Sometimes, they do not share the same language which creates further barriers and hardships for the children. In 2011, Quebec 0-15 years old population was comprised of 2.7% of aboriginal children but they represented 15.4% of the children in foster care, 42% of these aboriginal foster children lived in a non-aboriginal foster household. These children were not just rooted out of their homes, they also had to face some type of culture shock. Solutions Social workers need to firmly apply the rules on overcrowding. Individual needs should not be drowned in those of other foster children.
This can be done by creating an official committee with both Aboriginals and non-Aboriginal members to ensure that different viewpoints are heard and incorporated with improving this policy. In order to be able to accomplish this, a cultural competency must be emphasized more not only within the committee but also throughout the child and family service system (MCYS,
Over many years the commonwealth and the state education departments have put enormous time and effort into producing a wealth of Aboriginal education resources. When developing school-based resources or selecting texts or materials, teachers should carefully evaluate their educational value for embedding Indigenous perspectives. Chris informs us that you can never have too many resources when teaching, especially within the Aboriginal community. He explains that so many resources can be found outside in the Indigenous community. The curriculum is an essential resource for educators to enforce in the classroom to ensure the students are achieving the outcomes for the year.
Indigenous Australians needs in regard to healthcare is one of the greatest challenges faced by healthcare professionals. The treatment of a patients condition tends to be the main focus of healthcare in a demanding and complex health system. Although it has being found that when taking then time there is actually essential ways in which the healthcare system can develop the needs of Indigenous Australians further. The Nursing Code of Conduct, statement four states, ““Nurses respect the dignity, culture, ethnicity, values and beliefs of people receiving care and treatment, and of their colleagues” (Nursingmidwiferyboard.gov.au, 2015). This is achieved by understand how social and cultural structures such as language, education, society and
It is important that staff recognise that human rights of all individuals involved in the service/s and that everyone be treated with dignity and respect. This rights include the equal access to assistance, confidentiality and acknowledgement of cultural heritage. This is important in relation to ATSI’s, as historically they have suffered at the hands of past government mistakes and may be less reluctant to use the service/s or follow procedure/policies because of their past experiences. Providing the best education, health and wellbeing throughout the service through such practices: It is important that all staff and service/s personalise their procedure and/or policies to reflect the families and children attending the service/s. Remaining ethically and professional safe in daily routines and practices but catering for individual families and children were best possible.
Name: Sunniva Cyvin ID: 1456500 Course: POL S 225 Prof.: D. Blythe Date: October 30th 2015 Aboriginal self-government: The Sovereignty Model Introduction Currently, there are many models of Aboriginal self-government in Canada. Some of these governance options are the assimilation model, self-government model and sovereignty model. (Dyck & Cochrane, 2014
I think that self-reflection can be one of the hardest elements to examine as it requires self-awareness of your own assumptions and beliefs, examining your family’s connection to colonialism, and examining your own power and privilege. This can be the most powerful element for addressing power imbalances in relationships and creating a culturally safe environment (Barlow, Reading, & Canadian Aboriginal AIDS Network, 2008). Durey (2010) highlights that “while white Australians know that Aboriginal Australians are disadvantaged, few may be willing to turn the lens on themselves to reflect on the advantages of being white when considering health, education, training and employment” (p. S88). The Birch, Ruttan, Muth, & Baydala (2009) article though focused on cultural competence, highlights some relevant ideas such as “incorporating a reflective and learner-based approach in health care delivery” (p. 30), integrating “traditional practices or approaches when the client needs or wants them” (Dobbelsteyn, 2006, p. 34 as cited on p. 30), and acknowledging the diversity amongst Indigenous
Indigenous Australians have poor health compared to other Australians so Medicare has an Indigenous Access Program. This will provide access to Medicare services for Aboriginal and Torres State Islander Australians. In this program Medicare has Liaison Officers who work closely with the Indigenous community. These officers have appropriate skills and understanding of the Indigenous community. The Liaison Officers educate Indigenous people about healthcare, encourage Aboriginal2 and Torres State Islander Australians to enrol in Medicare and ensure the right Medicare benefits are claimed.
The following table is an example of mapping the Aboriginal perspectives in the primary context across different learning areas and topics. At the end of each lesson, it is crucial to evaluate and to reflect on the students’ learning outcomes and whether it meets the student’s needs or not. The aim of the collaborative planned lessons is to increase the Aboriginal sense of belonging where the variety of resources honours and values the historical and contemporary Indigenous communities. Learning areas Topic Activities to interpret the Aboriginal culture, art and history Science, Technology, language (some Aboriginal words) and Numeracy Living Things Resources: digital cameras, picture books that contains names from the environment
The obligation of involving all affected Aboriginal peoples in the discussions is critical as they are the ones that will be impacted directly from new policies, allow them to understand the policy and have the choice to amend it if needed. This approach will also avoid policies being seen as punitive and discriminatory, but rather directed at empowerment. At an individual level, social workers need to understand and respect the Aboriginal peoples and culture, and be mindful of their past experiences. They can assist in ensuring that Aboriginal peoples receive access to appropriate health care and education, both for adults and children to minimise the feelings of alienation and lack of ownership of the issues. Social workers need to treat each client with respect and dignity despite their difficulties and have respect for cultural differences and boundaries.
Canada is known for its amazing healthcare and it is considered one of the best in the world. In Canada, healthcare is ‘universal’ to its citizens under the Heath Care Act. However, not everyone has equal access to healthcare, Aboriginals being some of them. Aboriginals have trouble getting the access they need because of socio-economic status, geography, lack of infrastructure and staff, language or cultural barriers an more. Aboriginals on reserve face many barriers when it comes to access to healthcare, they include cost, language, distance, climate, education and more.
In a recovery-focused mental health system, challenging pre-conceived notions that underpin these these calls for a widespread change in society’s understanding of Indigenous mental health, and the bridging of the gap that structural discrimination creates based on cultural identity. Addressing both social and economic barriers that exist for Aboriginal people that can be the result of stigma and discrimination is consequently a step towards social inclusion, which Closing the Gap (Department of the Prime Minister and the Cabinet, 2015; 2017) reports have consistently targeted as a key area by underlining the importance of higher education and employment rates of Aboriginal people. This can be considered first-order change, however, because the proposal to bridge these gaps and the action that will be taken to do so still occurs within the current disadvantaging system, and does not fully act on the ways current systems are inappropriately equipped to provide Aboriginal people with culturally-competent pathways to success. Adding to that, the aim of targeting education and employment outcomes is mainly to utilise the possible contribution that the Aboriginal workforce can provide for the Australian economy (Department of the Prime Minister and the Cabinet, 2015). It is important to note that throughout the years, as well, that in the reports
Indigenous Australian youth still face numerous difficulties growing up in a modern Australian society, even though they are living in a time of ‘equality’ for all religions, races and genders. This paper examines the main cultural influences for indigenous youth, and challenges they face growing up. In particular, it will explore the ways in which Indigenous youth today continue to be affected, connected and interdependent to both a dominant white culture and indigenous culture. It also includes the reasons why the indigenous youth of Australia continue to be marginalized, oppressed and stereotyped while growing up in a society that claims to be an egalitarian democratic country. Examples of Indigenous youth from the film ‘Yolngu Boy’ are used to explore this topic.
A social worker will be in acquaintance with Indigenous people when they
Cultural safety could be a thought that emerged within the late Eighties as a framework for the delivery of additional acceptable health services and is drawn from the work of Maori nurses in New Zealand. Additional recently it 's become recognized that the thought is helpful all told health care settings irrespective of indigenous matter peoples. Cultural safety is regarding making associate setting wherever the Aboriginal or Torres Strait inhabitant person isn 't solely treated well and during a culturally respectful manner, however they 're conjointly actively participate in interactions, basic cognitive process they 're valued, understood and brought seriously and supported to hold out culturally important tasks as a part of service delivery. A ordinarily used definition of cultural safety is
