self-Determination;
Partnerships of Accountability; Holistic Concepts of Health; Social and Emotional Wellbeing
� Consolidating knowledge from the course weeks 1 – 8
Values �
� Analysis of own values in practice contexts, and influence of the dominant cultures� perspectives in
relation to ill-health and treatment
Skills �
� Exploring the application of knowledge to practice issues and ideas
Slide 4 � Contemporary Human Services & Indigenous Australians
The work involving contemporary human services encompasses much rhetoric that is well established in the literature
of government and organisational policy in terms of what�s needed in order to respond effectively to the poor overrepresentation
of Indigenous Australian people in all social and welfare statistics.
What has been difficult has been articulating the concepts in ways that translate into practice, including the design and
delivery of culturally appropriate human services.
We have looked as some of the concepts:
? Self-Determination
? Cultural Sensitivity
? Cultural Safety
? Cultural Awareness
? Cultural Competence
? Culturally Appropriate
What we�re focusing 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 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, moving 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 starting point, creation of human service policy and programs should include:
? Recognition of Indigenous Cultures, and have the
? Involvement of Indigenous people
When I say involvement of Indigenous people, I�m referring to meaningful participation of Aboriginal and Torres
Strait Islander people at all levels of a policy or project; from design/development, through to implementation and
evaluation.
Meaningful participation means that Indigenous Australian people are part of leading and guiding the processes of
development in relation to policies and programs that impact on Indigenous Australian people.
Meaningful participation means that Indigenous Australian people are involved in the Governance structures in the
development of policies and programs that impact on Indigenous Australian people.
Slide 7 � Governance defined�
I�ve included a couple of definitions of Governance here, in order to help us establish our thinking over these next
couple of weeks. Remembering that our content is in relation to the idea of Partnerships of Accountability and the
ways in which we can develop partnerships that are collaborative and accountable working in Indigenous contexts.
� �Governance is about power, relationships and processes of representation, decision making and
accountability. It is about who decides, who has influence, how that influence is exercised and how
decision makers are held accountable. �Good governance� is about creating the conditions for
legitimate and capable decision making and for collective action about a community�s affairs�
Professor Mick Dodson AM, in his speech, Building 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 the organisation�
Australian National Audit Office, Department of Human Services 1999
Traditionally, Indigenous Australian people haven�t been involved in the governance structures of programs and
organisations whose work impacts directly on the lived experience for many Aboriginal and Torres Strait Islander
people. One way in which Self-Determination is being realised today, is through ensuring Indigenous Australian
people are determining the ways in which Indigenous �affairs� are responded to, across a range of disciplines and
levels of government, by leading and guiding new approaches to working in Indigenous contexts.
4
Slide 8 � Workshop Activity: Reading 22
2 of the course readings form part of our workshop for this week and next.
Partnerships of Accountability
Reading 22 by Tamasese, et.al (1998) Furthering conversation about partnerships of accountability; talking 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 following questions to assist comprehension of the ideas explored
throughout:
1) What is the model of governance (or partnership of accountability), as explored in the article at The
Family Centre in New Zealand?
2) Outline the features of the partnership model being developed at The Family Centre (so, how is
business being done?)
3) What does the term �accountability� mean in the context of working at The Family Centre?
4) What are the issues for the leadership of caucuses of marginalised groups?
5) What are the issues for the leadership of dominant group caucuses?
Please bring your responses to our face-to-face workshop in Week 10 to further explore this partnership model
and how the concepts relate to Australia. Particularly, bring any questions you have.
This article is one example from New Zealand, which reflects acknowledgement of the past and ways forward for
working together as Indigenous and non-Indigenous people.
Slide 9 � Aboriginal and Torres Strait Islander Definition of Health
Reading 23 by the Health Ministers� Advisory Council (2004) National Strategic Framework for Aboriginal and
Torres Strait Islander Mental Health and Social and Emotional Well Being (2004-2009) is the second reading I want
you to undertake and there are specific excerpts of the document that I draw your attention to.
This document outlines an Aboriginal Definition of Health, as determined in 1989 in the development of the
National Aboriginal Health Strategy. This definition is still widely used and influential in practice across a range of
disciplines today.
Slide 10 � Health/Mental Health/Social & Emotional Wellbeing?
Throughout the course we have explored the complexities of terminology (language and meaning/discourse analysis)
and have discussed some of the attempts to translate Indigenous Australian languages into English and vice versa.
One of those complexities can be found in the interpretation of western ideas and notions of what constitutes �health�
(or ill-health). There is further complexity in translating notions of �health� from the English language into
Indigenous Australian languages.
The purpose of the content for this week (found in Reading 23), is an awareness of an Aboriginal Definition of
Health and how these ideas can be different from mainstream concepts and definitions of �health�. Furthermore, how
that meaning translates to ideas of �Mental Health� (or ill-health); in an Indigenous context.
What has developed in recent years in Indigenous contexts is the concept of Social and Emotional Wellbeing. The
purpose of the content for this week is also to articulate this concept as initially explored in Reading 23.
5
Slide 11 � Workshop Activity: Reading 23
So, Reading 23 is the National Strategic Framework for Aboriginal and Torres Strait Islander Mental Health and
Social and Emotional Well Being (2004 � 2009).
For people who are accessing the Course e-Reader, the link leads you to the complete document. You are not
required to read the complete document (unless you want to of course!).
The following excerpts are the Required Reading and will assist in responding to the Workshop Activity
questions:
? Foreword: pp. 1 � 2
? Executive Summary: pp. 3 � 5
? Part One Guiding Principles: p. 6
? Understanding Social and Emotional Well Being: pp. 7 � 11
Note: If you have purchased the print copy of the course readings, only the excerpts have been provided.
Once you�ve read these excerpts, please respond to the following questions and bring your answers to our faceto-face
workshop in Week 10:
1) What is Social and Emotional Well Being?
2) What is an Aboriginal definition of �health�?
3) How many Guiding Principles are there 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 dominant cultures
�Values � Analysis of these concepts in own context and in the context of the profession; participation 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 thinking behind the Racisms.
� To help you recognise forms of Racisms and challenge the Racisms � Further contributions by you in your profession can inform education and therapies.
� Racism as a Social Determinant of Health.
� A lot of people can confidently position themselves within these ideas. At the very minimum, we want you to examine these concepts professionally and consider the role as a practitioner in supporting victims and working 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 aiding discussions surrounding 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, naming Whiteness assists when examining the Racisms and ways to challenge this discourse People will experience and engage with Whiteness in different ways depending on your individual circumstances, eg. Gender, Sexuality, Disability, etc Whiteness as a Racial Identity Non-Indigenous Australians are also affected by Racism every day, but in a different way to that experienced by Indigenous Australians Understanding Racism through the lens of Whiteness (Radermacher, 2006, p. 34)
The conjoined twin of Aboriginal 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 being explored across range of disciplines
� Context for Australia Analysis of the Social Construction of Whiteness and its links to Power and Privilege.
Some Common Themes, Assumptions & Misconceptions:
[ Discussions in relation to Racisms & Whiteness ]
� Different to discussion about White Supremacists
� Can refer to honest and well meaning people
� No single White culture so cannot generalize
� White people may feel threatened by the actual or presumed presence of racial consciousness in minority racial groups
� Contact with disadvantaged groups: Caution and defensiveness, eg. �I have a lot of Indigenous friends�
Discussions in relation to Racisms & Whiteness:
� Belief that racial and cultural differences are unimportant / perhaps Denial
(often referred to as Colourblind Cognitive Distortion)
People can deny that race is important 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 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 � minimizes or denies personal role in Racism � eg. �Yes racial inequality exists but what do you want me to do about it?� �I can�t help being White� �We all suffer in some way�
Much of the scholarship has as its focus the goals of uncovering and disrupting the ways that Whiteness has functioned as the norm or background against which others are viewed and judged, along with unveiling the political and social mechanisms through which Whiteness is 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 defined as �others� by the dominant culture, along with the often hidden impacts on institutional and societal structures have also been examined Witnessing Whiteness
First steps towards Anti-Racist practice and professional culture:
� Honest re-evaluation of what it means to be White in this society. Non-defensive and realistic appraisal of racial problems in Australia
� Appreciate flexibility and complexity of the issues and engage in ongoing process of analysis and development
� Move beyond Cognitive understanding of these ideas and what it means to be White
� Acknowledging that change in people of non-dominant cultures is no longer the focus
� Driven more by hope and motivation for change: work with feelings of guilt, anger, etc and become motivated in continual efforts to challenge racisms
� Increase awareness of how other forms of oppression are related, Eg. Sexism: extrapolate underlying concept of oppression
For the purposes of this course:
White Privilege has been introduced to you in order to identify and establish a position from which the dominant cultures view the Dimensions of Racism and contribute more specifically to Institutional Racism
Week 7
~ Required Reading ~
18. – Reflections on critical white(ness) studies – Johnson, Parker C
(Johnson, Parker C, 1999)
19. McIntosh, P., (1990), �White Privilege: Unpacking the Invisible Knapsack�,
20. Radermacher, H., (2006), �I�m White! Oh I See! An International student
perspective on national curriculum guidelines for Indigenous issues in
psychology�,
21. Tannoch-Bland, J., (1998), �Identifying White Race Privilege�, In Bringing
Australia Together: the structure and experience of racism in Australia,
Week 7 Tutorials
� Unpacking Whiteness�
Witnessing Whiteness
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