Browsing by Author "Carter A."
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Item Evaluation of a first peoples-led, emotion-based pedagogical intervention to promote cultural safety in undergraduate non-Indigenous health professional students.(2021-11-20) Mills K.; Creedy D.K.; Sunderland N.; Allen J.; Carter A.; Corporal S.Background: Undergraduate health students learn cultural safety in complex and emotional ways. Pedagogies that account for these complexities must be developed and evaluated. Objective(s): To evaluate a First Peoples-led emotion-based pedagogical intervention on non-Indigenous health professional students' development towards cultural safety. Design(s): A pre-post mixed-methods intervention design. Setting and participants: All undergraduate health students undertaking a semester-long First Peoples cultural safety course (n = 395) were invited to participate. Method(s): The intervention involved students' written reflections and comfort (1 = very uncomfortable to 5 = very comfortable) with workshop content, using a gawugaa-gii-mara (head, heart, hands) form. The educator analysed student responses collected on the form, to prompt discussion in a series of four workshops. Students also completed the online 20-item Student Emotional Learning in Cultural Safety Education Instrument (SELCSI) which has two scales, Witnessing and Comfort. gawugaa-gii-mara responses were thematically coded. Paired sample t-tests examined differences over time. Eta squared determined effect size. Result(s): There were 102 matched pre-post-intervention surveys. Both SELCSI scales had excellent internal consistency (Witnessing alpha = 0.80, Comfort alpha = 0.92). A statistically significant difference was observed between students' mean scores on the Witnessing scale prior to the course (M = 47.10, SD = 6.51) compared to post-course (53.04, SD = 4.80), t(95) = 8.70, p < 0.001 (two-tailed) with a large effect size (d = 0.88). Most Comfort scale items increased but were not statistically significant. Data from the gawugaa-gii-mara intervention (n = 162 written responses) revealed students were challenged by self-reflexivity. There was a disconnect between what students had learnt (gawugaa), what they had felt (gii) and how this would be applied in professional practice (mara). Conclusion(s): The First Peoples-led, emotions-based pedagogical intervention was brief, meaningful and effective. As students grappled with their emotional connection to self-reflexivity as well as their ability to translate new knowledge into culturally safe practice, these offer important avenues for future research. Copyright © 2021Item 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 Ngarratja kulpaana: talking together about the impacts of lateral violence on Aboriginal social and emotional well-being and identity.(2022-11-11) Whyman T.; Murrup-Stewart C.; Carter A.; Young U.M.; Jobson L.Objective: Lateral violence occurs when oppressed group members take out their anger and frustrations, due to their experiences of oppression, on members of their own group. It is common among Indigenous people, including Aboriginal Australians. Limited literature exists on the holistic impacts of lateral violence on Aboriginal Australians. This study investigated the impacts of lateral violence on Aboriginal social and emotional well-being (SEWB) and identity. Method(s): Seventeen Aboriginal knowledge-holders (53% males, 47% females) participated in either a yarning circle or individual yarn. Knowledge-holders were aged from 18 to 65 years. Yarns were analyzed using thematic analysis and yarn summaries. Result(s): Themes identified included: (a) influences of lateral violence on SEWB (subthemes: mind and emotions, body, family and kinship, community, culture, Country, and spirit); (b) lateral violence and identity (subthemes: "genuine" Aboriginal and confidence in identity); and (c) interconnected influences of lateral violence on identity and SEWB. The influences of lateral violence were found to encompass all domains of SEWB. Lateral violence also impacts Aboriginal identity and creates notions of an (in)authentic Aboriginal person, which can further undermine Aboriginality and SEWB. Conclusion(s): As a population who already experience poor SEWB, the additional negative consequences of lateral violence further deteriorate the SEWB of Aboriginal Australians. Lateral violence must be addressed urgentlyCopyright © 2022. American Psychological AssociationItem Strategies for coping and dealing with lateral violence among Aboriginal people living in south-east Australia.Whyman T.; Murrup-Stewart C.; Young M.; Carter A.; Jobson L.Objective: Lateral violence, a group of behaviours directed towards people of the same group, is considered endemic among Aboriginal people. Behaviours include bullying, gossiping, isolation or exclusion of certain group members, and challenges to one's Aboriginal identity. Lateral violence impacts all aspects of one's life. Due to its pervasiveness, this qualitative study investigated strategies employed by Aboriginal people to deal with lateral violence. Method: Yarns with 17 knowledge-holders (53% male, 47% female; aged between 18 and 65 years) took place in south-east Australia. Thematic analysis and yarn summaries were used to analyse the yarns. Results: Strategies identified to deal with lateral violence included changes to one's attitude towards lateral violence, connecting with others, one's culture and community to improve wellbeing, education strategies, and systemic change. Conclusion: Supporting the development of Aboriginal identity, promoting social and emotional wellbeing, and true self-determination has the potential to heal Aboriginal communities and reduce lateral violence in the process. (PsycInfo Database Record (c) 2024 APA, all rights reserved)