Pub Date : 2023-05-07DOI: 10.1080/0312407X.2023.2203116
Joleen Ryan, Jesse Ivelja
ABSTRACT Education and knowledge sharing has a long and rich history within Australia prior to, and since invasion. Aboriginal and Torres Strait Islander peoples have always been committed to truth telling and ways of knowing, being, and doing. The process of decolonisation through the implementation of Aboriginal and Torres Strait Islander knowledges and pedagogy is an ongoing commitment in higher education settings and is especially relevant in social work education and practices. Social work has historically been complicit in the oppression and genocide of Aboriginal and Torres Strait Islander peoples and, as a result, continues to struggle to define itself within an Australian context. Through our experiences in higher education settings, we have found the process of decolonising education practices in social work to be challenging but necessary. This review aims to explore and reflect upon current literature that addresses western-centric social work pedagogical practice in Australia and aims to incorporate Aboriginal and Torres Strait Islander epistemologies using a positional and narrative lens. IMPLICATIONS Engaging Aboriginal and Torres Strait Islander knowledges and pedagogy decolonises social work education and practice. Decolonising social work pedagogy positions social work practice to reflect on the intersectionality of Aboriginal and Torres Strait Islander peoples without othering within contemporary Australia. Positioning social work education within an Indigenous pedagogical framework provides a basis for future teaching practices and knowledge sharing.
{"title":"Indigenisation, (De)Colonisation, and Whiteness: Dismantling Social Work Education","authors":"Joleen Ryan, Jesse Ivelja","doi":"10.1080/0312407X.2023.2203116","DOIUrl":"https://doi.org/10.1080/0312407X.2023.2203116","url":null,"abstract":"ABSTRACT Education and knowledge sharing has a long and rich history within Australia prior to, and since invasion. Aboriginal and Torres Strait Islander peoples have always been committed to truth telling and ways of knowing, being, and doing. The process of decolonisation through the implementation of Aboriginal and Torres Strait Islander knowledges and pedagogy is an ongoing commitment in higher education settings and is especially relevant in social work education and practices. Social work has historically been complicit in the oppression and genocide of Aboriginal and Torres Strait Islander peoples and, as a result, continues to struggle to define itself within an Australian context. Through our experiences in higher education settings, we have found the process of decolonising education practices in social work to be challenging but necessary. This review aims to explore and reflect upon current literature that addresses western-centric social work pedagogical practice in Australia and aims to incorporate Aboriginal and Torres Strait Islander epistemologies using a positional and narrative lens. IMPLICATIONS Engaging Aboriginal and Torres Strait Islander knowledges and pedagogy decolonises social work education and practice. Decolonising social work pedagogy positions social work practice to reflect on the intersectionality of Aboriginal and Torres Strait Islander peoples without othering within contemporary Australia. Positioning social work education within an Indigenous pedagogical framework provides a basis for future teaching practices and knowledge sharing.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45325157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.1080/0312407x.2023.2193831
Stephanie Azri, M. Wyder, J. Cartmel
{"title":"Addressing Women’s Psychosocial Needs Following an Adverse Prenatal Diagnosis: Qualitative Findings Inform SARF Model Development","authors":"Stephanie Azri, M. Wyder, J. Cartmel","doi":"10.1080/0312407x.2023.2193831","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2193831","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44210280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.1080/0312407X.2023.2193166
Mishel McMahon, M. Chisholm, Aldara Yenara, Tanya Garling, Werner Vogels, Julia van Vuuren, C. Modderman
ABSTRACT While Aboriginal youth mentoring has been used as a teaching process for thousands of years and the tradition continues, little attention has been paid to documenting what elements make learning experiences transformational. As part of the evaluation of the Aldara Yenara mentoring program, this Aboriginal-led scoping review examined literature about transformational mentoring programs from Canada, Australia and Aotearoa New Zealand to understand their key elements and provide guidance for future research and practice. The use of relational mapping was applied in an attempt to locate literature written by Aboriginal scholars including grey literature. Twenty-seven documents were reviewed including 20 from the peer-reviewed literature and seven acquired through the relational mapping. A total of 13 met the inclusion criteria, predominantly written by non-Aboriginal authors. Four distinct themes emerged and informed our narrative synthesis. Absent in this material, largely neither led nor owned by Aboriginal people, was any reference to connection to Country as central to Aboriginal transformational healing programs. Without Aboriginal leadership, communication and processes in these programs, there was a failure to draw on Aboriginal understandings of healing spaces. From here on in, research and practice in this area must be Aboriginal-led to ensure deeper, Aboriginal-informed understandings for First Nations transformational mentoring programs. IMPLICATIONS Existing youth mentoring literature is dominated by western understandings and perceptions. Thus, it often fails to offer the nuanced benefits of Aboriginal youth holding or growing their relationship to Country for their wellbeing and personal development Mentoring programs that are culturally strong from First Nations worldviews are key to providing transformational experiences: that is, cultural connectedness encourages, motivates, and creates healing spaces for Aboriginal youth While social work has facilitated normative western narratives for youth and their wellbeing, future Aboriginal mentoring program need to be both led and evaluated by First Nations people.
{"title":"Transformational Mentoring Experiences for First Nations Young People: A Scoping Review","authors":"Mishel McMahon, M. Chisholm, Aldara Yenara, Tanya Garling, Werner Vogels, Julia van Vuuren, C. Modderman","doi":"10.1080/0312407X.2023.2193166","DOIUrl":"https://doi.org/10.1080/0312407X.2023.2193166","url":null,"abstract":"ABSTRACT While Aboriginal youth mentoring has been used as a teaching process for thousands of years and the tradition continues, little attention has been paid to documenting what elements make learning experiences transformational. As part of the evaluation of the Aldara Yenara mentoring program, this Aboriginal-led scoping review examined literature about transformational mentoring programs from Canada, Australia and Aotearoa New Zealand to understand their key elements and provide guidance for future research and practice. The use of relational mapping was applied in an attempt to locate literature written by Aboriginal scholars including grey literature. Twenty-seven documents were reviewed including 20 from the peer-reviewed literature and seven acquired through the relational mapping. A total of 13 met the inclusion criteria, predominantly written by non-Aboriginal authors. Four distinct themes emerged and informed our narrative synthesis. Absent in this material, largely neither led nor owned by Aboriginal people, was any reference to connection to Country as central to Aboriginal transformational healing programs. Without Aboriginal leadership, communication and processes in these programs, there was a failure to draw on Aboriginal understandings of healing spaces. From here on in, research and practice in this area must be Aboriginal-led to ensure deeper, Aboriginal-informed understandings for First Nations transformational mentoring programs. IMPLICATIONS Existing youth mentoring literature is dominated by western understandings and perceptions. Thus, it often fails to offer the nuanced benefits of Aboriginal youth holding or growing their relationship to Country for their wellbeing and personal development Mentoring programs that are culturally strong from First Nations worldviews are key to providing transformational experiences: that is, cultural connectedness encourages, motivates, and creates healing spaces for Aboriginal youth While social work has facilitated normative western narratives for youth and their wellbeing, future Aboriginal mentoring program need to be both led and evaluated by First Nations people.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47732687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.1080/0312407x.2023.2193169
Trevor G. Gates
{"title":"We Come With This Place","authors":"Trevor G. Gates","doi":"10.1080/0312407x.2023.2193169","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2193169","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48665192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1080/0312407x.2023.2193175
N. Boaden, Jung‐Sook Lee, Therese M. Cumming
{"title":"Fetal Alcohol Spectrum Disorders and Social Work Practice in Australia: A Narrative Literature Review","authors":"N. Boaden, Jung‐Sook Lee, Therese M. Cumming","doi":"10.1080/0312407x.2023.2193175","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2193175","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45907344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1080/0312407X.2023.2193168
L. Muller
Decolonisation has become a fashionable word. A jingoistic mantra repeated because it sounds grand, and one that can be misused and distorted to further colonise and strengthen colonisation. Trendy words occur in academic writing, commonly used, yet rarely defined, and embraced without being fully understood. Words like “decolonisation” have been appropriated, taken from legitimate scholars and used as a metaphor by “experts” in positions of power to further reinforce the colonialist social structures, intellectual agendas, and workspaces (Tuck & Yang, 2012). In my view, blithely or intentionally, academic articles, research funding applications, and media rhetoric can sometimes be scripted using trendy key words to progress agendas that on the surface looks reasonable, yet do not reflect the intent of words used. Decolonisation is one such word. The intention in writing this short commentary is to promote interest in further reading about, and respectful use of the word and movement that is “Decolonisation”.
{"title":"Decolonisation: More Than a Trendy Word","authors":"L. Muller","doi":"10.1080/0312407X.2023.2193168","DOIUrl":"https://doi.org/10.1080/0312407X.2023.2193168","url":null,"abstract":"Decolonisation has become a fashionable word. A jingoistic mantra repeated because it sounds grand, and one that can be misused and distorted to further colonise and strengthen colonisation. Trendy words occur in academic writing, commonly used, yet rarely defined, and embraced without being fully understood. Words like “decolonisation” have been appropriated, taken from legitimate scholars and used as a metaphor by “experts” in positions of power to further reinforce the colonialist social structures, intellectual agendas, and workspaces (Tuck & Yang, 2012). In my view, blithely or intentionally, academic articles, research funding applications, and media rhetoric can sometimes be scripted using trendy key words to progress agendas that on the surface looks reasonable, yet do not reflect the intent of words used. Decolonisation is one such word. The intention in writing this short commentary is to promote interest in further reading about, and respectful use of the word and movement that is “Decolonisation”.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45150958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1080/0312407x.2023.2186254
C. Humphreys, L. Novy, Natalie Cergovski, Hoi Ching Lai, K. Mcvilly
The spread of COVID-19 resulted in restrictive lockdowns. For families supporting young people with autism spectrum disorder (ASD), the service system was stripped away. The aim of this study was to explore the impact of this challenging situation on a group of Australian carers and parents of children and young people with ASD, with an intention to inform policy and practice based on the lived experiences of these families. A survey of parents of children and young people with ASD in Australia returned 117 responses, of which 86 responded to open-ended questions about COVID-19 lockdowns. Twelve parents responded to the invitation to be interviewed. Interview and survey data were analysed thematically. Five themes emerged: accessing support services, receiving support services online, changes in behaviour, higher levels of conflict, and impact on health and relationships. The experience of lockdowns under COVID-19 undermined informal and formal support systems, and had a particularly strong negative impact on the experiences of children with ASD and their families. These findings also provide support for understanding the social model of disability as a mainstay in the lives of children with disabilities and their carers. IMPLICATIONS The social model of disability was dismantled for children and young people and their carers during the COVID crisis. This unacceptable attack on the human rights of disabled people (people with a disability) needs future planning to ensure that it does not occur again. Future crises require more nuanced policy and practice responses that do not close off all child and family supports to children with ASD and their carers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"The Impact of COVID-19 Lockdown on Parents and Young People With Autism Spectrum Disorder (ASD)","authors":"C. Humphreys, L. Novy, Natalie Cergovski, Hoi Ching Lai, K. Mcvilly","doi":"10.1080/0312407x.2023.2186254","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2186254","url":null,"abstract":"The spread of COVID-19 resulted in restrictive lockdowns. For families supporting young people with autism spectrum disorder (ASD), the service system was stripped away. The aim of this study was to explore the impact of this challenging situation on a group of Australian carers and parents of children and young people with ASD, with an intention to inform policy and practice based on the lived experiences of these families. A survey of parents of children and young people with ASD in Australia returned 117 responses, of which 86 responded to open-ended questions about COVID-19 lockdowns. Twelve parents responded to the invitation to be interviewed. Interview and survey data were analysed thematically. Five themes emerged: accessing support services, receiving support services online, changes in behaviour, higher levels of conflict, and impact on health and relationships. The experience of lockdowns under COVID-19 undermined informal and formal support systems, and had a particularly strong negative impact on the experiences of children with ASD and their families. These findings also provide support for understanding the social model of disability as a mainstay in the lives of children with disabilities and their carers. IMPLICATIONS The social model of disability was dismantled for children and young people and their carers during the COVID crisis. This unacceptable attack on the human rights of disabled people (people with a disability) needs future planning to ensure that it does not occur again. Future crises require more nuanced policy and practice responses that do not close off all child and family supports to children with ASD and their carers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46862956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1080/0312407x.2023.2172685
Connie Kellett, L. Gibbs, L. Harms
{"title":"Anger Following the Victorian Black Saturday Bushfires: Implications for Postdisaster Service Provision","authors":"Connie Kellett, L. Gibbs, L. Harms","doi":"10.1080/0312407x.2023.2172685","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2172685","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43114490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-05DOI: 10.1080/0312407X.2023.2186255
Bindi Bennett, C. Morse
ABSTRACT Social workers play a pivotal role in addressing equity and diversity within Australia using both culturally responsiveness skills and knowledge. This article describes a research project that resulted in the development of the Continuous Improvement Cultural Responsive Tools that can be used by social workers in their practice. This was a large project conducted over three years, which involved engagement and consultation with Aboriginal and Torres Strait Islander community social workers. The community engagement and consultation process included the provision of cultural governance and participation in interviews. The tools developed are linked to seven key domains (Ngurras) that aim to increase the skills, knowledge, and overall confidence of social work practitioners in their culturally responsive practice. This article discusses the tools that provide a clear structure to guide social workers’ critical engagement in becoming more culturally responsive social workers and individuals when working with Aboriginal and Torres Strait Islander Peoples. IMPLICATIONS Social work practices need to address the social injustices faced by Aboriginal Peoples by becoming more culturall responsive. The tools were developed to support social workers in their practice to self-assess their transformation in becoming culturally responsive social workers. Continuous improvement in collaborative and culturally responsive social work will improve services for Aboriginal and Torres Strait Islander Peoples.
{"title":"The Continuous Improvement Cultural Responsiveness Tools (CICRT): Creating More Culturally Responsive Social Workers","authors":"Bindi Bennett, C. Morse","doi":"10.1080/0312407X.2023.2186255","DOIUrl":"https://doi.org/10.1080/0312407X.2023.2186255","url":null,"abstract":"ABSTRACT Social workers play a pivotal role in addressing equity and diversity within Australia using both culturally responsiveness skills and knowledge. This article describes a research project that resulted in the development of the Continuous Improvement Cultural Responsive Tools that can be used by social workers in their practice. This was a large project conducted over three years, which involved engagement and consultation with Aboriginal and Torres Strait Islander community social workers. The community engagement and consultation process included the provision of cultural governance and participation in interviews. The tools developed are linked to seven key domains (Ngurras) that aim to increase the skills, knowledge, and overall confidence of social work practitioners in their culturally responsive practice. This article discusses the tools that provide a clear structure to guide social workers’ critical engagement in becoming more culturally responsive social workers and individuals when working with Aboriginal and Torres Strait Islander Peoples. IMPLICATIONS Social work practices need to address the social injustices faced by Aboriginal Peoples by becoming more culturall responsive. The tools were developed to support social workers in their practice to self-assess their transformation in becoming culturally responsive social workers. Continuous improvement in collaborative and culturally responsive social work will improve services for Aboriginal and Torres Strait Islander Peoples.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59359366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/0312407X.2023.2184676
{"title":"Announcement of Journal Awards 2022","authors":"","doi":"10.1080/0312407X.2023.2184676","DOIUrl":"https://doi.org/10.1080/0312407X.2023.2184676","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45952153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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