Browsing by Author "Adams K."
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Item A network approach to policy framing: a case study of the national Aboriginal and Torres Strait Islander health plan.(2016-11-24) Browne J.; de Leeuw E.; Gleeson D.; Adams K.; Atkinson P.; Hayes R.Aboriginal health policy in Australia represents a unique policy subsystem comprising a diverse network of Aboriginal-specific and "mainstream" organisations, often with competing interests. This paper describes the network structure of organisations attempting to influence national Aboriginal health policy and examines how the different subgroups within the network approached the policy discourse. Public submissions made as part of a policy development process for the National Aboriginal and Torres Strait Islander Health Plan were analysed using a novel combination of network analysis and qualitative framing analysis. Other organisational actors in the network in each submission were identified, and relationships between them determined; these were used to generate a network map depicting the ties between actors. A qualitative framing analysis was undertaken, using inductive coding of the policy discourses in the submissions. The frames were overlaid with the network map to identify the relationship between the structure of the network and the way in which organisations framed Aboriginal health problems. Aboriginal organisations were central to the network and strongly connected with each other. The network consisted of several densely connected subgroups, whose central nodes were closely connected to one another. Each subgroup deployed a particular policy frame, with a frame of "system dysfunction" also adopted by all but one subgroup. Analysis of submissions revealed that many of the stakeholders in Aboriginal health policy actors are connected to one another. These connections help to drive the policy discourse. The combination of network and framing analysis illuminates competing interests within a network, and can assist advocacy organisations to identify which network members are most influential.Copyright © 2016 Elsevier LtdItem Aboriginal perceptions of social and emotional wellbeing programs: a systematic review of literature assessing social and emotional wellbeing programs for Aboriginal and Torres Strait Islander Australians perspectives.Murrup-Stewart C.; Searle A.K.; Jobson L.; Adams K.Australian Aboriginal and Torres Strait Islander communities have been targets of social and emotional wellbeing programs for many years. However, the few health-care programs and services that are evaluated rarely provide insight into the participants' perspectives of program success or failure. This systematic review assessed 33 social and emotional wellbeing programs across Australia to better understand what Aboriginal community members think about the programs and how they could be improved. Results highlighted the interesting and valuable insights provided by Aboriginal participants, including what kinds of program activities and approaches are most suitable, what program characteristics are successful or desired, and their experiences of wellbeing change before and after program participation. They likewise voiced opinions about poorly received programs, culturally inappropriate services and negative experiences. This review highlighted how health and wellbeing programs must better engage Aboriginal and Torres Strait Islander clients to ensure that services are culturally safe, holistic, integrate appropriate staffing, include culturally relevant activities and value patient/participant experiences. These findings have significant implications for the health and wellbeing sector; specifically, research, policy, program design and implementation, evaluation methods, and self-determination. (PsycInfo Database Record (c) 2021 APA, all rights reserved)Item Having a yarn about smoking: using action research to develop a 'no smoking' policy within an Aboriginal health organisation.(2011-11-01) Fletcher G.; Fredericks B.; Adams K.; Finlay S.; Andy S.; Briggs L.; Hall R.Objectives: This article reports on a culturally appropriate process of development of a smoke-free workplace policy within the peak Aboriginal Controlled Community Health Organisation in Victoria, Australia. Smoking is acknowledged as being responsible for at least 20% of all deaths in Aboriginal communities in Australia, and many Aboriginal health workers smoke. Method(s): The smoke-free workplace policy was developed using the iterative, discursive and experience-based methodology of Participatory Action Research, combined with the culturally embedded concept of 'having a yarn'. Result(s): Staff members initially identified smoking as a topic to be avoided within workplace discussions. This was due, in part, to grief (everyone had suffered a smoking-related bereavement). Further, there was anxiety that discussing smoking would result in culturally difficult conflict. The use of yarning opened up a safe space for discussion and debate, enabling development of a policy that was accepted across the organisation. Conclusion(s): Within Aboriginal organisations, it is not sufficient to focus on the outcomes of policy development. Rather, due attention must be paid to the process employed in development of policy, particularly when that policy is directly related to an emotionally and communally weighted topic such as smoking. © 2011 Elsevier Ireland Ltd.Item 'Maybe what I do know is wrong...': Reframing educator roles and professional development for teaching Indigenous health.(2023-04-14) Francis-Cracknell A.; Truong M.; Adams K.Settler colonisation continues to cause much damage across the globe. It has particularly impacted negatively on Indigenous peoples' health and wellbeing causing great inequity. Health professional education is a critical vehicle to assist in addressing this; however, non-Indigenous educators often feel unprepared and lack skill in this regard. In this qualitative study, 20 non-Indigenous nursing, physiotherapy and occupational therapy educators in Australia were interviewed about their experiences and perspectives of teaching Indigenous health. Findings from the inductive thematic analysis suggest educators require skill development to: identify their discomfort in teaching cultural safety; contextualise the sources of this discomfort and; reflect on how this understanding can improve their teaching. Additionally, educators require professional training to become practitioners of cultural humility and to be facilitators and colearners (rather than experts) of the Aboriginal-led curriculum. Of relevance to this is educator training in how to decentre non-Indigenous needs and perspectives. Educators can also renew their teaching practices by understanding what a dominant settler paradigm is, identifying if this is problematically present in their teaching and knowing how to remedy this. Crucial to improved cultural safety teaching is institutional support, which includes Indigenous leadership, institutional commitment, relevant policies, and well-designed professional development.Copyright © 2022 The Authors. Nursing Inquiry published by John Wiley & Sons Ltd.Item Much being written about us, not much being written with us: examining how alcohol and other drug use by Indigenous Australians is portrayed in Australian government policies and strategies: a discourse analysis.(2023-01-24) Gentile V.; Jobson L.; Carter A.; Adams K.Background: Using critical discourse analysis, this study examined the portrayal of Aboriginal and Torres Strait Islander people in Australian Government policies regarding alcohol and other drug (AOD) use. Method(s): We used critical discourse analysis, informed by an Indigenous Research Paradigm, to analyse texts and contexts of six key Australian Government AOD drug policies; two Aboriginal AOD data documents, two reporting documents and two AOD strategy documents. Result(s): The social practice analysis found issues of power imbalance relating to the socio-political situation the documents were created in. Textual analysis identified: culture being performative or functional in documents; cultural unsafety in construction of targets and outcomes, and; the decentring of Aboriginal peoples in the framing of the documents. The discourse analysis identified that the documents often wrote about Aboriginal peoples rather than writing documents with or by Aboriginal peoples. This typically: absented complexities of consultation occurring within a complex power imbalanced cultural interface; did not support an Aboriginal paradigm; centred Gubba people in power and; promoted a paternalistic view of 'helping' Aboriginal people. Conclusion(s): There is an urgent need to move from policy relating to Aboriginal affairs that relies on a deficit discourse, to more effective AOD policy that improves power balance in policy development, is written with or by Aboriginal people, is inclusive of Aboriginal epistemologies and ontologies, and represents a paradigm-shift to a strength-based approach.Copyright © 2022Item "We still have a lot to learn": non-Indigenous educator perspectives on teaching Indigenous health.Francis-Cracknell A.; Truong M.; Thackrah R.; Adams K.Internationally many health professions courses require the inclusion of Indigenous health curricula and skilled educators are vital to achieving this. In this Australian qualitative study, 20 non-Indigenous nursing and allied health educators teaching Aboriginal and Torres Strait Islander people's health were interviewed on perspectives of teaching Indigenous health. Inductive thematic analysis identified three areas relating to perceptions of what to teach, how to teach and student experiences. Educators described teaching mostly novice-level knowledge concepts with a greater focus on Indigenous cultures rather than understanding power, race and settler colonial processes. Teaching was often informed by educators' personal and professional experiences. However, there was little critical reflexivity about whether these experiences may have modelled culturally unsafe practices or privileged settler colonial paradigms. Hence, despite good intentions of educators, teaching sometimes promoted paternalism, assimilation, stereotyping and ill-informed assumptions about Indigenous labour. Study findings indicate an imperative for theory-informed educator strengthening to understand recommended teaching approaches, impacts of settler colonialism and strategies for disrupting settler colonial cycles in education. Until institutional structures decentre colonial norms and implement cultural safety in learning and teaching practice, efforts to improve Aboriginal health equity will fall short. (PsycInfo Database Record (c) 2024 APA, all rights reserved)