Trauma-informed services and trauma-specific care for Indigenous Australian children

This paper examines how childhood trauma experienced by Indigenous children can be overcome by appropriate interventions.IntroductionWhile many Indigenous and non-Indigenous Australian children grow up in safe homes and live in safe communities, there are some who do not. In the case of Indigenous children, some families and communities are unable to, or are still working to, heal the trauma of past events, including displacement from Country, institutionalisation and abuse. The Stolen Generations also represent a significant cause of trauma. In 2008, an estimated 8% of Indigenous people aged 15 and over reported being removed from their natural family and 38% had relatives who had been removed from their natural family. This trauma can pass to children (inter-generational trauma).Indigenous children may also experience a range of distressing life events including illness and accidents, hospitalisation or death of close family members, exposure to violence, family disintegration (with kin networks fragmented due to forced removals, relationship breakdown and possibly incarceration) and financial stress.Experiencing trauma in childhood can have severe and long-lasting effects; effects that can be overcome by appropriate interventions. This resource sheet examines these effects and explores how they can be tackled. It focuses on the design and delivery of trauma-informed and trauma-specific children’s services and care

Cultural competency in the delivery of health services for Indigenous people

Aim and objectives This review aims to examine available evidence on cultural competence in health care settings to identify key approaches and strategies that can contribute to improving the development and implementation of Indigenous health services and programs. The objectives are to: 1. define cultural competency –– we consider the significance of cultural competence and how it has been defined in international and local literature, including the use of similar terms and meanings 2. report on the quantity, nature and quality of available evidence –– we look at available evidence on cultural competency in Australia, New Zealand, Canada and the United States, including how cultural competence has been measured, and assess the quality of the evidence against basic methodological criteria 3. identify approaches and strategies that are effective in improving cultural competency among health services staff 4. examine the relationship between cultural competency and health outcomes 5. develop an evidence-informed conceptual framework of cultural competency

Communication Patterns Between Physicians and Physician Assistants

Communication is imperative to the success of any team-based organization. In healthcare, it is common for patient outcomes to be affected by variables including but not limited to the quality of extraprofessional communication. Physicians and physician assistants are two meaningful and valued members of the medical care team, and the need for collaboration amongst each other is irrefutable. Physicians are the trusted leaders of any medical team, having completed the most amount of schooling and training. Physician assistants are versatile, economically advantageous, and skill-proficient mid-level practitioners that are required by law to be supervised by a collaborating physician. The working partnership of physicians and their physician assistants requires a consistent, adept communication structure in order to function in a successful capacity. Based on research, it is concluded that insufficient communication patterns between physicians and physician assistants are commonly seen in the healthcare setting, indicating that immediate reform is necessary. Recommendations for reform in physician- physician assistant communication include pursuing extraprofessional education, placing emphasis on the medical team as its own entity rather than a team of individuals, and establishing a culture of extraprofessional trust

Indigenous youth justice programs evaluation

In this report, four programs that were already being implemented by states and territories and identified by them under the National Indigenous Law & Justice Framework as promising practice in diversion are examined. Executive summary Diversion from the youth justice system is a critical goal for addressing the overrepresentation of Indigenous young people in the criminal justice system. In this report, four programs that were already being implemented by states and territories and identified by them under the National Indigenous Law & Justice Framework as promising practice in diversion are examined. The programs were evaluated, as part of a broader initiative, to determine whether and on what basis they represent good practice (ie are supported by evidence). State and territory governments nominated the programs for evaluation. The four programs sit at different points along a continuum, ranging from prevention (addressing known risk factors for offending behaviour, such as disengagement from family, school, community or culture), early intervention (with identified at-risk young people), diversion (diverting from court process—usually for first or second time offenders) and tertiary intervention (treatment to prevent recidivism): • Aboriginal Power Cup (South Australia)—a sports-based program for engaging Indigenous young people in education and providing positive role models (prevention). • Tiwi Islands Youth Development and Diversion Unit (Northern Territory)—a diversion program that engages Tiwi youth who are at risk of entering the criminal justice system in prevention activities, such as a youth justice conference, school, cultural activities, sport and recreation (early intervention and diversion). • Woorabinda Early Intervention Panel Coordination Service (Queensland)—a program to assess needs and make referrals for young Indigenous people and their families who are at risk or have offended and have complex needs (early intervention and diversion). • Aggression Replacement Training (Queensland)—a 10 week group cognitivebehavioural program to control anger and develop pro-social skills, delivered to Indigenous and non-Indigenous youth assessed as ‘at risk’ of offending or reoffending (early intervention and tertiary intervention with offenders to reduce risk of reoffending). For each program, the evaluation team developed a ‘program logic’, identifying the activities and goals of the program, and how it articulates within a broader framework of criminal justice prevention. This informed the design of the evaluation and the approach to collecting both qualitative data (from young people participating in the program, program staff, family, or other service providers/community members) and quantitative data to identify any effects of the program on individuals, or the broader community

Alliances and Accomplices Rise: A Critical Look at a Partnership with a School Serving an Indigenous Community

Conventional research in the social sciences roots itself in the colonial surmise behind the supremacist ideologies of Western and White knowledge, ways of living, people, and institutions. The well-established hegemony of the Western positivist research paradigm encourages a paternalistic and asymmetrical researcher-researched relationship, which reserves “legitimate” knowledge creation for an elite few. In this way, research traditions have largely functioned to uphold the status quo, especially when conducted with Indigenous peoples. Community-based research challenges the positivist empire by emphasizing community knowledge in researcher-community collaborations for the sake of taking action on community-identified issues. Mutually-beneficial researcher-community partnerships are especially relevant to research with Indigenous communities, who continue to fight marginalizing policies and practices in their fight for self-determination and tribal sovereignty. This critical case study highlights community voices as it tells the story of a CBR venture with non-Indigenous researchers and a school serving a Navajo community. Critical Indigenous Research Methodology (CIRM) (Brayboy et al., 2012) guided the process and findings illustrate the potential of CIRM to support CBR that: (a) disrupts rigid institutional norms; and (b) integrates IWOK. Implications for schools, researchers, and communities are outlined

Intercultural Communication Training and Law Enforcement Officers: A Career-Span Analysis and Education Agenda

This thesis examines intercultural communication training and law enforcement education at the local level by means of a qualitative case study. Emphasis is given to the role of perceptions in law enforcement/community interactions as a means of understanding current relations between groups, as well as the role that cultural understanding of this should play in the creation of training curricula. There is a greater societal issue relative to interactions between minorities and law enforcement, and this research seeks to highlight how training, specifically training related to intercultural communication, can be impactful toward increasing understanding and mending group relations. For this study, officer interviews were conducted as the primary means of data gathering. However, training materials, as well as information gained from participant/observation in a community panel, were also utilized during this research. Results indicate that not only are intercultural communication training and bias-awareness training a part of law enforcement curricula, but also that these topics were well received by officers participating in the case study. While some challenges are noted, overall, the participating police department and officers showed consistently moderate to high levels of cultural and bias-awareness, as well as a consistent focus on the community

Taylor University Catalog 2015-2016

The 2015-2016 academic catalog of Taylor University in Upland, Indiana.https://pillars.taylor.edu/catalogs/1002/thumbnail.jp

Taylor University Catalog 2011-2012

The 2011-2012 academic catalog of Taylor University in Upland, Indiana.https://pillars.taylor.edu/catalogs/1006/thumbnail.jp