Aboriginal life pathways through multiple human service domains; administrative data linkage for policy

Aboriginal children and families face the highest levels of disadvantage of any population group in Australia across health, education, child protection, justice and other human service domains, but longitudinal data to inform policy is scant. The Western Australian Aboriginal Child Health Survey (WAACHS) is a population representative cross-sectional child development study of over 5,000 randomly selected children aged 0-17 years, plus their families and schools, conducted between 2000 and 2002. This project seeks to leverage the WAACHS by linking the survey data for all participants with State administrative human services data registers from the previous 30+ years, to develop a major program of work in Aboriginal Human Development that would be unique in the world. This presentation describes the project history, novel survey linkage methodology, and project aims in the policy domain

Ethnic differences in the quality of the interview process and implications for survey analysis: The case of Indigenous Australians

Comparable survey data on Indigenous and non-Indigenous Australians are highly sought after by policymakers to inform policies aimed at closing ethnic socio-economic gaps. However, collection of such data is compromised by group differences in socio-economic status and cultural norms. We use data from the Household, Income and Labour Dynamics in Australia Survey and multiple-membership multilevel regression models that allow for individual and interviewer effects to examine differences between Indigenous and non-Indigenous Australians in approximate measures of the quality of the interview process. We find that there are both direct and indirect ethnic effects on different dimensions of interview process quality, with Indigenous Australians faring worse than non-Indigenous Australians in all outcomes ceteris paribus . This indicates that nationwide surveys must feature interview protocols that are sensitive to the needs and culture of Indigenous respondents to improve the quality of the survey information gathered from this subpopulation

The association between playgroup participation, learning competency and social-emotional wellbeing for children aged four-five years in Australia

Data from Growing Up in Australia: The Longitudinal Study of Australian Children is used to examine the associations between playgroup participation and the outcomes for children aged 4 to 5 years. Controlling for a range of socio-economic and family characteristics, playgroup participation across the ages of 0-3 years was used to predict learning competence and social-emotional functioning outcomes at age 4-5 years. For learning competence, both boys and girls from disadvantaged families scored 3-4% higher if they attended playgroup when aged 0-1 and 2-3 years compared to boys and girls from disadvantaged families who did not attend playgroup. For social and emotional functioning, girls from disadvantaged families who attended playgroup when they were aged 0-1 and 2-3 years scored nearly 5% higher than those who did not attend. Demographic characteristics also showed that disadvantaged families were the families least likely to access these services. Despite data limitations, this study provides evidence that continued participation in playgroups is associated with better outcomes for children from disadvantaged families

Parents’ interest in their child’s education and children’s educational outcomes across the life course: does gender matter?

There has been a dearth of research exploring the potentially gendered nature of relationships between parent engagement and children’s educational outcomes across the life course. In order to address this gap, this study drew upon data from the Longitudinal Study of Australian Children and utilised adolescents’ reports of the interest shown by their parents in their learning and education as well as parents’ retrospective reports of the interest shown by their own parents growing up. The interest shown by both mothers and fathers in their child’s education during adolescence was found to be important for children’s self evaluations and, via these, their expectations for future educational attainment. Furthermore, when fathers were perceived as showing little to no interest in the education of their adolescent daughters, as opposed to lots, their daughters were significantly less likely to expect to attain a university qualification in the future. While further research is needed, these findings suggest that fathers’ engagement is important for fostering high educational expectations in adolescent girls

Aboriginal Well-being in Four Countries: An Application of the UNDP’s Human Development Index to Aboriginal People in Australia, Canada, New Zealand, and the United States

An adaptation of the UNDP’s Human Development Index is used to compare the wellbeing of Aboriginal and non-Aboriginal populations in Australia, Canada, New Zealand, and the United States between 1991 and 2001. Using Census education and income measures, and official estimates of life expectancy, we find that despite improvements in the overall well-being of Aboriginal populations, disparities between Aboriginal and non-Aboriginal people widened in some cases. Aboriginal people in most of these countries fell behind in educational attainment, compared to non-Aboriginal populations. Incomes improved over the entire period, but fell in most of these countries between 1991 and 1996. Overall, Aboriginal populations in Australia and New Zealand had lower scores than in Canada and the U.S. However, whereas the Maori scores improved considerably between 1991 and 2001, those of the Australian Aboriginal population did not. American Indians and Alaska natives had the highest overall development scores, and smallest gaps between Aboriginal and non-Aboriginal people were found in the U.S

Tackling overweight and obesity: Does the public health message match the science?

Background: Despite the increasing understanding of the mechanisms relating to weight loss and maintenance, there are currently no validated public health interventions that are able to achieve sustained long-term weight loss or to stem the increasing prevalence of obesity in the population. We aimed to examine the models of energy balance underpinning current research about weight-loss intervention from the field of public health, and to determine whether they are consistent with the model provided by basic science. EMBASE was searched for papers published in 2011 on weight-loss interventions. We extracted details of the population, nature of the intervention, and key findings for 27 articles.Discussion: Most public health interventions identified were based on a simple model of energy balance, and thus attempted to reduce caloric consumption and/or increase physical activity in order to create a negative energy balance. There appeared to be little consideration of homeostatic feedback mechanisms and their effect on weight-loss success. It seems that there has been a lack of translation between recent advances in understanding of the basic science behind weight loss, and the concepts underpinning the increasingly urgent efforts to reduce excess weight in the population.Summary: Public health weight-loss interventions seem to be based on an outdated understanding of the science. Their continued failure to achieve any meaningful, long-term results reflects the need to develop intervention science that is integrated with knowledge from basic science. Instead of asking why people persist in eating too much and exercising too little, the key questions of obesity research should address those factors (environmental, behavioral or otherwise) that lead to dysregulation of the homeostatic mechanism of energy regulation. There is a need for a multidisciplinary approach in the design of future weight-loss interventions in order to improve long-term weight-loss success

Antecedents of teenage pregnancy from a 14-year follow-up study using data linkage

<p>Abstract</p> <p>Background</p> <p>Many western nations continue to have high rates of teenage pregnancies and births, which can result in adverse outcomes for both mother and child. This study identified possible antecedents of teenage pregnancy using linked data from administrative sources to create a 14-year follow-up from a cross-sectional survey.</p> <p>Methods</p> <p>Data were drawn from two sources - the 1993 Western Australian Child Health Survey (WACHS), a population-based representative sample of 2,736 children aged 4 to 16 years (1,374 girls); and administrative data relating to all their subsequent births and hospital admissions. We used weighted population estimates to examine differences between rates for teenage pregnancy, motherhood and abortion. We used Cox proportional hazards regression to model risk for teenage pregnancy.</p> <p>Results</p> <p>There were 155 girls aged less than 20 years at the time of their first recorded pregnancy. Teenage pregnancy was significantly associated with: family type; highest school year completed by primary carer; combined carer income; whether the primary carer was a smoker; and whether the girl herself displayed aggressive and delinquent behaviours. An age-interaction analysis on the association with aggressive and delinquent behaviours found that while girls with aggressive and delinquent behaviours who were older at the time of the survey were at highest risk of teenage pregnancy, there was elevated risk for future teenage pregnancy across all ages.</p> <p>Conclusions</p> <p>Our findings suggest that interventions to reduce teenage pregnancy rates could be introduced during primary school years, including those that are focused on the prevention and management of aggressive and delinquent behaviour.</p

Accuracy of self-reported private health insurance coverage

Studies on health insurance coverage often rely on measures self-reported by respondents, but the accuracy of such measures has not been thoroughly validated. This paper is the first to use linked Australian National Health Survey and administrative population tax data to explore the accuracy of self-reported private health insurance (PHI) coverage in survey data. We find that 9% of individuals misreport their PHI coverage status, with 5% of true PHI holders reporting that they are uninsured and 16% of true non-insured persons self-identifying as insured. Our results show reporting errors are systematically correlated with individual and household characteristics. Our evidence on the determinants of errors is supportive of common reasons for misreporting. We directly investigate biases in the determinants of PHI enrolment using survey data. We find that, as compared to administrative data, survey data depict a quantitatively different picture of PHI enrolment determinants, especially those capturing age, language proficiency, labour force status or the number of children. We also show that PHI coverage misreporting is subsequently associated with misreporting of reasons for purchasing PHI, type of cover and length of cover

Educational inequality across three generations in Australia

The transfer of advantage and disadvantage across multiple generations is receiving increasing attention in the international literature; however, transfers of resources across multiple generations in Australian families are less well understood. Using a longitudinal dataset of Australian children, we have the opportunity to not only investigate the transfer of educational resources across three generations in Australia, but also investigate the gendered nature of these transfers, which has been a limitation of other studies. We find no evidence of individual grandparent education effects on numeracy and reading scores for grandchildren in Year 3, independent of parent educational attainment and other covariates. However, significant effects on numeracy and reading scores were observed for children in families where both the grandmother and grandfather in maternal and paternal grandparent sets had high educational attainment (a diploma or university qualification), and where either or both the mother and father had a university qualification. These results suggest that the contribution of grandparents to the academic achievement of grandchildren cannot be fully explained by the parent generation and that the concentration of human capital in families contributes to educational inequalities across multiple generations that can be observed by eight years of age